Experiment No.

1
LABORATORY SAFETY AND PREVENTIVE MEASURES

I. Objectives

Given a lecture-discussion on the laboratory techniques and safety

precautions, the students will be able to:

1. make known the different laboratory techniques;

2. describe what they should do if an accident occurs; and
3. realize the importance of knowing the various laboratory techniques
and safety precautions in their lives.

II. Pre-test

Instruction: Answer by writing the letter of the BEST CHOICE in your journal
notebook.

A. Multiple Choice.
1. The person eventually accountable for your safety in the laboratory is:
(a) the program chair (c) the laboratory-Incharge
(b) yourself (d) the laboratory assistant

2. Which of the given ways for hazardous chemicals to enter the body is the
most common?
(a) injection (c) inhalation
(b) ingestion (d) all of these

3. The Chemical's Material Safety Data Sheet / MSDS is appropriately used __

(a)unnecessarily.
(b)when it’s your first-time encounter of the chemical.
(c)when your instructor told you to do so.
(d)when you do not recognize the chemical formula.

. 4. When an emergency happens:

(a) report the nature and location to your teacher.
(b) vacate at once without notifying anyone.
(c) telephone friends in other labS.
(d) move the injured persons to safety ground.

5. When disposing of chemicals, it is suitable to:

(a) pour them down the drain.
(b) segregate the waste according to class.
(c) wait until large quantities have accumulated.
(d) dispense all the trash into a general container.

B.Discussion (5 points each)

 1. Discuss some laboratory techniques in the laboratory.
2. Discuss some precautionary measures needed in the laboratory.

III. Introduction:

(Read again and adhere to the general guidelines and safety precautions
in the laboratory mentioned on pages vi-iii in the preliminaries.)

The Chemistry laboratory is capable of great learning and discovery.

Additional safety precautions and laboratory techniques where potential danger,
accidents, and injuries exist during the conduct are specified below.

Heating Substances

1) In case the Bunsen burner IS UNCONTROLLABLE, immediately turn off

the gas at the gas outlet valve, then lock the needle valve and barrel of
the apparatus.

2) Never allow a lit burner or hot plate unattended. Always turn off
and clean them when not utilized.

3) In using the Bunsen burner, always produced a high-quality, non-

luminous flame to avoid soot, unless you are not directed by the
instructor.

4) Heated metals, glassware, and porcelains do not cool them off

using running water immediately. Make sure to pick them up
using tongs, test tube holders, or gloves if needed. Check if the
apparatus is still hot by nearing your hand before grasping or
holding it.

5) Your Instructor will demonstrate the correct technique of heating

and boiling solutions or liquids in test tubes, observe him. Never
point the open end of a test tube that is heated to anybody.
Bring the test tube forward and backward, never in a steady
position to avoid popping up of the sample.

Care and Use of Balances

Any kind of balances you used in the lab is expensive. Therefore, you
practiced proper handling and extra care in using them. The following is a step
by step guide in using the balance (digital or analytical) more efficiently and
safely.
1. Appropriately select a vessel (plastic, weigh boat, weigh paper, or
glassware) to determine the weight of the substance.

2. The balance cover should be removed and then placed the clean and
dry vessel on the balance pan. Check if the balance is put in an even
plain, for the analytical balance, make sure that the small minuscule
liquid droplet at the back of the balance is inside the circle.

3. Stabilize the reading of the balance before recording it. You can press
TARE to have a ZERO weight of your container. Record the balance
reading in your notebook.

4. Check the values of your balance for unit consistency, and to modify it
hold down the tare button/bar.

5. For analytical balance, slide one glass door of it and carefully get the
desired chemical to the vessel by using a clean, dry spatula.

6. Unavoidably, If there is spillage of chemical on the balance pan, clean

the pan immediately by using a brush or clean, and dry rags. Do not let
chemicals left in the pan, it will cause rusting of it.

7. In case you get more than of the chemical that is required, transfer
the excess amount to a secondary vessel.

8. DO NOT RETURN excess chemical to its original chemical container!

Share it to the other groups or give it to the lab assistant for a
reservation to other lab class.

