Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

ACCESS Campus, EJC Montilla
Tacurong City, Sultan Kudarat

Analytical Chemistry

Name Score: ______________

Course and Yr:
Time Schedule: ______________________________________________

Pre- Lab No. 1

Measurement Error

1. Identify the number of significant figures of each of these measurements and convert in standard
units.

a. 22.03 grams

b. 22.30 grams

c. 0.005 kg

d. 1.005 kg

e. 0.080 cm

f. 100.0 m

g. 3.0 miles

h. 6.010 cm3

i. 0.9 kg/m3

j. 0.500 sec

k. 1.500 sec

l. 6.3 x 103m

m. 6.3 x 105 m

n. 1.70 x 10-4 J

PROBLEM SOLVING:

DIRECTIONS: Solve the following problems. Show your solutions.

1. Convert:
a. 27° C to °F

b. 313.15 K to °F
 c. 0 °F to K

d. 37 °C to K

e. 0 K to °C

2. A cell membrane is 70 angstroms (Å) unit thick. If an angstrom unit is 10-10 m, what is the
membrane thickness in a.) meters, b.) micrometers?

3. The half-life of a radioactive nucleus is 1.5 x 10-8 s. What is this half-life in milliseconds
(ms), microseconds (µs), nanoseconds (ns), picoseconds (ps), and minutes (min)?

4. One cubic centimeter (1.0 cm3) of water has a mass of 1.0 x 10 -3 kg. Determine the mass
of 1.0 m3 of water.

5. A woman in labor is dilated 40 mm. How many inches is this?

 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS Campus, EJC Montilla
Tacurong City, Sultan Kudarat

Name Score: ______________

Course and Yr:
Time Schedule: ______________________________________________

Pre-Lab No. 2
CHEMICAL POTENTIAL ENERGY— YOU ARE WHAT YOU EAT!

What did you eat for breakfast this morning? The food you ate this morning contains
chemical energy that your body needs. Energy in the chemical bonds in food supplies the fuel
your body needs to keep its temperature steady, help your organs function, and move your
muscles. How is energy from food measured? The Calorie is the unit scientists use to measure
the amount of energy contained in foods. High-calorie foods contain a lot of energy. In this
activity, you will compare the energy content of different breakfast cereals and calculate how
much time exercising the energy will support.

Strategy
You will compare the energy content of different packaged breakfast cereals by looking at their
Calorie content.
You will calculate how many hours of activity one serving of cereal provides.

Materials
food labels from various breakfast cereals (4)

Procedure

Figure

1. Look at the Nutrition Facts label on four different breakfast cereals (Figure 1). The number
of Calories contained in one serving of cereal is listed at the top of the Nutrition Facts label.
In Table 1 in the Data and Observations section, record the name of each cereal and the
number of Calories in one serving with milk.
2. Table 2 lists the number of Calories needed to perform different activities for 1 h. From
Table 1, select one of the cereals you examined and calculate the number of hours of each
activity it would take to use the Calories in one serving of cereal. Use the following equation.
 Calories in 1 serving
Hours of activity
of cereal
provided by 1 serving =
_____________________
of cereal
= Calories needed for
Laboratory
1 hour of activity
Activity 2
DATA AND OBSERVATIONS
Table 1
Name of Cereal Number of Calories per Serving (with milk)

Name of cereal from Table 1 chosen to use in Table 2

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Table 2

Questions and Conclusions

1. Based on the number of Calories in each breakfast cereal, which cereal provides the most
energy per serving?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Type of Activity Calories used per Hour Number of hours required

to use the energy in 1 serving
of cereal

Sleeping 56

Standing 112

Walking 210

Running 850
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS Campus, EJC Montilla
Tacurong City, Sultan Kudarat

Name Score: ____________

Course and Yr: Date: _____________
Time Schedule: _________________________________________ Group #: __________

Activity No. 2
MEASUREMENTS IN CHEMISTRY

The metric system of measurement is used in all scientific studies. As a result of a treaty
signed in 1875, metric conventions are established and modified when necessary by international
agreement. From time to time, an international group, the General Conference of Weights and
Measures, meets to ratify improvements in the metric system. The currently approved
International System of Units (Le Système International d’ Unitès, officially abbreviated SI) is
a modernization and simplification of an old system that developed from one proposed by the
French Academy of Science in 1970. Lavoisier was a member of the committee that formulated
the original system.

