Lecture Notes for Laboratory Manual for Principles of General Chemistry , 10th Edition
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Instructor’s Resource Manual
Laboratory Manual
for Principles of
General Chemistry
10 th Edition
J. A. Beran
Regents Professor, Texas A&M University System
Professor, Texas A&M University-Kingsville
Laboratory Manual
for Principles of
General Chemistry
10 th Edition
J. A. Beran
Regents Professor, Texas A&M University System
Professor, Texas A&M University-Kingsville
Contents v
Contents
Preface iii
Table of Contents v
To the Laboratory Instructor viii
Experiments
A. Introduction
Dry Lab 1 The Laboratory and SI 1
Experiment 1 Basic Laboratory Operations 6
Template for Calculations 9A
B. Chemical and Physical Properties
Experiment 2 Identification of a Compound: Chemical Properties 10
Experiment 3 Water Analysis: Solids 14
Template for Calculations (2 pages) 17A
Experiment 4 Paper Chromatography 18
Experiment 5 Percent Water in a Hydrated Salt 22
Template for Calculations 25A
Dry Lab 2A Inorganic Nomenclature I. Oxidation Numbers 26
Dry Lab 2B Inorganic Nomenclature II. Binary Compounds 27
Dry Lab 2C Inorganic Nomenclature III. Ternary Compounds 30
Experiment 6 Acids, Bases, and Salts 33
C. Mole Concept
Experiment 7 Empirical Formulas 38
Template for Calculations 41A
Experiment 8 Limiting Reactant 42
Template for Calculations 45A
Experiment 9 A Volumetric Analysis 46
Template for Calculations 50A
Experiment 10 Vinegar Analysis 51
Template for Calculations 53A
D. Atomic and Molecular Structure
Experiment 11 Periodic Table and Periodic Law 54
Dry Lab 3 Atomic and Molecular Structure 60
E. Gases
Experiment 12 Molar Mass of a Volatile Liquid 68
Template for Calculations (2 pages) 71A
Experiment 13 A Carbonate Analysis;
Molar Volume of Carbon Dioxide 72
Template for Calculations (2 pages) 75A
Contents
Preface iii
Table of Contents v
To the Laboratory Instructor viii
Experiments
A. Introduction
Dry Lab 1 The Laboratory and SI 1
Experiment 1 Basic Laboratory Operations 6
Template for Calculations 9A
B. Chemical and Physical Properties
Experiment 2 Identification of a Compound: Chemical Properties 10
Experiment 3 Water Analysis: Solids 14
Template for Calculations (2 pages) 17A
Experiment 4 Paper Chromatography 18
Experiment 5 Percent Water in a Hydrated Salt 22
Template for Calculations 25A
Dry Lab 2A Inorganic Nomenclature I. Oxidation Numbers 26
Dry Lab 2B Inorganic Nomenclature II. Binary Compounds 27
Dry Lab 2C Inorganic Nomenclature III. Ternary Compounds 30
Experiment 6 Acids, Bases, and Salts 33
C. Mole Concept
Experiment 7 Empirical Formulas 38
Template for Calculations 41A
Experiment 8 Limiting Reactant 42
Template for Calculations 45A
Experiment 9 A Volumetric Analysis 46
Template for Calculations 50A
Experiment 10 Vinegar Analysis 51
Template for Calculations 53A
D. Atomic and Molecular Structure
Experiment 11 Periodic Table and Periodic Law 54
Dry Lab 3 Atomic and Molecular Structure 60
E. Gases
Experiment 12 Molar Mass of a Volatile Liquid 68
Template for Calculations (2 pages) 71A
Experiment 13 A Carbonate Analysis;
Molar Volume of Carbon Dioxide 72
Template for Calculations (2 pages) 75A
vi Contents
F. Solutions
Experiment 14 Molar Mass of a Solid 76
Template for Calculations 80A
Experiment 15 Synthesis of Potassium Alum 81
Template for Calculations 84A
G. Acid-Base Equilibria and Analysis
Experiment 16 LeChâtelier’s Principle; Buffers 85
Experiment 17 Antacid Analysis 90
Template for Calculations 93A
Experiment 18 Potentiometric Analyses 94
Template for Calculations (6 pages) 98A
Experiment 19 Aspirin Synthesis and Analysis 99
Template for Calculations 103A
Experiment 20 Alkalinity of a Water Resource 104
Template for Calculations 108A
Experiment 21 Hard Water Analysis 109
Template for Calculations 112A
Experiment 22 Molar Solubility; Common-Ion Effect 113
Template for Calculations (2 pages) 116A
H. Kinetics
Experiment 23 Factors Affecting Reaction Rates 117
Template for Calculations (2 pages) 120A
Experiment 24 A Rate Law and Activation Energy 121
Template for Calculations (5 pages) 126A
I. Thermodynamics
Experiment 25 Calorimetry 127
Template for Calculations (9 pages) 131A
Experiment 26 Thermodynamics of the Dissolution of Borax 132
Template for Calculations (2 pages) 136A
J. Oxidation-Reduction Systems and Analysis
Experiment 27 Oxidation-Reduction Reactions 137
Experiment 28 Chemistry of Copper 141
Template for Calculations 144A
Experiment 29 Bleach Analysis 145
Template for Calculations (2 pages) 149A
Experiment 30 Vitamin C Analysis 150
Template for Calculations 152A
Experiment 31 Dissolved Oxygen Levels in Natural Waters 153
Template for Calculations 157A
Experiment 32 Galvanic Cells, the Nernst Equation 158
Template for Calculations (2 pages) 162A
Experiment 33 Electrolytic Cells, Avogadro’s Number 163
Template for Calculations 167A
F. Solutions
Experiment 14 Molar Mass of a Solid 76
Template for Calculations 80A
Experiment 15 Synthesis of Potassium Alum 81
Template for Calculations 84A
G. Acid-Base Equilibria and Analysis
Experiment 16 LeChâtelier’s Principle; Buffers 85
Experiment 17 Antacid Analysis 90
Template for Calculations 93A
Experiment 18 Potentiometric Analyses 94
Template for Calculations (6 pages) 98A
Experiment 19 Aspirin Synthesis and Analysis 99
Template for Calculations 103A
Experiment 20 Alkalinity of a Water Resource 104
Template for Calculations 108A
Experiment 21 Hard Water Analysis 109
Template for Calculations 112A
Experiment 22 Molar Solubility; Common-Ion Effect 113
Template for Calculations (2 pages) 116A
H. Kinetics
Experiment 23 Factors Affecting Reaction Rates 117
Template for Calculations (2 pages) 120A
Experiment 24 A Rate Law and Activation Energy 121
Template for Calculations (5 pages) 126A
I. Thermodynamics
Experiment 25 Calorimetry 127
Template for Calculations (9 pages) 131A
Experiment 26 Thermodynamics of the Dissolution of Borax 132
Template for Calculations (2 pages) 136A
J. Oxidation-Reduction Systems and Analysis
Experiment 27 Oxidation-Reduction Reactions 137
Experiment 28 Chemistry of Copper 141
Template for Calculations 144A
Experiment 29 Bleach Analysis 145
Template for Calculations (2 pages) 149A
Experiment 30 Vitamin C Analysis 150
Template for Calculations 152A
Experiment 31 Dissolved Oxygen Levels in Natural Waters 153
Template for Calculations 157A
Experiment 32 Galvanic Cells, the Nernst Equation 158
Template for Calculations (2 pages) 162A
Experiment 33 Electrolytic Cells, Avogadro’s Number 163
Template for Calculations 167A
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Contents vii
K. Transition Metal Systems and Analysis
Experiment 34 An Equilibrium Constant 168
Template for Calculations (4 pages) 173A
Experiment 35 Spectrophotometric Metal Ion Analysis 174
Template for Calculations (2 pages) 178A
Experiment 36 Transition Metal Complexes 179
Template for Calculations 183A
L. Qualitative Analysis
Dry Lab 4 Preface to Qualitative Analysis 184
Experiment 37 Qual: Common Anions 186
Experiment 38 Qual I. Na +
, K +
, NH 4
+
, Mg 2+
, Ca 2+
, Cu 2+ 191
Experiment 39 Qual II. Ni 2+
, Fe 3+
, Al 3+
, Zn 2+ 196
Appendices
Appendix A Reagent Preparations 201
Appendix B Preparation of Indicators 212
Appendix C Pure Substances 213
Elements
Organic Chemicals
Inorganic Chemicals (knowns and unknowns)
Commercial Chemicals
Appendix D Special Equipment 215
K. Transition Metal Systems and Analysis
Experiment 34 An Equilibrium Constant 168
Template for Calculations (4 pages) 173A
Experiment 35 Spectrophotometric Metal Ion Analysis 174
Template for Calculations (2 pages) 178A
Experiment 36 Transition Metal Complexes 179
Template for Calculations 183A
L. Qualitative Analysis
Dry Lab 4 Preface to Qualitative Analysis 184
Experiment 37 Qual: Common Anions 186
Experiment 38 Qual I. Na +
, K +
, NH 4
+
, Mg 2+
, Ca 2+
, Cu 2+ 191
Experiment 39 Qual II. Ni 2+
, Fe 3+
, Al 3+
, Zn 2+ 196
Appendices
Appendix A Reagent Preparations 201
Appendix B Preparation of Indicators 212
Appendix C Pure Substances 213
Elements
Organic Chemicals
Inorganic Chemicals (knowns and unknowns)
Commercial Chemicals
Appendix D Special Equipment 215
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viii To the Laboratory Instructor
To the Laboratory Instructor
Teaching students in the general chemistry laboratory is a very challenging
assignment. The students, having a cross-section of secondary school backgrounds
and a wide range of laboratory experiences, are pursuing a variety of undergraduate
degrees. 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, more
appropriate, and more fun to do so in the laboratory.
Your assignment is to provide a meaningful chemistry laboratory experience for
these students, most of whom are not chemistry majors, are in their first semester of
college, are away from home for the first time, and are 17–20 years old. You are to
guide them to “what chemists do and how do they do it!”
1. Students must learn to think scientifically, that is, they need to try to understand
and explain the whats and whys of an observation: students must critically
observe a chemical system, collect and analyze the data, make appropriate
interpretations or calculations, draw a conclusion, and finally become confident
in using their analysis for further interpretations.
2. Students must learn to be critical of their observations and collected data, be
quantitative in any measurements, and be exact with the calculations, including
the proper use of significant figures. (Review the Data Analysis section in the
laboratory manual.) As a consequence, the completion of the Report Sheet and
Laboratory Questions becomes a “little” easier.
3. Students must develop good laboratory techniques. The Laboratory
Techniques section in the laboratory manual should be the most-used part of the
manual. In addition, you should constantly reinforce the benefits of acquiring
and practicing good laboratory techniques during each laboratory period. A
summary of technique icons for each experiment is listed at the beginning of the
experiment; additionally, an icon of each technique in the Experimental
Procedure is appropriately placed at the closest position for its use.
4. Students must acquire an appreciation of chemicals and practice proper
laboratory safety guidelines. The Laboratory Safety and Guidelines section in
the manual outlines basic laboratory safety procedures for the general chemistry
laboratory. Thoroughly review these laboratory safety procedures with students
during the first laboratory period. Also you should review and be aware of
“local” laboratory safety procedures, information that is to be conveyed to
students.
An excellent safety reference is Safety in Academic Chemistry Laboratories,
published by the American Chemical Society.
5. Students must understand and appreciate the necessity of the proper disposal of
test solutions and chemicals. (See Laboratory Technique 4.) Educate yourself on
the proper disposal policies of laboratory chemicals that are unique to your
laboratories. The Experimental Procedure of most experiments advises students
of an initial proper disposal of chemicals—your “local” laboratory disposal
procedures may be more specific.
6. Students must understand the chemical principles for each experiment to ensure
a better understanding of the basics of the experiment, of the observations
encountered for each experiment, and of the collection, analysis, and
interpretation of the data. Therefore, it is always advisable to brief students on
the basics and goals of each experiment.
G OALS FOR
INSTRUCTION
To the Laboratory Instructor
Teaching students in the general chemistry laboratory is a very challenging
assignment. The students, having a cross-section of secondary school backgrounds
and a wide range of laboratory experiences, are pursuing a variety of undergraduate
degrees. 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, more
appropriate, and more fun to do so in the laboratory.
Your assignment is to provide a meaningful chemistry laboratory experience for
these students, most of whom are not chemistry majors, are in their first semester of
college, are away from home for the first time, and are 17–20 years old. You are to
guide them to “what chemists do and how do they do it!”