9. Make sure that the balance is clean, dry, and return the balance cover
after using.

10. You follow the proper disposal of the chemicals used.

Some Laboratory Safety Equipment & Protection:

Fume hood

 Fire blanket

 Safety Shower
  Medicine cabinet

 Fire Alarm

 Eye Wash Station

 Fire extinguisher

 Lab gown

 Goggles

 Gloves

 Closed-toed, flat shoes

CHEMICAL SAFETY SYMBOLS

Poisonous Stow away from

The poison symbol foodstuffs
is self-explanatory. Harmful material to be
Whereas most kept away from edible
chemicals are fairly material
dangerous if
ingested or inhaled, .
many of these are
dangerous even on
contact.

Environmental Dangerous when wet

hazard This generally means
Relatively rare with that it will react fairly
laboratory violently with water.
chemicals (most of
which pose some
environmental
hazard if not got rid
of correctly), these
require particular
care to be taken on
disposal
Corrosive Flammable Gas
Avoid contact with Safety symbol used for
the skin. Bear in the transport or
mind that these storage of a flammable
can (under some gas.
ciurcumstances)
rust chemical
cupboards.

Explosive Non flammable gas

Again, fairly self- Safety symbol used in
explanatory, the transport of non
though fairly flammable (and hence
seldom seen in the often non hazardous, at
average lab. Bear least out in the open)
in mind that noise gases.
and movement can
also trigger
explosion (not just
sparks/flames!).

Flammable or Organic Peroxide

extremely Chemical safety symbol
flammable used in the transport
Chemicals to be and storage of organic
stored in flame- peroxides.
resistant
cupboards. Volatile
solvents can be a
particular problem
as they are prone
to spread around
from unsealed
containers. This
also covers
pyrophoric
materials (that
catch fire
spontaneously on
exposure to air

Irritant or Corrosive
Harmful The corrosive symbol is
This symbol covers used in the transport of
a wide range of corrosive materials -
(sometimes again, avoid contact
relatively minor) with the skin.
hazards - with
precautions such as
avoid contact with
the skin, do not
breathe, etc. - best
to refer to relevant
data sheet for
details.

Oxidising Inhalation Hazard

chemical Inhalation hazard
Oxidising chemicals transport/storage
are materials that symbol.
spontaneously
evolve oxygen at
room temperature
or with slight
heating, or that
promote
combustion. To be
kept away from
flammable
chemicals at all
costs!
 Poisonous Gas Marine Pollutant
Used for transport Marine pollutant - do
of a poisonous gas not dispose of in sewer
- on gas cylinders, system.
or sometimes as an
indicator on
vehicles.

Miscellaneous Explosive
danger Used in the transport of
Catch-all symbol explosive materials.
for all other
dangers (usually
specified in the
space).

Poison Spontaneously
More general Combustible
symbol for the Spontaneously
transport of combustible material
poisonous (treat with great
materials (not caution!).
necessarily a gas).

Flammable Solid Flammable Liquid

Flammable solid. Used in the transport of
flammable liquids.

(Sources:https://image.slidesharecdn.com/sciencelaboratorysafetysigns)
http.www.geocities.com.david_charles-duran/safety.gif)

Classification of Hazardous Wastes

When categorizing hazardous waste, the EPA breaks it down by four

characteristics:

1. ignitability or something flammable

There are three types of ignitable forms:

 1) Liquids with a flash point–the lowest temperature at which fumes above
waste ignite–of 60 degrees Celsius or 140 degrees Fahrenheit.
Examples include alcohol, gasoline, and acetone.
2) Solids that spontaneously combust.
3) Oxidizers and compressed gasses.

2. corrosivity or something that can rust or decompose

Corrosive substances, such as hydrochloric acid, nitric acid, and sulfuric

acid, have the ability eat through containers, causing the leakage of harmful
materials. A corrosive is anything liquid with a pH of less than or equal to 2 or
greater than or equal to 12.5, or has the ability to corrode steel.

3. reactivity or something explosive

Given their instability, reactive wastes can be very dangerous. The EPA
recognizes that there are too many conditions and situations to identify all types
of reactive materials. However, they use the following as guidelines to assist
generators:

a. unstable, and routinely experiences violent change without

detonating
b. potential for explosive mixture or violent reaction when combined
with water
c. toxic gasses are released when mixed with water

4. toxicity or something poisonous

Toxic chemicals can enter the body by inhalation, ingestion or injection.

