Edexcel A Level Chemistry:A guide to purposeful practical work

The changes to the GCE AS and A level which took effect for first teaching in 2015 implemented a significant change in the approach take to practical and investigative science. In particular, the emphasis has shifted from practical skills tasks set by the board and marked by teachers to a much more open ended practical endorsement scheme. Previously, the majority of marks awarded for Assessment Objective 3 ‘How Science Works’, (HSW) were for the practical skills tasks. This situation has now significantly changed.

Specification 9CH0 for first assessment in 2017 requires students to record their practical achievement and experiences in a lab book similar to an undergraduate lab book. They are required to complete a minimum of sixteen practical activities which they record in a lab book or practical portfolio, which is assessed by the centre and endorsed by the board. They do not provide marks for the final GCE grade but aspects of practical and investigative chemistry are assessed as parts of AO1, AO2 and AO3 within the written papers. The clear implication of this is that students require teaching and learning which nourishes their practical and investigative chemistry skills and abilities. Other aspects of the practical work suggested in this guide support students’ conceptual understanding of chemistry, in particular, the use of models and analogies. The practical and investigative science skills within this course build upon the KS4 HSW skills acquired by students within their GCSE curriculum.

Curriculum time is limited and it is important that all activities especially practical and investigative activities are purposeful and make a worthwhile contribution to learning. Practical work which does not contribute to learning wastes valuable curriculum time. The ‘Getting Practical’ project was based on the paper, Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI), by Robin Millar of York University, 2009. It promotes purposeful and effective practical work where students engage fully with practical work: ‘Hands on! Minds on!’ This document aims to identify opportunity for effective practical work which supports students to work scientifically. It is not expected that schools will attempt all of these practical activities. However, it is hoped that teachers will see the value of these possibilities for practical work, especially in conjunction with the suggested purposes.

The two books referred to in the document are:

• ASE School Chemistry Experiments – compiled by Ralph Farley, which is available from the ASE website https://secure.ase.org.uk/membersarea/Shop/details.asp?id=59

• Chemistry in Context, a laboratory manual by Graham Hill and John Holman, which is available from OUP or Amazon. Both offer a wealth of ideas and advice for chemistry practical work.

As with all practical work, always follow your employer’s risk assessment (which normally follows CLEAPSS or SSERC guidance). Check that the safety advice, where given on websites, is in accordance with your employer’s safety advice.

Getting PracticalThe purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science http://www.gettingpractical.org.uk/

There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)

A copy of this paper can be found at: https://www.rsc.org/cpd/teachers/content/filerepository/frg/pdf/ResearchbyMillar.pdf

Getting Practical learning objectives:

A: By doing this activity, pupils should develop their understanding of the natural world A1: Pupils can recall an observable feature of an object, or material, or event A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship) A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory

B: By doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical procedure B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met

C: By doing this activity, pupils should develop their understanding of the scientific approach to enquiry C1: Pupils have a better general understanding of scientific enquiry C2: Pupils have a better understanding of some specific aspects of scientific enquiry

This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning. They highlight opportunities throughout the A Level Specification and identify possible purposes for each activity relating to the ‘Getting Practical’ project.

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Possible practical activities

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

Topic 11

Equilibrium II

Students should be encouraged to carry out a range of practical experiments related to this topic. Possible experiments include: determining the value for an equilibrium constant for a simple esterification reaction.

