Komar University of Science and Technology

(KUST)

General Chemistry
CHM 1410L

LABORATORY MANUAL

Prepared by
Mariam Merry, M.S.

Fall 2017

© The Copy Rights Reserved for Komar University of Science and Technology (KUST), Sulaymani,
Kurdistan-Iraq
 General Chemistry, Laboratory Manual CHM 1410L

Preface and Acknowledgments

The first version of General Chemistry I Lab Manual was drafted by Ms. Khalida Jaffar and Dr.
Khalid Omer. It was used in the academic year, 2012-2013. The manual in your hands, 2015-2016,
has been improved based on the first version, experience learned in the first year, and what I think
is more affiliated with the theoretical subjects taught in the class. Therefore, the Manual aims to
guide students in conducting experiments through the semester. Whenever it is needed, the
students need to refer to the textbook, Chemistry: the Central Science, 13th Edition. Theodore E.
Brown, H. Eugene H. LeMay, Bruce E. Bursten and Catherine Murphy. Pearson Education Inc.
2014.

This manual was completed with support of KUST administration, faculty, and staff members.
Therefore, I am thankful for their efforts.

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Table of Content
Preface and Acknowledgments
Table of Content
Common Laboratory Apparatus* 1
Chemistry Lab Safety 5
Laboratory Attire 5
Laboratory Conduct 6
Fire Case 7
Writing Lab Reports 8
Submission of Lab Reports 8
Laboratory Experiments 9
Experiment 1: Measurements and Calculating Density of Liquids and Solids 10
Experiment 2: Separation of the Component Mixture 14
Experiment 3: Difference between Ionic and Covalent Compounds 20
Experiment 4: Reaction in Aqueous Solutions 24
Experiment 5: Determine the Limiting Reactant and the Percent Yield 29
Experiment 6: Making a Solubility Curve 33
Experiment 7: Freezing Point Depression and Molar Mass 37
Experiment 8: Enthalpy and Heat Capacity 41
Experiment 9: Hess’s Law 48
Experiment 10: Ideal Gas Law 49
Experiment 11: Hydrolysis of Starch a Polysaccharide 52
References 57
Periodic Table of the Elements 58

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Common Laboratory Apparatus*

Laboratory apparatus and equipment like electronic scales, glassware, burners, graduated cylinders, and
more, help the scientist conduct experiments, observe data, heat liquids, make measurements, and more.

Items Name Picture Items Name Picture

Volumetric Flask Test Tubes

Watch Glass Crucible and lid

Dropper Evaporating dish

Funnel Graduated cylinder

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Items Name Picture Items Name Picture

Mortar and pestle Beaker

Stirring rod Erlenmeyer Flask

Micropipette Burette

Thermometer Bunsen burner

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Items Name Picture Items Name Picture

Wire gauze Clamp

Iron ring Clay triangle

Stand Tong

Wash bottle Safety goggles

Corks Rubber Stopper

Brush Forceps

Test tube holder Spatulas

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Items Name Picture Items Name Picture

Centrifuge Oven

Water bath Electronic Lab Scale

Hot plate pH-meter

* Matin J., Martin C. (2012). Catalyst: the Pearson Custom Library for Chemistry: Laboratory
Experiments, Pearson Prentice Hall. ISBN13: 978-0-536-93404-8

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Chemistry Lab Safety

The chemistry laboratory can be a place of discovery and learning. However, by the very nature of
laboratory work, it can be a place of danger if proper common-sense precautions aren't taken. While every
effort has been made to eliminate the use of explosive, highly toxic, and carcinogenic substances from the
experiments which you will perform, there is a certain unavoidable hazard associated with the use of a
variety of chemicals and glassware. You are expected to learn and adhere to the following general safety
guidelines to ensure a safe laboratory environment for both yourself and the people you may be working
near. Additional safety precautions will be announced in class prior to experiments where a potential
danger exists.

Laboratory Attire

1. Safety goggles must be worn at all times while in the laboratory. This rule must be followed whether
you are actually working on an experiment or simply writing in your lab notebook. You must wear
safety goggles provided by the chemistry department.

2. Contact lenses are not allowed. Even when worn under safety goggles, various fumes may accumulate
under the lens and cause serious injuries or blindness.

3. Closed toe shoes and long pants must be worn in the lab. Sandals and shorts are not allowed.

4. Long hair must be tied back.

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Laboratory Conduct
1. Eating, drinking, and smoking are strictly prohibited in the laboratory.

2. No unauthorized experiments are to be performed. If you are curious about trying a procedure not
covered in the experimental procedure, consult with your laboratory instructor.

3. Coats, backpacks, etc., should not be left on the lab benches and stools. Beware that lab chemicals can
destroy personal possessions.

4. Always wash your hands before leaving lab.

5. Be especially careful of spills around the balance. These electronic devices are extremely sensitive to
corrosion. A brush is kept near the balance so you can brush the balance thoroughly after each use.

6. Clean any spill near the balance immediately and report it to

instructor.

7. Notify the instructor immediately in case of an accident.

8. Consider all chemicals to be hazardous as a result never taste

anything, never directly smell the source of any vapor or
gases, by means of your couple hands, bring a small
sample to your nose, Fig 2.2.1

9. Know what chemicals you are using. Carefully read the label
twice before taking anything from a bottle.

10. Excess reagents are never to be returned to stock bottles. If you take too much, dispose of the excess.

11. Many common reagents, for example, alcohols and acetone, are highly flammable. Do not use them
anywhere near open flames.

12. Always pour acids into water. If you pour water into acid, the heat of reaction will cause the water to
explode into steam, sometimes violently, and the acid will splatter.

13. If chemicals come into contact with your skin or eyes, flush immediately with copious amounts of
water and consult with your instructor.

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14. Never point a test tube or any vessel that you are heating at yourself or your neighbor, Fig. 2.2.2.

15. Dispose of chemicals properly. Waste containers will

be provided and their use will be explained by your
TA. Unless you are explicitly told otherwise, assume
that only water may be put in the lab sinks.

16. Clean up all broken glassware immediately and

dispose of the broken glass properly.

17. Never leave burners unattended. Turn them off

whenever you leave your workstation. Be sure that
the gas is shut off at the bench rack when you leave the lab.

18. Beware of hot glass--it looks exactly like cold glass.

Fire Case

1. In the event of fire, do not panic.

2. If a small portion of your clothes catches fire, the fire may be extinguished by patting it out.

3. Never use a fire extinguisher on a person. Carbon dioxide fire extinguisher is extremely cold and may
cause shock to the person, frostbites, or harm to the eyes.

4. If a fire should occur in a breaker or some other container, cover it with a glass dish or other flame-
retardant item.

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Writing Lab Reports

The lab report for this course will be represented by a designed report sheet prepared by the course
instructor and accompanying with each experiment. This sheet will illustrate the understanding of the
experiment via answering some questions related to the work and it also summarize the data via tables
with simple calculations whenever it is needed and simple discussion .

Submission of Lab Reports

Each group should submitted one report and the lab report of previous week experiment should be
submitted to the lab assistant at the beginning of the next experiment lab work. Any delay in submission
is not acceptable unless with reasonable cause. Late submission will cause deduction from your grade

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Laboratory Experiments

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Experiment 1: Measurements and Calculating Density of Liquids and Solids

Note: The significant figure rules apply to all the measurements done in the lab.

Objectives

1. To learn how to use some of the common lab supplies.

2. To learn how to use the proper units of the SI system and the use of proper significant figures
3. Determine the densities of different substances in liquid and solid state.

Introduction

Density is a basic physical property of a homogeneous substance; it is an intensive property, which means
it depends only on the substance's composition and does not vary with size or amount. The determination
of density is a nondestructive physical process for distinguishing one substance from another.
Density is the ratio of a substance's mass to its own volume. In the metric system the unit of density for a
liquid or solid is measured in g/mL or g/cm3.
𝑚𝑎𝑠𝑠
d = 𝑣𝑜𝑙𝑢𝑚𝑒
In this experiment students will determine the density of two liquids and compare the physical properties
of those liquids. The volume of a liquid is measured using a graduated cylinder, a pipette, or some other
volumetric apparatus. Also Students will determine the density of a solid object. The volume of a regular
solid (e.g. a cube or a sphere) may be determined by measuring its dimensions and then calculating it
using the correct mathematical formula. The difficulty in determining the volume of an irregular solid in
this manner is obvious. The method commonly used is to measure the change in the volume of water when
the object is immersed in the water. The object displaces a volume of water equal to its own volume.
If the solid material is soluble in water, another liquid, in which the solid is insoluble, is used (e.g. carbon
tetrachloride for salt).

