Manual Chemical Practices

LABORATORY MANUAL FOR INTRODUCTION OF
PHYSICS - CHEMISTRY
T.S.U.
Collector autor: Lic. ISAAC MISAEL LUCAS GMEZ
<a rel="license" href="http://creativecommons.org/licenses/by-nc/4.0/"><img alt="Licencia de Creative

Commons" style="border-width:0" src="https://i.creativecommons.org/l/by-nc/4.0/88x31.png" /></a> Manual Chemical practices . T.S.U. level by Isaac Misael Lucas
Gmez is licensed under a <a rel="license" href="http://creativecommons.org/licenses/bync/4.0/">Creative Commons Reconocimiento-NoComercial 4.0 Internacional License</a>.
LABORATORY MANUAL - CHEMISTRY

T.S.U.
Introduction
Chemistry is a discipline based on observation (as
are all sciences). In lecture, you will learn the
principles and theories that, to date, best explain
the observations that have accumulated. The
problem is that, if all you have is lecture, and then
it is all too easy to forget that these theories apply
to the real world. The laboratory experience is, by
design, your opportunity to see these principles
and theories in practice.
Manual Chemical practices . T.S.U. level by Isaac Misael Lucas Gmez is licensed under a Creative
Commons Reconocimiento-NoComercial 4.0 Internacional License.

T.S.U.
Table of Contents
Title Experiment
Page
Number
Laboratory Safety
Experiment 1: Density of a Liquid and a Solid
Experiment 2: Study of changes of liquid with temperature.
Experiment 3: Gas Laws
Experiment 4: Colligative properties
Experiment 5: Classification of Materials
Experiment 6: Materials Science Applied to Household
Appliances.
4
7
11
14
23
30
33

T.S.U.
LABORATORY SAFETY
A.Come to the Laboratory Prepared for Safety:

1. At the beginning of the course, you were given the manual of
laboratory experiments. Read the experiment BEFORE you come to
class. Make sure you fully understand the experiment before starting the
actual work. If you have a question, ask your professor for clarification
BEFORE starting the procedure.
2. Do only the experiments that have been assigned by your professor.
No unauthorized experiments will be allowed.
3. SAFETY GOGGLES MUST BE WORN AT ALL TIMES IN THE
LABORATORY.
4. It is not advisable to wear contact lenses during lab.
5. Do not wear loose clothing to lab. It is a fire hazard. Wear closed
shoes. Tie back long hair so it does not fall into chemicals or into a flame
from a Bunsen burner.
6. Learn the location and use of the emergency eye-wash fountain,
emergency shower, and fire extinguishers. Memorize their locations in
the laboratory. Know the location of the exits in the lab.

T.S.U.
7. NO FOOD OR DRINK IS ALLOWED IN THE LABORATORY. Never

put anything into your mouth while you are in the laboratory. Wash your
hands before leaving lab.
8. Behave in a responsible manner while in lab. Be aware of the other
students around you.
9. Keep the lab bench clear of all personal items not needed for the
experimental work. Store backpacks, purses, and coats in the storage
area provided.
B. Handle Chemicals and Equipment in a Safe Manner
1. Double check the label on the container before you remove a
chemical. To avoid contamination of the chemical reagents, NEVER
insert droppers, pipets or spatulas into the reagent bottles.
2. Take only the quantity of chemical needed for the experiment. Pour
or transfer a chemical into a small, clean container from your place.
Label the container. Do not take the stock container to your desk.
3. DO NOT RETURN UNUSED CHEMICALS TO THE ORIGINAL
STOCK CONTAINERS. You risk contamination of the chemicals. Follow
your professors instructions for disposal of unused chemicals.
4. Do not shake laboratory thermometers. Laboratory thermometers
respond quickly to the temperature of their environment. Shaking a
thermometer is unnecessary and can cause breakage.
5. Clean up spills. Spills of chemicals or water in the work area or on the
floor should be cleaned up immediately. Small spills of liquid can be
cleaned up with a paper towel. Use Sodium Bicarbonate to neutralize
any acid spills. Mercury spills require special attention. Notify your
professor if you break a thermometer so that special methods can be
used to remove the mercury.
6. Dispose of broken glass in the special containers provided. Do not put
broken glass in the wastepaper basket.
5

T.S.U.
7. Heat only heat-resistant glassware (marked Pyrex or Kimax). Other

glassware may shatter when heated. Be very careful of hot objects. Iron
or glass looks the same when it is hot as it does at room temperature.
8. Be careful of fires. Small fires can be extinguished by covering them
with a watch glass. If a larger fire is involved, a fire extinguisher can be
used. If clothing or hair catches on fire the rule is drop and roll to
extinguish the flames.
9. Report any injuries that occur in the laboratory to your professor.
LABORATORY SAFETY RULES
Note: Failure to follow safety rules will result in expulsion from
this course.
1. Wear approved safety goggles AT ALL TIMES in the laboratory.
3. Do not wear loose clothing to lab. It is a fire hazard.
4. Tie back long hair. It too is a fire hazard.
5. Wear closed shoes to lab.
6. Never put anything into your mouth while in the lab.
7. Immediately wash off any chemicals spilled on your skin or clothes.
8. Keep the lab neat. Return reagent containers and equipment to proper
locations. Put any belongings not needed for experimental work on the
shelves provided.
9. Clean up all chemical spills or broken glass immediately. You should
report Mercury spills to your instructor or the stockroom (do NOT attempt
to clean up spilt Mercury).
10. Think about how much chemical you will need before you take it from
a stock (reagent) bottle. NEVER return unused chemicals to stock
bottles.
11. Dispose of waste chemicals only as instructed.
12. Behave in a responsible manner.
13. Be aware of the location and use of laboratory safety equipment.
14. Immediately report accidents and injuries to your professor.
6

T.S.U.
15. Do NOT perform unauthorized experiments

16. Thoroughly wash your hands any time you leave the lab.
17. No smoking in or near the Allied Health and Sciences building.
I have carefully read all of the safety precautions summarized
above and recognize that it is my responsibility to observe them
throughout this course.
Student
Full Name:
ID number
Signature
Experiment 1: Density of a Liquid and a Solid

Number of sessions: 1
Goal
Know of meaning of density and how determinate.
Purpose
(1) To practice the procedures commonly used in a laboratory for take liquids.
(2) To learn how to use some of the common laboratory devices.
(3) To distinguish between chemical and physical properties.
Skills: analytic capacity, team work, responsibility, reasoning.
Introduction
7

T.S.U.
In just about any lab manual you look at, you will notice that the first
experiment is something like the determination of the density of various
objects. The reason for this is quite simple to understand: the author
wants you to learn how to use some of the basic pieces of the lab while
performing an experiment that is relatively safe. In time, you will be
performing experiments that do, out of necessity, have inherent dangers,
but before you do, you want to be comfortable with your own laboratory
skills through practice. That is really what this experiment is all about.
You will be performing a series of relatively simple procedures, but as
you do, keep in mind that these are skills and tools you will need in future
experiments, so be sure to get any questions that arise answered, and
be sure to take many notes and observations for yourself for future
reference, especially potential problems and thing to watch out for when
there techniques show up again. Remember to refer back to laboratory
procedures for any techniques you do not know.
Background:
See Basic Laboratory Procedures: pipette, graduated cylinder,
analytic balance.
MATERIAL.
Quantity
200ml
200ml
2
1
1
1
1
1
Material
water
Ethanol
Precipitant glass
Erlenmeyer flask
Pipette
Beaker
Graduated cylinder
Graduated cylinder
Characteristics
Capacity 100ml
Capacity 250ml
Capacity 20ml
Capacity 500ml
20ml
200ml
8

T.S.U.
Procedure:
Part I: Density of a Liquid
You will measure the density of the same liquid three times to
demonstrate the difference in various techniques for measuring the
volume. In a clean, dry beaker of an appropriate size, get approximately
30 ml of the unknown liquid and bring it to your desk. Get the dry weight
of a second clean and dry container. Using a pipette, put 20.00 ml of
the unknown liquid into the second beaker. Determine the mass of the
second beaker with the liquid in it.
Return the liquid to the first beaker, and dry the second beaker. Using a
clean and dry graduated cylinder, measure out 20.0 ml of the unknown
liquid and put it into the second beaker. Again, get the mass of the
second beaker with the liquid in it.Once again, return the unknown liquid
to the original beaker. Measure out 20.00 ml of the unknown liquid using
an Erlenmeyer flask. Determine the mass of the beaker with the liquid in
it. Dispose of the unknown liquid as instructed.
Part II: Density of an Unknown Solid

From time to time, a chemist has to be clever enough to find an indirect
method to measure some quantity. For example, how would one go
about measuring the volume of an unusually shaped solid. Archimedes
faced this problem when be had to determine the density of a crown for
the king in order to determine whether or not the blacksmith stole some
of gold and substituted copper for it. To do so, he used water
displacement to determine the volume of the crown, as you will do for
this part of the experiment. Get a solid object from your instructor.
Determine At mass on an electronic balance. Choose a graduated
cylinder of an appropriate size. Fill it approximately half full with water. It
is not important to fill it to exactly half, but it is important to determine
exactly what the initial volume is. Once you have recorded the volume,
carefully lower the solid into the graduated cylinder so as to avoid
9

T.S.U.
splashing the water or breaking the graduated cylinder. Once you have
recorded the final volume, dry the solid and return it.
Calculations:
Part I:
For each of the three trials, determine the mass of the liquid by
subtracting the mass of the container from the mass of the container and
liquid. Divide the mass of the liquid by the volume (20 mL) to determine
the density.
Part II:
To determine the volume of the object, subtract the volume of the liquid
in the graduated cylinder from the volume of the liquid in the graduated
cylinder with the object. To get density, divide the mass of the object by
its volume.
Questions:
1. Why are we measuring the density of the same liquid using three different
techniques?
2. How do we determine the volume of an oddly shaped solid?
3. What volume of liquid are we using to determine the density of the oddly
shaped solid?
4. Who developed the method of volume by water displacement?
5. What is the quickest method for determining the volume of a liquid? Which
is the most accurate?
6. How do your densities compare with the three methods of volume
determination from part I for the liquid?
7. How would you measure the volume of a sample of sand?
10

T.S.U.
8. For each of the following, what technique would you choose for measuring
the volume?
(a) You want to take 50 mL of a reagent from the area that it is stored to your
desk
(b) A titration requires 10.00 mL of a reagent measured as accurately as
possible
(c) A synthesis requires 35 mL of acid
REFERENCES:
Experiment 2: Study of changes of liquid with temperature.

