Lab Experiment to Identify Unknown Compound

Lab Experiment to Identify Unknown Compound Abstract. The purpose of this experiment was to identify the unknown compound. The tests that were done to determine the identity of the compound include qualitative solubility tests, quantitative solubility tests, measuring solution conductivity, anion and cation test, flame test, and formation of precipitate. It was found that the compound had no smell, was soluble in water, and not soluble in toluene and acetone. The ions dissociated in the water, creating conductivity. When the ammonia test was performed no ammonia smell was produced. The flame test yielded a color that matched that of sodium bicarbonate indicating that the unknown compound contained sodium. The anion test for chloride proved to be positive, resulting in the summation that the unknown compound was sodium chloride. Introduction The group is employed by an Environmental Protection Agency to indentify a compound in the landfill in your home town. The group must also discover as many chemical and physical properties of the compound as we can. We need to devise two syntheses of the compound, and compare them for cost effectiveness, safety, and potential yield of the compound. To identify the compound, the physical properties (smell, color, and state) need to be established. Next, the qualitative solubility of the compound was tested in water, toluene, and acetone, which would determine whether the compound would dissolve from rain water or other chemicals that may be present in the landfill and create runoff. Conductivity was also tested with a voltmeter in order to determine whether or not the compound would be dangerous when dissolved in water. If the compound was conductive it would dissolve in water and produce an electric current. The flame test was performed to specify one of the elements. A solution of w ater and the element was used to place the nichrome wire in, and then the nichrome wire is placed into the flame. If the flame produces a color it is indicative of a certain metalloid ion or metal. A color is produced in the flame when the heat of the flame changes the metal ions into atoms which then become excited and produce light that can be seen with the naked eye. It is also important to analyze the presence of certain cations and anions using tests that identify the presence of the anions chloride and sulfate, and the presence of the cation ammonium. The anion tests for chloride and sulfate prove to be positive when a white precipitate forms and the ammonium test proves to be positive when an ammonium smell is produced. After all of the physical and chemical tests were performed, a solution of the unknown compound and a solution of what was deduced to be unknown compound were reacted with an acid (nitric acid), a base (potassium hydroxide), silver nitrate, potassium sulfate, and potassium nitrate in order to determine if they produce the same results. Gravimetric filtration was then performed with the known and unknown substance. A precipitate was formed using silver nitrate, which could then be weighed. After the filtration process, the unknown compound was then synthesized to produce a percent yield. Results TABLE 1 Physical Properties Test Color White State of Matter Solid Odor None Solubility in Water Soluble Conductivity 0.35 volts TABLE 2 Anion Tests Tests Performed Results Test for Chloride White Precipitate Formed Test for Sulfate No Reaction Test for Nitrate No Brown Ring Test for Carbonate Clear Test for Acetate Clear, Odorless TABLE 3 Cation Tests Tests Performed Reaction Results Test for Ammonium NH4Cl + NaOH Ã   Ammonium Smell No Odor Flame Test Bright Orange/Yellow Flame Sodium TABLE 4 Reaction Tests Type of Reaction Balanced Equation Reaction Acid NaCl(aq) + HNO3(aq) -> NaNO3(aq) + HCl (aq) None Base NaCl(aq) + KOH(aq) -> NaOH(aq) + KCl(aq) None Double Displacement NaCl (aq)+ AgNO3 (aq)-> AgCl (aq)+ NaO3(aq) Precipitate formed Double Displacement NaCl(aq) + K2SO4(aq) -> Na2SO4(aq) + 2 KCl(aq) None Double Displacement NaCl (aq) + KNO3(aq) -> NaNO3(aq) + KCl(aq) None TABLE 5 Gravimetric Analysis NaCl (aq) + AgNO3 (aq) -> AgCl (s) + NaNO3 (aq) Vacuum Filtration Trial # Amount of Precipitate Produced (grams) Percent Yield Known Trial 1 1.081 88.18 % Known Trial 2 1.196 97.56% Unknown Trial 1 1.211 98.78% Unknown Trial 2 1.185 96.66% Unknown Trial 3 1.170 95.44% TABLE 6 Synthesis Reaction Reaction Amount Produced (grams) Theoretical Yield (grams) Percent Yield HCl (aq) + NaOH (aq)Ã   NaCl (s) + H2O (l) 1.971 2 98.55% Discussion First, the physical properties of the unknown compound were observed and recorded. It was found that the compound was crystalline in structure, a solid, white, with no odor (Table 1). All of these properties suggest that the compound was ionic because ionic compounds do not have a distinct odor and are solid at room temperature because of their high melting points. The unknown compound was then tested for solubility in water, toluene and acetone. The compound was soluble in water, indicating the compound was a polar or ionic compound, and not soluble in toluene or acetone which eliminates it being polar or nonpolar. Therefore, this points to the compound being ionic. After the compound was dissolved in water, the conductivity was tested with a voltmeter, which produced a voltage of 0.35 volts proving that the substance is conductive since it is over 0.1 volts. This further proves that the unknown compound was ionic since only ionic compounds dissociate in water and create an electric current. The flame test was performed to determine one of the elements in the compound. Four known compounds, sodium bicarbonate, magnesium nitrate, calcium sulfate, and potassium nitrate were put under the flame test to compare the unknown to. When the unknown compound was put under the flame test it produced the same color as sodium bicarbonate, bright orange/yellow, indicating the presence of sodium (Table 3). The ammonium test was also performed to verify that the compound did not contain ammonia. No smell was produced when the unknown solution and sodium hydroxide were mixed, and a smell would indicate the presence of ammonia. Therefore, the compound was proven to contain sodium. When the anion tests for chloride and sulfate were performed, a white precipitate was produced from the chloride test, indicating the presence of chloride while the sulfate reaction created no precipitate indicating the absence of sulfate (Table 2). In addition, the unknown compound was put through a series of reactions along with what was believed to be the compound in order to compare the reactions to determine if they produce the same reactions. First sodium chloride, what is believed to be the unknown compound, and the unknown compound were reacted with silver nitrate, which produced a precipitate because it was a double displacement that produced AgCl which is not soluble in water. Sodium chloride and the unknown compound were reacted with potassium sulfate but produced no reaction because the products sodium sulfate and potassium chloride are both soluble in water. Sodium chloride and the unknown