transfer 0.8 ml of this solution and the reaction was allowed to proceed until the solution turns brown and cloudy. The conical vial was then rinsed with 2 ml of anhydrous ether to get any remaining solution into the reaction vessel. Simultaneously‚ 1.09 g of benzophenone and 2ml of anhydrous ether were added to a 3ml conical vial and gently stirred. The reaction vessel was taken off of the hot plate and allowed to cool. The benzophenone was then added to the reaction mixture while stirring vigorously.
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Ionic Reactions Results B - Do your results agree with your expectations from the solubility rules/table? Our results seemed to largely agree with the established solubility rules/table; however‚ a few reactions with the commonality of being mixed with Co(NO3)2 (cobalt nitrate) [reference Row A‚ Columns 2‚ 3‚ and 4] seemed to have such a pale pink tone that it was difficult to decide whether that could have been a precipitate or the lighting in the area where the experiment took place. Ultimately
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Properties of Chemical Reactions Ms. Whitty‚ Science 10 Fiona Adams‚ November 1st‚ 2012 Introduction Chemical reactions are a part of our daily lives‚ from rusting metal to making bread to leaves changing colour in the fall. A chemical reaction is the process that occurs when two or more substances combine to produce a chemical change. When a chemical reaction takes place‚ the change is indicated by one or more qualitative properties. The colour or odor could change‚ gas could be produced
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Stoichiometry of a Precipitation Reaction Purpose: The purpose of this lab is to calculate the theoretical‚ actual‚ and percent yield of the product from a precipitation reaction. Also‚ to learn concepts of solubility and the formation of a precipitate. Procedure: Weigh out your 1.0g of CaCl2-2H20 and put it into the 100mL beaker‚ Add your 25mL of distilled water and stir to form the calcium chloride solution. Next‚ use stoichiometry to determine how much Na2CO3 and put it into a small
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Samples of DNA with the target sequence are heated to a reaction temperature of 94-96˚ C that causes DNA melting of the DNA template without denaturing the enzyme by disrupting the hydrogen bonds between complementary bases of the double helical DNA‚ yielding single-stranded DNA molecules(“How Is PCR (polymerase Chain Reaction) Done?”). DNA polymerase does not get degraded in such high temperatures since the DNA polymerase used in this reaction is thermostable as it is isolated from thermophilic bacteria
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Name: Brian James|Date:3/10/13| Exp 9: Stoichiometry of a Precipitation Reaction|Lab Section: 73426| Data Tables: Step 3: Show the calculation of the needed amount of Na2CO3 CaCl2.H2O(aq)= m/M =1/147 =0.0068 mol CaCO3(s)=0.0068*1/1 =0.0068 mol CaCO3(s)= CaCO3 (s)= CaCO3 mol *CaCO3 g =0.0068 mol*100.01 g =.68 g Step 4: Mass of weighing dish _0.6_g Mass of weighing dish and Na2CO3 .72_g Net mass of the Na2CO3 .12_g Step 6: Mass of filter paper
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.6Name: Danielle Hall|Date: 10.15.2012| Exp 9: Stoichiometry of a Precipitation Reaction|Lab Section: | Data Tables: Step 3: Show the calculation of the needed amount of Na2CO3 CaCl2.H2O(aq)= m/M =1/147 =0.0068 mol CaCO3(s)=0.0068*1/1 =0.0068 mol CaCO3(s)= CaCO3 (s)= CaCO3 mol *CaCO3 g =0.0068 mol*100.01 g =.68 g Step 4: Mass of weighing dish _0.6___g Mass of weighing dish and Na2CO3 __0.72__g Net mass of the Na2CO3 ___0.12_g Step 6: Mass of filter paper
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Lab 7: SN1 and SN2 Reactions Discussion/Conclusion: In this experiment the purpose of the lab was to study the relationship of structure and reactivity in nucleophilic substitution reactions by using qualitative tests of reactivity. Before the experiment began‚ students were asked to predict whether the reagents would cause an SN1 mechanism‚ SN2 mechanism‚ or both. When predicting the outcome of SN1 and SN2 reactions‚ the nature of the carbon skeleton‚ nature of the solvent‚ and the nature of
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REACTION PAPER It is said that effective teacher will use both assessment and evaluation regularly to improve student learning and to guide instruction. Indeed‚ both have pivotal roles in the teaching-learning process yet‚ somehow they do differ in many ways. Assessment and evaluation measure whether or not learning and/or learning objectives are being met. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). (Sue Watson‚ 2009) Assessment requires
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cheese. Lactic acid bacteria(LAB)‚ a bacteria that can be found in the production of cheese‚ its stress gene was investigated in the experiment by using various biochemical and genetic techniques to identify and extract. The characterisation of the strain illustrates how identification of strains differ using different methods‚ such as gram stain and 16s rRNA screening. After the characterisation‚ the stress gene isolation assist the further understanding of the gene on LAB be giving different stress
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