Erlenmeyer Lab Report

Purpose: To become familiar with the International System of Units and common laboratory equipment and techniques. To learn how to determine volume, mass, length, and temperature of a wide variety of items. To learn how to calculate density and concentration of dilutions.

Washing of the copper is necessary in this experiment to separate the iron from the copper and make sure the iron is not counted in the mass of the copper.

5. After the dissolve of KNO3, we took of the tubes and left them until they cool.

0.1 gram of my product from the second trial was weighed in a tray and was then added to a fourth test tube containing 2.0 mL of Iron (III) chloride, which was measured using a 10 mL graduated cylinder, to test for

The wet, crude product was placed into the 50 mL Erlenmeyer flask. Small amounts of CaCl2 were added to dry the solution. The flask was sealed and the mixture was swirled and left to settle. Once

When filling up the burette it is important that a funnel is used, however as the solution reaches the 0 mark it is ideal that the funnel be removed and a pipette used instead to reach the 0 mark, this is to achieve greater precision. During the experiment, it is important to swirl the flask continuously with one hand

The volume of a small test tube and a thin-stemmed pipet were determined in this section of the lab. Water was poured into a small test tube until the water reached the very top edge of the test tube. The test tube was then emptied into a plastic 25 mL graduated cylinder and volume was measured and recorded into data table 3. A think-stemmed pipet was completely filled with water. Drops were carefully counted and emptied into the empty plastic 25 mL graduated cylinder until the water level reached 1 mL. The number of drops in 1 mL was recorded into data table 3. The thin-stemmed pipet had a total volume of 4 mL and that was also recorded into data table 3.

The purpose of this lab was for the student to get involved with his or hers new lab kit as well as being able to know, identify and use each other tools provided in the kit. Another key learning aspect of this lab is to teach the student how to measure properly the many units in the SI system. I will be using laboratory dilutions, measurements, and weights to then calculate using algebraic formula.

The purpose of this lab was to become familiar with the three different balances and two different methods used to find the weight and mass of chemicals and compounds in the ChemLab program. The lab was performed by using three different types of balances, and the direct weighing and weighing by difference methods.

The start of the experiment consisted of filling up four beakers with de-ionized water to 150 ml. After the beakers were filled to the appropriate amounts they were then labeled with the

The solution was swirled to induce precipitation, the swirling was for 30 minutes. The solution was filtered through a dry filter paper and a dry funnel into a dry 250 ml beaker. The temperature of the filtrate was then measured and recorded. A clean, dry burette was assembled and filled with the potassium thiocyanate solution, the burette reading was recorded, then into a clean, 50 ml flask, 5.00 ml of the filtered silver acetate solution was pipetted. 30 drops of the indicator (saturated ferric alum in 1.0 N HNO3), a few drop of the thiocyanate solution was added, then continued to be added dropwise, with swirling after each addition, until one drop gives a permanent light orange colour.

2. Place 1250 ml beaker containing 75 ml HCl underneath the buret (buret already set up with the volume recorded) for titration and apparatus.

7.) 2 mL of tap water wad added to test tube 4. The test tube was observed and the observations were recorded.

After 20 minutes the boiling tubes were removed from the water bath and using a pipette a drop was withdrawn from each test tube and placed on the white tile containing the iodine solution.

16. Steps 12-15 were repeated for the remaining salt concentrations (flask “5%” contained 5% salt, i.e. 5 g salt and 75 cm3 of water; flask “10%” contained 10% salt, i.e. 10 g salt and 70 cm3 of water, and so on).