Lecture Notes for Laboratory Manual for Principles of General Chemistry , 10th Edition

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Instructor’s Resource ManualLaboratory Manualfor Principles ofGeneral Chemistry10thEditionJ. A. BeranRegents Professor, Texas A&M University SystemProfessor, Texas A&M University-Kingsville

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ContentsvContentsPrefaceiiiTable of ContentsvTo the Laboratory InstructorviiiExperimentsA.IntroductionDry Lab1The Laboratory and SI1Experiment1Basic Laboratory Operations6Template for Calculations9AB.Chemical and Physical PropertiesExperiment2Identification of a Compound: Chemical Properties10Experiment3Water Analysis: Solids14Template for Calculations (2 pages)17AExperiment4Paper Chromatography18Experiment5Percent Water in a Hydrated Salt22Template for Calculations25ADry Lab2AInorganic Nomenclature I. Oxidation Numbers26Dry Lab2BInorganic Nomenclature II. Binary Compounds27Dry Lab2CInorganic Nomenclature III. Ternary Compounds30Experiment6Acids, Bases, and Salts33C.Mole ConceptExperiment7Empirical Formulas38Template for Calculations41AExperiment8Limiting Reactant42Template for Calculations45AExperiment9A Volumetric Analysis46Template for Calculations50AExperiment10Vinegar Analysis51Template for Calculations53AD.Atomic and Molecular StructureExperiment11Periodic Table and Periodic Law54Dry Lab3Atomic and Molecular Structure60E.GasesExperiment12Molar Mass of a Volatile Liquid68Template for Calculations (2 pages)71AExperiment13A Carbonate Analysis;Molar Volume of Carbon Dioxide72Template for Calculations (2 pages)75A

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viContentsF.SolutionsExperiment14Molar Mass of a Solid76Template for Calculations80AExperiment15Synthesis of Potassium Alum81Template for Calculations84AG.Acid-Base Equilibria and AnalysisExperiment16LeChâtelier’s Principle; Buffers85Experiment17Antacid Analysis90Template for Calculations93AExperiment18Potentiometric Analyses94Template for Calculations (6 pages)98AExperiment19Aspirin Synthesis and Analysis99Template for Calculations103AExperiment20Alkalinity of a Water Resource104Template for Calculations108AExperiment21Hard Water Analysis109Template for Calculations112AExperiment22Molar Solubility; Common-Ion Effect113Template for Calculations (2 pages)116AH.KineticsExperiment23Factors Affecting Reaction Rates117Template for Calculations (2 pages)120AExperiment24A Rate Law and Activation Energy121Template for Calculations (5 pages)126AI.ThermodynamicsExperiment25Calorimetry127Template for Calculations (9 pages)131AExperiment26Thermodynamics of the Dissolution of Borax132Template for Calculations (2 pages)136AJ.Oxidation-Reduction Systems and AnalysisExperiment27Oxidation-Reduction Reactions137Experiment28Chemistry of Copper141Template for Calculations144AExperiment29Bleach Analysis145Template for Calculations (2 pages)149AExperiment30Vitamin C Analysis150Template for Calculations152AExperiment31Dissolved Oxygen Levels in Natural Waters153Template for Calculations157AExperiment32Galvanic Cells, the Nernst Equation158Template for Calculations (2 pages)162AExperiment33Electrolytic Cells, Avogadro’s Number163Template for Calculations167A

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ContentsviiK.Transition Metal Systems and AnalysisExperiment34An Equilibrium Constant168Template for Calculations (4 pages)173AExperiment35Spectrophotometric Metal Ion Analysis174Template for Calculations (2 pages)178AExperiment36Transition Metal Complexes179Template for Calculations183AL.Qualitative AnalysisDry Lab4Preface to Qualitative Analysis184Experiment37Qual: Common Anions186Experiment38Qual I. Na+, K+, NH4+, Mg2+, Ca2+, Cu2+191Experiment39Qual II. Ni2+, Fe3+, Al3+, Zn2+196AppendicesAppendixAReagent Preparations201AppendixBPreparation of Indicators212AppendixCPure Substances213ElementsOrganic ChemicalsInorganic Chemicals (knowns and unknowns)Commercial ChemicalsAppendixDSpecial Equipment215

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viiiTo the Laboratory InstructorTo the Laboratory InstructorTeachingstudentsinthegeneralchemistrylaboratoryisaverychallengingassignment.The students, having a cross-section of secondary school backgroundsand a wide range of laboratory experiences, are pursuing a variety of undergraduatedegrees.Therefore their purposes and aspirations for the course vary considerably.It is a challenge to turn students on to chemistry; however, it is much easier, moreappropriate, and more fun to do so in the laboratory.Your assignment is to provide a meaningful chemistry laboratory experience forthese students, most of whom arenotchemistry majors, are in their first semester ofcollege, are away from home for the first time, and are 17–20 years old.You are toguide them to “what chemists do and how do they do it!”1.Students mustlearn to think scientifically, that is, they need to try to understandand explain the whats and whys of an observation: students must criticallyobserve a chemical system, collect and analyze the data, make appropriateinterpretations or calculations, draw a conclusion, and finally become confidentin using their analysis for further interpretations.2.Students mustlearn to be critical of their observations and collected data, bequantitative in any measurements, and be exact with the calculations, includingthe proper use of significant figures. (Review theData Analysissection in thelaboratory manual.) As a consequence, the completion of the Report Sheet andLaboratory Questions becomes a “little” easier.3.Students mustdevelop good laboratory techniques. TheLaboratoryTechniquessection in the laboratory manual should be the most-used part of themanual. In addition, you should constantly reinforce the benefits of acquiringand practicing good laboratory techniques during each laboratory period. Asummary of technique icons for each experiment is listed at the beginning of theexperiment; additionally, an icon of each technique in the ExperimentalProcedure is appropriately placed at the closest position for its use.4.Studentsmustacquire an appreciation of chemicals and practice properlaboratory safety guidelines. TheLaboratory Safety and Guidelinessection inthe manual outlines basic laboratory safety procedures for the general chemistrylaboratory. Thoroughly review these laboratory safety procedures with studentsduring the first laboratory period. Alsoyoushould review and be aware of“local” laboratory safety procedures, information that is to be conveyed tostudents.An excellent safety reference isSafety in Academic Chemistry Laboratories,published by the American Chemical Society.5.Students mustunderstand and appreciate the necessity of the proper disposal oftest solutions and chemicals. (SeeLaboratory Technique 4.) Educate yourself onthe proper disposal policies of laboratory chemicals that are unique to yourlaboratories. The Experimental Procedure of most experiments advises studentsof aninitialproper disposal of chemicals—your “local” laboratory disposalprocedures may be more specific.6.Students mustunderstand the chemical principles for each experiment to ensurea better understanding of the basics of the experiment, of the observationsencountered for each experiment, and of the collection, analysis, andinterpretation of the data. Therefore, it is always advisable to brief students onthe basics and goals of each experiment.GOALS FORINSTRUCTION

