Experiement to test for anions and cations Essay Example

Experiement to test for anions and cations Paper The aim of the experiment is to test an unknown substance with a variety of experimental methods, by doing this the identity of the substance will be known. The two types of different testing methods will be anions and cations. Cations are positively charged ions; this is because the atom looses an electron during a reaction, therefore having fewer electrons than protons. Anions are negatively charged ions, as the atom gains an electron during a reaction, therefore having more electrons than protons. An ion is an atom or molecule that either has gained or lost either one or more electrons, resulting in a positive or negative charge. The concept of atoms loosing or gaining electrons is known as ionic bonding. Meaning that when an atom of a single element offers electrons to atoms of another element a bond is formed. By observing any chemical changes in the experiment (for example, colour change, precipitate formation or expelling of gas), it should be easy to identify the unknown substance. A chemical change is when a new substance is produced for example the burning of magnesium metal in oxygen to produce magnesium oxide. It is an irreversible reaction, meaning that it is impossible to reverse the reaction back to how it originally was. Hypothesis It is to be expected that it will be possible to identify each unknown cation and anion by various testing methods. Safety assessment Goggles Should be worn to prevent any spillages coming into contact with the eyes Lab coat Should be worn to prevent any spillages on clothes. 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Method Testing for cations (Substance I) A small spatula of substance I was added to a test tube, along with distilled water filling half of the test tube. 2. Using a Bunsen burner the test tube was placed into a blue flame to help it dissolve, and was then allowed to cool. 3. A clean test tube was taken and 1/3 of the solution was added to it, along with 5 drops of dilute sodium hydroxide. 4. No precipitate was formed, so the test tube was placed back into the Bunsen flame, with a piece of moist litmus paper placed over the top of the tube (ensuring that it didnt touch) 5. The paper turned from red to blue, indicating that substance I was ammonium. Testing for cations (Substance J) 1. A small spatula of substance I was added to a test tube, along with distilled water filling half of the test tube. 2. Using a Bunsen burner the test tube was placed into a blue flame to help it dissolve, and was then allowed to cool. 3. A clean test tube was taken and 1/3 of the solution was added to it, along with 5 drops of dilute sodium hydroxide. 4. No precipitate was formed, so the test tube was placed back into the Bunsen flame, with a piece of moist litmus paper placed over the top of the tube (ensuring that it didnt touch) 5. The paper had no change and remained red. 6. A flame test was then done using nichrome wire and a small sample of the solid. 7. The flame turned a yellow/orange colour and was identified as sodium. Testing for anions (Substance J) 1. A small spatula of substance J was added to a test tube, along with 2 dropfulls of dilute hydrochloric acid. 2. Using a Bunsen burner the test tube was placed into a blue flame and warmed gently. 3. No gas was given off, so three drops of barium chloride was added to the test tube. A white precipitate had formed, indicating that it was a sulphate. Testing for anions (Substance I) 1. A small spatula of substance I was added to a test tube, along with 2 dropfulls of dilute hydrochloric acid. 2. Using a Bunsen burner the test tube was placed into a blue flame and warmed gently. 3. No gas was given off, so three drops of barium chloride was added to the test tube. 4. No white precipitate had formed, and the solution was discarded with lots of water down the sink. 5. A fresh solution of substance I was made, with a small amount of water. An equal amount of dilute nitric acid was then added to the test tube, along with 3 drops of silver nitrate solution. 7. No precipitate was formed and the solution was again discarded with lots of water down the sink. 8. A fresh solution of substance I was made, with a small amount of water. 9. Using gloves, a few crystals of iron (II) sulphate were added to the test tube and concentrated sulphuric was added slowly and in drops down the side of the test tube, in a fume cupboard. 10. A brown ring had formed between the two liquids and the substance was identified as a nitrate.

