Essay On Mystery Mixture

There are many reasons for identifying an unknown bacterium. The reasons range from medical purposes, such as determining if the unknown could cause ailments in living things or knowing what microorganisms are needed to make antibiotics. The experiment was done by applying methods in order to identify an unknown bacterium.

Purpose: The purpose of this experiment is to observe chemical changes in common consumer products to determine if the chemicals are basic, acidic, or remain neutral when mixed with other chemicals.

In the last test, we had to test out a mystery powder (powder A, B, C), in its own separate test tube, in order to solve the Sherlock Holmes Mystery. Our group had powder C. When we mixed water in the mystery powder, it did not dissolve. When the litmus paper was put into the test tube it turned blue. When the vinegar was mixed it bubbled/foamed up. When we mixed the iodine solution, there was no reaction and the solution turned to a dark brown/black color. When we mixed in the baking soda there was no reaction and it turned to an even darker color.

The primary goal of this laboratory is to correctly identify an unknown substance. To achieve this task, one may use various tests that reveal both chemical and physical properties of a substance. By comparing the results of a known substance and the unknown substance, one may eliminate alternative possibilities and more accurately predict the undisclosed compound. Furthermore, by performing these tests, data can be collected and verified regarding chemical and physical properties of the unknown. Understanding the chemical properties of a known substance aids one’s understanding of the unknown based on comparative analysis of the results of the tests.

The luminous yellow flame is smoky because no air is entering the burner and hydrocarbon is converted into carbon dioxide

The goal of the experiment was to identify Unknown 33A and 33B. Unknown 33A was a white, crystalline solid that had a sweet cherry smell and Unknown 33B was a beige, yellowish color liquid that was translucent and had a viscosity similar to water. Also, the liquid was homogenous and smelled sour, similar to mildew.

This hypothesis relates to the experiment by saying how when different liquids were used, there were many different reactions. Proving the hypothesis is supported. The experiment could be done differently by using other powders, liquids, etc. This could cause many changes. One thing is the expansion of options. It would have many substances to compare to the unknown. Thus creating a lot more options for the unknown powder to be. It could also increase the probability of error, from having so many different resources. Sources of error could include adding too much powder and not enough liquid. Doing this could cause the balance to be off. For example, not adding enough liquid could cause the powder to not react. When in reality, the substance usually fizzes or changed color. Doing this experiment made learning about different reactions to different substances

A mysterious vial filled with a white substance is given to you, and you are told to figure out what it is, but where would you even begin? This is the problem a group of 8th graders has struggled with for the past 5 weeks. Using physical properties such as, size, shape, texture, and chemical properties, such as temperature, color, fizz, they were able to narrow down their options. They believe the mystery mixture is made up of Citric Acid and Sodium Bicarbonate.

the experiment and the results, including the early dismissal of some of the students. In the

A mixture can be defined as a combination made by mixing two or more substances together. In science, there are two main categories in which a mixture can be classified: homogeneous and heterogeneous. Homogeneous mixtures are mixtures in which substances are so evenly distributed that one is not able to differentiate the substances from one another. Heterogeneous mixtures, however, are mixtures in which the substances are able to be distinguished from one another since they may be unevenly distributed. Within these two categories, a mixture is able to be further classified into three special types of mixtures called solutions, suspensions, and colloids.

Conversely, it was not going well at the start of the activity because Jenny tried to create mixture colours then the mixture colours became dark coulours which could not see whether the second layer was sits on the bottom layer. This mistake would not happen in the future as I will show the children the way to do this activity and they can practice by themselves. At last, it is important to find an experiment that children feel interesting so they would engage within the experiment. In contrast, students will fail to learn if they feel disinterested, tired and scared in a science inquiry

As the sassy and B.O. smelling 8th grade students entered into Mrs. Barrett’s 3rd period science class an early school morning, they could smell a strong, sour scent of vinegar and baking soda. Just as they were getting to their seats, they looked around the room, to see an explosion of vinegar and baking soda on tables and students. Many students were confused because usually science is boring but after they saw the mess they knew that it would be an atypical day. After the bell rang, Mrs. Barrett had explained to them the exciting array of tests they would be doing in class that day. She told them what materials they needed and how they were going to perform each of the experiments. After she had finished explaining, they started the tests by combining vinegar to the baking

They are given several minutes to explore. Students must find a desirable question to research and conduct the experiment based on their observations.

During the microbiology class, we needed to make some media for our experiments. No one had done this procedure before. The professor showed us a YouTube video. In that video, there was a woman making media. She calculated how much powder she would use, and then weighted by balance. Then she added the powder to the flask and added 250mL distilled water. Finally, she mixed the solution with magnetic stirrer. The process of our observations of her behavior is modeling. Modeling is observing the behavior performed by others (S. Anderson, personal communication, September 14, 2016). We had never experienced the process before. In order to learn this behavior, we first modeled it. We have information of how to do it.

The student will work collaboratively with a team using a modified scientific inquiry process to investigate and document changes in length and mass when gummy bear candies are placed in different liquids for twenty–four hours.