All Labs

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Name: Period:

Lab Partner: Date:

Lab One Unit 1.3

Physical and Chemical Changes

Introduction:

A good understanding of material things requires and understanding of the

physical and chemical characteristics of matter. Such characteristics are familiar to you,

and physical and chemical changes are part of your everyday eperience. !o"ever, you

may not yet have a clear idea of the difference bet"een a physical change and a chemicalchange. #ou may not yet $no" eactly ho" a chemical change is distinguished from a

physical change. %he purpose of this eperiment is to clarify these important distinctions.

%he physical properties of a substance are those properties that can be observed

and measured "ithout changing the composition of the substance. &ecause they dependon there being no change in composition, physical properties can be sued to describe and

identify substances.%he chemical properties of a substance are those properties that can only be

observed "hen the substance is undergoing a change in composition.

'n a physical change, only temperature, si(e, or physical state of a sample ofmatter is altered. 'n chemical changes, ne" substances, of different chemical

composition are produced. )eadily observable phenomena include the evolution of gas,

the production of a color change, the formation of a solid, and the evolution of heat*light.

A process in "hich a chemical change ta$es place is called a chemical reaction.

Purpose:

Students "ill observe properties of several substances and decide "hether changes in

matter are physical or chemical.

Euipment: !aterials:

+ mL graduated cylinder -agnesium ribbon / cm0

&unsen burner 1opper''0 sulfate crystals2vaporating dish Lead''0 nitrate solution 3 -0

3 mL bea$er Potassium iodide solution 3 -0

1rucible tongs Penny coin%est tubes Sheet of paper

1or$ stopper &a$ing soda

Scissors 4inegar +50Spatula Salt

!ot plate Aluminum foil

1opper''0 chloride solution 3 -0

Procedure:

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'nvestigation A:

3. 2amine a piece of aluminum Al0 foil and identify at least three physical

properties.

6. -easure 6 mL of copper''0 chloride solution 1u1l60 in a small bea$er.'dentify some physical properties of the solution.

7. )oll the Al foil into a small loose ball and place it in the 1u1l6solution.

Describe the results.

'nvestigation &:

3. 8btain a scoop of salt Na1l0 and identify some physical properties of sodium

chloride.

6. -easure 6 mL of distilled "ater !680 in a small bea$er and identify somephysical properties of "ater.

7. Place a small portion of the salt in the "ater. Describe the results.

/. %ransfer about one9half of the salt solution you prepared to an evaporatingdish and place the dish on a hot plate. Allo" the "ater to evaporate

completely. Describe the results.

'nvestigation 1:

3. 2amine a post 3;6 penny. List some physical properties of the penny.

6. Light a &unsen burner and ad

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'nvestigation 2:

3. Select several small crystals of copper''0 sulfate 1uS8/0 and identify some

physical properties.

6. =sing a graduated cylinder, measure 3 mL of distilled "ater !680 and placeit in a test tube. 'dentify some physical properties.

7. Drop the 1uS8/crystals into the "ater. Stopper the test tube and sha$e the

contents to promote interaction of particles. Describe the results.

'nvestigation ?:3. =sing a graduated cylinder, measure out + mL of lead''0 nitrate solution

PbN87060 and place it in a test tube. Describe some physical properties.

6. =sing a graduated cylinder, measure out + mL potassium iodide solution @'0

and place it in a test tube. Describe some physical properties.

7. 1ombine the contents of both test tubes. Describe the results.

'nvestigation :

3. 8btain a sheet of typing paper. 2amine it and identify some physical

properties

6. =sing a pair of scissors cut the paper in such a "ay that you end up "ith ahole in the paper large enough to slip your entire body through 6 bodiesB0.

Describe the results.

'nvestigation !:

3. -easure out a 3*6 scoop of ba$ing soda Na!1870 on a piece of "eighing

paper. 'dentify some physical properties. Place the ba$ing soda in a small

bea$er.

6. =sing a graduated cylinder, measure 3 mL of vinegar !16!7860 and identifysome physical properties.

7. %ransfer the vinegar to the bea$er containing the ba$ing soda and allo" them

to mi. Describe the results.

"ata #nalysis:

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3. ?or each change you observe, indicate "hether the change "as physical or

chemical in nature. ive reasons for you ans"er.

Part A: -iing Al and 1u1l6solution no heating0

Part &: Dissolving Na1l in !68 evaporation0

Part 1: !eating a penny

Part D: &urning -g

Part 2: Dissolving 1uS8/crystals in "ater

Part ?: 1ombing PbN8706and @' solutions

Part : 1utting paper

Part !: 1ombining ba$ing soda and vinegar

Conclusions:

3. State in your o"n "ords the difference bet"een physical and chemical properties.ive an eample of each that has not been mentioned in this eperiment.

6. State in your o"n "ords the difference bet"een a chemical change and a physical

change.

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Lab One Unit 1.3

Physical and Chemical Changes

"escription

Students perform several activities involving physical and chemical change. %hey "ill

ma$e observations of physical and chemical properties and relate them to the type ofchange. Students develop a "or$ing definition for properties and change.

$ime %rame:3 minutes 6 class periods0

!aterials:See student handout. Physical and 1hemical 1hanges.

Procedures: See student handout. Physical and 1hemical 1hanges.

$eacher $al&: Ans"ers to data analysis: A0 chemical change, ne" substances producedC

&0 physical change, dissolving and evaporation ta$e placeC 10 physical change,

separation of an alloyC D0 chemical change, light, heat and ne" substance producedC 20physical change, dissolvingC ?0 chemical change, precipitate formsC 0 physical change,

changing shapeC !0 chemical change, gas produced.Ans"ers to conclusion: students ans"ers "ill vary.

