PITABOY

In the physics laboratory, carelessness can lead to accidents causing injury to you or to your neighbor. Some instruments are costly. If such an instrument is damaged in an accident, it can paralyze the work of the whole class. Proper handling of apparatus and other materials can prevent majority of accidents.  Remember the following points and act on them, while working in the physics laboratory. (i) Put off the gas to extinguish the flame of a burner. Do not use any solid or liquid for this purpose (like putting a cap or pouring water as for extinguishing burning coal). (ii) Do not throw any broken glass ware, etc. in the sink. Such things should be thrown into the waste basket. (iii) Do not talk to other students in the laboratory while performing the experiment. In case you have any difficulty, consult your tutor. Of course, if you are a team of two or three students working on same experiment on the same apparatus, you can talk about the experiment among yourselve

Aim:  To determine Young’s modulus of elasticity of the material of a given wire by Searle’s method.  Procedure: i. Arrange the experimental set up as shown in diagram. Attach a zero load (slotted hanger it self) and dead load (E) to the frames of the experimental wire and dummy wire respectively so that the wires become free of kinks and remain vertically straight. ii. With the help of micrometer screw gauge, find the correct diameter of the wire at three different places. At every place two readings of the micrometer are taken while holding it in one position and another perpendicular to it by rotating through 90°. iii. In all, six readings of the diameter of the wire are taken. Hence mean diameter and radius of the wire is found out. iv. Adjust the spirit level so that the air bubble is at the centre. Note down the reading of the micrometer screw (M) attached to it. This is zero reading. (This contains main scale reading and circu

PROCEDURE: I. To determine the angle of the prism 1. The preliminary adjustments for telescope, prism and the collimator are done. 2. The slit is illuminated by a sodium vapour lamp. The prism table is mounted vertically. 3. The refracting edge of the prism placed facing the collimator. 4. The image on one side is seen through through the telescope and the vernier readings (R1) are noted. 5. The image on other side is seen through through the telescope and the vernier readings (R2) are noted. 6. 2A = R1  R2  hence the angle of the prism ‘A’ is determined using A =  II. To determine the angle of minimum deviation 1. The edge of the prism is placed facing away from the collimator. 2. The refracting image is obtained in the telescope. The prism table is slowly rotated. 3. The image moves, then stops and turns back. The position of the image where the image stops and turns back is the minimum deviation. 4. The vernier readings (R3) are noted at this position and the direct ray reading

To detect one cation and one anion from the following: (Insoluble salts to be excluded) Apparatus: Micro test-tubes with stand, test tube holder, kerosene burner, W-tube, well plate, dispensing bottles, china dish, cotton swabs, charcoal cavity, W. Tube etc. Chemicals: 6MH2 SO4, 6MHCl, lime water, sodium carbonate, sodium metal, BaCl2 solution, KMnO4 solution, KI solution, starch solution, acetic acid Introduction: The inorganic qualitative analysis involves the identification of ions present in a sample. The salt consists of anion and cation. The basis of identification is the observed chemical behaviour of the components. The salt analysis may be systematically carried out in the following three steps: i) Preliminary examination ii) Detection of anions and iii) Detection of cations Preliminary examination: First we proceed to examine the physical properties of the salt. This is followed b

Characterisation and purification of chemical substances Experiment 1: (a) To determine of boiling point of an organic compound Apparatus required Aluminium block, capillary tube, fusion tube, thermometer, stand (with clamp), tripod, and kerosene burner. Chemicals required: Organic liquids such as : Benzene, Benzaldehyde for boiling point determination, Procedure (1) Take the Aluminium block. Light the kerosene burner. (2) Take a capillary tube and close its one end by holding the end in the flame for 2-3 minutes. (3) Transfer a few mL of the organic liquid compound in the fusion -tube. Dip the capillary tube into the liquid in the fusion tube keeping the sealed end up. (4) Put the tube in one of the holes of aluminium block and put the thermometer in Fig.1.1: Arrangement showing boiling point determination Thermometer Clamps Stand Capillary Fusion tube Liquid Aluminium Block Tripod Burner 18 Manual of SEAT Friendly MCL Kit the other hole. Care sh

Below is the list of some of the apparatus provided. 1. Small portable box with revolving top for easy access to chemicals and apparatus, replacing big racks. 2. Polyethylene dispensing bottles (squeeze type) to dispense liquid chemicals drop wise avoiding contamination of chemicals. 3. Well plates for fast and easy precipitation. 4. W -tubes for fast gas absorption. 5. Aluminum block for safe determination of melting point and boiling point. 6. Kerosene burner 7. Micro burettes. 8. Plastic droppers for easy transfer of liquids. 9. Miniature glasswares for least consumption of chemicals. 10. Micro filtration unit. 11. Micro spatulas Description of Kit Items

Introduction  The crucial role of practical work and experimentation in science curriculum is universally accepted. This is more so in chemistry which is an experimental science. Most of the concepts in this area are better understood by doing the practical work. The aims and objectives of practical work in the laboratory can be stated as follows:  1. better understanding of scientific concepts and principles.  2. promotion of basic skills and competencies (procedural and manipulative skills, observational skills, drawing skills, reporting and interpretation skills).  3. awakening and maintaining curiosity in the learning environment.  The laboratory work is an indispensable part of chemistry instruction. Despite several laudable efforts in the past, experiments, by and large, have continued to be marginalised in school education, and have not received the due importance. There are several factors which contribute towards neglect of the laboratory work. In general, t