Lab Report For Chemistry Lab

Something that is effervescence releases gas upon dissolving in water. In this experiment, we used effervescent tablets, to measure how it affected the temperature of the water. We tested to see if the water would increase or decrease the temperature. These specific effervescent tablets are used to clean dentures, by forming a type of “fizz,” which breaks down the particles that is on the dentures. The “fizz” is caused by the mixture of an acid and a base submerged in the water.

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

First students obtained 8 graduated cylinders and labeled them. Each one contained a different ratio of vinegar and water. These graduated cylinders with the liquid were weighed and recorded.Then, students obtained an Alka-Seltzer tablet and recorded its mass. Then one alka-seltzer tablet was dropped into each of the graduated cylinders. Students had to

Paragraph 1 - How the Law of Conservation of Matter is supported by the experimental demonstrations: In the law of conservation particles and materials are neither created nor destroyed . It was similar towards the experimental demonstrations because nothing changed or destroyed in the processes .Kinetic and potential energy was used in the experiments.

Corresponding to the previous experiment, this week’s experiment measures the participants’ ability to conduct basic, fundamental laboratory procedures. These procedures revolve around scientific measurements of volume, mass, and density. Unlike last week’s activity, this week’s experiment had a few modifications. In addition to distilled water, saltwater and an unknown substance were added. There was a total of five substances to choose from; Hexane, Methanol, Ethyl acetate, Ethylene glycol, and Dichloromethane. Part C, the unknown liquid number was four, which the average density was 0.789 gmL-1, and from looking at the chart the unknown identity was methanol. Part A, the temperature of the water was 20 oC, which was in front of the class,

Develop a hypothesis on which water source you believe will contain the most and least contaminants.

In this experiment I used green gummy bears, 2/3 cup of water, 2/3 cup of milk, and 2/3 cup of Dr.Pepper. I soaked the gummy bears in Dr.Pepper, milk, and water three different times for two hours each. On my first try soaking a gummy bear in water it measured 3 quarter of an inch; second try soaking it in water the gummy was an

My hypothesis was supported because there were some contaminants that were visible and there were some that were not visible. One of the contaminants that was visible with sample c was copper which was orange. Copper is an orange/red metal and it can be found in small amounts (less than 1 parts per million) in natural, ground, and surface water. However, elevated amounts may occur if corrosive water completely gets dissolved with copper water. This will only happen if corrosive water stays unmoving with copper water for six or more hours which will likely make the water more unsafe for drinking. It will be more unsafe for drinking because it can give a bitter taste and can cause discoloration in the water. Copper is also a contaminant that

If I were to do the experiment again, we should first try to mix the water in the beaker so that the temperature of the water inside the beaker would be equal, if I didn’t mix it, the hot water would stay at the top and the cold would sink down to the bottom, we should at least mix the water for 15 seconds to get a more accurate temperature of the water.

Dispense .5 mL water into the already weighed conical vial, replace cap and face insert on its down side.

The second experiment was the unknown substance. The unknown substance was salt water. The volume of liquid was 20.1 ml. the mass beaker

The purpose of this experiment is to identify an unknown substance by measuring the density and boiling point. I will be able to conclude which substance is my own from a list of known options stating what its real boiling point and density is.

The control group, of the 1.5 grams of baking soda and water solution, is important because a control group in a scientific experiment is a group separated from the rest of the experiment where the independent variable being tested cannot influence the results. This isolates the independent variable's effects on the experiment and can help rule out alternate explanations of the experimental results. The constant variables that were used, in this lab,

In assessing the effect of temperature on the viscosities of water, corn syrup, and acetone, the temperature of the water bath was varied from test to test. At each temperature, with the exception of water at 25.3℃, three trials were run in which the time that it took for the material to travel between the marked lines on the viscometers was recorded. By having multiple data points for each test, a greater level of certainty could be obtained when the time came to analyze the data. For the experimentation of the three liquids, the same set of water baths was used, and the sample materials in the viscometers were not altered or substituted between any of the tests. Additionally, for all of the liquids, the materials were given approximately fifteen minutes after being moved to a new water bath to adjust to the temperature before starting any tests. The information that was recorded for each test included the time that it took for the liquid to travel between the lines on the viscometer, the water bath temperature, and the viscometer constant, k, of the viscometer being used. In addition, in order to convert the experimentally determined kinematic viscosities into dynamic viscosities, data for the mass occupying a pycnometer was gathered for each

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.