Pre-Lab Questions

1. How would you measure the volume of sample of sand?

2. Why can density be used as a means for identification?
Which tool consider more accurate: graduated beaker, graduated cylinder, pipette, burette.

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Table 1.1: Chemicals and Supplies

Chemicals Supplies
Tap Water 25 mL graduated cylinder (1)
Piece of wood as a rectangular shape
Marble
Piece of metal as a cylindrical shape
Ruler
Calipers

Procedure
Part I: Density of Liquids
1. Using the electronic scale, measure the mass of an empty, clean and dry graduated cylinder. Record
the result in table 1.2

2. Add 15 mL of distilled water to the graduated cylinder. Precisely measure this volume of water.
Record the precise measured volume of water in table 1.2

3. Measure the mass of water and cylinder using the scale and record the result in table 1.2.

Part II: The Density of a solid from the Thickness.

1. Bring a piece of wood from your instructor. Use the ruler to measure the length, width and height of
the wood. Record the result in table 1.3.

2. Measure the mass of the wood using the scale and record the result in table 1.3.

3. Use the marble and the calipers to find the diameter of this small ball then repeat step 2 part II.

Part III: The Density of a solid from displacement of water.

1. Bring a piece of a metal from the instructor and measure its mass then record the result in table 1.4.

2. Use the graduated cylinder to measure 15 mL water.

3. Immerse the piece of the metal inside the cylinder and record the new volume.

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Report Sheet 1 of Exp. 1: (Attach any extra paper to this sheet)

Group Names:

Part A: Collecting Data

Table 1.2: Part I-Density of Water
Mass of empty graduated cylinder (g)
Mass of graduated cylinder and water (g)
Mass of water (g)
Volume of water (mL)

Table 1.3: Part II: The Density of a solid from the Thickness
Wood Marble
Length Diameter
Width Radius
Height Mass of the marble
Mass of the wood

Table 1.4: The Density of a solid from displacement of water

Metal
Mass of the metal
Volume of water only, v1
Volume of water with metal, v2
V of metal = v2 – v1

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Part B: Answer the following:

1. Calculate the density:

a. Water from part I

b. Wood from part II

c. Marble from part II.

d. Metal from part III.

2. A piece of metal cylinder has a height of 10.0 cm and a diameter of 4 cm. a student measure its mass
and found to be 18.715 g. what is the density of this cylinder?

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Experiment 2: Separation of the Component Mixture

Objective

To separate the components of a mixture depending on their physical property

Introduction

Mixtures are not unique to chemistry; we encounter them on a daily basis. The food and drinks we
consume, the fuel we use in our vehicles, building materials, soil, air, and ordinary water are all mixtures.
In fact, very few common materials in the world are pure. Any material made up of two or more substances
that are not chemically combined is a mixture. It is not difficult to separate the components of a mixture
if you take advantage of differences in physical properties of the components.

1. Sublimation. Some substances such as iodine, caffeine, naphthalene, and dry ice; change directly from
a solid to a gas when they are heated. The reverse process, when the vapor goes back to the solid phase
without a liquid state in between, is called deposition.

2. Extraction. It uses a solvent to selectively dissolve one component of the solid mixture. With this
technique, a soluble substance can be separated from an insoluble substance.

3. Decantation. It separates a liquid from insoluble solid sediment by

carefully pouring the liquid from the solid without disturbing the solid.
Fig.2.1

4. Filtration. It separates a solid from a liquid through the use of a porous

material such as a filter paper, charcoal, or sand can serve as a filter. These
materials trap the solid but let the liquid pass through.

5. Evaporation. This is the process of heating a mixture in order to remove a liquid that evaporates easily,
leaving a dry residue.

In this experiment, the mixture contains three components: naphthalene, C10H8, common table salt, NaCl,
and sand, SiO2. Fig 2.2 is a flow chart summarizes the sequence of steps that you will use:

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Pre-lab question
How you can separate out the following mixture:
a. Lead filling and iron filling.
b. Sand and gravel.
c. Sand and Styrofoam (both are finely powdered)
d. Salt and sugar.
e. Alcohol and water.

Table 2.1: Chemicals and Supplies

Chemicals Supplies
Distilled Water Bunsen burner and its sets
Mixture of (Naphthalene, Sand, Salt) (prepared by TA) Watch glass
Ice Filter paper
Mortar and pestle
50 mL Beaker (3)
Funnel
Dropper
Tong
Stirring rod

Procedure

1. Label one of the three given beakers as “beaker #1”.

2. Put the mixture in the mortar for grinding and start grind until your mixture
become finely powdered.

3. Empty all the mortar contents in beaker #1.

4. Place a clean, dry watch glass on top of beaker #1 that contains the mixture.

5. Set up the burner and put beaker #1 on the wire gauze as Fig.2.3 shows.

6. Put 1 – 2 ice cubes on the top of the watch glass.

Note: be careful not to get any water inside the beaker; use the dropper to get rid of the melted water
obtained from the ice.

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7. Heat the beaker gently. Vapors will appear in the beaker and solid crystals should collect on the
underside of the watch glass. (You may want to wear a mask).

Caution: Naphthalene is flammable. Be sure to keep the flame low. Do not let the flame come into
contact with vapor that escapes from the beaker. Turn off the burner each time you remove the
evaporating dish for scraping.

8. After 5 minutes of heating, turn off the Bunsen burner.

9. Collect the crystallized solid by scraping it off the glass into a piece of paper with a stirring rod.

10. Stir the content of the beaker with a glass rod then add more ice cubes, in case your previous ice cube
is melted, to the watch glass and place it back on the beaker again.

11. Repeat steps 7-10 until no more solid crystals collected on the underside of the watch glass.

12. Let the beaker cools down completely.

13. Measure 25 ml of water using the graduated cylinder and add

it to beaker #1. Stir the mixture with a glass rod to thoroughly
dissolve the salt.

14. Label another clean beaker as “beaker #2”.

15. Assemble the apparatus for filtration. Fig.2.4.

16. Fold the filter paper. Fig.2.5.

17. Decant the mixture in beaker #2 into the filter paper.

18. Rinse Beaker #2 with water until all its content transferred
to the filter paper.

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19. Turn on the Bunsen burner and start heating beaker #2 gently until all the water will evaporate.

20. When all the water evaporates, turn off the burner and put the beaker aside to cool down.

21. Label the last clean beaker as “beaker #3”.

22. Transfer the sand from the filter paper to beaker #3 using the stirring rod.

23. Turn on the Bunsen burner again and start heating beaker #3 gently until all the water will evaporate.

24. When all the water evaporates, turn off the burner and put the beaker aside to cool down.

25. Clean your mess

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Report Sheet of Exp. 2: (Attach any extra paper to this sheet)

Group Names:

Part A: Answer the following questions

1. How could you separate barium sulfate from ammonium chloride?

2. How could you separate tellurium dioxide from silicon dioxide?

3. How could you separate Naphthalene from potassium bromide?

4. Suppose a lab group reports a percent yield of sand of 105%. Is it really possible to collect more sand
than was originally present? What is a possible explanation for the “extra” product? Do not consider
calculation mistakes; think about the procedure used.

5. Why we put a piece of ice cube on the top of the watch glass?

6. Think about the lab procedure and what you know about types of mixtures.

a. Name one heterogeneous mixture present in this exp. ____________________

b. Name one homogeneous mixture present in this exp. ____________________

c. Name one pure substance present in this exp. _____________

Part B: What makes you able to separate the mixture into its constituent substances?

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Experiment 3: Difference between Ionic and Covalent Compounds

Objectives

1. Classify compounds as either primarily ionic or primarily covalent from the name, formula and the
behavior of the compounds.
2. Observe and record some properties of several ionic and covalent compounds.
3. Recognize patterns among the properties and distinguish ionic compounds from covalent compounds.

Introduction

A compound is defined as a chemical combination of two or more elements. A chemical bond is the “glue”
holding together atoms of different elements. Two types of bonds are ionic and covalent. Ionic bonds
generally occur between a metallic atom and a nonmetallic atom. The bond results from the transfer of
one or more electrons from the metallic atom to the nonmetallic atom, resulting in a charge difference.
The positively charged metal ion is then attracted to the negatively charged nonmetallic ion. Covalent
bonding generally occurs between two or more nonmetallic atoms. Covalent bonding involves the sharing
of electrons.
Properties such as melting point, boiling point, solubility, electrical conductivity, color, and odor can help
you distinguish ionic from covalent compounds. As in many areas of chemistry, the distinctions are not
always clear, nor do the distinctions apply to all compounds.
The salt and sugar on your kitchen table both dissolve easily in water, but the solutions they form have an
important difference. One of those kinds of white crystals is an ionic compound, and when it dissolves, it
dissociates, or breaks up into ions. The ions are free to move in the solution, and that solution, therefore,
conducts electricity. The more ions in solution, the better it conducts electricity. If something produces a
large amount of ions it is called a strong electrolyte. If something produces a small amount of ions, it is
called a weak electrolyte. The other kind of crystal, however, is a molecular compound, and its molecules
remain whole when they dissolve. With no ions, that solution does not conduct electricity. If something
produces no ions, it is called a non-electrolyte.
In this experiment, you will observe several properties of some ionic and some covalent compounds and
attempt to recognize patterns among the properties. The patterns you may recognize are generalizations
and may not necessarily apply to all ionic and covalent compounds.

