Rates Of Reaction

Experiment 1
Investigating the Effect of temperature on Reaction Rate
Level 1 SciPad page 126

Aim:
To investigate how temperature effects the rate of reaction.

Equipment: 
A Conical flask, beaker, measuring cylinder, stopwatch, black cross on paper, water bath, thermometer, 0.1 mol L sodium thiosulfate, 1.0 mol L, hydrochloric acid (HCl)

Method:
1. Put the 'X' paper on the bench mat, and put the conical flask on to of the paper.
2. Measure 50 mL of sodium thiosulfate solution and put it into the beaker.
3. record the temperature of the sodium thiosulfate
4. Measure 5 mL of HCl and pour this into the conical flask.
5. Pour the sodium thiosulfate into the conical flask, start the stopwatch and swirl the flask. Time how long it takes for the cross to dissapear when viewed from above (i.e. look down the mouth of the conical flask).
6. Wash out the flask thoroughly.
7. Repeat the experiment, using a water bath to heat the solution thiosulfate to 30 degrees then 40 degrees and finally 50 degrees. Keep the volume of acid the same each time.

Results:

Temperature (Degrees Celsius)	Time (seconds)
17	26.2
30	6
40	4.8
50	2.7

Conclusion:

For a reaction to occur the particles reacting have to be at the correct orientation and have an efficient amount of energy to react. When we took the first measurement with the temperature at 17 degrees it took a long time for the reaction to occur and the black cross to dissapear. when the Temperature was increased the time it took for the cross to dissapear decreased. This is because when we heated up the particles it caused them to move faster therefore creating more chances for the particles reacting resulting in a faster overall reaction.

Experiment 2
Investigating the Effect of Concentration on Reaction Rate
Level 1 SciPad page 128

Aim:
To investigate how concentration effects the rate of reaction.

Equipment:
A conical flask, measuring cylinder, stopwatch, black cross on paper, 0.2 mol L sodium thiosulfate, 1.0 mol L hydrochloric acid.

Method:
1. Put the 'X' paper on the bench mat, and put the conical flask on top of the paper.
2. Measure 10 mL of sodium thiosulfate solution and put it into the conical flask.
3. Measure 40 mL of water and put it into the conical flask. Swirl the flask to mix the contents.
4. Measure 5  mL of Hydrochloric acid. Pour the acid into the flask, start the stopwatch, and swirl the flask. Time how long it takes for the cross to dissapear.
5. Wash out the flask thoroughly. Repeat the experiment using the other volumes of sodium thiosulfate and water in the table below. Keep the volume of acid the same each time.

Volume of sodium thiosulfate (mL)	Volume of Water (mL)
10	40
20	30
30	20
40	10
50	0

Results:

Volume of sodium thiosulfate (mL)	Volume of Water (mL)	Time (seconds)
10	40	328
20	30	112
30	20	71
40	10	49
50	0	36

Conclusion:
For a reaction to occur the particles reacting must collide at the correct orientation and with an efficient amount of energy. When the volume of Sodium Thiosulfate was increased the Concentration of the solution increased also. When the concentration of a solution is increased there are more particles. With more particles there is more chance for the particles to collide and react with one another. This means the more Sodium thisulfate we added to the solution the less time it takes for the reaction to take place.

Experiment 3
Observing the Effects of Surface Area on Reaction Rate

Aim:
To observe how the surface area effects the rate of reaction.

Equipment:
Boiling tube, calcium carbonate chips and powder, hydrochloric acid, measuring cylinder, spatula.

Method:
1. Measure 2 mL of hydrochloric acid and pour this into your boiling tube.
2. Holding your boiling tube over a sink or heatproof mat, add a pea sized amount of calcium carbonate powder to your boiling tube.
3. Repeat the experiment, but this time use a chip of calcium carbonate that is roughly the same size as the spatula of powder you used previously.

Observations:
Powdered CaCo3: Fizzed violently for a very short time and dissolved quickly. It was a very fast reaction.
Chip CaCO3: Fizzed for a longer time and took a long time to dissolve. It was a slow reaction.

Conclusion:
For a reaction to take place the particles reacting must collide at the correct orientation with an efficient amount of energy. When we placed the powdered CaCO3 into the boiling tube it reacted very fast because the surface area was more spread out. But when we used a chip.

Composition 1

Composition Ideas
Me, Cameron, Cody
Guitar and Drums Instrumental

Part 1
We started writing with a epic, riff driven song in mind. Cody started us off with an amazing intro which has a very dark and gloomy vibe but also very empowering. We then started experimenting with harmony leads which sounded very good and fit the intro well and extended on what we already had. We also started developing drum ideas to go along with.