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Name: Period:

Lab Partner: Date:

Lab $'o Unit (.1

!easurements and "ensity

Introduction:

Density, a physical property of matter, is the relationship bet"een mass and

volume of matter. -ass is a measurement of the amount of matter in a sample, "hile

volume is a measurement of the space occupied by a sample of matter.

-easurements of mass are made on balances and different types of balances areused to meet different measurement requirements. A triple9beam balance is used "hen

only approimate mass measurements are needed. An electronic balance is used "hen

greater accuracy is required. ?or maimum accuracy, an analytical balance is used.

4olume measurements are made in different "ays depending upon the physicalstate of the sample being measured. %he volume of a liquid is commonly measured in a

graduated cylinder. %he volume of a solid may be calculated from its dimensions, if thesolid is regular and free of air space. 'f, on the other hand, the solid is irregular of

contains air space, its volume must be determined in another "ay, such as by "ater

displacement. %he solid must be completely submerged in the "ater for this method toyield accurate result, and all the air bubbles adhering to the submerged solid must be

dislodged. %his method is only useful for solids that are insoluble in "ater.

Purpose:

Students "ill obtain measurements and calculate densities for ob

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Procedure:

3. 8btain samples of different substances. &e sure that the samples are clean anddry, and that you can distinguish bet"een them. et the mass of each sample on a

balance to the nearest .3 gram. )ecord the masses on the data table.

6. ?ind the volume of each sample in one of the follo"ing "ays:a. Eater displacement F ?ill a + mL graduated cylinder about G full "ith

"ater. )ecord the initial volume of "ater in the cylinder. %ilt the cylinder

and slide one the samples into the "ater, so that it does not brea$ thecylinder. )ecord the final volume of "ater containing the submerged

sample. 1alculate the volume by subtracting the initial volume of "ater

from the final volume of "ater. )ecord the volume on the data table.

b. Direct measurement F =sing a ruler or 4ernier caliper, obtain thedimensions of the sample. =sing geometric formulas, calculate the

volume of the sample. )ecord the volume on the data table.

7. 1alculate the density for each of the samples. &e sure to include the units in your

calculations. )ecord the densities on the data table.

"ata #nalysis:

3. 6. 7. /.

-ass g0

4olume of "ater alonemL0

4olume of "ater H

sample mL0

4olume of sample

mL0

Density of substance

Conclusions:

3. Ehat does this eperiment demonstrate about the density of a substanceB

Ehat does it demonstrate about the densities of different substancesB

6. 1ompare your results "ith other groups in the class. Do you thin$ thatdensity can be used to identify a substanceB 2plain.

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Lab $'o Unit (.1

!easurements and "ensity

"escription

Students perform a series of measurements for mass and volume. %he students "ill use a

triple9beam balance for determining mass. %hey "ill use direct measurement or "aterdisplacement to find volume. %hey "ill use the measurement to calculate density.

$ime %rame:+ minutes 3 class period0

!aterials:See student handout. -easurements and Density.

Procedures: See student handout. -easurements and Density.

$eacher $al&: Stress to the students the precision and accuracy of measurements by

practicing the use of significant figures and emphasi(e the precision of the instruments

used to ta$e measurements. 1hec$ for accuracy by comparing student ans"ers toaccepted values might need to run eperiments0. 1hec$ for correct units.

Ans"ers to conclusion: 30 density is a ratio of mass to volumeC densities of differentsubstances are differentC 60 yes, all substances of the same material had identical

densities.

E)tensions: !ave students devise a "ay to find the density of liquids or of substances

that are soluble in "ater.

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Name: Period:

Lab Partner: Date:

Lab $hree Unit 3.(

#tomic *tructure # +ourney into the #tom

Introduction:

Atoms are composed of subatomic particles, such as the protons and the neutrons,"hich ma$e up the nucleus of the atom and are similar in mass, and electrons, "hich are

found orbiting the nucleus in an electron, cloud and have a negligible mass. All atoms

contain the same $inds of particles but may differ in the number of each particle. %his

accounts for the presence of isotopes and ions for the different elements.%his activity "ill allo" you to use "hat you $no" about the composition of the

atom, as "ell as isotopes and ions, to describe siteen atoms. %he atoms are contained in

Iiploc bags and the subatomic particles are coded as follo"s.

Protons F blac$ beansNeutrons F "hite beans

2lectrons F popcorn

Purpose:

Students "ill collect data and relate number of subatomic particles to atomic number,

mass number, electrical charge, atomic symbol, and name of element.


Iiploc bags representing atoms

Procedure:

Analy(e each Iiploc bag atom0 and record its vital statistics in the data tableprovided.

"ata #nalysis:

3. List all sets of isotopes. !o" do you $no" they are isotopesB

6. List all sets of ions. !o" do you $no" they are ionsB

Conclusions:

A nuclear reactor generates a very large amount of energy by splitting a uranium9

67+ atom to produce &arium937 and @rypton9/. !o" "ould each of these atoms be

represented using the coding system used for atoms J3 9 3KB

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&ag J J of Protons

J ofNeutrons

J of2lectrons

AtomicNumber

-assNumber

2lectrical1harge

1hemicalSymbol

Name

3

6

7

/

+

K

;

3

33

36

37

3/

3+

3K

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Lab $hree Unit 3.(


"escription

%his activity "ill allo" students to use "hat they $no" about the composition of

the atom, as "ell as isotopes and ions, to describe siteen atoms. %he atoms arecontained in Iiploc bags and the subatomic particles are coded as follo"s.

