Tirrill Burn Experiment
The very first experiment had the hypothesis that the temperature of a burner flame can be controlled by adjusting the ratio of gas to air in the mixture to be burned. During this experiment, my partner and I gathered our materials of the paper matches, straight pins, copper wire, laboratory burners, rubber tubing, tongs, and evaporating dish. Making sure we had our safety goggles on and the material we needed, we connected the Tirrill burner into the gas and lit the burner with the match, having the air vents closed and the gas on. When the burner was lit, we noticed that the flame had a luminous, smoky yellow appearance. We then used a pair of tongs to hold the evaporating dish towards the top of the flame for 10 to 20 seconds. We observed
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that it turned the metal red when burned and the flame was not steady when burning. Next, we opened the air vents which we noticed changed the color of the flame to a non-luminous light blue color that had an inner core. The non-luminous flame is hottest at the top of the inner core. Then we held a copper wire with our tongs just above the barrel. During this, we noticed that it changed the flame into a green color. We practiced changing the gas flow and air vents to notice the physical differences among the luminous flame against the non-luminous flame.
In experiment 1.2 the hypothesis was that many laboratory procedures call for the safe heating of liquids. In this experiment, my lab partner and I got an understanding of how to heat liquids safely in a test tube and a beaker. First, making sure our burner was still releasing a light blue flame, I filled a test tube up with one-third of the water. While I held the test tube with the tongs, I made sure it was in a slanted position over the flame while shaking it gently. I also made sure to take precaution and not point the test tube at my lab partner or anyone else while heating the test tube. I made sure to heat the test tube at the surface of the liquid, and not at the bottom of it. After the water began to boil, I placed the test tube in the test tube rack to cool. Next, my partner began to set up the ring stand and connected the ring in place, making sure it was positioned at the hottest region of the flame. She filled the beaker that was also filled with one-third of water on the wire gauze. The water then began to boil and we took it off the wire gauze and emptied the boiling water in the sink. This experiment allowed my lab partner and me to demonstrate the safety procedures used for heating liquids in test tubes and a beaker.
In experiment 1.4 the hypothesis was that there is a correct way to dispense liquids and solids.
During this experiment, we were able to grasp the understanding of the different ways a solid and liquid can be transferred from one bottle to another. First, we learned how to transfer a small amount of liquid and that was by using a dropper pipet. However, a larger amount of liquid required more work as we transferred the water from one container we used a stirring rod that held in place over the opening of the container to direct its flow nicely into the other container. We also learned how to hold the stopper between our fingers to avoid contamination. Next, we learned about how to transfer solids from one container to another. We had to decide if the solid was flowing freely or was a cake like mixture that clumped together. When we used the salt, we noticed that it flowed freely, so we used a spatula to transfer it into the watch glass. When transferring a small amount of solid, when using the spatula I tapped the back of my hand to allow small particles of the salt to go into the watch glass instead of pouring it all in. However, we noticed if the solid does not move freely, we had to loosen it by shaking the container or by breaking the particles down using our spatula. If the solid was freely moving we would transfer the bottle to the beaker by rotating the container so that it will freely run while it is being transferred. By doing this experiment my lab partner and I …show more content…
were able to learn the difference ways of transferring different amounts of solids and liquids correctly.
The last experiment my lab partner and I did was 1.5, which had a hypothesis of that particle suspended in a liquid do not pass through the pores in filter paper.
During this experiment, my lab partner and I learned of the two different types of filtration we can use in the laboratory. Those two types of filtration were the gravity filtration and the vacuum-assist filtration. We used chalk at the solid that needed to be filtered in the water solution, noticing that it was the suspension in the experiment. First, I prepared the filter paper correctly folding it in half and then in quarters so that when I opened it formed a cone. Then, if put the paper cone in the filter funnel and placed it on the ring stand that was also used in experiment 1.2. My lab partner then made sure the filter paper was moist with water to hold it in its place. We made sure that the filter funnel touched the inside of the wall in the beaker to make sure that the liquid will drain faster. Next, I grounded a piece of chalk using a pestle and mortar and transferred the chalk into the beaker adding 75 milliliters of water and mixed it thoroughly to make a suspension. My lab partner then poured a small amount of the chalk mixture into the funnel with a glass rod as we waited for it to be filtered into the beaker. Once it was done, we noticed that the chalk was still in the funnel safely with the filtered paper and the water had filtered out into the beaker into a nice clear color blue. The next filtration
we practiced was the vacuum filtration, which was done using a Buchner funnel. Using a new filter paper, we placed it flat and turned the aspirator on while closing the pinch clamp on the trap. We then wet the filter paper with water and noticed it became secure. Then, I transferred the chalk like the first filtration experiment. Once it was done, we made sure that the pinch clamp on the trap was opened before the aspirator was turned off. We noticed the chalk had become completely dry in the filter paper. We then cleaned up our mess and could properly understand the techniques required for filtration of solids and liquids.
