Unknown Liquids Lab Report

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.

All living things contain some form of organic macromolecules including: Lipids, proteins, carbohydrates and nucleic acids. All of these organic molecules are alike in the sense that is they are made up of bonded elements such as carbon, hydrogen, oxygen, and to smaller quantities nitrogen, phosphorus and sulfur. The macromolecules each contain large long chains of carbon and hydrogen atoms and often consists of repeating smaller molecules bonded together in a repeating pattern (polymers). To test whether a specific solid white substance is a protein is simple due to the unique chains found in the respective type of macromolecule. To test if the substance is a carbohydrate, two tests could be performed on separate samples of the object. First,

Purpose: To study and investigate the presence of macromolecule in different types of solutions and the unknown solution of macromolecule. Introduction: Macromolecules are polymers that are made up of monomers which combine into long chains called polymers (Alberts, 1998). This experiment was conducted to test the presence of a few macromolecules in many different solutions. Carbohydrates, lipids, proteins and nucleic acids are the four most well-known macromolecules found in living things.

The victim visited the Olive Garden for his/her last meal. The victim loved going to the Olive Garden for the bread, olive oil, and brown buttered pasta. These foods contain lipids and carbohydrates (polysaccharides). The first test done on the stomach contents was the Benedict’s Test which tested the contents for monosaccharides. The glucose was the control and at the end of the test it turned yellow which was an example of a positive result. The stomach contents had the same color before and after the reaction which caused a negative result. This result hinted that the victim probably did not eat pizza from Milano because cheese contains galactose which is a monosaccharide. The next test was the Iodine Test (tested for polysaccharides) where

Our topic was to identify which test tube could produce more CO2. I studied this topic to learn the steps of the scientific method and how to do a proper lab experiment. We learned that fermentation occurs in yeast and bacteria; and that CO2 production is produced by a byproduct. Some of the questions that we asked were, “How is the CO2 produced in order to get more nutrients?”, “will protein produce more nutrient use in yeast?” we predicted that glucose will produce more nutrient use in yeast. When we tested the hypothesis we came to find out that glucose produced more nutrient use.

The nutrients in your food you consume supplies your body with energy for growth and strength. These principles substances such as lipids, starch, sugars and protein that provides energy, and amino acids for digestion of food. Using the chemical indicators (Biuret, Sudan, Iodine, and Benedicts) scientists can test the presence of important compounds in food. Working in an area appropriate for handling chemicals, the scientists were able to apply their scientific knowledge about the organic molecules found in the body to find the source of a murder mystery, the murder mystery lists the 3 restaurants the victim favored, Fat Baby’s Pizza, The Smokehouse, and Frankie’s Bones. Each restaurant had a potential killer at each location, suspect 1: the

In this lab, we are identifying carbohydrates, proteins, lipids and nucleic acids via biochemical tests. In order to identify reducing sugars, we performed Benedict’s test. Aldehydes and ketones reduce weak oxidizing reagents such as the cupric in Benedict’s reagent. Positive tests are indicated by a green to red color and this was true because we found reducing sugars and glucose turned red while onion remained brown-green since it contained few sugars. The remaining solutions were blue because no sugars were present. The iodine test helped distinguish starch from mono, di and polysaccharides. When iodine reacted with the starch solution and potato juice (which contains starch) it turned blue-black. It remained an amber color with the other solutions because they weren’t coiled carbohydrates. The Biuret test helps indicate the presence of peptide bonds. A slight pink color such as the one displayed by the protein solution and egg albumen indicated a positive result. This should’ve been the case because eggs have proteins and proteins contain peptide bonds. All other solutions were clear because there were no peptide bonds (the amino acid solution was clear because freely floating amino acids contain no peptide bonds). To identify lipids we checked their solubility by placing them in a fat-soluble dye called Sudan IV. We discovered that the darkest