This week we will work on the verse and chorus riffs and ideas, and maybe think about writing some lyrics. We will also write some more drum parts focusing on the cohesion of all the instruments making sure the song flows well and we are all plating in sync.

Part 2
This week we wrote a couple of more riffs for the song and now we are thinking about how to tie them all together, repeating them etc. and also changing the dynamics of the song to make it slower and softer for the next section. We have written drums for about half of the riffs and they are sounding very good. At the moment we are focusing on practising the parts making them as tight as possible so when it comes to recording we know exactly what we are doing.

Part 3
Basic guitar structure is complete just need to repeat the riffs and figure out a backing riff for the awesome solos me and Cody wrote. Drums are progressing very nicely we have about a third of the song done for the drums and they are sounding very good. We are in the process of writing lyrics and the working title for the song is "Slice" but Cameron came up with the name "From Hell I Write" which we may use as it fits the lyrics very well.

Part 4
Guitar parts are completely finished, drums are nearly done just a few finishing touches here and there me and Cameron worked on the drum parts while Cody played the riffs to make sure the drums really added to the song and we ended up splitting the drums pretty much 50/50 same with the guitar work between me and Cody. Codys solo is amazing and fits the style of the song very well. Cody has been working on some lyric ideas which we will work on after we have practised the song enough that it is tight enough for a first recording and then we will do vocal melodies and figure out if we are doing vocals and who will be brave enough to actually to do them.

Part 5
Song ended up being named, From Hell I Rise, started writing lyrics and this seemed to fit the lyrical content better, Song is now finished, at this point there will not be any vocals, but I have found a few possible ways of putting vocals on whenever we get around to recording this track and our other songs.

We will be performing this song sometime soon, for the school, so watch out!

Anatomy and Biomechanics Revision Quiz

Anatomy and Biomechanics so far

Please complete the following tasks as a recap over what you should already know, then share your work with me:

1. Label the numbered bones of the skeleton:

1. Cranium
2. Mandible
3. Clavicle
4. Scapula
5. Humerus
6. Ribs
7. Pelvis
8. Sacrum
9. Metacarpals
10. Phalanges
11. Ulna
12. Patela
13. Tibia
14. Fibula
15. Femur
16. Radius
17. Pelvic Girdle
18. Vertebrae
19. Ribs
20. Sternum
21. Vertebrae
22. Metatarsals

2. Label 5 muscles of the body:

1. Pectoralis Major
2. Tibialis Anterior
3. Abdominis rectus
4. Deltoid
5. Latissimus Dorsi

3.Name the 3 different types of joint, and give an example of where they are found on the body:

1. Ball and Socket, Hip
2. Condyloid, Metacarpals
3. Hinge, Elbow

4. Define an agonist: the contracting muscle

5. Define an antagonist: the relaxing muscle

6. When going from sitting down to standing up, complete the following:

1. Joint type: ball and Socket in the hip
2. movement/action: Flexion to Extension
3. Agonist: Gluteus Maximus
4. Antagonist: Iliopsoas

7. Explain how the above movement occurs, using your understanding of muscles and movement.

8. Complete the following table:

Term	Definition	Affect on exercise	Links to a sport
Eg. COG	Centre of gravity - the middle point of a balanced body	If COG is outside of BOS you will become unstable	A wrestler tries to maintain a low COG to be more effective
BOS	Base of support is the area within an object's point of contact with the ground	If you have a small BOS you will be less stable	A tennis player maintains a large BOS to stay stable while returning a serve
VLG	The line that passes through your COG to the ground in the middle of your BOS	If your VLG does not go through your COG you a more likely to be unstable	While turning while running in football a player will turn their body so they VLG is centre to the COG and BOS

9. For the following diagram, explain how the athlete is using force summation to produce a successful pitch:

This athlete is using force summation to produce a successful pitch because he is using the corresponding muscles of the pitch in the correct order and at the optimal time to create the maximum amount of force.

10. For each of Newtons 3 laws, state what they are, explain them, and give an example of their application to a sporting context.

1. An object will remain at a constant state of inertia unless acted upon by an external force.

If you were to kick a ball in football it would not stop unless acted upon by air resistance or if it hit the ground etc.

2. An object will accelerate in proportion to the force applied and the direction it is applied. The mass and size will also affect the acceleration of an object.

If you hit a tennis ball the force applied and the force exerted will be different to that of a football as the masses are different.

3. Every action has an equal and opposite reaction. While running the force you apply to the ground is then applied back up as a support force.