1. Students must learn to think scientifically, that is, they need to try to understand
and explain the whats and whys of an observation: students must critically
observe a chemical system, collect and analyze the data, make appropriate
interpretations or calculations, draw a conclusion, and finally become confident
in using their analysis for further interpretations.
2. Students must learn to be critical of their observations and collected data, be
quantitative in any measurements, and be exact with the calculations, including
the proper use of significant figures. (Review the Data Analysis section in the
laboratory manual.) As a consequence, the completion of the Report Sheet and
Laboratory Questions becomes a “little” easier.
3. Students must develop good laboratory techniques. The Laboratory
Techniques section in the laboratory manual should be the most-used part of the
manual. In addition, you should constantly reinforce the benefits of acquiring
and practicing good laboratory techniques during each laboratory period. A
summary of technique icons for each experiment is listed at the beginning of the
experiment; additionally, an icon of each technique in the Experimental
Procedure is appropriately placed at the closest position for its use.
4. Students must acquire an appreciation of chemicals and practice proper
laboratory safety guidelines. The Laboratory Safety and Guidelines section in
the manual outlines basic laboratory safety procedures for the general chemistry
laboratory. Thoroughly review these laboratory safety procedures with students
during the first laboratory period. Also you should review and be aware of
“local” laboratory safety procedures, information that is to be conveyed to
students.
An excellent safety reference is Safety in Academic Chemistry Laboratories,
published by the American Chemical Society.
5. Students must understand and appreciate the necessity of the proper disposal of
test solutions and chemicals. (See Laboratory Technique 4.) Educate yourself on
the proper disposal policies of laboratory chemicals that are unique to your
laboratories. The Experimental Procedure of most experiments advises students
of an initial proper disposal of chemicals—your “local” laboratory disposal
procedures may be more specific.
6. Students must understand the chemical principles for each experiment to ensure
a better understanding of the basics of the experiment, of the observations
encountered for each experiment, and of the collection, analysis, and
interpretation of the data. Therefore, it is always advisable to brief students on
the basics and goals of each experiment.
G OALS FOR
INSTRUCTION
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To the Laboratory Instructor ix
A brief lecture/discussion should precede each laboratory session (not to exceed 20
minutes, including quiz time) to review the chemical principles, experiment
objectives, experimental procedures, laboratory techniques, and safety guidelines for
the experiment.
1. Take roll.
2. Require students to submit the Prelaboratory Assignment at the beginning of the
laboratory period. Stress this procedure during each laboratory session to ensure
good laboratory preparation.
3. Review the results, grades, etc. of the previous experiment including general
comments and clarifications.
4. Discuss the Objectives and the principles outlined in the Introduction of the
experiment. Provide a brief (not detailed) overview of the Experimental
Procedure. Laboratory techniques that are advantageous for a successful
completion of the Experimental Procedure should be stated.
5. • Cite any cautions or other safety notes in the experiment. Each caution is
noted with an icon (the international warning sign) and appropriately
positioned 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 also
appropriately 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 an
asterisk (*).
7. Assign the experiment for the next laboratory session if you have not previously
handed out a laboratory syllabus. Announce any changes or omissions that are
appropriate for the next Prelaboratory Assignment. Prelaboratory Assignment
questions that are deemed more difficult are indicated with an asterisk (*).
1. Arrive at the laboratory at least 15 minutes before the students to see if the
laboratory benches and balance areas are clean, the stock chemicals are in
adequate 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 the
assigned experiment to anticipate student questions. Clarify uncertainties and
ambiguities with your supervisor in advance of the day’s experiment.
3. Be assertive. You must maintain proper student discipline. Enforce laboratory
safety rules, proper laboratory techniques, proper disposal and cleanup
procedures, and all other rules. (Review Laboratory Safety and Guidelines in the
manual.) Relaxing the rules increases the probability of an accident caused by
carelessness. If a student refuses to follow rules, do not hesitate to remove the
student from the laboratory. Taking a chance only increases the danger to the
student, other students, and, most importantly, to yourself.
4. Be responsible. Evaluate (grade) student Prelaboratory Assignments and Report
Sheets as quickly as possible. Are students living up to your and their
expectations?
Offered as a supplement to the IRM is a Report Sheet Template for those
experiments requiring the numerical analysis of data. Using the templates you
can enter the student data, from which software then provides an analysis of the
data to the point of actually graphing data. Graphical data presents solutions.
The format of the templates is designed with Microsoft Excel software and is
available on a CD and online. Try it!
5. Above all, be fair to all students regardless of their personality, laboratory effort,
or academic capabilities.
INSTRUCTION
R OUTINE
INSTRUCTOR ’ S
R ESPONSI -
BILITIES
A brief lecture/discussion should precede each laboratory session (not to exceed 20
minutes, including quiz time) to review the chemical principles, experiment
objectives, experimental procedures, laboratory techniques, and safety guidelines for
the experiment.
1. Take roll.
2. Require students to submit the Prelaboratory Assignment at the beginning of the
laboratory period. Stress this procedure during each laboratory session to ensure
good laboratory preparation.
3. Review the results, grades, etc. of the previous experiment including general
comments and clarifications.
4. Discuss the Objectives and the principles outlined in the Introduction of the
experiment. Provide a brief (not detailed) overview of the Experimental
Procedure. Laboratory techniques that are advantageous for a successful
completion of the Experimental Procedure should be stated.
5. • Cite any cautions or other safety notes in the experiment. Each caution is
noted with an icon (the international warning sign) and appropriately
positioned 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 also
appropriately 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 an
asterisk (*).
7. Assign the experiment for the next laboratory session if you have not previously
handed out a laboratory syllabus. Announce any changes or omissions that are
appropriate for the next Prelaboratory Assignment. Prelaboratory Assignment
questions that are deemed more difficult are indicated with an asterisk (*).
1. Arrive at the laboratory at least 15 minutes before the students to see if the
laboratory benches and balance areas are clean, the stock chemicals are in
adequate 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 the
assigned experiment to anticipate student questions. Clarify uncertainties and
ambiguities with your supervisor in advance of the day’s experiment.
3. Be assertive. You must maintain proper student discipline. Enforce laboratory
safety rules, proper laboratory techniques, proper disposal and cleanup
procedures, and all other rules. (Review Laboratory Safety and Guidelines in the
manual.) Relaxing the rules increases the probability of an accident caused by
carelessness. If a student refuses to follow rules, do not hesitate to remove the
student from the laboratory. Taking a chance only increases the danger to the
student, other students, and, most importantly, to yourself.
4. Be responsible. Evaluate (grade) student Prelaboratory Assignments and Report
Sheets as quickly as possible. Are students living up to your and their
expectations?
Offered as a supplement to the IRM is a Report Sheet Template for those
experiments requiring the numerical analysis of data. Using the templates you
can enter the student data, from which software then provides an analysis of the
data to the point of actually graphing data. Graphical data presents solutions.
The format of the templates is designed with Microsoft Excel software and is
available on a CD and online. Try it!
5. Above all, be fair to all students regardless of their personality, laboratory effort,
or academic capabilities.
INSTRUCTION
R OUTINE
INSTRUCTOR ’ S
R ESPONSI -
BILITIES
Loading page 7...
x To the Laboratory Instructor
6. Hand out a laboratory syllabus for the laboratory program during the first
laboratory 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 sites
are 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)
S UPPLEMENTARY
S OURCES OF
INFORMATION
6. Hand out a laboratory syllabus for the laboratory program during the first
laboratory 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 sites
are 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)
S UPPLEMENTARY
S OURCES OF
INFORMATION
Loading page 8...
Preface iii
Preface
The Instructor’s Resource Manual (IRM) is designed to simplify and clarify the
responsibilities of the laboratory instructor, who is responsible for conducting a safe,
meaningful laboratory session, and the stockroom personnel, who prepare the
solutions and organize the experiment’s special equipment. The IRM presents each
experiment in the laboratory manual in a convenient format so that even a first-time
laboratory 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 the
laboratory
• appreciating chemicals, their properties, dangers, and their values, influence, and
significance on our technological society
The IRM provides a Lecture Outline and Teaching Hints for each experiment that
have proven invaluable for our laboratory assistants (many of whom are
undergraduates), especially during and after our weekly “overview” sessions.
In the IRM each experiment is divided accordingly:
• An Introduction about the significance and/or value of the experiment from the
instructor’s and student’s viewpoints.
• A Work Arrangement and Time Requirement are suggested for the completion
of the experiment.
• A Lecture Outline indicating the areas that require special attention before
students begin the experiment. A suggested demonstration is included in the
Lecture Outline for each experiment. Beyond the traditional laboratory lecture
(listed in the “To the Laboratory Instructor” section of the IRM), we always try to
introduce a demonstration that is appropriate for that experiment.
Included in the Lecture outline are “The Next Step” suggestions. Once the
students complete the experiment, they now have the basic skills and knowledge
to pursue (with guidance and supervision) a study of their own, making each
experiment open-ended. The lab book need not be closed at the end of the
laboratory period.
• Cautions & Disposal procedures of which the instructor must be aware are
given. These procedures can be presented to students or merely “watched for”
during the laboratory period.
• Teaching Hints include brief insights into various parts of the Experimental
Procedures, interpretations to questions most often asked, and expected results.
• A list of Chemicals Required for the experiment details an estimated quantity of
each chemical required per student (or student group). No tolerances for waste
are made for the estimates. Therefore a 10–20% “waste” allowance (generally, a
conservative waste estimate) should be made in preparing solutions. These
quantities should serve only as a rough guide to preparing the solutions.
The preparation (and preservation, wherever necessary) of each solution and the
number of the experiment in which it is used, designated in parentheses, is
provided in Appendix A of the IRM.
• A list of Suggested Unknowns we use in our laboratories is provided. The
values of the “unknown” parameters (e.g., molar mass, specific heat, density,
etc.) and the composition for the “unknown” mixtures for the experiments used
in our laboratories are listed. Wherever appropriate, the solution preparations
are provided in Appendix A.
Preface
The Instructor’s Resource Manual (IRM) is designed to simplify and clarify the
responsibilities of the laboratory instructor, who is responsible for conducting a safe,
meaningful laboratory session, and the stockroom personnel, who prepare the
solutions and organize the experiment’s special equipment. The IRM presents each
experiment in the laboratory manual in a convenient format so that even a first-time
laboratory 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 the
laboratory
• appreciating chemicals, their properties, dangers, and their values, influence, and
significance on our technological society
The IRM provides a Lecture Outline and Teaching Hints for each experiment that
have proven invaluable for our laboratory assistants (many of whom are
undergraduates), especially during and after our weekly “overview” sessions.
In the IRM each experiment is divided accordingly:
• An Introduction about the significance and/or value of the experiment from the
instructor’s and student’s viewpoints.
• A Work Arrangement and Time Requirement are suggested for the completion
of the experiment.
• A Lecture Outline indicating the areas that require special attention before
students begin the experiment. A suggested demonstration is included in the
Lecture Outline for each experiment. Beyond the traditional laboratory lecture
(listed in the “To the Laboratory Instructor” section of the IRM), we always try to
introduce a demonstration that is appropriate for that experiment.
Included in the Lecture outline are “The Next Step” suggestions. Once the
students complete the experiment, they now have the basic skills and knowledge
to pursue (with guidance and supervision) a study of their own, making each
experiment open-ended. The lab book need not be closed at the end of the
laboratory period.
• Cautions & Disposal procedures of which the instructor must be aware are
given. These procedures can be presented to students or merely “watched for”
during the laboratory period.
• Teaching Hints include brief insights into various parts of the Experimental
Procedures, interpretations to questions most often asked, and expected results.
• A list of Chemicals Required for the experiment details an estimated quantity of
each chemical required per student (or student group). No tolerances for waste
are made for the estimates. Therefore a 10–20% “waste” allowance (generally, a
conservative waste estimate) should be made in preparing solutions. These
quantities should serve only as a rough guide to preparing the solutions.
The preparation (and preservation, wherever necessary) of each solution and the
number of the experiment in which it is used, designated in parentheses, is
provided in Appendix A of the IRM.
• A list of Suggested Unknowns we use in our laboratories is provided. The
values of the “unknown” parameters (e.g., molar mass, specific heat, density,
etc.) and the composition for the “unknown” mixtures for the experiments used
in our laboratories are listed. Wherever appropriate, the solution preparations
are provided in Appendix A.