There is no such thing as exact measure. The reading we get is limited to the accuracy of
our measuring device. An instrument with low accuracy produces less accurate measure and the
instrument with high accuracy produces more accurate measure. Even though how accurate our
instrument is, it always give an uncertain figure. The last digit in the measure is always an
uncertain figure. Uncertainty of measurement depends on the accuracy and the dimension being
measure.

Objective:
To be able to know the use and manipulation of common measuring devices in chemistry

2.Why is the Calorie content different for cereal with milk and for cereal without milk?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Materials:
Thermometer Blocks of woods Iron stand and clamp
Erlenmeyer flask Cork Florence flask
Beaker (250 ml) Digital weighing scale Ruler
Wire gauze Graduated cylinder Platform balance

Procedures and Observations:

1. Measurement of Temperature
 a. Room temperature:

Insert the upper end of the thermometer to a cork and clamp it to the iron
stand. Leave the set up for 15 minutes.

Result:

b. Temperature of Liquids

Dip the lower part of the thermometer in a beaker of water for at least 3
minutes. Do not let the end of the thermometer touch the bottom of the beaker.
Take the reading.

Result:

Boil liquid in a beaker. Dip the thermometer into the boiling liquid for at least
3 minutes then take the reading before removing the thermometer from the
boiling liquid.

Result:
2. Linear Measurements:

Take a ruler and measure the ear of a wooden block in centimeters and in inches.

Result: In centimeters In inches

With your result determine the number of centimeters in 1 inch by dividing

the measurement in centimeters with the measurement in inches.

3. Measurement of Volume of Liquids:

For ordinary purposes, the graduated cylinder is used for measuring

volumes of liquids. For more accurate measurements: burettes, pipettes, and
volumetric flask are used.

With graduated cylinder, measure the volume of water which all your
beakers and flask can hold. In reading the volume, keep the eye on the level of the
lower meniscus of the liquid. Tabulate results.
 Capacity Actual % Error

Beaker

Erlenmeyer
Flask

Volumetric Flask

Computation of % Error

Capacity- Actual Volume X 100

% error =
Capacity

Example: Capacity = 250 ml

Actual volume = 240 ml
*** Actual Volume = volume measured with the graduated cylinder.

% error = 250ml – 240ml x 100

250 ml
= 10 x 100
250

4. Weighing:

In General Chemistry weighing is done on the platform balance that is to

the nearest half gram (rough weighing). Solids maybe weighed on a sheet of paper
counterpoised with a similar of identical sheet; liquid in a beaker or flask
counterpoised with a similar container containing lead shots.
 In weighing, the character of the substance will often determine the nature
of the container in which it is to be weighted. The only substances that may be
placed directly on the balance pans are those of glass, porcelain, and metal, and
those only when cold. If you are in doubt as to the kind of container, ask your
instructor.

The process of weighing on a platform balance is as follows:

Weigh on counterpoise the sheet of paper or empty container. The

substance to be weighed is then placed on the container on the left pan. On the
right pan, place weights until the pointer swings an actual number of spaces on
each side of the middle mark.

Work systematically; trying large weights first, the others in order, down
to the smallest weight to which the balance will respond. Avoid jarring your
balance pan. For units smaller than 10 grams, the rider on the graduated beam
may be employed. Determine the weights of your beakers. Use only three of any
of the following:

50 ml grams

100 ml grams

150 ml grams

250 ml grams

5. Measurement of Density

a.) Liquid
Weigh an empty volumetric flask or any container. Fill the container to its capacity
with liquid then weigh. Compute the density of liquid by dividing the mass of the
liquid in grams with the capacity of the container filled.

Data:

a. Mass of container and liquid: ______________________

b. Mass of empty container : ______________________
c. Mass of liquid : ______________________
d. Capacity of container in 1 ml: ______________________
e. Density : ______________________

Density = Mass of liquid

Capacity of Container

*** Show calculations of density.

b.) Solids

Take a regular shaped wooden block and measure the dimensions of the block
(length, width, height) in centimeter. Determine the volume of the block by
multiplying the length by the width and by the height. Weigh the wooden block in
grams.