Goal: knowledge of the influence of temperature in the physical

characteristics of the substances
Purpose
(1) To practice the procedures commonly used in a laboratory for take
liquids.
(2) To learn how to use some the thermometer and analytical balance.
(3) To learn the influence of temperature in physical phenomenon
11


T.S.U.
Introduction.
Although all matter has mass and volume, the same mass of different
substances have different volumes occupy and noticed that iron or
concrete are heavy, while the same amount of rubber or plastic are
lightweight. The property that allows us to measure the lightness or
heaviness of a substance called density. The higher the density of a
body will seem heavier.
Density is defined as the ratio between the mass of a body and the
volume it occupies. Thus, as in the S.I. mass is measured in kilograms
(kg) and volume in cubic meters (m3) density is measured in kilograms
per cubic meter (kg / m3). This unit of measurement, however, is little
used because it is too small.
Most substances have similar water so, using this unit, it would always
using very large numbers densities. To avoid this, is often used another
measurement unit gram per cubic centimeter (g. / Cc).
Background:
Investigate the definition and mathematical expression of density.
Investigate the definition of specific weight.
Describe the difference between specific gravity and density.
Material:
Quantity
1
Material
Pycnometer
Characteristic
12

T.S.U.
1
1
1
1
1
bath Maria
Heating grill
thermometer
universal support
Caliper three fingers
Cooking Oil
Procedure:
Initially the pycnometer thoroughly washed using distilled
water, then let dry and weigh the pycnometer using an
analytical balance with greater accuracy.
Fill the pycnometer to the mark with vegetable oil, prevent
the formation of air bubbles in the pycnometer; then wipe off
excess oil from abroad and precede despite the analytical
balance the pycnometer with oil.
Repeat the process though, but applying heat to reach the
following temperatures: 30, 35, 40, 45, 50,55 and 60 C. In
each case should reach the desired temperature and
immediately proceed to take the weight of the pycnometer in
each case.
Questions:
1. Say that oil density determined for each of the temperatures?
2. Construct a graph of the results of density and temperature.
3. What conclusions obtained from the graph of density vs
temperature?
4. How is the density of the liquid to the density of gases?
13

T.S.U.
5. How does the density of a solid, is modified when it is higher or

lower volume but does not change the mass?
REFERENCES
14
Experiment 3: Gas Laws

Goal: To become familiar with the behavior of gases

Purpose
(1) To practice the procedures commonly used in a laboratory.
(2) To learn Boyles Law
(3) To learn Charles law
Introduction
When one thinks of the gas laws in terms of the medical field, respiration
immediately springs to mind. After all, respiration allows us to exchange oxygen
for use in the cells with carbon dioxide, the bi-product from the cells, and since
we are not aquatic animals, our respiration takes place in a gaseous medium.
Since respiration takes place in a gaseous medium, it is subject to gas laws. One
of the most significant laws governing respiration is Boyles Law, but lets not
forget Charles law, without which temperature calculations would be impossible.
Lets begin with a review of volume. Volume we all know. A one dimensional
structure such as a line has length, a two dimensional structure such as our
shadows have area and as three dimensional creatures, we have volume. Volume
is an effect of the third dimension, which is where most of us exist, although there
may be those who seem to be from dimensions other than our own. Anyway, lets
start out with a length, say 1 cm. If we attach another length to the end of the first
<a rel="license" href="http://creativecommons.org/licenses/by-nc/4.0/"><img alt="Licencia de Creative Commons"
style="border-width:0" src="https://i.creativecommons.org/l/by-nc/4.0/88x31.png" /></a> Manual
Chemical practices . T.S.U. level by Isaac Misael Lucas Gmez is licensed under a <a rel="license"
href="http://creativecommons.org/licenses/by-nc/4.0/">Creative Commons Reconocimiento-NoComercial 4.0 Internacional
License</a>.

T.S.U.
one, also 1 cm, we have defined a box, which has area. The area is the two sides
multiplied together, or, 1 cm2. To add a third dimension, we can place a 1 cm line
connected at the same point where the first two lines are connected and at a right
angle to each of them. The only way this is possible is to place it perpendicular to
the plane defined by the first two lines, thereby defining a box. The volume of the
box will be the length of all three sides multiplied together, or 1 cm3. This volume
is one cubic centimeter, or 1 cc. It is also, by definition, 1 mL. Thus, 1 cm3 = 1 cc
= 1 mL. The mL is the connection to liters, L, which is the metric unit used for
volume.
Pressure, on the other hand, is a force per unit area. Force is mass (a measure
of the quantity of matter) times acceleration, F=ma. The most familiar force in USA
country is the pound, lb. Weight is a force. The acceleration is acceleration due
to gravity, which is smaller on the moon. The amount of matter we would have on
the moon, m, would be constant and thus, our mass would be constant, but
because the acceleration constant due to gravity, a, would be smaller on the moon
than it is on the earth, our weight would be less on the moon than here on earth.
So, if we take a weight and divide that weight by an area, we have force. For
instance, suppose there is a person that weighs 180 lb with feet that have a
surface area (in shoes) of about
99 in2. Then the pressure that person is exerting on the earth as he or she is
standing still is 180 lb/99 in2 = 1.82 lb/in2 = 1.82 psi. (psi stands for pounds per
square inch.)
Boyles law relates gas volume to pressure. Boyle carefully measured how the
volume of a gas changes as he varied the pressure on that gas. He discovered
that for a system with a fixed amount of gas (n) and temperature (T), a plot of
volume versus pressure gave a straight line with a negative slope. A more
common way to state this would be to say that as pressur e increases, volume
decreases. We say that for constant n and T, volume is inversely proportional to
pressuere.
VP= k | n,T
The vertical line above with the subscript n,T is a mathematical symbolism used
to remind us that this is true only if the number of moles of the gas n and the
temperature T remain constant. A proportionality can be converted into an
equation with the introduction of some constant, in our case k, even if we do not
know the value of this constant. Thus, or, since k must be constant, for any two
16Pgina

T.S.U.
states 1 and 2 (that is, for any initial state 1 to any final state 2 where we vary
either pressure or volume.
V = k/P| n,T
V1 P2 =V1 P2
Charles decided that he was rather more interested in the relationship between
the volume of a gas and the temperature of the gas at constant number of moles
n and pressure p. Holding the pressure constant on the cylinder (as simple as not
adding any weight to the cylinder, making its pressure equal to atmospheric
pressure), he measured the volume of a gas as he heated and cooled the cylinder.
Charles discovered on plotting volume and temperature that there was a direct
proportionality, that is, as temperature increased, so increased volume. He wrote
the corresponding proportionality as the next step, as with Boyle, is to remove the
proportionality by adding a constant:
V = rT
where r is some constant, or :
V1/T1=r
Since r is constant for any two states 1 and 2, we can write
V1/T1=V2/T2
Unfortunately, there IS a problem with Charles.
See, if you have one of the temperatures set at zero, then the equation becomes
undefined. How does one circumvent this problem? Well, Charles did so by
extrapolating his data all the way to V=0. Such a condition, where the volume
occupied by the gas is zero, is only possible for an ideal gas, and since there are
no ideal gases, this becomes a hypothetical limit. It is not possible, and yet, in this
impossible situation, Charles noticed something wonderful; no matter what gas,
or mixture of gases he used, no matter what pressure he kept the gas, no matter
how many moles of gas he started with, these lines all extrapolated to exactly the
same temperature; -273.15 C. No matter what he did, he could NEVER reach a
temperature in his extrapolations below this temperature; that means that this
must be the theoretical limit of the temperature scale. Recall that temperature is
directly related to kinetic energy, or motion. Doesnt it make sense, then, that there
must be a point where there is no more motion, where the temperature is so cold
17Pgina

T.S.U.
that all motion in a molecule actually stops? And once this state is reached, is it
possible to have a lower temperature, since temperature is related to motion of
molecules? No, of course not, because we can never have less motion than
absolutely no motion at all. This temperature is called absolute zero; it is the
coldest temperature theoretically possible, and it corresponds to a state where
there is no molecular motion at all; no movement, no vibration, nothing. We can
use this fact to get around the undefined equation problem. If we take the
centigrade temperature scale, and add to it 273.15, then we get a new
temperature scale where the temperature can never go below zero. In fact, since
this was a theoretical limit only, we can never reach absolute zero either, so we
will always have a positive number for temperature. We call this temperature
Kelvin (the corresponding absolute temperature based on the Fahrenheit scale
is called Rankine). Whenever working with temperature in the gas laws, you
must always convert to Kelvin
Background:
Investigate the Boyles Law
Investigate the Charles law
Investigate the absolute scale of temperature.
Material:
Quantity
4
1
1
1
1
1
Material
syringe
bath Maria
Heating grill
thermometer
universal support
Calipers of tree fingers
wather
Procedure:
18Pgina
Characteristic
10ml