Protons F blac$ beans

Neutrons F "hite beans2lectrons F popcorn


!aterials:Siteen Iiploc bags representing atoms "ith different combinations of beans

and popcorn.

Procedures: See student handout. Atomic Structure F A Mourney into the Atom.

$eacher $al&: Prepare Iiploc bags as follo"sJ3: K blac$ beans, K "hite beans, K popcorn

J6: 3 blac$ beans, 3 "hite beans, 3 popcorn

J7: 3 blac$ beans, 6 "hite beans, 3 popcornJ/: K blac$ beans, ; "hite beans, K popcorn

J+: blac$ beans, "hite beans, popcorn

JK: blac$ beans, ; "hite beans, popcorn

J: 3 blac$ beans, 3 "hite beans, popcornJ;: blac$ beans, "hite beans, 3 popcorn

J: 3 blac$ beans, 63 "hite beans, 3 popcorn

J3: 3 blac$ beans, 3 "hite beans, 3 popcornJ33: 3 blac$ beans, 3 "hite beans, 3; popcorn

J36: ; blac$ beans, ; "hite beans, ; popcorn

J37: ; blac$ beans, ; "hite beans, 3 popcornJ3/: 3+ blac$ beans, 3 "hite beans, 3+ popcorn

J3+: 33 blac$ beans, 37 "hite beans, 33 popcorn

J3K: 33 blac$ beans, 37 "hite beans, 3 popcorn

E)tensions: Propose the follo"ing question to students.

Sometimes isotopes that are radioactive are used as medical tracers to detect disease.8ne of the most useful is iodine9373 "hich is used to detect abnormalities in the thyroid

gland. %he isotope can even be used to treat thyroid cancer since the radioactivity

destroys cancer cells. 1ancers that cannot be treated "ith an internali(ed radioisotopemay utili(e cobalt9K for eternal radiotherapy. !o" "ould these t"o very useful

isotopes and their non9radioactive states be represented using the coding systemB

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Name: Period:

Lab Partner: Date:

Lab %our , Unit 3.3

-al,lie *imulation

Introduction:

)adioactivity is something that is disconcerting to many people because ofpictures seen in "ar films or science fiction movies. -any elements have radioactive

isotopes that may be in the foods "e eat, the things around us, the air "e breathe.

-edical diagnosis and treatment have been improved and society has benefited from

radioactive medicines. Nuclear po"er plants provide energy to light our homes. 2venthe fire alarms that most of us have in our homes function because of radioactivity. Some

isotopes of elements have unstable nuclei. As a result, some of the particles "ithin the

nucleus are lost or emitted. %his is $no"n as nuclear decay. %he amount of time for half

of the sample of a radioisotope to decay is $no" as its half9life.'n this eperiment, you "ill use -- plain candies or S$ittles candies to

simulate the relationship bet"een the passage of time and the number of radioactivenuclei that "ill decay. As "ith real nuclei, the passage of time "ill be measured in half9

lives.

Purpose:

Simulate radioactive decay of radioactive nuclei using candy


3K pieces of candy -- plain or S$ittles0Pi((a &o medium0

raph paper

Procedure:

3. Place 3K pieces of candy in the pi((a bo. All candies should be mar$ed side

up. )ecord the number of candies you started "ith this is trial J0

6. 1lose the container. Sha$e the bo sufficiently so each candy has a chance toflip several times.

7. 8pen container and remove the candies "hich are unmar$ed mar$ed side

do"n0. )ecord in Data %able ' the number of candies removed this is trialJ30

/. )epeat steps 6 7 five more times. At this point you "ill have simulated si

half9lives. #ou should have seven numbers in your final column, representingthe number of atoms remaining after (ero, one, t"o, three, four, five and si

half9lives.

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+. ?ollo"ing your teachers instructions, pool the class data by finding the total

number of atoms decayed for the "hole class after the first half9life, the

second half9life, and so on using Data %able ''.K. =sing the pooled data the totals for each half9life0, prepare a graph by

plotting the number of half9lives on the O9ais and the number of decayed

atoms for each half9life on the #9ais.

"ata #nalysis:

DA%A %A&L2 '

!alf9lives =ndecayed mar$ed0 Decayed unmar$ed0

%rial J start0 3K

%rial J3

%rial J6

%rial J7

%rial J/%rial J+

%rial JK

DA%A %A&L2 ''

Number of !alf9Lives

Lab 3 6 7 / + K

3

6

7

/

+

K

;

3

33

36

%otal

3. Describe the appearance of your graph line. 's it straight or curvedB &ased on thecharacteristics of your graph, "hy do you thin$ radioactive decay is measured in half9

livesB

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Conclusions:

3. =sing the concept illustrated by your graph, determine ho" many undecayed nuclei"ould remain in a sample of K after 7 half9livesB

6. =sing the concept illustrated by your graph, if 3+ undecayed nuclei remain from a

sample of 6; nuclei, ho" many half9lives have passedB

7. !o" many half9lives "ould it ta$e for a one mole sample of atoms K.6 367

atoms0 to decay to K.6+5 of the original number of atomsB After 3 ten half9lives,

"ould any of the radioactive material remainB 2plain.

/. !o" could you modify this simulation to demonstrate that different isotopes have

different half9livesB

+. 'n this simulation, is there any "ay to predict "hen a specific atom candy0 "ill

decayB 'f you could follo" the fate of an individual atom in a sample of radioactive

material, could you predict "hen it "ould decayB 2plain.