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To the Laboratory InstructorixA brief lecture/discussion should precede each laboratory session (not to exceed 20minutes, including quiz time) to review the chemical principles, experimentobjectives, experimental procedures, laboratory techniques, and safety guidelines forthe experiment.1.Take roll.2.Require students to submit the Prelaboratory Assignment at thebeginningof thelaboratory period. Stress this procedure during each laboratory session to ensuregood laboratory preparation.3.Review the results, grades, etc. of the previous experiment including generalcomments and clarifications.4.Discuss the Objectives and the principles outlined in the Introduction of theexperiment. Provide a brief (notdetailed) overview of the ExperimentalProcedure. Laboratory techniques that are advantageous for a successfulcompletion of the Experimental Procedure should be stated.5.•Cite any cautions or other safety notes in the experiment. Each caution isnoted with an icon (the international warning sign) and appropriatelypositioned in the margin of the Experimental Procedure.•Announce any changes that are to be made in the Experimental Procedure.•State the disposal procedure for the test chemicals. A disposal icon is alsoappropriately positioned in the margin of the Experimental Procedure.6.Assign the Laboratory Questions that are to be completed for the experiment.Laboratory Questions that are deemed more difficult are indicated with anasterisk (*).7.Assign the experiment for the next laboratory session if you have not previouslyhanded out a laboratory syllabus. Announce any changes or omissions that areappropriate for the next Prelaboratory Assignment. Prelaboratory Assignmentquestions that are deemed more difficult are indicated with an asterisk (*).1.Arrive at the laboratoryat least15 minutes before the students to see if thelaboratory benches and balance areas are clean, the stock chemicals are inadequate supply, the appropriate “Waste Containers” are present and empty,and the check-out equipment is available.2.Prepare for the lab.Critically study this Instructor’s Resource Manual for theassigned experiment to anticipate student questions. Clarify uncertainties andambiguities with your supervisor in advance of the day’s experiment.3.Be assertive.Youmust maintain proper student discipline. Enforce laboratorysafety rules, proper laboratory techniques, proper disposal and cleanupprocedures, and all other rules. (Review Laboratory Safety and Guidelines in themanual.) Relaxing the rules increases the probability of an accident caused bycarelessness. If a student refuses to follow rules, do not hesitate to remove thestudent from the laboratory. Taking a chance only increases the danger to thestudent, other students, and, most importantly, toyourself.4.Be responsible.Evaluate (grade) student Prelaboratory Assignments and ReportSheets as quickly as possible. Are students living up to your and theirexpectations?Offered as a supplement to the IRM is aReport Sheet Templatefor thoseexperiments requiring the numerical analysis of data. Using the templates youcan enter the student data, from which software then provides an analysis of thedata to the point of actually graphing data. Graphical data presents solutions.The format of the templates is designed with Microsoft Excel software and isavailable on a CD and online. Try it!5.Above all,be fairto all students regardless of their personality, laboratory effort,or academic capabilities.INSTRUCTIONROUTINEINSTRUCTOR’SRESPONSI-BILITIES

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xTo the Laboratory Instructor6.Hand outa laboratory syllabus for the laboratory program during the firstlaboratory period of the semester (term). This helps students to prepare.You can obtain additional information about the experiment (theory, expectations,cautions, and helpful hints) by searching the Internet—several suggested web sitesare listed (many others certainly exist):•http://webbook.nist.gov/chemistry (database of technical data)•http://www.ilpi.com/msds (MSDS information of chemicals)•http://physics.nist.gov/cuu/index.htm (database of technical data)•http://www.cas.org (>71 million compounds)•http://en.widipedia.org/wiki/category:chemistry•http://webelements.com•http://www.chemdex.org•http://chemistry.about.com•http://chemistrytutor.com•http://chem.ucsd.edu/academic/courses_labs.cfm•http://pubs.acs.org/cen (Chemical and Engineering News)•http://pubs.acs.org/jce (Journal of Chemical Education)•http://chemistry.alanearhart.org•http://antoine.frostburg.edu/chem/senese/101•http://www.chemilin.net/chemistry•http://chemfinder.camsoft.com (information on compounds)SUPPLEMENTARYSOURCES OFINFORMATION

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PrefaceiiiPrefaceThe Instructor’s Resource Manual (IRM) is designed to simplify and clarify theresponsibilities of the laboratory instructor, who is responsible for conducting a safe,meaningfullaboratorysession,andthestockroompersonnel,whopreparethesolutions and organize the experiment’s special equipment.The IRM presents eachexperiment in the laboratory manual in a convenient format so that even a first-timelaboratory instructor can guide students toward:•developing an appreciation of the scientific method for analyzing observations•utilizing safe laboratory techniques for collecting and analyzing data in thelaboratory•appreciating chemicals, their properties, dangers, and their values, influence, andsignificance on our technological societyThe IRM provides a Lecture Outline and Teaching Hints for each experiment thathaveproveninvaluableforourlaboratoryassistants(manyofwhomareundergraduates), especially during and after our weekly “overview” sessions.In the IRM each experiment is divided accordingly:•AnIntroductionabout the significance and/or value of the experiment from theinstructor’s and student’s viewpoints.•AWork ArrangementandTime Requirementare suggested for the completionof the experiment.•ALecture Outlineindicating the areas that require special attention beforestudents begin the experiment. A suggesteddemonstrationis included in theLecture Outline for each experiment. Beyond the traditional laboratory lecture(listed in the “To the Laboratory Instructor” section of the IRM), we always try tointroduce a demonstration that is appropriate for that experiment.Included in the Lecture outline are “The Next Step” suggestions. Once thestudents complete the experiment, they now have the basic skills and knowledgeto pursue (with guidance and supervision) a study of their own, making eachexperiment open-ended. The lab book need not be closed at the end of thelaboratory period.•Cautions & Disposalprocedures of which the instructor must be aware aregiven. These procedures can be presented to students or merely “watched for”during the laboratory period.•Teaching Hintsinclude brief insights into various parts of the ExperimentalProcedures, interpretations to questions most often asked, and expected results.•A list ofChemicals Requiredfor the experiment details an estimated quantity ofeach chemical requiredper student(or student group). No tolerances for wasteare made for the estimates. Therefore a 10–20% “waste” allowance (generally, aconservative waste estimate) should be made in preparing solutions. Thesequantities should serve only as a rough guide to preparing the solutions.The preparation (and preservation, wherever necessary) of each solution and thenumber of the experiment in which it is used, designated in parentheses, isprovided inAppendix Aof the IRM.•A list ofSuggested Unknownswe use in our laboratories is provided. Thevalues of the “unknown” parameters (e.g., molar mass, specific heat, density,etc.) and the composition for the “unknown” mixtures for the experiments usedin our laboratories are listed. Wherever appropriate, the solution preparationsare provided inAppendix A.

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ivPreface•TheSpecial Equipmentfor the experiment,notnormally found in the student’sassigned drawer/locker, are listed. While some of the equipment may beavailable as “common” equipment in some laboratories, it is only used 1–5 timesduring the course. We have found it less expensive to check many of these itemsout of the stockroom as needed. The number of each special item is listed perstudent (or student group). Total quantities of each item are to be determinedaccording to class size. Some specialized equipment can be shared by severalstudents (or student groups), e.g., balances, hot plates, spectrophotometers,digital thermometers… A complete list of specialized equipment and theexperiment number in which each item is used (in parentheses) is listed inAppendix Din the IRM.•Prelaboratory Assignmentanswers (and, on most occasions, the solutions) toquestions are provided.•(Post)Laboratory Questionanswers (and, on most occasions, the solutions) toquestions are also provided.•NumerousLaboratory Quizquestions (with answers) are available for eachexperiment. Most often these questions are offeredafterthe experiment isperformed.OfferedasasupplementtotheIRMisaReportSheetTemplateforthoseexperiments requiring the numerical analysis of data. The format of the templates isMicrosoft Excel software and is available on disk from the publisher upon adoption.Contact your Wiley sales representative for more information.Formoreinformationrefertohttp://www.wiley.com/college/beranontheInternetbyrequesting a Wiley password.The entire IRM along with representativeReport SheetTemplatesavailable on this website. This is a very valuable website to have at hand...look itup!The author welcomes all comments from users of the 10thedition of LaboratoryManual for Principles of General Chemistry and this accompanying Instructor’sResource Manual.Suggestions for additions, corrections, and improvements toeither/both manual(s) are welcomed.The author is deeply indebted to his students, laboratory instructors, and stockroompersonnel for their suggestions in refining the details that appear in this IRM.J. A. BeranJanuary, 2014

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6Basic Laboratory OperationsExperiment1Basic Laboratory OperationsThisisthefirst“experiment”thatmoststudentsperforminthelaboratory.Oftentimes, the “stone is cast” in this first laboratory session. Your presentation willdetermine, in large part, student expectations and goals.If you emphasize thesignificance of the laboratory experience—the importance of laboratory safety, theapplication of proper laboratory techniques, and a thought process that includes theapplication of basic chemical principles—you will have a well-run lab.In our laboratories, we stress the importance of practicing good laboratory technique.At the conclusion of the Laboratory Techniques section in the laboratory manual,there is a Laboratory Technique Assignment (pages 35-36).Assign this as an in-labor take-home assignment for students to become familiar with this section of themanual.Work Arrangement:Individuals. Divide the students into two groups:Group I:Begin Part AGroup II:Begin Part B.Time Requirement:2.5 hours1.Follow the Instruction Routine outlined in “To the Laboratory Instructor”.2.Note for students that circled superscripts in the Experimental Procedure arestopping points at which students are to make an entry on the Report Sheet.3.Part A.Cite the various parts of a Bunsen burner and the zones of a properlyadjusted (nonluminous) Bunsen flame.Demonstrate, with an explanation, the lighting of a Bunsen burner(Experimental Procedure, Part A.1). This very important technique isnotin theLaboratory Techniques section of the laboratory manual.4.Part B.Discuss the proper use and care of balances (Technique 6). Balances areused extensively in this course and students must learn to handle them withrespect.5.Part B.2.Repetitious mass and volume measurements show the random errorsin making measurements in the laboratory and the importance of recording datawith the correct number of significant figures…according to the precision of theinstrument (balance and graduated cylinder). Refer to the Laboratory Datasection of the laboratory manual for significant figures and how they are to berecorded.6.Part C.Define density. Density is an intensive and physical property of matter.Describe the procedure for the density measurement of a water-insoluble solidand a liquid.7.Part C.2.Class or group data are requested for completing the density data forwater on the Report Sheet. Inform students how these data are to be collected.You may choose to have students calculate the standard deviation for the groupdata (seeData Analysissection of the laboratory manual).The Next Step.Have students devise a procedure for measuring the density of awater-insoluble solid that is less dense than water or the density of a water-solublesolid. Extra credit?INTRODUCTIONLECTUREOUTLINE