• Determination of the equilibrium constant for the formation of an ester – from ASE School Chemistry Experiments – compiled by Ralph Farley. The ester suggested is ethyl ethanoate and a sample of the reaction mixture is removed to determine the concentration of the remaining ethanoic acid or

• The RSC Microscale resource offers an alternative investigation: http://www.rsc.org/learn-chemistry/resource/res00000537/measuring-an-equilibrium-constant

To make microscale titration equipment, see http://www.rsc.org/learn-chemistry/resource/res00000536/a-microscale-acid-base-titration

A1, A3

Glacial Ethanoic Acid AC1018Ethanol ET263410ml Pipette PI1234525ml Pipette PI12350Burette BU03765Balance 800x0.01g BA110110Pipette Fillers PI671002ml Graduated Pipettes PI12335Pipette Fillers PI6710010ml Plastic Syringes SY14815Iron Sulfate IR3228Silver Nitrate 0.1M SI538250ml Volumetric Flask FL130615Potassium Thiocyanate PO5060

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Reference Practical and investigative activitiesGetting Practical Reference

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Topic 12

Acid-Base Equilibria

In order to develop their practical skills, students should be encouraged to carry out a range of practical experiments related to this topic. Possible experiments include a series of pH titrations to determine titration curves, calculating an ionisation constant for a pH indicator, making up and investigating the properties of buffer solutions and using a pH meter.

Students could

• Use a pH probe to investigate the effect of serial dilution on the pH of a known concentration of acid (e.g. 0.1M HCl; 0.01M HCl; 0.001M HCl); you could extend to dibasic acids;

• Investigate the dissociation of bromophenol blue (a weak acid) to determine the dissociation constant from ASE School Chemistry Experiments – compiled by Ralph Farley (or use the sample results for calculations). The bromophenol is added to 4M sodium hydroxide and the colour of the solution compared with bromophenol in solution in water.

• Investigate buffer solutions e.g. made from different quantities of ethanoic acid and sodium ethanoate - See: http://www.chemguide.co.uk/physical/acidbaseeqia/buffers.html

• Investigate different pH titration curves with strong and weak acids and alkalis (ASE School Chemistry Experiments compiled by Farley has a range of suggested practicals with indicators and sample results)

• Use http://www.rsc.org/learn-chemistry/resource/res00001457/acid-base-solutions

• There is a simulation to help students understand what happens when a weak acid and strong alkali; or a strong acid and a weak alkali are mixed: http://www.rsc.org/learn-chemistry/resource/res00000703/indicators-and-dry-ice-demonstration See also Chemistry in Context Practical 11 – Acids, Bases & indicators

• Introduce acid dissociation constant – Creative Chemistry has a useful fact sheet. See: http://www.creative-chemistry.org.uk/alevel/module4/documents/N-ch4-05.pdf

CORE PRACTICAL 9: Finding the Ka value for a weak acid

http://www2.vernier.com/sample_labs/CHEM-A-24-COMP-half_titration.pdf

http://www.rsc.org/learn-chemistry/resource/res00000462/the-acidic-reactions-of-ethanoic-acid

http://www.rsc.org/learn-chemistry/resource/res00000422/making-a-ph-indicator

A1A2B2C2

pH Meter PH150000Hydrochloric Acid 0.1M HY3060Bromophenol Indicator (Solid) BR1666Sodium Hydroxide SO5642Sodium Ethanoate SO5436Acetic Acid AC1018Vision DA130585pH Sensor DA130805Acetic Acid 1M Solution AC1030Sodium Hydroxide 1M SO5678Burette BU03765Phenolphthalein PH4566Burette Clamp ST14062Compact Mixer ST15051025ml Pipette PI12350Magnesium Ribbon MA3614Sodium Carbonate SO5490Universal Indicator Soln UN13005Colour Cards UN13015Pipette Fillers PI67100

Topic 13

13.14

Energetics II

Possible experiments include

• Investigating enthalpy and entropy changes in reactions such as neutralisation.

• Enthalpy change of solution – measure enthalpy change of solution of different Group 1 chlorides - see ‘Chemistry in Context’, Practical 10: Heats of Solution

Enthalpy and volume changes associated with solvation practical from ASE School Chemistry Experiments compiled by Ralph Farley can be used to show the effect of ionic charge and ionic radius on the exothermic value of lattice enthalpy and enthalpy change of hydration. Reagents suggested are Group I chlorides, calcium chloride and iron (III) chloride.