IV. Materials

Laboratory Safety Equipment

Ruler
Pencil
Safety Precautions:

 Use caution when operating the fume hood.

 Do not take the medicines in the medicine kit.
V. Procedures

1. Draw the laboratory safety equipment found in the laboratory and give its
corresponding functions.

2. Make an inventory if this equipment in your laboratory. Make some remarks as

to its functionality and availability.

3. Draw a schematic,top-view diagram of the laboratory set-up. Locate the

existing laboratory safety equipment by providing legends on them.

4. On your schematic diagram also draw your emergency exit path in case there
is fire or earthquake.

Cleanup and Disposal

 Dispose of your trash and some pieces of paper

in the proper bins.
 Clean and arrange the seats of your working
area.
 Experiment No. 1
LABORATORY SAFETY AND PREVENTIVE MEASURES
REPORT SHEET

Name: ________________________________ Date Performed: _______________

Section: ______________________________ Date Submitted: ______________
Group no. ____________________________ Instructor’s Initial: ______________

A. Laboratory Safety Equipment & Personal Protection

Laboratory Remark/s
Safety Drawing Function/s (functional
or not
Equipment functional)

1. fume hood

2. fire blanket
3. fire alarm

4. fire
extinguisher

5. medicine
cabinet
6. antidotes

7.eye wash
Station

8. safety
shower

9. gloves
10. goggles

11. laboratory
gown

B. Schematic Diagram & Location of the Safety Equipment in the Lab

(top view)
Legend:

C. Discussions:

1. What is the immediate response in the event an accident happens in

the laboratory? What about a fire?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. What is the proper response when a mercury thermometer breaks or

cracks in the laboratory? How would you counter to a burning
sensation on your hands after being in a laboratory?
____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4. What is a fume hood, and how should it be used? ________________

____________________________________________________________________

____________________________________________________________________
5. What is the purpose of each of the following:

a. fire blanket __________________________________________________

______________________________________________________________

b. eye wash station______________________________________________

______________________________________________________________

c. fire extinguisher ______________________________________________

 ______________________________________________________________

d. safety shower_________________________________________________

______________________________________________________________

e. antidotes_____________________________________________________

______________________________________________________________

D. Conclusions:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________
 Experiment No. 1
LABORATORY SAFETY AND PREVENTIVE MEASURES

Post-Test
Name: ____________________________________________ Score : ______________
Class Schedule: ____________________________________Date : ______________

A. True or False
Instruction: Write true if the statement is correct and false if it is wrong. Write
your answer in the space provided below.
_________1. I just finished my P.E. class. I can be dressed in my P.E. uniform in the
lab.
_________2. A friend of yours is a senior student and he can follow better the
intricate experiment that you are conducting. Therefore, you can
request his assistance inside the lab.
_________3. You were not able to eat breakfast, so you brought a snack, and put
it in the hallway of the lab. Then you go out once in a while to eat,
bite by bite while the lab activity is continuing.
_________4. Oops! I broke an Erlenmeyer flask that holds the acid solution in the
sink. This minor accident is unnecessarily reported to the instructor.
_________5. Always wear protective goggles in the laboratory.
_________6. Sleeveless blouses, shorts and open-toed shoes are used as
appropriate attires in the lab.
_________7. Gas cocks should be unlocked if there is fire leakage.
_________8. Cellphones, iPods, or gadgets are permitted in the laboratory, in
times you want to use their calculator application.
_________9. You can return the excess chemical to its original container to save it.
_________10. When you are asked to smell a chemical, do so by putting the
chemical near your nose.
_________11. When diluting acids always pour the water into the acid with, never
stirring vice versa.
_________12. A good laboratory has an eyewash fountain and safety shower.
_________13. When you are asked to smell a chemical, do so by putting the
chemical near your nose.
_________14. To accurately measure the volume of liquids, using a beaker.
_________15. All used glassware must be kept dry and clean.
_________16. Share the unused amount of the chemicals with other classmates
before discarding.
_________17. Avoid touching, tasting, or smelling the chemical except if it is
instructed to carry out so.
_________18. If hesitant on the proper way to discard the chemical, dispensing it
into the sink, then adding plenty of water is a good technique.
_________19. No-nonsense jokes, unruly conduct, extreme noise and the like
are allowed to break the boredom in the lab.
__________20. The cover of the stock reagent bottles may be interchanged.