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Pre-lab questions
Read the introduction and procedure before answer the following questions:
1. What kinds of elements generally form ionic compounds and covalent compounds?
2. Based on the formula, predict whether each of the following compounds is primarily ionic or primarily
covalent.
a. sodium iodide NaI
b. methane CH4
c. calcium chloride CaCl2
d. ammonia NH3
e. glucose C6H12O6

Table 3.1: Chemicals and Supplies

Chemicals Supplies
Solid Benzoic acid, C6H5COOH Well plate
Solid Magnesium chloride, MgCl2 Toothpicks
Vegetable oil Conductivity tester
Solid Potassium iodide, KI
Solid Sodium sulfate, Na2SO4
Solid Sugar, C12H22O11
Petroleum Oil
Distilled water

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Procedure

The TA will give the students a well plate labeled as showing below:

1. To the first column, (#1), add a very few grains of benzoic acid to A1, and B1.

2. To the second column, (#2), add very few grains of MgCl2 to A2, and B2

3. To the third column, (#3), add 15 drops of vegetable oil to A3, and B3

4. To the forth column, (#4), add very few grains of KI to A4, and B4

5. To the fifth column, (#5), add very few grains of Na2SO4 to A5, and B5,

6.To the sixth column, (#6), add very few grains of sugar to A6, and B6.

Note: be careful not to mix the spatulas to avoid the contamination among substances.

7. To the first row, A, add 20 drops of distilled water to each cell, A1-A6. Stir with a toothpick.

Note: do not stir each solution with the same toothpick

8. To the second row, B, add 20 drops of Petroleum oil to each cell, B1-B6. Stir with a toothpick.

9. Record the observation of the relative solubility of each of the solid using the two different solvents
in table 3.2.

10. Use the light bulb as a conductivity tester and test the conductivity of each cell. Record your data in
table 3.3

11. Clean your mess

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Report Sheet of Exp. 3: (Attach any extra paper to this sheet)

Group Names:

Part A: Fill the tables below

*Table 3.2: Collecting Data for solubility
Compounds Distilled Water solvent Petroleum Oil solvent
Benzoic acid
Magnesium chloride
Vegetable Oil
Potassium iodide
Sodium sulfate
Sucrose
*
Note: Describe the solubility of substance by using: not at all, partially, or completely.

*Table 3.3: Collecting Data for conductivity

Distilled Water
Compounds Petroleum Oil solvent
solvent
Benzoic acid
Magnesium chloride
Vegetable Oil
Potassium iodide
Sodium sulfate
Sucrose
*
Note: describe the conducts electricity: no conductivity, low conductivity, or high conductivity.

Part B: Answer the following

1. What do you conclude from this experiment?

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Experiment 4: Determine the Limiting Reactant and the Percent Yield

Objectives

1. Obtain hands on experience with the limiting reagent problem.

2. Interpret the meaning of an experimentally measured percent yield.

Introduction

This experiment is designed to illustrate the relationship between quantities of reactants and the amount
of product produced by a chemical reaction. The principles of stoichiometry and limiting reactants will be
used to predict the amount of product produced by mixing two solutions. The reaction to be studied is as
follow:
CaCl2 (aq) + Na2CO3 (aq) 2 NaCl (aq) + CaCO3 (s)

The balanced chemical equation for this reaction can be expressed in a net ionic form as follow:
Ca2+ (aq) + CO3-2 (aq) CaCO3 (s)

It is often difficult and impractical to combine the right amount of two reactants needed for a particular
reaction to occur. This experiment is designed for one reactant to go to completion. The reactant that goes
to completion is defined as limiting reactant because it limits the amount of product being formed. Since
the other reactant will have a quantity remaining, it's called the excess reactant.
The two chemicals that are used in this experiment make common uses in everyday life. In a solid state,
sodium carbonate is known as "washing soda" and is used to enhance the effectiveness of laundry soap.
Calcium chloride acts as a desiccant (drying agent), which is used by recreational vehicle owners to
remove moisture from the air in the vehicle during winter season. The formed product, CaCO3, is a
component of classroom chalks.
From the given date, you will be asked to calculate the mole of each chemical added for the reaction to
occur. Using the principles of stoichiometry, you will be able to determine which chemical is the limiting
reactant and thereby predict how much precipitate will be formed. This stoichiometric determination will
then be compared to the actual mass of CaCO3 formed.
Chemists are often concerned about the optimal yield of manufacturing certain chemicals. One way to
predict the amount of chemical produced, chemists use percent yield of that particular chemical using the
following formula:

Actual weight product in gram

Percent yield = Theoretical weight of the same product in gram × 100

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Pre-lab Questions
1. Why we have to grind calcium chloride before starting the experiment?
2. What's the benefit of adding sodium hydroxide and sulfuric acid?
3. What would be the effect on the yield if your filter paper were not completely dry?

Table 4.1: Chemicals and Supplies

Chemicals Supplies
Sodium carbonate Na2CO3 Funnel
Calcium chloride CaCl2 Disposable plate (1)
Distilled Water 25.0 mL volumetric flask (2)
0.1 M NaOH (Prepared by TA) 25 mL graduated cylinder (1)
0.1 M H2SO4 (Prepared by TA) Filter paper (1)
Small test tubes (2)
100ml beaker (2)
Erlenmeyer flask (1)

Procedure

Note: show your calculations to your instructor before you start the work. Any mistake the group
will be responsible for ignoring consultation.

1. Measure the mass of 0.210 M of calcium chloride (M.wt from the bottle label) dissolves in 25.0 mL
volumetric flask.

2. Add a reasonable amount of water with a gentle shaking to the volumetric and when all the salt
dissolve add more water until it reach to the mark. (You may need to use the dropper for adding few
drops to the mark).

3. Transfer the solution from the volumetric flask to a labeled beaker (#1).

4. Measure the mass of 0.336 M of sodium carbonate (M.wt from the bottle label) and dissolve it in 25.0
mL volumetric flask and repeat step 2.

5. Transfer the solution in step 3 from the volumetric flask to another labeled beaker (#2).

6. Combine calcium chloride solution and sodium carbonate solutions by adding the solution in beaker
#1 to beaker #2. A white precipitate should be formed. You may need to wait several minutes for the
precipitate to coagulate sufficiently to filter well.

7. Measure the mass of a clean piece of filter paper and write the mass of the filter paper, the group
names, and trial number #1 on the edge of the filter paper using pencil.

8. Fold the filter into quarters and put it into the funnel. Wet the filter with distilled water, and let it drain.

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9. Set the filtration apparatus, Fig 4.1.

10. Pour the white mixture you get from step 7 through the filter paper.
The filter will stop the calcium carbonate and any extra water,
dissolved sodium chloride, and excess reactants will pass through the
filter and collected as a filtrate in the beaker, Fig 4.1.

11. Save the first filtrate that you collect in the Erlenmeyer flask. Rinse
your beaker out with distilled water to make sure all of the calcium
carbonate is washed into the filter.

12. Rinse the filter itself with a small amount of distilled water to remove
any sodium chloride from the filter.

13. Store your filter paper on a disposable plat and allow it to “air-dry”
over the weekend.

14. Divide the filtrate in the Erlenmeyer flask into two portions in small-size test tubes.

15. Treat one portion with a few milliliters of sodium hydroxide and record any observation.

16. Treat the second portion with a few milliliters of sulfuric and record any observation.

17. Clean your mess.

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Report Sheet of Exp. 4: (Attach any extra paper to this sheet)

Group Names:

Part A: Fill the following table

Table 4.2: Collecting Data

Mass of CaCl2 Mass of Na2CO3 Theoretical Mass of CaCO3 Actual Mass of CaCO3

Part B: Do the following calculations:

1. Calculate the theoretical weight of CaCO3. Show your calculation steps

2. Calculate the % yield of CaCO3.
3. Find the % error using the formula below:

Part C: Answer the following

1. Which substance is the limited reactant and which one was in excess?
2. Discuss your %error.

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Experiment 5: Reaction in Aqueous Solutions

Objectives

1. Determine the species present in aqueous solutions of compounds using the solubility rules.
2. Predict the type of the reaction that will occur when two aqueous solutions are mixed.
3. Write the chemical equation, the ionic equation, and the net ionic equation for reactions taking place
between aqueous solutions.

