An experiment was conducted to learn and demonstrate the steps involved in the scientific method. The steps of the scientific method were used to identify six substances that were labeled “unknown.” The substances were put through a series of tests an observations to determine their identities.…
For this experiment my hypothesis was correct. The purpose of this experiment was achieved by observing and finding out the characteristics of each substance. The sugar turned brown and smelled good when heated, salt turned black and smelled like burnt rubber when heated, dirt turned to mud when water was added, and baking soda started to bubble when vinegar was added. According to table 1 the data shows that the unknown substance had similar characteristics to both sugar and dirt. And so to find out if my hypothesis was correct or not experiments were carried out based on tests that were characteristics of either sugar or dirt. One experiment was heating the unknown substance to check if it would start drying up and bubbling brown. The other was adding water to test if it would turn into mud. Some mistakes that could be improved in the experiment next time is- making sure not to pour a lot of salt into the beaker when heating it, since there was a lot of salt when heating it the smell was more nastier and shocking. Also when heating the dirt not to let it burn for a long time because when washing it, it was hard to get some of the dirt…
The purpose of this experiment is to see whether or not temperature plays a role in the percent change during diffusion or osmosis.…
Observations: The color changing process took longer than we had expected. We observed that after putting the penny in the beaker, the zinc powder surround the penny, which helped it changed its color. We couldn’t complete the experiment so when we took the penny from the beaker, the change in the color wasn’t completed. There were some dark spots and some light parts.…
Obtain for dry test tubes and number them 1 through 4. Prepare two dry Pasteur pipets with bulbs attached. Place 9.0 mL of hexane, 2.0 ml of acetone, and 2.0 mL of solution of 70% hexane-30% acetone into separate Erlenmeyer flask. Label and stopper each flask. Place 0.3 mL of a solution containing fluorine and fluorenone into a small test tube. Stopper the test tube. Prepare one 10-cm x 4.3 cm TLC with four marks for spotting. Prepare four micropipets to spot the plates.…
The overall goal of experiment four was to determine the identity of unknown cations presented to the student. But in order to know the identity of these unknowns, in part 1, Ag+, Pb+, and Hg22+ were presented to the student in aqueous solutions and then precipitated through experimentation. In part 2, the same procedure was enacted to determine which substances precipitated through qualitative analysis. Solubility rules were also a major theme as solubility is important in determining whether a reaction will produce a precipitate.…
|Light Condition |Final pH |Water Movement (GROUP |Water Movement (CLASS |Photosynthesis Rate |Photosynthesis Rate |…
In this lab, we will take a trip to the planetarium lab and will learn about Right ascension and declination, and altitude and zenith. After looking at the different points shown, we will log the altitude and zenith in the chart in our lab manual. Now we will look at the same points and label the right ascension and declination. Then we will learn about the easiest way to locate the star Polaris.…
apply an analytical technique to estimate the relative length of each stage of the cell cycle.…
2.Carefully read the labels of all chemicals before use. Abide by specific warnings and directions.…
Enzymes are biological molecules that catalyze chemical reactions. In enzymatic reactions, the molecules at the beginning of the process, called substrates, are converted into different molecules, called products. Almost all chemical reactions in a biological cell need enzymes in order to occur at rates sufficient for life. Like all catalysts, enzymes work by lowering the activation energy for a reaction, thus dramatically increasing the rate of the reaction. As a result, products are formed faster and reactions reach their equilibrium state more rapidly. Most enzyme reaction rates are millions of times faster than those of comparable un-catalyzed reactions. As with all catalysts, enzymes are not consumed by the reactions they catalyze, nor do they alter the equilibrium of these reactions. However, enzymes do differ from most other catalysts in that they are highly specific for their substrates. Enzymes are known to catalyze about 4,000 biochemical reactions.…
1. The Respiratory exchange ratio is the ratio of the volume of carbon dioxide produced and oxygen consumed. The ratio indicates the energy that the subject is expending for indirect calorimetry, how efficient the subject 's body is at utilizing the oxygen inhaled, as well as the main substrate being used for energy during varying intensities of exercise. During rest the volume of carbon dioxide was 0.73L/min, the volume of oxygen was 0.84L/min. The RQ or RER was 0.87. Based on Table 5.1(Kenney,Wilmore, &Costill, 2012; Physiology of Sport and Exercise(5th ed.) The ratio indicates that roughly 68% of the kcal that the subject was using came from carbohydrates and the remaining 32% of the kcal came from fat. During the 50W stage the volume of carbon dioxide was 2.2L/min and the volume of oxygen was 2.9L/min. The RQ was 0.79, which indicates that the 33% of the kcal that the subject was using came from carbohydrates and that 67% of the kcal came from fat. In the 100W stage the volume of carbon dioxide was 4.08L/min and the volume of oxygen consumed was 4.1L/min. The RQ came out o be 0.99, the substrate being used was only carbohydrates at this point. The 200w stage had a carbon dioxide volume of 7.91L/min and a oxygen consumed volume of 6.51L/min. The RQ was 1.2 which indicates that the body is producing more carbon dioxide than the oxygen being consumed. The substrate being used for energy again is only carbohydrates.…
For the group of students who rested first, the average clothespin squeezes per minute (cps/min) were 142, 172, and 190.42. Combined the overall average for this group was 168.14 cps/min.…
In the article “How Boys Become Men”, written by John Katz, he analyzes situations he experienced while growing up. Katz believes that boys become men by not showing fear or feelings and not ratting on others. As in the novel, The Other Wes Moore, both Weses are forced to become men at an early age. They experience events that push them to make decisions that make them grow and think like men do. Katz details the maturation process for boys, as the book, The Other Wes Moore, does with both Weses. They make decisions and take actions to mature and become a men.…
groups. It was conducted to further the research in choice overload and paralysis of the mind.…