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Experiment 17•Part A.Where there is fire, there is danger.•Part A.Use tongs or forceps for holding the wire gauze in the flame.•Part C.1.Return the unknown solids for use in other laboratories.•Part C.2.Donotpipet by mouth.•Part C.2.Caution the students of handling potentially flammable liquids near aBunsen flame. Dispose of the liquid unknowns in the “Waste Liquids” container.1.Part A.All Bunsen burners are not the same; for example, some do not have agas control valve. Advise students to adjust the Experimental Procedureaccordingly.Assist students in the lighting and adjusting of the Bunsen burner. Make surethe tubing is attached to the gas outlet,notthe water outlet! Remove combustiblesubstances from the area near the Bunsen burner. Extinguish the Bunsen flamewhen it is not in use.2.Part B.Over-emphasize, if necessary, the care and operation of balances.Students seem not to appreciate the delicacy (and the sensitivity) of a balance (forsome reason). Oversee its operationat all times. Keep the balance area clean ofall chemicals and glassware. Have students review Technique 6.3.Part C.1a.Do students know the meaning of “tare the mass of a piece ofweighing paper?” It can only be done with a balance having that feature.4.Part C.1c.Roll the metal in the water to remove air bubbles. Watch that studentsproperly read and record a meniscus (see Technique 16A).5.Part C.2.Supervise the use of the pipet and the proper pipetting technique(Technique 16B)—students arenotto pipet with their mouths. (Caution:keepliquid unknowns away from the Bunsen flame.)Issue a solid sample for Part C.1 and a liquid sample for Part C.3. Provide labeledcontainers for the return of the solid samples and a “Waste Liquids” containerfor the liquid samples.Part C.1SolidaDensity(g/cm3)Part C.3LiquidaDensity(g/mL)aluminumcopperiron (nails,notgalvanized)leadnickelsilicontinzinc2.708.957.8611.348.902.427.287.14methanolethanolwater1-propanoltoluene0.7910.7891.000.8040.867aVolumes of 3–5 cm3of metal and 10 mL of liquid are needed.Bunsen burner1balance, ±0.01 g1match or striker1balance, ±0.001 g1wire gauzecrucible tongsgraduated cylinder, 10 mL1“Waste Liquids” container5-mL pipet and bulb1weighing paperCAUTIONS&DISPOSALTEACHINGHINTSSUGGESTEDUNKNOWNSSPECIALEQUIPMENT

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8Basic Laboratory Operations1.Methane, commonly known as natural gas, is the common fuel and the oxygen isthe required air component for producing an efficient, nonluminous Bunsenflame.2.a.Blue.A nonluminous flame is a blue flame that indicates the fuel isundergoingcompletecombustion.b.Less.A luminous flame contains carbon particles that have not undergonecombustion and therefore burns less efficiently, producing a lowertemperature flame.3.See Figures T.16a and T.16b, page 35.4.[Depends upon the laboratory, most likely ±0.01 g or ±0.001 g]5.Flames from a wood-burning fireplace are typically yellow in appearancebecause of an insufficent amount of oxygen near the burning wood producing aluminous flame. The yellow appearance of the luminous glow is due to thepresence of the unburned carbon particles.6.a.…touching the tip to the wall of the receiving vesselb.…forefinger or index finger (not the thumb!)c.The last bit of liquid remaining in the pipet after delivery should remain inthe pipet.d.TD means “to deliver”…the pipet is calibrated to deliver the volume for thecalibrated pipet, allowing the liquid to flow from the pipet with only the aidof gravity.7.The cylinder containing thediamond.Platinum is more dense than diamond;therefore an equal mass of diamond would displace a larger volume of water.For example, 21.43 g of diamond displaces a volume of (21.43 g xcm33.51 g =)6.11 cm3, while 21.43 g of platinum displaces only 1 cm3of water.8.mass of “conc” hydrochloric acid = (11.229 – 5.333) g = 5.896 gdensity = 5.896 g5.00 mL = 1.18 g/mL1.When the gas control valve is slightly closed on a nonluminous flame, less fuel isavailable for the combustion of the fuel, reducing the “size” of the flame but stillproducing a nonluminous flame.2.When the air control valve is slightly closed on a nonluminous flame, less air isavailable for the combustion of the fuel, producing a luminous flame.3.The fuel for the burning candle is the candle wax. The flame is luminous becausethe oxygen supply at the base of the wick is insufficient to combust all of theburning candle wax.4.Higher density.If the solid is not submerged, less water is displaced resulting in asmaller measured volume of the solid. A smaller volume with a given massresults in a greater reported density.5.Lower density.Less mass (volume) of water will be delivered from the 5.00 mLpipet but the presumed volume of the water will remain unchanged. As a resultthe density measurement for water will be low since the delivered mass will betoo low.6.Too low.The measured mass of the delivered liquid will be measured low, but itsmeasured volume will remain unchanged. Therefore, its density will berecorded too low.PRELABORATORYASSIGNMENTLABORATORYQUESTIONS

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Experiment 191.A properly adjusted Bunsen burner flame has (one, two, three) distinct cones.[Answer:three]2.What is the criterion for clean glassware?[Answer:Technique 2.“no water droplets cling to the wall”]3.What is the fuel used for the flame in a Bunsen burner?[Answer:generally, methane or natural gas]4.A properly adjusted flame of a Bunsen burner is (nonluminous, luminous).Explain.[Answer:nonluminous]5.Suppose that after delivery several drops of a liquid cling to the inner wall of a5 mL pipet. Is the actual volume of the liquid delivered greater or less than the5 mL recorded by the pipet? Explain.[Answer:Less than 5 mL. The liquid on the inner wall is a part of the calibrated 5-mLpipet.]6.A 25.0-mL volume of a liquid was dispensed from a pipet. The mass of theliquid was determined to be 21.6 g. What is the density of the liquid?[Answer:0.864 g/mL]7.The density of lead metal is 11.35 g/cm3.If 16.44 g of lead is added to a 10-mLgraduated cylinder that contains 4.2 mL of water, what will be the final volumereading of the water in the cylinder?[Answer:5.6 mL]8.A 8.462-g metal bar changes the water level in a 50-mL graduated cylinder from23.7 mL to 25.9 mL. Calculate the density of the metal.[Answer:3.8 g/cm3]9.The density of lead metal is 11.35 g/cm3. If 12.49 g of lead metal is added to a10.0 mL graduated cylinder containing 5.72 mL of water, what will be the finalvolume reading of the water in the cylinder?[Answer:6.82 mL]10. The mass of a beaker is 5.944 g. After 5.00 mL of an alcohol is pipetted into thebeaker, the combined mass is 9.891 g. From the data, determine the density ofthe alcohol.[Answer:0.789 g/mL]11. The density of Solid A is 2.70 g/cm3and that of Solid B is 1.79 g/cm3. A 6.86 gsample of Solid A is transferred to a graduated cylinder containing 5.00 mL ofwater and a 7.11 g sample of Solid B is transferred to a graduated cylinder alsocontaining 5.00 mL of water. Which solid sample displaces the larger volume ofwater? By how many milliliters?[Answer:Solid B, 3.97 cm3or 3.97 mL]12. The density of lead is 11.3 g/cm2and the density of diamond is 3.51 g/cm3. Ifequal masses of diamond and lead are transferred to equal volumes of water inseparate graduated cylinders, which graduated cylinder would show the greatervolume change?[Answer:diamond]13. An air bubble adheres to the surface of a solid when it is submerged in the waterof a graduated cylinder. Will the reported density of the solid be reported toohigh or too low? Explain.[Answer:Too low.A larger presumed volume results in a lower reported density]LABORATORYQUIZ