Report Essays - Discrimination, Human Behavior, Social Issues

Report Essays - Discrimination, Human Behavior, Social Issues Caleb Harris Mrs. Gonzales English 3-7 10-11-18 Discrimination In Schools Today Discrimination exists in today's society. It exists in jobs, on the streets, in grocery stores, everywhere you turn and look. Race and gender inequality play a big role in student's education in the United States and throughout the world. I myself am a Black/White student that believes that racism still is alive in the education system. Discrimination based on race in schools continues to grow and be an outstanding issue. Stopping it begins with the administration and teachers and the policies implemented, and students being held accountable for their actions. Discrimination in schools occurs when a person takes unfair actions against people belonging to a certain race. In the United States black students are suspended at much higher rates than their white peers. Black students are 3 times more likely to get suspended than white students. And in the south it is even greater. A 2016 report from the University of Pennsylvania, Center for the Study of Race and Equity in Education, fo und that 13 Southern states (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia and West Virginia) were responsible for 55 percent of the 1.2 million suspensions involving black students nationwide. These states also accounted for 50 percent of expulsions involving black students nationally, according to the report, "Disproportionate Impact of K-12 School Suspension and Expulsion on Black Students in Southern States." The finding most indicative of racial bias is that in 84 Southern school districts, 100 percent of students suspended were black. Even black preschool students are more likely to be suspended than students of other races, the U.S. Department of Education found. The agency reported that while blacks make up just 18 percent of children in preschool, they represent nearly half of preschool children suspended. The negative racial biases black children face and the correlated high suspension rate s result in African American children missing a great deal of school. This can lead to them falling behind academically, including not reading at grade level by third grade, and eventually dropping out of school. Pushing children out of class increases the chances that they will have contact with the criminal justice system. Discriminatory school discipline practices punishing different groups differently for similar behaviors certainly could contribute to the disparities we see. For example, do black students get suspended longer than white students who fight? The answer is yes they do, black students get punished longer than white students for interracial fights. There is one additional suspension day for black students for every 20 interracial fights. Not only are students of color least likely to be identified as gifted and enroll in honors classes, they are more likely to attend schools with a greater police presence, increasing the odds that they will enter the criminal justic e system. As the nation's racial demographics shift, these disparities pose serious risks to America's future. Students of color comprise a growing share of public school students. If the United States is to remain a world superpower for generations, it's incumbent upon Americans to ensure that disadvantaged students and those from ethnic minority groups receive the same standard of education that privileged students do. Segregated education facilitates study by enhancing small comforts such as shared tastes in music and food. More importantly it avoids exposure to racial slurs and ethnic insults characteristic of integrated facilities. Less privileged ethnic groups tend to perform better academically when they are segregated. Racial discrimination has been a problem in America over a long period of time. Racial discrimination negatively impacts a person by causing emotional and psychological damage. Experiencing racial discrimination can cause a person to become depressed, suicidal , anxious, have low self-esteem, drop out of school, and even move away. Along with low self-esteem, they can easily develop a syndrome called impostor syndrome and feel excluded from everyone else (moral exclusion theory). Racial discrimination not only affects high school students by causing mental problems but by leaving a long-lasting hatred towards people of different races. It is crucial to show high school students how history plays a major part in all this. Even today some Native Americans still have anger towards Christopher Report Essays - Discrimination, Human Behavior, Social Issues Harris Caleb Harris Mrs. Gonzales English 3-7 10-11-18 Discrimination In Schools Today Discrimination exists in today's society. It exists in jobs, on the streets, in grocery stores, everywhere you turn and look. Race and gender inequality play a big role in student's education in the United States and throughout the world. I myself am a Black/White student that believes that racism still is alive in the education system. Discrimination based on race in schools continues to grow and be an outstanding issue. Stopping it begins with the administration and teachers and the policies implemented, and students being held accountable for their actions. Discrimination in schools occurs when a person takes unfair actions against people belonging to a certain race. In the United States black students are suspended at much higher rates than their white peers. Black students are 3 times more likely to get suspended than white students. And in the south it is even greater. A 2016 report from the University of Pennsylvania, Center for the Study of Race and Equity in Education, f ound that 13 Southern states (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia and West Virginia) were responsible for 55 percent of the 1.2 million suspensions involving black students nationwide. These states also accounted for 50 percent of expulsions involving black students nationally, according to the report, "Disproportionate Impact of K-12 School Suspension and Expulsion on Black Students in Southern States." The finding most indicative of racial bias is that in 84 Southern school districts, 100 percent of students suspended were black. Even black preschool students are more likely to be suspended than students of other races, the U.S. Department of Education found. The agency reported that while blacks make up just 18 percent of children in preschool, they represent nearly half of preschool children suspended. The negative racial biases black children face and the correlated high suspension rat es result in African American children missing a great deal of school. This can lead to them falling behind academically, including not reading at grade level by third grade, and eventually dropping out of school. Pushing children out of class increases the chances that they will have contact with the criminal justice system. Discriminatory school discipline practices punishing different groups differently for similar behaviors certainly could contribute to the disparities we see. For example, do black students get suspended longer than white students who fight? The answer is yes they do, black students get punished longer than white students for interracial fights. There is one additional suspension day for black students for every 20 interracial fights. Not only are students of color least likely to be identified as gifted and enroll in honors classes, they are more likely to attend schools with a greater police presence, increasing the odds that they will enter the criminal justi ce system. As the nation's racial demographics shift, these disparities pose serious risks to America's future. Students of color comprise a growing share of public school students. If the United States is to remain a world superpower for generations, it's incumbent upon Americans to ensure that disadvantaged students and those from ethnic minority groups receive the same standard of education that privileged students do. Segregated education facilitates study by enhancing small comforts such as shared tastes in music and food. More importantly it avoids exposure to racial slurs and ethnic insults characteristic of integrated facilities. Less privileged ethnic groups tend to perform better academically when they are segregated. Racial discrimination has been a problem in America over a long period of time. Racial discrimination negatively impacts a person by causing emotional and psychological damage. Experiencing racial discrimination can cause a person to become depressed, suicida l, anxious, have low self-esteem, drop out of school, and even move away. Along with low self-esteem, they can easily develop a syndrome called impostor syndrome and feel excluded from everyone else (moral exclusion theory). Racial discrimination not only affects high school students by causing mental problems but by leaving a long-lasting hatred towards people of different races. It is crucial to show high school students how history plays a major part in all this. Even today some Native Americans still have anger towards Christopher Columbus and other