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iv Preface
• The Special Equipment for the experiment, not normally found in the student’s
assigned drawer/locker, are listed. While some of the equipment may be
available as “common” equipment in some laboratories, it is only used 1–5 times
during the course. We have found it less expensive to check many of these items
out of the stockroom as needed. The number of each special item is listed per
student (or student group). Total quantities of each item are to be determined
according to class size. Some specialized equipment can be shared by several
students (or student groups), e.g., balances, hot plates, spectrophotometers,
digital thermometers… A complete list of specialized equipment and the
experiment number in which each item is used (in parentheses) is listed in
Appendix D in the IRM.
• Prelaboratory Assignment answers (and, on most occasions, the solutions) to
questions are provided.
• (Post) Laboratory Question answers (and, on most occasions, the solutions) to
questions are also provided.
• Numerous Laboratory Quiz questions (with answers) are available for each
experiment. Most often these questions are offered after the experiment is
performed.
Offered as a supplement to the IRM is a Report Sheet Template for those
experiments requiring the numerical analysis of data. The format of the templates is
Microsoft Excel software and is available on disk from the publisher upon adoption.
Contact your Wiley sales representative for more information.
For more information refer to http://www.wiley.com/college/beran on the Internet by
requesting a Wiley password. The entire IRM along with representative Report Sheet
Templates available on this website. This is a very valuable website to have at hand...look it
up!
The author welcomes all comments from users of the 10 th edition of Laboratory
Manual for Principles of General Chemistry and this accompanying Instructor’s
Resource Manual. Suggestions for additions, corrections, and improvements to
either/both manual(s) are welcomed.
The author is deeply indebted to his students, laboratory instructors, and stockroom
personnel for their suggestions in refining the details that appear in this IRM.
J. A. Beran January, 2014
• The Special Equipment for the experiment, not normally found in the student’s
assigned drawer/locker, are listed. While some of the equipment may be
available as “common” equipment in some laboratories, it is only used 1–5 times
during the course. We have found it less expensive to check many of these items
out of the stockroom as needed. The number of each special item is listed per
student (or student group). Total quantities of each item are to be determined
according to class size. Some specialized equipment can be shared by several
students (or student groups), e.g., balances, hot plates, spectrophotometers,
digital thermometers… A complete list of specialized equipment and the
experiment number in which each item is used (in parentheses) is listed in
Appendix D in the IRM.
• Prelaboratory Assignment answers (and, on most occasions, the solutions) to
questions are provided.
• (Post) Laboratory Question answers (and, on most occasions, the solutions) to
questions are also provided.
• Numerous Laboratory Quiz questions (with answers) are available for each
experiment. Most often these questions are offered after the experiment is
performed.
Offered as a supplement to the IRM is a Report Sheet Template for those
experiments requiring the numerical analysis of data. The format of the templates is
Microsoft Excel software and is available on disk from the publisher upon adoption.
Contact your Wiley sales representative for more information.
For more information refer to http://www.wiley.com/college/beran on the Internet by
requesting a Wiley password. The entire IRM along with representative Report Sheet
Templates available on this website. This is a very valuable website to have at hand...look it
up!
The author welcomes all comments from users of the 10 th edition of Laboratory
Manual for Principles of General Chemistry and this accompanying Instructor’s
Resource Manual. Suggestions for additions, corrections, and improvements to
either/both manual(s) are welcomed.
The author is deeply indebted to his students, laboratory instructors, and stockroom
personnel for their suggestions in refining the details that appear in this IRM.
J. A. Beran January, 2014
Loading page 10...
6 Basic Laboratory Operations
Experiment 1
Basic Laboratory Operations
This is the first “experiment” that most students perform in the laboratory.
Oftentimes, the “stone is cast” in this first laboratory session. Your presentation will
determine, in large part, student expectations and goals. If you emphasize the
significance of the laboratory experience—the importance of laboratory safety, the
application of proper laboratory techniques, and a thought process that includes the
application 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-lab
or take-home assignment for students to become familiar with this section of the
manual.
Work Arrangement: Individuals. Divide the students into two groups:
Group I: Begin Part A
Group II: Begin Part B.
Time Requirement: 2.5 hours
1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”.
2. Note for students that circled superscripts in the Experimental Procedure are
stopping 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 properly
adjusted (nonluminous) Bunsen flame.
Demonstrate, with an explanation, the lighting of a Bunsen burner
(Experimental Procedure, Part A.1). This very important technique is not in the
Laboratory Techniques section of the laboratory manual.
4. Part B. Discuss the proper use and care of balances (Technique 6). Balances are
used extensively in this course and students must learn to handle them with
respect.
5. Part B.2. Repetitious mass and volume measurements show the random errors
in making measurements in the laboratory and the importance of recording data
with the correct number of significant figures…according to the precision of the
instrument (balance and graduated cylinder). Refer to the Laboratory Data
section of the laboratory manual for significant figures and how they are to be
recorded.
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 solid
and a liquid.
7. Part C.2. Class or group data are requested for completing the density data for
water 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 group
data (see Data Analysis section of the laboratory manual).
The Next Step. Have students devise a procedure for measuring the density of a
water-insoluble solid that is less dense than water or the density of a water-soluble
solid. Extra credit?
INTRODUCTION
L ECTURE O UTLINE
Experiment 1
Basic Laboratory Operations
This is the first “experiment” that most students perform in the laboratory.
Oftentimes, the “stone is cast” in this first laboratory session. Your presentation will
determine, in large part, student expectations and goals. If you emphasize the
significance of the laboratory experience—the importance of laboratory safety, the
application of proper laboratory techniques, and a thought process that includes the
application 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-lab
or take-home assignment for students to become familiar with this section of the
manual.
Work Arrangement: Individuals. Divide the students into two groups:
Group I: Begin Part A
Group II: Begin Part B.
Time Requirement: 2.5 hours
1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”.
2. Note for students that circled superscripts in the Experimental Procedure are
stopping 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 properly
adjusted (nonluminous) Bunsen flame.
Demonstrate, with an explanation, the lighting of a Bunsen burner
(Experimental Procedure, Part A.1). This very important technique is not in the
Laboratory Techniques section of the laboratory manual.
4. Part B. Discuss the proper use and care of balances (Technique 6). Balances are
used extensively in this course and students must learn to handle them with
respect.
5. Part B.2. Repetitious mass and volume measurements show the random errors
in making measurements in the laboratory and the importance of recording data
with the correct number of significant figures…according to the precision of the
instrument (balance and graduated cylinder). Refer to the Laboratory Data
section of the laboratory manual for significant figures and how they are to be
recorded.
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 solid
and a liquid.
7. Part C.2. Class or group data are requested for completing the density data for
water 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 group
data (see Data Analysis section of the laboratory manual).
The Next Step. Have students devise a procedure for measuring the density of a
water-insoluble solid that is less dense than water or the density of a water-soluble
solid. Extra credit?
INTRODUCTION
L ECTURE O UTLINE
Loading page 11...
Experiment 1 7
• 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. Do not pipet by mouth.
• Part C.2. Caution the students of handling potentially flammable liquids near a
Bunsen 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 a
gas control valve. Advise students to adjust the Experimental Procedure
accordingly.
Assist students in the lighting and adjusting of the Bunsen burner. Make sure
the tubing is attached to the gas outlet, not the water outlet! Remove combustible
substances from the area near the Bunsen burner. Extinguish the Bunsen flame
when 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 (for
some reason). Oversee its operation at all times. Keep the balance area clean of
all chemicals and glassware. Have students review Technique 6.
3. Part C.1a. Do students know the meaning of “tare the mass of a piece of
weighing 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 students
properly 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 are not to pipet with their mouths. (Caution: keep
liquid unknowns away from the Bunsen flame.)
Issue a solid sample for Part C.1 and a liquid sample for Part C.3. Provide labeled
containers for the return of the solid samples and a “Waste Liquids” container
for the liquid samples.
Part C.1
Solid a
Density
(g/cm 3)
Part C.3
Liquid a
Density
(g/mL)
aluminum
copper
iron (nails, not
galvanized)
lead
nickel
silicon
tin
zinc
2.70
8.95
7.86
11.34
8.90
2.42
7.28
7.14
methanol
ethanol
water
1-propanol
toluene
0.791
0.789
1.00
0.804
0.867
aVolumes of 3–5 cm 3 of metal and 10 mL of liquid are needed.
Bunsen burner 1 balance, ±0.01 g 1
match or striker 1 balance, ±0.001 g 1
wire gauze
crucible tongs
graduated cylinder, 10 mL 1
“Waste Liquids” container
5-mL pipet and bulb 1
weighing paper
CAUTIONS
& D ISPOSAL
TEACHING H INTS
S UGGESTED
U NKNOWNS
S PECIAL
E QUIPMENT
• 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. Do not pipet by mouth.
• Part C.2. Caution the students of handling potentially flammable liquids near a
Bunsen 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 a
gas control valve. Advise students to adjust the Experimental Procedure
accordingly.
Assist students in the lighting and adjusting of the Bunsen burner. Make sure
the tubing is attached to the gas outlet, not the water outlet! Remove combustible
substances from the area near the Bunsen burner. Extinguish the Bunsen flame
when 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 (for
some reason). Oversee its operation at all times. Keep the balance area clean of
all chemicals and glassware. Have students review Technique 6.
3. Part C.1a. Do students know the meaning of “tare the mass of a piece of
weighing 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 students
properly 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 are not to pipet with their mouths. (Caution: keep
liquid unknowns away from the Bunsen flame.)
Issue a solid sample for Part C.1 and a liquid sample for Part C.3. Provide labeled
containers for the return of the solid samples and a “Waste Liquids” container
for the liquid samples.
Part C.1
Solid a
Density
(g/cm 3)
Part C.3
Liquid a
Density
(g/mL)
aluminum
copper
iron (nails, not
galvanized)
lead
nickel
silicon
tin
zinc
2.70
8.95
7.86
11.34
8.90
2.42
7.28
7.14
methanol
ethanol
water
1-propanol
toluene
0.791
0.789
1.00
0.804
0.867
aVolumes of 3–5 cm 3 of metal and 10 mL of liquid are needed.
Bunsen burner 1 balance, ±0.01 g 1
match or striker 1 balance, ±0.001 g 1
wire gauze
crucible tongs
graduated cylinder, 10 mL 1
“Waste Liquids” container
5-mL pipet and bulb 1
weighing paper
CAUTIONS
& D ISPOSAL
TEACHING H INTS
S UGGESTED
U NKNOWNS
S PECIAL
E QUIPMENT
Loading page 12...
8 Basic Laboratory Operations
1. Methane, commonly known as natural gas, is the common fuel and the oxygen is
the required air component for producing an efficient, nonluminous Bunsen
flame.
2. a. Blue. A nonluminous flame is a blue flame that indicates the fuel is
undergoing complete combustion.
b. Less. A luminous flame contains carbon particles that have not undergone
combustion and therefore burns less efficiently, producing a lower
temperature 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 appearance
because of an insufficent amount of oxygen near the burning wood producing a
luminous flame. The yellow appearance of the luminous glow is due to the
presence of the unburned carbon particles.
6. a. …touching the tip to the wall of the receiving vessel
b. …forefinger or index finger (not the thumb!)
c. The last bit of liquid remaining in the pipet after delivery should remain in
the pipet.
d. TD means “to deliver”…the pipet is calibrated to deliver the volume for the
calibrated pipet, allowing the liquid to flow from the pipet with only the aid
of gravity.
7. The cylinder containing the diamond. 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 x cm 3
3.51 g = )
6.11 cm 3
, while 21.43 g of platinum displaces only 1 cm 3 of water.
8. mass of “conc” hydrochloric acid = (11.229 – 5.333) g = 5.896 g
density = 5.896 g
5.00 mL = 1.18 g/mL
1. When the gas control valve is slightly closed on a nonluminous flame, less fuel is
available for the combustion of the fuel, reducing the “size” of the flame but still
producing a nonluminous flame.
2. When the air control valve is slightly closed on a nonluminous flame, less air is
available 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 because
the oxygen supply at the base of the wick is insufficient to combust all of the
burning candle wax.
4. Higher density. If the solid is not submerged, less water is displaced resulting in a
smaller measured volume of the solid. A smaller volume with a given mass
results in a greater reported density.
5. Lower density. Less mass (volume) of water will be delivered from the 5.00 mL
pipet but the presumed volume of the water will remain unchanged. As a result
the density measurement for water will be low since the delivered mass will be
too low.
6. Too low. The measured mass of the delivered liquid will be measured low, but its
measured volume will remain unchanged. Therefore, its density will be
recorded too low.
PRELABORATORY
A SSIGNMENT
L ABORATORY
Q UESTIONS
1. Methane, commonly known as natural gas, is the common fuel and the oxygen is
the required air component for producing an efficient, nonluminous Bunsen
flame.
