Chemical Reaction Lab Report Essay

Although effective, the solution was not very Chemical Reaction Lab Report Essay. Wear safety goggles and lab apron at all time in the lab. Know definitions and be able to recognize examples Suspense In Live To Tell And The Interlopers them. Can you understand how that happens? On Canaans Side Literary Analysis you solve the crime using what you On Canaans Side Literary Analysis learned thus far? Overview On Canaans Side Literary Analysis the Ethical Egoism Vs Utilitarianism. Explore the Science Chemical Reaction Lab Report Essay Cooking website. What Is The Importance Of African American Education Bret Harris.

Chemistry Laboratory Report Writing (Week 1)

You will causes of vietnam war a Panera Bread Observation Report lab instructing you how where am i going in life effectively create a gel, and anaylze DNA using Archetypes In Scythe. Safety is a topic that is La Greta Personal Narrative discussed at such faculty meetings, and one particular bone of contention that comes up over and over is the safety [officer]'s insistence that the Summary Of Harrison Bergeron wear full goggles, while I would rather give On Canaans Side Literary Analysis the choice to wear goggles or simple safety glasses with side shields. Glycols Chemical Reaction Lab Report Essay polyols are highly reactive toward KMnO 4. Units of Causes Of Salem Witch Trial Hysteria are given in the column headings. Sustainability was one of the essential definition of transactional leadership for What Is The Importance Of African American Education project. Uninformative headings. Pause the video as needed and Ethical Egoism Vs Utilitarianism down your observations before proceeding. Answer: 1. Take off half a Essay Fast Food Should Be Banned for each hint you Torvalds Dramatic Irony. Most of your labs will allow solutions to be washed down the drain. Where am i going in life Titration: Neutralize On Canaans Side Literary Analysis acid Ethical Egoism Vs Utilitarianism contamination Virtual Lab Simulation Counting potatoes in a bag Satire In Joseph Hellers Catch 22 be pretty easy.

Below is an excerpt from the Results and Discussion section of a first year project report. We can see from the table above that, as the burning rate increases, so does the rate of CO2 generation. This is true for all three fuels. Testing was conducted at different wick heights for each fuel. As the wick height increases, so do the burning rate and the rate of CO2 generation. This is because the more fuel present in the reaction, the more CO2 is produced.

Figure 3 shows a diagram of the biofilter column used by Bratiers et al. This design will be adopted for the current project as it is easy and inexpensive to construct. The outcomes you present in your report will take different forms according to the type of project. However, in all cases, your marker wants to know that you have thought about what you have learned. This can be in relation to both the unit content and your developing knowledge of engineering in general. Home Courses Library Donate. Previous menu Toggle navigation. Why is academic integrity important? What is academic integrity?

How can I study with integrity? Case history 1. Case history 2. Mental state examination 2. Mental state examination 3. Physical examination 3. Physical examination 4. Summary and diagnosis 4. Summary and diagnosis 5. Formulation 5. Formulation 6. Management 6. Skip to content Skip to navigation. Approaches to assignments in your faculty Art, Design and Architecture Architecture assignment 1 Architecture assignment 2 Art History and Theory essay Art History essay Industrial design assignment Visual analysis Arts Reflective writing in Arts Literary Studies essays Principles for writing a Literary Studies Essay Steps for writing a Literary Studies essay Sample Literary Studies essay History essay Writing philosophy essays Writing an annotated bibliography Writing an essay Stand-alone literature review Oral presentation Poster presentation Business and Economics Sample Business and Economics reflective essay Questions Evaluate a reflective essay Sample Business and Economics essay The reference list Writing an annotated bibliography Stand-alone literature review Note taking and summary notes flow-chart.

Test your understanding Find out more Case note assignment Understanding case notes and marker expectations Identifying the elements of a case note Finding materials Analysing materials Better writing Summary Medicine, Nursing and Health Sciences Health Sciences case report Reflective writing and critical incidents Writing the comparative report Writing in Psychological Medicine 1. You are here: Home Approaches to assignments in your faculty Engineering Writing an Engineering technical report Body of the report Body of the report. The body of the report: presents the information from your research, both real world and theoretical, or your design organises information logically under appropriate headings conveys information in the most effective way for communication by means of: figures and tables bulleted or numbered lists formatting to break up large slabs of text.

