SAINT MARY’S UNIVERSITY

BAYOMBONG, NUEVA VIZCAYA 3700

SCHOOL OF ENGINEERING, ARCHITECTURE, AND INFORMATION TECHNOLOGY
LAB ACTIVITY #4 NARRATIVE REPORT
FLAME TEST
INTRODUCTION
A lab activity that we conducted is called a flame test. This activity helped us to discover
and explore the flame color of different compounds when burned and to identify what
elements were responsible for the color change. First, what is a flame test, Flame tests are
used to identify the presence of a relatively small number of metal ions in a compound.
Flame tests are used to determine whether a substance has a comparatively small amount
of metal ions. Additionally, flame tests are typically by far the simplest method of
determining which metal an element has. A flame test is a method employed in the field of
chemistry for qualitative analysis, serving to detect specific metal ions within a compound
by observing the distinct hues they emit upon exposure to heat in a flame. This technique is
both straightforward and visually impactful, making it a frequently utilized approach in
laboratory environments and educational demonstrations.
METHODOLOGY
1.1 MATERIALS

1 g each of: potassium chloride

sodium chloride 0.4 g ammonium chloride
calcium chloride 10-20 mL denatured alcohol
boric acid alcohol burner
strontium chloride wooden (popsicle) sticks
copper chloride

1.2 Procedure
 SAINT MARY’S UNIVERSITY
BAYOMBONG, NUEVA VIZCAYA 3700
SCHOOL OF ENGINEERING, ARCHITECTURE, AND INFORMATION TECHNOLOGY
1. Use one part of ammonium chloride and one part of the compound to be tested.
Prepare a mixture of each of the following compounds with ammonium chloride:
a. calcium chloride c. boric acid e. sodium chloride
b. strontium chloride d. potassium chloride f. copper chloride

2. Dip in denatured alcohol as many sticks as there are compounds to be tested.

3. Dip the end of the stick wetted in alcohol into the ammonium chloride mixture as a
sample.
4. Place the end of the stick containing the mixture on the flame. Observe
5. Repeat the procedure in each compound.

Results
After the burning of compounds here are the results, the flame when Sodium Chloride is
burnt turns yellow, Calcium chloride turns orange, Boric Acid turns pale green, Strontium
Chloride turns red, and Potassium Chloride turns lilac. This implies that each of the
compounds emits a different color when burned and the test conducted was successful
because of the show results.

DISCUSSION
Certain compounds were burned Sodium Chloride, Boric Acid Strontium Chloride, and
Potassium Chloride. After the said compound was burned the color of the flame turned into
different colors. Take Sodium chloride as an example, sodium chloride contains sodium
ions. This implies that an element present in the compounds is the main reason for the
color of the flame to change. Clark. J. (2021) Stated that each different metal will have a
different pattern of spectral lines and a different flame color. Flame colors are produced
from the movement of the electrons in the metal ions present in the compounds.
Additionally, the denatured alcohol also helps the compounds to enhance and release the
colors when flamed.
DOCUMENTATIONS
 SAINT MARY’S UNIVERSITY
BAYOMBONG, NUEVA VIZCAYA 3700
SCHOOL OF ENGINEERING, ARCHITECTURE, AND INFORMATION TECHNOLOGY