2. a. Blue. A nonluminous flame is a blue flame that indicates the fuel is
undergoing complete combustion.
b. Less. A luminous flame contains carbon particles that have not undergone
combustion and therefore burns less efficiently, producing a lower
temperature 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 appearance
because of an insufficent amount of oxygen near the burning wood producing a
luminous flame. The yellow appearance of the luminous glow is due to the
presence of the unburned carbon particles.
6. a. …touching the tip to the wall of the receiving vessel
b. …forefinger or index finger (not the thumb!)
c. The last bit of liquid remaining in the pipet after delivery should remain in
the pipet.
d. TD means “to deliver”…the pipet is calibrated to deliver the volume for the
calibrated pipet, allowing the liquid to flow from the pipet with only the aid
of gravity.
7. The cylinder containing the diamond. 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 x cm 3
3.51 g = )
6.11 cm 3
, while 21.43 g of platinum displaces only 1 cm 3 of water.
8. mass of “conc” hydrochloric acid = (11.229 – 5.333) g = 5.896 g
density = 5.896 g
5.00 mL = 1.18 g/mL
1. When the gas control valve is slightly closed on a nonluminous flame, less fuel is
available for the combustion of the fuel, reducing the “size” of the flame but still
producing a nonluminous flame.
2. When the air control valve is slightly closed on a nonluminous flame, less air is
available 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 because
the oxygen supply at the base of the wick is insufficient to combust all of the
burning candle wax.
4. Higher density. If the solid is not submerged, less water is displaced resulting in a
smaller measured volume of the solid. A smaller volume with a given mass
results in a greater reported density.
5. Lower density. Less mass (volume) of water will be delivered from the 5.00 mL
pipet but the presumed volume of the water will remain unchanged. As a result
the density measurement for water will be low since the delivered mass will be
too low.
6. Too low. The measured mass of the delivered liquid will be measured low, but its
measured volume will remain unchanged. Therefore, its density will be
recorded too low.
PRELABORATORY
A SSIGNMENT
L ABORATORY
Q UESTIONS
Loading page 13...
Experiment 1 9
1. 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 a
5 mL pipet. Is the actual volume of the liquid delivered greater or less than the
5 mL recorded by the pipet? Explain.
[Answer: Less than 5 mL. The liquid on the inner wall is a part of the calibrated 5-mL
pipet.]
6. A 25.0-mL volume of a liquid was dispensed from a pipet. The mass of the
liquid 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/cm 3
. If 16.44 g of lead is added to a 10-mL
graduated cylinder that contains 4.2 mL of water, what will be the final volume
reading 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 from
23.7 mL to 25.9 mL. Calculate the density of the metal. [Answer: 3.8 g/cm 3 ]
9. The density of lead metal is 11.35 g/cm 3
. If 12.49 g of lead metal is added to a
10.0 mL graduated cylinder containing 5.72 mL of water, what will be the final
volume 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 the
beaker, the combined mass is 9.891 g. From the data, determine the density of
the alcohol. [Answer: 0.789 g/mL]
11. The density of Solid A is 2.70 g/cm 3 and that of Solid B is 1.79 g/cm 3
. A 6.86 g
sample of Solid A is transferred to a graduated cylinder containing 5.00 mL of
water and a 7.11 g sample of Solid B is transferred to a graduated cylinder also
containing 5.00 mL of water. Which solid sample displaces the larger volume of
water? By how many milliliters? [Answer: Solid B, 3.97 cm 3 or 3.97 mL]
12. The density of lead is 11.3 g/cm 2 and the density of diamond is 3.51 g/cm 3
. If
equal masses of diamond and lead are transferred to equal volumes of water in
separate graduated cylinders, which graduated cylinder would show the greater
volume change? [Answer: diamond]
13. An air bubble adheres to the surface of a solid when it is submerged in the water
of a graduated cylinder. Will the reported density of the solid be reported too
high or too low? Explain.
[Answer: Too low. A larger presumed volume results in a lower reported density]
L ABORATORY
Q UIZ
1. 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 a
5 mL pipet. Is the actual volume of the liquid delivered greater or less than the
5 mL recorded by the pipet? Explain.
[Answer: Less than 5 mL. The liquid on the inner wall is a part of the calibrated 5-mL
pipet.]
6. A 25.0-mL volume of a liquid was dispensed from a pipet. The mass of the
liquid 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/cm 3
. If 16.44 g of lead is added to a 10-mL
graduated cylinder that contains 4.2 mL of water, what will be the final volume
reading 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 from
23.7 mL to 25.9 mL. Calculate the density of the metal. [Answer: 3.8 g/cm 3 ]
9. The density of lead metal is 11.35 g/cm 3
. If 12.49 g of lead metal is added to a
10.0 mL graduated cylinder containing 5.72 mL of water, what will be the final
volume 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 the
beaker, the combined mass is 9.891 g. From the data, determine the density of
the alcohol. [Answer: 0.789 g/mL]
11. The density of Solid A is 2.70 g/cm 3 and that of Solid B is 1.79 g/cm 3
. A 6.86 g
sample of Solid A is transferred to a graduated cylinder containing 5.00 mL of
water and a 7.11 g sample of Solid B is transferred to a graduated cylinder also
containing 5.00 mL of water. Which solid sample displaces the larger volume of
water? By how many milliliters? [Answer: Solid B, 3.97 cm 3 or 3.97 mL]
12. The density of lead is 11.3 g/cm 2 and the density of diamond is 3.51 g/cm 3
. If
equal masses of diamond and lead are transferred to equal volumes of water in
separate graduated cylinders, which graduated cylinder would show the greater
volume change? [Answer: diamond]
13. An air bubble adheres to the surface of a solid when it is submerged in the water
of a graduated cylinder. Will the reported density of the solid be reported too
high or too low? Explain.
[Answer: Too low. A larger presumed volume results in a lower reported density]
L ABORATORY
Q UIZ
Loading page 14...
Dry Lab 1 11
Dry Lab 1
The Laboratory and SI
Be prepared! The first meeting with your students is very important—first
impressions are lasting. Set the proper “mood” for the lab and be specific in all of
your instructions and expectations of student performance.
Before the first laboratory meeting, read the Preface to Instructor’s Resource Manual
(IRM) to obtain an overview of the scope and breadth of the IRM. To the Laboratory
Instructor provides helpful Goals for Instruction, an Instruction Routine, and your
Instructor’s Responsibilities while conducting the laboratory. These helpful
guidelines will assist you in your instruction and supervision of an informative
laboratory program for your students. Additionally, read the Preface in the
Laboratory Manual for General Chemistry, 10 th edition to be informed of the author’s
intent for the students of the general chemistry program.
Good preparation only helps your confidence for instruction and it establishes your
credibility with students in the laboratory…very important!
The first laboratory period may require a “long” introduction (but no longer than
40 minutes) with a discussion of the following important points. For your first day of
instruction:
1. Identify the students (take roll), laboratory instructor (yourself), the laboratory
section number, and each student’s desk number. This information should be
placed on the inside front cover of the manual.
2. Hand out a syllabus for the laboratory so that students can anticipate and
prepare for each assigned laboratory experiment or dry lab.
3. Discuss the philosophy of the chemistry laboratory as suggested in the
Introduction to Dry Lab 1.
4. Familiarize students with the laboratory manual:
• Locate the following major sections of the manual for students: Laboratory
Safety and Guidelines, Data Documentation (including Common Laboratory
Equipment), Data Analysis, Laboratory Techniques, and Appendices.
• Review the format of each experiment (use Experiment 1 as the model): the
Objectives, the Techniques, the Introduction, the Experimental Procedure,
the Prelaboratory Assignment, the Report Sheet and the Laboratory
Questions. Discuss the content and/or significance of each section of the
experiment.
• Note that icons are used extensively to cite the Laboratory Techniques that
are correspondingly appropriate in the Experimental Procedure. An exercise
for reviewing laboratory techniques appears on pages 41-42. Encourage
students to complete the exercise. The answers appear at the end of this Dry
Lab.
5. Review the “boxed” disclaimers that appear on pages IV and 39 of the laboratory
manual. The disclaimer reminds students that they are responsible for their own
safety 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 physical
facilities unique to your laboratories. Require students to complete the inside
front cover of the manual.
INTRODUCTION
L ECTURE
O UTLINE
Dry Lab 1
The Laboratory and SI
Be prepared! The first meeting with your students is very important—first
impressions are lasting. Set the proper “mood” for the lab and be specific in all of
your instructions and expectations of student performance.
Before the first laboratory meeting, read the Preface to Instructor’s Resource Manual
(IRM) to obtain an overview of the scope and breadth of the IRM. To the Laboratory
Instructor provides helpful Goals for Instruction, an Instruction Routine, and your
Instructor’s Responsibilities while conducting the laboratory. These helpful
guidelines will assist you in your instruction and supervision of an informative
laboratory program for your students. Additionally, read the Preface in the
Laboratory Manual for General Chemistry, 10 th edition to be informed of the author’s
intent for the students of the general chemistry program.
Good preparation only helps your confidence for instruction and it establishes your
credibility with students in the laboratory…very important!
The first laboratory period may require a “long” introduction (but no longer than
40 minutes) with a discussion of the following important points. For your first day of
instruction:
1. Identify the students (take roll), laboratory instructor (yourself), the laboratory
section number, and each student’s desk number. This information should be
placed on the inside front cover of the manual.
2. Hand out a syllabus for the laboratory so that students can anticipate and
prepare for each assigned laboratory experiment or dry lab.
3. Discuss the philosophy of the chemistry laboratory as suggested in the
Introduction to Dry Lab 1.
4. Familiarize students with the laboratory manual:
• Locate the following major sections of the manual for students: Laboratory
Safety and Guidelines, Data Documentation (including Common Laboratory
Equipment), Data Analysis, Laboratory Techniques, and Appendices.
• Review the format of each experiment (use Experiment 1 as the model): the
Objectives, the Techniques, the Introduction, the Experimental Procedure,
the Prelaboratory Assignment, the Report Sheet and the Laboratory
Questions. Discuss the content and/or significance of each section of the
experiment.
• Note that icons are used extensively to cite the Laboratory Techniques that
are correspondingly appropriate in the Experimental Procedure. An exercise
for reviewing laboratory techniques appears on pages 41-42. Encourage
students to complete the exercise. The answers appear at the end of this Dry
Lab.
5. Review the “boxed” disclaimers that appear on pages IV and 39 of the laboratory
manual. The disclaimer reminds students that they are responsible for their own
safety 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 physical
facilities unique to your laboratories. Require students to complete the inside
front cover of the manual.
INTRODUCTION
L ECTURE
O UTLINE
Loading page 15...
2 The Laboratory and SI2
7. Part B. Give a short lecture (or show a video) on laboratory safety and the
disposal of chemicals. Emphasize the importance of laboratory safety. Review
with the students, in detail, Laboratory Safety and Guidelines, pages 1-4. Do not
neglect this discussion from your introductory remarks. Note the use of the
Caution and the Waste Disposal Laboratory Technique icons in the Experimental
Procedure.
An excellent safety reference is Safety in Academic Chemistry Laboratories,
published by the American Chemical Society.
8. Part C. Carefully handling and presenting data is an important attribute of a
chemist. Advise students of the proper procedures for presenting their data, as
detailed in the Data Documentation section, pages 5-8.
9. Part D. The analysis of data is critical to good laboratory procedures when
collecting data. The proper use of significant figures for collecting and
performing calculations, the use of standard deviation for evaluating data, the
use of graphical data for evaluating data trends are all important when reporting
data. Make students aware of the expanded Data Analysis section, pages 9-16.
10. Part E. Give an overview of the SI. A short review with appropriate examples
for using conversion factors to express measurements of various magnitudes is
valuable—the mathematical procedure should complement the laboratory
manual 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 SI
section.
11. Assign the experiment for the next laboratory period, direct students to complete
the Prelaboratory Assignment, and to read/study the Introduction and
Experimental Procedure before the laboratory session.
1. Part A. Assign each student to a laboratory station and issue equipment and
glassware. Photographs of Common Laboratory Equipment and a check-in form
are located on pages 7-8 of the laboratory manual.
2. Part A suggestion: To facilitate the check-in process, have all students place
their drawer (or locker) equipment on the bench top; you identify an item and the
students, in unison, return that item to the drawer and make the corresponding
check (√) on the check-in form. If the student does not have the item, he/she can
obtain it later from the stockroom, and not check the item on the check-in form.
You are to place your signature on the Report Sheet after the check-in process is
completed.