Students should be able to discuss typical reactions in terms of disorder and enthalpy change, including:

• dissolving ammonium nitrate crystals in water

• reacting ethanoic acid with ammonium carbonate

• burning magnesium ribbon in air

• mixing solid barium hydroxide, Ba(OH)2.8H2O, with solid ammonium chloride

A2A3

HCl 2M HY3052Nitric Acid 2M NI4290Sulphuric Acid 2M SU6106Sodium Hydroxide 2M SO5672Vision DA130585Temperature Sensor DA130870Thermometers TH15497Lithium Chloride LI3532Sodium Chloride SO5528Potassium Chloride PO4852

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Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

Topic 14

Redox II

Disproportionation in copper(I) salts

Test disproportion using the RSC Starter for Ten: 9: Redox resource: http://www.rsc.org/learn-chemistry/resource/res00000954/starters-for-ten?cmpid=CMP00001405#!cmpid=CMP00001413

Electrode potentials

Students should be encouraged to construct electrochemical cells and measure electrode potentials. The following may help http://www.rsc.org/learn-chemistry/resource/res00001579/electrode-potentials?cmpid=CMP00004284#!cmpid=CMP00004288 or use Chemistry in Context Practical 12

There is a quiz to test student understanding at: http://www.rsc.org/learn-chemistry/resource/res00001579/electrode-potentials?cmpid=CMP00004284#!cmpid=CMP00004292

Core Practical 10 Investigating Some Electrochemical Cells

The following references provide suitable investigations for students:

http://www.rsc.org/learn-chemistry/resource/res00000391/accumulator

http://www.rsc.org/learn-chemistry/resource/res00001290/make-a-gratzel-cell

http://www.rsc.org/learn-chemistry/resource/res00000392/electricity-from-chemicals

Core Practical 11 – Redox Titration

See http://www.a-levelchemistry.co.uk/AQA%20Chemistry/AQA%20A2%20Chemistry/Unit%206/PSA%20%28PSV%29/AQA-2420-W-TRB-PSA10.pdf for the analysis of iron tablets by redox titration.

For a procedure to determine the percentage of copper in brass see http://www.rsc.org/learn-chemistry/resource/res00000542/the-determination-of-copper-in-brass

For a redox titration using potassium manganate and red wine to determine the tannin content, see: http://www.rsc.org/learn-chemistry/resource/res00000585/vintage-titrations-tannin-in-wine

There is a useful virtual experiment available at: http://www.rsc.org/learn-chemistry/resource/res00002077/titration-screen-experiment

A2A3C1

Copper(I) Chloride CO2208Power Station EL18612Powerbase S10 EL150906Lead Foil LE3382Sulfuric Acid 2M SU6102Lamp Holders EL06560MES Bulb 1.25v EL06645Titanium Dioxide TI6274Iodine Solution IO3150Hotplate HO110905Copper Electrode EL150410Iron Electrode EL150418Lead Electrode EL150424Electrode Connector EL150426Universal Electrode Connector EL110620Sodium Chloride SO5528Digital Voltmeter EL81412Digital Voltmeter EL101482Magnesium Ribbon MA3614Vision DA130585Voltage Sensor DA130900Sulphuric Acid 1M SU610610ml Volumetric Flask FL130620Burette BU03765Burette Clamp ST1406225ml Pipette PI12350Pipette Fillers PI67100Potassium Manganate 0.2M PO5000Brass Filings BR1586Nitric Acid NI4280Balance BA80300Volumetric Flask 10ml FL130605Copper Nitrate CO2240Activated Charcoal CH2038Indigo Carmine IN3104

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Topic 15

Transition Metals

Expt. 11.10 in ASE School Chemistry Experiments compiled by Ralph Farley is a useful reference to demonstrate that the colour of transition metal compounds is the result of partially filled p-orbitals. In the reaction described, copper(II) ions are reduced to copper(I) ions by the reaction between copper sulfate and sodium thiosulfate. The solution turns from blue to colourless.

