Opposite sides works well. 3. Use a sharp object and CAREFULLY cut an “X” on one side of the penny until you see the zinc. 4. Mass the penny.
Once the DNA samples were loaded, the apparatus was covered and snapped into place. The black wire was inserted into the black input of the power source. The red wire was inserted into the red input of the power source. The power source was set to run the gel at 150V and 150 mA for 40 minutes. After the electrophoresis was completed, the power was turned off, the power source was unplugged, and the leads were disconnected so that the cover could be
Loosely ball up the aluminum foil and place into the copper(II) chloride solution. Seal the baggie. 5. Record as many observations as possible in data table #2 as the two chemicals react. 6.
To make the clay, 250 mL of distilled water was heated in a 600 mL beaker to 70° to be used as a hot water bath for the Erlenmeyer flask. 40 mL of distilled water was added to the flask along with .80 g of FeCl3, .40 g of FeSO4-, and .30 g of Bentonite. Using tongs, the flask was stirred in the hot water bath to disperse the iron compounds and the clay. The flask was then taken out of the hot water bath and 20 mL of NaOH was added drop-wise. After it was properly cooled, the solution was equally distributed to four centrifuge tubes and centrifuged for 5 minutes.
Hypothesis: Using melting points can help determine the difference in total carbon atoms and branches between two or more compounds. Materials List: 1 Spoon 1 Paper towels 3 Small rubber bands 2 Clean sheets of paper 1 Beaker, 100 mL, glass 1 Burner-fuel 1 Burner-stand 1 Goggles-Safety 1 Magnifier, dual 1 Thermometer-in-cardboard-tube 1 Capillary tubes-3/pack 1 Tetracosane Crystals - 0.2 g in Vial 1 Tetradecanol Crystals - 0.2 g in Vial Procedures: Prior to beginning the lab exercise, read the instructions carefully. Begin by setting up a derivative melting point table to collect the data accumulated during the exercise. This lab uses heated water so be sure to follow safety procedures carefully. While conducting this laboratory experiment, be sure to use minimal amounts of each substance in order to create the habit of using only the amount necessary.
Sac #1 placed into beaker #1 with distilled water, sac #2 placed into beaker #2 with 40% glucose solution and so forth. 3. Before analyzing, we had to allow sacs to remain undisturbed in the beaker for 1 hour. 4. After 1 hour we boiled a beaker of water on the hot plate (for Benedict’s and AgNO3 test).
0.9 0.8 0.7 Absorbance 0.6 0.5 0.4 0.3 0.2 0.1 0 400 450 500 550 600 650 700 750 λ max 500 nm 550 nm • • Make sure you understand the directions for using the spectrophotometer and have them written in your manual. Complete the questions on the prelab page. Introduction: There are many different chemical methods that can be used to determine the concentration of a solution. You have already used one method, titration, to find the concentration of Ca+2 ions in a sample of water, and another, density, in finding the concentration of ethanol. In this lab you will use a method called visible spectroscopy to determine the concentration of a solution of CoCl2.
In part one of the lab we used a micro scale technique to derive an activity series for metals. With the use of this technique we measured the same amount of different metal nitrate solutions into each well. Then we placed a piece of metal in the other metal nitrate solutions. With the data we recorded we resulted our activity series for the metals. We resulted that lead, silver, and copper are the strongest oxidizing agents, and that magnesium and zinc are the weak oxidizing agents.
3) Write equations to indicate what you consider to have happened in each case in which there was precipitate formed. Use ions to represent the species in the reacting solutions, but for those products that were precipitates write a formula for the compound. Place (aq) after those species in solution and (s) after the precipitates. Be sure to write the equations so that both atoms and charge are conserved. For example: Ag+(aq) + NO3-(aq) + Na+(aq) + Cl-(aq) ( AgCl(s) + Na+(aq) + NO3-(aq) 4) Rewrite the equations, leaving out the ions not involved in the reaction (spectators).
The Loss and then Retrieval of Copper through Multiple Reactions Lab Partners: Justin Dunn and Alexis Almaguer Experiment #2 Section: 506 Intro: All science occurs within rules. One very important rule is that matter can neither be created nor destroyed and this rule will be expressed and proven in this lab by removing copper and then regaining it through multiple reactions, heating, and stirring. This experiment allows the students to learn the different types of reactions as well as learn new techniques within the laboratory such as vacuum filtration and handling hot glassware, but most importantly proves the law of conservation of mass. Materials and Methods: to begin the experiment a 50 ml beaker, hot plate, plastic funnel, aspirator,