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Lab %our , Unit 3.3

-al,lie *imulation

"escription:

Students simulate nuclear decay in this lab. 3K candies are used to represent a

radioactive sample. %he candies are flipped by sha$ing them in a bo. All the candiessho"ing no label mar$ are removed and counted as decayed nuclei. 1andies "ith label

mar$ sho"ing are counted as undecayed nuclei and remain in the bo. Students should

reali(e that this single step represents one half9life. 2ach time the step is repeated itrepresents another half9life for that isotope.


!aterials:6 @ing9si(ed bags of candy per group and a pi((a bo

Procedures: See student handout. !alf9life Simulation.

$eacher $al&: Ans"ers to Data Analysis: students should produce a curved lineCrepresenting a natural decay of about G of the particles each time.

E)tensions: !ave students thin$ of any other process that could be described in terms ofhalf9lifeB !o" could they modify this eperiment to test their ans"ers to their

conclusionsB

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Name: Period:

Lab Partner: Date:

Lab %i/e Unit 0.(

%ormula riting and Chemical 2ames

Introduction:

A chemical formula is a combination symbols and numerical subscripts thatrepresents the compostition of a compound. %he symbols indicate "hich elements are

present and the numerical subscripts indicate the relative proportion of each element in

the compound. %hese proportions can be predicted using the oidation numbers

charges0 of the elements. Ehen atoms acquire a charge they are called ions.'t is important that all scientists use the same system for "riting chemical

formulas. %his helps to ensure clear and consistent transmission of information.

%herefore, the follo"ing rules should be used for "riting chemical formulas:

3. 'n a neutral compounds the sum of the oidation numbers of the elementsions0 must equal (ero. 8ne positiveH0 charge "ill neutrali(e one negative90

charge.6. 2lements ions0 "ith a positive oidation numbers charges0 are "ritten first

7. Ehen the relative proportion of the polyatomic ion in a ternary compound is

greater than one, the symbol for that ion must be enclosed in parenthesis andfollo"ed by a numerical subscript indicating its relative proportion, as in the

ternary compound Aluminum Sulfate "hose formula "ould be #l(*O043.

Purpose:

Students "ill observe precipitate formation and "rite chemical formulas for the

precipitate. Students "ill name binary and ternary compounds formed.


Set of micropipettes Plastic sleeve and "or$ pagecontaining solutions of

AgH, 1o6H, ?e7H, 1u6H

1l9, S69, 18769, 8!9

Procedure:

3. 'nsert the "or$ page into the plastic sleeve and place on top of "or$ table

6. 1ombine t"o drops of cation solution "ith t"o drops of anion solution in theappropriate grid square. Be careful not to let the dropper touch the drops of

the other solutions.

7. 8bserve the reaction if any0 and record you observations on thecorresponding square of the data table.

/. )epeat t"o and three until you have combined all siteen possible reactions.

+. 'n the data table, you "ill also find siteen blan$s, "rite the chemical name

and chemical formula in the corresponding blan$ for each reaction.

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"ata #nalysis:

Data %able

1l9 S69 18769 8!9

AgH 3 6 7 /

1o6H + K ;

?e7H 3 33 36

1u6H 37 3/ 3+ 3K

3. .

6. 3.

7. 33.

/. 36.

+. 37.

K. 3/.

. 3+.

;. 3K.

Conclusions:

3. Ehat is a chemical formulaB

6. Ehat information does a subscript in a chemical formula provideB

7. Ehat is a formula unitB

/. Ehen do you need to use a parenthesis in "riting a chemical formulaB

+. Ehen do you need to use a roman numeral in the name of a compoundB

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%ormula riting or& *heet

1l9 S69 18769 8!9

AgH 3 6 7 /

1o6H + K ;

?e7H 3 33 36

1u6H 37 3/ 3+ 3K

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Lab %i/e Unit 0.(

%ormula riting and Chemical 2ames

"escription:

'n this eperiment, students "ill combine four solutions containing cations "ith four

solutions containing anions and observe the ionic product formed. %hey "ill usemicropipettes containing the ions and a "or$sheet in a protective sleeve. %he students

"ill then "rite chemical formulas and names for the precipitates formed.


!aterials:See student handout. ?ormula Eriting and 1hemical Names.

Procedures: See student handout. ?ormula Eriting and 1hemical Names.

$eacher $al&:

Prepare 3 mL of 3 - solutions of silver nitrate, cobalt''0 nitrate, iron'''0nitrate, copper''0 nitrate, sodium chloride, sodium sulfide, sodium carbonate, and

sodium hydroide. Label and fill micropipettes "ith ions to be tested. Provide each"or$ group "ith a protective sleeve and "or$ sheet.

E)tensions: !ave students devise other processes to test for other combinations.

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Name: Period:

Lab Partner: Date:

Lab *i) Unit 5

ater o Crystalli6ation

Introduction:

Eater is an intregal part of many ionic solids and such ionic solids are calledhydrates. %he "ater in these solids is called "ater of hydration. A familiar eample of a

hydrate is plaster of paris, "hich is the monohydrate of calcium sulfate, 1aS8 /!68.

Ehen "ater is added to plaster of paris and the material is allo"ed to set, it is gradually

transformed into a hard crystalline compound, calcium sulfate dihydrate, 1aS8/6!68.

%his is the material of plaster casts. %he difference in composition bet"een plaster of

paris and the plaster in casts is directly associated "ith the different degree of hydration

of the calcium sulfate in the t"o cases.

%he "ater of hydration is not as tightly bound in the hydrated crystal as the ionsare. %he "ater can usually be driven off by heating the crystals in a burner flame. %he

material that remains after the "ater has been removed is called the anhydrous salt.