Alternatively, use Exp. 11.9 in ASE School Chemistry Experiments to investigate the different colours of vanadium ions. The stepwise reduction of vanadium(V) to vanadium(II) occurs in the reaction between ammonium trioxovanadate and zinc powder.

Carry out an experiment to show ligand exchange reactions, such as Expt. 11.11 in ASE School Chemistry Experiments compiled by Farley. Here, copper(II) chloride forms octahedral blue ions in aqueous solution. In concentrated hydrochloric acid solution, it forms an intense green solution caused by the yellow tetrahedral complex [CuCl4]2-

Investigating the reactions of copper(II) ions or chromium(III) ions, using sodium hydroxide and ammonia solution to identify transition metal ions, investigating autocatalysis and preparing a complex transition metal salt.

For a description of an investigation into reactions of copper sulfate with ammonia solution, see: http://www.rsc.org/learn-chemistry/resource/res00001711/an-equilibrium-involving-copper-ii-ions?cmpid=CMP00005225

For a useful summary of chromium chemistry, see: https://www.aldercarhighschool.co.uk/RSSFeed/SubjectWebpage/P16%20Chemistry/StudentsResources/Chem%20Factsheets/75%20CHROMIUM.pdf

Use RSC Starters for ten to consolidate

http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002954

Core Practical 12 – The Preparation of a Transition metal complex

See: http://www.rsc.org/learn-chemistry/resource/res00000472/properties-of-the-transition-metals-and-their-compounds

A1A3C2

Copper Sulfate CO2260Sodium Thiosulfate SO5862Ammonium Trioxovanadate AM1284Zinc Powder ZI6680Ammonia Solution AM1188Sulphuric Acid 1M SU6106Copper(II) Chloride CO2230Concentrated Hydrochloric Acid HY3044Chromium(III) Chloride CH2100Copper Sulphate CO2260Iron III Chloride IR3250Nickel II Chloride NI4226Copper Millings CO2204Iron Filings IR3200Nickel Foil NI4206Zinc Granulated ZI6660Bar Magnet MA10130

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Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

Topic 16

Kinetics II.

Students could

• investigate different methods for tracking rates of reaction such as by gas collection, change in mass or colour change

• investigate clock reactions such as Harcourt-Esson

• use a simple rates experiment to calculate activation energy

• consider different methods used to measure reaction rates and collect valid data

• carry out practical such as reaction between calcium carbonate and hydrochloric acid, monitoring gas production or mass loss and deduce the rate from the shape of curve

• investigate the effect of concentration using the reaction between hydrochloric acid and magnesium or sodium thiosulphate and hydrochloric acid - see: http://www.rsc.org/learn-chemistry/resource/res00000743/the-effect-of-concentration-on-reaction-rate

• use the iodine clock to find the rate constant by plotting concentration against 1/t – there are many practical sheets for this reaction including RSC’s http://www.rsc.org/learn-chemistry/resource/res00000744/iodine-clock-reaction

• use the Youtube video https://www.youtube.com/watch?v=Db0eCVt3W-E as a basis to discuss the effect of temp on rate of reaction

• practise interpreting graphs; deducing units etc. There is some useful material here http://www.knockhardy.org.uk/sci_htm_files/08kin.pdf

• use card sorts and match graphs to what they show - see RSC Starters for 10 - http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten#!cmpid=CMP00002942

CORE PRACTICAL 13a and 13b: Rates of reaction: Following the rate of the iodine-propanone reaction by a titrimetric method and investigating a ‘clock reaction’ (Harcourt-Esson, iodine clock)

• http://www.rsc.org/learn-chemistry/resource/res00000939/problem-based-practical-activities#!cmpid=CMP00001329

• http://www.rsc.org/learn-chemistry/resource/res00000744/iodine-clock-reaction?cmpid=CMP00005152

CORE PRACTICAL 14: Finding the activation energy of a reaction

• http://www.rsc.org/learn-chemistry/resource/res00001916/rate-of-reaction-of-magnesium-with-hydrochloric-acid