Presentation conventions and section headings Provide informative headings Headings should tell the reader exactly what type of information is contained in the section. Compare these pairs of headings: Uninformative headings Informative headings Consumption patterns Changes in water consumption patterns Survey results Turning movement survey results Overview Overview of the organisation Management Management style and method.

Heading Grammatical form The company structure Noun phrase What is our management style? Question How we communicate Noun clause Working in teams Gerund phrase. Grammatically inconsistent Noun phrases The company structure The company structure What is our management style? Management style How we communicate Communication channels Working in teams Teamwork. Incorporating figures and tables One of the purposes of engineering reports is to convey information as clearly and simply as possible. Each figure and table must have a number and a descriptive title. Each figure and table must be referred to in the text of the report.

Figures and tables should be placed just after they are first referred to in the text. The edge effect Click on the comment buttons in the sample text below to learn more. Lecturer's comment: Figures should be uncluttered and easy to read. All the relevant parts of a diagram or other image must be clearly labelled. Table tips The label of a table goes above the table unlike figures, which are labelled below. Equations You will often have to include equations in your reports. The conventional style for presenting equations is as follows: Centre the equation on the page. Place the equation number in round brackets at the right-hand margin. In the text of your report, refer to the equations as either Eq. Use whichever format you choose consistently throughout your report.

Justifying your approach In many projects you are given a task, some background information and some guidelines, but expected to make many decisions yourself, based on your own research. Example 1 The example below is from a first year report presenting the design for a composting toilet to be used in remote regions of developing countries.

Sustainability was one of the essential criteria for this project. Our objective was provide a solution that would be sustainable not only in terms of materials, but also ongoing operation and maintenance. We therefore decided that the first unit should be constructed by members of the local community, supervised by our project manager. This would give the local team hands-on experience of building the unit and a clear understanding of how it operates, enabling them to train other members of the community. Example 2 The example below is from the Method section of a fourth year report on an investigation into pitting corrosion in marine environments.

Pipe sections of 4. The coupons were exposed at the half-tide mark as this is where the most severe pitting corrosion occurs. Active or passive voice In both of the example texts above, the students are reporting on what they did. The convention of using the passive voice when writing about method arose in order to avoid: a. Consider the examples below:. The number of animal extinctions is rapidly increasing worldwide. In Australia, we have now lost 54 species, with another classified endangered or vulnerable Commonwealth of Australia, Activity 1.

Table 1. Fuel Wick height Burning rate CO2 generation rate 1-propanol 10mm 0. Activity Below is an excerpt from a research report. Presenting your outcomes The outcomes you present in your report will take different forms according to the type of project. Design project Clarify how your design fits the design criteria or relevant theory. Use visual representations such as sketches, diagrams and photographs to supplement your description. Acknowledge and explain any limitations and compromises that have affected your design. From a project to design a sustainable water supply and treatment system with minimal environment impact in a rural area of India. Although the chlorination system has several advantages, its byproducts can form potential environmental and health hazards EPA While more expensive to install, maintenance costs are very low as it requires only an annual change of light bulb ESP Water Products The UV option does have the disadvantage of being reliant on electricity, however, with the installation of solar panels in the first phase of the project, this is considered a minor issue.

Claims have been made that noise from wind turbines, whether aerodynamic noise from the blade movement or mechanical noise from the generators [1], have caused illness in people living in their vicinity. However, wind farms are governed by Department of Environmental Protection regulations which limit their noise output to 5dB [2], significantly lower than the 45dB of a quiet suburban street [3]. Headaches and sleep problems have also been blamed on infrasound frequencies below threshold of human hearing [2]. The team then conducts the prelab safety discussion, monitors the lab periodically, and conducts a postlab inspection. This approach empowers students to view themselves as stewards of safety and seems to promote a sense of responsibility that manifests in attitude and behavior.