Introduction

One of the most important characteristics of water is its ability to dissolve many compounds. Solutions in
which water is the solvent are called aqueous solutions. Many important reactions take place in aqueous
solutions. In fact, many of the reactions that take place throughout your body (from your organs down to
individual cells) are aqueous reactions. Understanding the most common aqueous reactions and how to
correctly write them is one of the most important skills you should master in Chemistry. One must ask the
question: what observations indicate that a chemical reaction has occurred? Some indications include: the
formation of an insoluble solid (precipitate), or color change, the evolution of a gas, or a temperature
change. In this experiment, you will predict what happen when two aqueous solutions are mixed, and then
test your prediction in laboratory.
In metathesis or double displacement reactions, cations and anions exchange partners as in the following
generic reaction:
AX + BY AY + BX
There are three types of metathesis reactions - precipitation reactions, gas-forming reactions, and
neutralization reactions. The forth reaction that you will perform is totally different because it is a type of
an electron transfer reaction. Students must be familiar with the solubility rules and be able to use then
efficiently.

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Table 5.1: Solubility Guidelines for Common Ionic Compounds in Water

Soluble Ionic Compounds Important Exceptions
Compounds containing
NO3- None
-
CH3COO None
Cl- Compounds of Ag+, Hg22+, and Pb2+
Br- Compounds of Ag+, Hg22+, and Pb2+
-
I Compounds of Ag+, Hg22+, and Pb2+
SO42- Compounds of Sr2+, Hg22+, Pb2+and Ba2+
Insoluble Ionic Compounds Important Exceptions
Compounds containing
S2- Compounds of NH4+, the alkali metal cations,
and Ca2+, Sr2+, and Ba2+
2-
CO3 Compounds of NH4+, and the alkali metal
cations.
3-
PO4 Compounds of NH4+, and the alkali metal
cations.
-
OH Compounds of NH4+, the alkali metal cations,
and Ca2+, Sr2+, and Ba2+

Pre-lab questions

1. Write the molecular equation, ionic equation, and net ionic equation for the following reactions:
a. Sodium chloride and ammonium nitrate.
b. Sodium sulfate and silver nitrate.
2. Write the precipitation reaction equations in (part I) from the procedure and predict your observation.

Table 5.2: Chemical and Supplies

*Chemicals Supplies
0.1 M Na2SO4 Well plate (1)
0.1 M NaOH droppers
0.1 M Na2CO3
Cu wire
Conc. HNO3
Solid Mg(OH)2
2 M HCl
0.1 M AgNO3
Solid CaCO3
(ph-ph) indicator
0.1 M NH4NO3

*Note: All solutions in this experiment should be prepared by TA

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Procedure
Part I: Precipitation Reactions, Fig 5.1.

1. Using the well plate, add 10 drops of Na2SO4 to cell A1

2. Add 10 drops of NaOH to cell B1.

3. Add 10 drops of Na2CO3 to cell C1.

4. To the first column (#1), add 10 drops of 0.1 M AgNO3 and record your observation.

Part II: Gas-Formation Reaction, Fig 5.2

1. Using a new clean cell, add few grams of CaCO3 to cell A2.

2. Add 1 mL of water to step 1 and make sure all the CaCO3 is dissolved.

3. Add 15 drops of 2 M HCl to the cell A2 and record your observation.

Part III: Neutralization Reaction, Fig 5.3

1. In another clean cell, add few grams of Mg(OH)2 to cell A3.

2. Add 1 mL of water to step 1 and make sure all the Mg(OH)2 is dissolved.

3. Add 1-2 drops of phenolphthalein indicator to cell A3 and record your observation.

4. Add 15 drops of 2 M HCl to the cell A3 and record your observation.

Part IV: Oxidation-Reduction Reaction, Fig 5.4

Note: this reaction must be performed inside the hood and you should wear mask.

1. Put a small piece of copper wire in A4 cell.

2. Add 15 drops of concentrated HNO3 to A4 cell.

3. Record your observation.

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Report Sheet of Exp. 5: (Attach any extra paper to this sheet)

Group Names:

Part A: Collecting Data

Table 5.3: Recording the Reaction Observations
Part I: Precipitation reactions

AgNO3
Na2SO4
NaOH
Na2CO3
Part II: Gas formation reaction

HCl
CaCO3
Part III: Neutralization reaction

HCl
Mg(OH)2
Part IV: Oxidation-reduction reaction

HNO3
Cu

Part B: Write a balanced chemical equation for each reaction you did in each part (except Part IV) and
indicate the state of both reactants and products.

Part C: Write a balanced net ionic equation for each of the following aqueous metathesis reactions. (Be
sure to include all states for reactants and products). Then classify each reaction as a neutralization,
precipitation, or gas-forming reaction:
a) Chromic acid and cesium hydroxide Classification: ------------------------------
b) Sulfuric acid and sodium carbonate Classification: ------------------------------
c) Cadmium chloride and sodium sulfide Classification: ------------------------------

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Experiment 6: Making a Solubility Curve

Objectives

1. Examine the effect of temperature on the solubility of different salts

2. Study the effect of some factors that enhance the solubility.
3. Be able to identify and understand the key terms: solubility, solute, solvent, solvation, saturated,
unsaturated and supersaturated solutions

Introduction

Solutions are homogeneous mixtures of solvents (the larger volume of the mixture) and solutes (the
smaller volume of the mixture). For example, a hot chocolate is a solution, in which the solute (the
chocolate powder) is dissolved in the solvent (the milk or water). The solute and solvent can be either a
solid, liquid or a gas. A solution forms when the attractive forces between the solute and the solvent are
similar. For example, the ionic or polar solute, NaCl, dissolves in water, a polar solvent. The phase “like
dissolves like” has often been used to explain this.

As the water molecules collide with the ionic compound (NaCl), the charged ends of the water molecule
become attracted to the positive sodium ions and negative chloride ions. The water molecules surround
the ions and the ions move into solution. This process of attraction between the water molecules (the
solvent) and the ionic compound (NaCl, the solute) is called solvation. Solvation continues until the entire
crystal has dissolved and all ions are distributed throughout the solvent.

Some solutions form quickly and others form slowly. The rate depends upon several factors, such as, the
size of solute, stirring, or heating. When making hot chocolate, we stir chocolate powder into hot milk or
water. When a solution holds a maximum amount of solute at a certain temperature, it is said to be
saturated. If we add too much chocolate powder to the hot milk, the excess solute will settle on the bottom

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of the container. Generally, the chocolate powder dissolves better in hot milk than cold milk. Thus, heating
the solution can increase the amount of solute that dissolves. Most solids are more soluble in water
(solvents) at higher temperatures.

Solubility is the quantity of solute that dissolves in a given amount of solvent. The solubility of a solute
depends on the nature of the solute and solvent, the amount of solute, the temperature and pressure (for a
gas) of the solvent. Solubility is expressed as the quantity of solute per 100 g of solvent at a specific
temperature.

Pre-lab question

a. Does the solubility of all ionic solids increase as the temperature increases?
b. Give an example of a salt that is less soluble when the temperature increases.
c. Why is a mixture of ice and water used to make the freezing ice-water bath?
d. Define the following: saturated, unsaturated and super-saturated solutions?

Table 6.1: Chemicals and supplies

Chemicals Supplies
Sodium chloride, NaCl 100 mL Beaker (3)
Potassium chloride, KCl 50 mL graduated cylinder
Ammonium chloride, NH4Cl Thermometer
Calcium chloride, CaCl2 funnel
Stirring rod
Ice water bath

Procedure

1 Using a graduated cylinder, measure 50 mL of distilled water and pour it into a 100 mL beaker.

2 Add a piece of ice cube to step 1.

3 Use the stirring rod to stir the ice-water mixture for 1 minute. Insert the thermometer in the beaker to
measure the temperature of the mixture. Your temperature reading on the thermometer should reach
0.0 ˚C. Add more ice if all the ice melt before the temperature reading reaches to 0.0 ˚C.

Note: Do not use the thermometer to stir the mixture.

4 Remove the thermometer and the stirring rod from the ice-water mixture and place the watch glass
over the beaker. Pour the cold water (without ice) back into the 50 mL graduated cylinder to fill it up
to the mark. Once done, pour the content into the second 100 mL beaker provided to you.

