food chemistry essay

The first two questions will be answered during the introduction of the lesson and the rest will be the laboratory analysis questions. These will get the students to analyze and make sense of their lab results. 1. How is it possible to have gas trapped in the table? (Is it really trapped or is it a product?) 2. How can you weigh the gas released by the reaction? 3. Once you have the mass of the gas, calculate the number of moles of CO2 that were produced in the chemical reaction between the vinegar

In experiment 2, we used liquid-liquid extraction to separate a mixture using two immiscible solvents. We made use of extraction, back extraction, neutralization, and melting point technique to figure out the identity of the acid, base and neutral from the combined unknown mixture. There were a couple things that we had to pay close attention to. For example, identifying the organic and aqueous layer as liquid-liquid extraction is usually used to separate organic product from the mixing with the

Alcohol dehydrations are widely used in many industries to produce alkene. In this experiment 2-methylcyclohexanol was dehydrated to three possible products using phosphoric acid as a catalyst. The main tool for this experiment is the Hickman still. First, Drierite was added to the Hickman still so that any excess water formed during the experiment will be absorbed. It also acted as a boiling stone and addition surface to increase surface area. Next, 0.75 mL of 2-methylcyclohexanol is added to the

A unimolecular nucleophilic substitution of t-amyl alcohol should be done to convert into t-amyl chloride through extraction and simple distillation. A concentrated hydrochloric acid was added to the reactant to force the reaction to take place. Infrared spectroscopy was utilized to verify that the contents of the tert-amyl chloride should be different from the starting material. In this reaction, a rate-determining step should occur through the ionization between carbon and –OH bond to form an

research at the NSF funded institutions the College of Wooster, Kenyon College and Earlham College. I have completed the following courses with grades of A: (1) Behavioral Neuroscience, (2) Modern Biology, and (3) General Chemistry. Furthermore, I am currently enrolled in Organic Chemistry I, Experimental Zoology and two psychology lab courses. Techniques I have mastered in these labs, along with my labor position, include titrations, UV-visable spectroscopy, sterilization, measurements, GSR, and basic

For our science project, we chose to do one that included luminol. Before we started, we found 3 cites, stating,” luminol will preform better in extreme heat than it does in room temperature or ice water.” Also one cite says,” It is used by crime scene investigators to discover spots of blood, even spots that may have been washed.” The last cite writes,” It was concluded that an inverse relationship exists between surface temperature and the reaction rate of the Luminol test.” Our question/ purpose

Full Metal Alchemist is a show that revolves around alchemy. Alchemy is also something that existed in the real world. Although Full Metal Alchemist (FMA) is just a show, it shares some very interesting similarities to real alchemy, such as the concept of transmuting elements, creating a “philosopher’s stone”, and the pursuit of immortality. The two also have some stark differences such as the process of creating a philosopher’s stone, the purpose and uses of alchemy, and the political significance

2.10. MTT Assay 3-[4,5-dimethylthiazol-2-yl]2,5-diphenyltetrazolium bromide (MTT) is a yellow water soluble tetrazolium salt. A mitochondrial enzyme in living cells, succinate-dehydrogenase, cleaves the tetrazolium ring, converting the MTT to an insoluble purple formazan. Therefore, the amount of formazan produced is directly proportional to the number of viable cells. After 48 h of incubation, 15
L of MTT (5 mg/mL) in phosphate buffered saline (PBS) was added to each well and incubated at 37˚C

This article addresses the misconceptions students have about chemical and physical changes that occur. When trying to understand the difference between physical and chemical changes, students often try to look for something that stands out between the two. A few common misconceptions are thinking that all chemical changes have to be a something new formed and physical changes always have to be reversible. This article explains how it is not always the case when it comes to physical and chemical

Ally and Zoey were taking on middle school. They have been best friends since pre-k and now they are going to middle school together. Ally had blue eyes with brown wavy hair. Zoey had brown eyes with straight dirty blonde hair. “It’s getting late Ally I got to go first day of middle school tomorrow meet me in the library bye.” Zoey exclaimed. “Ok bye.” Ally spoke Matter of fact Ally didn’t meet Zoey in the library like Ally said she would. Zoey started looking all over for Ally, and she could not