I - Introduction - In chemistry, the use of a scientific method to solving problems and collecting data is crucial to a successful conclusion. Observation, Investigation and Interpretation are the scientific tools that are used to help construct this conclusion. Observation is used to gather both quantitative and qualitative properties of matter in order to set a basis upon which every other part of the experiment is built. Then, the observations are investigated and records are kept of the results. Interpretation is the final step of the process. Interpretation is the action of comparing the results of investigation to previous knowledge. With these 3 steps completed, a conclusion can then be established based on findings. In this lab, …show more content…
The beaker was removed from the flame and cobalt chloride paper was used to test liquid inside the beaker. All observations were recorded. A single drop of tap water was placed onto a second piece of cobalt chloride paper as a control. All observations were again recorded.
The 1000mL beaker was placed invertedly over the burning candle until it was extinguished. The time it took for the flame to be extinguished was timed and recorded. The flame was relit with a match and a 2000mL beaker was obtained. The beaker was placed invertedly over the burning candle until it was extinguished. The time it took for the flame to be extinguished was timed and recorded.
Limewater and a graduated cylinder were obtained. A measurement of 10mL of limewater from the top of the bottle was put into the graduated cylinder and set to the side. The candle was relit with a match. A 250mL Erlenmeyer flask was obtained and held over the candle until the flame extinguished. A few seconds were given to allow the smoke to fill the flask. The flask was removed from the flame and the limewater from the graduated cylinder was poured into the flask. A hand was placed over the top of the flask to prevent the smoke from escaping while swirling the flask to mix the smoke and limewater. All observations were
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Another match was lit and the candle was blown out. The lit match was held to the resulting smoke coming from the wick after being blown out. All observations were recorded.
A piece of copper was cut from a spool and coiled around a pencil. The coil was removed from the pencil and a small portion of the wire was left as a handle. Forceps were obtained and used to raise and lower the coil swiftly over flame, as well as side to side and diagonally. All observations of the flame’s behaviour were recorded.
A dropper pipet and water was obtained. The pipet was used to drop 3 drops of water into the top of the candle which was bowl shaped and molten. All observations were recorded.
III - Observation/Results
If the difference between the recorded times are more than 10%, add a third trial. Repeat these steps with each size beaker. Calculate the average time for each beaker and record the data. The next step of the lab exercise is determining the exact volume of the beakers used in the burn time experiment. Fill a beaker to the top with water. Carefully pour the water from the beaker into a graduated cylinder. Reading the meniscus, record the exact volume into a data sheet. Repeat this step with each size beaker until all volumes are recorded into the data sheet. The final process of the Graphing and Estimating lab is plotting the recorded data onto a graph. Using the data recorded for burn time, in seconds, place the data on the vertical axis. Use the horizontal axis for the volume in milliliters. With the data points plotted determine whether a straight line or a simple curve will best represent the data. Now, obtain a jar and determine the volume. Fill the jar to the top with water. Carefully pour the water into a graduated cylinder. Precisely record the data. Using the plotted data on the graph and the simple curve or straight line to predict how long it would take for the flame to burn out on the candle if it was covered with the jar that was just measured.
Place the test tube containing cold water in a test tube clamp and hold the test tube above the burning alcohol. Observe the outside of the test tube for evidence of product formation.
3. Removed the test tube from the flame and places a piece of moistened litmus paper in the mouth of the test tube. Identified any odor that is readily apparent by wafted the fumes toward your nose. Caution: Do not sniff
Trial 1: A dish was filled with approximately 2 cm water and a candle mounted on clay was place in it. The candle was lit and a jar was placed over top of the candle so that it was resting on the dish. When the flame went out the water level inside the jar was measured. This process was repeated three times.
The experiment can also be done to compare the burn rate of different colored candles.
For the test tube with the ratio of Acetylene to air is 1:3, a flame traveled down a test tube even slower, there was a slight popping noise and black residue . For the test tube with the ratio of Acetylene to air is 1:7, a flame traveled quickly down a test tube, popping noise and less black residue. Refer to table 1 for the specific lab results.