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Dry Lab 111Dry Lab1The Laboratory and SIBeprepared!Thefirstmeetingwithyourstudentsisveryimportant—firstimpressions are lasting.Set the proper“mood”for the lab and be specific inallofyour instructions and expectations of student performance.Before the first laboratory meeting, read thePrefacetoInstructor’s Resource Manual(IRM) to obtain an overview of the scope and breadth of the IRM.To the LaboratoryInstructorprovides helpful Goals for Instruction, an Instruction Routine, and yourInstructor’sResponsibilitieswhileconductingthelaboratory.Thesehelpfulguidelines will assist you in your instruction and supervision of an informativelaboratoryprogramforyourstudents.Additionally,readthePrefaceintheLaboratory Manual for General Chemistry, 10thedition to be informed of the author’sintent for the students of the general chemistry program.Good preparation only helps your confidence for instruction and it establishes yourcredibility with students in the laboratory…very important!The first laboratory period may require a “long” introduction (but no longer than40 minutes) with a discussion of the following important points. For your first day ofinstruction:1.Identify the students (take roll), laboratory instructor (yourself), the laboratorysection number, and each student’s desk number. This information should beplaced on the inside front cover of the manual.2.Hand out a syllabus for the laboratory so that students can anticipate andprepare for each assigned laboratory experiment or dry lab.3.Discuss the philosophy of the chemistry laboratory as suggested in theIntroduction to Dry Lab 1.4.Familiarize students with the laboratory manual:•Locate the following major sections of the manual for students: LaboratorySafety and Guidelines, Data Documentation (including Common LaboratoryEquipment), Data Analysis, Laboratory Techniques, and Appendices.•Review the format of each experiment (use Experiment 1 as the model): theObjectives, the Techniques, the Introduction, the Experimental Procedure,the Prelaboratory Assignment, the Report Sheet and the LaboratoryQuestions. Discuss the content and/or significance of each section of theexperiment.•Note that icons are used extensively to cite the Laboratory Techniques thatare correspondingly appropriate in the Experimental Procedure. An exercisefor reviewing laboratory techniques appears on pages 41-42. Encouragestudents to complete the exercise. The answers appear at the end of this DryLab.5.Review the “boxed” disclaimers that appear on pages IV and 39 of the laboratorymanual. The disclaimer reminds students that they are responsible for their ownsafety while conducting experiments in the laboratory.6.Familiarize students with the laboratory:•Locate the safety equipment (shower and eye wash fountain).•Locate the chemical stockroom, the balance room, and other physicalfacilities unique to your laboratories.Require students to complete the insidefront cover of the manual.INTRODUCTIONLECTUREOUTLINE

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2The Laboratory and SI27.Part B.Give a short lecture (or show a video) on laboratory safety and thedisposal of chemicals. Emphasize the importance of laboratory safety. Reviewwith the students, in detail,Laboratory Safety and Guidelines, pages 1-4.Do notneglect this discussion from your introductory remarks. Note the use of theCaution and the Waste Disposal Laboratory Technique icons in the ExperimentalProcedure.An excellent safety reference isSafety in Academic Chemistry Laboratories,published by the American Chemical Society.8.Part C.Carefully handling and presenting data is an important attribute of achemist. Advise students of the proper procedures for presenting their data, asdetailed in theData Documentationsection, pages 5-8.9.Part D.The analysis of data is critical to good laboratory procedures whencollecting data. The proper use of significant figures for collecting andperforming calculations, the use of standard deviation for evaluating data, theuse of graphical data for evaluating data trends are all important when reportingdata. Make students aware of the expandedData Analysissection, pages 9-16.10.Part E.Give an overview of the SI. A short review with appropriate examplesfor using conversion factors to express measurements of various magnitudes isvaluable—the mathematical procedure should complement the laboratorymanual and the textbook. This section will take most of your laboratory time.To shorten the laboratory session you may assign only a portion of Part E, the SIsection.11. Assign the experiment for the next laboratory period, direct students to completethe Prelaboratory Assignment, and to read/study the Introduction andExperimental Procedure before the laboratory session.1.Part A.Assign each student to a laboratory station and issue equipment andglassware. Photographs of Common Laboratory Equipment and a check-in formare located on pages 7-8 of the laboratory manual.2.Part A suggestion:To facilitate the check-in process, have all students placetheir drawer (or locker) equipment on the bench top;youidentify an item and thestudents, in unison, return that item to the drawer and make the correspondingcheck (√) on the check-in form. If the student does not have the item, he/she canobtain it later from the stockroom, andnotcheck the item on the check-in form.You are to place your signature on the Report Sheet after the check-in process iscompleted.3.Advise students of the importance of clean glassware (Laboratory Technique2)and to have soap or detergent and paper towels (notthe paper towels from thebathroom!) available at all times.4.Part B.You are to approve the completion of the inside front cover. Responsesto the assigned questions are found in the Laboratory Safety and Guidelinessection of the laboratory manual.5.Part B.You are to approve a student’s knowledge of laboratory safety at theconclusion of the student’s completion of Part B.6.Part C.Responses to the assigned questions are found in theDataDocumentationsection of the laboratory manual.7.Part D.Responses to the assigned questions are found in theData Analysissection of the laboratory manual.8.Part E.Students should have had exposure toLe Systéme International d’Unités(SI) prior to the laboratory. It is important for students to memorize the SI baseunits and prefixes (Table D1.1).9.A quiz over laboratory safety and SI is suggested for the next laboratory period.TEACHINGHINTS

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Dry Lab 133Metric Ruler (20-30 cm)B.Laboratory Safety and GuidelinesTrue or False1.F, See Lab Safety A.17.T, See Lab Safety B.52.T, See Lab Safety A.38.F, See Lab Safety B.73.T, See Lab Safety A.29.T, See Lab Safety C.94.F, See Lab Safety A.310. T, See Lab Safety D.25.T, hopefully true11. F, See Lab Safety D.36.F, See Lab Safety B.212. F, See Lab Safety C.1Short Response1.The skin should be protected from chemicals “from the neck to the knee and tothe wrist” with a covering of non-synthetic clothing or a laboratory coat. SeeLaboratory Safety A.2-5.2.… the care of an individual affected by the accident. Then immediately alert thelaboratory instructor. See Laboratory Safety B.3.3.First, consult with the laboratory instructor. See Laboratory Safety C.5.4.See Laboratory Safety B.8.5.Wear non-synthetic (cotton) clothing (or covering) from the neck to the knees tothe wrist, confine long hair, wear shoes that shed water, and wear safety glasses.See Laboratory Safety A.2, 3.C.Data DocumentationTrue or False1.F4.F2.F5.F3.TD.Data AnalysisTrue or False1.T6.T2.F7.T3.F8.F4.F9.T5.F10. FE.Le Système International d’Unités(SI Units)1.Complete the following table.a.3.3x109bytesb.7.6 μLc.6.72 mAd.2.16x103watts2.Convert each of the following:a.4.76 pmx10-12mpmxμm10-6m= 4.76x10-6μmb.25.0 mLx10-3LmLxcL10-2L= 25.0x10-1cL = 2.50cL3.1.0 tsp x 1 tbs3 tsp x 0.5 fl. oztbsx 29.57 mLfl. oz= 4.9 mL4.a.23.7 psi x1 atm14.7 psi = 1.61 atmb.43πr3= 43π()5 in x 2.54 cm1 inchx 10-2mcm3x1 L10-3m3= 8.58 L5.For Hurricane Katrina,a.0.920 b x1 atm1.013 b = 0.908 atmb.0.920 b x1 atm1.013 b x 760 mm Hg1 atmx 10-3mmmxcm10-2m x1 inch2.54 cm = 27.2 in Hg6.For a 250 mL beaker, diameter ~6.8 cm, height ~ 8.9 cm: V =πr2l=π(3.4 cm)28.9 cm= 320 cm3= 320 mL or 3.2 x 102mL (s.f.)The 250-mL volume label on the beaker is the suggested volume for safe handling;the calculated volume is based on a volume measured to the top of the beaker.EQUIPMENTREPORTSHEETINFORMATION

