Analysis Of Cations Part 1 Lab

1. The first experiment is Preparation of a Cobalt Amine Bromide Product ; Synthesis #3 was used to create the compound. Added 5 grams of cobalt carbonate to 20 mL of hrdrobromic acid in a beaker. Noticied a slight color change to dark purple. Solution frothed after it settled I mixed in 15mL water and

1-1: Insert the chemical symbol in the answer blank for each of the following elements.

Conclusion – The main idea of this experiment is that if you have the reactants of a double replacement reaction that you should be able to find out several things. First, you can figure out the products from switching the positive ion with the other positive ion. Once you have found the products you can determine the phase of matter they are in from Table F and H. Finally, you can also determine whether the reaction went to completion or not. The observations and data above leads me to believe that our experiment is valid. We were very careful and observant of the directions that needed to be taken. Once source of error could have been that certain substances were placed in the wrong wells, causing your data to stray from the correct information. One way this experiment could be applied to a real life situation is he residue in the bottom of a glass in your bathroom. There is stuff dissolved in water, and any trace of water left in a glass will eventually evaporate and leave the residue.

his brother Mark was having difficulties in chemistry, especially with understanding what dissolved,solute,aqueous and solvent meant. He sat down with Mark after saying hi to the family, and told him that when a substance is dissolved it’s when the molecules of solute are completely separated in a solution,that the solvent will always be the liquid and solute what we are dissolving in it, and that aqueous is simply water.

Substances A and B have an appearance of a white solid like. Substances A and B were put into a test tube and on the Bunsen burner. As a result, B melted faster than A. A was slow to melt. The reason why B melted faster than A is because it has a lower boiling point than substance A which made it melt faster. It also shows that A needs more energy than B to be broken down.

In experiment 3.11, we found out whether or not a larger amount of a liquid would get hotter when it boils. To answer this, we heated a specific amount of unknown liquid and recorded the temperature every fifteen seconds. In our scatter plot, we were able to find the boiling point of our liquid. We know that the slope of our graphs is when the liquid molecules were moving around and heating up. The plateau of our graph points is where the liquid started to evaporate and boil. This is were we found our boiling point at. Shantel and I decided that our boiling point was about 98º Celsius. If you had another slope in your graph, that was when you were simply heating the leftover gas. The histogram showed us that there were about equal amounts of data in the higher temperature (about 95º Celsius) bins for both 20mL of liquid and 10mL of liquid. Also, in the lower temperature bins (75º to 80º Celsius) there was about equal amount of data for 20mL of liquid and 10mL of liquid. There was 7 pieces of data for 10mL of liquid in the lower bins, and 6 pieces of data for 20mL of liquid. If a larger amount of liquid did have a higher boiling point, the clusters would be organized by volumes or amount. For example, all of the 20mL pieces of data would be in the higher temperature bins, and all of the 10mL pieces of data would be in the lower temperature bins or flipped. Rather, the bins were clustered by identity. The boiling point is a characteristic property.

What is the goal of this lab? What question is it trying to answer, or what problem is it trying to explain?

There were five main purposes of the maalox lab that we wanted to accomplish. This included producing two precipitates, classifying reactions, providing visual evidence on a chemical change, using pH indicators to identify bases and acids, and describing what happens during neutralization. In the lab, there were two reactions that occurred. The reaction happened when there were reactants that combined to create end products. In the first reaction, the reactants used were alum and ammonia. The products that formed were aluminum hydroxide, potassium ammonium sulfate, and ammonium sulfate. In the second reaction, the reactants were magnesium sulfate and ammonia. The products that formed from the magnesium sulfate and ammonia were ammonium sulfate and magnesium hydroxide. Overall, we were able to accomplish the five main goals of the lab and were able to identify the reactants and products in each of the reactions.

h Q. ____ Q Qu. ____ Lab _____ Test _____ = ________ 1. ________________ splitting the atom to release energy? 2. _______________ small atom are pressed together with a release of energy?

1. Temperature: high temperature accelerate oxidation, reduction and hydrolysis reaction which lead to drug degradation

What is the goal of this lab? What question is it trying to answer, or what problem is it trying to explain?

Next, select the test tubes and put it on the test tube rack; and, wash all the glassware with distilled water. Then, use the 250 mL beaker to prepare a hot water bath and regulate it to 200 C. Moreover, prepare the scenario to analyze the solution for the presence of Pb2+, Hg22+, and Ag+ ions. Start by labelling the test tubes from 1-8. Then, use the tube 1 and add 10 drops of 10 cation solutions (note: the unknown solution must be in the tube 8). Next, add 8 drops of 6 M HCl and mix it, using a stirring rod.

To first complete this lab the students should know what a solute, solvent and saturated are. A solute is a substance that dissolves in the solvent in the solutions. A good example of a solute can be sugar when put in water. When the sugar is stirred and mixed into the

The main objective of this experiment is to carry out qualitative analysis to identify metal cations in unknown solution 1.

The cation exchange gel samples are labelled IEX 19-22 as these were the tubes with the highest activity as shown in the above table. The other IEX fractions had significantly lower specific activities so were less likely to contain the protein of interest and more likely to contain unwanted proteins than the higher specific activity fractions. Only the higher specific activity fractions were chosen for this reason. All the fractions that were analysed by gel electrophoresis have the same banding patterns which means that they can be combined to get a combined total for the yield calculations. This has then been used to calculate the amount that there would have been if the entire solution was used for this process. However, the