compound were then also reacted with potassium nitrate, creating a double displacement reaction which produces sodium nitrate and potassium chloride, which are also both soluble in water, therefore producing no reaction. When sodium chloride and the unknown compound were reacted with an acid, nitric acid, but the presence of the s odium chloride did not affect the pH of the nitric acid because it was an ionic compound. When the sodium chloride and the unknown compound were reacted with a base, potassium hydroxide, there was also no reaction or change in the pH of the potassium hydroxide because the sodium chloride is an ionic compound. Both the sodium chloride and the unknown compound produced the same results in every reaction further proving that they are one in the same (Table 4). Once it was found that sodium chloride and silver nitrate produce a precipitate when reacted, the reaction was used to produce a certain amount of precipitate which was then used in gravimetric analysis to see if both the known and unknown compound would produce the same amount of precipitate. The reaction that was filtrated was NaCl(aq) + AgNO3 (aq) -> AgCl (s) + NaO3(aq). The results from the known reaction were 1.77 grams of filter paper and 1.081 grams of precipitate alone, while the theoretical yield was 1.225 grams. The unknown reaction has yet to be found. The percent yield for the reaction was 97.56% (Table 5). A synthesis reaction was the final test preformed. The following chemical reaction occurred: HCl(aq) + NaOH(aq) Ã   NaCl(s) + H2O(l). Once all of the water was evaporated out with the use of a hot plate, the precipitate was able to be weighed and the percent yield could be calculated. The reaction had a percent yield of 98.55% (Table 6). Conclusion After being employed by the Environmental Protection Agency, the group was able to identify the compound in the landfill. After all of the tests and reactions were performed, it was found that the unknown compound was sodium chloride. Its solubility in water, conductivity, and crystalline structure points to the fact that the compound is ionic. The positive flame test for sodium indicates that sodium is one of the elements in the compound because it produced a bright orange flame. The positive chloride test, when a white precipitate was formed, indicates that chloride is the second element in the compound. The unknown compound and sodium chloride were put through the same reactions and consistently produced the same results, further indicating that the unknown compound is sodium chloride. The gravitational analysis of the known and unknown substances provided similar results, backing up that the unknown substance was sodium chloride. The synthesis reaction produced a percent yield of 95.05%. Experimental Procedure: Physical Properties Tests 1. The physical state of the unknown compound was observed. This included the state of matter, smell (using the wafting technique), color, and structure. 2. A small amount of the unknown compound was placed in approximately 50mL of water and stirred to see if it would dissolve. 3. The same solution was used for the voltmeter and the conductivity was recorded. Anion Tests Chloride Ion Test Approximately 1 mL of the unknown solution was placed in a test tube and 1 mL of 6 M HNO3 was added. After that another 1 mL of AgNO3 was added. Whether a white precipitate was formed or not was recorded. If a white precipitate is observed, a chloride ion is present in the solution. Sulfate Ion Test Approximately 1 mL of the unknown solution was placed into a test tube and 1 mL of 6 M HCl was added. After that another 1 mL of BaCl2 solution was added to the same test tube. Whether or not a white precipitate formed was recorded. If a white precipitate is formed, sulfate is present in the solution. Cation Test Flame Test 1. The heat from the Bunsen flame was used to cleanse the nichrome wire. 2. A small amount of the unknown compound was placed onto the nichrome wire and held over the flame. The color of the flame was observed. Ammonium Test Approximately 1 mL of 6 M NaOH was added to 1 mL of the unknown compound solution. The waft technique was used to detect if there was any odor. If the smell of ammonia was present, there were ammonium ions present in the solution. Reactivity Tests Reaction with an Acid A solution with a small amount of unknown compound was mixed in 50 mL of water and a separate solution of a small amount of ammonium chloride and 50 mL of water. A small amount of the two solutions were placed in to two separate test tubes and a small amount of HNO3. Double Displacement Reaction A solution of a small amount of unknown compound was placed into 50 mL of water and a separate solution containing a small amount of sodium chloride and 50 mL of water. A small amount of the two solutions was placed into two separate test tubes and a small amount of K2SO4 was added into each test tube. The test tubes were then swirled and mixed. Double Displacement Reaction A solution of a small amount of unknown compound was mixed with a solution of 50 mL of water and a separate solution of a small amount of sodium chloride and 50 mL of water. A small amount of the two solutions were placed into two separate test tubes and a small amount of AgNO3 was added into each of the test tubes. The test tubes were then swirled and mixed. Double Displacement Reaction A solution of a small amount of unknown compound was mixed in 50 mL of water and a separate solution of a small amount of sodium chloride and 50 mL of water. A small amount of the two solutions were then placed into two separate test tubes and a small amount of KNO3 was added to each test tube. The test tubes were then swirled and mixed, and whether or not a reaction occurred was recorded. Reaction with a Base A small amount of unknown compound was mixed with 50 mL of water and a separate solution of a small amount of ammonium chloride and 50 mL of water. A small amount of these two solutions were then placed into two separate test tubes and a small amount of KOH was added. Gravimetric Analysis 1. A Buchner flask was used with a funnel placed over the top. 2. The filter paper was weighed and then wetted with water slightly. 3. The solution containing the precipitate was poured onto the filter paper and left until most of the liquid had seeped through. 4. The filter was then removed from the funnel and placed into an oven for 10 minutes until the precipitate and paper had completely dried. 5. The filter paper was then weighed with the precipitate still on top. The weight of the filer paper was subtracted from the new weight to obtain the most accurate result. 6. The procedure was completed three times with the unknown substances and twice with a known substance. Synthesis Reaction 1. Approximately 12.3 mL of ammonium hydroxide was mixed with 6.2 mL of hydrochloric acid in a beaker. 2. The solution was placed on a hot plate (under a hood) and allowed to boil until all of the liquid evaporated. 3. The remaining precipitate was removed from the beaker and weighed. References Cooper, M. M., Cooperative Chemistry Laboratories, McGraw- Hill: New York, NY, 2008.