T.S.U.
This experiment is broken down into two parts, one to demonstrate Boyles Law,
and to demonstrate Charles law. It does not matter which you choose to do first.
Wear your eye protection and aprons at all times. Follow all safety guidelines
strictly.
Boyles Law: Obtain a modified Leur Lock portion of a syringe, its plunger and a
ruler. If the syringe has a plunger already partially in it, return it for a syringe which
has no plunger in it! The syringe has been modified in two ways; first, no needle
is available. Second, the end of the syringe has been sealed off to prevent air
from escaping out of or going into the barrel once the plunger is in place.
2. If necessary, place the plunger back into the barrel. Test the syringe for air
leaks by pressing the plunger with your thumb as far into the syringe as possible.
Carefully listen for any hissing sounds. If you hear any hissing sounds, or if the
plunger does not return to the top of the syringe on release at any point in the
experiment, the syringe has an air leak and will not work. Report this to your lab
supervisor and get a new syringe.
3. Remove the plunger from the syringe and carefully measure the inner diameter
of the syringe with a ruler. Record your results in centimeters on the report sheet.
Replace the plunger.
4. Using an adjustable clamp, fasten the syringe vertically to a ring stand. The
syringe must be attached with the plunger on the top such that a mass can be
balanced on top of the plunger. Make sure the syringe is as vertical as possible.
5. Obtain a book with a known mass from the instructor. Record the mass of this
object in grams on the report sheet.
6. Carefully balance the object on the flat surface on top of the plunger. You want
this object to be balanced such that it is not touching anything and can sit on the
syringe without falling. This will require patience.
7. Once the object is balanced, push down on the object slightly to force the
plunger
down. Release and allow the plunger to rise back up. When the plunger has
stopped moving, allow it to sit undisturbed for about 10 seconds.
8. Carefully read the volume of the syringe from the scale on the syringe barrel to
the
19Pgina

T.S.U.
nearest mL. Be careful not to let the book fall on you if it should fall off of the
syringe!
Record this volume in mL on the report sheet.
9. Remove the object from the plunger and allow it to return to the top. If any sign
of a leak ever appears throughout this experiment, report it immediately to the lab
supervisor.
10. Repeat steps 4 through 8 for at least 5 different masses.
Charles Law: Obtain a sealed syringe with a plunger already in place and
a thermometer.
Never remove the plunger from this syringe! If your does not have a plunger
in it, return it for one that has the plunger already in it and positioned in the
middle of the volume range.
1. Read the thermometer and record the temperature in degrees celcius.
Caution! Youre your thermometer contains silver colored mercury,
remember that mercury is toxic. Be VERY cautious when handling these
thermometers to avoid breaking them. Should one break, do NOT attempt
to clean the broken thermometer up yourself; report it to your lab supervisor
IMMEDIATELY! Record this temperature in the Charles law table. Read
the volume on the syringe and record it next to the room temperature.
2. Prepare an ice bath by filling an appropriate sized beaker about 2/3 full
of ice and adding water almost to the top of the ice. As this is chilling, begin
20Pgina

T.S.U.
heating a second beaker to boiling. Always be cautious when using an open

flame or around hot water!
3. Place the plunger in the ice bath for several minutes, along with the
thermometer. When the temperature on the thermometer stabilizes, record
the temperature in the table. Read and record the corresponding volume
from the syringe.
4. Once boiling, place the thermometer and syringe in the boiling water.
CAUTION! Be careful NOT to allow the syringe to get too close to the edge
of the beaker, or it will melt! Allow the thermometer and syringe to remain in
the boiling water for several minutes. Once the temperature has stabilized,
read the temperature and corresponding volume. Record these values in
the table.
5. IF your lab supervisor has an additional temperature bath, ask him/her to
put your syringe into it (CAUTION! This will be TOO cold for you to do
without DIRECT supervision; if she/he is NOT standing nearby, wait until
he/she returns before proceeding!). Ask the temperature, and record it while
you wait for the syringe to cool. Read the volume of the syringe when you
are instructed to do so.
Calculations:
Boyles Law:
Calculate the radius of the plunger from its diameter (radius=diameter/2).
For simplicity of calculation, we assume the plunger is flat (even though we
know it is not). Therefore, we can calculate the area of the plunger as A=
r2, where r is the radius and is about 3.141592654. To calculate the
pressure exerted by the mass, simply divide the weight of the object by the
area of the plunger.
The total pressure on the gas trapped in the syringe is the pressure exerted
by the mass (see above) plus the pressure exerted by the atmosphere,
which we will assume to be 1 atm. Thus, for total pressure, put in the
pressure exerted by the mass plus one. On a clean piece of graph paper,
carefully plot the volume of the gas (y axis) versus the total pressure (x axis).
Draw the best straight line that you can through the experimental points.
Take the inverse of each pressure and fill in the column 1/Pressure. On a
clean piece of graph paper, carefully plot the volume of the gas (y axis)
21Pgina

T.S.U.
versus 1/Pressure (x axis). Draw the best straight line that you can through
the experimental points. Calculate the slope of this line. This slope is the
value of the constant k(=nRT).
Charles Law:
Create a graph to plot volume versus temperature, but be SURE that the
temperature scale extends at least to -600 C, and that the volume scale
extends to 0 mL. Carefully plot your data points. Extrapolate the line with a
straight edge to V=0, and read the resulting temperature. This is your
estimate for absolute zero.
Gas Laws Experiment: Boyle and Charles
Report Sheet
Boyles Law:
Syringe Inner Diameter: ___________cm
Syringe Inner Radius: _____________cm
Syringe Inner Area: _______________cm 2
Object
Mass
(g)
Object
Mass
(kg)
Pressure
Exerted
by
Object
Volume
of Gas
(mL)
Total
Pressure
(atm)
1/(Total
Pressure)
(atm-1)
Charles Law:
Temperature in C
Volume in mL
22Pgina

T.S.U.
Questions:
1. What is the function of the objects we are resting on top of the syringes
in the Boyles Law portion of this experiment?
2. What must we be careful of in the Charles law portion of this
experiment where we are putting the syringe in the boiling water?
3. Does the plot of volume versus total pressure demonstrate the inverse
proportionality of volume and pressure? If so, why? If not, what were you
expecting to see?
4. From the plot of volume versus 1/pressure, calculate the slope. This is
the value for the constant k.
5. Since we know from the ideal gas law that k=nRT, then n=k/RT. Assume
that the gas inside the cylinder is at 19oC (approximately room
temperature). Calculate the number of moles of gas in the cylinder, n
(R=82.06 mL*atm/mol*K). HINT! Dont forget to convert your temperature to
Kelvin!
4) What is your estimate for absolute zero from your plot of volume versus
temperature? List as many sources of error as you can.
8) Explain, in simple terms, exactly what is happening at absolute zero
(assuming it can be reached). Why is this a theoretical limit, rather than a
real limit?
REFERENCES
23Pgina

T.S.U.
Experiment 4: Colligative properties

Goal: Lear about colligative properties

Purpose
(1) To gain experience with solubility and colligative properties
Introduction.
If our body is 90% water, that means we are 10% other stuff. Water can be
thought of as the solvent in our bodies (the solvent can be thought of as the
carrier; that in which the solute is dissolved), while the rest of the stuff (proteins,
lipids, DNA, nutrients, waste, and a plethora of other things) can be thought of as
the solute (the
active ingredients in a solution; what makes the solution of interest). Typically,
the
solvent is the compound present in greater amounts, but this is not always the
case; it is more generally correct to think of the solute as the active ingredient,
that is, the reason for us to pick up the solution in the first place, while the solvent
is the carrier for the solute.
24Pgina

T.S.U.
It is not technically correct to speak of heterogeneous or homogeneous

solutions. All solutions, by definition, must be homogeneous. To be a true solution,
you must have an even distribution of solute throughout every part of the solution.
If you have an uneven distribution, then you have a mixture, which is
heterogeneous. In fact, the line probably ought to have been disgusting walking
mixtures. Mixtures are cloudy in appearance caused by the diffraction of light off
of the separate regions of the mixture (called the Tyndall effect). Even a mixture
that looks homogenous (or advertised to be so as in the case of milk) is in fact not
a solution at all if it is cloudy.
Solubility refers to the amount of solute that can be dissolved in a solution at a
given temperature (and pressure if the solute is a gas). Notice that it does not
speak to how long it takes to dissolve, just the maximum amount. This means that
things like stirring, which makes things dissolve faster, will not influence solubility,
just how long it takes for the solvent to dissolve. The proof is trying to dissolve
excess solute in a solution that has already reached its solubility limit (called a
saturated solution). Temperature will influence solubility, as will pressure but only
if the solvent is a gas.
The strongest influence of solubility is the nature of the solute and the solvent.
There is an old rule of thumb when discussing solubility; like dissolves like.
Although there are exceptions to this rule, generally speaking it means that polar
solutes will dissolve in polar solvents, and non-polar solutes will dissolve in nonpolar solvents. This provides interesting insight into substances, with a quick and
convenient experiment to test polarity. It also provides insight around the home.
If you wanted to remove peanut butter from a container, for example, you know
that water will not work. Well, since water will not work, it might be worth your
while to try a non-polar solvent first, like cooking oil. Once the peanut butter is
gone, the cooking oil can be easily removed by detergent.
The presence of a solute in a solution will influence the properties of the solution.
That a solute will dissolve in a solvent to any extent means that the interaction
between the solvent and solute molecules (or ions) is more energetically favorable
than the interactions between the molecules (or ions) of the solute alone. In other
words, the presence of the solute will attract solvent to itself and hold onto it
strongly. This results in stronger intermolecular interactions in a solution than you
would have in the solvent alone. As such, certain properties will change. These
changes (freezing point depression, boiling point elevation and vapor pressure
depression) depend on the concentration of the solution, but not on the identity of
25Pgina

