Test Development and Analysis

 

 

Explain the principle of the antiglobulin test.

List the steps in the DAT and the IAT tube agglutination procedures and describe the rationale for each step.

Discuss the applications of the direct and indirect antiglobulin tests.

Given an example of an antibody panel, identify the antibody.

Given an example of antigen identification using the indirect antiglobulin method, evaluate the results of the controls and patient’s tests.

 

 

Chemical Manufacturing

 

 

Assume you have been given the task of developing a spill response program for Acme
Chemical Manufacturing, Inc. The company uses chemicals in large containers to produce specialty chemical
blends for clients that they then ship in smaller containers. Using the existing chemical inventory list, you
confirm the following hazardous materials are present in the following locations:
Chemical Quantity (Container) Location
Acetone (100%) 10,000 gal. (AST) Building 2
Benzene (100%) 600 gal. (5 plastic totes) Storage Room A
Formaldehyde (100%) 1,000 gal. (AST) Storage Room A
Methanol (100%) 500 gal. (5 gal. bottles) Storage Room A
Sulfuric Acid (70%) 250 gal. (2 plastic totes) Storage Room B
AST=Aboveground storage tank
Building 2 is a 15’ X 15’ building with a concrete floor, CMU block walls, and no drainage that is located
adjacent to the main building. Acetone is transferred to the main building through piping. The room has a
portable ABC fire extinguisher on the wall.
Storage Room A is a 20’ X 20’ storage room inside the main building. The plastic totes and glass bottles are
stored on commercial racks on two separate walls inside the room. The aboveground storage tank (AST) is
located in a corner of the room. The room has a concrete floor with CMU block walls and no drainage. There is
a diked area around the AST that can hold up to 1,500 gallons of a liquid. The room has three portable ABC
fire extinguishers spread throughout the room.
Storage Room B is a 10’ X 10’ storage room in the main building. The room has a concrete floor and CMU
walls with no drain. There are no fire extinguishers in the room.
In your written spill response program, address the areas below.
Explain what additional information you would need to perform a risk assessment for the hazardous materials
used at the site. Where could you obtain the necessary information?
After obtaining the necessary information, perform a risk assessment for health on each of the hazards using
the risk assessment matrix in the unit lesson. Report the numerical score for each hazard.
Discuss which hazard you believe represents the greatest health risk to workers in the area.
Discuss which hazard you believe represents the greatest environmental hazard.
Develop a list of the equipment and personal protective equipment (PPE) that you would recommend to be
procured and maintained for a spill response for each of the hazards.
Explain why you chose each of the pieces of equipment and PPE and where you would store the equipment
and PPE relative to the locations of the hazardous materials.
What level(s) of training do you think would be necessary for members of the spill response team if you were
planning to conduct spill response operations with in-house employees?

 

 

 

Resistors and LEDs

 

 

Objective: Convert an LTSpice schematic to breadboard components and light an LED.
Skills learned: How to construct a circuit using a breadboard and nScope.
Deliverables: Answer the questions on this page and turn it in on Canvas. Be sure to take pictures of the circuits you create and what you see on the nScope.
Score: This lab is worth 43 points
Breadboard

From: http://wiring.org.co/learning/tutorials/diagrams/index.html
http://wiring.org.co/learning/tutorials/breadboard/

Strips of metal underneath breadboard holes connect rows (A) and columns (B). However, you cannot plug in a component so that both wires are in the same column, otherwise you will burn out the component.

Use wires to connect supply lines, columns, and ground lines to allow current to flow in the circuit.

 

LED driver circuit

 

 

Light Emitting Diodes (LEDs) are directional meaning that current can only flow one way. The positive side (anode) will have a longer leg than the negative side (cathode) and be placed in the circuit so that the anode is connected to the 5V power source and the cathode is connected to ground.

Red LEDs in particular have a unique biomedical application as they are used in pulse oximeters to measure the oxygen saturation level in the body. This is done by detecting the light absorption of oxygenated and deoxygenated blood.

