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Experimental Question
How can the percent composition of a salt, sand and iron mixture be determined?
Learning goals
• Make detailed qualitative observations in your data record.
• Make metric measurements with proper units.
• Use different types of glassware and understand their functions.
• Use a Bunsen burner properly.
• Investigate the principle behind filtration.
• Use different methods for separating different kinds of mixtures.
The Experiments portion of the scientific method given above can be broken down even further:
Experimental question: should be answered by the experiments.
Procedural plan: takes into account many factors such as changing only one variable at a time while controlling all
other variables, performing multiple trials, considering limitations of time and materials, running a control, etc.
Data collection: includes using appropriate glassware and instruments to make accurate quantitative measurements with
correct significant figures, making qualitative observations, and organizing your data into a data table. All data collected
in the lab must be recorded directly onto your paper at the time of the observation. There will be no measurements on
scratch paper or re-copying direct data later. Don’t worry – you’ll have the chance to organize your data into a more
readable format in the data tables after data collection has been completed.
Data Analysis: may include mathematical calculations, graphing, or otherwise manipulating your raw data
(measurements) to answer the experimental question. Also includes examination of the level of experimental uncertainty.
You may often find your qualitative observations important in drawing conclusions.
Conclusion: final result of the data analysis which answers the experimental question. Hypothesis may be confirmed or
denied.
The results of this cycle of scientific inquiry must be shared with the scientific community and the general population.
Therefore communication is also a key component of the scientific method. Scientists’ work must be available to others to
analyze, critique, reproduce, and build upon.
Procedure
Please work with a partner; record his/her full name. My lab partner is: ________________________________________
Write down all qualitative and quantitative observations and measurements directly on this sheet.
Note that the equipment needed for each experiment is located either in your lab drawer, on the cart in the center of the lab or
in a labeled cabinet or drawer.
Critical Thinking Question 1: What measurements are needed to calculate the percent of iron in the mixture?
• Samples of the mixture are set up under dissecting microscopes in the lab. Examine the mixture under the microscope
and record the appearance of the particles you see. Distinguish between the salt crystals, the grains of sand and the iron
filings in drawings and your description
Lab 2: How Can the Percent Composition of a Salt, Sand and Iron Mixture be Determined 3
Record a hypothesis for this experiment (an answer to the experimental question):
Critical Thinking Question 2: Do you expect teams to get the same or different percent compositions of the mixture?
Explain briefly.
Take your beaker containing the salt, sand & iron mixture along with the small flask to the top loading electronic balance
and weigh about 5 grams of the mixture according to the instructions below.
At your bench, use the graduated cylinder to measure 25.0 mL of water as precisely as you can (see
instructions below). Note that 25.0 is where the liquid is right on the line - use a dropper for the last few drops.
Critical Thinking Question 3: What happened to the salt? Where is the salt now?
• Place a new beaker under the funnel. Transfer the remaining solid onto the filter paper in the funnel.
Once all of the solid has been transferred to the filter paper, rinse with about 5 mL of ethanol.
• Place the filter paper in the oven to completely dry the residue. The ethanol filtrate may be disposed of
down the sink. Note: while the solid is drying, proceed with the rest of the experiment.
• Weigh the filter paper plus the dry residue. Describe the appearance of the residue.
m filter paper + residue = _____________g
Critical Thinking Question 4: Where is the sand now? Where is the salt now?
• Allow the liquid to come to a gentle boil in the evaporating dish and keep heating until the water
completely evaporates. Be careful of splattering.
• Turn off the burner by closing the bench valve.
• Record descriptions before, during and after heating.
Critical Thinking Question 5: Once the water has evaporated, is there anything remaining in the evaporating dish? If so,
what could it be?
• Allow the evaporating dish to cool enough so you cannot feel heat rising from it (usually
about ten minutes).
• Use crucible tongs to grasp the evaporating dish while balancing it on the wire gauze
and take it to the weighing room. Do not squeeze the tongs to hard. If your sample spills
see instructor.