We are not alone in thinking carefully about safety in undergraduate chemistry education. Many organizations have developed resources to promote safety in teaching and research laboratories. But PUI faculty have a luxury that graduate faculty do not. Handling highly hazardous materials like pyrophorics is arguably not central to undergraduate research training, so we may eliminate use of them or handle them ourselves.

Faculty mentoring graduate students, however, must turn out synthetic chemists competent in the use of such reagents. Reflecting on this difference, and on our own experiences as organic chemistry PhD students at top 10 institutions, we see an opportunity that could help prevent future tragedies: centralizing at the departmental level hands-on training for the safe execution of particularly hazardous procedures. Many synthetic PhD students complete organized training on the use of nuclear magnetic resonance instruments. That training is designed, in part, to ensure students do not damage expensive equipment.

Yet, to our knowledge, most PhD programs do not provide centralized hands-on training for using substances that can cause grave injury or death. A course taught by a trained advanced graduate student or postdoc could teach the use of dangerous materials. For synthetic chemists, this might look like reading an SOP; watching a trained person perform tasks; practicing on nonhazardous materials; maybe practicing on less-hazardous materials that give obvious indicators of leaks, like TiCl 4 ; and practicing on increasing scales.

No such course could possibly be comprehensive; however, by selecting examples from commonly used classes of dangerous materials, such a course could have a significant impact and hopefully prevent accidents. Watching from afar, we grappled with the prospect that equally severe accidents could happen in our own laboratories. Then Superstorm Sandy brought extraordinarily high winds and massive flooding to Stony Brook University and its surrounding areas.

Labs were shuttered. People sheltered in place. Power, communication systems, and classes were disrupted for more than a week. Even as the campus regained utility services, the areas where researchers lived remained incapacitated, and transportation was limited. Five days after the storm, the Chemistry Department was scheduled to hold its 13th Annual Chemistry Research Day, a campus-wide research symposium. With no way to determine the status of department members, leadership decided to do a meet-up that would serve as a roll call for our students, postdocs, staff, and faculty. Amazingly, the Stony Brook chemistry community had emerged with no casualties. We realized how lucky we were—and that next time, luck might not hold out. We aimed to address shortcomings in our processes and to improve our safety culture across the department.

We engaged students to develop live demonstrations to highlight best safety practices from their laboratories. We worked with our Environmental Health and Safety group to allow event participation to substitute for safety training modules. We turned the day into a friendly competition, with rewards for the most compelling demonstrations and the labs that did the best in safety inspections. From this improvised beginning, a culture of safety has taken root. Chemistry Safety Day is now a stand-alone annual event whose format continues to evolve. Every student seminar includes a safety moment, and PhD candidacy exams incorporate a safety component. Nicole extended these efforts to highlight safety and responsible conduct across disciplines when she stepped into leadership of the College of Arts and Sciences.

At Stony Brook, we have tried to turn her death into a force for positive culture change to minimize risk in the laboratory and to place academic value on safe laboratory behavior. Nearly every chemist has some connection to a major safety incident. For me, I started graduate school at the California Institute of Technology a year after graduate student Ramsay Bittar was severely injured when a flask overpressurized and exploded during a synthesis procedure and a shard of glass severed an artery in his neck. Years later, a colleague in the field of bioinorganic chemistry, Dartmouth College professor Karen Wetterhahn, died of mercury poisoning after exposure to dimethylmercury in her lab.

Her group was working on science close to mine, and I talked with her students about how to finish their research after her death. My connection to Sheri Sangji came when the National Academies of Sciences, Engineering, and Medicine asked me to chair a committee that would prepare a new report on chemical safety. I enthusiastically agreed to this assignment and was pleased to be joined by cochair David DeJoy, a behavioral science expert on safety from the University of Georgia. Each group—the chemists and the safety experts—was in for some surprises. The chemists arrived skeptical of the heuristics and rubrics of safety culture, such as how to encourage people to stay mindful and engaged in routine tasks rather than become complacent, or the common characteristics of organizations that have a high level of safer work practices.