Lab Activity #5 Narrative Report

PARTICULATE OF MATTER
INTRODUCTION
The fundamental idea of matter's particulate nature is central to both chemistry and
physics, elucidating the composition of matter as consisting of minuscule, distinct entities,
which encompass atoms, molecules, and ions. This concept plays a pivotal role in
comprehending the characteristics and actions of matter on the atomic and molecular scale.
In Dalton’s Theory, he stated that elements are made up of atoms and these atoms combine
to form compounds. Therefore, we needed to conduct this lab activity to clearly observe
what compounds are composed of and whether compounds are also made up of unit
particles.
METHODOLOGY
1.1 Material Used:
Experiment A: Experiment B-D:
Chalk Beaker
Wet Eraser 100g Water
Black Board Stirring Rod
Piece of Cloth
Potassium Permanganate
Experiment E:
Beaker
Piece of Litmus Paper
100g Water
2 drops of Phenolphthalein
Ammonia Solution
1.2 Procedures
A. With one stroke, wipe the blackboard with a wet eraser and record what happens after a
while. Observe what happens.
B. Drop a few crystals of potassium permanganate or any soluble colored substance into a
glass of water. Stir. Observe what happens.
C. Drop a few crystals of potassium permanganate in a beaker of water through a piece of
glass tubing. Do not stir. Observe what happens during the laboratory period and then set
aside for the next laboratory period. Observe what happens.
 SAINT MARY’S UNIVERSITY
BAYOMBONG, NUEVA VIZCAYA 3700
SCHOOL OF ENGINEERING, ARCHITECTURE, AND INFORMATION TECHNOLOGY
D. 1 In another beaker, put the same amount of water as in procedure C. Put a piece of
cloth over the mouth of the beaker but allow the cloth to sag until it touches the
surface of the water. Stretch a rubber band around the cloth to keep it in place.
2. Sprinkle over the cloth the same amount of potassium permanganate crystals as in
procedure C.
3. Observe what takes place during the class period and then allow it to stand until the
next laboratory period.
E.1. 1. In a vial half-filled with water place a piece of litmus paper or 2 drops of
phenolphthalein. (Black bean extract may be used if the acid-base indicators mentioned
are not available.)
2. Add a few drops of ammonia water.
E.2. Take another vial containing the same amount of ammonia solution. Place this
unstoppered vial inside a bigger bottle containing water and the indicator used in E-1.
Stopper and let it stand till the next laboratory period. Observe what happens.
RESULTS
There were 5 conducted experiments in all. From our experiment A, we observed that when
the chalk was erased with a wet eraser, after drying it, there were white residues of chalk
on the board aligning with the wet eraser that was used. The result of this experiment
explains that this phenomenon occurs because of the nature of chalk which is composed of
calcium carbonate that when it interacts with water can be dissolved and create slurry or
paste.
In our experiment B, when we dropped a few crystals of potassium permanganate into the
beaker, we observed that the few crystals of potassium permanganate when stirred into the
beaker were homogeneously mixed with the water. There were no particulates that can be
seen but the color of the mixed potassium permanganate with the water alone is color
magenta. When we used a piece of glass tubing which is experiment C, we observed that the
crystals started to dissolve in the water rapidly, but because of the difference in density, the
potassium permanganate stayed at the bottom. Moreover, when we compared experiments
C and D, the results in experiment C dissolved rapidly while Experiment D dissolved slowly
and in an organized way and it’s because of the barrier that was used which is the cloth that
made it dissolved slowly but organizable.
In experiment, E1, the group observed that the phenolphthalein turned pink. This indicates
that the solution has become basic or alkaline due to the presence of ammonia which is a
strong base. While in E2 when we placed the unstoppered vial containing ammonia
solution inside a bigger bottle containing water and the indicators used in E1, and then
stopper it, we observed that it essentially created a closed system, and over time the change
in color was observed indicating a shift towards an acidic environment.
DISCUSSION
 SAINT MARY’S UNIVERSITY
BAYOMBONG, NUEVA VIZCAYA 3700
SCHOOL OF ENGINEERING, ARCHITECTURE, AND INFORMATION TECHNOLOGY
In our first experiment, the results observed were because of the compound's nature that
these are made up of particulates that can conduct change but cannot be seen. From
experiments B-D we only saw the dissolvement of potassium permanganate into the water
but not any particulate and what particulate it is composed of, which causes the chemical
reaction. Both experiments offer concrete proof of the discrete nature of compounds, as
they demonstrate the interaction and dispersion of individual particles of potassium
permanganate within water. These experiments corroborate the core concept that matter
isn't continuous but rather consists of tiny, separate entities on a microscopic level, such as
atoms, molecules, or ions, which engage in interactions and reactions with one another.
When we talk about ammonia, both conducted experiments lend support to the notion that
ammonia (NH3) consists of imperceptible particles invisible to the unaided eye. In
experiment E1, when ammonia water is introduced into a vial of water containing an
indicator like litmus paper or phenolphthalein, it triggers a change in the indicator's color,
signifying the presence of minuscule ammonia molecules capable of engaging in reactions
with other substances. The uniform dispersion of ammonia molecules within the vial as
they dissolve reinforces this idea. In experiment, E2, where a vial holding ammonia solution
is placed inside a larger bottle with an indicator and left undisturbed, any alteration in the
indicator's color suggests the release of ammonia gas molecules from the vial, which
subsequently dissolve into the nearby water. Although the individual ammonia molecules
are on a scale too minute for direct visual observation, their combined actions produce
noticeable alterations in the indicator, serving as indirect confirmation of their presence
and their capacity to undergo chemical reactions.
In conclusion, the conducted experiments and observations above firmly supports the idea
that not only elements are composed of small particulate that can’t be seen with our naked
eye. Using ammonia and potassium permanganate as substances to conduct such
experiments, also supports the scientific principle that there is a motion of both substances
to react with the environment quickly.
DOCUMENTATIONS
 SAINT MARY’S UNIVERSITY
BAYOMBONG, NUEVA VIZCAYA 3700
SCHOOL OF ENGINEERING, ARCHITECTURE, AND INFORMATION TECHNOLOGY
LAB ACTIVITY #6 Narrative Report
“CHANGE OF PHASE”
INTRODUCTION
In the fields of chemistry, industry, and food science, distillation is a crucial
separation procedure. Distillation is a process that involves dividing up a mixture into its
constituent parts based on their various boiling points. With the use of a boiling process
called water distillation, pollutants are taken out of the water, leaving behind clean, pure
water that is effective in eliminating contaminants like germs, heavy metals, and chemicals.
Distillation is a powerful technique for cleaning water and eliminating pollutants and
impurities from the water sample. It produces purer water by separating dissolved
particles like minerals or salts. Additionally, volatile pollutants including volatile organic
compounds, which have lower boiling temperatures than water, are eliminated during
distillation. Despite being energy-intensive, it consistently and dependably produces pure
water, making it a preferred option for many sectors.
On September 15, 2025, we started activity 6 which every group had to assign one
person to monitor or to observe the simple setup for distillation to separate components of
a chemical mixture. In which the change from liquid to gas phase and vice-versa.
METHODOLOGY
MATERIALS:
300 mL sea water (or river water or well water) thermometer
500 mL Erlenmeyer flask tripod or iron ring with a stand
45-50 cm glass tubing wire gauze
400 mL beaker or bottle
alcohol burner