3. Advise students of the importance of clean glassware (Laboratory Technique 2)
and to have soap or detergent and paper towels (not the paper towels from the
bathroom!) available at all times.
4. Part B. You are to approve the completion of the inside front cover. Responses
to the assigned questions are found in the Laboratory Safety and Guidelines
section of the laboratory manual.
5. Part B. You are to approve a student’s knowledge of laboratory safety at the
conclusion of the student’s completion of Part B.
6. Part C. Responses to the assigned questions are found in the Data
Documentation section of the laboratory manual.
7. Part D. Responses to the assigned questions are found in the Data Analysis
section of the laboratory manual.
8. Part E. Students should have had exposure to Le Systéme International d’Unités
(SI) prior to the laboratory. It is important for students to memorize the SI base
units and prefixes (Table D1.1).
9. A quiz over laboratory safety and SI is suggested for the next laboratory period.
TEACHING H INTS
7. Part B. Give a short lecture (or show a video) on laboratory safety and the
disposal of chemicals. Emphasize the importance of laboratory safety. Review
with the students, in detail, Laboratory Safety and Guidelines, pages 1-4. Do not
neglect this discussion from your introductory remarks. Note the use of the
Caution and the Waste Disposal Laboratory Technique icons in the Experimental
Procedure.
An excellent safety reference is Safety in Academic Chemistry Laboratories,
published by the American Chemical Society.
8. Part C. Carefully handling and presenting data is an important attribute of a
chemist. Advise students of the proper procedures for presenting their data, as
detailed in the Data Documentation section, pages 5-8.
9. Part D. The analysis of data is critical to good laboratory procedures when
collecting data. The proper use of significant figures for collecting and
performing calculations, the use of standard deviation for evaluating data, the
use of graphical data for evaluating data trends are all important when reporting
data. Make students aware of the expanded Data Analysis section, pages 9-16.
10. Part E. Give an overview of the SI. A short review with appropriate examples
for using conversion factors to express measurements of various magnitudes is
valuable—the mathematical procedure should complement the laboratory
manual 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 SI
section.
11. Assign the experiment for the next laboratory period, direct students to complete
the Prelaboratory Assignment, and to read/study the Introduction and
Experimental Procedure before the laboratory session.
1. Part A. Assign each student to a laboratory station and issue equipment and
glassware. Photographs of Common Laboratory Equipment and a check-in form
are located on pages 7-8 of the laboratory manual.
2. Part A suggestion: To facilitate the check-in process, have all students place
their drawer (or locker) equipment on the bench top; you identify an item and the
students, in unison, return that item to the drawer and make the corresponding
check (√) on the check-in form. If the student does not have the item, he/she can
obtain it later from the stockroom, and not check the item on the check-in form.
You are to place your signature on the Report Sheet after the check-in process is
completed.
3. Advise students of the importance of clean glassware (Laboratory Technique 2)
and to have soap or detergent and paper towels (not the paper towels from the
bathroom!) available at all times.
4. Part B. You are to approve the completion of the inside front cover. Responses
to the assigned questions are found in the Laboratory Safety and Guidelines
section of the laboratory manual.
5. Part B. You are to approve a student’s knowledge of laboratory safety at the
conclusion of the student’s completion of Part B.
6. Part C. Responses to the assigned questions are found in the Data
Documentation section of the laboratory manual.
7. Part D. Responses to the assigned questions are found in the Data Analysis
section of the laboratory manual.
8. Part E. Students should have had exposure to Le Systéme International d’Unités
(SI) prior to the laboratory. It is important for students to memorize the SI base
units and prefixes (Table D1.1).
9. A quiz over laboratory safety and SI is suggested for the next laboratory period.
TEACHING H INTS
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Dry Lab 1 33
Metric Ruler (20-30 cm)
B. Laboratory Safety and Guidelines
True or False
1. F, See Lab Safety A.1 7. T, See Lab Safety B.5
2. T, See Lab Safety A.3 8. F, See Lab Safety B.7
3. T, See Lab Safety A.2 9. T, See Lab Safety C.9
4. F, See Lab Safety A.3 10. T, See Lab Safety D.2
5. T, hopefully true 11. F, See Lab Safety D.3
6. F, See Lab Safety B.2 12. F, See Lab Safety C.1
Short Response
1. The skin should be protected from chemicals “from the neck to the knee and to
the wrist” with a covering of non-synthetic clothing or a laboratory coat. See
Laboratory Safety A.2-5.
2. … the care of an individual affected by the accident. Then immediately alert the
laboratory 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 to
the wrist, confine long hair, wear shoes that shed water, and wear safety glasses.
See Laboratory Safety A.2, 3.
C. Data Documentation
True or False
1. F 4. F
2. F 5. F
3. T
D. Data Analysis
True or False
1. T 6. T
2. F 7. T
3. F 8. F
4. F 9. T
5. F 10. F
E. Le Système International d’Unités (SI Units)
1. Complete the following table.
a. 3.3 x 10 9 bytes
b. 7.6 μL
c. 6.72 mA
d. 2.16 x 10 3 watts
2. Convert each of the following:
a. 4.76 pm x 10 -12 m
pm x μm
10 -6 m = 4.76 x 10 -6 μm
b. 25.0 mL x 10 -3 L
mL x cL
10 -2 L = 25.0 x 10 -1 cL = 2.50 cL
3. 1.0 tsp x 1 tbs
3 tsp x 0.5 fl. oz
tbs x 29.57 mL
fl. oz = 4.9 mL
4. a. 23.7 psi x 1 atm
14.7 psi = 1.61 atm
b. 4
3 πr 3 = 4
3 π ( )5 in x 2.54 cm
1 inch x 10 -2 m
cm
3
x 1 L
10 -3 m 3 = 8.58 L
5. For Hurricane Katrina,
a. 0.920 b x 1 atm
1.013 b = 0.908 atm
b. 0.920 b x 1 atm
1.013 b x 760 mm Hg
1 atm x 10 -3 m
mm x cm
10 -2 m x 1 inch
2.54 cm = 27.2 in Hg
6. For a 250 mL beaker, diameter ~6.8 cm, height ~ 8.9 cm: V = πr 2l = π(3.4 cm) 28.9 cm
= 320 cm 3 = 320 mL or 3.2 x 10 2 mL (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.
E QUIPMENT
R EPORT S HEET
INFORMATION
Metric Ruler (20-30 cm)
B. Laboratory Safety and Guidelines
True or False
1. F, See Lab Safety A.1 7. T, See Lab Safety B.5
2. T, See Lab Safety A.3 8. F, See Lab Safety B.7
3. T, See Lab Safety A.2 9. T, See Lab Safety C.9
4. F, See Lab Safety A.3 10. T, See Lab Safety D.2
5. T, hopefully true 11. F, See Lab Safety D.3
6. F, See Lab Safety B.2 12. F, See Lab Safety C.1
Short Response
1. The skin should be protected from chemicals “from the neck to the knee and to
the wrist” with a covering of non-synthetic clothing or a laboratory coat. See
Laboratory Safety A.2-5.
2. … the care of an individual affected by the accident. Then immediately alert the
laboratory 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 to
the wrist, confine long hair, wear shoes that shed water, and wear safety glasses.
See Laboratory Safety A.2, 3.
C. Data Documentation
True or False
1. F 4. F
2. F 5. F
3. T
D. Data Analysis
True or False
1. T 6. T
2. F 7. T
3. F 8. F
4. F 9. T
5. F 10. F
E. Le Système International d’Unités (SI Units)
1. Complete the following table.
a. 3.3 x 10 9 bytes
b. 7.6 μL
c. 6.72 mA
d. 2.16 x 10 3 watts
2. Convert each of the following:
a. 4.76 pm x 10 -12 m
pm x μm
10 -6 m = 4.76 x 10 -6 μm
b. 25.0 mL x 10 -3 L
mL x cL
10 -2 L = 25.0 x 10 -1 cL = 2.50 cL
3. 1.0 tsp x 1 tbs
3 tsp x 0.5 fl. oz
tbs x 29.57 mL
fl. oz = 4.9 mL
4. a. 23.7 psi x 1 atm
14.7 psi = 1.61 atm
b. 4
3 πr 3 = 4
3 π ( )5 in x 2.54 cm
1 inch x 10 -2 m
cm
3
x 1 L
10 -3 m 3 = 8.58 L
5. For Hurricane Katrina,
a. 0.920 b x 1 atm
1.013 b = 0.908 atm
b. 0.920 b x 1 atm
1.013 b x 760 mm Hg
1 atm x 10 -3 m
mm x cm
10 -2 m x 1 inch
2.54 cm = 27.2 in Hg
6. For a 250 mL beaker, diameter ~6.8 cm, height ~ 8.9 cm: V = πr 2l = π(3.4 cm) 28.9 cm
= 320 cm 3 = 320 mL or 3.2 x 10 2 mL (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.
E QUIPMENT
R EPORT S HEET
INFORMATION
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4 The Laboratory and SI4
7. a. 4 ft 8 in. = 56 in.; 56 in. x 2.54 cm
in. = 142 cm
b. 142 cm x 10 -2 m
cm = 1.42 m
8. ~ 100 kJ x kcal
4.184 kJ = ~23.9 kcal
9. a. 500 tablets x 325 mg
tablet x 10 -3 g
mg = 163 g
b. 500 tablets x 325 mg
tablet x 10 -3 g
mg x lb
453.6 g x 16 oz
lb = 5.73 oz
10. a. 14 in x ft
12 in x 15 ft = 17.5 ft 2 = 18 ft 2 (s.f.)
b. 2 x 14 in x 14 in x ( )2.54 cm
in
2
x ⎝
⎛ ⎠
⎞10-2 m
cm
2
+ 4 x 17.5 ft 2 x ( )12 in
ft
2
x ( )2.54 cm
in
2
x ⎝
⎛ ⎠
⎞10-2 m
cm
2
= 0.25 m 2 + 6.50 m 2 = 6.75 m 2
c. 14 in x 14 in x 15 ft x 12 in
ft x ( )2.54 cm
in
3
x ⎝
⎛ ⎠
⎞10-2 m
cm
3
= 0.58 m 3
1. The “marathon” covers a distance of 26 miles, 285 yards. Express this distance in
kilometers. 1 in. = 2.54 cm [Answer: 42.1 km]
2. The atomic radius of the sodium atom is 180 pm. Express its atomic radius in
micrometers. [Answer: 1.80 x 10 -4 μm]
3. Which is a larger volume, 50 mL or 500 μL? How many milliliters are present in
500 μL? [Answer: 50 mL, 0.500 mL]
4. The concentration of magnesium in seawater is about 1.35 g/L. How many
ounces of magnesium are in one gallon of seawater? 1 pound (16 ounces) = 453.6
g, 1 liter = 1.057 quarts [Answer: 0.180 oz/gal]
5. Which has the greater density, mercury, 13.6 g/cm 3 or platinum, 2.25 x 10 -2
mg/nL? Justify your answer. 1 mL = 1 cm 3
[Answer: platinum, the density of platinum is 22.5 g/cm 3 ]
6. Express the size of an 11
16 -inch (assume two significant figures) wrench in
millimeters. [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. Convert
these 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 laboratory
instructor. [T]
2. Working alone in the laboratory is not permitted in any circumstances. [T]
3. Tennis shorts and canvas shoes are proper clothing for “safe” experiments. [F]
4. If an experiment appears not to pose any hazards, eye protection need not be
worn. [F]
5. If a chemical spill requires you to use the safety shower, you should flood the
affected area for 5 minutes. [T]
6. If your skin is burned by a flame, immediately treat the affected area by
covering it with a salve. [F]
7. “I just splashed a drop of concentrated sulfuric acid on my skin.” You
should immediately flush the affected area with a copious amount of tap
water. [T]
8. Data that has been mistakenly recorded on the Report Sheet can be erased
and 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 are always significant figures. [F]
11. The minimum data points to calculation the standard deviation of the data is
three. [T]
L ABORATORY
Q UIZ
7. a. 4 ft 8 in. = 56 in.; 56 in. x 2.54 cm
in. = 142 cm
b. 142 cm x 10 -2 m
cm = 1.42 m
8. ~ 100 kJ x kcal
4.184 kJ = ~23.9 kcal
9. a. 500 tablets x 325 mg
tablet x 10 -3 g
mg = 163 g
b. 500 tablets x 325 mg
tablet x 10 -3 g
mg x lb
453.6 g x 16 oz
lb = 5.73 oz
10. a. 14 in x ft
12 in x 15 ft = 17.5 ft 2 = 18 ft 2 (s.f.)