The next step in this lab is to rinse the Erlenmeyer flask with distilled water down the drain and then repeat the experiment, this time adding 10 ml of 0.10M KI and 10 ml of distilled water to the flask instead. The flask should again be swirling to allow the solution to succumb to the same temperature as the water bath and once it has reached the same temperature, 10 ml of 3% H2O2 must then be added and a stopper must be immediately placed on the flask and recording should then begin for experiment two. After recording the times, the Erlenmeyer flask must then be rinsed again with distilled water down the drain. After rinsing the flask, the last part of the lab can now be performed. Experiment three is performed the same way, but instead, 20 ml of 0.10 ml M KI and 5 ml of distilled water will be added and after the swirling of the flask, 5 ml of 3% H2O2 will be added. After the times have been recorded, data collection should now be complete.
The chemistry behind candles is fascinating because there is more to a burning candle than what meets the naked eye; the fire and chemical composition of candles exemplify chemistry in a basic object that is used all throughout the world. There is a fair amount of green chemistry that happens in the use of a candle. It is obvious that there is fire involved in the burning of candles, and there are multiple products that result from a burning candle wick. Two examples of products from this combustion reaction would be di-hydrogen oxide and carbon dioxide (Walker 12). This observation made by Walker in her work makes sense because according to (IUN.edu), hydrocarbons, which are present on the wick of the candle in paraffin wax candles (Walker 4), and oxygen are
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This lab was not very fun, but it helped in learning the information. After this lab I learned how to find the heat gained/lost and I also learned how to calculate the heat of combustion of the candle and the molar heat of combustion of paraffin. Going into this lab I had no idea what these terms meant. After research, I discovered that heat of combustion is the amount of energy released in burning completely one mole of substance.
12) At this point, the temperature of the water may go above 40oC. If this happens, take the beaker of water off the flame and let it stabilise at 40oC again (try and maintain this temperature)
12. The crocodile clips are attached to the copper electrodes of the experimental apparatus and the power supply is turned on. Simultaneously, the stopclock is started. The thermometer is checked every 30s. 13. After 300s the stopclock is stopped and the power supply is turned off. The negative cathode is carefully removed and is dried using a hair dryer. 14. When dry the negative cathode is placed on the electronic milligram balance and its final mass is recorded. 15. The positive anode and negative anode of the experimental apparatus are disposed and the electrolyte is poured out to ensure that the anode slime (impurities) does not contaminate the solution. 16. The electrodes of the experimental apparatus are replaced with new copper strips. 17. Steps 7 to 16 are repeated. However, this time, the rheostat is adjusted using the calibration apparatus until the multimeter shows approximate readings of 0.40 A, 0.60 A, 0.80 A and 1.00 A respectively. 18. Time permitting, the entire experiment is repeated. Safety Copper sulphate may cause irritation and burns if it comes into contact with the eyes. As standard lab procedure, safety goggles and lab coats must be worn at all times. Control of Variables Volume of Electrolyte Used
I study the flame as it seems to embrace and engulf the shape of the rounded end. Inside the bulb of the pipe is a friend that provides no
In the past, candle played an important role in each family whenever power cut and brought us precious and unforgettable memories with shadow games. Nowadays, candle has become a dispensable presence as its role to bring light in the dark has been replaced by torch and flashlight. But sometimes when we want to revive our childhood memories or have a candlelight dinner with our loved ones, we could not find a single candle because we did not buy a new one when the old candles burnt out. This is the moment when we need a candle that is reusable so we can use it for plenty times.
In this field, professionals would determine what is true or worth knowing by means of empiricism, which is knowledge through direct sensory experiences. These senses include sight, smell, taste, touch, and sound. Chemistry uses those senses to understand different processes, such as breathing, digesting, etc. Such processes and many more interpretations will help understand and explain our world a little better. Knowledge comes from our observations and perceptions. Similar to what Aristotle has believed, we must look around us to understand. We must observe, record, analyze, and repeat. Evidence is the key in this field. During labs, collecting and recording data is so important. This would allow one to have a set of data points that may or may not show a relationship to whatever one is studying. Equations are made and used to better understand the data that was received and is reported. Repetition and patterns will then verify our accuracy and precision of our data. Protocols are made so that experiments can be repeated. This all relates to play a role within the scientific method as well. The scientific method is a