5 Place the second 100 mL beaker with its content in a pan containing ice cubes. Surround your beaker
with additional ice.

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6 Insert the thermometer into this second beaker to get a temperature reading

7 Measure 2.0 g of the solute using a clean beaker and add it to the water in the beaker exist in your pan.
Stir the mixture until the solid is dissolved.

8 Repeat step 7 until no more dissolution is observed. Make sure to keep track of the total mass of the
solute added to the water and record the total amount in table 6.2.

Note: Your solution is considered saturated if some of the solute remains on the bottom of the
beaker.

9 Remove the beaker from the ice-water bath (when your solution is saturated) and carefully dry the
outside of the beaker with a tissue. Place the beaker on a flame source and make sure to provide a
gentle heat.

10 Insert the thermometer in the second beaker to get a temperature reading of 20˚C.

11 Remove and replace the fire source accordingly to maintain a constant temperature of 20˚C.

12 When the undissolved solid from the saturated solution dissolves, add another 2.0 g of the solute to
the water. Stir until the salt dissolves.

13 Continue adding 2.0 g increments of the solute until no more solid is able to dissolve in the water.
Make sure to keep track of the total mass of the solute added to the water and record the total amount
in table 6.2. The solution is saturated again when excess solid is observed in the bottom of the beaker.

14 Repeat steps 10 -13 at temperature readings of 40˚C, 60 ˚C and 80˚C.

15 Remove the beaker from the fire source and gently set it on the lab bench to cool.

Caution: be careful, the beaker is hot.

16 Clean up your mess.

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Report Sheet of Exp. 6: (Attach any extra paper to this sheet)

Group Names:

Part A: Fill the following tables

Table 6.2: The Salt assign to the group

Mass of solute ( ) added to make a
Temperature (˚C)
saturated solution (g)/50 mL H2O
0.0
20.0
40.0
60.0
80.0

Part B: Answer the following:

1. Plot a graph, using graph papers, of the mass/50 mL of the solute dissolved (Y-axis) versus
temperature (X-axis). Draw a best-fit smooth curve through the data points table 6.2.

2. You must discuss the behavior of the salt towards the temperature base on your graph. In another word, How
the heat affect the solubility of your salt?

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Experiment 7: Freezing Point Depression and Molar Mass

Objectives

1. Determine and compare freezing points of a pure solvent and a solution.

2. Use freezing point depression to determine the molar mass of an unknown substance
3. Explore colligative properties of solutions.

Introduction

When a solute is dissolved in a solvent, the solution properties change from those of the pure solvent.
Relative to the pure solvent, the solution has a lower vapor pressure and freezing point, and a higher
boiling point. These effects are called colligative properties of the solution because they are linked
together by a common feature; they all depend primarily on the ratio of the number of solute particles to
the number of solvent particles. The size of the particles whether they are molecules or ions makes little
difference.

The freezing point depression has several important uses. It allows us to compare the freezing-point
depression of a known and unknown substance in the same solvent in order to determine the molar mass
of the unknown. This type of comparison is called cryoscopy (cryo-comes from the Greek word meaning
"icy" or "cold").

Cryoscopy is used in clinical laboratories to measure the total concentration of solute in the urine, making
use of the fact that the freezing point depression is proportional to the total concentration of all dissolved
particles. The urine that is initially formed within the kidney has a much lower concentration of solute
than the urine that leaves the kidney. This is because the kidney functions as a filter where it excretes
water in the urine as the fluid passes through the kidney tubules. The kidney's ability to produce
concentrated urine is one of its most important functions, and when the renal tubes are damaged, the ability
to produce concentrated urine is thus lost. Therefore, it's of no surprise that cryoscopy measurement of
the solute content in the urine is used to predict kidney function.

The freezing-point depression

The equation that describes the freezing point depression is: ∆T = i . Kf . m

Where ∆T is the freezing-point depression (∆T = T˚f - Tf where T˚f is the freezing point of the pure solvent,
Tf is the freezing point of the solution). Freezing point depression is directly proportion to the
concentration of particles in the solution, which is expressed in molality (m). The proportionality constant,
Kf is called molal freezing point depression constant. By using the molar mass of a known solute, we can
determine Kf for a particular solvent. The van't Hoff factor or i is used to indicate the number of ions
present. The molality (and molar mass) of an unknown compound can be determined by measuring the
freezing-point depression of a solution of the unknown in the same solvent.

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Note that the phrase particle molality is used for the molality of ionic solute, such as NaCl. If the solute
does not dissociate into two or more particles, the particle molality equals the molality of the solute. The
distinction between particle molality and solute molality is important to keep in mind when dealing with
aqueous solution.

Pre-lab Questions

1. If you were asked to choose a solvent for this experiment from the list below, which would you
choose? Justify your answer.
● Carbon tetrachloride Kf= 29.8 ˚C/m
● Chloroform Kf= 4.90 ˚C/m
● Ethanol Kf= 1.99 ˚C/m
● Naphthalene Kf= 6.80 ˚C/m
2. Why do we use molality rather than molarity as our concentration unit for this experiment
3. What are the steps you need to do to determine the molar mass of an unknown solute?
4. What is the Van't Hoff factor for glycerol molecule?
5. Use the molality equation along with the freezing-point depression equation to derive an expression
for calculating the molar mass of a solute

Table 7.1: Chemicals and supplies

Chemicals Supplies
Pure water 400 mL beaker (1)
Glycerol Test tubes (3)+Rack
Chemical NaCl 50 mL beaker (2)
Ice cubes 10 mL Graduated cylinder (1)
NaCl (food Salt) for ice-water-bath 50 mL Graduated cylinder (1)
Stirring rod
Modeling clay
Thermometer

Procedure:

1. Place an empty 50 mL beaker on the scale and tare the scale.

2. Weigh 2.0 g of sodium chloride until you have obtained the correct amount of NaCl, and set the beaker
aside.

3. Assemble the freezing point apparatus by getting a 400 mL beaker and fill half of it with ice. Then,
pour a few amount of sodium chloride (not the 2 g you weighed out in Step 2) inside the 400 mL
beaker and mixing it thoroughly.

4. Place the thermometer in the ice bath and monitor the temperature. The ice bath is ready when the
temperature drops to approximately - 8 °C.

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5. While you wait for the temperature to drop, label the test tubes 1 – 3.

6. Use a 50 mL graduated cylinder to measure and pour 10 mL of pure water into test tube 1.

7. After the temperature in the ice bath has reached -10 °C, remove the thermometer from the beaker and
rinse it with distilled water.

8. Take the modeling clay and mold it around the top of test tube 1 to
create a closed system. Leave an opening for the thermometer. Place
the thermometer in the opening and seal the clay around it, making
sure that the thermometer is positioned in the water but not touching
the bottom of the test tube.

9. Place the test tube in the ice bath, and record the freezing point for
the water.

Note: You will know that the water has hit its freezing point
when small ice crystals begin forming in the solution. Record
this value in Table 7.2.

10. Next, use the 10 mL graduated cylinder to measure and pour 5 mL

of glycerol into another clean 50 mL beaker.

11. Use the 50 mL graduated cylinder to measure and pour 10.0 mL of distilled water into the beaker in
step 10 to dilute the glycerol. Gently stir the solution with the stir rod.

12. Pour the solution in step 11 into test tube 2.

13. Remove the clay/thermometer from test tube 1 and remold it on test tube 2. Place test tube 2 in the ice
bath, and record the freezing point in Table 7.2.

14. Measure 10 mL of distilled water and add it to the 2.0 grams you measured in step 2 and stir the
solution to ensure an even distribution.

15. Pour the solution in step 14 into test tube 3.

16. Repeat Step 13 to determine the freezing point of the NaCl solution.

17. Clean your mess.

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Report Sheet of Exp. 7: (Attach any extra paper to this sheet)

Group Names:

Part A: Collecting Data:

Table 7.2: Collecting data

Freezing Van't Hoff Experimental Theoretical
Solution Information Needed
point, Tf (˚C) factor, i Molar mass molar mass

Density of water =
H2O ---------- ---------- ----------
1.00g/mL

Density of Glycerol =
Glycerol 1
1.26g/cm3

Kf of water = 1.86
NaCl 2
˚C/m

Part B: Answer the following:

1. Calculate the theoretical molar mass for each solute.

2. Calculate the experimental molar mass of all the solutes using the derived equation from lecture.
3. Find the % Error of each solute.
4. Discuss your % Error result.

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Experiment 8: Enthalpy and Heat Capacity

Objectives

1. Students will be able to define exothermic reaction, endothermic reaction, and the specific heat.
2. Understand the calorimeter principle.