Data:

a. Length : ________________
b. Width : ________________
c. Height : ________________
d. Volume = L x W x H : ________________
e. Mass : ________________

Density = Mass
Volume

*** Show calculations of density.

Questions:

1. The most common apparatus used to measure volume of liquids.

2. Instruments used to measure mass.

 3. Instruments used to measure linear measurements.

4. Instruments used to measure density.

Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY
ACCESS Campus, EJC Montilla
Tacurong City, Sultan Kudarat

Name Score: ____________

Course and Yr: Date: _____________
Time Schedule: _________________________________________ Group #: __________

Activity No. 2
COMMON LABORATORY OPERATIONS

Laboratory operations are the totality of procedures made useful

in chemistry, biology, physics, and other natural sciences in conducting an experiment. They all
follow the scientific method. Furthermore, some laboratory operations involve the use of
various laboratory equipment from laboratory glassware to electrical devices. Others, however,
need not these supplies for such operations to be carried out effectively.

There are a lot of laboratory operations, ranging from simple to complicated ones.
Though the level of complexity differs among a collection of laboratory operations, all
laboratory operations share the common feature of having to be done carefully and attentively in
order to achieve desired goals and to bring about success to the ongoing experiment being
carried out, either by an individual or a group.

Objective:

1. To be acquainted and practice common laboratory operations

2. To learn the basic techniques in handling solids and liquids

Materials:

400ml Beakers Test tube holder Wire gauze

Stirring rod Pipettes 250 ml beakers
Test tubes Aspirators Water bath
Filter paper Funnel Bunsen burner
Sodium Hydroxide solution Evaporating dish Tripod
 Ferric chloride solution Sodium chloride solution
Procedures and Observations:

1. Pouring of Liquids

In pouring from one vessel into another, care must be taken to prevent the liquid
from running the side of the vessel from which it is being poured. Fill a beaker with water.
Hold a glass rod or a piece of glass tubing against the Tip of the beaker and pour the water
very slowly into an empty beaker.

What is the purpose of the glass rod in pouring liquid?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____

2. Heating liquids in test tubes

Partially fill a test tube with water and grasp it with a test tube holder. Bring the
water to a boil by holding the tube at an angle of 45ºC and passing it back and fourth over the
tip of the flame.

The heat should be applied to the upper portion of the liquid but should not strike
the tube above the level of the liquid. If the flame plays upon the glass above the liquid, the
glass becomes so hot that it cracks when the liquid touches it.

On the other hand, if heat is applied only to the lowest part of the test tube, the
sudden formation of vapor sometimes causes the contents of the tube to be thrown out. (In
heating liquids, never point the test tube toward anyone).

Why is heat not applied above the level of the liquid in the test tube?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____

3. Precipitation

Place 1 ml of a solution of sodium hydroxide in a test tube and slowly add 1 ml of

ferric chloride solution.

Describe the results:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____
 Result:

The solid which is formed is known as PRECIPITATE, and in this case it is

insoluble ferric hydroxide.

Allow the precipitate ferric hydroxide to settle and then add a few more drops of
ferric chloride solution. If more ferric hydroxide is seen to form, it is an indication that the
initial precipitation was not complete.

Allow the newly formed precipitate to settle again and add a few drops of ferric
hydroxide.

Repeat this operation until a failure to produce more precipitate which indicates
that complete precipitation has occurred.

Keep the mixture for the next procedure

4. Filtration
Get a filter paper, about 6 cm square, which should be folded into exact halves
and then not quite into quarters. Cut off the edges so that it will have a circular shape when
unfolded.

Open the four folded paper so as to form a cone with one thickness on one side
and three thickness on the other. Place it in a funnel and moisten with a little water.

Transfer the mixture formed in Part 3 by carefully pouring the mixture, with the
aid of glass rod, into the filter paper.

The liquid which passes through the filter paper is called the FILTRATE, and the
process is called FILTRATION.

Set aside both the precipitate and the filtrate for Part 5. compare the appearance of
the mixture and the filtrate.

Result:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____

5. Decantation

Put 10 ml of water in a small beaker. Transfer the precipitate retained in the filter paper to
the beaker. Stir the solution then let it stand for five minutes to allow the solid particles to
settle to the bottom.

Carefully (avoid shaking the beaker) raise the beaker and pour off or decant the
supernatant liquid. The solid particles must be left in the beaker.

Show result to your instructor.

 What is decantation?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____

6. Evaporation

Put 1 ml of sodium chloride in an evaporating dish. Put the evaporating dish on a

wire gauze place on a tripod or an iron ring clamped to an iron stand. Using moderate flame
heat the evaporating dish until all the water had evaporated. Examine the dish and see if
there’s anything left in it.

Result:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____

7. Heating in a Water bath

Sometimes it is better to carry out evaporation by the use of a water bath. If the
residue to be recovered or the reactant in a chemical reaction are easily decomposed by heat,
then heating must be done in a water bath.

