In Section A, the average mass of the 50 ml beaker was weighed 3 times using 2 different electronic balances. The final average mass recorded was 33.73g. The volume of distilled water needed was calculated from the mass of water using the density= 0.9971g/mL in Section B. The volume of water needed was transferred using pipette, graduated cylinder and Erlenmeyer flask respectively. In Section C, a pipette was calibrated by measuring the water temperature and the density was determined. The average mass of water was calculated and the reading was 20.68g. The value for the relative average deviation was 5.33%. In Section D, the crucible, crucible lid and anhydrous magnesium sulphate were weighed and the % water in magnesium sulphate hydrate was recorded calculated which is 41.56%. In …show more content…
The graph as circumference against the diameter of various beakers shows a straight line that increases linearly. The greater the size of beaker used, the greater the circumference and the diameter measured. In section F, CH3OH is placed in the category of toxic, flammable and reactive. NaOCH3 is under the group of toxic, flammable, reactive and corrosive. CH2O2 is corrosive which chemically damaging to living tissue. The boiling point of the water increases when NaCl is added to it but the ice point of water decreases when NaCl is added to it. Our result supports the hypothesis where the boiling point increases from 96 °C to 99.5 °C. However the result for the ice point increases when NaCl is added. In this experiment, the accuracy using various of volumetric glassware pieces and the proper usage of basic laboratory equipment were determined. In addition, the correct way to analyse data for lab findings was learnt. The precise details of the experiment were presented to help other researches to further their findings in this
Characteristic Property- Test 3- Flame Test Materials: tongs, unknown 6, matches Procedure: at the sink, we held a small piece of towel that was soaked with the liquid fraction 6 and held it with the tongs for the lit match to light it on fire. Data: We found that the unknown is flammable after it automatically lit on fire and burned during the burn test.
Using the thermometer, the temperature was measured and recorded. Then, the 25-mL graduated cylinder was filled with 25 mL of distilled water, and its mass was measured and recorded. The density of the water was found using the temperature and the Density of water index. Moreover, the calculated volume of water was calculated using the formula of density, and the difference between observed volume and calculated volume was found. This process was then repeated using the 50-mL beaker and the results were recorded.
Procedure Activity 1: Fill 6 large beaker halfway with distilled water, making sure all beakers have equal amounts of water. Cut 6 30 cm dialysis bags and label each bag with a letter, A through F. Fill each dialysis bag with 15 mL of solution A through F that corresponds with the lab on each bag. For example, bag A is filled with solution A. Measure the mass of each dialysis bag and record masses of each bag in BILL. Cover the beakers with paper towel and leave the bags in the beakers overnight. Remove the dialysis bags from the beakers and let dry.
With following the procedure, the experiment was completed very easily. The technique used worked very well. The graduated cylinder were dried after each trial to ensure each water level was equal. The air bubble were risen to the top to ensure the equal amount was measured. Systematic errors can not be eliminated by averaging In principle, they can always be eliminated by changing the way in which the experiment was done.
(2005) states that all molecules have different boiling points, this is due to the intermolecular forces between the atoms. Therefore, the more intense the intermolecular force is the higher the boiling point, and the lower intensity, the lower the boiling point. This paper aims to discusses the order of the boiling points of 3-methyl-1-butanol and 3-methylbutanal, 1-Hexanol and 1-Pentanol, examining the differences between them. (De Marco et al. 2014). Results Table 1.
Conclusion In conclusion, almost our group reached main target. We used two different methods which were hydrometer and density bottle method in order to measure the density of water at different temperatures. We calculated the densities of water which were 995, 992.5, 991, 990 kg/m3 for the first part and 967 kg/m3 for the second part.
Test tube (Of 100 ml) 3. Water Jar (Of 700 ml) 4. Measurement Scale ( Up to 20 ft.)