C. Complete the table below. Provide the type of injury or response

needed in giving the first aid treatment.

FIRST AID

INJURY SAFE RESPONSE

Burns 1.

Stop any bleeding by applying direct pressure. Cover

2. cuts with a clean dressing. Apply cold compresses to
bruises. Call your teacher immediately.

Leave the person lying down. Loosen any tight

Fainting clothing and keep crowds away. Call your teacher
immediately.

Foreign
3.
Matter in Eye

4.
Poisoning

Flush with large amounts of water. Call your teacher

5.
immediately.

D. Identify the following chemical safety symbol. Write your answer on

the space provided below.

1. _____________________ 2. _______________________

3. ______________________ 4. _______________________
5. _____________________ 6. _______________________

E. Enumeration and Discussion (5 pts each)

1. Enumerate and discuss the functions of some safety equipment found in the
lab.
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. What are some of the safety protections that should be wear in conducting
the laboratory experiments. Discuss each function and necessity.
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Experiment No.2
COMMON LABORATORY APPARATUS AND ITS FUNCTIONS

I. Objectives

After conducting the activity, the Chemistry students are expected to:
 1. illustrate some familiar laboratory apparatus; and
2. provide the function/s of each laboratory apparatus.

II. Apparatus/ Materials

Common laboratory apparatus, pencil, ruler, and eraser.

III. Pre-lab

Research the functions of the apparatus listed below. You can bring a
brochure on the most frequently used laboratory apparatus.

IV. Introduction:

It is very significant to have an overall understanding of the most

frequently used Chemistry lab equipment and apparatus. Experimenters need
equipment, glass wares, and vessels in order to effectively conduct, finished,
and analyze the lab activities. The specific instrument and glass wares used
varies significantly from lab-to-lab according to its functionality. However, most
lab equipment falls into one of a moderately small number of categories. The
following are seven (7) types of Chemistry lab equipment:

1. Measuring type. It is chiefly used to measure quality, volume, temperature,

and density, mostly are glassware, Chemistry lab equipment, including
measuring glass, transfer pipette, measuring cylinder, measuring cup, and
others.

2. Reaction type. It is generally utilized in a chemical reaction, also includes a

part of heating lab equipment, mainly are glass or porcelain apparatus.
Examples of this type are the test tube, flask, evaporating dish, the crucible,
etc..

3. Vessel type. It is essentially utilized as storage of solid, liquid, gas and

chemical reagent, such as reagent bottle.

4. Separation type. It is mainly used for filtration, liquid separation, extraction,

evaporation, firing, crystallization, fraction, as well as a funnel, separating
funnel, evaporation dish, flask, condenser, the crucible, beaker, etc..

5. Solid clamp type. It is primarily utilized to attach and clamp all kinds of
Chemistry lab equipment and fitting, together with iron clamp, iron ring, iron
stand, and funnel support.

6. Heating type. It is chiefly used for heating Chemistry lab equipment and
fitting, including test tube, beaker, flask, evaporating dish, the crucible, etc..

7. Matching type. Mainly used to bring together and connect the glass tube,
glass valve, rubber tube, rubber plug, etc..
IV. Procedure

Draw the laboratory apparatus found in the table below and give its
corresponding functions.

Safety Precautions:

 Handle the apparatus, especially the glassware with

care.
 Do not use a thermometer as a stirrer.
 Cautiously handle the microscope and analytical
balance.

Cleanup and Disposal

 Dispose of your trash and piece of paper in the proper

bins.
 Return the apparatus on their right places.

Experiment No.2
COMMON LABORATORY APPARATUS AND ITS FUNCTIONS
REPORT SHEET

Name: ____________________________ Score: ________________________

Section: _____________________________ Date performed: ______________
Group No: ____________________________ Instructor: _____________________

APPARATUS DRAWING FUNCTIONS

1. test tube
2.Bunsen burner

3. glass tubing

4. beaker

5.test tube
holder

6. tripod
7. graduated
cylinder

8. test tube rack

9. wire gauze

10. crucible and

cover

11. watch glass

12. Erlenmeyer
Flask

13. test tube

brush

14.rubber
stopper

Experiment No. 3
THE BUNSEN BURNER

I. Objectives

After the experiment, the Chemistry students are expected to:

1. identify and explain the different parts of the Bunsen burner;

2. demonstrate how to lit the said heating apparatus;
3. assemble and disassemble its parts; and
4. give the other types of the Bunsen burner.