Purpose:

Students "ill observe the affect of heat on a hydrate.


)ing stand and ring !ydrated barium chloride crystals

&unsen burner1lay triangle

1rucible top and bottom2lectronic scale

1rucible tongs

Scoop

Procedure:

3. 1lean and thoroughly dry a crucible and its cover by heating over a blueflame. 1ool and "eigh the crucible and cover accurately to .3 g. All

masses are to be recorded in data table.6. Place about 7 g of hydrated barium chloride crystals in the crucible include

cover0 and again "eigh accurately.

7. Support the covered crucible on a clay triangle so ad

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carrying some of the salt along "ith it. radually increase to the full intensity

of the flame and continue to heat strongly for about 3 minutes.

/. Allo" to cool, and "eigh the covered crucible and its contents.+. )epeat the heating for an additional t"o minutes, cool and "eigh again. %his

repeated operation is called Qheating to constant "eight.R After the final

"eighing complete the data table and determine the percentage of "ater ofhydration in crystalline barium chloride.

"ata #nalysis:

3. -ass of covered crucible and barium chloride crystals g

6. -ass of empty covered crucible g

7. -ass of crystalline barium chloride used g

/. -ass of covered crucible and contents, first heating g

+. -ass of covered crucible and contents, second heating g

K. -ass of anhydrous barium chloride g

. -ass of "ater lost by heating g

;. 5 " a t e r SP P P g . m a s s o f " a t e r 0

P P P g . m a s s o f s a m p l e 0 3 , , 5 S 5

Conclusions:

8btain the chemical formula for the crystalline barium chloride tested and calculate the

theoretical percentage of "ater present in the hydrated compound. 1ompare your results

to the theoretical value and describe your accuracy. Ehat may account for anyinaccuraciesB

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Lab *i) Unit 5

ater o Crystalli6ation

"escription:

'n this eperiment, students "ill heat a hydrated compound to determine the percentage

of "ater of hydration.


!aterials:See student handout. Eater of 1rystalli(ation.

Procedures: See student handout. Eater of 1rystalli(ation.

$eacher $al&:

1aution: barium chloride dihydrate is toic. Students should be a"are of proper handling

and disposal of product. 8ther salts that can be used are magnesium sulfate heptahydrate

and copper''0 sulfate pentahydrate.

E)tensions:

1alculate the number of molecules of "ater of hydration in one formula unit of a barium

chloride crystal, &a1l6!68

P P P g .

P P P g . S

O g .

P P P g .

b a r i u m c h l o r i d e" e i g h t o f c r y s t a l l i n e

b a r i u m c h l o r i d e" e i g h t o f a n h y d r o u s

b a r i u m c h l o r i d ef o r m u l a " t o f c r y s t a l l i n e

b a r i u m c h l o r i d ef o r m u l a " t o f a n h y d r o u s

0

0

0

0

3. %he calculated formula "t. of crystalline barium chloride O0 TTT.

6. %he formula "t. of anhydrous barium chloride &a1l60 .TTT

7. Part of the formula "t. due to "ater 3 F 6 0 .TTT

/.P P P .

. f o r m u l a " t o f " a t e r 0 S P P P P P

" t d u e t o " a t e rp a r t o f f o r m u l a

" a t e r i n t h e f o r m u l am o l e c u l e s o f0

3 ;

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Name: Period:

Lab Partner: Date:

Lab *e/en Unit 7.(

!ass 8elations in a Chemical 8eaction

Introduction:

Ehen performing an eperiment involving chemical reactions, the scientist cantheoretically determine ho" much of a product should be produced. !e*She "ill ma$e

use of the fact that the coefficients of the reactants and products in a chemical equation

represent the relative number of moles of each reactant and product involved in the

reaction. ?rom this information, the masses of products produced can be calculated.'n this eperiment you "ill react ba$ing soda "ith hydrochloric acid solution

converting the ba$ing soda into table salt, "ater and carbon dioide gas. 2vaporation

"ill be used to separate the "ater from the salt. %he mass of salt produced "ill be

determined.

Purpose:

Student "ill eperimentally determine the mass of product produced in a chemical

reaction. Student "ill compare theoretical values for the reaction to the eperimentalvalues obtained.


)ing stand and ring &a$ing soda

Eire gau(e !ydrochloric acid 7 -0

2vaporating dish1rucible tongs

&unsen burner

Eatch glass1entigram balance

raduated cylinder

Procedure:

3. Erite a balanced equation to describe the reaction.

Solid sodium hydrogen carbonate ba$ing soda0 reacts "ith hydrochloric acid toproduce carbon dioide gas, "ater, and aqueous sodium chloride.

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6. 'n the reaction 7 - hydrochloric acid and 6. g of ba$ing soda "ill be used. Predict

the volume of acid needed to completely react digest0 all of the ba$ing soda.

-olarity moles*liter0 )ecord your calculated volume in data table.7. Eeigh a clean, dry evaporating dish "ith "atch glass to the nearest .3g. )ecord

this value

/. 'nto the dish and "atch glass combination, add approimately 6. g of sodiumhydrogen carbonate. Eeigh and record this ne" mass in data table. 1alculate the

mass of sodium hydrogen carbonate used.

+. )eact the sodium hydrogen carbonate "ith the measured volume of !1l by slo"ingadding drop "ise0 the acid to the sodium hydrogen carbonate in the dish. Keep the

dish covered with the watch glass to prevent splattering. 'f the quantity of !1l is not

enough to completely digest all the of the sodium hydrogen carbonate then add moreC

no solid is left and no bubbles are formed0K. Ehen the reaction is complete, evaporate the solution containing the salt by placing

the evaporating dish "ith the "atch glass over a medium burner flame.

