For this lab, zeolite and magnetized zeolite were synthesized and compared with charcoal to find out with would be the most effective in the sequestering of Procion Red dye. Finding the concentration and absorbance of each zeolite, magnetized zeolite, and charcoal, along with a calibration curve, the best adsorbent is determined. Charcoal was the overall best sequestration of the Procion Red dye, since the adsorbent was highest compared to the others. Introduction Pollution has increased in the environment over the years, so the purpose of this experiment is to find the best adsorbent of chemicals to reduce the pollution.
Chemical compounds that are available to determine are CaCO3, CaCl2, Ca(NO3)2, mgCl2, MgSO4, KCl, HCl, HC2H3O2, KNO3, K2SO4, NaC2H3O2, Na2CO3, NaCl, Na2SO4, HNO3, H2SO4, HNO3, H2SO4, NH4Cl, (NH4)2SO4, K2CO3, 0.1 M AgNO3, 0.2 M BaCl, Mg(s), NaOH, and KOH. To start this experiment, start with the flame test by gathering a Bunsen burner and a Nichrome wire. Connect the Bunsen burner with a rubber tube to a laboratory gas. To prepare solutions for the flame test, weigh out 0.205 gram of Unknown Compound using an analytical balance and mixed it into a 140 mL beaker filled with 20 mL ionized water. Ensure that solid is completely dissolved using a stirring rod.
Some compounds have very distinctive colors when burned, such as Potassium, which is a white/purple, and sodium, which is a deep red hue. The first step for a flame test is to gather the needed materials. These include beakers, distilled water, the unknown substance, a Bunsen burner, matches, a nichrome wire, tubing to connect the gas line to the Bunsen burner, goggles, and known compounds to compare with. The first step is to make aqueous solutions of all the substances to be tested. This is done by adding .5
When the copper is heated, the flame of the bunsen burner changed from blue to green. The colour of the copper metal changed from a shiny reddish-brown colour to a dull gray-brown colour. When the magnesium is heated, it changed from a dull gray metal to a pale white colour. b) 2Mg (s)+ O2 (g) ----> 2MgO (s) Magnesium + Oxygen ----> Magnesium Oxide 2Cu (s) + O2 (g)----> 2CuO (s) Copper + Oxygen ----> Copper Oxide c)Copper
The purpose of this lab was to be able to use physical characteristics to determine the identity of an unknown compound. The data from this experiment classified aluminum as metallic; ascorbic acid, paraffin, palmitic acid, sucrose, graphite, and water as molecular; sodium chloride as ionic. In order to determine this, 3 tests were conducted. The first test was to test the conductivity of each substance at room temperature. In this test, only graphite and aluminum conducted.
My hypothesis of the candles having a constant burn rate within time intervals was partially supported during the candle lab because the candle did have a constant burn rate in mass (g/min), but the candle did not have a constant burn rate in height (mm/min). The mass of the candle decreased steadily by 0.057g/min in average. On the other hand, the height decreased at an average burn rate of 2 mm/min, but there was one burn (from burn 1 to burn 2) when the height of the candle (including the wick) increased by 1.88 cm. At that burn rate, the candle would have decreased to 2.5 cm at around 28 minutes, it would have completed the candle at around 40.5 minutes.
The objective of the experiment was to try to figure out what the mystery powder was. I used a bunsen burner, four different types of liquids. We were given eight powders and one of these powders were our mystery powder. And each powder reacted different to the fire and the liquid. We had to go back into our notes and see what matched to what.
The objectives of this experiment were to use knowledge of chemical formulas and chemical nomenclature to experimentally determine the empirical formula of copper chloride. Common laboratory techniques were used to conduct a reaction between copper chloride and solid aluminum in order to get rid of the water of hydration. The amount of water of hydration in the sample of copper chloride hydrate was calculated by measuring the mass before and after heating the sample. Afterwards, an oxidation-reduction reaction was conducted, resulting in elemental copper.
Analysis: The ion that causes the color change in flames is because of the cation in a chemical formula. The reason why the cation is the cause of the color change is because when I observed the flame color created by the different salts, there some a couple of similarities and differences that I found in each chemical formula. Two formulas that I were drawn to first were potassium chloride and sodium chloride. They both have the same anions however they have different cations and this is the first clue that I found to try to find out which ion causes the flame color change. The next clue that I found that the anion wasn’t the ion causing the color change was also the chemical formulas.
Throughout the Flame Test Lab, the purpose was to identify the cation in an unknown substance based on its characteristic color in a flame. Each color is represented by the amount of photons being released by the compound’s electrons. The first compound tested was Potassium Chloride. Potassium Chloride has a slightly pink and purple color due to the salt which produces it. The next substance examined was Sodium Chloride which appeared to be orange because sodium is placed within a blue flame.
In Chemistry, a lab was conducted to figure out what a unknown blue substance was. To do this experiment a crumbled up piece of aluminum was dropped into the unknown blue substance. When the aluminum was submerged into the blue substance it started to fizz, turn red and break into tiny pieces. After this occurred the beaker, which contained the aluminum and the blue substance, was placed onto a bunsen burner to be heated. After being heated for a while it turned clear and the red pieces turned into red powder.
The carbonate test and the sulfate test gave no reaction to the unknown metal. Whereas, the halide test gave an off-white/cream colour. This proved that the non-metal part of the compound was Bromide. Evaluate: One error in this test was the observation of the colour of the flame. This is human error because the colour of the flame depends on the persons point of view (subjective).
In part A of the lab we had to melt a birthday candle in a test tube until it turned into liquid wax. We held the candle over a bunsen burner for about thirty second before it was completely turned to liquid wax. Here are some important measurements of part A. Before heating the candle weighed one gram, and the test tube and beaker weigh 40.2 grams. Then after heating, the test tube, beaker, and candle weighed 41.2 grams all together. Which then means that the candle weighed one gram after heating.
My knowledge of heat transfer in a lava lamp before instruction was that waves of electricity was sent through the power cord and heated the lamp. This would then heat the wax in the lamp causing it to bounce around the lamp. I did not know the amount of wax a lava lamp contained, but after seeing a lamp that has not been plugged I was quite surprised. I had believed there had only been a couple of tablespoons within the lamp, but that is because a lot of the wax sits at the bottom. Also, I did not know lava lamps contained wax I believed it was a gummy substance that was not very dense, which allowed it to more around easily.
The purpose of the “Flame Test Lab” was to show students how elements can be identified through the use of the flame test. The flame test is conducted by using fire to observe the light given off by an element’s electrons as they go from an excited state to their ground state. When electrons are exposed to certain conditions such as heat, they may increase in energy level and move into a higher energy level in a phenomenon known as being “excited.” Once the electron’s level of energy goes back down, the electron releases the exact amount of energy it originally absorbed as light that can be registered on the bright line spectrum. Due to the fact that different elements have different electron configurations, different elements exert different