T.S.U.
the solute. That is, the same concentration of any solute will produce the exact
same properties. We call these Colligative properties.
Background:
Investigate the definition of Colligative properties.
Material:
Quantity
12
1
1
1
1
1
Material
test tubes
bath Maria
Heating grill
thermometer
universal support
Caliper three fingers
water
Sodium chloride
Calcium phosphate
sugar
Naphthalene
Ethylene glycol
Paraffin Oil
potassium sulfate
sodium sulfate
potassium chloride
Characteristic
Procedure:
The experiment part made in three parts:
Part A: Solubility of Compounds in Polar and Non-Polar Solvents:
26Pgina

T.S.U.
Water is a polar solvent, hexane is non-polar. In six test tubes, put 1

mL f water into each. In six different test tubes, put 1 mL of hexane
(CAUTION! Toxic, highly flammable) into each. Pair the test tubes, one
with water and one with hexane, into four pairs. Add equal amounts of
each of the following to each of the two test tubes within a pair;
(1) Sodium chloride (an ionic compound); the tip of a spatula full
(about 0.1 g)
(2) Calcium phosphate (CAUTION! Toxic) (an ionic compound); the tip
of a spatula full (about 0.1 g)
(3) Table sugar (sucrose, a polar covalent compound); the tip of a
spatula full (about 0.1 g)
(4) Naphthalene (CAUTION! Toxic, flammable, toxic fumes)
(a non-polar covalent compound); the tip of a spatula full (about 0.1 g)
(5) Ethylene glycol (CAUTION! Toxic) (typical ingredient in antifreeze;
a polar covalent liquid); about 3 drops (enough to see)
(6) Paraffin Oil (CAUTION! Toxic, flammable) (a non-polar covalent
liquid);
about 3 drops (enough to see) Agitate each solution by flicking the test
tube. Describe what happens in each.
Part B: Effect of Temperature on Solubility:
Using a clean beaker, begin heating about 50 mL of distilled H2O. Place
each of the following into three medium sized test tubes:
(1) 2 g potassium sulfate K2SO4 (CAUTION! Toxic)
(2) 7 g sodium sulfate Na2SO4 (CAUTION! Toxic)
(3) 5 g potassium chloride KCl (CAUTION! Toxic)
27Pgina

T.S.U.
When the water reaches a temperature between 30 and 40oC, add 10

mL of warm water to each of the test tubes. Agitate well, but not all of
the solute will dissolve. Continue heating the water.
Once you have taken your observations, place the test tubes in the
heating water.
Continue heating the water, carefully agitating the solutions
periodically, until the water is about 100oC (about boiling). Record
your observations.
Part C: Colligative Properties:
We are going to make three solutions of more or less equal
concentration. To do so, make each of the following solutions in three
different test tubes:
(1) Put 20.2 g of potassium nitrate (0.2 mol) and 20 mL of water, and
agitate to dissolve.
(2) Put 38.4 g of sugar (0.2 mol) and 20 mL of water, and agitate to
dissolve.
(3) Put 11.14 mL of ethylene glycol (0.2 mL) and 20 mL of water, and
agitate to dissolve.
Heat each test tube carefully in turn until the liquid begins to boil, take
the temperature of the solution with thermometer. Record the
temperature when the solution first begins to boil. Calculate the value
of i for each substance.
Calculations:
Solubility
Solute
Sodium Chloride
Calcium Phosphate
Sugar
Naphthalene
Ethylene Glycol
Hexane
28Pgina
Water

T.S.U.
Paraffin Oil
Observations:
Temperature and solubility:

Solute
Potassium Nitrate
Sugar
Ethylene Glycol
Low Temperature
High Temperature
Observations:
Colligative Properties:
The equation for boiling point elevation is Tb=iKbm, where m is molality
(moles of solute per kilogram of solvent), and for water, the boiling point
elevation constant, Kb, is 0.512 C/m.
Solute
Boiling Point
KNO3
sugar
ethylene glycol
29Pgina
Value of i

T.S.U.
Questions:
1. What similarities do you notice in the salts used in the effect of
temperature on solubility? What differences?
2. What Colligative property are we studying?
Do you expect that cooking oil is polar or non-polar? Explain your

reasoning.
Look at the compounds we used for boiling point elevation and the value
of i that you calculated for each. What do you suppose i stands for?
REFERENCES
30Pgina

T.S.U.
Experiment 5: Classification of Materials

Goal: The student can selected material(s) into one of three categories:
Metal, ceramic, or polymer
Purpose
(1) Selected material(s) into one of three categories: Metal, ceramic, or
polymer.
Introduction.
There are many places to get samples of materials. You can use old appliances,
or go to junk yards, flea markets, or various industries. Materials are all around
us. Know what the samples you have selected are. Be sure to include fibers like
Kevlar, glass wool, fiberglass, and composite materials. Mylar and reflective mylar
can be used to give students something to think about in classifying them.
Metals have identifying characteristics such as shine, hardness, ductility, and they
conduct heat and electricity.
Ceramics tend to be hard, but brittle, stiff, and do not conduct heat or electricity
as a rule. Polymers are usually flexible, have a low density, are insulators,and
burn.
31Pgina

T.S.U.
Composites are combinations of any of the above materials. In some cases, no

material by itself (metal, ceramic, or polymer) has the characteristics required for
a particular use, so a combination of materials (composite) is used.
Background:
The students will begin to establish concepts of materials, their characteristics,
and how this relates to function.
Material:
An assortment of different materials taken from various sources in the environment. Examples include parts of
appliances, fabrics, bottle fragments (both glass and plastic), nails, wires, fiberglass, and insulating materials.
Be sure to include a few items that are composite materials so students will have to ponder where to place
them. It is best to have at least one sample per student.
Procedure:
1. Display the materials on a table or desk in front of the classroom.
2. On the table or desk, set aside space for three areas labeled metals,
polymers, and ceramics where students may place an object after they
have identified the material.
3. Have students, one at a time, select an object of their choice and
place it in the category they feel is appropriate.
4. After students have categorized all objects, select various samples
and have the students who classified those objects justify why they
were placed in certain categories.
5. Place a randomly selected material(s) into one of three categories:
metal, ceramic, or polymer.
32Pgina

T.S.U.
Observations:
Questions:
1. What are characteristic of metals?
2. What are characteristic of polymers?
3. What are characteristic of ceramic?
REFERENCES
33Pgina

T.S.U.
Experiment 6: Materials Science Applied to Household Appliances.

Goal: This is a project to give the students experience with materials that they
are around every day. It provides an opportunity for them to explore,
discover, and handle the inner makings of common household items.
Purpose
Dismantle a small appliance and organize and/or categorize materials from
within the appliance into groups of materials, categories of physical
properties, or types of materials used in engineered systems.
Introduction.
There are many places to get samples of materials. You can use old appliances,
or go to junk yards, flea markets, or various industries. Materials are all around
us. Know what the samples you have selected are. Be sure to include fibers like
Kevlar, glass wool, fiberglass, and composite materials. Mylar and reflective mylar
can be used to give students something to think about in classifying them.
Metals have identifying characteristics such as shine, hardness, ductility, and they
conduct heat and electricity.
Ceramics tend to be hard, but brittle, stiff, and do not conduct heat or electricity
as a rule. Polymers are usually flexible, have a low density, are insulators, and
burn.
34Pgina

T.S.U.
Composites are combinations of any of the above materials. In some cases, no

material by itself (metal, ceramic, or polymer) has the characteristics required for
a particular use, so a combination of materials (composite) is used.
Background:
Investigated principal characteristics of metal, ceramic and polymer.
Material:
Old appliances such as toasters, irons, hair driers, wind-up toys, clocks, curling irons,
cameras, mechanical or electrical toys.
Screwdrivers, (Most screws can be undone with mini-screwdrivers, but you will want
to have some large-handled screwdrivers to loosen hard turning screws.)
Pliers
Wire cutters
Candle
Containers (plastic or paper bags)
Permanent marker pens
Ohm meter or continuity device
Safety glasses
Procedure:
Dismantle the appliance using the tools needed to remove the
appliances casing and inner parts.
2. Place disassembled parts into containers labeled metals, ceramics,
polymers, and composites.
3. Discuss the quantities of materials gathered in each container.
Name some reasons certain materials are more commonly used than
others. Could there be a better material to use than what is found in
35Pgina

T.S.U.
your appliance? Why do you think the manufacturer decided to use

the material currently used in the appliance?
4. Record observations about the disassembled appliances in the
laboratory record book. Is there a particular part or mechanism that
could be drawn to show special details of this appliance?
Additional Activities
Electrical Conductivity
Using a flashlight bulb, a battery, and three pieces of wire, measuring
about 6 in. per wire, set up an electrical continuity device to check if
electricity will conduct through some materials (see Figure 4.2). The
light will light up if the material is electrically conductive and will
remain off if no electricity passes through the material. (This a crude
continuity device.)
An ohm meter would also be useful to check the electrical resistance
of materials. The experience of working with the ohm meter is
valuable.
Be careful when working with the ohm meter so as not to destroy some
of its internal parts. This would happen by touching the leads to a
system that already has a voltage applied to it.
36Pgina

T.S.U.
Thermal Effects
Obtain several liters of liquid nitrogen. Dip the dismantled materials in
it and see if or how the cold temperature affects their strength.
Polymers and composites will be most affected by the temperature;
metals and ceramics will experience the least amount of change.
Wearing leather gloves, flex the material being tested to observe if cold
has changed the strength and flexibility of the material.
Heating material will provide valuable information about many
materials.
Using a burning candle, Bunsen burner, or propane torch, pass each
material slowly through the flame, and determine the effect of heat on
the material. Most polymers can be identified by burning them and
observing their smoke, smelling the fumes (carefully), and observing
how it burns in the flame. Use caution because some materials will
melt, drip, and splatter hot liquid. Other materials may oxidize and
some materials may not be affected at all.
Caution: Melt or burn unknown materials only in an area with direct
exhaust to the outside. Some materials may burn and produce
irritating, choking, and/or toxic fumes. Do not heat containers or
electrical devices (i.e., capacitors) that may have a potential to
explode.
Observations:
Record your observations in your journal. Details could include the
following
Drawings of appliances or specific parts
Type of appliances worked on
Types of material the major parts of the appliance are made from
(What parts are made of metals, ceramics, polymers, composites?)
37Pgina

