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Conclusion

The experiment sought to understand how temperature affects the amount of dissolved oxygen in water (1). The results showed that colder water had more oxygen, around 6.5 mg/L at 5°C, while warmer water had less, in a linear trend (2). This contradicted the original hypothesis (3). Maintaining consistent temperatures during testing was difficult due to warming of the water during testing procedures (4). Future experiments could explore how other factors like adding plants affect oxygen levels through photosynthesis.

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37 views1 page

Conclusion

The experiment sought to understand how temperature affects the amount of dissolved oxygen in water (1). The results showed that colder water had more oxygen, around 6.5 mg/L at 5°C, while warmer water had less, in a linear trend (2). This contradicted the original hypothesis (3). Maintaining consistent temperatures during testing was difficult due to warming of the water during testing procedures (4). Future experiments could explore how other factors like adding plants affect oxygen levels through photosynthesis.

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The purpose of this experiment was to see the effect of changing water temperature on

the amount of dissolved oxygen that it carries (1). As the graph shows above, the coldest

temperature water had the most oxygen in it – about 6.50 mg / L at 5°C. The warmest

temperature water had the least oxygen in it – and the trend seems to be linear – as the

temperature increases, the amount of available oxygen decreases (2). This data contradicts my

original hypothesis (3). In this lab, we had trouble maintaining a temperature long enough to test

it accurately (the water would warm up as we went through the oxygen testing procedure).

Perhaps future tests could be done more quickly to prevent temperature swings (4). Future

experiments could test for other factors that affect oxygen levels in water – maybe adding plants

to the aquarium could affect oxygen levels (when they make oxygen in photosynthesis)

The experiments sought to understand how key concepts in chemistry (e.g., concentration units, dilution,
chemical kinetics, and chemical equilibrium) apply to real-life processes. From the first experiment, the
results show that while the concentration (M) changed along with volume (L), there were no significant
changes to the moles of solute. It was apparent that as the amount of solvent added increased, the
concentration decreased at the same rate, supporting the hypothesis that the product between the molarity
and the volume of solution will always remain constant even after change. For the second experiment, the
average time of complete dissolution of the effervescent tablets was found to decrease and increase as the
temperature increased and decreased, respectively. It can then be inferred from this observation along
with the concept of chemical kinetics and collision theory that heat provides additional energy for the
reaction, thus hastening the overall process. Finally, for the third experiment, aspects of the Le Chatelier’s
principle was observed as it is found that the rate of bubble formation changed when the following
conditions are met: (1) an increase in temperature shifts the equilibrium of the carbonation process
(exothermic) to the reactant side which leads to an increased production of carbon dioxide bubbles, (2) a
decrease in pressure produces more bubbles as it shifts the equilibrium to the side of the reaction with
most number of moles which is the reactant side (i.e., water and carbon dioxide compared to carbonic
acid), and (3) an increase in reactant concentration due to an addition of vinegar (which reacts with soda
to form carbon dioxide) allows for faster production of carbon dioxide bubbles. Nonetheless, the accuracy
of future analyses could be more improved with the use of a laboratory with more precise equipment and
better means of measuring and quantifying the changes that occur during the reactions.

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