II. Apparatus/Materials
Bunsen burner matches
evaporating dish square cardboard (10cm x 10cm)
crucible tong stopwatch
glass tubing (6 inches)
III. Introduction

A Bunsen burner (name after its inventor, Robert Bunsen) is an apparatus

for combining combustible gas and air. A desirable flame is obtained upon
ignition of the gaseous mixture in a proper way.

The burner typically provided with an adjustment mechanism, which is the

gas regulator, using which one may adjust the composition of the mixture of
fuel, gas and, air. Shown in fig.1.1, type A of Bunsen burner has its gas
regulator as a knob found right away before the gas inlet, while in type B, the
gas regulator is linked to the collar and base ( a screw type) and, type C has no
gas regulator.

Burning or combustion is an example

of chemical change. Chemical
changes will be discussed more fully in the
lecture. They are more frequently called chemical reactions, which portray the
formation of new substances (products) from existing ones (reactants) using
symbols. Burning is, in fact, a reaction of the fuel with oxygen from air and heat
is produced in the process (it is an exothermic reaction). In the chemical
reaction, the letters in parentheses tell us whether the substances are gaseous
(g), in the liquid state (l), dissolve in water (aq), or the solid state(s), at the
temperature of a chemical reaction. The symbol below the arrow means that
heat is required for initial burning to occur. The heat subsequently generated in
burning is more than enough to make definite continuous combustion for as long
as methane gas is existing.

For the burning of the gas (usually methane) with the occurrence of a
sufficient amount of oxygen which is available in the atmosphere, methane is
completely burned to CO2 and H2O, producing a non-luminous flame.

Reaction: CH4(g) + 2 O2 (g) → CO2(g) + 2 H2O + heat

methane oxygen carbon dioxide water
 When the quantity of oxygen present is inadequate, methane undergoes
incomplete combustion according to the reaction:

2 CH4 (g) + 3 O2 (g) → C(S) + CO2 (g) + 4H2O + heat

methane oxygen carbon carbon dioxide water

Incomplete combustion of the gas generates a luminous flame.

IV. Pre-lab

1. Study the entire laboratory activity. Formulate some hypotheses about the
types, luminosity, and characteristics of the flame. Write your formulated
statements in the laboratory journal.

2. Make a schematic diagram on procedures 1-7. Label your drawing.

Safety Precautions
 Always wear a lab gown.
 Handle the glassware with care.
 Cautiously operate the Bunsen burner.
 Do not play the matches.
 DO NOT TOUCH the burner and the evaporating dish
until you have allowed to cool them sufficiently.
 Carefully burn the cardboard.

V. Procedures

The Bunsen burner given to you may be one of the three types presented
in fig. 1.1

1. Disassemble it and name its parts by comparing them with the label parts, as
indicated in the illustrations. Clean its pieces, particularly the gas inlet.
Reassemble the said heating apparatus. Illustrate the type of Bunsen burner
found in the lab. Label the parts and give its function one by one (1a.)

“Backfiring” occurs when too much air is present. If this happens, turn off the
gas supply at once. DO NOT TOUCH the burner until you have allowed to cool it
satisfactorily. Before you relight the burner, lessen the amount of air admitted
into it by partly closing the air holes with a turn of the collar. Backfiring is unsafe
since the said apparatus produces toxic gases every time it happens.

2. Attach the Bunsen burner to the gas outlet with rubber tubing. Setting the air
holes partly open, hold a lighted match on top of the Bunsen burner to the gas
outlet with a meter and a half rubber tubing. Adjusting the air holes partially
open, hold a lighted match over it. Then a flame 6-8 cm is produced when you
turn on the gas gradually. This is the correct way of lighting the said apparatus.
3. Close the air holes totally and examine the appearance of the flame. Let us
label it flame A. Record the color and luminosity or brightness of flame A (3a).
Using a crucible tong grip a porcelain dish on this flame for a moment. Name
the substance that is deposited on the porcelain dish (3b). Flame A always
produces a deposit like the one above. Unless specifically instructed to do so,
never used this type of flame.