b. 2 x 14 in x 14 in x ( )2.54 cm
in
2
x ⎝
⎛ ⎠
⎞10-2 m
cm
2
+ 4 x 17.5 ft 2 x ( )12 in
ft
2
x ( )2.54 cm
in
2
x ⎝
⎛ ⎠
⎞10-2 m
cm
2
= 0.25 m 2 + 6.50 m 2 = 6.75 m 2
c. 14 in x 14 in x 15 ft x 12 in
ft x ( )2.54 cm
in
3
x ⎝
⎛ ⎠
⎞10-2 m
cm
3
= 0.58 m 3
1. The “marathon” covers a distance of 26 miles, 285 yards. Express this distance in
kilometers. 1 in. = 2.54 cm [Answer: 42.1 km]
2. The atomic radius of the sodium atom is 180 pm. Express its atomic radius in
micrometers. [Answer: 1.80 x 10 -4 μm]
3. Which is a larger volume, 50 mL or 500 μL? How many milliliters are present in
500 μL? [Answer: 50 mL, 0.500 mL]
4. The concentration of magnesium in seawater is about 1.35 g/L. How many
ounces of magnesium are in one gallon of seawater? 1 pound (16 ounces) = 453.6
g, 1 liter = 1.057 quarts [Answer: 0.180 oz/gal]
5. Which has the greater density, mercury, 13.6 g/cm 3 or platinum, 2.25 x 10 -2
mg/nL? Justify your answer. 1 mL = 1 cm 3
[Answer: platinum, the density of platinum is 22.5 g/cm 3 ]
6. Express the size of an 11
16 -inch (assume two significant figures) wrench in
millimeters. [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. Convert
these 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 laboratory
instructor. [T]
2. Working alone in the laboratory is not permitted in any circumstances. [T]
3. Tennis shorts and canvas shoes are proper clothing for “safe” experiments. [F]
4. If an experiment appears not to pose any hazards, eye protection need not be
worn. [F]
5. If a chemical spill requires you to use the safety shower, you should flood the
affected area for 5 minutes. [T]
6. If your skin is burned by a flame, immediately treat the affected area by
covering it with a salve. [F]
7. “I just splashed a drop of concentrated sulfuric acid on my skin.” You
should immediately flush the affected area with a copious amount of tap
water. [T]
8. Data that has been mistakenly recorded on the Report Sheet can be erased
and 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 are always significant figures. [F]
11. The minimum data points to calculation the standard deviation of the data is
three. [T]
L ABORATORY
Q UIZ
Loading page 18...
Dry Lab 1 55
12. 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 laboratory
manual
Identify the Technique Icon True or False
1. 3, 9
2. 1
3. 11f
4. 16a
5. 11c
6. 16b
7. 11e
8. 5
9. 16c
10. 15c
11. 3, 4
12. 16c
13. 2
14. 13c
15. 16a
16. 13b
17. 4
18. 6
19. 14b
20. 6
21. 10
22. 7a
23. 17b
24. 15b
25. 16c
1. T, Technique 2
2. T, Technique 2
3. T, Technique 9
4. T, Technique 3
5. F, Technique 3
6. F, Technique 4
7. F, Techniques 5, 9
8. F, Technique 4
9. T, Technique 6
10. F, Technique 7A
11. T, Technique 10
12. T, Technique 11F
13. T, Technique 13C
14. T, Technique 16C
15. F, Technique 16B
16. F, Technique 16B
17. F, Technique 16C
18. T, Technique 16C
19. T, Technique 16C
20. F, Technique 17B
21. T, Technique 17A
22. T, Technique 5
L ABORATORY
TECHNIQUES
A SSIGNMENT
12. 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 laboratory
manual
Identify the Technique Icon True or False
1. 3, 9
2. 1
3. 11f
4. 16a
5. 11c
6. 16b
7. 11e
8. 5
9. 16c
10. 15c
11. 3, 4
12. 16c
13. 2
14. 13c
15. 16a
16. 13b
17. 4
18. 6
19. 14b
20. 6
21. 10
22. 7a
23. 17b
24. 15b
25. 16c
1. T, Technique 2
2. T, Technique 2
3. T, Technique 9
4. T, Technique 3
5. F, Technique 3
6. F, Technique 4
7. F, Techniques 5, 9
8. F, Technique 4
9. T, Technique 6
10. F, Technique 7A
11. T, Technique 10
12. T, Technique 11F
13. T, Technique 13C
14. T, Technique 16C
15. F, Technique 16B
16. F, Technique 16B
17. F, Technique 16C
18. T, Technique 16C
19. T, Technique 16C
20. F, Technique 17B
21. T, Technique 17A
22. T, Technique 5
L ABORATORY
TECHNIQUES
A SSIGNMENT
Loading page 19...
10 Identification of a Compound: Chemical Properties
Experiment 2
Identification of a Compound: Chemical Properties
This experiment focuses on the chemical properties of a substance for identification.
You may recognize this experiment as an open-ended version of an anion qual
scheme; it is a good experiment for students to make observations and draw their
own conclusions.
Work Arrangement: Partners for the known compounds; individuals for the
unknown.
Time Requirement: 2.5 hours
1. 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 a
chemical reaction:
• Demonstration. Carbon dioxide gas is evolved when hydrochloric acid is
mixed with solid or aqueous sodium carbonate.
• Demonstration. A calcium carbonate precipitate appears when aqueous
solutions of calcium chloride and sodium carbonate are mixed.
• Demonstration. Heat is evolved in an acid-base neutralization
reaction…feel the test tube after mixing.
• Demonstration. An intensified blue color appears with the addition of 6 M
NH 3 to a cupric sulfate solution.
4. Note for students that circled superscripts in the Experimental Procedure are
stopping 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 anion
can be identified in the presence of a number of anions.
6. Explain that when an observation of a chemical reaction is made, it should be
recorded on the Report Sheet—the purpose of subsequent testing is to
characterize the properties of the reaction system. For example, the OH - ion
precipitates Mg 2+
, but Mg 2+ is soluble with the addition of HCl(aq).
7. Part B is nearly open-ended. Students must rely entirely on observations for a
determination of their unknown.
The Next Step. Have students look ahead to Experiments 3, 4, 37, 38, and 39 in
order 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 CO 2 (g).
• Part A. Silver salt solutions produce black stains on the skin. It looks bad but no
real danger exists/persists. You (or the student) will find out the next day if any
silver nitrate touched the skin!
• None of the chemicals in this experiment are considered dangerous, but, if there
is 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 a
reaction (Technique 17A).
INTRODUCTION
L ECTURE
O UTLINE
CAUTIONS
& D ISPOSAL
Experiment 2
Identification of a Compound: Chemical Properties
This experiment focuses on the chemical properties of a substance for identification.
You may recognize this experiment as an open-ended version of an anion qual
scheme; it is a good experiment for students to make observations and draw their
own conclusions.
Work Arrangement: Partners for the known compounds; individuals for the
unknown.
Time Requirement: 2.5 hours
1. 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 a
chemical reaction:
• Demonstration. Carbon dioxide gas is evolved when hydrochloric acid is
mixed with solid or aqueous sodium carbonate.
• Demonstration. A calcium carbonate precipitate appears when aqueous
solutions of calcium chloride and sodium carbonate are mixed.
• Demonstration. Heat is evolved in an acid-base neutralization
reaction…feel the test tube after mixing.
• Demonstration. An intensified blue color appears with the addition of 6 M
NH 3 to a cupric sulfate solution.
4. Note for students that circled superscripts in the Experimental Procedure are
stopping 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 anion
can be identified in the presence of a number of anions.
6. Explain that when an observation of a chemical reaction is made, it should be
recorded on the Report Sheet—the purpose of subsequent testing is to
characterize the properties of the reaction system. For example, the OH - ion
precipitates Mg 2+
, but Mg 2+ is soluble with the addition of HCl(aq).
7. Part B is nearly open-ended. Students must rely entirely on observations for a
determination of their unknown.
The Next Step. Have students look ahead to Experiments 3, 4, 37, 38, and 39 in
order 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 CO 2 (g).
• Part A. Silver salt solutions produce black stains on the skin. It looks bad but no
real danger exists/persists. You (or the student) will find out the next day if any
silver nitrate touched the skin!
• None of the chemicals in this experiment are considered dangerous, but, if there
is 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 a
reaction (Technique 17A).
INTRODUCTION
L ECTURE
O UTLINE
CAUTIONS
& D ISPOSAL
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Experiment 2 11
1. Students are to use five clean, labeled test tubes or a clean 24-well plate for
testing—you should advise students which setup (Figure 2.2a or 2.2b) is to be
used. Contamination of glassware can cause the appearance of “weird”
precipitates (Technique 2)!
2. Part A.4. We often issue the unknown to students at the beginning of the lab—by
doing this, students can perform parallel tests to check the properties of their
unknown and make comparisons as they proceed through Part A.1–3. This
reduces 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 A
and 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 this
experiment. Some assistance may be required for writing the formulas of the
precipitates on the Report Sheet.
5. Part B. Part B is a repeat (in procedure) of Part A. However, none of the
solutions are known…the student must match the unknown solution with one of
the originals, strictly by making comparative observations.
6. Encourage students to engage in a habit of thoroughly cleaning all glassware that
was used in the experiment and to clean their desk area at the conclusion of the
laboratory period.
Test NaCl Na 2CO 3 MgSO 4 NH 4Cl H 2O
AgNO 3 p p p p nr
NaOH nr nr c go nr
HCl nr g nr nr nr
Place the following in dropper bottles to minimize the waste of solutions.
Part A
Known Test Solutions
0.2 M NaCl 1 mL
0.2 M Na 2CO 3 1 mL
0.2 M MgSO 4 1 mL
0.2 M NH 4Cl 1 mL
Reagents
0.2 M AgNO 3 2 mL
0.2 M NaOH 2 mL
0.2 M HCl 2 mL
Part B
A large number of test solutions and compatible test reagents can be selected to
provide the analyses in Part B. Suggested sets of solutions are:
Set 1
Known Test Solutions
0.2 M HCl 1 mL
0.2 M HNO 3 1 mL
0.2 M NaOH 1 mL
sat’d Ca(OH) 2 1 mL
0.2 M KNO 3 1 mL
Reagents
phenolphthalein 2 mL
0.2 M Na 2CO 3 2 mL
0.2 M AgNO 3 2 mL
Set 2
Known Test Solutions
0.2 M Na 3PO 4 1 mL
0.2 M Na 2CO 3 1 mL
0.2 M Na 2SO 4 1 mL
0.2 M Na 2S 1 mL
0.2 M NaCl 1 mL
Reagents
0.2 M Ba(NO 3) 2 2 mL
(Caution…for disposal of barium
salts)
0.2 M HNO 3 2 mL
0.2 M CuSO 4 2 mL
TEACHING H INTS
R EPORT S HEET
INFORMATION
CHEMICALS
R EQUIRED
1. Students are to use five clean, labeled test tubes or a clean 24-well plate for
testing—you should advise students which setup (Figure 2.2a or 2.2b) is to be
used. Contamination of glassware can cause the appearance of “weird”
precipitates (Technique 2)!
2. Part A.4. We often issue the unknown to students at the beginning of the lab—by
doing this, students can perform parallel tests to check the properties of their
unknown and make comparisons as they proceed through Part A.1–3. This
reduces 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 A
and 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 this
experiment. Some assistance may be required for writing the formulas of the
precipitates on the Report Sheet.
5. Part B. Part B is a repeat (in procedure) of Part A. However, none of the
solutions are known…the student must match the unknown solution with one of
the originals, strictly by making comparative observations.
6. Encourage students to engage in a habit of thoroughly cleaning all glassware that
was used in the experiment and to clean their desk area at the conclusion of the
laboratory period.
Test NaCl Na 2CO 3 MgSO 4 NH 4Cl H 2O
AgNO 3 p p p p nr
NaOH nr nr c go nr
HCl nr g nr nr nr
Place the following in dropper bottles to minimize the waste of solutions.