In this lab my lab partner and I compared our classes data (Mr. Davey 4th hour) for dextrose to Mr. Davis’ classes data of multiple sources of monosaccharides, disaccharides, and polysaccharides. Instantly, you can tell by the graph, Mr. Davey’s class weren’t able to record as much data as Mr. Davis’ class. That error in the data was due to lack of time as we did the lab. In this lab we tested alcoholic fermentation. My lab partner and I did have trouble with this lab. We only ended up gathering 6 minutes of data. From that we had unreliable data which we chose not to use. From the data that my lab partner and I collected from our class we tested how yeast reacted to dextrose (a monosaccharide) that was heated up to 40℃. We can conclude to

I'm typing the discussion as we speak, I have attached what I've done so far and wanted to make sure the level of depth is alright in terms of glucose. If this level of depth is fine I would like to transition into fats and proteins (all components of a healthy breakfast), showcasing how they are important to cognitive function as well. These would all correlate to the papers main hypothesis question and the results of breakfast versus GPA. For the results over what the subjects specific ate for breakfast ( proteins, fats or carbohydrates) versus GPA I wanted to tie all the previously stated information into how the body is able to convert different macronutrients into critical ones for example Acetyl- CoA can be converted Kreb cycle intermediates

At the end of the experiment, the unknown substance was identified as stearic acid, which is found in animal fats. However, in order to reach my final conclusion each step in the experiment was to be done correctly and error free. For instance, when it came to solubility the substances that were mixed in could result being insoluble, soluble, or slightly soluble. The next procedural was density. My unknown was solid was the steps were to use a graduated cylinder and measure the initial and final volume and divide that by the mass; but we had to be careful when putting the water and the unknown together in the graduate cylinder. It could have resulted in air bubbles one of many errors that can occur in an experiment. If there was an error in

The dependent variable for this experiment is to see which group get hungry faster. There are two groups that will be tested. The first group will only eat carbohydrate such as cereal, bread, apple for breakfast. The second group will only eat carbohydrate with protein such as cheese, nuts, eggs for breakfast. The independent variable is how these food affect the way people function in the morning. The control group has to be the same age, gender, and similar health. The experimental group will be eat carbohydrate with a protein. By making sure the other data are not interfering, one has to make sure the people in this experiment are the same age, health, weight and gender. These factors are important because whether a person is healthy or not can affect the

The most surprising results of recording my data was my results for the water. Water was negative for every chemical test. Which is what I expected because it does not have any sugar to pass a carbohydrates test, steroids, fats, nor amino acids to pass the remaining tests, although it has so many health benefits for the human body it. Each food item was different with each extraction of macromolecules. The most proteins in the foods that were tested positive were only there, with six being negative. Out of the whole experiment the lowest number was two, when testing for positive

 Macromolecules also known as biological molecules are monomers which are the simple units of polymers. All macromolecules contain carbon and hydrogen which are found in organic compounds. In this Experiment we will test for the presence of protein, starch, lipids, and sugars by analyzing the content off food and / or other substances by utilizing different testing methods. In the scientific method, a chemical test that is sensitive to these groups can be used to identify molecules that are in that class. Testing involves

The second lab manages the chromatography of nourishment colors which implies you make sense of what sort of mixes are utilized as a part of an item like sustenance comparing so as to shade and so forth the outcome to FD&C Food Dyes. You utilize six diverse nourishment colors, four sustenance hues out of the store, two distinctive Kool Aid powder and four unique shades of sweet like M&Ms you use for the chromatograph. Toward the end you attempt to discover which nourishment colors are in alternate items. Test and Observation

After completing all three rounds, I would bring the class together and we would create a master spreadsheet showing which substances combined made what type of change. This is more abstract compared to the concrete investigation the students just completed. By looking at all of the results, hopefully we would see some patterns that would help the class identify the substances. In order to make this developmentally appropriate, I would at least provide the three different substances for them to match to the cups. If nothing else, I would scaffold their thinking so they are able to identify the substance with teacher assistance by