. Allo" the evaporating dish to cool and "eigh the dish, cover and contents. )ecord to

data table.;. =se eperimental data to calculate the amount of sodium chloride produced.

"ata #nalysis:

Data %able3. 4olume of 7 - !1l calculated mL

6. -ass of dish, cover and ba$ing soda g

7. -ass of empty dish and cover g

/. -ass of ba$ing soda used g+. -ass of dish, cover and product salt0 g

K. -ass of salt produced g

Conclusions:

3. !o" did your calculated volume of !1l needed to react "ith the ba$ing soda

hold upB 2plain

6. =sing the balanced equation for the reaction, calculate the theoretical yield of

sodium chloride from the mass of ba$ing soda you used.

7. 1alculate the percent yield of sodium chloride in your eperiment

5 y i e l d Se p e r i m e n t a l m a s s

3 , ,t h e o r e t i c a l m a s s

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Lab *e/en Unit 7.(

!ass 8elations in a Chemical 8eaction

"escription:

Students use an equation to ma$e predictions on quantities of reactants needed in a

chemical reaction. %hey "ill use those values to perform a mass to mass reaction andcompare their results to calculated theoretical values.


!aterials:See student handout. -ass )elations in a 1hemical )eaction.

Procedures: See student handout. -ass )elations in a 1hemical )eaction.

$eacher $al&: Ans"ers to 1onclusions: )esults may vary due to differing quantities of

ba$ing soda used. !o"ever, accuracy should be maintained and mathematical

computations should be revie"ed.6 g of ba$ing soda should require less than 3 mL of 7 - !1l0

E)tensions: Students could calculate volume of carbon dioide gas released during

reaction. #ou may include concepts of limiting reagent.

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Name: Period:

Lab Partner: Date:

Lab Eight 9.1

Changes in Physical *tate

Introduction:

-atter can eist in three different physical states F the solid state, the liquid state,or the gas state. 'n a pure substance, changes of physical state ta$e place at discrete

temperatures, "hich are constant and "hich are characteristic for each substance. 'n this

eperiment, you "ill closely eamine "hat happens "hen a pure substance undergoes a

change in physical state. Specifically, you "ill investigate the melting and free(ingbehavior of a sample of an organic compound called paradichloroben(ene, 1K!/1l6. #ou

"ill be concerned chiefly "ith t"o questionsC first, does the liquid paradichloroben(ene

begin to free(e at the same temperature that solid paradichloroben(ene begins to meltBC

secondly, ho" does the temperature of the paradichloroben(ene change if it doeschange0 bet"een the time melting or free(ing

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7. )eturn the test tube "ith the solid paradichloroben(ene and thermometer to the

reagent cart and clean up your lab station.

"ata #nalysis:

3. Prepare a data table to record the time and temperature every 3+ seconds for bothmelting and free(ing. 't may ta$e up to K minutes /; seconds0 to complete the

change.

6. -a$e a graph of your data for the melting process. 1hoose a scale that "ill fill a fullsheet of graph paper. Plot time on your hori(ontal ais and temperature on the

vertical ais. 1onnect the points in a smooth curve. Plot the data for the free(ing

process on the same graph. &2 S=)2 %8 LA&2L #8=) )AP!0

7. Determine the point at "hich the t"o curves intersect. %his point is the melting pointfor the solid phase and the free(ing point of the liquid phase.

Conclusions:3. 2plain the shape of the graph in terms of the energy changes that are occurring in the

sample as it heats up and melts and as it cools do"n and free(es.

6. Ehat happens to the temperature of the substance "hile it is actually melting or

free(ingB

7. 2plain in your o"n "ords "hat is going on at the molecular level as liquid

paradichloroben(ene cools do"n and free(es.

/. 1ompare the value you obtained for the free(ing point for paradichloroben(ene "ith

the values obtained by others in the class. 2plain any similarities or differences.

+. !o" "ould an increase in the amount of paradichloroben(ene used affect the shape of

the graphB 2plain.

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Lab Eight 9.1

Changes in Physical *tate

"escription

'n this eperiment, students "ill closely eamine "hat happens "hen a pure substance

undergoes a change in physical state. Specifically, they "ill investigate the melting andfree(ing behavior of a sample of an organic compound such as paradichloroben(ene,

1K!/1l6. %he students "ill use a test tube of solid compound "ith an imbedded

thermometer. %hey "ill place it in "arm "ater to observe melting and in roomtemperature "ater to observe free(ing.


!aterials:See student handout. 1hanges in Physical State.

Procedures: See student handout. 1hanges in Physical State.

$eacher $al&:

%he test tube containing paradichloroben(ene needs to be prepared prior to the activity.-elted paradichloroben(ene is poured into a test tube, about G full, and a thermometer is

inserted and the substance is allo"ed to cool.

E)tensions:

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Name: Period:

Lab Partner: Date:

Lab 2ine Unit 9.(

Ideal as La'

Introduction:

Ehen the temperature, pressure, and volume of a gas is measured, the ideal gasla" allo"s the number of moles of the gas to be calculated. 'f the percent composition is

$no"n, the number of moles allo"s the molecular formula to be calculated. %he ideal

gas equation is the follo"ing: P; < n8$

Purpose:

%he student "ill collect a sample of gas by "ater displacement, measure the volume,

temperature and pressure of the gas and calculate the molecular mass of the gas using theideal gas equation.