that it turned the metal red when burned and the flame was not steady when burning. Next, we opened the air vents which we noticed changed the color of the flame to a non-luminous light blue color that had an inner core. The non-luminous flame is hottest at the top of the inner core. Then we held a copper wire with our tongs just above the barrel. During this, we noticed that it changed the flame into a green color. We practiced changing the gas flow and air vents to notice the physical differences among the luminous flame against the non-luminous flame.
In experiment 1.2 the hypothesis was that many laboratory procedures call for the safe heating of liquids. In this experiment, my lab partner and I got an understanding of how to heat liquids safely in a test tube and a beaker. First, making sure our burner was still releasing a light blue flame, I filled a test tube up with one-third of the water. While I held the test tube with the tongs, I made sure it was in a slanted position over the flame while shaking it gently. I also made sure to take precaution and not point the test tube at my lab partner or anyone else while heating the test tube. I made sure to heat the test tube at the surface of the liquid, and not at the bottom of it. After the water began to boil, I placed the test tube in the test tube rack to cool. Next, my partner began to set up the ring stand and connected the ring in place, making sure it was positioned at the hottest region of the flame. She filled the beaker that was also filled with one-third of water on the wire gauze. The water then began to boil and we took it off the wire gauze and emptied the boiling water in the sink. This experiment allowed my lab partner and me to demonstrate the safety procedures used for heating liquids in test tubes and a beaker.
In experiment 1.4 the hypothesis was that there is a correct way to dispense liquids and solids.
During this experiment, we were able to grasp the understanding of the different ways a solid and liquid can be transferred from one bottle to another. First, we learned how to transfer a small amount of liquid and that was by using a dropper pipet. However, a larger amount of liquid required more work as we transferred the water from one container we used a stirring rod that held in place over the opening of the container to direct its flow nicely into the other container. We also learned how to hold the stopper between our fingers to avoid contamination. Next, we learned about how to transfer solids from one container to another. We had to decide if the solid was flowing freely or was a cake like mixture that clumped together. When we used the salt, we noticed that it flowed freely, so we used a spatula to transfer it into the watch glass. When transferring a small amount of solid, when using the spatula I tapped the back of my hand to allow small particles of the salt to go into the watch glass instead of pouring it all in. However, we noticed if the solid does not move freely, we had to loosen it by shaking the container or by breaking the particles down using our spatula. If the solid was freely moving we would transfer the bottle to the beaker by rotating the container so that it will freely run while it is being transferred. By doing this experiment my lab partner and I …show more content…
were able to learn the difference ways of transferring different amounts of solids and liquids correctly.
The last experiment my lab partner and I did was 1.5, which had a hypothesis of that particle suspended in a liquid do not pass through the pores in filter paper.
During this experiment, my lab partner and I learned of the two different types of filtration we can use in the laboratory. Those two types of filtration were the gravity filtration and the vacuum-assist filtration. We used chalk at the solid that needed to be filtered in the water solution, noticing that it was the suspension in the experiment. First, I prepared the filter paper correctly folding it in half and then in quarters so that when I opened it formed a cone. Then, if put the paper cone in the filter funnel and placed it on the ring stand that was also used in experiment 1.2. My lab partner then made sure the filter paper was moist with water to hold it in its place. We made sure that the filter funnel touched the inside of the wall in the beaker to make sure that the liquid will drain faster. Next, I grounded a piece of chalk using a pestle and mortar and transferred the chalk into the beaker adding 75 milliliters of water and mixed it thoroughly to make a suspension. My lab partner then poured a small amount of the chalk mixture into the funnel with a glass rod as we waited for it to be filtered into the beaker. Once it was done, we noticed that the chalk was still in the funnel safely with the filtered paper and the water had filtered out into the beaker into a nice clear color blue. The next filtration
we practiced was the vacuum filtration, which was done using a Buchner funnel. Using a new filter paper, we placed it flat and turned the aspirator on while closing the pinch clamp on the trap. We then wet the filter paper with water and noticed it became secure. Then, I transferred the chalk like the first filtration experiment. Once it was done, we made sure that the pinch clamp on the trap was opened before the aspirator was turned off. We noticed the chalk had become completely dry in the filter paper. We then cleaned up our mess and could properly understand the techniques required for filtration of solids and liquids.