Baz Luhrman’s modern interpretation of the Shakespeare play Essay

This essay is based on Baz Luhrman’s modern interpretation of the Shakespeare play; Romeo + Juliet. It will be focusing on the opening scene, and Prologue. I will be analysing how Baz Lurhman portrays the feud between the Montagues and the Capulets. I will also be discussing how the presentation of The Prologue helps the audience to understand the play. The film begins with a blank TV screen. The TV screen could represent the modern interpretation to the play. The screen the becomes occupied by a news-reader, who begins reciting the sonnet. The idea of the sonnet being read off the news, emphasises the how important the situation is. Once the news-reader has completed the sonnet, the TV ‘transports’ you to the scene of the play; Verona. The establishing shot becomes apparent; a Montague building separated form a Capulet building, only by the statue of Christ. This emphasises the theme of religion, and the line in the sonnet: â€Å"Both alike in dignity† This is because each building belittles the rest of Verona, as well as the other. The camera then speeds up and shows a sequence of fast shots. This is known as ‘mise en scene’. This represents a degree of chaos, and highlights the conflict between the two families. The Prologue is then recited again, this time, by the Friar. As he reads, the words are reinforced by bold, white text, on a black background. The contrasting colours could be highlighting the two families’ differences. The use of colour; in this case black and white, are most likely an deliberate choice, as black and white are both immediate opposites, therefore helping the audience differentiate between text and background. This allows the audience to correlate the friar’s voice with the text, despite the short amount of time in which the text is shown. After the Friar has completed The Prologue, the camera focuses on a family tree, of each family; in turn. Almost as soon as it has shown the family trees, the shot becomes engulfed in flames. The flames could convey a message of hatred, rage and anger between the two families. From the flames, a newspaper heading appears, whilst the flames fade. The heading suggests re-occurring violence between both the Montagues and the Capulets, and could also show that the feud is still as strong as ever. We can then learn that the strongest of the families quarrel lies between the youth of each house. This becomes apparent when the camera focuses on a number of magazines, with the younger generation of each house on the cover. Baz Lurhman also incorporates the use of magazines, as opposed to tabloids, when referring to the youth, as younger people are usually more associated with magazines. In the next shot, the parents of each house are pictured, accompanied by the actor’s name and character. In turn, the same happens for every character. This is important, as it allows the audience to differentiate between the members of each family, and who the main roles are. The types of shots depicted are very solemn, except for a character named ‘Paris’. He is shown in a happy scene; as he is not involved in the feud, whilst every other character is affected, in some way, by the civil conflict. The Prologue concludes with a montage of shots, featured earlier in The Prologue, aswell as a repertoire of emotion-provoking shots, from later in the film. As the closing sequence is shown, shots of fireworks are merged in, to again, establish the theme of chaos. Finally, the title appears, and The Prologue finishes. The final aspect of Baz Luhrman’s interpretation, is the Music. Without this particular piece (Carmena Burana), The Prologue would not provoke as many emotions within the audience. This is because; as the tempo, and volume rises beyond forte, Baz secrenises the action scenes to run along side this. He also utilises the piano-pianissimo parts of the piece to again, establish the sonnet. All together, the music adds the element of drama, and strong emotions to the opening scene.