• http://www.rsc.org/learn-chemistry/resource/res00000448/the-effect-of-temperature-on-reaction-rate

A2A3C2

Balance 100x0.001g BA140300Volumetric Flask 1L FL130635Magnetic Stirrer ST150510Starch Soluble ST5936Sodium Acetate SO5444Potassium Iodide PO4976Sodium Thiosulphate SO5862Acetic Acid Glacial AC1018Hydrogen Peroxide 20 Vol HY3070Hydrochloric Acid 2M HY3052Vision DA130585Colorimeter DA130655Light Sensor DA130780Tin Foil TI6224Propan-1-ol PR5088Iodine IO3140Toluene TO6280Magnesium Ribbon MA3614HCl 1M HY3056Delivery Tubes TU16375Trough GA08540Burette BU03765Burette Clamp ST1406225ml Pipette PI12350Pipette Fillers PI67100

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Topic 17

Organic Chemistry II

Possible experiments include:

• investigating the reactions of different functional groups http://www.docbrown.info/page13/ChemicalTests/ChemicalTestsf.htm#KEYWORDS

• identifying a carbonyl compound by preparing and finding the melting point of its 2,4-DNPH derivative

• These two experiments can be linked by providing students with a sample of propanal, propanone and benzaldehyde. They first determine the functional groups in each sample followed by reaction of each in methanol with 2,4-DNPH solution. The product can be recrystallized and the melting point determined to identify the original compound: http://www.rsc.org/learn-chemistry/resource/res00000549/the-formation-of-solid-derivatives-of-aldehydes-and-ketones-using-24-dinitrophenylhydrazine

• preparing and hydrolysing esters: http://www.rsc.org/learn-chemistry/wiki/Expt:Preparation_of_esters

A3B2

Melting Point Apparatus ME10365Propanal PR5102Acetone AC14015Benzaldehyde BE1508Methanol ME38602,4 Dnph DI2510Ethanol ET2634Acetaldehyde AC100014/23 BU/M Set JG93080Propan-1-ol PR5088Propan-2-ol PR5094Butan-1-ol BU1736Butan-2-ol BU17422-Methylpropan-1-ol ME4000Pentan-1-ol PE4502Acetic Acid AC1018Propionic Acid PR5106Butanoic Acid BU1730Heating Mantle HE120105

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18A-B

Organic Chemistry III

Possible experiments include

• preparing an aromatic ester such as methyl benzoate by reacting benzoic acid with methanol using sulfuric acid as a catalyst: http://www.chem.uiuc.edu/chem233smith/smithsyllabus/chem234methylbenzlab.html

• preparing an azo dye from aminobenzene (aniline) and 2-naphthol http://www.rsc.org/learn-chemistry/resource/res00000559/the-microscale-synthesis-of-azo-dyes?cmpid=CMP00000631

• making nylon - the ‘nylon rope trick’ http://www.rsc.org/learn-chemistry/resource/res00000755/making-nylon-the-nylon-rope-trick?cmpid=CMP00000834

• purifying an organic solid: http://www.a-levelchemistry.co.uk/AQA%20Chemistry/AQA%20A2%20Chemistry/Unit%206/PSA%20%28PSV%29/AQA-2420-W-TRB-PSA17.pdf

CORE PRACTICAL 15: Analysis of some inorganic and organic unknowns

http://www.rsc.org/learn-chemistry/resource/res00000472/properties-of-the-transition-metals-and-their-compounds

http://www.rsc.org/learn-chemistry/resource/res00000462/the-properties-of-ethanoic-acid

