...Lab report for Experiment #2: Extraction Your Name: Name of TA: Lab Partner’s Name: Lab Section: Title: Experiment #2: Extraction Purpose: What is the purpose of this lab? In your OWN words! Observations: Weighed out 3.2568 grams of chemical mixture that was yellow in color. Dissolved dry chemicals in 38 ml CH2Cl2 with gentle heating. Poured the yellow solution into sep funnel. Added 10 ml CH2Cl2 to flask to rinse, poured solution into sep funnel. Added 15 ml 3 M HCl, gently mixed and vented (saw bubbles during mixing, heard the evolution of gas while venting). Allowed layers to separate. Upper layer determined to be aqueous by density: lower layer removed. Upper layer placed into separate flask labeled “A” for acid extract. Lower layer placed into sep. funnel and reextracted with 15 ml 3 M HCl. Combined aqueous layers in flask A Reextracted CH2Cl2 layer containg chemicals with 15 ml 3 M NaOH. Upper layer in flask labeled “B” for base extract. Re-extract organic layer with 15 ml 3M NaOH. Combined base extracted materials in flask “B”. Saw bubbles during mixing, heard the evolution of gas while venting. Dried organic layer with anhyd. Na2SO4 until free flowing salt was observed (about 3 grams). Filtered the organic solution into a tared 100 ml round-bottom flask. Rinsed flask and funnel with 10 ml of CH2Cl2 and rotovaped off remaining solvent and weighed flask. The biphenyl obtained was white in color and was like a powder. Weight of flask and biphenyl...
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...TITLE OF EXPERIMENT: EXTRACTION WITH ACID AND ALKALINE OBJECTIVES: 1) Performed on acid-alkaline extraction 2) Learned to recovered benzoic acid and p-dichlorobenzene from its mixture using acid-alkaline extraction method 3) Determine the percent recovery of benzoic acid and p-dichlorobenzene 4) Determine the melting point of recovered benzoic acid and p-dichlorobenzene INTRODUCTION: Extraction involves dissolving a compound or compounds either from a solid into a liqiud or from a solution into another liquid. An acid-alkaline extraction is also known as a form of liquid-liquid extraction. Extraction is a procedure to separate compounds based on their relative solubility in two different immiscible solutions. Two layers are formed when the mixture are separated. The upper layer contains a low dense solvent. Basically in most of the extraction, one of the solvent used would be water as an aqueous solution and the other would be an organic solvent that is insoluble in water. The choice of organic solvent must be volatile so it can easily by removed by evaporation when forming crystals. The cleanest separations of organic compounds can be performed by using acid or alkaline solutions which can convert the compound to be extracted to a water-soluble and ether insoluble salt. Phenolic compounds undergo similar salt formation with sodium hydroxide solution. Hence, sodium hydroxide solution can be used to extract a carboxylic acid or phenolic compound from its solution...
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...Separation of an Acid and Base: liquid-liquid/acid-base EXTRACTION Orgo Lab 1 Techniques: Technique 2 - Weight % Recovery p. 598 Weight percentage recovery = Weight of substance isolated Weight of original material X 100 Technique 8 - Filtration: is a technique used for two main purposes; 1. to remove solid impurities from liquid and 2. Collect desired solid from the solution form which it was precipitated or crystallized - Gravity Filtration → Decantation (separate liquid form large insoluble particles) Decantation: Large, heavy, insoluble particles, with careful pouring, you can decant the solution, leaving behind the solid particles that will precipitate (settle) to the bottom of the flask. “Decant” means to carefully pour out the liquid, leaving the insoluble particles behind - Vacuum Filtration →Hirsch Funnel, Buchner Funnel Vacuum filtration is used to collect solid products resulting form precipitation or crystallization. Used mostly when the volume of amliquid being foiltetred is more than 1-2mL Technique 12 – Extraction: Transferring a solute form one solvent into another (liquid-liquid extraction) The solute is extracted form one solvent to the other because the solute is more soluble in the second solvent than the first. Water can be used to extract or “wash” water-soluble impurities from an organic reaction mixture Separatory Funnel: used in large scale reactions. To fill the separatory funnel, support it in an...