1. LEDs have a maximum current that can flow before they start to burn out. Look up the maximum allowable current for a standard 5mm diameter LED. Report back the answer. (1 pt)
2. Calculate the resistance needed so that the current is 90% of the maximum allowable current so that the LED won’t burn out. (2 pts)
3. Connect the LED as shown in the schematic above but change the resistor values. Report back the calculated currents, voltage measured on the nScope between the LED and resistor compared to ground, and photos of LED brightness. (10 pts)
Resistance Vout Calculated Current
220 Ω
1 kΩ
10 kΩ
1 MΩ

Place picture of the circuit here

4. To dim an LED without changing the resistor, pulse width modulation signals are used. (5 pts)

 

Using the nScope, use the P1 channel as the pulse output channel. Turn on the P1 channel and use that instead of the 5V power source.

Change the frequency and duty cycle so that the LED appears to be constantly lit instead of blinking. Adjust the duty cycle to be 20%, 50%, 75%. Take photos and comment on what you observe. (10 points).

Voltage Divider Circuit
You will need to use LTSpice to complete this lab. If you haven’t downloaded it please do so now.
https://www.analog.com/en/design-center/design-tools-and-calculators/ltspice-simulator.html
Construct a voltage divider in LTSpice as shown below.
1. Measure the simulated voltage across a 1k resistor as you vary the current through it. Change the value of “R1” so that you get different values for current through R2 and fill out the table. (5 points)
R1 [Ω] VR2 [V] IR2 [mA]
100 4.54545 V 4.54545mA
330
10k
1M
(a)

2. (b) Wire a voltage divider using the circuit components and breadboard. Measure the actual output voltage between R1 and R2 compared to ground using the nScope. (5 points)

R1 [Ω] VR2 [V] IR2 [mA]
100 4.54545 V 4.54545mA
330
10k
1M

 

3. (c) Calculate the percent error between the simulated values and the measured values. Comment on what you observe. (5 points)
R1 [Ω] % error VR2 [V] % error IR2 [mA]
100
330
10k
1M

 

 

 

 

 

 

Synthesis of manganese chloride

 

How does the following things relate to the synthesis of manganese chloride with hcl acid
Difference between ionic and covalent bonding
Differences in physical properties between ionic and covalent compounds
Mass percent or composition
Empirical formulas and how they are determined from measured data
Chemical formulas and naming as it relates to ionic compounds
Oxidation states of transition metals and why they often have more than one
Common oxidation states of manganese and corresponding electron configurations (and/or Aufbau diagrams) reflecting the possible oxidation states.
Percent compositions for the various possible manganese chloride compounds when manganese has
different oxidation states.
Balanced chemical equations for the final determined oxidation state and proper name for each possible product.
Molarity/Concentration. Calculating mols from a volume of solution at a given molarity
Stoichiometry/Limiting Reagent/Excess Reagent
Theoretical Yield/Percent Yield
Electron transfer from one atom to another (reduction/oxidation reactions)
Half Reactions, Reaction Potential, & Spontaneity

 

Synthesis of Zinc Sulphide Nanoparticles

 

 

The procedure shown here was adapted from an adaption by Paul Hansen and George Lisensky from Kurt Winkelmann, Thomas Noviello, and Steven Brooks, “Preparation of CdS Nanoparticles by First-Year Undergraduates,” J. Chem. Educ. (2007) 84, 709-710, which was based on M. L. Curri, A. Agostiano, L. Manna, M. D. Monica, M. Catalano, L. Chiavarone, V. Spagnolo and M. Lugarà, J. Phys. Chem. B, (2000) 104, 8391-8397.

Preamble

Zinc sulphide is a very important II-VI semiconductor material with a wide direct band gap (Eg = 3.68eV for bulk ZnS). It has been studied due to its wide applications as phosphors and catalysts as well as electro-luminescent devices, solar cells and other opto-electronic devices. ZnS is also of interest as small biomolecular probes fro fluorescence and laser scanning microscopy. It is currently used as a shell or capping layer in nanoprobes such as CdSe/ZnS core structures.