3 mL graduated cylinder Disposable butane lighter

8ne gallon paint pail%hermometer

1entigram balance

Procedure:

3. !alf fill a paint pail "ith "ater. )ecord the temperature of the "ater.6. Place the lighter under "ater in the pail. )emove the lighter, sha$e off the "ater, and

dry the outside "ith a to"el. %hen, mass the lighter to the nearest .3 gram. )ecordthis measurement in the data table.

7. Place the lighter bac$ in the pail. ?ill the graduated cylinder completely "ith "ater.

1over it "ith your hand and carefully invert it into the pail of "ater. )emove yourhand, $eeping the mouth of the graduated cylinder under "ater.

/. )elease the gas from the lighter by pressing the small lever near the flint "heel.

)elease the gas under "ater being careful that all of it is collected in the graduatedcylinder by "ater displacement. )elease enough gas to fill the graduated cylinder to

"ithin 7 mL of its calibrated capacity. D8 N8% 2O122D %!2 S1AL2 AND D8

N8% L'?% %!2 1#L'ND2) 8=% 8? %!2 EA%2).+. Allo" the gas to reach room temperature about 6 minutes0. %hen ad

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. )ecord the barometric pressure from your instructor0.

"ata #nalysis:

Data %able

3. -ass of disposable lighter and contentsbefore eperiment g

6. -ass of disposable lighter and contents

after eperiment g

7. -ass of gas released from lighter g

/. 4olume of gas collected from lighter mL

+. Atmospheric pressure atm

K. )oom temperature temp of "ater and gas0 1

. Eater vapor pressure at "ater temp

see "ater vapor pressure table0 atm

;. Partial pressure of dry gas Pgas PatmF P!68vapor0 atm

Conclusions:

3. =se the ideal gas equation to determine the number of moles of the gas collected.

)emember to convert the room temperature from 1elsius to @elvin. =se the partialpressure of the dry gas in the formula. =se the number of moles collected to

calculate the molecular mass of the gas.

6. &utane is the most common gas found in disposable lighters. 1ompare your

calculated molecular mass "ith that of butane obtain chemical formula from

teacher0. =se the difference bet"een these t"o numbers to calculate percent error.

7. 1an the same eperimental techniques be used to determine the molecular mass of all

gasesB 2plain your ans"er.

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Lab 2ine Unit 9.(

Ideal as La'

"escription

'n this eperiment, students "ill eperimentally determine the molecular mass of a gas

contained in a disposable lighter. %hey "ill determine this value using the ideal gas la".4olume of gas is determined by "ater displacement, temperature of gas "ill be the same

as the temperature of the "ater, and pressure "ill be atmospheric pressure in the room.


!aterials: See student handout. 'deal as La".

Procedures: See student handout. 'deal as La".

$eacher $al&:

Lighter needs to be dried thoroughly as the mass of the gas collected is small and a largepercent error "ill result if not. Students need to ma$e sure that the levels of the gas and

"ater are the same in the cylinder before recording volume. 4apor pressure table is in1)1 handboo$. Disposable lighters may be purchased at Dollar eneral or @9mart.

&utane is 1/!3. Not all gases can be used for this eperiment since some chemically

react "ith "ater or are soluble in "ater.

E)tensions: Students could try several different brands of lighters and compare results.

Students could try the eperiment using helium gas from a balloon.

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Name: Period:

Lab Partner: Date:

Lab $en Unit 1=.(

*olubility Cur/e o a *alt

Introduction:

%he solubility of a solute is the amount of solute dissolved in a given amount of acertain solvent at equilibrium, under specified conditions the ability to dissolve0.

'ncreasing the temperature usually increases the solubility of solids in liquids

endothermic changes only0, and decreasing the temperature has the reverse effect

eception, gaseous solutions0.

Purpose:

Students "ill construct a solubility curve representing data collected eperimentally.-asses of salt "ill be varied and temperatures required to dissolve it "ill be recorded.


!ot plate Ammonium chloride crystalsLarge test tube

/ mL bea$er

%hermometer

1entigram balanceScoop

raduated cylinder

Procedure:

3. -easure out eactly /. grams of the salt N!/1l0 and place in a large test tube.6. Add eactly 3 mL of distilled "ater to the test tube containing the salt. Place the

thermometer in the tube may be used to stir the solution0

7. =sing a hot "ater bath dissolve the salt. )emove the test tube from the bath and

record the temperature "hen the first trace of crystals appear in the tube. N8%2: youmay need to place test tube under running tap "ater to cool it. At this point the

solution is saturated to prevent supersaturation, stir the solution "ith the

thermometer0./. %o the above solution add an additional 3. g of the salt an repeat procedure 7. D8

N8% ADD 2O%)A EA%2).

+. )epeat procedure / t"o more time to obtain a total of four trials.

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"ata #nalysis:

%emp Data

/. g 1 +. g 1 K. g 1 . g 1

raph a solubility curve for the salt using the 9ais for the temperature and the y9ais for

the mass used per 3 mL of "ater.

Conclusions:

3. =sing the graph, determine the solubility of N!/1l at room temperature 6+10 and at

K1.

6. ?rom your data, is the additional energy needed to increase the solubility proportional

to the amount of solute addedB 2plain.

7. 's there a limit to the amount of solute that a solvent can be forced to dissolveB2plain.

/. Ehat use could be made of a solubility curve for a certain saltB

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Lab $en Unit 1=.(

*olubility Cur/e o a *alt

"escription

'n this eperiment, students start "ith a given amount of a salt in 3 mL of "ater and

increase only the mass by 3. gram each trial. %he temperature is recorded for each trial"hen crystals are observed as the solution cools providing data for a solubility curve.