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4The Laboratory and SI47.a.4 ft 8 in. = 56 in.; 56 in.x2.54 cmin.= 142 cmb.142 cm x 10-2mcm= 1.42 m8.~100 kJxkcal4.184 kJ= ~23.9 kcal9.a.500 tabletsx325 mgtabletx10-3gmg= 163 gb.500 tabletsx325 mgtabletx10-3gmgxlb453.6 gx16 ozlb= 5.73 oz10. a.14 inxft12 inx15 ft = 17.5 ft2= 18 ft2(s.f.)b.2x14 inx14 inx()2.54 cmin2x⎝⎛⎠⎞10-2 mcm2+ 4x17.5 ft2x()12 inft2x()2.54 cmin2x⎝⎛⎠⎞10-2 mcm2= 0.25 m2+ 6.50 m2= 6.75 m2c.14 inx14 inx15 ftx12 inftx()2.54 cmin3x⎝⎛⎠⎞10-2 mcm3= 0.58 m31.The “marathon” covers a distance of 26 miles, 285 yards. Express this distance inkilometers. 1 in. = 2.54 cm[Answer:42.1 km]2.The atomic radius of the sodium atom is 180 pm. Express its atomic radius inmicrometers.[Answer:1.80 x 10-4μm]3.Which is a larger volume, 50 mL or 500 μL? How many milliliters are present in500 μL?[Answer:50 mL, 0.500 mL]4.The concentration of magnesium in seawater is about 1.35 g/L. How manyounces of magnesium are in one gallon of seawater? 1 pound (16 ounces) = 453.6g, 1 liter = 1.057 quarts[Answer:0.180 oz/gal]5.Which has the greater density, mercury, 13.6 g/cm3or platinum, 2.25 x 10-2mg/nL? Justify your answer. 1 mL = 1 cm3[Answer:platinum, the density of platinum is 22.5 g/cm3]6.Express the size of an1116-inch (assume two significant figures) wrench inmillimeters.[Answer:17.5 mm or 18 mm]7.The current US penny has a diameter of 19 mm and a mass of 2.50 g. Convertthese measurements to inches and ounces respectively. [Answer:0.75 in, 0.088 oz]Answer the following as true (T) or false (F)1.If a chemical spill occurs (even if it is small one), alert your laboratoryinstructor.[T]2.Working alone in the laboratory isnotpermitted in any circumstances.[T]3.Tennis shorts and canvas shoes are proper clothing for “safe” experiments.[F]4.If an experiment appearsnotto pose any hazards, eye protection need not beworn.[F]5.If a chemical spill requires you to use the safety shower, you should flood theaffected area for 5 minutes.[T]6.If your skin is burned by a flame, immediately treat the affected area bycovering it with a salve.[F]7.“I just splashed a drop of concentrated sulfuric acid on my skin.” Youshould immediately flush the affected area with a copious amount of tapwater.[T]8.Data that has been mistakenly recorded on the Report Sheet can be erasedand replaced with the correct data. This is to maintain a neat Report Sheet.[F]9.All data is to be recorded in ink.[T]10. Zeros recorded in a measurement arealwayssignificant figures.[F]11. The minimum data points to calculation the standard deviation of the data isthree.[T]LABORATORYQUIZ

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Dry Lab 15512. The number of significant figures in the measurement 0.0410 g is three.[T]13. Random errors when collecting data can be corrected.[F]14. Systematic errors result from poor laboratory technique.[F]15. Neither random errors nor systematic errors are correctable.[F]16. Reading the meniscus of a liquid can result in a random error.[T]Answers to the Laboratory Techniques Assignment on page 41 of the laboratorymanualIdentify the Technique IconTrue or False1.3, 92.13.11f4.16a5.11c6.16b7.11e8.59.16c10. 15c11. 3, 412. 16c13. 214. 13c15. 16a16. 13b17. 418. 619. 14b20. 621. 1022. 7a23. 17b24. 15b25. 16c1.T, Technique 22.T, Technique 23.T, Technique 94.T, Technique 35.F, Technique 36.F, Technique 47.F, Techniques 5, 98.F, Technique 49.T, Technique 610. F, Technique 7A11. T, Technique 1012. T, Technique 11F13. T, Technique 13C14. T, Technique 16C15. F, Technique 16B16. F, Technique 16B17. F, Technique 16C18. T, Technique 16C19. T, Technique 16C20. F, Technique 17B21. T, Technique 17A22. T, Technique 5LABORATORYTECHNIQUESASSIGNMENT

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10Identification of a Compound:Chemical PropertiesExperiment2Identification of a Compound: Chemical PropertiesThis experiment focuses on the chemical properties of a substance for identification.You may recognize this experiment as an open-ended version of an anion qualscheme; it is a good experiment for students to make observations and draw theirown conclusions.WorkArrangement:Partnersfortheknowncompounds;individualsfortheunknown.Time Requirement: 2.5 hours1.Follow the Instruction Routine outlined in “To the Laboratory Instructor”.2.Provide an overview of the Experimental Procedure.3.Discuss, with examples, various observations that signify the occurrence of achemical reaction:•Demonstration.Carbon dioxide gas is evolved when hydrochloric acid ismixed with solid or aqueous sodium carbonate.•Demonstration.A calcium carbonate precipitate appears when aqueoussolutions of calcium chloride and sodium carbonate are mixed.•Demonstration.Heat is evolved in an acid-base neutralizationreaction…feel the test tube after mixing.•Demonstration.An intensified blue color appears with the addition of 6MNH3to a cupric sulfate solution.4.Note for students that circled superscripts in the Experimental Procedure arestopping points at which students are to make an entry on the Report Sheet.5.Part A.Discuss the chemistry for each of the four salts—explain how an anioncan be identified in the presence of a number of anions.6.Explain that when an observation of a chemical reaction is made, it should berecorded on the Report Sheet—the purpose of subsequent testing is tocharacterize the properties of the reaction system. For example, the OH-ionprecipitates Mg2+, but Mg2+is soluble with the addition of HCl(aq).7.Part Bis nearly open-ended. Students must rely entirely on observations for adetermination of their unknown.The Next Step.Have students look ahead to Experiments 3, 4, 37, 38, and 39 inorder to better appreciate the chemistry that is being performed in this experiment.As an example, test a soil sample to see if it is alkaline…if upon adding HCl(aq)dropwise to a soil sample produces bubbles, it is probably alkaline evolving CO2(g).•Part A.Silver salt solutions produce black stains on the skin. It looks bad but noreal danger exists/persists. You (or the student) will find out the next day if anysilver nitrate touched the skin!•None of the chemicals in this experiment are considered dangerous, but, if thereis any contact with the skin, wash the skin immediately.•Salt solutions are to be discarded in an available “Waste Salts” container.•Ensure that students are using the correct technique for checking the odor from areaction (Technique 17A).INTRODUCTIONLECTUREOUTLINECAUTIONS&DISPOSAL

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Experiment 2111.Students are to use five clean, labeled test tubes or a clean 24-well plate fortesting—you should advise students which setup (Figure 2.2a or 2.2b) is to beused. Contamination of glassware can cause the appearance of “weird”precipitates (Technique 2)!2.Part A.4.We often issue the unknown to students at thebeginningof the lab—bydoing this, students can perform parallel tests to check the properties of theirunknown and make comparisons as they proceed through Part A.1–3. Thisreduces the time for analysis and eliminates the question “what color is this?”3.Advise students of the procedure for filling out the reaction matrices for Parts Aand B on the Report Sheet.4.Part A.Discuss the observations and interpretations of the reaction mixtures.Technique, observations, and interpretations are critical to the success of thisexperiment. Some assistance may be required for writing the formulas of theprecipitates on the Report Sheet.5.Part B.Part B is a repeat (in procedure) of Part A. However, none of thesolutions are known…the student must match the unknown solution with one ofthe originals, strictly by making comparative observations.6.Encourage students to engage in a habit of thoroughly cleaning all glassware thatwas used in the experimentandto clean their desk area at the conclusion of thelaboratory period.TestNaClNa2CO3MgSO4NH4ClH2OAgNO3ppppnrNaOHnrnrcgonrHClnrgnrnrnrPlace the following in dropper bottles to minimize the waste of solutions.Part AKnown Test Solutions0.2MNaCl1 mL0.2MNa2CO31 mL0.2MMgSO41 mL0.2MNH4Cl1 mLReagents0.2MAgNO32 mL0.2MNaOH2 mL0.2MHCl2 mLPart BA large number of test solutions and compatible test reagents can be selected toprovide the analyses in Part B. Suggested sets of solutions are:Set 1Known Test Solutions0.2MHCl1 mL0.2MHNO31 mL0.2MNaOH1 mLsat’d Ca(OH)21 mL0.2MKNO31 mLReagentsphenolphthalein2 mL0.2MNa2CO32 mL0.2MAgNO32 mLSet 2Known Test Solutions0.2MNa3PO41 mL0.2MNa2CO31 mL0.2MNa2SO41 mL0.2MNa2S1 mL0.2MNaCl1 mLReagents0.2MBa(NO3)22 mL(Caution…for disposal of bariumsalts)0.2MHNO32 mL0.2MCuSO42 mLTEACHINGHINTSREPORTSHEETINFORMATIONCHEMICALSREQUIRED