Aim

You will prepare bulk and nano-sized ZnS particles, measure their absorbance spectrum, calculate the diameter of the nanoparticles and observe differences between nanoparticles
and the analogous bulk material.

Introduction

We are going to make zinc sulphide through the following chemical reaction:

ZnCl2 (aq) + Na2S(aq) ? ZnS (s) + 2NaCl(aq)

(you need to complete the balanced chemical equation)

Of course, what we want to do is make nano-sized particles of this material. A problem that exists is that nanoparticles tend to agglomerate to form larger, non-nanosized (bulk) particles. In order avoid this we need to use special methods to limit their growth. So how are we going to do this? Well what we need is some type of nano -sized reaction vessel. One in which the size of the vessel limits the growth of the sulphide particles. What could we use as a nano-reaction vessel?

 

 

 

21

In this experiment we will use micelles to control the size of the zinc sulphide particles formed. What do we mean by the term micelle?

The answer is as close as the nearest sink. You use soap to remove grease from your hands – water by itself does not work. Oils contain molecules called hydrocarbons which consist of long chains of carbon atoms with hydrogen atoms attached. Hydrocarbons do not mix with water and are considered hydrophobic (“afraid” of water) . Soap contains molecules, called surfactants, with a hydrophobic end and an ionic charged group at the other end. The ionic charge makes that portion of the molecule hydrophilic (“likes” water). Water dissolves hydrophilic compounds, so water will dissolve soap. Hydrophobic substances tend to mix well, so the hydrophobic ends of many soap molecules will form a shell around a few hydrocarbon molecules. These shells, called micelles, consist of 50 – 100 soap molecules. The hydrophilic end of the surfactant molecule is located on the outer surface of the micelle and continues to interact with. You will prepare solutions containing micelles that limit the growth of ZnS particles.

One key difference between the example of soap described above and this experiment is that the solvent you use will be hexane – an organic, hydrophobic liquid – and small amounts of aqueous solutions will be added. The charged end of the surfactant will be pointed towards the centre of the micelle and the nonpolar portion of the molecule will be exposed to the nonpolar solvent. Such a structure is called a reverse micelle. Figure 1 illustrates the difference between micelles and reverse micelles.

 

 

 

 

 

 

 

 

 

(a) (b)

Figure 1. (a) micelle, (b) reverse or inverse micelle

In this experiment we shall try to produce different sized nanoparticles. As the particle size is a function of micelle size, we could look at making different sized micelles.

 

22

Hexadecyltrimethyl ammonium bromide or cetyltrimethyl ammonium bromide (CTAB) has a long hydrophobic chain and a polar head group. (Figure 2 (a)). The molecule does not dissolve well in either aqueous or organic solvents. In an organic solvent containing a small amount of water the hexadecyltrimethylammonium bromide traps the aqueous portion in a micelle sphere with the polar heads facing in and the non-polar tails facing out

Mixing hexadecyltrimethylammonium bromide pentanol micelles of ZnCl2 with similar micelles containing Na2S produces nanoparticle ZnS because the aqueous solution serves as a nanoreactor and the particles cannot grow bigger than the micelle. The pentanol also acts as a capping agent to stabilize the ZnS particles. The formation of ZnS nanoparticles can be detected by spectroscopy since quantum size effects make the visible absorption spectra different than that of bulk ZnS.

One way to do this would be to use a different surfactant that has a bigger head or a shorter/longer tail:

• Use dodecyltrimethyl ammonium bromide (shorter tail) – DTAB (Figure 2(b))
• Use dioctyl sodium sulfosuccinate (double tail) – AOT (Figure 2(c))

 

 

 

 

 

 

(a)

 

 

 

 

 

(b)

 

 

 

 

 

 

 

23

 

 

 

 

 

 

(c)

Figure 2. The anionic surfactants a) CTAB, b) DTAB, c) AOT

Another way would be to use different amounts on pentanol. (Figure 3). The relative amount of pentanol co- surfactant controls the size of the micelle. More pentanol would make the diameter bigger.