• Tare the balance to zero and weigh the dish with the residue. m evaporating dish + residue = ______________ g
Clean-up
• Rinse out the evaporating dish in the sink.
• When the ring clamp and gauze have cooled sufficiently, disassemble and return all equipment to the appropriate
areas.
• Leftover dry mixture may be returned to the community area. Sand may be discarded into the trash. Rinse the flask,
funnel and other glassware with water before returning them to your drawer.
• Wipe your bench with a wet paper towel.
• Return your key to the key box.
Congratulations – you have just completed the first part of your scientific inquiry investigating different separation
techniques.
Lab 2: How Can the Percent Composition of a Salt, Sand and Iron Mixture be Determined 6
1. Record raw data in Data Table: Transfer all the previous measurements to the Data Table below. Do NOT make direct
measurements here! This is the FINAL, NEATLY prepared version of your data after completing data collection.
A Data Table is used to organize the observations and measurements made during the lab. Be sure to include units.
Mass of mixture
Volume of Filtrate
part
2. Calculate the percent of iron in the original sample. Percent = x100%
whole
Note: when doing any calculations, make units cancel. In this case, each mass must be in the same units (e.g. grams).
Results Table. Used to organize and display the end results of your calculations in one place.
Calculated
Mass (g)
Percent of Mixture
Iron filings
Salt
Sand
Total
(add columns)
7. Is your total 100%, greater than 100%, or lower than 100%? Why might that be?
8. Share your data by entering your percentages in the class spreadsheet. Answer the following questions, then your instructor
will lead you in a class discussion of the class data.
ii. How far from the average are the highest and lowest reported percentages for a given component?
Get Instructor’s Initials and you can leave the lab. Instructor ______
Lab 2: How Can the Percent Composition of a Salt, Sand and Iron Mixture be Determined 8
Questions
1. Give an example of qualitative data from this lab. Give an example of quantitative data. In each cases, be specific, using
an example from your collected data. You may quote data from previous pages.
Qualitative:
Quantitative:
2. Refer to Data Analysis #7 and #8. How confident are you of your results (the percent composition of each component of
the mixture)? Explain using your experimental notes and/or the class data. Include any sources of experimental
uncertainty (experimental reasons your numbers may not be accurate – this does NOT include mathematical errors).
b. After filtration and evaporation the mixture is separated into two components. What is the physical property of
salt that allows this method to work?
c. Is sand a pure substance? Explain using your microscope observations (macroscopic observations in lab).
4. The salt could be seen in the microscope as distinct from the sand. After dissolving in water, the salt reappears after
boiling off the water. On the basis of these observations classify the dissolving of salt as either a physical change or a
chemical change and explain your reasons.
5. Filter paper has tiny fibers that criss-cross each other leaving tiny holes between the fibers that liquids can go through
called pores. Filter paper can be purchased with different pore sizes depending on what you want to filter. Dry salt cannot
pass through the filter paper, yet in the experiment you just performed the salt/water mixture passed through the filter
paper. Formulate a hypothesis explaining on a particulate level (on the level of atoms, molecules and ions) why it is
possible for the water and the dissolved salt to do so, while the sand stays behind.
Lab 2: How Can the Percent Composition of a Salt, Sand and Iron Mixture be Determined 9
6. Use specific examples from this lab to explain how it follows (or does not follow) the steps of the scientific method.
7. Explain how any one aspect of this lab relates to your daily life. [Hint – look at the learning goals, techniques used in lab,
chemistry concepts explored. For example, how do you separate mixtures in your daily life? Do you use any of the
techniques listed here such as evaporation, filtration, or magnetic properties? Do you use any similar glassware or
equipment? If so, for what purpose?]
Conclusion
Answer the Experimental Question using grammatically correct English sentences.
How can the percent composition of a salt, sand and iron mixture be determined?
Turn in the Entire Packet at the beginning of the next lab period