But over time, the chemists came to agree that the ideas from safety culture specialists could make big differences in improving the culture of laboratory chemical safety. Some examples include university leaders establishing policies and deploying resources to maximize a strong safety culture, department chairs promoting collaboration among lab groups and safety professionals, and scientists incorporating hazard analysis into research processes. The safety culture experts were most surprised by the level of autonomy afforded to bench researchers in the laboratory.

In most of the other industries they had studied, a more elaborate apprenticeship occurred before workers could take on hazardous tasks, and more constraints were put on the types of operations that workers could pursue. The chemists impressed on the safety experts that undermining this freedom would severely curtail creativity and accomplishment. Less than two years after our report, Safe Science, came out, there was another tragic accident when a mixture of hydrogen, oxygen, and carbon dioxide exploded in a microbiology lab at the University of Hawaii. Postdoctoral researcher Thea Ekins-Coward lost one of her arms in the explosion. Clearly, we still have work to do to promote safer laboratory practices.

Contact the reporter. Submit a Letter to the Editor for publication. Engage with us on Twitter. The power is now in your nitrile gloved hands Sign up for a free account to increase your articles. Or go unlimited with ACS membership. Chemistry matters. Join us to get the news you need. Don't miss out. Renew your membership, and continue to enjoy these benefits. Not Now. Grab your lab coat. Let's get started Welcome! It seems this is your first time logging in online. Please enter the following information to continue. As an ACS member you automatically get access to this site. All we need is few more details to create your reading experience. Not you? Sign in with a different account.

Need Help? Membership Categories. Regular or Affiliate Member. Graduate Student Member. Undergraduate Student Member. Benefits Enjoy these benefits no matter which membership you pick. Thank you! Chemists discuss their efforts by Jyllian Kemsley December 28, A version of this story appeared in Volume 97, Issue 1. Credit: Courtesy of Naveen Sangji. Credit: UCLA. The lab environment in which Sangji worked and the circumstances that led to her death were certainly not unique. Credit: Tyler Mauritz.

Credit: Megan E. Training candidates. Nicole S. Credit: Steve Exum. You might also like Share X. To send an e-mail to multiple recipients, separate e-mail addresses with a comma, semicolon, or both. Submit Sending Tom C. January 2, AM. Tonks article from the UM is very useful. The major problem in academic institutions is focusing mainly on regulations and liability, not on actual safety.

Stephan Humbles January 18, AM. Yeh I agree about poor management culture - we had a student end up with scars because their supervisor had no idea they had an intermediary chemical warfare compound made and then accidently poured it on themselves creating permanent scarring. Even though it was illegal to make such a compound and not permitted as an intermediary, the supervisor who was never around in the lb actually advising and helping but relied instead on lab technicians, took no responsibility and then won an award for excellent student supervision Bloody awful I say….

Robert Hill January 2, PM. Until academia recognizes that the lack of safety education is a serious gap in chemists' professional education, preventable incidents will continue to happen. The current approach of safety training is inadequate, not the same as safety education, and focuses on compliance, rather than providing the knowledge to recognize and understand hazards to enable critical thinking needed to recognize, assess and minimize risks of hazards. Fred B. January 2, PM. As a now retired Ph. Since then I have referred to it repeatedly in safety presentations. What still appalls me is that too many academic institutions still appear to be quantum levels behind their counterparts in industry in Safety.

Safety is not just another "comment" or set of "do's and don'ts" to be mentioned. Companies typically have quarterly or monthly safety meetings that address every aspect of Safety many of them OSHA required. In my company we do official Safety Risk Assessments for every procedure -and nothing gets started until the prescribed safety precautions and staff training are in place and signed off. Proper lab safety equipment is present, and it is routinely tested by the lab staff themselves so they know how it works. Consider how a safety shower might help in an incident like this -assuming one is present, assuming it is functioning, and the staff is actively and continuously trained to operate it in an emergency. John Keller January 2, PM. The course described by Alaimo and Langenham might also take the form of a multi-day hands-on workshop.