Part A
Known Test Solutions
0.2 M NaCl 1 mL
0.2 M Na 2CO 3 1 mL
0.2 M MgSO 4 1 mL
0.2 M NH 4Cl 1 mL
Reagents
0.2 M AgNO 3 2 mL
0.2 M NaOH 2 mL
0.2 M HCl 2 mL
Part B
A large number of test solutions and compatible test reagents can be selected to
provide the analyses in Part B. Suggested sets of solutions are:
Set 1
Known Test Solutions
0.2 M HCl 1 mL
0.2 M HNO 3 1 mL
0.2 M NaOH 1 mL
sat’d Ca(OH) 2 1 mL
0.2 M KNO 3 1 mL
Reagents
phenolphthalein 2 mL
0.2 M Na 2CO 3 2 mL
0.2 M AgNO 3 2 mL
Set 2
Known Test Solutions
0.2 M Na 3PO 4 1 mL
0.2 M Na 2CO 3 1 mL
0.2 M Na 2SO 4 1 mL
0.2 M Na 2S 1 mL
0.2 M NaCl 1 mL
Reagents
0.2 M Ba(NO 3) 2 2 mL
(Caution…for disposal of barium
salts)
0.2 M HNO 3 2 mL
0.2 M CuSO 4 2 mL
TEACHING H INTS
R EPORT S HEET
INFORMATION
CHEMICALS
R EQUIRED
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12 Identification of a Compound: Chemical Properties
Set 3
Known Test Solutions
0.2 M HCl 1 mL
0.2 M NaOH 1 mL
0.2 M Na 2SO 4 1 mL
0.2 M NH 3 1 mL
0.2 M H 3PO 4 1 mL
or
sat’d Ca(OH) 2 1 mL
0.2 M CuSO 4 1 mL
0.2 M HNO 3 1 mL
0.2 M NH 4Cl 1 mL
Reagents
phenolphthalein 2 mL
0.2 M Na 2CO 3 2 mL
0.2 M Ba(NO 3) 2 2 mL
(Caution…for disposal of barium
salts)
test tubes , small 15
24-well plate (optional) 1
permanent marker
dropper and/or Beral pipets ≈5–10
“Waste Salts” container
1. a. Glassware is clean when no water droplets adhere to the clean part of the
glassware.
b. ~ 75 mm and ~3 mL
2. 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 x 1.0 mL
20 drops = 0.25 mL
10 drops x 1.0 mL
20 drops = 0.50 mL
5. For NaCl, Na +
(aq) and Cl - (aq)
For Na 2CO 3, Na +
(aq) and CO 3
2-
(aq)
For MgSO 4, Mg 2+
(aq) and SO 4
2-
(aq)
For NH 4Cl, NH 4
+
(aq) + Cl - (aq)
6. a. test tube 1 silver nitrate
test tube 2 sodium sulfide
test tube 3 potassium iodide
b. AgNO 3(aq) + KI(aq) → AgI(s) + KNO 3(aq)
c. 2 AgNO 3(aq) + Na 2S(aq) → Ag 2S(s) + 2 NaNO 3(aq)
1. Addition of HCl(aq): HCl reacts with CaCO 3 to produce CO 2; no reaction occurs
with CaCl 2.
2. Addition of AgNO 3 (aq). Ag + precipitates Cl - , but has no effect on SO 42- (unless
large amounts of Ag + are added).
3. a. Gas is evolved. CO 2
b. White precipitate forms. AgCl
c. White precipitate forms. Mg(OH) 2
d. Pungent gas is evolved. NH 3
4. test tube 1 0.1 M HCl
test tube 2 0.1 M KOH
test tube 3 0.1 M Na 2CO 3
5. a. test tube 1 hydrochloric acid
test tube 2 sodium carbonate
test tube 3 silver nitrate
b. A white precipitate of silver chloride would form. See the solubility rules in
the manual, Appendix E.
S PECIAL
E QUIPMENT
PRELABORATORY
A SSIGNMENT
L ABORATORY
Q UESTIONS
Set 3
Known Test Solutions
0.2 M HCl 1 mL
0.2 M NaOH 1 mL
0.2 M Na 2SO 4 1 mL
0.2 M NH 3 1 mL
0.2 M H 3PO 4 1 mL
or
sat’d Ca(OH) 2 1 mL
0.2 M CuSO 4 1 mL
0.2 M HNO 3 1 mL
0.2 M NH 4Cl 1 mL
Reagents
phenolphthalein 2 mL
0.2 M Na 2CO 3 2 mL
0.2 M Ba(NO 3) 2 2 mL
(Caution…for disposal of barium
salts)
test tubes , small 15
24-well plate (optional) 1
permanent marker
dropper and/or Beral pipets ≈5–10
“Waste Salts” container
1. a. Glassware is clean when no water droplets adhere to the clean part of the
glassware.
b. ~ 75 mm and ~3 mL
2. 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 x 1.0 mL
20 drops = 0.25 mL
10 drops x 1.0 mL
20 drops = 0.50 mL
5. For NaCl, Na +
(aq) and Cl - (aq)
For Na 2CO 3, Na +
(aq) and CO 3
2-
(aq)
For MgSO 4, Mg 2+
(aq) and SO 4
2-
(aq)
For NH 4Cl, NH 4
+
(aq) + Cl - (aq)
6. a. test tube 1 silver nitrate
test tube 2 sodium sulfide
test tube 3 potassium iodide
b. AgNO 3(aq) + KI(aq) → AgI(s) + KNO 3(aq)
c. 2 AgNO 3(aq) + Na 2S(aq) → Ag 2S(s) + 2 NaNO 3(aq)
1. Addition of HCl(aq): HCl reacts with CaCO 3 to produce CO 2; no reaction occurs
with CaCl 2.
2. Addition of AgNO 3 (aq). Ag + precipitates Cl - , but has no effect on SO 42- (unless
large amounts of Ag + are added).
3. a. Gas is evolved. CO 2
b. White precipitate forms. AgCl
c. White precipitate forms. Mg(OH) 2
d. Pungent gas is evolved. NH 3
4. test tube 1 0.1 M HCl
test tube 2 0.1 M KOH
test tube 3 0.1 M Na 2CO 3
5. a. test tube 1 hydrochloric acid
test tube 2 sodium carbonate
test tube 3 silver nitrate
b. A white precipitate of silver chloride would form. See the solubility rules in
the manual, Appendix E.
S PECIAL
E QUIPMENT
PRELABORATORY
A SSIGNMENT
L ABORATORY
Q UESTIONS
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Experiment 2 13
6. a. NH 3 (NH 3 precipitates Mg 2+ as Mg(OH) 2(s) but not Ag +
) or HCl (Cl -
precipitates Ag + as AgCl(s) but not Mg 2+
)
b. Ag + (Ag + forms a precipitate with HCl as AgCl(s) but not H 2SO 4) or Ba 2+ (Ba 2+
forms a precipitate with H 2SO 4 as BaSO 4(s) but not HCl)
c. NH 3 (NH 3 forms a deep blue solution with Cu 2+ as [Cu(NH 3) 4
2+
] but Ba 2+
remains colorless) or H 2SO 4 (Ba 2+ precipitates with H 2SO 4 as BaSO 4(s) but
Cu 2+ does not)
d. NH 3 (NH 3 forms a deep-blue solution with Cu 2+ as [Cu(NH 3) 4
2+
] but forms a
white precipitate with Mg 2+ 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 evolution
of a gas. What is the gas? [Answer: CO 2 ]
3. A mixture of zinc chloride and silver nitrate produces a white precipitate. What
is the formula of the precipitate? [Answer: AgCl]
4. A mixture of sodium sulfate and ammonium chloride produces no observable
result; however, the mixture of sodium hydroxide and ammonium chloride
produces a detectable odor. What substance causes the odor? [Answer: NH 3 gas]
5. A mixture of lead nitrate and ammonium acetate produces no observable result;
however, the mixture of lead nitrate and ammonium sulfate produces a white
precipitate. What is the precipitate? [Answer: lead sulfate, Pb(SO 4 ) 2]
6. A mixture of sodium carbonate and sodium hydroxide produces no observable
result; however, the mixture of sodium carbonate and barium hydroxide
produces a white precipitate. What is the precipitate?
[Answer: barium carbonate, BaCO 3 ]
7. Describe the technique for detecting an odor. [Answer: See Technique 17A]
8. Identify two silver salt precipitates.
[Answer: silver chloride, AgCl, silver carbonate, Ag 2 CO 3 ]
9. Identify a hydroxide precipitate. [Answer: magnesium hydroxide, Mg(OH) 2 ]
L ABORATORY
Q UIZ
6. a. NH 3 (NH 3 precipitates Mg 2+ as Mg(OH) 2(s) but not Ag +
) or HCl (Cl -
precipitates Ag + as AgCl(s) but not Mg 2+
)
b. Ag + (Ag + forms a precipitate with HCl as AgCl(s) but not H 2SO 4) or Ba 2+ (Ba 2+
forms a precipitate with H 2SO 4 as BaSO 4(s) but not HCl)
c. NH 3 (NH 3 forms a deep blue solution with Cu 2+ as [Cu(NH 3) 4
2+
] but Ba 2+
remains colorless) or H 2SO 4 (Ba 2+ precipitates with H 2SO 4 as BaSO 4(s) but
Cu 2+ does not)
d. NH 3 (NH 3 forms a deep-blue solution with Cu 2+ as [Cu(NH 3) 4
2+
] but forms a
white precipitate with Mg 2+ 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 evolution
of a gas. What is the gas? [Answer: CO 2 ]
3. A mixture of zinc chloride and silver nitrate produces a white precipitate. What
is the formula of the precipitate? [Answer: AgCl]
4. A mixture of sodium sulfate and ammonium chloride produces no observable
result; however, the mixture of sodium hydroxide and ammonium chloride
produces a detectable odor. What substance causes the odor? [Answer: NH 3 gas]
5. A mixture of lead nitrate and ammonium acetate produces no observable result;
however, the mixture of lead nitrate and ammonium sulfate produces a white
precipitate. What is the precipitate? [Answer: lead sulfate, Pb(SO 4 ) 2]
6. A mixture of sodium carbonate and sodium hydroxide produces no observable
result; however, the mixture of sodium carbonate and barium hydroxide
produces a white precipitate. What is the precipitate?
[Answer: barium carbonate, BaCO 3 ]
7. Describe the technique for detecting an odor. [Answer: See Technique 17A]
8. Identify two silver salt precipitates.
[Answer: silver chloride, AgCl, silver carbonate, Ag 2 CO 3 ]
9. Identify a hydroxide precipitate. [Answer: magnesium hydroxide, Mg(OH) 2 ]
L ABORATORY
Q UIZ
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26 Inorganic Nomenclature I. Oxidation Numbers
Dry Lab 2A
Inorganic Nomenclature I.
Oxidation Numbers
The Dry Lab 2 series focuses on the naming of inorganic compounds. These Dry
Labs are included in this manual because, typically, insufficient time is allotted
during lecture.
1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”.
2. Define the terms, cations and anions (monoatomic and polytomic) and oxidation
number vs. charge.
3. Note that charges are written as e.g., 2+, whereas oxidation numbers are written
as e.g., +2
4. Review the 8 oxidation number rules presented in the Introduction. Use a few
examples to illustrate the use of the oxidation number rules. Also select several
examples similar to those in the Dry Lab Introduction and Procedure.
5. Make an appropriate assignment.
Oxidation Numbers
1. a. +2 d. +3 g. +4 j. +4 m. +2
b. +4 e. –4 h. +6 k. +2 n. –1
c. +4 f. 0 i. +6 l. + 5 / 2 o. +4
Oxidation Numbers
2. a. +5 d. +5 g. +1 j. +3 m. +1
b. +3 e. +5 h. –3 k. +3 n. +6
c. +5 f. +3 i. +5 l. +5 o. +4
Oxidation Numbers
3. a. +3 g. +6 m. +4
b. +2 h. +6 n. +4
c. +2 i. +6 o. + 8 / 3
d. +2 j. +3 p. +4
e. +3 k. +6 q. + 16 / 3
f. +3 l. +7 r. +6
INTRODUCTION
L ECTURE
O UTLINE
R EPORT S HEET
INFORMATION
Dry Lab 2A
Inorganic Nomenclature I.
Oxidation Numbers
The Dry Lab 2 series focuses on the naming of inorganic compounds. These Dry
Labs are included in this manual because, typically, insufficient time is allotted
during lecture.
1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”.
2. Define the terms, cations and anions (monoatomic and polytomic) and oxidation
number vs. charge.
3. Note that charges are written as e.g., 2+, whereas oxidation numbers are written
as e.g., +2
4. Review the 8 oxidation number rules presented in the Introduction. Use a few
examples to illustrate the use of the oxidation number rules. Also select several
examples similar to those in the Dry Lab Introduction and Procedure.