T.S.U.
Reasons why materials were chosen for specific purposes of the

appliance
Possible reasons the inventor or manufacturer used some unusual
materials to make some parts of the appliance.
REFERENCES
38Pgina

T.S.U.
LABORATORY MANUAL FOR PRINCIPLES BASICS OF

CHEMISTRY
T.S.U. ENVIRONMENTAL CHEMISTRY
Collector autor: Lic. ISAAC MISAEL LUCAS GMEZ
39Pgina

T.S.U.
Introduction
Chemistry is a discipline based on observation (as are all
sciences). In lecture, you will learn the principles and
theories that, to date, best explain the observations that
have accumulated. The problem is that, if all you have is
lecture, and then it is all too easy to forget that these
theories apply to the real world. The laboratory
experience is, by design, your opportunity to see these
principles and theories in practice.
40Pgina

T.S.U.
Table of Contents
Title Experiment
Page
Number
Laboratory Safety
Experiment 1: Measurements: Length, volume and temperature.
Experiment 2: Compound types
Experiment 3: Determination of Chemical formulas
Experiment 4: Chemical Reactions
Experiment 5: Solutions
Experiment 6: Synthesis of a Compound
4
7
13
19
24
28
33
41Pgina

T.S.U.
LABORATORY SAFETY
A.Come to the Laboratory Prepared for Safety:

1. At the beginning of the course, you were given the manual of laboratory
experiments. Read the experiment BEFORE you come to class. Make sure you
fully understand the experiment before starting the actual work. If you have a
question, ask your professor for clarification BEFORE starting the procedure.
2. Do only the experiments that have been assigned by your professor. No
unauthorized experiments will be allowed.
3. SAFETY GOGGLES MUST BE WORN AT ALL TIMES IN THE
LABORATORY.
5. Do not wear loose clothing to lab. It is a fire hazard. Wear closed shoes. Tie
back long hair so it does not fall into chemicals or into a flame from a Bunsen
burner.
6. Learn the location and use of the emergency eye-wash fountain, emergency
shower, and fire extinguishers. Memorize their locations in the laboratory. Know
the location of the exits in the lab.
7. NO FOOD OR DRINK IS ALLOWED IN THE LABORATORY. Never put
anything into your mouth while you are in the laboratory. Wash your hands before
leaving lab.
8. Behave in a responsible manner while in lab. Be aware of the other students
around you.
42Pgina

T.S.U.
9. Keep the lab bench clear of all personal items not needed for the experimental
work. Store backpacks, purses, and coats in the storage area provided.
B. Handle Chemicals and Equipment in a Safe Manner
1. Double check the label on the container before you remove a chemical. To
avoid contamination of the chemical reagents, NEVER insert droppers, pipets or
spatulas into the reagent bottles.
2. Take only the quantity of chemical needed for the experiment. Pour or transfer
a chemical into a small, clean container from your place. Label the container. Do
not take the stock container to your desk.
3. DO NOT RETURN UNUSED CHEMICALS TO THE ORIGINAL STOCK
CONTAINERS. You risk contamination of the chemicals. Follow your professors
instructions for disposal of unused chemicals.
4. Do not shake laboratory thermometers. Laboratory thermometers respond
quickly to the temperature of their environment. Shaking a thermometer is
unnecessary and can cause breakage.
5. Clean up spills. Spills of chemicals or water in the work area or on the floor
should be cleaned up immediately. Small spills of liquid can be cleaned up with a
paper towel. Use Sodium Bicarbonate to neutralize any acid spills. Mercury spills
require special attention. Notify your professor if you break a thermometer so that
special methods can be used to remove the mercury.
6. Dispose of broken glass in the special containers provided. Do not put broken
glass in the wastepaper basket.
7. Heat only heat-resistant glassware (marked Pyrex or Kimax). Other glassware
may shatter when heated. Be very careful of hot objects. Iron or glass looks the
same when it is hot as it does at room temperature.
8. Be careful of fires. Small fires can be extinguished by covering them with a
watch glass. If a larger fire is involved, a fire extinguisher can be used. If clothing
or hair catches on fire the rule is drop and roll to extinguish the flames.
9. Report any injuries that occur in the laboratory to your professor.
43Pgina

T.S.U.
LABORATORY SAFETY RULES

Note: Failure to follow safety rules will result in expulsion from this
course.
1. Wear approved safety goggles AT ALL TIMES in the laboratory.
3. Do not wear loose clothing to lab. It is a fire hazard.
4. Tie back long hair. It too is a fire hazard.
5. Wear closed shoes to lab.
6. Never put anything into your mouth while in the lab.
7. Immediately wash off any chemicals spilled on your skin or clothes.
8. Keep the lab neat. Return reagent containers and equipment to proper
locations. Put any belongings not needed for experimental work on the shelves
provided.
9. Clean up all chemical spills or broken glass immediately. You should report
Mercury spills to your instructor or the stockroom (do NOT attempt to clean up
spilt Mercury).
10. Think about how much chemical you will need before you take it from a stock
(reagent) bottle. NEVER return unused chemicals to stock bottles.
11. Dispose of waste chemicals only as instructed.
12. Behave in a responsible manner.
13. Be aware of the location and use of laboratory safety equipment.
14. Immediately report accidents and injuries to your professor.
15. Do NOT perform unauthorized experiments
16. Thoroughly wash your hands any time you leave the lab.
17. No smoking in or near the Allied Health and Sciences building.
I have carefully read all of the safety precautions summarized above and
recognize that it is my responsibility to observe them throughout this
course.
44Pgina

T.S.U.
Student
Full Name:
ID number
Signature
Experiment 1: Measurements: Length, volume and temperature.

Goal
Know the correct form to measurement in the laboratory
Purpose
(1) To practice the common procedures.
Introduction
The world uses a variety of units to measure length. Scientists use the metric system in which
the unit of length is the meter (m). Using appropriate prefixes, one can indicate a length that is
greater or less than a meter. A meter stick can be divided into 100 centimeters. Each centimeter
could be divided into 10 millimeters. When a meter stick or other measuring device is used, the
measurement must be reported as precisely as possible. The number of significant figures that
can be included depend on the markings on the device that is used. When a piece of data is
45Pgina

T.S.U.
recorded, the next to the last digit reported is the number represented by the smallest increment
marked on the measuring instrument. The last digit is an estimate. If the quantity being
measured is estimated to fall exactly on a line marked on the measuring device, the last digit
of the measured number is a significant zero. If the quantity being measured is seen to fall
between two lines, an estimate is made as to the distance the quantity is between the lines.
This estimated number becomes the last digit recorded for the measurement.
In this experimental procedure, you will use graduated cylinders to determine the volumes of
several substances. To read the volume of liquid properly you must avoid parallax. You should
set the cylinder on a level surface and bring your eyes to a level even with the top of the liquid.
You will notice that the liquid level is not a straight line, but curves down at the center. This
curve, called a meniscus, is read at its lowest point (center) to obtain the volume measurement
of the liquid. In the graduated cylinder shown, the volume of the liquid can be read as 42.1 mL.
(Note: the smallest markings on the cylinder shown are for 1 mL increments. By estimating the
volume between the 1-mL markings, the volume can be reported to the tenths (0.1) of a
milliliter.)
Temperature can be measured by several different methods. One method uses the fact that
when most liquids are heated, their volume increases are almost directly proportional to the
change in temperature. A mercury-in-glass thermometer, the type that will be used in this
experiment, is constructed of a very small diameter capillary tube connected to a relatively large
reservoir of mercury in a bulb. As the mercury is warmed it expands into the capillary tube. The
change in height of the mercury column can be calibrated to correspond to a temperature scale.
The scale most often used by chemists is the Celsius scale in which the normal freezing point
temperature of water is 0C and the normal boiling point temperature of water is 100C.
Background:
Research the metric system and English system of measurements.
MATERIAL.
46Pgina

T.S.U.
Quantity
200ml
2
1
1
1
1
1
1
Material
water
Precipitant glass
Erlenmeyer flask
Pipette
Beaker
Graduated cylinder
Graduated cylinder
Graduated cylinder
Characteristics
Capacity 100ml
Capacity 250ml
Capacity 20ml
Capacity 500ml
50ml
10ml
200ml
Procedure:
A. Length Measurements
Use the metric scale on a ruler or meter stick to make the measurements indicated
on the report sheet (be sure to record the number of significant figures appropriate
for the measuring device(s) that you use). In some cases you will need to use a
piece of string to determine the distance (around your wrist, for example).
B. Measuring Volumes of Liquids
1. A display of graduated cylinders containing different volumes of liquids has
been set up for you. Review the information in the Introduction concerning
parallax, reading a meniscus, and reporting significant figures. Read and record
the volume of the liquid in each graduated cylinder using the number of significant
figures appropriate for that cylinder.
2. Using a measuring cup, measure out 1 cup of water as exactly as possible.
Use a 250-mL or 500-mL graduated cylinder to measure the volume of the water
in mL. Record your answer. Repeat this procedure two more times. Average your
data to obtain an experimental value for the number of mL in a cup. Use EnglishMetric Unit conversion factors found in your textbook to calculate the true (actual)
value for the number of mL in 1 cup. Comment on how close your experimental
value is to the true value.
C. Temperature Measurements
47Pgina