Introduction

This experiment is an introduction to the basic principles of thermochemistry and involves the exchange
of energy as heat. The ideas and concepts involved in thermochemistry are illustrated in your everyday
experiences. For example, on a hot summer day the hood of a car can get hotter than the sidewalk cement
and when cooking, you have probably noticed that a wooden spoon does not heat as fast as metal one.
After completing this experiment, you will better understand the reasons behind these and other thermal
phenomena.
In the first part of this experiment you will construct a simple "coffee-cup" calorimeter. When used
properly, this calorimeter can give very good results. In the next part of the experiment you will measure
the specific heat of a calorimeter. In the third part of the experiment, you will determine the enthalpies,
ΔHrxn, of exothermic reactions. You will be exploring the factors that cause a reaction to occur.
In order to make sense of your observations for the third part of the experiment you will need to consider
an additional concept. In an exothermic reaction, the reaction releases heat, implying that the products are
of lower energy than the reactants (ΔHrxn is negative). However, in an endothermic reaction heat is
absorbed, indicating that the products are higher in energy (ΔHrxn is positive).
All parts of this experiment require the use of a calorimeter. In the first part of this experiment, you will
construct an inexpensive but effective coffee-cup calorimeter. Before you can use this calorimeter you
must determine the heat capacity of the calorimeter itself. You will do this by adding a weighed sample
of hot water to a known amount of cold water in the calorimeter and measuring the temperature change.
The amount of energy required changing the temperature of an object or a sample of a substance by one
degree Celsius or Kelvin is called that object's heat capacity.
When two substances having different temperatures come into contact, energy in the form of heat is
exchanged between them until they reach a common temperature. If they are insulated from their
surroundings, the amount of heat lost from the hotter substance equals the heat gained by the colder one.
The heat lost or gained is related to the mass, the specific heat of the substance, and the temperature
change. This relationship is expressed as:
q = m * Csp * ΔT

Pre-lab questions
1. In this experiment, why we used two cups of coffee instead of one cup?
2. What makes the temperature reading using the thermometer fluctuate up and down?
3. Calculate the number moles of sodium hydroxide used in part II.

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Table 8.1: Chemicals and supplies

Chemicals Supplies
NaOH (1) Styrofoam cups with a box
Distilled Water Boiled water bath (prepared by TA)
400 mL Beaker (1)
100mL Beaker (2)
50 mL graduated cylinder (1)
Stand and clamp

Procedure
Part I: Determining the Heat Capacity of the Calorimeter

1. Place the coffee-cup (your calorimeter) on the scale and record its
mass, this will represent the mass of the calorimeter (mass
calorimeter), and calibrate the balance to zero mass. This is called
"tarring" the container.

2. Pour distilled water into the cup in step 1 until the scale reads 70
grams. We will refer to this mass as the "mass of the cool water",
m cool water.

3. Place the cup back into the calorimeter box as in the right figure
and cover the cup by covering the whole box then insert a thermometer through the hole as in the
figure below.

4. Make sure the thermometer bulb is covered with water but is not touching the bottom of the cup.

5. Measure and record the temperature of the water in the calorimeter cup. We will refer to this
temperature as the initial temperature of the cool water, Ti cool water.

6. Place 100 ml beaker on the scale and tare it then put 30 ml of distilled water in the 100
ml beaker and record the mass of the water. We will refer to this mass as the "mass of
hot water, m hot water.

7. Place the 100ml beaker in the boiling water bath for 20 minutes in order for the
temperature of water in the 100 ml beaker to equilibrate to the temperature of the
boiling water in the water bath.

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8. After 20 minutes, measure and record the temperature of the water in the 100 mL beaker with your
thermometer. We will refer to this temperature as the initial temperature of hot water, Ti hot water.

9. Next quickly but carefully pour the 30 mL hot water into the calorimeter cup.

10. Cover the calorimeter with its lid, then adjust the thermometer's height so that it is not touching the
bottom or sides of the calorimeter yet the water is covering the thermometer bulb.

11. Gently swirl the water in the calorimeter until the highest temperature is reached. This is the
equilibrium temperature. Watch the thermometer closely as it rises. Sometimes it will rise, fall, and
rise again due to the initial uneven distribution of heat within the calorimeter. We will refer to this
temperature as the final temperature, Tf.

Part II: Calculating the Enthalpy of an Exothermic Reaction

1. Repeat step 1 in part I

2. Weight out about 25 grams distilled water into the calorimeter and record the mass of the water.

3. Repeat step 3 – 4 in part I

4. Measure and record the temperature of the water in the calorimeter. This is the initial temperature of
the water, Ti water and calorimeter Ti calorimeter.

5. Tare a clean, dry 100 mL beaker and measure and record the mass of 5 grams of sodium hydroxide.

6. Next, remove the thermometer from the calorimeter box. Carefully, add sodium hydroxide to the
calorimeter and cover it again with its lid. Be careful that none of the sodium hydroxide or water spills
out of the calorimeter.

7. Replace the thermometer through the hole on the calorimeter box. Adjust the thermometer's height so
that it is not touching the bottom or sides of the calorimeter yet the water is covering the thermometer
bulb.

8. Gently swirl the water in the calorimeter until the sodium hydroxide is dissolved.

9. Watch the thermometer closely. Stirring the solution in the calorimeter achieves a uniform temperature
throughout the calorimeter. Monitor the temperature and record the highest temperature attained. This
is the final temperature, Tf.

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Report Sheet of Exp. 8: (Attach any extra paper to this sheet)

Group Names:

Part A: Fill the table below

Table 8.2: Collecting Data
Part I: Determining the Heat Capacity of the Calorimeter
Mass of cool water
Mass of calorimeter
Mass of hot water
Specific heat of water 4.186 J/g.C˚
Ti cool water
Tf Cal, cool water, hot water
Ti hot water
∆T Cal, cool water =Tf-Ti (for q cool water)
∆Thot water =Tf-Ti (for q hot water)
Specific heat of calorimeter J/g.C˚
Part II: Calculating the Enthalpy of an Exothermic Reaction
Mass of water and NaOH
Ti solution
Tf solution
∆T solution =Tf-Ti
∆H = q rxn KJ/mole NaOH

Part B: Do the following calculations

For Part I:
1. Calculate the heat gained by the calorimeter, q calorimeter. This can be done by using the equation: - q
hot water =( q cool water+ q calorimeter)
2. Calculate the heat capacity of your calorimeter. Note that the temperature change of the calorimeter is
assumed to be the same as the temperature change of the "cool water" in the calorimeter.

For Part II:

1. Calculate the number of moles of sodium hydroxide dissolved.
2. Calculate the heat gained by the chemical system of sodium hydroxide, q rxn using the equation: -
q rxn = q solution and ∆Hrxn = q rxn
3. Calculate the enthalpy of the reaction for each mole of sodium hydroxide in unites of Joule/mole.

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Experiment 9: Hess's Law

Objective

1. Understand Hess's law definition.

2. Given the heat capacity of calorimeter system, the mole of the reactant participating in the reaction,
and the temperature change for the reaction, students should be able to find the values for q and ∆H
of the reaction.

Introduction

Energy changes due to the change in the state of the system are associated with chemical processes. A
system is that region of the universe under consideration. Surroundings are everything other than the
system.
Calorimetry is a tool used to measure the heat that is generated or consumed by a substance during a
chemical reaction or a physical change. When heat is absorbed, the reaction is endothermic and when heat
is generated, the reaction is exothermic. Most reactions involve some amount of heat transfer. Therefore,
calorimetry has industrial applications in pharmaceutical, chemical, and other biological fields.

Students in the lab will be using a Styrofoam calorimeter due to its ability to minimize the heat exchange
with the outside environment and its reliable insulation. The heat capacity (C) of a calorimeter is the
amount of heat required to raise the temperature of a calorimeter by one degree Celsius. If we assume that
our calorimeter is perfectly insulated. Heat, we assume, will not flow through the walls of the calorimeter.
This assumption allows us to restrict the extent of the surroundings. Because heat cannot flow out of or
into the calorimeter, we can define the surrounding as the complete calorimeter system; this includes the
cups, thermometer, and water that made up the solutions that were mixed together.
Systems include any other substances that are contained in the calorimeter. This definition of a system
includes substances that dissolve in the water, such as the reactants, and products of a chemical reaction.
It also includes water produced in the reaction.
Hess's Law: If a reaction is carried out in a series of steps, ∆H for the reaction is equal to the sum of the
enthalpy changes for the individual steps.