PROCEDURES:
1. Prepare the distillation setup.
2. Place the impure water sample in the 500 mL flask in your distillation setup.
3. Start applying heat to the flask. Note the temperature from the time you get the
first drop of condensate up to the time you stop the distillation. Calculate your percentage
recovery.
 SAINT MARY’S UNIVERSITY
BAYOMBONG, NUEVA VIZCAYA 3700
SCHOOL OF ENGINEERING, ARCHITECTURE, AND INFORMATION TECHNOLOGY
Simple distillation involves heating water to its boiling point and collecting and
condensing vapor back into liquid form. Fractional distillation separates components based
on boiling points in water.
RESULT
As we have observed the start of distillation was at the temperature of 93 degrees,
the steady reading was 98 degrees, and the boiling temperature of the liquid was at 82
degrees. The water that was distilled turned into vapor where the liquid was heated. After
the distillation process, there was merely a mineral deposit that varied in the appearance of
powder/ crystalline which is color white. The recovered liquid or distillate from the
distillation process is pure water only, where it is transparent with no visible impurities or
solid particles. And that is where the change of phase of liquid and gas to gas and liquid
was observed.
DISCUSSION
The main results of distillation of water to water as we have observed have shown
consistent findings in terms of water purification and the removal of impurities. Creating
high-quality, filtered water using distillation is a widely accepted and efficient process.
Distillation is a water treatment method that effectively removes contaminants like
dissolved solids, minerals, and heavy metals. It uses vaporization and condensation to
collect and condense water, leaving impurities behind. Compared to other methods like
reverse osmosis, UV disinfection, and activated carbon filtration, distillation offers
comparable or superior results. However, it can be energy-intensive due to heating and
cooling processes. Advancements in technology are being explored to address this
limitation.
The policy and implications of the results are that distillation studies can help with
public awareness campaigns, sustainable water management plans, emergency response
plans, and uses particular to certain industries. They can encourage the adoption of
alternative techniques like membrane filtration or reverse osmosis, increase the focus on
energy-efficient technology, and result in stricter criteria for water quality. In emergency
situations and in sectors where there are strict requirements for water quality, distillation
might be useful. The findings may also support public awareness initiatives and educational
campaigns that support the use of distillation for objectives.
DOCUMENTATION
 SAINT MARY’S UNIVERSITY
BAYOMBONG, NUEVA VIZCAYA 3700
SCHOOL OF ENGINEERING, ARCHITECTURE, AND INFORMATION TECHNOLOGY