T.S.U.
The bulb of the thermometer must remain in the liquid while the measurement is
being made. Beakers of water at different temperatures are available in the
laboratory. Measure and record the temperature of each in C. Convert each
temperature to Kelvin.
D. English-Metric Conversions
A selection of product containers is available in the lab. Pick four products and
record the volume of the contents of each in both fluid ounces (English system),
and Liters (metric system). Based on the volumes given, calculate an
English/metric conversion factor in fluid ounces/L from each set of data.
Calculations:
A. Length measurements
Complete the following equalities:
1 cm = ____________ m 1 km = ______________ m 1 mm = _____________ m
Make each of the following measurements in centimeters, and then convert the
measurements to millimeters and meters.
objects
Measured number Calculated

numbers (mm)
Calculated
numbers (m)
Width of little
finger nail
Width of desk top
Length of shoe
Your height
Length of a pencil
Determine the length and width of the sides of the rectangle shown above in
centimeters. Have a second person repeat the measurements. Record both sets
of data below. Calculate the area of the rectangle each of the sets of data.
48Pgina

T.S.U.
Measurement
(first person)
Measurement
(second person)
Measurement
(Average)
Length, cm
Width, cm
Area, cm2
Would you expect the sets of data above to be identical? Explain why or why not.
B. Measuring the Volume of Liquids
Cylinder A
Volume in Display Cylinders, (mL)

Cylinder B
Cylinder C
Trial 1
Volume of 1 cup of water, (mL)

Trial 1
Trial 1
Average Volume of 1
cup, (mL)
Using conversion factors found in your textbook, calculate the actual number of
milliliters in exactly one cup. (One quart is exactly four cups.) Determine the
percent difference between your experimental value and the accepted value you
just calculated. Show your calculations here.
C. Temperature Measurements
Temperature in C
Ice water
ambiental
water
Warm water
D. English-Metric Conversions
49Pgina
Temperature in Kelvin

T.S.U.
Name of Product
Volume in English Volume in Metric

Units
(fluid Units (Liters)
ounces)
Conversion factor
(fluid ounces/L)
1
2
3
4
What do you notice about the conversion factors obtained from each product?
Questions:
You may need to look at the English-metric conversion table in your textbook to
complete some of these problems. SHOW YOUR WORK including all conversion
factors.
1. Convert 3.85 10-4 kilometers to
(a) micrometers
(b) feet
(c) centimeters
2. A piece of string is found to be 35.9 meters long. How long is the string in inches?
3. A section of lawn that is 25.5 feet by 75.0 feet needs fertilizer. The fertilizer is sold in
5.00 pound boxes and 1.00 pound of fertilizer is needed for 10.0 square yards of lawn.
If each box costs $1.65, how much will it cost to fertilize the lawn?
4. If a gallon of gas costs $1.50, how many cents would a liter of gas cost? (Round your
answer to the nearest whole number of cents).
5. Convert 75.4F to Celsius and then to Kelvin.
50Pgina

T.S.U.
REFERENCES:
Experiment 2: Compound types

Goal: To examine the difference between ionic and covalent compounds and
understand how their properties give rise to this categorization
Purpose
(1) To learn how differences between ionic and covalent compound
Introduction.
One important thing is categorization of compounds into covalent and ionic. In
class, probably discuss these compounds in terms of electrons, wherein ionic
compounds transfer electrons and covalent compounds share electrons. How did
the early chemists classify compounds, though, when they did not know what
electrons were? They used properties, such as solubilities, melting points, and
conduction. Solubility helps us to classify compounds as polar or non-polar,
because, as a general rule, polar solutes dissolve in polar solvents (like water),
51Pgina

T.S.U.
while non-polar solutes dissolve in non-polar solvents (like oils). Conductivity

means whether or not a compound will conduct electricity when it is dissolved in
water. We call these electrolytes, which are just like regular electros, but with
1/3 fewer calories. An electrolyte will conduct electricity when dissolved in water,
while a nonelectrolyte
will not. Finally, ionic compounds tend to have higher melting points than covalent
compounds. These are summarized as follows:
Non-polar
Covalent
non-polar
solvents
Polar Covalent
Ionic
polar solvents
Conductivities
Non-electrolytes
Non-electrolytes
Melting points
very low
low
polar solvents (or

generally
not
soluble)
Electrolytes (even
if
apparently not
soluble)
high
Solubility
Background:
Investigate the definition .of non-polar covalent compounds, polar covalent
compounds and ionic compounds.
Material:
Quantity
Material
test tubes
multimeter
distilled water
scoopula
Bunsen burner
Procedure:
52Pgina
Characteristic

T.S.U.
Your teacher gives a series of solid compounds. Run the following tests to
decide if each compound is ionic, polar covalent or non-polar covalent
based on the above table. Begin by taking very careful observations of each
compound, and run each of the following tests on each compound.
Solubility:
You will need two clean test tubes (one of which is dry) for each of the unknown
solids. Make sure that these test tubes are cleaned very well, and rinsed very
thoroughly with distilled water.
Any contamination from tap water or other sources will seriously affect your
conductivity experiment. Put about 1 mL of water (a polar solvent) into one series
of test tubes, and 1 mL of the non-polar solvent (probably Hexane) in the other
series of test tubes. Place just enough of each solid into one water and one nonpolar solvent test tube. Agitate each test tube by flicking it several times while
holding it such that it does not fly out of your hands. Note whether or not the solid
dissolved completely, dissolved partially, or did not appear to dissolve at all.
Record your observations.
Partially dissolved means that it is apparent that there is not as much of the solid
in the test tube remaining as you put in initially, but there is still some solid left. If
the amount of solid did not seem to decrease, it is insoluble. To be truly
dissolved, the solution must be clear (not necessarily colorless, but clear). If it
appears cloudy, then there is still undissolved solid in the test tube deflecting the
light (called the Tyndall effect). You may discard the solutions with the non-polar
solvent according to the instructions provided in lab. Keep the water solutions for
the next step.
Conductivity:
Whether the solid appears to have dissolved or not, perform this conductivity test
on each water solution. You will find a multimeter set up with conductivity
available. Rinse the probe tips off very well with distilled water (you need not dry
them). Rinse of a clean watch glass with distilled water as well. Pour a little bit of
53Pgina

T.S.U.
the liquid from the test tube onto the watch glass; if solid remains in the test tube,
you need not include the solid in the quantity you pour out. Place the probes into
the water solution on the watch glass, and give the probe a few seconds to
equilibrate. Once equilibration seems to have been reached, record the
conductivity for that solution. Discard the solutions according to the instructions
given in lab, and remember to clean the probes and watch glass and rinse them
all off with distilled water very well. Repeat for each water solution.
Melting Points:
Here we are not interested in absolute melting point temperatures, but rather,
relative melting points. Place a VERY SMALL AMOUNT of each solid (just enough
to see it) onto a scoopula, close enough that they can be viewed and heated more
or less at the same time, but far enough apart that you can easily remember which
is which. Light a Bunsen burner, and, being very careful not to burn yourself, pass
the scoopula through the flame several times. Note the order of melting (which
melts first, second, etc) and whether or not any appear to burn rather than melt.
Record your observations. Remember that the compounds that melt first have the
lower melting points. You might not be able to get all of the compounds to melt;
these are all very high melting point compounds.
Calculations:
Based on the results from the procedure, categorize each compound as non-polar
covalent, polar covalent, or ionic.
Solubility:
In the following table, record whether each substance is soluble, partially soluble
or insoluble in each of the solvents.
Compound Number
Polar Solvent
54Pgina
Non-Polar Solvent

T.S.U.
Observations:
Conductivity:
Compound Number Conductivity
Observations:
Melting Point:
In the following table, record which melted first, second, third, etc. in
order of melting
Compound Number
Order of Melting
Observations:
55Pgina
Observations

T.S.U.
Classification:
In the following, record for each compound if you believe it to be nonpolar covalent, polar covalent or ionic.
Compound Number
Compound Type
Questions:
1. Describe briefly how we are determining the order of melting.
2. What test are we using to determine if a compound is an electrolyte or a nonelectrolyte?
3. If you have a compound that is not soluble in hexane or water, and is an electrolyte,
what
kind of compound do you expect you will have?
4. Is it possible to have an ionic compound that is not water soluble?
56Pgina

T.S.U.
5. Is it possible for an electrolyte to be covalent?
6. Is it possible to have an insoluble electrolyte? What does this imply about the term
insoluble?
REFERENCES
57Pgina

T.S.U.
Experiment 3: Determination of Chemical formulas

Goal: To become familiar with empirical formula

Purpose
(1) To practice the common reactions used in a laboratory.
(2) To learn how determinate the basic empirical formula
Introduction
A chemical formula can be interpreted on two levels. On an individual (microscopic)
basis, a chemical formula indicates the number of atoms of each element present in
one molecule or formula unit of a substance. The subscripts of the formula can
represent the numbers of atoms of the various elements present in one unit of the
substance. At a macroscopic level, the subscripts in the chemical formula represent
the numbers of moles of atoms of the different elements present in one mole of the
substance. In an empirical formula, the subscripts represent the smallest whole
number ratio of the atoms present in a substance. For most ionic compounds, their
chemical formula is an empirical formula.
Pgina
58

T.S.U.
Background:
Investigate types of reactions
Investigate definition of empirical formula
Material:
Quantity
2
1
2
1
1
1
1g
drops
Material
glass dish
Bunsen burner
beaker
hot plate
glass dropper
dessicator
Manganese metal
Hydrochloric acid
Characteristic
250ml
Procedure:
PROCEDURE
1. Clean an evaporating dish. Place the evaporating dish on a wire screen
suspended on a ring approximately 5 cm above a Bunsen burner flame. Heat the
dish for at least 5 minutes.
2. Place the evaporating dish in a dessicator and allow the evaporating dish to
cool to room temperature.DO NOT PLACE THE DESSICATORS LID ON THE
BENCHTOP. THE GREASE WILL BECOME CONTAMINATED AND NO LONGER
SEAL THE DESSICATOR PROPERLY.
3. Record the mass of the cooled evaporating dish (to the nearest 0.001 g). (Note
that warm objects cannot be weighed accurately due to the convection currents
of the atmospheric gases that are established around warm objects.)
4. Place 0.2 to 0.3 grams of Manganese metal into the evaporating dish.
Determine and record the mass of the evaporating dish and metal.
Pgina
59