The overall enthalpy change for the process is independent of the number of steps or the particular nature
of the path by which the reaction is carried out. Thus, we can use information tabulated for a relatively
small number of reactions to calculate ∆H for a large number of different reactions.
In this experiment, you will measure the enthalpy change for three reactions. The enthalpy change, ∆H,
under the lab conditions is equal to the amount of heat lost or gained during the reactions. The First Law
of Thermodynamics states that the amount of energy in the universe is constant. If the amount of work
done in a process is zero or can be neglected the only form of energy is heat. Thus, the amount of heat in
the universe cannot increase or decrease due to the reactions that we performed. One way of saying this
mathematically is that the heat lost (or gained) by the system plus the heat lost (or gained) by the
surrounding is equal to zero.

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q(system) + q(surroundings) = 0 ------------------------------------ equation 1

By convention, heat that is gained is positive and heat that is lost is negative. The equation can be
rearranged to give:
q(system) = - q(surroundings) ------------------------------------ equation 2
The heat lost (or gained) by the system is equal to the enthalpy change of our process, ∆H. All we need
to do is to find the heat lost (or gained) by the surroundings and change the sign. This will be done by
multiplying the heat capacity, (c), of the surrounding by the temperature change.
q(surroundings) = m c ∆T ---------------------------- equation 3
If we know that the heat capacity of the entire calorimeter system (this includes the cup and the solvent
water), we can easily calculate the heat lost (or gained) by the system, q(system), by measuring the
temperature increase of the calorimeter and water.
q(system) = - m c ∆T ----------------------------- equation 4

Pre-lab question

1. What is the purpose of this experiment?

2. Using the enthalpy changes given below, calculate the enthalpy change for the following equation:
N2 (g) + 2 O2 (g) → 2 NO2 (g)

Using the following equations:

a. 2 NO (g) → N2 (g) + O2 (g) ∆H = -180.0 kJ
b. NO2 (g) → NO (g) + 1/2 O2 (g) ∆H = 112.0 kJ

Table 9.1 Chemicals and Supplies

*Chemicals Supplies
3.0 M HCl Styrofoam coffee cups (2)
3.0 M NaOH Thermometer
3.0 M NH3 50 mL Graduated cylinder
3.0 M NH4Cl Stirring rod
*Note: these solutions should be prepared by the TA.

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Procedure
1 Set up your calorimeter as you did in the previous experiment, see the figures on page 42.

2 Take the Styrofoam cup from the calorimeter box, place it on the balance, record its mass and this will
represent the mass of the calorimeter (mass calorimeter).

3 Using a graduated cylinder measure 50.0 mL of 3.0 M HCl.

4 Pour the measured solution in step 3 into your Styrofoam cup, then cover the box and insert a
thermometer through the hole in the center of the box.

5 Measure the temperature of the solution in the Styrofoam cup and record this temperature as the initial
temperature for the solution, Ti.

6 Rinse the graduated cylinder and measure 50.0 mL of 3.0 M NaOH.

7 Add NaOH solution to the calorimeter cup that contains HCl in step 5.

8 Immediately, cover the box and begin swirling the cup until the thermometer reading stabilized.

9 Read and record the temperature as the final temperature for the solution, Tf.

Note: do not stir the cup with the thermometer.

10 Weigh and record the mass of the calorimeter cup with its contents (100 mL solution).

11 Clean your calorimeter and repeat the steps 3-10 for the following reactions:

Rxn.2: 50.0 mL of 3 M HCl, 50.0 mL of 3.0 M NH3.

Rxn.3: 50.0 mL of 3 M NH4Cl, 50.0 mL of 3.0 M NaOH

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Report Sheet of Exp. 9: (Attach any extra paper to this sheet)

Part A: Fill the following table

Table 9.2: Collecting Data

NaOH- HCl NH3-HCl NH4Cl-NaOH

Mass of calorimeter cup

Mass of the calorimeter cup and 100 mL solution

Initial temperature of solution in calorimeter. Ti (˚C)

Final temperature of solution in calorimeter. Tf (˚C)

∆T (Tf-Ti)

Heat evolved or absorbed by reaction (KJ/mole) ∆H1= ∆H2= ∆H3=

Part B: Answer the following:

1. Find the mole of any of the reactant.

2. Calculate the ∆H in units of KJ/mole for each reaction. Use 4.186 J/g.C˚ for the heat capacity of
solution and the equation: q(rxn) = - q(solution)
1. Compare the sum ∆H of rxn 2 and 3 with ∆H of rxn 1. What do you conclude?

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Experiment 10: Ideal Gas Law

Objective

Understand the application of ideal gas law

Introduction

Hydrogen peroxide (H2O2) is a common household item used to clean minor cuts. It decomposes and
forms a gas that is impossible to detect by smell. The bottle of H2O2 you purchase from any store
contains % H2O2. The H2O2 slowly decomposes over time to form water and oxygen gas. Oxygen gas is
not easily detected when inhaled. Ideal gas law, however, with the use of yeast as a catalyst can help in
detecting the amount of oxygen gas decomposed.

Measuring the weight of any gas is difficult. Laws such as the ideal gas law can be used to relate the
number of moles to measurements such as mass, volume, pressure, etc.

Since H2O2 forms oxygen gas when decomposed, ideal gas law can be used to check the H2O2% available
in the H2O2 commercial product. To calculate the percent H2O2, a small sample of the commercial bottle
H2O2 is taken to decompose through the use of a catalyst.

2 H2O2 Catalyst 2 H2O + O2

Yeast, containing the enzyme catalase, will get activated in warm water. The activated yeast will then be
added to a known amount of H2O2 in an Erlenmeyer flask. The flask is quickly sealed so that the O2 gas
formed is collected in the graduated cylinder. After measuring the total volume of gas, the temperature
and the atmospheric pressure (will be given to you), the ideal gas law can then be utilized to calculate how
many moles of O2 gas is formed.
PV
n= ----------------- Ideal gas law
𝑅𝑇
Percent yield H2O2 can now be found. To do this, divide (n), the actual number of moles you calculated,
by the theoretical moles of O2 multiplied by 100%.
Actual moles of O2 (n)
% H2O2 = Theoretical moles f O2 × 100
This value can now be compared to the% H2O2 shown on the label of the commercial bottle to see if any
decomposition has occurred.

Pre-lab Questions
1.0 mol of H2 gas at 22 °C and 748 Torr is trapped in an expandable/compressible container.
Use the ideal gas law to calculate the volume of the container?

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Table 10.1 Chemicals and Supplies

Chemicals Supplies
Yeast Flexible tubing (1) Erlenmeyer flask (1)
3% H2O2 10 ml graduated cylinders (1) Thermometer (1)
Tap H2O 50 mL graduated cylinders (1) Stopper with hole (1)
*Warm solution of the yeast 600 mL Beaker (1) Burette clamp and stand (1)
Rigid plastic tubing (1)
*Note: the yeast solution should be prepared by the TA.

Procedure

1. Set up your apparatus as in Fig 11.1. (Insert the smaller

rigid tubing into one end of the larger, flexible tubing.
Insert the free end of the rigid tubing securely into the
rubber stopper hole).

2. Bend the free end of the flexible tubing into a U shape,

and use the rubber band to hold this shape in place. This
will allow you to more easily insert this end of the
flexible tubing into the inverted graduated cylinder.

Note: Make sure the tubing is not pinched and the gas
can flow freely through it.

3. Fill the 600 ml beaker with 400 ml tap water.

4. Fill the 50 ml graduated cylinder with tap water slightly over the 50 ml mark.

5. Cover the opening of the graduated cylinder with three or four of your fingers and quickly turn it
upside down into the 600 ml beaker already containing the 400 ml of water. Do not remove your
fingers from the opening until the graduated cylinder is fully submerged under the water. If the amount
of trapped air exceeds 10 ml, refill the cylinder and try again.

6. Attach the burette clamp to the stand to secure the graduated cylinder to the burette clamp.

7. Insert the U shaped side of the flexible tubing into the beaker, and carefully snake it into the submerged
opening of the graduated cylinder. You want as little air as possible to be in the graduated cylinder.

8. While the cylinder is vertical, record the volume of air inside (the line at which the water reaches in
the cylinder) in table 10.2.

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9. Measure the temperature of the water in the 600 ml beaker, and record it in table 10.2.

Hint: Assume the lab pressure is 1.00 atm.

10. Use a 10 ml graduated cylinder to measure 3.0 ml of H2O2. Pour the measured H2O2 into the
Erlenmeyer flask, and place the stopper with stopper tube over the top. Then rinse your cylinder and
put it aside.

11. Using the pipette, measure out 3.0 ml of the warm yeast solution that’s prepared by the TA into the
rinsed 10 ml graduated cylinder.