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...started more than a century ago. Im 1869, a method was publshed by Swiss scientist Frederick Miescher on how to separate the cell nuclei from the cytoplasm. In doing that, an acid material was extracted from the cell nuclei which Miescher called "nuclein". Later on, nuclein, which was now called nucleic acid, was found to be involved with different proteins formed in combinations called nucleoproteins. Each nucleotide is made up of a sugar moiety, a phosphate group, and either a purine base or a pyrimidine base. The sugars that had five carbons was given the name ribose whlie the sugar lacking on oxygen atom was givn the name dioxiribose. Since no nucleic acid can contain both of these sugar, there are two types of nucleic acid: ribonucleic acid (RNA), and deoxiribose nucleic acid (DNA). In the 1950, the structure of DNA was cleared with the help from chromatographic separation and X-ray studies. From that it was established that DNA generally is in the form as a duplex in whuch one polynucleotide strand chain is linked to a secon "complementary" strand by hydrogen bonds formed between the purine and pyrimadine bases. The hydrogen bases are formed beween adenine and thymine, an guanine and cytosine, and can be organized in any sequence. The phosphate-sugar chains are anti-parallel. The process of DNA extraction and purification from cells is very important...
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...Chemistry Revision Hazard Symbols States of Matter As heat is added to a solid the particles start to vibrate more and more vigorously. Eventually when it reaches its melting point the particles have enough energy to break their bonds and melt into a liquid. As it is cooled energy is taken away so the particles vibrate less and if a liquid or gas the bonds become stronger and so it freezes or condenses. In the case of a solid it becomes less flexible. Particles in a solid vibrate around their equilibrium but don’t move and keep a rigid shape with their bonds intact. Liquid particles are similar but have more energy so vibrate faster and have more fluidity. Gas particles have no bonds and move around very quickly Structure of an atom |Particle |Where? |Mass |Charge | |Proton |Nucleus |1 |1+ | |Neutron |Nucleus |1 |0 | |Electron |Energy Levels |1/1840 |1- | Atomic/Proton Number – Number of protons (small number) Mass Number – Sum of protons and neutrons Mass Num – Atomic Num = Number of neutrons Number of protons = number of...
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...CHEMISTRY CHEMISTRY (CLASSES XI–XII) Rationale Higher Secondary Stage is the most crucial stage of school education because at this stage specialised discipline based, content oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of mostly for pursuing their career in basic sciences or professional courses like medicines, engineering, technology and studying courses in applied areas of science and technology at tertiary level. Therefore, at this stage, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after the higher secondary stage. National Curriculum Framework for School Education – 2005 recommends a disciplinary approach with appropriate rigour and depth with the care that syllabus is not heavy and at the same time it is comparable to the international level. It emphasizes a coherent focus on important ideas within the discipline that are properly sequenced to optimize learning. It recommends that theoretical component of Higher Secondary Science should emphasize on problem solving methods and the awareness of Syllabus for Secondary and Higher Secondary Levels 22 historical development of key concepts of science be judiciously integrated into content. The present exercise of syllabus development in Chemistry at Higher Secondary Stage is based on this framework...
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...In the second part of the experiment, designed by the students, eugenol was isolated from clove oil via chemically active extraction, using acid-base chemistry. This isolated compound was analyzed via Infrared Spectroscopy and Gas Chromatography. Eugenol, eugenol acetate and caryophyllene (Figure 1) were isolated from ground cloves via steam distillation. To do this, 5.04g of ground cloves were added to a 500mL round bottom flask with 40mL of dH2O, boiling stones and 3 drops of an antifoaming agent (to prevent violent boiling). The contents of the flask were heated using a heating mantle for 75 minutes. The distillate was condensed through a water jacket...
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...Amphoterism From Wikipedia, the free encyclopedia (Redirected from Ampholytes) Jump to: navigation, search "Amphoteric" redirects here. For other uses, see Amphoteric (disambiguation). Acids and bases | | * Acid dissociation constant * Acid-base extraction * Acid–base reaction * Acid–base titration * Dissociation constant * Acidity function * Buffer solutions * pH * Proton affinity * Amphoterism * Self-ionization of water * Acid strength | Acid types | * Brønsted · * Lewis · * Mineral · * Organic · * Strong · * Superacids · * Weak | Base types | * Brønsted · * Lewis · * Organic · * Strong · * Superbases · * Non-nucleophilic · * Weak | * v · * t · * e | In chemistry, an amphoteric species is a molecule or ion that can react as an acid as well as a base.[1] The word is derived from the Greek word amphoteroi (ἀμφότεροι) meaning "both". Many metals (such as zinc, tin, lead, aluminium, and beryllium) form amphoteric oxides or hydroxides. Amphoterism depends on the oxidation state of the oxide. One type of amphoteric species are amphiprotic molecules, which can either donate or accept a proton (H+). Examples include amino acids and proteins, which have amine and carboxylic acid groups, and self-ionizable compounds such as water and ammonia. Ampholytes are amphoteric molecules that contain both acidic and basic groups and will exist mostly as zwitterions in a certain range...