4. Unlock the air holes of the burner, gradually awaiting it to roar. With the air
holes open, a sufficient amount of air combine with the gas going up the barrel.
A different type of flame is generated. This is the type of blaze you ought to use
in all your experiments unless directed otherwise. Too much air will cause it to
roar and make it snap out. Regulate the air intake until the roaring stops. The
glow should look as shown in fig.1.2, with the two regions visible.

Fig. 1.2
Brand it flame B. Record the color and luminosity (4a). Using a crucible tong,
grasp the clean portion of the porcelain dish in the flame. Is there a deposit on
the porcelain dish (4b)? In this part of the experiment, you will learn more
closely the variety of feature of flame B.

5. Put in a lighted matchstick swiftly onto the flame just above the barrel. Record
the time before it ignites (5a). Place a match above the inner cone. Record the
time before it ignites (5b). Perform the same for the tip of the outer cone.
Record the time before the match ignites (5c). The time intervals give you an
idea on the relative hotness at the different part of the flame tested. Which part
of the flame is the hottest (5d)? Which is the least hot?
6. Place in a glass tubing onto the flame just on top of the barrel using a crucible
tong. After 30 sec, carry a lighted matchstick at the other end of the glass. Note
your observation (6a). Record if there is the occurrence of flame as an indication
of the unburnt gas. Repeat the same procedure by this time put the glass tubing
above the inner cone and above the outer cone. Record your observation as 6b
and 6c.

7. Wet a portion of the cardboard and put in it vertically in the middle of the
flame so that the base of that paper sits at the barrel head until a drying pattern
initially becomes visible on the hard paper. Take away the cardboard as soon as
it appears to char. What portion of the flame is the hottest? (7a) The coolest?
(7b) Draw a marking of the cardboard depicting the drying pattern. Mark them
hot, hotter, hottest (7c)

Cleanup and Disposal

 Turn off the gas cock after heating!

 Dispose of your trash, used matchstick and piece of
cardboard in the proper bins.
 Return the apparatus on their correct places.
 Experiment No.3
THE BUNSEN BURNER

REPORT SHEET

Name: ____________________________ Score: ________________________

Section: _____________________________ Date performed: ______________
Group No: ____________________________ Instructor: _____________________

A. Data/ Results:

1a. Draw the type of Bunsen burner that is present in your laboratory and label
its parts. State the function of its parts.

Drawing:

Parts & Functions:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3a. Describe the color and luminosity or brightness of flame A.

___________________________________________________________________________

___________________________________________________________________________

3b. Give the name of the substance deposited on the porcelain dish if there is
any.
___________________________________________________________________________

___________________________________________________________________________

4a. Describe the color and luminosity of flame B.

_________________________________________________________________________
__

___________________________________________________________________________

___________________________________________________________________________

4b. Give the name of the substance deposited on the porcelain dish if there is
any.
___________________________________________________________________________

___________________________________________________________________________
 A time before the matchstick ignites in the various portion of the flame:

5a. Just above the barrel:

___________________________________________________________________________

5b. Above the inner cone:

___________________________________________________________________________

5c. Tip of the outer cone:

___________________________________________________________________________

5d. Indicate the part of the flame, which is the hottest.

___________________________________________________________________________

___________________________________________________________________________

5e. Indicate the part of the flame is the least hot.

___________________________________________________________________________

___________________________________________________________________________

Observation when an ignited matchstick is placed at the various part of

the flame:

6a. Just above the barrel:

__________________________________________________________________________

6b. Above the inner cone:

___________________________________________________________________________

6c. Tip of the outer cone:

___________________________________________________________________________

7a. Specify which part of the flame is the hottest. Why?

___________________________________________________________________________

___________________________________________________________________________
7b. Specify which part of the flame is the coolest? Why?
___________________________________________________________________________

___________________________________________________________________________

7c. Sketch the cardboard showing the drying pattern.

B. Discussions

1. Define a flame.

___________________________________________________________________________

___________________________________________________________________________
2. Differentiate the two kinds of flame.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. Describe the steps in producing non-luminous flame? Luminous flame?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. Differentiate oxidizing flame and reducing flame.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

C. Conclusions:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________