12. Quickly pour the 3.0 ml of yeast solution into the Erlenmeyer flask. Immediately place the stopper
securely in the opening of the Erlenmeyer flask by twisting it down into the flask gently.

13. Swirl the Erlenmeyer flask to mix the two solutions together.

14. You will begin to see bubbles coming up into the 50 ml graduated cylinder.

Hint: if gas bubbles are not immediately visible, make sure the stopper is on tight enough and
the tubing is not leaking. You will need to start over after correcting any problem.

15. Continue to swirl the Erlenmeyer flask and let the reaction run until no more bubbles form to ensure
the reaction has gone to completion. This should take approximately 3-6 min.

Hint: Catalase enzyme works best around the temperature of the human body (37˚C). You can
speed the reaction up by covering the Erlenmeyer flask with your hands.

16. Record the time when the reaction is finished in table 10.2 of the data section, along with the final
volume of air. Remember to read it at eye-level and measure from the bottom of the meniscus.

17. Pour all other liquids down the drain and take apart your apparatus when you finish your experiment

18. Clean your mess.

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Report Sheet of Exp. 10: (Attach any extra paper to this sheet)

Group Names:

Part A: Fill the table below:

Table 10.2: Collecting Data

Temperature of Volume of O2 collected
Initial volume Final volume of air
(final volume-Initial
Water of air (ml) after reaction (ml)
volume)

Part B: Do the following Calculations:

1. Convert the temperature of the water from ˚C to Kelvin (K). Use the equation K= ˚C + 273.
2. Convert the volume of oxygen from ml to liter (L).
3. Rearrange the ideal gas law to solve for n. and be sure the units cancel so that you end up with
only the moles of O2 left which is going to represent the actual number of moles of O2.
4. Calculate the theoretical number of moles of O2. Note: the density of H2O2 is 1.02 g/mL.
5. Find the %yield of H2O2 using the equation below and compare it to the % H2O2 shown on the
label of the commercial bottle to see if any decomposition has occurred
Actual moles of O2 (n)
% H2O2 = Theoretical moles f O2 × 100

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Experiment 11: Hydrolysis of Starch a Polysaccharide

Objective

To experience the enzyme-catalyzed and acid-catalyzed hydrolysis of polysaccharides

Introduction

Starch is a complex carbohydrate of high molecular weight having the composition (C6H10O5)n. It is
known to be composed of glucose units, for this is the sole monosaccharide obtained on complete
hydrolysis of the material by means of hydrochloric acid. Under the influence of certain enzymes
hydrolysis proceeds just as easily as with a mineral acid but not as far. The enzyme diastase, which is
present in malt, brings about hydrolysis to maltose. The saliva contains an enzyme, ptyalin, which likewise
converts starch largely into maltose. This disaccharide is susceptible to hydrolysis by hydrochloric acid
and hence cannot be isolated in the reaction of starch with this acid although it undoubtedly is an
intermediate product. It is probable that starch is made up of a series of maltose units linked together by
oxygen bridges by a process akin to a polymerization.
Starch occurs in plants in the form of granules and it is not directly soluble in water. When it is boiled
with water the granules swell and the material gradually passes into solution, possibly as the result of a
partial depolymerization
Even soluble starch must consist of fairly large molecules, for the solution is colloidal. This can be shown
clearly by a simple dialysis experiment. If a solution containing both starch and glucose is placed in a
parchment bag and this is left suspended in pure water for some hours, tests will show that glucose has
diffused through the parchment and that the starch has not.
Starch is easily recognized, and at the same time distinguished from the other carbohydrates, by the
characteristic blue color of some product of unknown nature which is formed by reaction with iodine. The
test is very useful in following the progress of a dialysis or-a hydrolysis. In the latter case an intermediate
stage is reached at which a red color is produced with iodine.
At this point the solution contains a certain amount of substances known as dextrin. These are probably
tetra- or penta-saccharides, but their exact nature is unknown; a mixture of such products (" dextrin ") is
used as a mucilage.

Pre-lab questions

1. How does the activity of the enzyme change as its concentration increases?
2. What are some reasons for this change in activity?
3. What’s the difference between starch and cellulose structure?

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Table 11.1: Chemicals and Supplies

Chemicals Supplies
Starch Boiling water bath and Ice-water bath
I2/KI solution 1 small test tube
5 mL Saliva (Volunteer from each group) 100 mL Beaker (2) and 250 mL Beaker
Conc. HCl 10 mL Graduated cylinder
Thermometer and glass rod
Well-plate and dropper
* TA must prepare I2/KI solution by dissolving 1 g of iodine in a solution of 2 g KI in 8 mL of H2O in a
beaker

Procedure
Part A: Solubility Test

1. Measure 100 mL of distilled water and transfer it to a 250 mL beaker and heat to boiling.

2. Prepare colloidal solution of starch by mixing thoroughly 1 gram of starch with 10 mL of distilled
water in a 100 mL beaker until a uniform paste is obtain

3. Transfer the paste with stirring to the beaker in step 1 to make starch solution.

4. Take 1 mL from solution in step 3 and transfer it to a small test tube, cool it using the ice water
bath then add 1 drop of I2/KI solution.

Note: step 4 is a test to make sure that there is no reducing sugars present prior to the reaction.

5. Divide the starch solution from step 3 into two parts. Cool the first part to 40°C and add 5 mL of
saliva, stir it well.

6. Record the time and test for starch at 1 minute intervals by transferring a few drops (≈ 5-10 drops)
of the starch solution from the first part to a small test tube and add 1 drop of I2/KI solution.

Note: observe any change in the appearance of the solution and record the time of noting
such change, this will represent the time of a complete hydrolysis

7. To the second part of the starch solution from step 5, add 1 mL of conc. HCl and heat the solution
using the boiling water bath.

Note: observe any change in the appearance of the solution for every 5 minutes interval and
record the time of noting such change, this will represent the time of a complete hydrolysis.

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Report Sheet-1 of Exp.11: (Attach any extra paper to this sheet)

Group Names:

Part A: Collecting Data

Table 11.2: Hydrolysis of Starch
enzyme catalyzed hydrolysis of starch

Part Condition of hydrolysis Iodine test (positive or negative)

1 Enzymatic (saliva)
Sample Cooling time (min.) Iodine test (positive or negative)
1 2
2 4
3 5
Acid catalyzed hydrolysis of starch

Part Condition of hydrolysis Iodine test (positive or negative)

2 Acidic (HCl)
Sample Heating time (min.) Iodine test (positive or negative)
1 5
2 10
3 15

Part B: Answer the following questions:

1. The hydrolysis of starch was stopped when the iodine test no longer gave a blue color. Does this
mean that the starch solution was completely hydrolyzed to glucose? Explain.

2. Which hydrolysis of the starch is faster? On the basis of this experiment estimate what will happen
to the digestion of a piece of bread (containing starch) when you chew it thoroughly?

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References

 Experiment 1: Measurement and Density Lab, pdf

http://www.lachsa.net/ourpages/auto/2014/9/9/66721020/measure%20and%20density%20LAB.pdf

 Bleil R. (2005). General Chemistry: Laboratory Manual, Dakota State University.

 Evans J. (2013). Chemistry 118 Laboratory, University of Massachusetts, Bosten.

http://alpha.chem.umb.edu/chemistry/ch118/118%20labs/lab1%20limiting%20reagent.pdf

 Reichgott D., O’Brien M. (2013). Chem 1A: Reaction in Aqueous Solution, California State
University Sacramento-CSUS, Department of Chemistry.
http://www.csus.edu/indiv/m/mackj/chem1A/lab/pdfs/Exp_3.pdf

 Esat B. (2010). Fatih University, Department of Chemistry, Istanbul, Turky, Pearson Prentice Hall.
http://home.comcast.net/~douglas225/publish_files/12-11-2007-C-ions-chsslmlt10.pdf

 (2012, Spring). Chemistry 2B: Laboratory Manual CA 95616, University of California-Davis,

Department of Chemistry.

 Matin J., Martin C. (2012). Catalyst: the Pearson Custom Library for Chemistry: Laboratory
Experiments. Pearson Prentice Hall.
www.Pearsoncustom.com/cistom-library/catalyst

 Hussain A. (2009). General Chemistry II: Practice Manual 102. University of Bahrain, Department of
Chemistry

 Dillon S., McMurry F. (2012). Laboratory Manual, Florida State University with contributions
College of Pennsylvania, Pearson Prentice Hall.

 Louis Fieser (1941). Manual for Experiments in Organic Chemistry, 2nd Ed, Harvard University, D.
C. Heath and Company.

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Periodic Table of the Elements

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