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...cheating or plagiarism may be withdrawn from the unit at the discretion of the Assessment Board. | Internal verification: | Date: | | Name | | | | Signature | | Aim and purpose:-To develop understanding of the principles of Mendelian genetics and to develop knowledge and practical techniques used in commercial, analytical and research laboratories | | GRADING CRITERIA To achieve a pass grade the evidence must show that the learner is able to: | To achieve a Merit grade the evidence must show that the learner is able to: | To achieve a distinction grade the evidence must show that the learner is able to: | P1 Compare and contrast the structure of various nucleic acids. | M1 Explain how genetic information can be stored in a sequence of nitrogenous bases in DNA. | D1 Explain the steps involved in biosynthesis of protein including the roles of...
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...LAB#11 DNA EXTRACTION & KARYOTYPING ________________________________________________ Objectives: After completing this exercise, you should be able to: 1. Develop an understanding of the structure and properties of DNA, based on observation and manipulations 2. Understand some implications of DNA technology 3. Extract DNA from an onion to understand that all cells contain DNA Introduction/Purpose: DNA is too small to see under a regular microscope, so then how can it be studied? DNA is a large chemical molecule found in all living things, so it should be possible to extract it from cells or tissue. All we need to do is disrupt the cell’s plasma membrane and nuclear envelope, make the DNA clump together. DNA extraction is possible. Plant material is easy to use and DNA extractions from onion, bananas, liver, or wheat germ are common classroom activities or demonstrations. Plants used in agriculture and horticulture are often artificially selected for their large flowers and fruits. Strawberries are no exception. A reason for the size of today’s large supermarket strawberries is the octaploid nature of their cells. With eight sets of chromosomes, they have plenty of DNA for classroom extraction. The fruit is homogenized with a detergent to prepare a filtrate. The detergent emulsifies and forms complexes with the lipids and proteins of the plasma membrane this causes them to precipitate out of the solution. The mixture is then filtered through cheesecloth;...
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...Describe the entire product life cycle of a textbook( with social-ecological impact) Product life cycle of textbook (Paper Life Cycle, 2011) Step 1 (Forest) Firstly, the producer will seek materials for making papers, the woods is the main material of making papers. The manufacturers will purchase lots of woods from the supplier of trees to progress their papers. So that the, supplier will cut down the trees from the forest instead to supply to the producers. When these happened, if the landowners failed to practice sustainable, this will cause the failure of sustainability of managing forest and damaged to the environment heavily (Life Cycle, 2011). Step 2 (Transportation) Secondly, after harvested the trees and clean up and get the woods ready for deliver to the paper manufacturer. The woods would be store in an inventory before gather up and transfer to the manufacturers. This step requires the machine to arrange and pick to the transportation or inventory which is man power hardly to do. The woods will deliver to the manufacturer accordingly to the quantity of order. During this step, the social impact toward the society could be offered job opportunity and not much impact to the environment (Life Cycle, 2011).. Step 3(Paper Making) Thirdly, the process is to remove all of the bark from logs. Afterward chipping the logs, we cook the wood chips in a large vessel under pressure with heat and chemicals. When the cooking is complete, the pulp is...
