Final Lab Report

***Repeat steps 2-4 for each of the following: 5 mL of oil and 2 g each of cornstarch, sodium chloride, and sodium bicarbonate.

The materials used during the experiment included three plastic cups, three gummy bears, masking tape, marker, balance, calculator, tray, one plastic spoon, a measurement tray, and a ruler. The three plastic cups were used to hold the tap water, salt water, and sugar water. The masking tape and marker were used to label each cup with the

The mole is a convenient unit for analyzing chemical reactions. Avogadro’s number is equal to the mole. The mass of a mole of any compound or element is the mass in grams that corresponds to the molecular formula, also known as the atomic mass. In this experiment, you will observe the reaction of iron nails with a solution of copper (II) chloride and determine the number of moles involved in the reaction. You will determine the number of moles of copper produced in the reaction of iron and copper (II) chloride, determine the number of moles of iron used up in the reaction of iron and copper (II) chloride, determine the ratio of moles of iron to moles of copper, and determine the number of atoms and formula units involved in

For the second part of the experiment I cut the cheesecloth into four pieces and folded them so that it was four layers thick. I placed one piece of cheesecloth into the funnel and measured 60mL of soil using the 100mL to help measure the soil and poured that into the funnel. Taking beaker number one I poured the contents into the funnel and let that filter into beaker number five. I used the same technique as above and I repeated the same thing to beakers number two through four and poured them into beakers number six through eight. Once this was done I observed beakers five through eight and wrote down my observations in Table 1.

The purpose of this lab was to identify unknown bacteria cultures using various differential tests, and my unknown bacteria is #17. The identification of these unknown cultures was accomplished by separating and differentiating possible bacteria based on specific biochemical characteristics. Whether the tests performed identified specific enzymatic reactions or metabolic pathways, each was used in a way to help recognize those specifics and identify the unknown cultures. The differential tests used to identify the unknown cultures were Gram stain, Catalase, Mannitol Salt Agar (MSA), Blood Agar, Novobiocin, Coagulase, and DNAse (Alachi, 2007).

Ionic compounds are soluble in water to a certain point depending on the compound. The level of solubility changes among different compounds. Some ionic compounds can completely dissolve in water and appear to be a homogeneous mixture. Although, some ionic compounds dissolve very little, and could be considered insoluble, since it does not dissolve fully. Depending on the compound, the level of solubility can be high or low. However, ionic compounds could dissolve to a certain degree. If the solution appears to be a heterogeneous mixture, many may assume through visual representation that it may be insoluble. As stated previously, the smallest amount of solubility should be considered. To confirm whether or not the substance is soluble, observe the efficiency when conducting electricity. Due to practical reasons, the slightest solubility could be considered insoluble by people.

Make three exposures using given technical factors on a phantom knee in PA position . Include saline bags in exposures 1 and 2 to demonstrate patient soft tissue thickness.

The oxidation number of an atom of any free element is ZERO. Means to say there is only one kind of atom present, no charge.

Begining by labeling 7 different 2.0 ml tubes 0 thru 6 for each compound. Then add 1ml of extract to tube 0. Then add 0.5 ml of DMSO to tubes 1 thru 6. Now make a 1:2 serial dilution from 0(pure extract) to 6(1:16)

The first experiment begun by filling a 600-ml beaker, almost to the top, with water. Next, a 10-ml graduated cylinder was filled to the top with water. Once water was added to the beaker and graduated cylinder, a thumb was placed over the top of the graduated cylinder. This would ensure that no water was let out and no bubbles were let into the graduated cylinder. Next, it was turned upside down and fully submerged into the beaker. Then, a U-shaped glass tube was attained. The short end of the glass tube was placed into the beaker with the tip inside of the graduated cylinder. Next, a 50-ml Erlenmeyer flask was received. After, 10-ml of substrate concentration and 10-ml of catalase/buffer solution were placed into the flask. A rubber stopper was then placed on the opening of the flask. After adding these, the flask was held at the neck and spun softly

2. (5 pts) List and explain the names and affiliations of the various characters/stakeholders in this story – I’m looking for us to use the story to map out the complexities that are generally associated with solving public health puzzles – the stakeholders you list and explain here should apply to many of the cases we consider going forward.

The investigation is showing how enzymes work inside a mammal's stomach. Rennin is the enzyme found in young mammals and has more effect

The listed materials were taken to a workstation and placed on a blue tray. Water was poured into the zip plastic bag. The red cabbage leaves were torn apart and crushed. They were then placed into the bag containing water. Pressure was then applied to the bag. The 8 cups were then placed on a piece of paper on the tray. The purple tinted water from the bag was then poured into the 5 clear plastic cups. The cream of tartar was then added to one of the 3 small cups. The vinegar was then added to the second small cup. The laundry detergent was then added to the last small cup. A toothpick was then dipped into the cream of tartar and then dipped into one of the 4 clear plastic cups. Observations were recorded. A separate toothpick was then dipped into the laundry detergent and then dipped into a different clear plastic cup than the last one. Observations were recorded. The final toothpick was then dipped

Then, each group of students received the necessary materials to complete the experiment. When the students received the cups, they labeled cups to distinguish between the salt solution, distilled water, and control group. After weighing the cups and finding the mass of the cucumbers, the students poured 50 ml of water in one cup, 50 ml of salt solution in the other, and left the control cup empty. Then, the students placed the cucumbers into the cups and waited 30 minutes for the results. After the 30 minutes, the students removed the cucumbers from each solution and dried the cucumbers with paper towels. The students then weighed the cucumbers again and recorded their results. Lastly, the students found the difference from the original mass of the cucumbers and recorded their results.

Step 1 and 2 was repeated by using distilled water by replacing the test solution.