!aterials:See student handout. Solubility 1urve of a Salt.

Procedures: See student handout. Solubility 1urve of a Salt.

$eacher $al&:

'f students eperience problems "ith crystalli(ation in the first trial, use ice "ater bath.

Last trial "ill require boiling "ater. )emind students not to add additional "ater to thetest tube.

E)tensions:

Potassium dichromate may be used as a solute. 'f used, start "ith 6. gram sample and

increase the amount in solution by 6. g each trial.

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Name: Period:

Lab Partner: Date:

Lab Ele/en Unit 11.(

2eutrali6ation and $itration 'ith #cid and >ase

Introduction:

Neutralizationoccurs "hen the hydronium ion from an acid interacts "ith a

hydroide ion from a base, on a one to one basis, forming "ater in the process. A salt is

al"ays a byproduct of this type of reaction. Titrationis the progressive addition of an

acid to a base to achieve neutrali(ation. %he point at "hich the acid and base are inequivalent amounts is called the end point.

Purpose:Students "ill eplore the processes of neutrali(ation of an acid and a base. %itration "ill

be used to determine the 5 of acetic acid in vinegar.


3 mL graduated cylinder &romthymol blue indicator

+ mL graduated cylinder Phenolphthalein indicator

)ing stand 3 - Na8!

&urette clamp 3 - !1l+ mL burette 60 .7 - !1l

%est tube 70 4inegar

6+ mL flas$ =n$no"n Na8! solution3+ mL bea$er 60

2ye dropper

%est tube rac$

Procedure:

'nvestigation A: Neutrali(ation03. 'n a test tube place 3 mL of 3 - !1l and add 6 drops of &romthymol blue indicator

and record the color

'n a test tube place 3 mL of 3 - Na8! and add 6 drops of &romthymol blue

indicator and record the color

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6. Predict the volume of 3 - Na8! needed to completely neutrali(ation 7 mL of 3 -

!1l complete neutrali(ation only occurs "hen equivalent quantities of hydronium

and hydroide ions are present0

a. %ransfer 7 mL of 3 - !1l to a test tube, add 6 to 7 drops of &romthymol blue

indicator to the acid solutionb. Slo"ly add 3 - Na8!, drop "ise, to the acid solution until complete

neutrali(ation occurs. %his occurs "hen the color of the indicator changes.

)ecord the number of milliliters of Na8! used 3 mL 6 drops0 c. !o" did your findings compare "ith the predicted volumeBT..

'nvestigation &: %itration03. Determine the molarity of un$no"n Na8! solution

a. 1lean a + mL burette "ith fresh "ater. ?ill the burette .7 - !1l solution.

b. 1lean a + mL burette "ith fresh "ater. ?ill the burette Na8! solution.

=n$no"n -olarity0c. Drain 3+ mL of !1l from the burette into a 6+ mL flas$. Add 6+ mL of distilled

"ater and 697 drops of Phenolphthalein indicator to the flas$. %itrate the !1lsolution "ith the Na8! solution until the endpoint is reached color change0.

)ecord the volume of the base used in data table. )ecord the volume of acid used

in data table.d. 1alculate the strength -olarity0 of the base from your data

Strength acid0 4olume acid0 Strength base0 4olume base0

3. Determine the strength of vinegar

a. )epeat the processes, 3.a and 3.b, this time substituting vinegar solution for theacid. =se the calculated strength of the Na8! as the $no" concentration and

titrate to find the concentration of the vinegar solution.

b. Drain 3+ mL of vinegar from the burette into a 6+ mL flas$. Add 6+ mL ofdistilled "ater and 697 drops of Phenolphthalein indicator to the flas$. %itrate the

vinegar solution "ith the Na8! solution until the endpoint is reached color

change0. )ecord the volume of the base used in data table. )ecord the volume ofacid used in data table.

c. 1alculate the strength -olarity0 of the vinegar from your data

"ata #nalysis:

"ata $able >.1

4olume of !1l used mL

Strength of !1l -

4olume of Na8! used mL

Strength of Na8! - calculated0

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"ata $able >.(

4olume of Na8! used mL

Strength of Na8! -

4olume of vinegar used mL

Strength of vinegar - calculated0

Conclusions:3. A 3 - solution of vinegar acetic acid0 "ould contain, because of its formula mass,

K grams per liter of "ater. %o epress this value in 5, you "ould use K g in 3 mLof "ater. %o find the percentage of acetic acid in vinegar solution, all you need to do

is to multiply the molarity of the vinegar by K. Ehat is the 5 of acid in the vinegarB

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Lab Ele/en Unit 11.(

2eutrali6ation and $itration 'ith #cid and >ase

"escription

Students "ill eplore the characteristics of neutrali(ation and titration of an acid and a

base. %hey "ill use eperimental data to calculate compare0 strengths of acids andbases.

$ime %rame:3 minutes 6 class periods0

!aterials:See student handout. Neutrali(ation and %itration "ith Acid and &ase.

Procedures: See student handout. Neutrali(ation and %itration "ith Acid and &ase.

$eacher $al&:

Uuantities of Solutions needed

3 - Na8! 3 mL per class3 - !1l 3 mL per class

.7 - !1l 3 L per classB - Na8! 6 L per class un$no"n base should be .+ -0

4inegar 3 L per class +5 vinegar is .;7 -0

E)tensions:

?or neutrali(ation study you might suggest they compare the strength of ammonia "ater

to the strength of vinegar from the volume of each used qualitative0.

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