The Concentration Of A Solution

In six different 50mL volumetric flasks there was 0.00 mL, 2.00 mL, 4.00 mL, 6.00 mL, 8.00 mL, and 10.00mL of the 5.00 g/L Cu^(2+)stock solution. 3mL of 15M ammonia was added into each flask, once the ammonia was added each flask was diluted with water to 50 mL then were all thoroughly mixed.

Purpose: To learn about the international system of units (SI), to become familiar with common lab equipment and techniques, to gain proficiency in determining volume, mass, length, and temperature of a variety of items using common laboratory measurement devices, to learn to combine units to determine density and concentration, and to use laboratory equipment to create serial dilutions and determine the density and concentration of each dilution.

Procedure: I used a ruler, thermometer, and scale to take measurements. I used a graduated cylinder, short step pipet, scale, and ruler to determine volume and density. I used a volumetric flask, graduated pipet, pipet bulb, scale, and glass beaker to determine concentrations and densities of various dilutions.

Explain what happened to the blood cells at the various levels of concentration. Be sure to refer to the solutions as being hypotonic, hypertonic and isotonic.

In this task the concentration of an unknown sample of copper sulphate using colorimetry was used to find the concentration. In this investigation copper sulphate was used which is CuSO4.5H20 as a formula. To make a standard solution which was 1M, the same clean equipment was used to make up the standard solution as used to make sodium carbonate. However there was one difference and that was that the hot distilled water was used to dissolve the copper sulphate crystals. There had to be enough hot water in order to dissolve the crystals into the beaker and then add cold distilled water to cool the solution.

10 microliters of the sample is then added and the assay absorption is measured at 340nm. If absorbance was above 1.5, samples were diluted.

As the Concentration of the Sucrose Solution decreases, the more the potato’s mass increases. This is due to the solution being hypertonic. So, as the solute concentration gets lower, the potato’s water concentration will get higher, therefore more water particles from the solution will absorbed by the potato. Some changed very little in mass because the concentrations of the H2O molecules in the potato and outside the potato were equal. This equality in concentration is called Isotonic.

The main focus of this lab was to measure different tonicities. Tonicity is the concentration of the solute particle mixed with the solvent inside the cell versus said the concentration of solute and solvent outside the cell (Mader 50). There are three different types of tonicity measurements. One type of tonicity is called isotonic. This means that the solution has an equal concentration of solute and solvent both outside and inside the cell (Mader 50). This means that the concentration is in an equilibrium. The second tonicity is called hypertonic. This type of solution has less free water outside of the cell and a higher concentration of the solute particle. Water exits the cell in order to balance the concentration inside and outside the

One of the most important skills to have in the chemistry lab is the understanding of how chemicals will react. Knowing for example, how a chemical will react with a metal, is an excellent way of determining the amount of a particular metal in a deposit. This knowledge was used in this lab to determine the amount of copper in an unknown sample mixture. It is also known that the determination of the percent concentration of a certain solution, will directly effect the percent transmission and absorption of a solution, dependent upon its dilution. By first testing known concentrations of a solution, and plotting this information graphically, a line is formed

Using the graduated cylinder, measure 20mLs of the stock sucrose solution and 180mL of water to create a 3% sucrose solution and place it into the 250mL beaker (beaker #2). Place bags #1‐3 (red, blue, yellow) into beaker 2 and bag #4 (green) into beaker 1. Allow the bags to sit for one hour. After allowing the bags to sit for one hour, remove them from the beakers carefully open the bags, noting that often times the tops may need to be cut as they tend to dry out. Measure the solution volumes of each dialysis bag using the empty 250 ml beaker.

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.

In a test tube, 0.5mL of the sample will be added with 0.5 mL of water and shaken vigorously. Take note for its solubility by parts (0.5mL is one part). Keep adding parts of the solvent until the sample is soluble. If not, add until ten parts of the solvent and determine its solubility. To separate test tubes, water will be replaced with ethanol, chloroform, ether, and acetone as solvents. Same procedures were

of being able to analyze multiple samples in a short amount of time. The most efficient way of determining concentration is to prepare a set of standard solutions of known

The beaker was then filled partially with distilled water; 1 ml of potassium iodide was then added, and the solution was tested for the presence of glucose. This data was recorded in table 1 on the data sheet along with the starting color of both the potassium iodide solution and the glucose/starch solution. The dialysis tubing was then submersed into the beaker containing the potassium iodide solution, and set aside for 30 minutes to allow maximum diffusion.