Fill a beaker with 2/3 water and this serves as a water bath. A solution to be
evaporated is placed in an evaporating dish, watch glass or small beaker. Any of these
apparatus used is placed on top of the water bath.

If test tubes are used for heating, put the test tubes in the water bath but see to it
that the level of liquid in the test tube is lower than that of the water in the beaker. Put 1 ml
of sodium chloride solution in a watch glass or evaporating dish.

Put the watch glass or evaporating dish on the water bath. Heat the water bath to
boiling until all the water in the watch glass or evaporating dish has completely evaporated.
Examine the watch glass or evaporating dish and observe for the presence of a residue.

Result:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____

Questions:

1. Define the following terms:

 a. Precipitation

b. Filtration

c. Filtrate

d. Residue

e. Precipitate

Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY
ACCESS Campus, EJC Montilla
Tacurong City, Sultan Kudarat

Name Score: ____________

Course and Yr: Date: _____________
Time Schedule: _________________________________________ Group #: __________

Activity No. 3
SOLUTIONS

Solutions play a very important role in many biological, laboratory, and industrial
applications of chemistry. Of particular importance are solutions involving substances dissolved
in water, or aqueous solutions. Solutions represent equilibrium systems, and the lessons learned
in the last chapter will be of particular importance again. Quantitative measurements of solutions
are another key component of this chapter. Solutions can involve all physical states—gases
dissolved in gases (the air around us), solids dissolved in solids (metal alloys), and liquids
dissolved in solids (amalgams—liquid mercury dissolved in another metal such as silver, tin or
copper). This chapter is almost exclusively concerned with aqueous solutions, substances
dissolved in water.

Objective:
To study the effects of various factors on the solubility of the compound

Materials:
Potassium permanganate Sodium thiosulfate Test tubes
Cupric sulfate Mortar and pestle Test tube rack
Cupric Sulfate Cork Test tube holder
 Common Salt Watch glass Wire gauze
Sodium Sulfate Graduated Cylinder Tripod
Calcium Carbonate Stirring rod Bunsen Burner
Benzoic Acid Ether (petroleum ether) Naphthalene
Ethyl Alcohol Lead Acetate Solution HCl (dilute)

Procedure and Observation:

1. FACTORS AFFECTING THE RATE OF SOLUTION

a. Drop a crystal of Potassium Permanganate into each of two test tubes half filled with
water. Shake the contents of one test tube until the solid is dissolved, but do not move the
other one. Note the color of the solution.

Result:

b. Take two crystals of cupric sulfate, pulverize one of the crystals in the mortar, and then
place the powder in one test tube and the crystal in another.
Add 5 ml of water to each and shake each tube, closing the mouth with a cork.
Compare the time required for each to dissolve and explain the difference in time.

Result:

What two means of increasing the rate of solution have now been demonstrated?

2. FACTORS AFFECTING THE SOLUBILITY OF A SUBSTANCE

a. Nature of solute
Get a pinhead-size of each of the following: common salt, sodium sulfate, calcium
carbonate, and benzoic acid. Place these separately to 4 test tubes. Add 10 ml of water to
each test tube. Shake thoroughly and observe solubility of these substances.

Result:

b. Nature of the Solvent

Place about ½ gram of sodium chloride in each of three test tubes. To each tube, add 2 ml
of ethyl alcohol, ether and water, respectively. Which of the solvent dissolve sodium
chloride?

Result:
 Repeat the experiment, using benzoic acid or Naphthalene instead of NaCl.

Result:

What kind of solutes dissolves in organic solvent?

Result:

What kind of solvents dissolves in organic solute?

Result:

c. Effect of Temperature
Add a few drops of dilute hydrochloric acid to 1 ml of lead acetate solution.

Result:

Heat the mixture and observe the effect on the precipitate.

Result:

Cool this by allowing tap water to run over the out side of the tube.

Result:

What is the effect of a raise of temperature upon the solubility of solid?

Result:

3. SUPER SATURATION
 Introduce 3 grams of crystallized sodium thiosulfate into a clean, test tube. Add 2
ml of water and heat gently until all of the salt has been dissolved. If, after continued heating,
some of the salt still remains undissolved, pour carefully the solution into another test tube.
See to it that no undissolved particles will transfer to the 2 nd test tube. Cover the
2nd test tube with a piece of filter paper and set aside to cool.
Then drop a small crystal of sodium thiosulfate into the solution and shake.