The temperature of the sulphuric acid was not measured throughout the experiment, however the room in which the experiment was conducted was kept constant, so the chance of any large error due to unknown temperature of the sulphuric acid was most likely reduced. The amount of sulphuric acid used was also controlled by measuring 100mL with a 100mL measuring cylinder to ensure that the results would be consistent. The volume of the agar cubes was calculated from the surface area of each agar cube, both before and after they had been in the sulphuric acid. This increased the reliability of the results as it allowed the rate of diffusion of the sulphuric acid into the agar cubes to be calculated more accurately. The concentration of the acid was 0.1M, which was placed in all three agar cubes to maintain consistency of results.
The decomposition of NaHCO3 is an example of Prevention within Green Chemistry principles because all solid waste in this experiment is collected and used again. The only gaseous wastes generated by the reaction in the experiment are carbon dioxide and water, which are benign (Lab 3). The decomposition reaction of NaHCO3, generates virtually no waste, therefore less hazardous chemical syntheses. The byproducts of the reaction are gaseous CO2 and H2O which possess little or no toxicity to human health and the environment, because of the amounts released in this experiment. (Lab 3).
Investigation of the effect of NaCl concentration on the evaporation rate of water. Chemistry HL Internal Assessment Vitaebella Tsang Ao Ling Contents page Contents page 2 Introduction 3 Design 4 Research question 4 Variables 4 Method 5 Results 6 Discussion 9 Evaluation 9 Bibliography 10 Introduction Many recipes call for salt to be added to the water when cooking pasta to add flavor, but there has been common belief or misunderstanding that adding salt will make the water boil faster. However, it is now known that that is not the fact, and that adding salt will do the opposite and make the water boil more slowly instead.
History of Trigonometry Web Quest 1) Trigonometry is the branch of mathematics dealing with the relations of the sides and the angles of triangles and with the relevant functions of any angles. The original trigonometric function was sine. The function has history in Babylon, Greece, India, and Arabia. The beginning of trigonometry was demonstrated with spherical triangles and astronomy. Three mathematicians that have contributed to trigonometry are Hipparchus, Aryabhata, and Sir.
Project 2- Article Research The “History of Trigonometry” takes you on a trip throughout the modification of a vital subsection in math. The article references the earliest versions of trig, while also connecting it to the modern uses of the math. The ever so effective contextualization of trigonometry is what drew my interest to this article. I feel that this article conveys a better message and depicts trigonometry better than any article I’ve encountered.
In this experiment, the amount of water lost in the 0.99 gram sample of hydrated salt was 0.35 grams, meaning that 35.4% of the salt’s mass was water. The unknown salt’s percent water is closest to that of Copper (II) Sulfate Pentahydrate, or CuSO4 ⋅ 5H2O. The percent error from the accepted percent water in CuSO4 ⋅ 5H2O is 1.67%, since the calculated value came out to be 0.6 less than the accepted value of 36.0%.This lab may have had some issues or sources of error, including the possibility of insufficient heating, meaning that some water may not have evaporated, that the scale was uncalibrated, or that the evaporating dish was still hot while being measured. This would have resulted in convection currents pushing up on the plate and making it seem lighter by lifting it up
There are many different ways of how trigonometry applies to the real world. For example, some occupations that use trigonometry on an everyday basis are astronauts, physicists, architects, surveyors, crime scene investigators, and engineers. In history, trigonometry can be traced all the way back to about 4,000 years ago. Another example of how we apply trigonometry on an everyday basis is technology and music. Sound navigates through waves and this style is still not as formal as a sine or cosine capacity, but it is effective in advancing computer music.
The first lesson that I taught in Mr. Robert Speicher’s Trigonometry/Pre-Calculus class involved a factoring technique called the “Rational Root Theorem”. I taught this lesson in conjunction with the Explicit Direct Model of Teaching. For the beginning of my set, I showed my students a video from YouTube called “The Exponent Rules Song” in order to activate their prior knowledge of exponents and to appeal to my students who were musicians. I then presented a graphic organizer on the white board that showed the four rules of exponents by calling on four random students who did not appear to be listening to the song to explain one of the rules of exponents.