Study skill Essay

Study skill is defined as the different abilities that can be developed in order to improve a learner’s capacity to learn (MONDOFACTO, 2009). Based from the free dictionary (n. d. ), the term study skill is used for general approaches to learning, rather than skills for specific courses of study. There are many theoretical works on the subject, and a vast number of popular books and websites. In the 1950s and 1960s, college instructors in Zthe fields of psychology and the study of education used research, theory, and experience with their own students in writing manuals. Marvin Cohn based the advice for parents in his 1979 book Helping Your Teen-Age Student on his experience as a researcher and head of a university reading clinic that tutored teenagers and young adults. According to the National Commission on Excellence in Education (1984), many students are unsuccessful in school because they lack effective study skills (Mutsotso&Abenga, 2010). College students face various sources of academic stress, including demonstration of an ability to engage in challenging materials under time limitation (AfsanehHassanbeigi, JafarAskari, Mina Nakhjavani, ShimaShirkhoda, KazemBarzegar, Mohammad R. Mozayyan&HossienFallahzadeh, 2011) especially examination (Helen, 2013). To counter this, the commission recommends that study skills be introduced to students very early in the schooling process and continue throughout a student’s educational career (Mutsotso&Abenga, 2010). In a now classic study of study skills, Entwistle (1960) reported that students who voluntarily took a study skills course were more successful academically than similar students who did not voluntarily take the course(Mutsotso&Abenga, 2010). Haynes (1993) reported that improving study skills techniques can enhance academic achievement for students with poor study skills habits (Mutsotso&Abenga, 2010). One such initiative was launched by the Louisiana State Board of Elementary and Secondary Education (BESE)(Mutsotso&Abenga, 2010). This initiative, â€Å"The Dynamics of Effective Study,† was intended to help students succeed in high school by providing them with essential study skills(cited in Louisiana Department of Education, 1987)(Mutsotso&Abenga, 2010). According to documents produced by BESE, the â€Å"Dynamics of Effective Study† course was designed to help students â€Å"learn how to learn† so that they can become effective, well-organized, and self-directed learners (cited in Louisiana Department of Education, 1987)(Mutsotso&Abenga, 2010).

Ça Alors - French Expression

The French exclamation  Ãƒ §a  alors  can express a whole range of reactions, from delight to surprise to indignation. Its used to mean how about that or my goodness and literally translates to that then. Like the second meaning of its old-fashioned cousin  ma  foi,  Ãƒ §a  alors  serves mainly to emphasize whatever it is said with.  It has an informal  register. Pronunciation Ça  Alors is pronounced [sah ah luhr]. Be careful not to contract the two words into [sah luhr] - you need to pronounce both as with a tiny pause between them. Example Usage of  Ãƒâ€¡a Alors Ça alors ! Je naurais jamais imaginà © un produit pareil.My goodness! Id never have imagined such a product.    -Je vais dà ©mà ©nager au Sà ©nà ©gal.-Ça alors, cest formidable  !-Im going to move to Senegal.-How about that! / Wow, thats great!    -Jai invità © Thomas à   dà ©jeuner, mais il prà ©tend à ªtre dà ©bordà © de travail.-Ça alors, je lai vu à   la plage trois fois cette semaine  !-I invited Thomas to lunch, but he claims to be snowed under with work.-Well, really, I saw him at the beach three times this week!