 

surfactant

pentanol

 

 

 

 

 

 

 

 

Figure 3. A water-in-oil microemulsion droplet. This static picture does not properly convey “the dynamic reality of the aggregates.”

Figure based on J. Phys. Chem. 100, 3190-3198 (1996).

 

 

 

 

 

 

 

 

24

Wear eye protection Chemical gloves
and lab coat
recommended

Experimental Procedure

*Clean your test tubes before starting!

Note: The reagents have been tested by adding a drop of aqueous Zn2+ to a drop of aqueous S2-. A bluey-white colour should appear if the Na2S solution is good. If the mixture remains clear, remake the Na2S solution.

Dissolve surfactant:

• Add 0.20 g of the surfactant, e.g. hexadecyltrimethylammonium bromide, to a test tube. The weight can be 0.19 to 0.21g, as long as it is in excess.

• Add 4.0 mL heptane and 1.0 mL pentanol to the surfactant. (Some groups may be directed to use 0.5 ml of pentanol instead). Stir to give a suspension. A vortex mixer is found to do this best. Press test tube into rubber cup to activate – hold on tight! Immediately transfer half the suspension to a second tube. Stir both solutions to maintain the suspension. *Be quick! One person should stir the solution while the other person should gather ZnCl2 and Na2S reagents for the next part.

• To one test tube, add 0.1 mL of 0.012 M ZnCl2. The solution will be clear as hexadecyltrimethylammonium bromide micelles containing ZnCl2 form.

• To the second test tube, add 0.1 mL of 0.012 M Na2S. The solution will be clear as hexadecyltrimethylammonium bromide micelles containing Na2S form.

Precipitate ZnS nanoparticles:
• Mix the two solutions. The solution should go clear again. Record the UV absorption spectrum in a quartz cuvette. Note: Use a pentanol/heptane mixture of the same concentration as above in the reference cell. This removes the contribution of the solvents to the measured absorption spectrum. *Do not vortex beyond this point.

• In a quartz cuvette, add an equal amount of aqueous 0.012 M Zn2+ and aqueous 0.012 M S2-. Record your observations and immediately obtain the UV absorption spectrum (before the solution becomes too opaque). This is the bulk ZnS particle suspension.

 

 

 

25

Calculations

The x-intercept of the linear portion of the absorbance as a function of wavelength graph is a measure of Eg. It can be shown that:
h
@ =

Where is taken from the x-intercept of the linear portion of the absorbance-wavelength graph.

When the absorbance spectra of ZnS particles of different size are measured it is found that there is a blue shift (towards a shorter wavelength) of the spectra as the particle size decreases. (Figure 1) This indicates a strong quantum size effect. This shift can be utilized in determining the crystal radius using the effective mass model of Yoffe (A.D Yoffe, Adv. Phys., 42, 172 (1993))

 

 

 

 

 

 

 

 

 

 

Figure 4. Effect of particle size on the absorbance spectra.

 

 

 

 

 

 

where r is the radius of the nanoparticle.
The D + D I part represents the reduced mass of electron hole effective

C9E 9H
* *

mass, where me* is the effective mass of the electron = 0.34m0 and mh* is the effective mass of the electron hole = 0.23m0. mo is the electron mass (9.106 x 10-28g).

 

Aqueous base

 

 

Briefly explain how aqueous base can cause some water-insoluble compounds to become water-soluble. (b) Answer the same question for aqueous acid.

Chemistry question

 

 

Define the following quantities in terms of mass, length and time and hence determine their dimensions: velocity; acceleration; drag; pressure; density. Use these to argue the case for drag at the sea-bed exhibiting a quadratic dependence upon the speed of a current just adjacent to the sea-bed.

 

Chemistry questions

 

Section 1: What are the similarities and differences among silicates, nonmetals and halogens?

Section 2:

What are the structural and the condensed structural formulas for n-octane, C8H18? What are the five isomers of hexane?