1. Weigh out 8.0g of solid sodium hydroxide and dissolve it in 25cm3 of water in a beaker.
2. Pour the solution into a 100cm3 volumetric flask and rinse the beaker and weighing bottle with water, adding the rinse water to the flask.
3. Add distilled water dropwise until the solution reaches the 100cm3 mark. Shake well to mix.
Preparation of the LAB reagents
How to prepare:
For the Qualitative analysis (identification) of anions and cations from inorganic salt solutions.
1. For sulphate (SO42¯) identification
a. Dilute (6M) Hydrochloric acid (HCl)
b. 0.1M Barium chloride (BaCl2) or Barium nitrate {Ba(NO3)2¬} solution
2. For halide ions identification
a. Dilute nitric acid (2M)
b. 5% Silver nitrate (AgNO3) solution
c. Dilute ammonium hydroxide solution (2M)
d. Concentrated ammonium hydroxide solution (~9M)
3. For nitrate ion identification
a. Concentrated Hydrochloric acid (37%) {÷Conc. Sulphuric acid }
b. 5% Ferrous sulphate (FeSO4) solution
4. For Acetate ion identification
a. Dilute Hydrochloric acid
b. 0.2M Ferric chloride (FeCl3) solution
A. For group I cations
a. Dilute hydrochloric acid (6M)
b. Ammonia solution (9M)
c. Potassium chromate (1M)
B. For group II cations
a. Nitric acid (6M)
b. Stannous chloride (0.1M)
c. Concentrated Ammonia solution (9M)
d. Dilute Ammonia solution (2M)
e. Dilute Sodium hydroxide solution (2M)
C. For group III cations
a. Ammonia solution (9M)
b. Ammonia solution (2M)
c. Potassium ferricyanide (K3[Fe(CN)6]) [250 mg in 10 mL]
d. Potassium thiocyanate [250 mg in 10 mL]
e. Sodium hydroxide (2M)
f. Sodium hydroxide (10M)
A pipette (also called a point or a pipettor) is a laboratory instrument used to transfer a measured volume of liquid.
Pipettes are commonly used in chemistry and molecular biology research as well as clinical biochemistry tests.
Pipettes come in several designs for various purposes with different levels of accuracy and precision, from single piece flexible plastic transfer pipettes to more complex adjustable or electronic pipettes.
A pipette works by creating a vacuum above the liquid-holding chamber and selectively releasing this vacuum to draw and dispense liquid.
This presentation will help you understand the common lab glassware & their uses. For more info please visit : https://www.scienceequip.com.au/glassware/
this section helps students how to prepare solution for each laboratory activities. specially life life science fields such as biotechnology, biology, chemistry and medical laboratory
Glassware apparatus and their uses(pdf)Science Equip
This slideshow will give you information about the different types of glassware apparatus and also about its uses. For more visit https://www.scienceequip.com.au/glassware/
Preparation of the LAB reagents
How to prepare:
For the Qualitative analysis (identification) of anions and cations from inorganic salt solutions.
1. For sulphate (SO42¯) identification
a. Dilute (6M) Hydrochloric acid (HCl)
b. 0.1M Barium chloride (BaCl2) or Barium nitrate {Ba(NO3)2¬} solution
2. For halide ions identification
a. Dilute nitric acid (2M)
b. 5% Silver nitrate (AgNO3) solution
c. Dilute ammonium hydroxide solution (2M)
d. Concentrated ammonium hydroxide solution (~9M)
3. For nitrate ion identification
a. Concentrated Hydrochloric acid (37%) {÷Conc. Sulphuric acid }
b. 5% Ferrous sulphate (FeSO4) solution
4. For Acetate ion identification
a. Dilute Hydrochloric acid
b. 0.2M Ferric chloride (FeCl3) solution
A. For group I cations
a. Dilute hydrochloric acid (6M)
b. Ammonia solution (9M)
c. Potassium chromate (1M)
B. For group II cations
a. Nitric acid (6M)
b. Stannous chloride (0.1M)
c. Concentrated Ammonia solution (9M)
d. Dilute Ammonia solution (2M)
e. Dilute Sodium hydroxide solution (2M)
C. For group III cations
a. Ammonia solution (9M)
b. Ammonia solution (2M)
c. Potassium ferricyanide (K3[Fe(CN)6]) [250 mg in 10 mL]
d. Potassium thiocyanate [250 mg in 10 mL]
e. Sodium hydroxide (2M)
f. Sodium hydroxide (10M)
A pipette (also called a point or a pipettor) is a laboratory instrument used to transfer a measured volume of liquid.
Pipettes are commonly used in chemistry and molecular biology research as well as clinical biochemistry tests.
Pipettes come in several designs for various purposes with different levels of accuracy and precision, from single piece flexible plastic transfer pipettes to more complex adjustable or electronic pipettes.
A pipette works by creating a vacuum above the liquid-holding chamber and selectively releasing this vacuum to draw and dispense liquid.
This presentation will help you understand the common lab glassware & their uses. For more info please visit : https://www.scienceequip.com.au/glassware/
this section helps students how to prepare solution for each laboratory activities. specially life life science fields such as biotechnology, biology, chemistry and medical laboratory
Glassware apparatus and their uses(pdf)Science Equip
This slideshow will give you information about the different types of glassware apparatus and also about its uses. For more visit https://www.scienceequip.com.au/glassware/
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Preparing a Standard Solution
1. To prepare a 100 cm3 of 2 mol dm-3
sodium hydroxide solution
1 5 Add distilled water until
the calibration mark
Determine the mass of
solid sodium hydroxide Shake well
4
2
The mass of solid 3
sodium hydroxide
needed is weighed
Transfer the solution
to a 100 cm3
volumetric flask
Rinse the beaker and
Dissolve the solid sodium add the washing into
hydroxide in distilled water the flask
2. Prepare a standard solution
• To prepare a 100 cm3 of 2 mol dm-3 sodium hydroxide
solution
• Steps:
– Determine the mass of solid NaOH needed
– 8.0 g of solid NaOH is weighed in a weighing bottle by using
an electronic balance
– The solid NaOH is dissolved in about 25 cm3 of water into a
beaker
– The solution is poured into a 100cm3 volumetric flask.Why
step 5 is needed?
– The beaker and the weighing bottle are rinsed with distilled
water. The washings are then poured into the volumetric
flask.
– Distilled water is added into the volumetric flask and a
dropper is used to add water drop by drop to finally bring the
volume of solution to the 100 cm3 mark.
– The volumetric flask is stoppered, then inverted and shaken
until a homogeneous solution of NaOH is obtained
3. Prepare a solution with
dilution method
• To prepare 100 cm3 of 0.20 mol dm-3
sodium hydroxide solution from 2 mol dm-3
sodium hydroxide using dilution method
Dilution formula
M1V1 = M2V2
M1 = molarity of the solution before dilution
V1 = volume of the solution before dilution
M2 = molarity of the solution after dilution
V2 = volume of the solution after dilution
4. Prepare 100 cm3 of 0.2 mol dm-3
sodium hydroxide solution from 2.0
mol dm-3 sodium hydroxide solution
using dilution method
2
1
3
4
