This is a labreport on chemical kinetics... From this labreport students of chemical engineering and chemistry students can get a huge advantage in working in their lab..Full description
gymnospermFull description
lab report report labFull description
fFull description
ferroceneFull description
Lab View Workbook
SITFull description
THIS PROJECT REPORT ON STUDENT REPORT CARD FOR CLASS XII STUDENTS. THIS PROJECT ACCEPT THE STUDENTS MARKS AND THEIR INFORMATION NAME , ADDRESS ETC.Full description
GOOD STUDENT LAB REPORT! REPORT! 49/50
Breaking up is hard to do – Separating Sand & Salt Purpose: The purpose of this experiet is to sep"r"te " ixture of s"# "# s"$t% Materials: S"$$ &e"'er • E$e(tri( &"$"(e • S"# • S"$t • )"ter • Gr"#u"te# (*$i#er • Stirri+ ro# • ,i$ter p"per • ,$"s' • Ru&&er po$i(e" • )"sh &ott$e • ,ue$ • Buse &urer (op$ete -ith ru&&er tu&i+ "# " sour(e of +"s • .ot h"#s • su$"tor p"# • Ri+ st"# (op$ete -ith " ri+ • )ire +"ue • Stri'er • Pre-lab Questions: 1% )" )"ter ter -i$$ -i$$ &e usefu$ i sep"r"ti sep"r"ti+ + the s"$t "# "# s"# &e("use s"$t s"$t is so$u&$e so$u&$e i -"ter2 -"ter2 -hi(h "$$o-s it to #isso$3e ito " hoo+eous ixture2 "$$o-i+ for fi$teri+ of the s"#% % Properties Properties of s"# s"# "# s"$t th"t th"t -i$$ he$p he$p sep"r"te sep"r"te the "re th"t s"$t s"$t is -"ter -"ter so$u&$e2 so$u&$e2 "# the s"# is iso$u&$e i -"ter% % The three three thi+s thi+s th"t th"t (ou$# (ou$# +o -ro+ i this this experiet experiet "re6 Duri+ the e3"por"tio of -"ter -hi$e usi+ the Buse &urer2 the f$"s' i+ht • (r"(' or exp$o#e 7 this (" &e "3oi#e# &* ot he"ti+ the f$"s' o3er " pro$o+e# perio# of tie2 "# ot he"ti+ it too itese$*% Soe of the s"# "* &e $ost #uri+ the fi$tr"tio 7 this (" &e "3oi#e# &* • ("refu$$* fi$teri+ the ixture2 "# "'i+ sure th"t "$$ of the s"# h"s &ee -"she# off fro the &e"'er2 "# the ru&&er po$i(e"% Soe of the s"$t "* &e $ost if the s"$t #oes8t #isso$3e (op$ete$* or if soe of • the s"$t -"ter is spi$$e# 7 this (" &e "3oi#e# &* "'i+ sure th"t "$$ of the s"$t h"s #isso$3e#2 "# &* &ei+ 3er* ("refu$ -hi$e stirri+ the ixture ot to spi$$ it%
GOOD STUDENT LAB REPORT! 49/50
Procedure: 1% P$"(e " s"$$ &e"'er o the &"$"(e% Press the reero &utto to "'e sure to t"'e the "ss of o$* the s"# "# s"$t s"p$e "# ot the &e"'er% % "refu$$* pour the s"# "# s"$t ixture oto the &e"'er% Re(or# the "ss i *our #"t" t"&$e% % :e"sure out 10L of -"ter usi+ the +r"#u"te# (*$i#er% A## the -"ter to the &e"'er "# +et$* stir the s"p$e -ith " stirri+ ro# for se3er"$ iutes% Be ("refu$ ot to spi$$% 4% O&t"i " pie(e of fi$ter p"per -rite *our "es e"r the top2 o BOT. si#es% Use the &"$"(e to "ss the fi$ter p"per "# re(or# this "ss i the #"t" t"&$e% 5% O&t"i " ($e"2 #r* f$"s' "# use the &"$"(e to #eterie its "ss "s -e$$% Re(or# the "ss of the f$"s' i the #"t" t"&$e% ;% Prep"re " fi$teri+ set% )he fi$teri+ is (op$ete2 ("refu$$* reo3e the fi$ter p"per fro the fue$ "# p$"(e o the i#i("te# tr"* to #r* o3eri+ht% 9% Set up *our Buse &urer "# f$"s' "s #ire(te# &* *our istru(tor% E3"por"te the -"ter i the f$"s' &* &oi$i+ uti$ the (otets "re #r*% BE ARE,UL NOT TO .EAT TOO LONG OR TOO NTENSEL? 7 ONTNUNG TO .EAT A DR? ,LAS@ )LL AUSE T TO RA@ OR EPLODE! 10% )he "$$ the -"ter h"s &ee e3"por"te#2 use the hot h"#s to p$"(e the hot f$"s' o " isu$"tor p"# to (oo$% DO NOT PLAE .OT ,LAS@ DRETL? ON T.E OUNTER 7 T )LL RA@! 11% f tie "$$o-s2 use the &"$"(e to "ss the (oo$e# f$"s' "# its (otets% f there is ot eou+h tie2 $e"3e " s$ip of p"per -ith *our "es o it ext to the (oo$i+ f$"s' "# the istru(tor -i$$ "ss it for *ou% 1% The istru(tor -i$$ "$so "ss the #rie# fi$ter p"per "# s"#% She -i$$ #istri&ute this #"t" i ($"ss o ,ri#"*2 "s -e$$ "s o the ($"ss -e&site% 1% BE SURE TO LEAN UP BE,ORE LEANG!