A3

B2

C2

Benzoic Acid BE1518Methanol ME3860Sulphuric Acid SU607214/23 BU/M Set JG93080Heating Mantle HE120105Aniline AN140052-Naphthol NA4180HCl Conc HY3044Sodium Nitrite SO5740Sodium Hydroxide 2M SO5672Ethanol ET2634Urea UR64321,6 Diaminohexane DI2430Sebacoyl Chloride SE5306Adipoyl Chloride AD1084Methyl Orange Soln ME3980Methyl Orange ME3974Filter Flask FL07976Buchner Funnel FU08386Filter Pump FI07615Melting Point Apparatus ME10365Activated Charcoal CH2038Acetic Acid 1M AC1030HCl 1M HY3056Sodium Hydroxide 1M SO5678Sodium Carbonate SO5490Universal Indicator UN13005Copper Carbonate CO2224Colour Cards UN13015

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Topic 18C

18C Organic Synthesis: Techniques should include recrystallization and melting point analysis.

CORE PRACTICAL 16: The preparation of aspirin

• The RSC screen experiment may be useful here: http://www.rsc.org/learn-chemistry/resource/res00001644/aspirin-screen-experiment?cmpid=CMP00004907 and http://www.rsc.org/learn-chemistry/content/filerepository/CMP/00/000/045/Aspirin.pdf http://www.rsc.org/learn-chemistry/resource/res00000287/aspirin http://www.rsc.org/learn-chemistry/resource/res00000556/the-microscale-synthesis-of-aspirin

Enthalpy and entropy

• Introduce the topic by considering the factors that make a chemical reaction proceed: http://www.rsc.org/education/teachers/resources/aflchem/resources/68/index.htm

• There is some useful thought provoking discussion here http://www.chemguide.co.uk/inorganic/group2/problems.html

• and http://alevelchem.com/aqa_a_level_chemistry/unit3.5/s351/06.htm

Students need to practise enthalpy and entropy calculations

• Practice available in Starters for 10: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002951

B2C1

14/23 BU/M Set JG93080Heating Mantle HE120105Filter Flask FL07976Buchner Funnel FU08386Filter Pump FI07615Melting Point Apparatus ME10365Acetic Anhydride AC1036Sulphuric Acid SU6072Salicylic Acid SA5266Ethanol ET2634Acetic Acid AC1027Chromatography Tank CH04012Lid CH04013TLC Plates CH44017

Topic 19

Modern Analytical Techniques

Chomatography

Ensure students understand how chromatography works and can use the terminology correctly

http://www.rsc.org/learn-chemistry/resource/res00001074/thin-layer-chromatography?cmpid=CMP00001940

• Using chromatography to separate a mixture of amino acids. Students will need ninhydrin spray or a UV source to identify the amino acids: http://www.chemguide.co.uk/analysis/chromatography/paper.html

• Using chromatography to identify unknowns such as metals in a ‘silver’ coin. The coin is first dissolved in concentrated nitric acid to produce a solution containing the ions: http://icn2.umeche.maine.edu/data/labs/Chrom_8127.htm and http://infohost.nmt.edu/~jaltig/Chromatography.pdf

• RSC video of Gas chromatography http://www.rsc.org/learn-chemistry/resource/res00001041/spectroscopy-videos?cmpid=CMP00001772

Spectroscopy

• Start here for some good background material including animations: http://www.rsc.org/learn-chemistry/collections/spectroscopy/introduction#NMRSpectroscopy

• The following has a wealth of info about NMR including spectra & worked examples: http://www.rsc.org/learn-chemistry/wiki/Introduction_to_NMR_spectroscopy

• The following resources support checking student understanding: http://www.rsc.org/learn-chemistry/wiki/Quiz:NMRR008:_Analyzing_NMR_spectra and http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002949

Starter for 10 can be used to support checking student understanding: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002949

A3B2C2

Chromatography Paper CH04020Amino Acid Set AM1186Marker Mixture Solvents CH90650Ninhydrin Spray NI4270UV Lamp LA09968Copper Nitrate CO2240Nickel Nitrate NI4228Iron III Nitrate IR3260Cobalt Nitrate CO2166Acetone AC14015HCl Conc HY3044Ammonia Soln AM1188Ethanol ET2634Nitric Acid NI4280