Qualitative Analysis Of Chemistry Cations

This section of the paper will explain in detail about the method and procedures that will be done in the future experiment. Recruitment strategy and criteria will be presented for participants.

In reference to the analysis of anions, Table 1 shows that a precipitate was formed when our unknown was combined with HNO3 and AgNO3, thus indicating the presence of a chloride ion. Because our unknown did not form a precipitate due to HCl and BaCl2, separate, effervesce, or smell, we concluded that neither sulfate, nitrate, carbonate nor

Each laboratory experiment must be read and carefully studied before coming to the laboratory. This must be done to ensure that each student is thoroughly familiar with the principles, procedures, calculations, and anything else with the exercises may be involved.

Each group presented the result to the white board, so that we can compare the results. We kept a record of the results and have a short conversation with our group mates in interpreting the results of the conducted experiment.

The white color implies that chlorine is within the mineral oil, thus did not react. Since chlorine did not react, it means that bromide isn’t a possible anion, leaving chlorine as the anion. In procedure 5, the unknown compound produced water on the watch glass indicating it could be a hydrate. The hydrate test was inconclusive because the number of waters of hydration shown in Table 5 was half way between being lithium chloride monohydrate and lithium chloride 2. The percent error, shown in Table 5, between the expected percent of water in lithium monohydrate and the accepted value, was high at 40% which meant that the unknown could not be properly identified as a hydrate. Repeating the hydrate test produced a similar percent which is shown in Table 7. The reason for these high percent errors is because lithium chloride and lithium monohydrate are both hygroscopic. In addition, Table 6 shows an increase in mass when unknown #42 was left outside, which suggest that the unknown compound is

Eleven mystery test tubes labeled from K-1 to K-11 contained: 6M H2SO4, 6M NH3, 6M HCl, 6M NaOH, 1M NaCl, 1M Fe(NO3)3, 1M NiSO4, 1M AgNO3, 1M KSCN, 1M Ba(NO3)2, 1M Cu(NO3)2 respectively. The contents of the test tubes were determined by chemical experiments. Solution K-1 contained NiSO4 because when solution K-9, ammonia which was identified by its pungent odor, was added, an inky dark blue color was made. Iron (Fe (NO3)3) was determined to be in test tube K-2. KSCN was found in test tube K-11 since Fe (NO3)3 and KSCN makes a bloody color when mixed together. Flame tests were conducted in which K-8

The Lab One was done on Laboratory Techniques and Measurements. The first experiment with my Lab partner; we got opportunity to experiment how to conduct measurements in length by using metric conversion. We started in cm units and changed into mm by x10, and moving decimal point x1 to right. To find in meter we moved from cm to meter two decimal points to the left or double check our self divided by 100 and all records in data table 1. The second experiment was to measure temperature of how cold and hot tap water can be by using thermometer in Celsius units. From this experiment, gained knowledge that tab water doesn’t boil to 100 Celsius related to containing different

In the lab, Bunsen Burner operation, we were given 6 known substances (Calcium Chloride, Copper Chloride, Lithium Chloride, Potassium Chloride, Sodium Chloride, and Strontium Chloride) and 4 unknown substances. The goal of this lab was to match 4 of the known substances to the 4 unknown substances. Scientists are able to do this because when the wooden splint is inserted into the hottest part of the flame the electrons entered an excited state and release energy in the form of visible light. The light emitted is unique for every metal ion because every ion has a distinct electron configuration. Scientists are then able to identify what substance was burned from the color of the flame.

Before the experiment began Mrs Wilkins explained the procedure and logistics of what we were going to during the experiment and briefed on what what behaviour or responses we may experience from the participants as it was essentially a modified stroop experiment. School desk tables were used to make experimental pods, this is were 3 experimenters sat side by side in a row, directly in front of the middle person (host) sat the participant at another

The purpose of this lab was to observe the characteristic colors of metallic ions using a flame test.

Based off of prior knowledge the hypothesis for Lab six was that the first reaction would produce Lead Iodide, the second reaction would produce Copper II sulfide, and the third reaction would produce Iron II Hydroxide. For the unkonown solution B this hypothesis was incorrect. Based off of the calculations and the color observations the the metal product present in the first reaction was Silver Iodide, the product present in the second reaction was Copper II Sulfide, and the product present in the third reaction was Nickel II Hydroxide. Although the hypothesis was incorrect the experiment was a success because the ultimate goal were reached. The lab was created to generate understanding of solubility and stoichemtry. Through observation of

What really went well in the experiment is the whole project in one. I was prepared every time there was going to be the experiment tested. The equipment was there, the project was with me, the paper was with me, the people were there for the second and third time. What really went wrong was there wasn’t enough people there so I had to cope with the amount of people and still test. What really and truly was the worst thing was I lost my original data so I went and looked for it everywhere and I eventually found it but It was faded so I had to interpret the data and the tally shapes.

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.

They are given several minutes to explore. Students must find a desirable question to research and conduct the experiment based on their observations.

The team sets up three different experiments in this article, one which is performed twice. Within the article experiments are described in depth and with detail. They provide diagrams that allow their audience to visualize how each experiment differs from one another. Step by step the team takes you through their process, explaining the purpose for each action along the way. Each time the experiment is perform it is altered in some way. The first experiment takes