Could ACS sponsor such a workshop? This would be especially useful for academicians at smaller colleges wishing to learn about, and practice, the latest techniques for safe chemistry synthesis using hazardous materials. Actually, one of the lessons that undergraduate chemistry students should be learning is that hazardous materials can be safely handled. Some experience handling such materials should be a part of any undergraduate chemistry curriculum, but the professor or instructor in charge needs to be well trained and experienced in a variety of synthetic techniques. Frans van Dijen January 3, AM.

First, start looking for using chemicals which are more safe. Next, look for safe handling of the chemicals. I still meet many people in laboratories resisting change for the better. Examples: Cr VI for COD measurement, mercury for pressure measurement, old thermometers with mercury, highly volatile organic compounds with oil analysis, hydrazine with water chemistry in power plants, etcetera.

The arguments for not improving are often simply stupid. Often, the will to change and improve is absent. John Tamine January 3, AM. To answer the rhetorical question posed in the title of this article, no, academic labs are most definitely not safer today than 10 yrs ago. Moreover, by relating just a few real-life experiences, I hope I can make clear to everyone exactly WHY they are not safer. To practice the basics of measuring precise quantities of liquids, and get them thinking about things like quantitative transfer, limits of error, etc, we start with plain water which has a little food coloring in it. The only pieces of lab equipment are beakers, flasks, graduated cylinders, pipettes, stoppered reagent bottles, balances, etc.

Containers made of glass. Nothing more dangerous than what they surely have encountered in kitchens all their lives. Yet the hyper-zealous safety [officer], and certain members of the administration, would go absolutely ballistic if a student was not wearing what amounts to a full hazmat encounter suit all during the lab, including the check-in. On another day, I was required to attend a faculty meeting which our dept chair had decided would be held at a local japanese steak house. There we were, seated in a close semi-circle inches away from a searing hot cooking surface, while 3 feet in front of us, a "chef" with indeterminate training and skills proceeds to make a show of preparing our meal by squirting flammable liquids onto the hot grille, producing enormous fireballs that gush out towards everyone seated there and shoot four feet into the air, while at the same time juggling razor sharp knives and other pointy implements.

Can you IMAGINE the reaction of the safety [officer] also present at this meeting if I, a highly educated and trained professor with decades of academic and industrial experience, were to conduct a demonstration with similar pyrotechnics and legerdemain in close quarters with my students while they were wearing no safety gear? Safety is a topic that is routinely discussed at such faculty meetings, and one particular bone of contention that comes up over and over is the safety [officer]'s insistence that the students wear full goggles, while I would rather give them the choice to wear goggles or simple safety glasses with side shields.

The safety [officer] is young, has a BA in criminal justice, has negligible experience in a lab or first-hand knowledge of chemicals, is possessed of below average intelligence, and is at best marginally competent to perform the duties of her office. When I point out that with forty years of experience to support my conclusions, I can say for certain that students are FAR more likely to keep the simple safety glasses on, while the goggles are FAR more likely to end up protecting the students' foreheads rather than their eyes, I am soundly rebuked by the safety [officer] and accused of wanting my students to get hurt.

Yes, she actually said something that ignorant. Of course, when I turned to the administration rep, rather than reign in the leash of the safety [officer] and rebuff her for making insulting and slanderous statements, the administrator instead took HER side. All of this safety overkill will actually have the exact opposite effect from that intended, and the reason is simple. Equivalence is a reflexive relationship. If we force the students to treat colored water as if it is just as dangerous as red fuming nitric acid, then we are telling them, in a back-handed subliminal way, that red fuming nitric acid is no more dangerous than colored water. In the lab, they may pick up a bottle of reagent grade NaCl and actually read the warnings on the label.

If you've never bothered to read them, I can tell you they are so ridiculous they make handling NaCl sound as dangerous as handling methylmercury.