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...An Analysis of Coral’s Susceptibility to Bleaching based on the Symbiotic Relationship with their Zooxanthellae, Using DNA Sequencing Techniques http://www.wiki-reef.com/CoralSpecimen.aspx?cid=28 Elizabeth Velazquez Fall Quarter 2011 Luisa Marcelino, Timothy Swain Northwestern University, Field Museum, Shedd Aquarium Abstract Coral samples were obtained from Shedd Aquarium to investigate the symbiotic relationship between the corals and their zooxanthellae under environmental stress. The zooxanthellae DNA were extracted, amplified, and sequenced. The sequences were then analyzed using Sequencher 5.0 and BioEdit where they were aligned individually and then against other sequences found in previous literature research. The aligned sequences were run in Genbank using the BLAST function to identify the zooxanthellae at the subclade level. Further research into current literature was done with the best matched subclades to our sequences to further investigate the thermal resilience of the zooxanthellae. It was found that thylakoid membrane lipid compositions as well as lipid energy reserves are correlated to bleaching susceptibility. Clade D symbionts have higher lipid energy reserves, allotting for more thermal resilience in comparison to clade C as well as increased abundances in D symbiont types among reefs after bleaching events. Bleaching susceptibility was also found to have variation within clades. More research is needed to fully understand the coral-zooxanthellae...
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...Laboratory Protocol 3 Assigned Reading 3 Pre-Lab Quizzes 3 Lab Notebook 5 Chemicals 5 Due Dates for Reports 5 5. Orientation 5 In-Lab Information 5 Library Information 5 6. Check-In 6 7. Grading Procedure 6 8. Policy on Cheating 7 9. TA Office Hours 8 10. Faculty Course CoordinatorS 8 11. Course Web Page 8 12. Hints to Minimize Frustration IN ORGANIC CHEMISTRY 8 13. Work Schedule 10 Lab Report Due Date Schedule 10 Experiments 10 14. Supplements 17 A. Extraction of Unknown 17 B. Recrystallization of Unknown Products 18 C. Methyl Benzoate 19 D. Synthesis of Luminol 20 E. Azo Violet 23 1. GENERAL INFORMATION PRE- and CO-REQUISITES Pre- and co-requisites for CH 220C listed in the Course Schedule. Important: Because the lecture and laboratory courses are co-requisites of each other, dropping one of them requires that you drop the other as well, unless the drop occurs during the final 2 laboratory periods of the term. Pre- and co-requisites will be checked and students not meeting the requirements must drop the course. REQUIRED or RECOMMENDED COURSE MATERIALS A. Experimental Organic Chemistry, 5th...
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...Information theory is a branch of applied mathematics and electrical engineering involving the quantification of information. Information theory was developed by Claude E. Shannon to find fundamental limits on signal processing operations such as compressing data and on reliably storing and communicating data. Since its inception it has broadened to find applications in many other areas, including statistical inference, natural language processing, cryptography generally, networks other than communication networks — as in neurobiology,[1] the evolution[2] and function[3] of molecular codes, model selection[4] in ecology, thermal physics,[5] quantum computing, plagiarism detection[6] and other forms of data analysis.[7] The main concepts of information theory can be grasped by considering the most widespread means of human communication: language. Two important aspects of a concise language are as follows: First, the most common words (e.g., "a", "the", "I") should be shorter than less common words (e.g., "benefit", "generation", "mediocre"), so that sentences will not be too long. Such a tradeoff in word length is analogous to data compression and is the essential aspect of source coding. Second, if part of a sentence is unheard or misheard due to noise — e.g., a passing car — the listener should still be able to glean the meaning of the underlying message. Such robustness is as essential for an electronic communication system as it is for a language; properly building such robustness...
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...INTRODUCTION 1. Exposure to substances or mixtures in the workplace can occur through inhalation, absorption through the skin or ingestion. Most exposure occurs through the inhalation of vapours, dusts, fumes or gases. For some substances, absorption through the skin may also be a significant source of exposure. The response of the body from exposure to substances and mixtures depends on the nature of the substance, the health effects it can cause and the amount of the substance or mixture absorbed by the body. The extent to which the worker is exposed depends on the concentration of the substance or mixture in the air, the amount of time the worker is exposed and the effectiveness of controls. Substances or mixtures may cause immediate acute health effects or it may be decades before the effects on the body become evident. 2. Exposure standards are established for approximately 700 substances and mixtures. However, there are many other substances and mixtures that are hazardous to human health and that are used in workplaces but do not have an exposure standard. The airborne concentration of any substance or mixture that is hazardous to health must be kept as low as reasonably practicable to minimise the risk to health, regardless of whether there is an exposure standard. Information about the hazards of a chemical should be available from the label or Safety Data Sheet (SDS) either MSDS or CSDS for most substances or mixtures. [pic] Table 1: Exposure Limit of Substance ...
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