T.S.U.
5. Place approximately 150 mL of water into a 400 mL beaker. Place the beaker
on a hot plate in the fume hood and turn the hot plate to High. Later, when the
water begins to boil vigorously, turn the heat down. The water should be kept at
a low boil throughout the experiment.
6. Place the evaporating dish containing the Manganese on top of the beaker
containing the boiling water. CAREFULLY add approximately 20 drops of 6 M
Hydrochloric acid to the Manganese metal letting the acid run down the inside
surface of the evaporating dish. Gently agitate the evaporating dish to mix the
metal and the Hydrochloric acid. Allow the reaction to proceed while frequently
agitating the dish. When the reaction appears to be slowing, add 2 to 3 more
drops of acid. Continue adding acid and agitating the dish until the Manganese
is completely dissolved.
7. When the Manganese has completely dissolved, stop adding acid and allow
the solution in the dish to evaporate completely.
8. When all of the liquid in the dish has evaporated, the salt that remains should
be a light pink. There should be no brown spots. When you are sure there is no
liquid remaining, use beaker tongs to transfer the evaporating dish to the ring
and wire screen over a Bunsen burner.
9. Heat the evaporating dish gently. If you see any signs of bubbling,
immediately remove the Bunsen burner. Continue to apply and remove heat until
there is no bubbling.
10. Heat over a very low flame for an additional 10 minutes. DO NOT GET THE
DISH TOO HOT. Watch the Manganese Chloride product. It should stay light
pink. If it starts to turn brown, it is getting too hot.
11. Immediately place the evaporating dish in the dessicator to cool to room
temperature.
12. Determine the mass of the evaporating dish and Manganese Chloride
product.
13. Calculate the mass of Manganese used, the mass of Manganese Chloride
product, and the mass of Chlorine that reacted with the Manganese.
Pgina
60

T.S.U.
14. From the mass of Manganese and the mass of Chlorine, determine the
percent by mass of each element in the product.
15. Each group will write their mass percentages on the board. Determine the
average mass percent for each element using the class data.
16. Use the average of the mass percentages for each element to determine the
empirical formula of the Manganese Chloride product.
Calculations:
DETERMINATION OF CHEMICAL FORMULAS
Mass of Manganese and evaporating dish, (g)
Mass of empty evaporating dish, (g)
Mass of Manganese, (g)
Mass of Manganese Chloride product and
evaporating dish, (g)
Mass of empty evaporating dish, (g)
Mass of Manganese Chloride product, (g)
Mass of Chlorine, (g)
Percent by mass of Manganese
Percent by mass of Chlorine
Average % Mn
Average % Cl
Empirical Formula of the Manganese Chloride product:

___________________________
SHOW CALCULATIONS (Use additional sheets)
Pgina
61

T.S.U.
Questions:
1. When 2.50 g of Copper metal reacts with molecular Oxygen, the Copper
Oxide product of the reaction has a mass of 2.81 g. What is the empirical
formula of the copper oxide product?
2. When 10.8 g of Silver was reacted with Sulfur, 12.4 grams of product was
produced (there was only one product). What is the empirical formula of the
product?
REFERENCES
Pgina
62

T.S.U.
Experiment 4: Chemical Reactions

Goal: Lear about common reactions

Purpose
(1) To gain experience with common reactions
Introduction.
In chemical reactions, the atoms of the substances present at the start of the reaction
(the reactants) are rearranged into different combinations to produce other substances
(the products of the reaction). However, there is no change in the number of each type
of atom (mass and atomic identity is conserved). That means that the total number of
atoms of each element in the reactants is equal to the total number of atoms of that
element present in the products. This principle is used to balance the chemical
equation that represents a chemical reaction. As with chemical formulas, chemical
reaction equations can be interpreted on a microscopic level in which the coefficients
(the numbers in front of each substance) can represent the number of individual units
of that substance present. Reaction equations can also be interpreted on a
macroscopic level in which the coefficients in the equation represent the mole-to-mole
relationships between the reactant and product substances.
Background:
Investigate the common reactions
Pgina
63

T.S.U.
Material:
Quantity
6
1
1
25 ml
Material
test tubes
test tube gripper
test tube rack
Copper(II) Sulfate
Magnesium
Copper
Zinc
Hydrochloric Acid
Characteristic
Procedure:
A. Metals with Hydrochloric Acid.
1. In three test tubes, each containing about 3 mL of 6-M HCl. A small piece of
three different metals will be added separately to the tubes of acid. Copper, Zinc,
and Magnesium will be used. Record the appearance of each piece of metal
before it is placed in the acid.
2. As each piece of metal is placed in the reaction, carefully observe the metal
to determine if bubbles of gas are being formed. If the metal does react with the
acid, Hydrogen gas and a soluble metal Chloride compound are formed. For the
reaction with Magnesium, feel the tube as the reaction occurs. What do you
observe in regard to heat generated?
3. Write a balanced chemical equation for any reaction that occurs (or write no
reaction if there is none). INCLUDE PHASE LABELS.
B. Zinc and Copper(II) Sulfate
1. Place approximately 3 mL of 1-M Copper(II) Sulfate solution in each of two

test tubes.
2. Place a small piece of Zinc in one of the tubes. Keep the other tube as a
reference. Observe and record the color of the Copper(II) Sulfate solution.
Pgina
64

T.S.U.
3. Place the two test tubes in your test tube rack. Stir the solution containing the
Zinc every 15-20 minutes and observe the tubes periodically for about an hour.
Write a balanced chemical equation for the reaction that occurred. (Hint: it is a
single replacement reaction). INCLUDE PHASE LABELS.
4. Discard the solutions down the drain with lots of water and place any solid
remaining in a waste paper basket. DO NOT PUT THE SOLID IN THE SINK.
Calculations:
CHEMICAL REACTIONS
A. Metals with Hydrochloric Acid
Copper
Observation____________________________________________________
Balanced Chemical Equation
_______________________________________________________________
Zinc
Observation____________________________________________________
_______________________________________________________________
Magnesium
Observation____________________________________________________
_______________________________________________________________
What did you observe concerning the heat generated for this experiment?
B. Zinc and Copper(II) Sulfate
Observation:____________________________________________________
_______________________________________________________________
Balanced Chemical Equation:
_______________________________________________________________
______________
Pgina
65

T.S.U.
Questions:
Write balanced chemical equations for each of the following reactions:
1. The decomposition of Diiodine Pentoxide to form Iodine and Oxygen.
2. Silver Nitrate reacting with Potassium Sulfate in a double replacement
reaction.
3. The combination of Lithium and Nitrogen to form Lithium Nitride.
4. The decomposition of Potassium Carbonate to form Potassium Oxide and
Carbon Dioxide.
5. A single replacement reaction in which Sodium metal reacts with Aluminum
Oxide and replaces the Aluminum.
6. The Combustion of C7H14 to form Carbon Dioxide and water.
REFERENCES
Pgina
66

T.S.U.
Experiment 5: Solutions
Goal: Lear about solutions

Purpose
(1) Investigated types of solutions
Introduction.
A solution is a homogeneous mixture of two or more substances. The substance that
is present in the larger molar amount is known as the solvent. The substance that is
present in the smaller molar amount is known as the solute. The solute is dissolved
into the solvent. Most solutions with which we are familiar are liquids. However, solids,
liquids or gases may be either solute or solvent. For example, air is a solution of
oxygen and other gases in nitrogen. Oxygen is a solute and nitrogen is the solvent.
The solubility of a substance depends on:
1. The nature of the solute and solvent
2. The amount of solute and solvent
3. The temperature
4. The pressure (for gaseous solutions).
A solution will form between the solute and solvent when the attractive forces between
the solute and solvent are large enough to overcome the attractive forces within the
solute and within the solvent. For aqueous solutions, temperature plays a role in the
amount of solute that will dissolve. Usually, the higher the temperature, the greater the
quantity of solute that will dissolve, but this is not always true. Some substances
Pgina
67

T.S.U.
become less soluble in water as temperature increases. In this experiment, you will
explore the effect of temperature on solubility by collecting data on the amount of
solute (Potassium Nitrate) that will dissolve in a given amount of solvent (water) at a
certain temperature. This data combined with the data from the rest of the class will
allow you to create a temperature-solubility curve for Potassium Nitrate in water.
The concentration of a solution is calculated from the amount of solute present in a
certain amount of solution. The concentration may be expressed using different units
for amount of solute and solution. A mass/mass percent concentration expresses the
grams of solute the grams of solution. The mass/volume percent concentration of a
solution states the grams of solute present in the milliliters of the solution. The molarity
of the solution describes the moles of solute per liter of solution.
Background:
Investigate the common solutions
Material:
Quantity
6
1
1
1
1
1
1
10 g
Material
test tube
graduated cylinder
beaker
Universal support
Bunsen burner
thermometer
test tube gripper
Potassium Nitrate
Characteristic
Procedure:
Preparation of a solubility curve for Potassium Nitrate.
1. Obtain from your professor a sample of Potassium Nitrate. Each group will be
given a different amount of Potassium Nitrate (3-7 grams).
2. Weigh and record the mass of the Potassium Nitrate and paper. Place the
Potassium Nitrate into a large test tube. Weigh and record the mass of the paper.
Calculate the mass of Potassium Nitrate used.
Pgina
68

T.S.U.
3. Use the 10 mL graduated cylinder to obtain about 6 mL of deionized water.

