Isolation Lab Report

Title: Separation Lab Purpose: The purpose of this lab was to successfully separate a mixture of iron filings, poppy seeds, sand and salt. Hypothesis: In my opinion, I think it is possible to successfully separate the mixture.

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

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).

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.

In this project, C. Elegans are hermaphrodite worms that will be used since they are easy to maintain in lab, as well as have short life cycles. The gene that the project attempted to knockdown in C. Elegans with RNAi treatment is the unc-22 gene. RNAi disrupts gene expression in the presence of double stranded RNA (dsRNA) that is complementary to target gene sequence. The unc-22 gene codes for a muscle protein called twitchin in wild-type worms. The Unc-22 is required for muscle regulation and maintenance in C.Elegans. To verify that the RNAi treatment worked, would check the unc-22 mRNA levels in the worms, in addition to phenotype observation.

The experiments conducted for this lab report focused on water contamination and filtration. Experiment 1 was effects of groundwater contamination. Oil, vinegar, and laundry detergent were added to clean water with no means of filtration. The clean water was found to be contaminated. A filtration system consisting of cheesecloth and 60 ml of soil was created and the contaminated samples were filtered through it. The soil and cheese cloth did not affectively filter the contaminants. Experiment 2 focused on

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

[1] Queen Mary University of London, DEN233, Low Speed Aerodynamics, Lab Handout, November 2013, (Accessed on 13th November 2013)

The purpose of the experiment was used to determine which team created a design that ultimately proved to launch the marshmallow the farthest. What was determined to be true was that the structure that contained the right configuration in producing a high amount of force proved to have the greater amount of displacement of the marshmallow. This proved the group’s hypothesis. However, when the group was compared to other groups conducting the same experiment, the displacement of their marshmallow was the shortest. This was a result of miscommunication between group members that proceed to affect why the group had the lowest measurement of displacement. As mentioned in the research, projectile motion was shown when the marshmallow was launching

The goal of the experiment was to identify the gravitational acceleration from the recorded distance(cm) vs time(sec) data of a fallen object. The first step was to graph the distance-time graph from the data collected. Upon graphing the data, the best fit line was identified in order to find the formula of the function. As the data is representative of a graphical parabola, a parabolic function was utilized to be the best fit trendline. The function Positon=404.289cm/s^2(t^s) + 44.450cm/s(t) +4.876cm was identified. In the equation, 404.289cm/s^2(t) represents the slope of the parabolic curve pertaining to the distance(cm) over time(sec) as the 4.876cm displays the y-intercept in which the function crosses the axis leading to the resulting curve. From identifying the distance-time graph equation, the next step is to find the velocity of the set data.

a) Click on the reset button. Adjust the glider masses back to 0.5 kg. Reposition the gliders with G1 on the left end of the track, and G2 on the right end, since both gliders will have an initial velocity moving toward each other for the collision. The exact position of each is not important, as long as they can collide near the middle. b) Record the masses of G1 and G2 in Table D. Calculate and record the combined mass of the gliders as well. c) Set the velocities to 3.0 m/s for G1, and –3.0 m/s for G2. Record the initial velocity and momentum of each glider in Table D as well. d) Press play to run the trial. After the collision, press pause to record velocity and momentum data for the combined gliders in Table D. e) Run a second trial. Click the reset button and change the mass of G2 to 0.8, and keep the other parameters the same. Record masses, velocities, and momentums as you did in Steps 3b–c, this time in Table E. Run the simulation, pausing after the collision to record postcollision velocity and momentum of the gliders in Table E. f) Repeat Step 3e to run a third trial where the mass of G2 is increased to 1.2 kg. Record masses, velocities, and momentum both before and after the collision in Table F. Step 4: Compare values for momentum. a) In each Table, find the momentum for each glider prior to the collision and for the combined mass after the collision. Momentum is calculated by using the

* The relevance of this experiment is similar to understanding a real airplane. Paper airplane models are derived from an actual plane these days. The design of an airplane has so much to do with distance, hang time, speed, and many other factors. Understanding the models I have chosen to make help me

Introduction: In this lab we were trying to prove right Newton 's Second Law which is F=ma. We had used mass and force to test if the law was would match up with our experiment. In the first experiment we used a car and put a certain amount of weights in it to see how much it would affect the mass, time and velocity. In the second experiment, we stretched a rubber band from 1cm to 5cm and released the car from the length of the rubber bands to calculate the time and velocity. In both problems to calculate velocity we used, 1 cm divided by the time calculated by the photogate. Our hypothesis was that if more mass is added, then acceleration will decrease and if force increases then acceleration will also increase. In both experiments we had calculated the velocity. Since acceleration is the rate of which velocity either increases or decreases, we could see if the car was accelerating or decelerating in the experiments.

This lab was about the Atwood machine, a system consisting of a pulley in the air with a length of string running through the pulley and different masses on either side of the string. We had pulled the lighter mass to the ground, suspending the heavier mass in a known height that we had measured and recorded off the ground. We timed with a stopwatch the time it took for the heavier mass to hit the ground. We performed five trials for each of the three mass differences and calculated an average measured acceleration for each of the three. We detirmed the Atwood formula, A= g(m2-m1)/ (m2 + m1), which allowed us to find a theoretical acceleration using the masses of the two different masses, to be used to compare to our measured accelerations.

As the first lab of the Physics 2 curriculum, our class completed a lab experiment that introduced us students to a new concept that would be a foundation to the future topics that we learn in this class. In this lab activity, we used a lab cart on a flat track to compare the collision of the cart with a force sensor with and without the plunger during different trials. The materials that we would need for this activity are a lab cart on a flat track, a timer, a force sensor, and a Ti-Nspire Calculator. The Ti-Nspire Calculator was connected to the force sensor in order to track and create data that would be shown in graphs on the calculator. Because we had to compare the collision of the cart with