Data Table:
GOOD STUDENT LAB REPORT! 49/50
:"ss of #r* s"# "# s"$t ixture C+
10%59
:"ss of #r*2 ept* f$"s' C+
19%>=
:"ss of #r* fi$ter p"per C-ith "es "$re"#* -ritte C+ :"ss of (oo$ f$"s' "# (otets C+
1%0 1%05
:"ss of #r* s"# "# fi$ter p"per C+
9%5
u"$it"ti3e O&ser3"tios6 Upo &oi$i+ the s"$t -"ter2 s"$$ pie(es of s"$t -ere poppi+ out of the f$"s' • Not "$$ +r"is of the s"# -ere (o$$e(te# fro the &e"'er • Calculations: 1% :"ss of #r* s"# "# fi$ter p"per 7 :"ss of #r* fi$ter p"per F :"ss of s"# 9%5+ 7 1%0+ F >%51+ The "ss of s"# is >%51+% % :"ss of (oo$ f$"s' "# (otets 7 :"ss of #r*2 ept* f$"s' F :"ss of s"$t 1%05+ 7 19%>=+ F %1>+ The "ss of s"$t is %1>+% Mass of sand % Mass of sand ∧salt mixture x 100 F Per(et of s"# 8.51 g 10.59
g x 100 F >0%4
The percent of sand is 80.4 . 4%
Mass of salt Mass of sand ∧salt mixture x 100 F Per(et of s"$t 2.18 g 10.59
g x 100 F 0%;
The percent of salt is 20.6 . Post-lab Questions:
1% A((or#i+ to * #"t" the su of the per(et s"$t "# s"# eHu"$s 101% The per(et"+es #o ot eHu"$ 100 &e("use there -"s " error i the experiet -hi(h resu$te# i " "##itio"$ 0%1+ of "tter% % The sep"r"tio te(hiHues th"t -ere pr"(ti(e# i this $"& -ere fi$tr"tio "# e3"por"tio%
GOOD STUDENT LAB REPORT! 49/50
•
•
,i$tr"tio is effe(ti3e i sep"r"ti+ so$i#s fro $iHui#s% Duri+ fi$tr"tio " ixture is poure# throu+h " fue$ fitte# -ith fi$ter p"per% ,i$ter p"per h"s ti* ho$es "$$o-i+ o$* $iHui# to p"ss throu+h "# so$i# p"rti($es to st"* o the p"per% E3"por"tio is effe(ti3e i sep"r"ti+ p"rti($es i so$utios% The so$utio is he"te# so th"t the so$3et -i$$ e3"por"te2 "# the so$i# su&st"(e is $eft &ehi#%
Conclusion: The o&Ie(ti3e of the experiet -"s to sep"r"te " ixture of s"# "# s"$t% Throu+h usi+ +i3e "teri"$s2 "# fo$$o-i+ the pro(e#ure2 the o&Ie(ti3e -"s et% The ixture (" &e sep"r"te# ito s"# "# s"$t throu+h fi$tr"tio "# e3 "por"tio% The s"# (" &e sep"r"te# fro the ixture throu+h fi$tr"tio% or#er to fi$ter the s"# fro the ixture2 s"$t ust first &e #isso$3e# i -"ter% The ixture of s"$t -"ter "# s"# (" &e the fi$tere# throu+h " fue$ fitte# -ith fi$ter p"per% ,i$ter p"per o$* "$$o-s $iHui#s thou+h2 "$$o-i+ for the s"# to st"* isi#e it% The s"$t (" &e sep"r"te# fro -"ter throu+h e3"por"tio% Duri+ e3"por"tio the so$3et e3"por"tes2 $e"3i+ so$i# p"rti($es &ehi#% The o3er"$$ resu$ts fro the experiet "re th"t the 10%59 +r"s of the hetero+eeous ixture (osiste# of >%51 +r"s of s"#2 "# %1> +r"s of s"$t% The s"# "'es up >0%4 of the ixture2 -hi$e s"$t "'es up 0%; of the ixture% )h"t i+ht h"3e "ffe(te# the resu$ts -ere errors% Duri+ the fi$tr"tio pro(ess2 ot "$$ +r"is of s"# -ere (o$$e(te#% A$so #uri+ the e3"por"tio pro(ess2 #ue to itesi3e he"t s"$t st"rte# poppi+ out of the f$"s'% E3e thou+h "tter -"s $ost2 the fi"$ "ss of s"# "# s"$t is 0%1 +r"s he"3ier2 th" the ori+i"$ "ss% This is "$so the re"so -h* the per(et"+es of s"$t "# s"# #o ot "## up to 100% The "##itio"$ "ss (oes fro " error i the sep"r"tio pro(esses% The -"ter th"t -"s use# to sep"r"te s"$t "# s"# (ou$# re"i i the s"p$es either fro i"#eHu"te tie perio# for the s"# to #r*2 or e3"por"ti+% This (ou$# h"3e &ee pre3ete# throu+h pro3i#i+ " $o+er "out of tie for the s"# to #r*2 "s -e$$ "s for the &oi$i+ of the so$utio% t -ou$# "$so &e he$pfu$ to p$"(e the sep"r"te# p"rti($es i hot o3e for " perio# of tie2 to esure th"t &oth s"p$es "re (op$ete$* #r*% (o($usio it is possi&$e to sep"r"te 3"rious su&st"(es fro oe "other throu+h #ifferet te(hiHues -ithout (h"+i+ the (hei("$ "'eup of the su&st"(e%