Result:

Why is it necessary to dissolve all the salt before setting the solution aside to cool?

Result:

QUESTIONS:

1. Define unsaturated, saturated and supersaturated solution?

a. Unsaturated solution –

b. Saturated solution –

c. Supersaturated solution –

2. What is a solution?

3. What is solubility?
Reference:
https://chem.libretexts.org/Bookshelves/Introductory_Chemistry/Introductory_Chemistry/
13%3A_Solutions

Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY
ACCESS Campus, EJC Montilla
Tacurong City, Sultan Kudarat

Name Score: ____________

Course and Yr: Date: _____________
Time Schedule: _________________________________________ Group #: __________

PRE-LAB NO. 3
CONCENTRATIONS OF SOLUTIONS

Instruction: Solve the following problems on Concentration of Solutions. Show your solutions.
5 points each solution.

1. Determine the molarity for each of the following solutions:

a. 0.444 mol of CoCl2 in 0.654 L of solution

b. 98.0 g of phosphoric acid, H3PO4, in 1.00 L of solution
c. 0.2074 g of calcium hydroxide, Ca(OH)2, in 40.00 mL of solution

2. Determine the molarity of each of the following solutions:

a. 2.76 kg of CuSO4·5H2O in 1.45 L of solution

b. 0.005653 mol of Br2 in 10.00 mL of solution
c. 0.000889 g of glycine, C2H5NO2, in 1.05 mL of solution

3. Calculate the number of moles and the mass of the solute in each of the following solutions:

a. 100.0 mL of 3.8 × 10−5 M NaCN, the minimum lethal concentration of sodium cyanide in
blood serum
b. 5.50 L of 13.3 M H2CO, the formaldehyde used to “fix” tissue samples

4. What volume of a 1.00-M Fe(NO3)3 solution can be diluted to prepare 1.00 L of a solution
with a concentration of 0.250 M?

5. If 0.1718 L of a 0.3556-M C3H7OH solution is diluted to a concentration of 0.1222 M, what is

the volume of the resulting solution?

6. What volume of a 0.33-M C12H22O11 solution can be diluted to prepare 25 mL of a solution

with a concentration of 0.025 M?

7. What is the concentration of the NaCl solution that results when 0.150 L of a 0.556-
M solution is allowed to evaporate until the volume is reduced to 0.105 L?
8. What is the molarity of the diluted solution when each of the following solutions is diluted to
the given final volume?

a. 1.00 L of a 0.250-M solution of Fe(NO3)3 is diluted to a final volume of 2.00 L

b. 0.5000 L of a 0.1222-M solution of C3H7OH is diluted to a final volume of 1.250 L

9. What is the final concentration of the solution produced when 225.5 mL of a 0.09988-
M solution of Na2CO3 is allowed to evaporate until the solution volume is reduced to 45.00
mL?

10. A 2.00-L bottle of a solution of concentrated HCl was purchased for the general chemistry
laboratory. The solution contained 868.8 g of HCl. What is the molarity of the solution?

11. An experiment in a general chemistry laboratory calls for a 2.00-M solution of HCl. How
many mL of 11.9 M HCl would be required to make 250 mL of 2.00 M HCl?

12. What volume of a 0.20-M K2SO4 solution contains 57 g of K2SO4?

13. The US Environmental Protection Agency (EPA) places limits on the quantities of toxic
substances that may be discharged into the sewer system. Limits have been established for a
variety of substances, including hexavalent chromium, which is limited to 0.50 mg/L. If an
industry is discharging hexavalent chromium as potassium dichromate (K 2Cr2O7), what is the
maximum permissible molarity of that substance?

14. The number of moles and the mass (in grams) of chlorine, Cl 2, required to react with 10.0 g
of sodium metal, Na, to produce sodium chloride, NaCl.

15. The number of moles and the mass (in milligrams) of diatomic oxygen formed by the
decomposition of 1.252 g of mercury(II) oxide.

16. The number of moles and the mass (in g) of sodium nitrate, NaNO 3, required to decompose
and produce 128 g of diatomic oxygen, where NaNO2 is the other product.

17. The number of moles and the mass (in kg) of carbon dioxide formed by the combustion of
20.0 kg of carbon in an excess of diatomic oxygen.

18. The number of moles and the mass (in kg) of copper (II) carbonate needed to decompose in
order to produce 1.500 kg of copper (II) oxide, where CO2 is the other product.

19. The number of moles and mass (in grams) of C 2H4 required to react with water to produce
9.55 g C2H6O.
`