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12Identification of a Compound:Chemical PropertiesSet 3Known Test Solutions0.2MHCl1 mL0.2MNaOH1 mL0.2MNa2SO41 mL0.2MNH31 mL0.2MH3PO41 mLorsat’d Ca(OH)21 mL0.2MCuSO41 mL0.2MHNO31 mL0.2MNH4Cl1 mLReagentsphenolphthalein2 mL0.2MNa2CO32 mL0.2MBa(NO3)22 mL(Caution…for disposal of bariumsalts)test tubes , small1524-well plate (optional)1permanent markerdropper and/or Beral pipets≈5–10“Waste Salts” container1.a.Glassware is clean when no water droplets adhere to the clean part of theglassware.b.~ 75 mm and ~3 mL2.See Technique 17a…fan vapors toward the nose.3.The formation of a precipitate (or cloudiness), the appearance of a color change,the evolution of a gas, the detection of an odor, a change in temperature.4.5 drops x1.0 mL20 drops= 0.25 mL10 drops x1.0 mL20 drops = 0.50 mL5.For NaCl, Na+(aq) and Cl-(aq)For Na2CO3, Na+(aq) and CO32-(aq)For MgSO4, Mg2+(aq) and SO42-(aq)For NH4Cl, NH4+(aq) + Cl-(aq)6.a.test tube 1silver nitratetest tube 2sodium sulfidetest tube 3potassium iodideb.AgNO3(aq) + KI(aq)→AgI(s) + KNO3(aq)c.2 AgNO3(aq) + Na2S(aq)→Ag2S(s) + 2 NaNO3(aq)1.Addition of HCl(aq): HCl reacts with CaCO3to produce CO2; no reaction occurswith CaCl2.2.Addition of AgNO3(aq). Ag+precipitates Cl-, but has no effect on SO42-(unlesslarge amounts of Ag+are added).3.a.Gas is evolved. CO2b.White precipitate forms. AgClc.White precipitate forms. Mg(OH)2d.Pungent gas is evolved. NH34.test tube 10.1MHCltest tube 20.1MKOHtest tube 30.1MNa2CO35.a.test tube 1hydrochloric acidtest tube 2sodium carbonatetest tube 3silver nitrateb.A white precipitate of silver chloride would form. See the solubility rules inthe manual, Appendix E.SPECIALEQUIPMENTPRELABORATORYASSIGNMENTLABORATORYQUESTIONS

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Experiment 2136.a.NH3(NH3precipitates Mg2+as Mg(OH)2(s) but not Ag+)orHCl (Cl-precipitates Ag+as AgCl(s) but not Mg2+)b.Ag+(Ag+forms a precipitate with HCl as AgCl(s) but not H2SO4)orBa2+(Ba2+forms a precipitate with H2SO4as BaSO4(s) but not HCl)c.NH3(NH3forms a deep blue solution with Cu2+as [Cu(NH3)42+] but Ba2+remains colorless)orH2SO4(Ba2+precipitates with H2SO4as BaSO4(s) butCu2+does not)d.NH3(NH3forms a deep-blue solution with Cu2+as [Cu(NH3)42+] but forms awhite precipitate with Mg2+as Mg(OH)2(s))See the solubility rules in the manual, Appendix E.1.Cite two observations that indicate the occurrence of a chemical reaction.[Answer:see Introduction to Experiment 2 in the laboratory manual]2.A mixture of potassium carbonate and hydrochloric acid results in the evolutionof a gas. What is the gas?[Answer:CO2]3.A mixture of zinc chloride and silver nitrate produces a white precipitate. Whatis the formula of the precipitate?[Answer:AgCl]4.A mixture of sodium sulfate and ammonium chloride produces no observableresult; however, the mixture of sodium hydroxide and ammonium chlorideproduces a detectable odor. What substance causes the odor?[Answer:NH3gas]5.A mixture of lead nitrate and ammonium acetate produces no observable result;however, the mixture of lead nitrate and ammonium sulfate produces a whiteprecipitate. What is the precipitate?[Answer:lead sulfate, Pb(SO4)2]6.A mixture of sodium carbonate and sodium hydroxide produces no observableresult; however, the mixture of sodium carbonate and barium hydroxideproduces a white precipitate. What is the precipitate?[Answer:barium carbonate, BaCO3]7.Describe the technique for detecting an odor.[Answer:See Technique 17A]8.Identify two silver salt precipitates.[Answer:silver chloride, AgCl, silver carbonate, Ag2CO3]9.Identify a hydroxide precipitate.[Answer:magnesium hydroxide, Mg(OH)2]LABORATORYQUIZ

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26Inorganic Nomenclature I.Oxidation NumbersDry Lab2AInorganic Nomenclature I.Oxidation NumbersThe Dry Lab 2 series focuses on the naming of inorganic compounds.These DryLabs are included in this manual because, typically, insufficient time is allottedduring lecture.1.Follow the Instruction Routine outlined in “To the Laboratory Instructor”.2.Define the terms, cations and anions (monoatomic and polytomic) and oxidationnumber vs. charge.3.Note that charges are written as e.g., 2+, whereas oxidation numbers are writtenas e.g., +24.Review the 8 oxidation number rules presented in the Introduction. Use a fewexamples to illustrate the use of the oxidation number rules. Also select severalexamples similar to those in the Dry Lab Introduction and Procedure.5.Make an appropriate assignment.Oxidation Numbers1.a.+2d.+3g.+4j.+4m.+2b.+4e.–4h.+6k.+2n.–1c.+4f.0i.+6l.+5/2o.+4Oxidation Numbers2.a.+5d.+5g.+1j.+3m.+1b.+3e.+5h.–3k.+3n.+6c.+5f.+3i.+5l.+5o.+4Oxidation Numbers3.a.+3g.+6m.+4b.+2h.+6n.+4c.+2i.+6o.+8/3d.+2j.+3p.+4e.+3k.+6q.+16/3f.+3l.+7r.+6INTRODUCTIONLECTUREOUTLINEREPORTSHEETINFORMATION

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Dry Lab 2B27Dry Lab2BInorganic Nomenclature II.Binary CompoundsThis second dry lab on inorganic nomenclature focuses exclusively on the namingand writing of the formulas of binary compounds, binary acids, and hydrates.1.Follow the Instruction Routine outlined in “To the Laboratory Instructor”.2.Define and review the nomenclature of binary (ionic) salts. For cations with twocommon oxidation numbers, review both the “old” system (the -ic, -oussystem)and the Stock system of nomenclature. Select examples similar to those in theDry Lab Introduction and Procedure. Write formulas for binary salts.3.Suggest which of the cations commonly named by the -ic, -oussystem should bememorized.4.Define and review the nomenclature of binary (covalent) compounds of twononmetals or a metalloid and a nonmetal. Notice that Greek prefixes are usedexclusively in their nomenclature andnotthe “-ic, -ous” suffixes or the Stocksystem. Write formulas for these compounds to reinforce the nomenclature rule.5.Define and review the nomenclature of hydrates and binary acids.6.Review the procedure for writing the formulas of binary compounds.7.Make appropriate assignments.Nomenclature and Formulas of Binary Compounds1.2.a.b.c.d.e.f.g.h.i.a.b.c.d.e.f.sodium phosphidesodium oxidesodium nitridecalcium carbidecalcium iodidecalcium hydridecalcium phosphidepotassium cyanidepotassium hydroxidechromium(II) sulfidechromous sulfidechromium(III) oxidechromic oxidechromium(III) iodide hexahydratechromic iodide hexahydratecopper(I) chloridecuprous chloridecopper(II) iodidecupric iodidecopper(II) bromide tetrahydratecupric bromide tetrahydratej.k.l.m.n.o.p.q.r.j.k.l.m.n.o.potassium sulfidepotassium telluridepotassium peroxideammonium bromideammonium sulfideammonium cyanidealuminum chloridealuminum oxidealuminum nitrideiron(III) oxideferric oxideiron(II) sulfideferrous sulfideiron(III) iodide hexahydrateferric iodide hexahydratecobalt(II) oxidecobaltous oxidecobalt(III) bromide hexahydratecobaltic bromide hexahydratetin(IV) fluoridestannic fluorideg.h.i.mercury(II) chloridemercuric chloridemercury(I) chloridemercurous chloridemercury(II) oxidemercuric oxidep.q.r.tin(IV) oxidestannic oxidecopper(I) oxidecuprous oxideiron(III) hydroxideferric hydroxideINTRODUCTIONLECTUREOUTLINEREPORTSHEETINFORMATION