Read and record the exact volume (watch sig. figs.) of water in the cylinder. Pour
about 5 mL of the water into the tube containing the Potassium Nitrate. Set the
cylinder back on the desktop for a few moments, then read and record the
volume of water remaining in the cylinder. Subtract the remaining volume of
water from the original volume to obtain the volume of water added to the
Potassium Nitrate. The KNO3 should not dissolve completely at room
temperature in the amount of water being used.
4. Clamp the test tube to a ring stand and place the test tube into a beaker of
water. Use a Bunsen burner to heat the water in the beaker.
5. Stir the mixture in the test tube with a stir rod as you begin heating. Continue
heating and stirring until all of the KNO3 dissolves.
6. After all of the KNO3 dissolves raise the test tube out of the hot water and
remove the stir rod. Allow the test tube and contents to gradually cool as you
gently stir the contents with a thermometer.
7. Record the temperature at which the FIRST crystals appear. This is the
temperature at which the solution is saturated. The amount of KNO3 represents
the solubility at this temperature.
8. Repeat the warming and cooling of the solution at least 3 more times. If the
temperatures do not agree within 3C, do more trials and discard the
temperature measurements that do not agree. Calculate an average temperature
using data from 4 trials that agree within 3C. This is the temperature at which
your solution is saturated and at which your volume of water contains the mass
of KNO3 used in your experiment.
9. When you are finished, discard the KNO3 solution in the sink.
10. Solubility is expressed in grams of solute per 100 mL of water. You now need
to convert the solubility obtained earlier to these units.
Pgina
69

T.S.U.
Calculations:
Preparation of a solubility curve for Potassium Nitrate
Mass of paper and KNO3, (g)
Mass of paper (g)
Mass of KNO3 dissolved, (g)
Initial Volume of water in cylinder, (mL)
Volume of water remaining in cylinder, (mL)
Volume of water transferred to tube, (mL)
Solubility, (g KNO3/ 100 mL water)
Temperature of crystal formation, (C)
trial 1
trial 2
trial 3
trial 4
trial 5
trial 6
Average Temperature, C _____________________

Solubility of KNO3, (g/100 mL)
Temperature, (C)
Questions:
1. Why does the solubility of many substances increase with temperature?
(Remember what an increase in temperature means on a microscopic scale.)
2. Based on your graph what is the solubility (in g/100mL H2O) of KNO3 at
51C?
Pgina
70

T.S.U.
3. A 3.0% (m/v) Potassium Chloride solution has a volume of 25.0 mL. How
many moles of Potassium Chloride are in the sample?
4. How many grams of a 25% (m/m) Sodium Chloride solution contain 0.250
moles of Sodium Chloride?
REFERENCES
Pgina
71

T.S.U.
Experiment 6: Synthesis of a Compound

Goal: To synthesize alum from recycled aluminum.

Purpose
(1) Practicing common laboratory procedures
(2) Gain confidence in handling laboratory equipment
Introduction.
You can recycle an aluminium can tin? I know, because it has a recycle symbol on
it. Now, let me ask you a question, what CAN we do withwellcans? One possibility
is to turn them into something else, like, oh, for instance, Alum. Now, alum It is also
an astringent, used in dyeing and printing fabrics, tanning, baking powders, gelatin
and several other things as well.
In this experiment, we are going to do our first synthesis. In a previous experiment,
you had the opportunity to see some chemical reactions occurring, but we werent
being very careful about how to control the reaction to try to maximize our yield. In
todays experiment, we will be much more careful with our measurements and try to
maximize the yield.
Background:
Review the Basic Laboratory Procedures and remember the safety rules.
Material:
Pgina
72

T.S.U.
Quantity
6
1
1
1
1
1
1
Material
test tube
graduated cylinder
beaker
Universal support
Bunsen burner
thermometer
test tube gripper
Characteristic
Procedure:
Everything should be done in the fume extraction
This is a hazardous experiment; be sure to follow ALL safety instructions!
1. Measure out about 0.5 gram of aluminium pieces. It is not important to have
exactly one gram, but it is important to know exactly how much you do have. It
is better to have slightly more than one gram than slightly less because of
significant figures. Place these pieces into a 50 mL beaker; add about 5 mL of
water, and CAREFULLY add 4.0 mL of concentrated sulfuric acid. Place the
beaker on an iron ring with a wire mesh and lower the inverted funnel over it.
Heat gently with a Bunsen burner, bringing the solution to a gentle boil. Do not
allow it to boil too vigorously, and add water if the volume starts getting too low.
Continue heating until you are convinced that there is no more aluminum, but
no more than 30 minutes.
2. Allow the solution to cool, adding water if necessary. Use gravity filtration to
remove undissolved paint. Put the filtrate in a clean 50 mL beaker, and place the
beaker into an ice bath.
3. To the filtrate, slowly add 4.0 mL of 10. M KOH (aq) with stirring; be very
careful to avoid splashing or overheating during this step. Check to make sure
the solution is still acidic to litmus paper; if it is not acidic, add concentrated
sulfuric acid dropwise until it is acidic.
4. Return the beaker to the iron ring, and give the solution a few minutes to warm
up to room temperature. Slowly apply heat until the solid dissolves. If the
Pgina
73

T.S.U.
solution is boiling gently, and there is still some solid in the beaker, add a little
more water, as little as needed, until all of the solid dissolves.
5. When the solid dissolves completely, remove the heat. Put the beaker
(carefully) back into the ice bath. If crystals do not begin forming in a few
minutes, try scratching the bottom of the beaker with a glass stirring rod. Allow
the solution to continue to cool, while setting up a vacuum filtration apparatus.
6. When the solution is cold, filter it using vacuum filtration. Wash the precipitate
three times with cold methanol. Allow the vacuum to continue to run for a few
minutes to dry off as much of the methanol as possible.
7. Weigh a watch glass and record the mass. When the crystals are cool, scrape
them onto the watch glass, and weigh it again. Dispose of the crystals as
instructed to do so in class; your professor may or may not want to collect them.
Calculations:
Balance the reactions of each step of the reaction:
Dissolving the aluminum:
Al (s) + H2SO4 (aq) Al2(SO4)3 (aq) + H2(g)
Neutralizing the excess acid:

H2SO4 (aq) + KOH (aq) K2SO4 (aq) + H2O (l)
Precipitate the product:

KAl(SO4)2 (aq) + H2O (l) KAl(SO4)2.9H2O (s)
And balance the overall reaction:

Al (s) + H2SO4 (aq) + KOH (aq) + H2O (l) KAl(SO4)2.9H2O (s) + H2(g)
From the mass of the aluminum, calculate the theoretical yield of the Alum
using standard stoichiometric calculations. From the theoretical yield and the
actual yield, calculate the percent
yield.
Mass of Aluminum:_______________________
Pgina
74

T.S.U.
Observations:___________________________________________________
Questions:
1. How are we dealing with excess fumes in this experiment?
2. What is necessary for the fume hoods to work? Here, I mean what must you
do, not what it is hooked up to.
3. Excluding human or calculation errors, how is it possible to have a percent
yield greater than 100%?
4. What are the steps where your product could be lost and why?
REFERENCES
Pgina
75

Manual Chemical Practices

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Manual Chemical Practices

Uploaded by

Copyright:

Available Formats

LABORATORY MANUAL FOR INTRODUCTION OF

Collector autor: Lic. ISAAC MISAEL LUCAS GMEZ

<a rel="license" href="http://creativecommons.org/licenses/by-nc/4.0/"><img alt="Licencia de Creative

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

A.Come to the Laboratory Prepared for Safety:

LABORATORY MANUAL - CHEMISTRY

7. NO FOOD OR DRINK IS ALLOWED IN THE LABORATORY. Never

LABORATORY MANUAL - CHEMISTRY

7. Heat only heat-resistant glassware (marked Pyrex or Kimax). Other

LABORATORY MANUAL - CHEMISTRY

15. Do NOT perform unauthorized experiments

Experiment 1: Density of a Liquid and a Solid

Skills: analytic capacity, team work, responsibility, reasoning.

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

Part II: Density of an Unknown Solid

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

Experiment 2: Study of changes of liquid with temperature.

Goal: knowledge of the influence of temperature in the physical

Skills: analytic capacity, team work, responsibility, reasoning.

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

5. How does the density of a solid, is modified when it is higher or

Experiment 3: Gas Laws

Goal: To become familiar with the behavior of gases

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

heating a second beaker to boiling. Always be cautious when using an open

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

Experiment 4: Colligative properties

Goal: Lear about colligative properties

Skills: analytic capacity, team work, responsibility, reasoning.

LABORATORY MANUAL - CHEMISTRY

It is not technically correct to speak of heterogeneous or homogeneous

LABORATORY MANUAL - CHEMISTRY

LABORATORY MANUAL - CHEMISTRY

Water is a polar solvent, hexane is non-polar. In six test tubes, put 1

LABORATORY MANUAL - CHEMISTRY

When the water reaches a temperature between 30 and 40oC, add 10

LABORATORY MANUAL - CHEMISTRY

Temperature and solubility:

LABORATORY MANUAL - CHEMISTRY

2. What Colligative property are we studying?

Do you expect that cooking oil is polar or non-polar? Explain your

LABORATORY MANUAL - CHEMISTRY

Experiment 5: Classification of Materials

LABORATORY MANUAL - CHEMISTRY

Composites are combinations of any of the above materials. In some cases, no

LABORATORY MANUAL - CHEMISTRY

2. What are characteristic of polymers?

3. What are characteristic of ceramic?

LABORATORY MANUAL - CHEMISTRY

Experiment 6: Materials Science Applied to Household Appliances.

LABORATORY MANUAL - CHEMISTRY