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28Inorganic Nomenclature II.Binary Compounds3.a.b.c.hydrofluoric acidhydroiodic acidhydroselenic acidd.e.f.hydrobromic acidhydrotelluric acidhydrochloric acid4.a.b.c.d.e.f.g.h.i.sulfur dioxidesulfur trioxidetetrasulfur tetranitridesulfur hexafluoridesulfur tetrachloridenitrogen dioxidedinitrogen pentoxidedinitrogen tetrasulfidenitrogen trifluoridej.k.l.m.n.o.p.q.r.silicon tetrachloridesilicon dioxidearsenic trichloridearsenic trihydridearsenic pentafluoridehydrogen chloridexenon tetrafluoridexenon hexafluoridexenon trioxide5.a.b.c.d.e.f.FeSFe(OH)3Fe2O3AlI3CuClCu(CN)2•4H2Og.h.i.j.k.l.MnO2Ni2O3Cr2O3TiCl4CoCl2•6H2OCoOm.n.Hg2Cl2HgI26.a.b.c.d.e.f.HCl(aq)H2S(aq)HI(aq)SiF4AsF5XeF6g.h.i.j.k.l.IF5KrF2S4N4Cl2O7PH3P4O107.FormulasSet 1KClpotassium chlorideHClhydrochloric acidNaClsodium chlorideK2Spotassium sulfideH2Shydrosulfuric acidNa2Ssodium sulfideKFpotassium fluorideHFhydrofluoric acidNaFsodium fluorideKCNpotassium cyanideHCNhydrocyanic acidNaCNsodium cyanideKIpotassium iodideHIhydroiodic acidNaIsodium iodideFeCl3iron(III) chlorideCuClcopper(I) chlorideFe2S3iron(III) sulfideCu2Scopper(I) sulfideFeF3iron(III) fluorideCuFcopper(I) fluorideFe(CN)3iron(III) cyanideCuCNcopper(I) cyanideFeI3iron(III) iodideCuIcopper(I) iodideSet 2Co3P2cobalt(II) phosphideCoPcobalt(III) phosphidePb3P2lead(II) phosphideCoBr2cobalt(II) bromideCoBr3cobalt(III) bromidePbBr2lead(II) bromideCoOcobalt(II) oxideCo2O3cobalt(III) oxidePbOlead(II) oxideCoF2cobalt(II) fluorideCoF3cobalt(III) fluoridePbF2lead(II) fluorideCo(OH)2cobalt(II) hydroxideCo(OH)3cobalt(III) hydroxidePb(OH)2lead(II) hydroxidePt3P4platinum(IV) phosphideBa3P2barium phosphidePtBr4platinum(IV) bromideBaBr2barium bromidePtO2platinum(IV) oxideBaObarium oxidePtF4platinum(IV) fluorideBaF2barium fluoridePt(OH)4platinum(IV) hydroxideBa(OH)2barium hydroxide

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Dry Lab 2B29Set 3Mn2O3manganese(III) oxideSnOtin(II) oxide(NH4)2Oammonium oxideMnNmanganese(III) nitrideSn3N2tin(II) nitride(NH4)3Nammonium nitrideMn2S3manganese(III) sulfideSnStin(II) sulfide(NH4)2Sammonium sulfideMn2Se3manganese(III) selenideSnSetin(II) selenide(NH4)2Seammonium selenideMnI3manganese(III) iodideSnI2tin(II) iodideNH4Iammonium iodideHg2Omercury(I) oxideCeO2cerium(IV) oxide(Hg2)3N2mercury(I) nitrideCe3N4cerium(IV) nitrideHg2Smercury(I) sulfideCeS2cerium(IV) sulfideHg2Semercury(I) selenideCeSe2cerium(IV) selenideHg2I2mercury(I) iodideCeI4cerium(IV) iodide

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30Inorganic Nomenclature III.Ternary CompoundsDry Lab2CInorganic Nomenclature III.Ternary CompoundsDry Lab 2C is the final dry lab that focuses on the naming of inorganic compounds,focusing on the nomenclature of ternary salts, acid salts, and ternary acids (alsocalled oxoacids).1.Follow the Instruction Routine outlined in “To the Laboratory Instructor”.2.Define and review the nomenclature of ternary salts. For the cations with twocommon oxidation numbers (Dry Lab 2B), review both the “old” -ic, -oussystemand the Stock system of nomenclature. Select some examples similar to thosepresented in the Dry Lab Introduction and Procedure.3.Define and review the nomenclature of ternary compounds that may have two ormore polyatomic anions, such as SO32-and SO42-. Practice with the -ate, -itesystem is important. Wherever necessary, the prefixesper- andhypo- are used,primarily for the (more common) halo-oxyanions, but Table D2C.2 extends theprefixes and suffixes to less common oxyanions. You should use severalexamples to illustrate this nomenclature.4.Define and review the nomenclature of ternary acids. Be sure that youemphasize the relationships between the -ate saltto the -ic acidand the -ite salttothe -ous acid.5.Define and review the nomenclature of acid salts. Again, a few examples willclarify any questions.6.Make an appropriate assignment.Nomenclature and Formulas of Ternary Compounds1.a.b.c.d.e.f.bromateiodatehypophosphitehyponitritearsenitebromiteg.h.i.j.k.l.ioditesulfitesilicatetellurateselenatenitrite2.a.b.c.d.e.f.g.h.sodium sulfatepotassium arsenatelithium carbonatecalcium phosphatecalcium phosphitesodium silicatepotassium chromatepotassium dichromatei.j.k.l.m.n.o.p.potassium manganatepotassium permanganatelithium sulfitelithium sulfatelithium thiosulfatebarium nitritebarium nitratepotassium acetate3.a.b.c.d.e.f.g.h.iron(III) hydroxideiron(III) phosphate hexahydrateiron(II) sulfate heptahydratecopper(I) cyanidecopper(II) carbonatecopper(II) sulfate pentahydratetin(II) nitratetin(IV) sulfatei.j.k.l.m.n.o.p.manganese(II) sulfatemanganese(II) acetatemercury(I) nitratemercury(II) nitrate monohydratechromium(III) phosphatechromium(II) sulfate hexahydratecobalt(III) carbonatecobalt(II) sulfate heptahydrateINTRODUCTIONLECTUREOUTLINEREPORTSHEETINFORMATION

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Dry Lab 2C314.a.b.c.d.e.f.g.h.sulfuric acidsulfurous acidthiosulfuric acidphosphoric acidpermanganic acidchromic acidboric acidnitric acidi.j.k.l.m.n.o.p.nitrous acidcarbonic acidoxalic acidacetic acidperchloric acidchloric acidchlorous acidhypochlorous acid5.a.b.c.d.e.sodium hydrogen carbonatesodium bicarbonatecalcium hydrogen carbonatecalcium bicarbonatepotassium hydrogen oxalatepotassium bioxalateammonium hydrogen carbonateammonium bicarbonatesodium hydrogen sulfidesodium bisulfidef.g.h.i.j.k.l.potassium hydrogen sulfitepotassium bisulfitesodium hydrogen sulfate monohydratesodium bisulfate monohydratelithium hydrogen phosphatelithium dihydrogen phosphatemagnesium hydrogen arsenatepotassium dihydrogen arsenatepotassium hydrogen chromatepotassium bichromate6.a.b.c.d.e.f.KMnO4K2MnO4CaCO3PbCO3Fe2(CO3)3Ag2S2O3g.h.i.j.k.l.Na2SO3FeSO4•7H2OFeC2O4Na2CrO4K2Cr2O7Ni(NO3)2•6H2Om.n.o.p.q.r.Cr(NO2)2VO(NO3)2UO2(CH3CO2)2Ba(CH3CO2)2•2H2ONa2SiO3Ca(ClO)2s.t.u.v.KClO3(NH4)2C2O4Na3BO3CuIO37.a.b.c.d.e.f.H2SO4(aq)H2S2O3(aq)H2SO3(aq)HIO4(aq)HIO3(aq)HClO(aq)g.h.i.j.k.l.HNO2(aq)HNO3(aq)H3PO3(aq)H3PO4(aq)H2CO3(aq)HBrO2(aq)m.n.o.p.q.r.H2CrO4(aq)HMnO4(aq)H2MnO4(aq)H3BO3(aq)H2C2O4(aq)H2SiO3(aq)8. Formulas and NamesSet 1LiCllithium chlorideCdCl2cadmium chlorideNaClsodium chlorideLi2SO4lithium sulfateCdSO4cadmium sulfateNa2SO4sodium sulfateLiNO3lithium nitrateCd(NO3)2cadmium nitrateNaNO3sodium nitrateLi2Olithium oxideCdOcadmium oxideNa2Osodium oxideLi2CO3lithium carbonateCdCO3cadmium carbonateNa2CO3sodium carbonateLiIlithium iodideCdI2cadmium iodideNaIsodium iodideCuCl2copper(II) chlorideVCl5vanadium(V) chlorideMgCl2magnesium chlorideCuSO4copper(II) sulfateV2(SO4)5vanadium(V) sulfateMgSO4magnesium sulfateCu(NO3)2copper(II) nitrateV(NO3)5vanadium(V) nitrateMg(NO3)2magnesium nitrateCuOcopper(II) oxideV2O5vanadium(V) oxideMgOmagnesium oxideCuCO3copper(II) carbonateV2(CO3)5vanadium(V) carbonateMgCO3magnesium carbonateCuI2copper(II) iodideVI5vanadium(V) iodideMgI2magnesium iodideSet 2FePO4iron (III) phosphateFe3(PO4)2iron (II) phosphateFe2(HPO4)3iron (III) hydrogen phosphateFeHPO4iron (II) hydrogen phosphateFe(HCO3)3iron (III) bicarbonateFe(HCO3)2iron (II) bicarbonateFe(CN)3iron (III) cyanideFe(CN)2iron (II) cyanideFe(CH3CO2)3iron (III) acetateFe(CH3CO2)2iron (II) acetateFe(IO)3iron (III) hypoioditeFe(IO)2iron (II) hypoiodite

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32Inorganic Nomenclature III.Ternary CompoundsAlPO4aluminum phosphateZn3(PO4)2zinc phosphateAl2(HPO4)3aluminum hydrogen phosphateZnHPO4zinc hydrogen bicarbonateAl(HCO3)3aluminum bicarbonateZn(HCO3)2zinc bicarbonateAl(CN)3aluminum cyanideZn(CN)2zinc cyanideAl(CH3CO2)3aluminum acetateZn(CH3CO2)2zinc acetateAl(IO)3aluminum hypoioditeZn(IO)2zinc hypoioditeK3PO4potassium phosphate(VO)3(PO4)2vanadyl phosphateK2HPO4potassium hydrogen phosphateVOHPO4vanadyl hydrogen phosphateKHCO3potassium bicarbonateVO(HCO3)2vanadyl bicarbonateKCNpotassium cyanideVO(CN)2vanadyl cyanideKCH3CO2potassium acetateVO(CH3CO2)2vanadyl acetateKIOpotassium hypoioditeVO(IO)2vanadyl hypoioditeSet 3PbSiO3lead(II) silicate(NH4)2SiO3ammonium silicatePbSlead(II) sulfide(NH4)2Sammonium sulfidePb(MnO4)2lead(II) permanganateNH4MnO4ammonium permanganatePb(HSO4)2lead(II) bisulfateNH4HSO4ammonium bisulfatePbCr2O7lead(II) dichromate(NH4)2Cr2O7ammonium dichromatePbC2O4lead(II) oxalate(NH4)2C2O4ammonium oxalateH2SiO3silicic acidMn2(SiO3)3manganese(III) silicateH2Shydrosulfuric acidMn2S3manganese(III) sulfideHMnO4permanganic acidMn(MnO4)3manganese(III) permanganateH2SO4sulfuric acidMn(HSO4)3manganese(III) bisulfateH2Cr2O7dichromic acidMn2(Cr2O7)3manganese(III) dichromateH2C2O4oxalic acidMn2(C2O4)3manganese(III) oxalateHgSiO3mercury(II) silicateSrSiO3strontium silicateHgSmercury(II) sulfideSrSstrontium sulfideHg(MnO4)2mercury(II) permanganateSr(MnO4)2strontium permanganateHg(HSO4)2mercury(II) bisulfateSr(HSO4)2strontium bisulfateHgCr2O7mercury(II) dichromateSrCr2O7strontium dichromateHgC2O4mercury(II) oxalateSrC2O4strontium oxalate10.a.b.c.d.e.f.H2C2O4(aq)HNO3(aq)BaSO4•2H2OMgSO4•7H2OCuSO4•5H2OHg2Cl2g.h.i.j.k.l.KOHNaNO3Pb(CrO4)2Fe2O3CaOH2SO4(aq)m.n.MgSiO3Na2SO4•10 H2O9.a.b.c.d.e.f.VF5SnO2SiF4HgOLiClOIF3g.h.i.j.k.l.FeC2O4Cu2OCuClCaH2CdI2Ba(CH3CO2)2•2H2Om.n.o.p.q.r.s.(NH4)2SV2O5TiCl4Sc(NO3)3Ni(CH3CO2)2•6H2OHg2(NO3)2Pb(CH3CO2)2t.u.v.w.x.y.z.FePO4•6H2OFe2(CrO4)3N2S4Cr(CH3CO2)2Ca3N2(NH4)2Cr2O7AgCH3CO2

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14Water Analysis: Solids14Experiment3Water Analysis: SolidsThis is a “real world” analysis!Students can begin to relate chemistry to everydayencounters, especially since water quality and quantity are of growing concern worldwide.This becomes a most appropriate experiment, early in the course of generalchemistry studies.While equations 3.1-5 may, at first, appear to be “too much” at this stage of thelaboratory experience, the intent is to expose students early to ions in solutions andionic equations.Students’ understanding of the equations is not necessary for asatisfactory completion of the experiment.Students are encouraged to analyze their own water sample.The results aren’tnearly as important as the techniques that students are developing at this stage of thelaboratory program.You will note the sharing of data for a given water sample inPart C of the experiment.Work Arrangement:IndividualsTime Requirement:2.5 hours. Repeat analyses are encouraged.1.Follow the Instruction Routine outlined in “To the Laboratory Instructor”.2.Review the procedure for determining the total solids (TS), total dissolved solids(TDS), and total suspended solids (TSS) of a water sample.3.Parts A and B.A hot plate is recommended for the heat source. If a Bunsenflame is used, then perform the following demonstration (#5 below).4.Parts A and B.Emphasize the recording of data to the correct number ofsignificant figures; seeData Analysis, A5.Demonstration.Adjust the flame on a Bunsen burner that represents a “cool”flame. For future reference, demonstrate the heating of a test tube with a coolflame, Technique 13A.6.InParts A.2 and B.1, the solution shouldnotboil and the evaporating dishshould be covered with a watchglass when the sample is close to dryness.Decrease the heat on the hot plate or use a “cool flame.”7.Part C.Explain why a comparison of data for a given water sample can accountfor random-error-contributions that leads to different conclusions.8.Part D.Explain, as clearly and as simply as possible, the chemistry of each aniontest…observations and results. While some students may not fully understandthe chemistry of the tests at this point in their chemistry experience, that’sok…some students will! A clear understanding of the chemistry of Part D doesnot deter from the results obtained in the experiment.The Next Step.Encourage students to take the next step in performing a systematicstudy of a water source/supply using the same/similar analyses of this experiment.Extra credit?Porcelain evaporating dishes look the same when hot or cool. Watch for burnedfingers throughout the experiment!•Parts A.2b and B.1c.Maintain a low temperature setting on the hot plate or acool flame of low intensity. Keep the sample cool!!!•Part D.1.Nitric acid is corrosive and a severe skin irritant.•Part D.2.Silver nitrate is a skin irritant and turns skin a dark gray color.•Part D.Dispose of all salt solutions in the “Waste Salts” container.INTRODUCTIONLECTUREOUTLINECAUTIONS&DISPOSAL

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