5. Make an appropriate assignment.
Oxidation Numbers
1. a. +2 d. +3 g. +4 j. +4 m. +2
b. +4 e. –4 h. +6 k. +2 n. –1
c. +4 f. 0 i. +6 l. + 5 / 2 o. +4
Oxidation Numbers
2. a. +5 d. +5 g. +1 j. +3 m. +1
b. +3 e. +5 h. –3 k. +3 n. +6
c. +5 f. +3 i. +5 l. +5 o. +4
Oxidation Numbers
3. a. +3 g. +6 m. +4
b. +2 h. +6 n. +4
c. +2 i. +6 o. + 8 / 3
d. +2 j. +3 p. +4
e. +3 k. +6 q. + 16 / 3
f. +3 l. +7 r. +6
INTRODUCTION
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INFORMATION
Loading page 24...
Dry Lab 2B 27
Dry Lab 2B
Inorganic Nomenclature II.
Binary Compounds
This second dry lab on inorganic nomenclature focuses exclusively on the naming
and 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 two
common oxidation numbers, review both the “old” system (the -ic, -ous system)
and the Stock system of nomenclature. Select examples similar to those in the
Dry Lab Introduction and Procedure. Write formulas for binary salts.
3. Suggest which of the cations commonly named by the -ic, -ous system should be
memorized.
4. Define and review the nomenclature of binary (covalent) compounds of two
nonmetals or a metalloid and a nonmetal. Notice that Greek prefixes are used
exclusively in their nomenclature and not the “-ic, -ous” suffixes or the Stock
system. 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 Compounds
1.
2.
a.
b.
c.
d.
e.
f.
g.
h.
i.
a.
b.
c.
d.
e.
f.
sodium phosphide
sodium oxide
sodium nitride
calcium carbide
calcium iodide
calcium hydride
calcium phosphide
potassium cyanide
potassium hydroxide
chromium(II) sulfide
chromous sulfide
chromium(III) oxide
chromic oxide
chromium(III) iodide hexahydrate
chromic iodide hexahydrate
copper(I) chloride
cuprous chloride
copper(II) iodide
cupric iodide
copper(II) bromide tetrahydrate
cupric bromide tetrahydrate
j.
k.
l.
m.
n.
o.
p.
q.
r.
j.
k.
l.
m.
n.
o.
potassium sulfide
potassium telluride
potassium peroxide
ammonium bromide
ammonium sulfide
ammonium cyanide
aluminum chloride
aluminum oxide
aluminum nitride
iron(III) oxide
ferric oxide
iron(II) sulfide
ferrous sulfide
iron(III) iodide hexahydrate
ferric iodide hexahydrate
cobalt(II) oxide
cobaltous oxide
cobalt(III) bromide hexahydrate
cobaltic bromide hexahydrate
tin(IV) fluoride
stannic fluoride
g.
h.
i.
mercury(II) chloride
mercuric chloride
mercury(I) chloride
mercurous chloride
mercury(II) oxide
mercuric oxide
p.
q.
r.
tin(IV) oxide
stannic oxide
copper(I) oxide
cuprous oxide
iron(III) hydroxide
ferric hydroxide
INTRODUCTION
L ECTURE
O UTLINE
R EPORT S HEET
INFORMATION
Dry Lab 2B
Inorganic Nomenclature II.
Binary Compounds
This second dry lab on inorganic nomenclature focuses exclusively on the naming
and 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 two
common oxidation numbers, review both the “old” system (the -ic, -ous system)
and the Stock system of nomenclature. Select examples similar to those in the
Dry Lab Introduction and Procedure. Write formulas for binary salts.
3. Suggest which of the cations commonly named by the -ic, -ous system should be
memorized.
4. Define and review the nomenclature of binary (covalent) compounds of two
nonmetals or a metalloid and a nonmetal. Notice that Greek prefixes are used
exclusively in their nomenclature and not the “-ic, -ous” suffixes or the Stock
system. 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 Compounds
1.
2.
a.
b.
c.
d.
e.
f.
g.
h.
i.
a.
b.
c.
d.
e.
f.
sodium phosphide
sodium oxide
sodium nitride
calcium carbide
calcium iodide
calcium hydride
calcium phosphide
potassium cyanide
potassium hydroxide
chromium(II) sulfide
chromous sulfide
chromium(III) oxide
chromic oxide
chromium(III) iodide hexahydrate
chromic iodide hexahydrate
copper(I) chloride
cuprous chloride
copper(II) iodide
cupric iodide
copper(II) bromide tetrahydrate
cupric bromide tetrahydrate
j.
k.
l.
m.
n.
o.
p.
q.
r.
j.
k.
l.
m.
n.
o.
potassium sulfide
potassium telluride
potassium peroxide
ammonium bromide
ammonium sulfide
ammonium cyanide
aluminum chloride
aluminum oxide
aluminum nitride
iron(III) oxide
ferric oxide
iron(II) sulfide
ferrous sulfide
iron(III) iodide hexahydrate
ferric iodide hexahydrate
cobalt(II) oxide
cobaltous oxide
cobalt(III) bromide hexahydrate
cobaltic bromide hexahydrate
tin(IV) fluoride
stannic fluoride
g.
h.
i.
mercury(II) chloride
mercuric chloride
mercury(I) chloride
mercurous chloride
mercury(II) oxide
mercuric oxide
p.
q.
r.
tin(IV) oxide
stannic oxide
copper(I) oxide
cuprous oxide
iron(III) hydroxide
ferric hydroxide
INTRODUCTION
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INFORMATION
Loading page 25...
28 Inorganic Nomenclature II. Binary Compounds
3. a.
b.
c.
hydrofluoric acid
hydroiodic acid
hydroselenic acid
d.
e.
f.
hydrobromic acid
hydrotelluric acid
hydrochloric acid
4. a.
b.
c.
d.
e.
f.
g.
h.
i.
sulfur dioxide
sulfur trioxide
tetrasulfur tetranitride
sulfur hexafluoride
sulfur tetrachloride
nitrogen dioxide
dinitrogen pentoxide
dinitrogen tetrasulfide
nitrogen trifluoride
j.
k.
l.
m.
n.
o.
p.
q.
r.
silicon tetrachloride
silicon dioxide
arsenic trichloride
arsenic trihydride
arsenic pentafluoride
hydrogen chloride
xenon tetrafluoride
xenon hexafluoride
xenon trioxide
5. a.
b.
c.
d.
e.
f.
FeS
Fe(OH) 3
Fe 2O 3
AlI 3
CuCl
Cu(CN) 2•4H 2O
g.
h.
i.
j.
k.
l.
MnO 2
Ni 2O 3
Cr 2O 3
TiCl 4
CoCl 2•6H 2O
CoO
m.
n.
Hg 2Cl 2
HgI 2
6. a.
b.
c.
d.
e.
f.
HCl(aq)
H 2S(aq)
HI(aq)
SiF 4
AsF 5
XeF 6
g.
h.
i.
j.
k.
l.
IF 5
KrF 2
S 4N 4
Cl 2O 7
PH 3
P 4O 10
7. Formulas
Set 1
KCl potassium chloride HCl hydrochloric acid NaCl sodium chloride
K 2S potassium sulfide H 2S hydrosulfuric acid Na 2S sodium sulfide
KF potassium fluoride HF hydrofluoric acid NaF sodium fluoride
KCN potassium cyanide HCN hydrocyanic acid NaCN sodium cyanide
KI potassium iodide HI hydroiodic acid NaI sodium iodide
FeCl 3 iron(III) chloride CuCl copper(I) chloride
Fe 2S 3 iron(III) sulfide Cu 2S copper(I) sulfide
FeF 3 iron(III) fluoride CuF copper(I) fluoride
Fe(CN) 3 iron(III) cyanide CuCN copper(I) cyanide
FeI 3 iron(III) iodide CuI copper(I) iodide
Set 2
Co 3P 2 cobalt(II) phosphide CoP cobalt(III) phosphide Pb 3P 2 lead(II) phosphide
CoBr 2 cobalt(II) bromide CoBr 3 cobalt(III) bromide PbBr 2 lead(II) bromide
CoO cobalt(II) oxide Co 2O 3 cobalt(III) oxide PbO lead(II) oxide
CoF 2 cobalt(II) fluoride CoF 3 cobalt(III) fluoride PbF 2 lead(II) fluoride
Co(OH) 2 cobalt(II) hydroxide Co(OH) 3 cobalt(III) hydroxide Pb(OH) 2 lead(II) hydroxide
Pt 3P 4 platinum(IV) phosphide Ba 3P 2 barium phosphide
PtBr 4 platinum(IV) bromide BaBr 2 barium bromide
PtO 2 platinum(IV) oxide BaO barium oxide
PtF 4 platinum(IV) fluoride BaF 2 barium fluoride
Pt(OH) 4 platinum(IV) hydroxide Ba(OH) 2 barium hydroxide
3. a.
b.
c.
hydrofluoric acid
hydroiodic acid
hydroselenic acid
d.
e.
f.
hydrobromic acid
hydrotelluric acid
hydrochloric acid
4. a.
b.
c.
d.
e.
f.
g.
h.
i.
sulfur dioxide
sulfur trioxide
tetrasulfur tetranitride
sulfur hexafluoride
sulfur tetrachloride
nitrogen dioxide
dinitrogen pentoxide
dinitrogen tetrasulfide
nitrogen trifluoride
j.
k.
l.
m.
n.
o.
p.
q.
r.
silicon tetrachloride
silicon dioxide
arsenic trichloride
arsenic trihydride
arsenic pentafluoride
hydrogen chloride
xenon tetrafluoride
xenon hexafluoride
xenon trioxide
5. a.
b.
c.
d.
e.
f.
FeS
Fe(OH) 3
Fe 2O 3
AlI 3
CuCl
Cu(CN) 2•4H 2O
g.
h.
i.
j.
k.
l.
MnO 2
Ni 2O 3
Cr 2O 3
TiCl 4
CoCl 2•6H 2O
CoO
m.
n.
Hg 2Cl 2
HgI 2
6. a.
b.
c.
d.
e.
f.
HCl(aq)
H 2S(aq)
HI(aq)
SiF 4
AsF 5
XeF 6
g.
h.
i.
j.
k.
l.
IF 5
KrF 2
S 4N 4
Cl 2O 7
PH 3
P 4O 10
7. Formulas
Set 1
KCl potassium chloride HCl hydrochloric acid NaCl sodium chloride
K 2S potassium sulfide H 2S hydrosulfuric acid Na 2S sodium sulfide
KF potassium fluoride HF hydrofluoric acid NaF sodium fluoride
KCN potassium cyanide HCN hydrocyanic acid NaCN sodium cyanide
KI potassium iodide HI hydroiodic acid NaI sodium iodide
FeCl 3 iron(III) chloride CuCl copper(I) chloride
Fe 2S 3 iron(III) sulfide Cu 2S copper(I) sulfide
FeF 3 iron(III) fluoride CuF copper(I) fluoride
Fe(CN) 3 iron(III) cyanide CuCN copper(I) cyanide
FeI 3 iron(III) iodide CuI copper(I) iodide
Set 2
Co 3P 2 cobalt(II) phosphide CoP cobalt(III) phosphide Pb 3P 2 lead(II) phosphide
CoBr 2 cobalt(II) bromide CoBr 3 cobalt(III) bromide PbBr 2 lead(II) bromide
CoO cobalt(II) oxide Co 2O 3 cobalt(III) oxide PbO lead(II) oxide
CoF 2 cobalt(II) fluoride CoF 3 cobalt(III) fluoride PbF 2 lead(II) fluoride
Co(OH) 2 cobalt(II) hydroxide Co(OH) 3 cobalt(III) hydroxide Pb(OH) 2 lead(II) hydroxide
Pt 3P 4 platinum(IV) phosphide Ba 3P 2 barium phosphide
PtBr 4 platinum(IV) bromide BaBr 2 barium bromide
PtO 2 platinum(IV) oxide BaO barium oxide
PtF 4 platinum(IV) fluoride BaF 2 barium fluoride
Pt(OH) 4 platinum(IV) hydroxide Ba(OH) 2 barium hydroxide
Loading page 26...
Dry Lab 2B 29
Set 3
Mn 2O 3 manganese(III) oxide SnO tin(II) oxide (NH 4) 2O ammonium oxide
MnN manganese(III) nitride Sn 3N 2 tin(II) nitride (NH 4) 3N ammonium nitride
Mn 2S 3 manganese(III) sulfide SnS tin(II) sulfide (NH 4) 2S ammonium sulfide
Mn 2Se 3 manganese(III) selenide SnSe tin(II) selenide (NH 4) 2Se ammonium selenide
MnI 3 manganese(III) iodide SnI 2 tin(II) iodide NH 4I ammonium iodide
Hg 2O mercury(I) oxide CeO 2 cerium(IV) oxide
(Hg 2) 3N 2 mercury(I) nitride Ce 3N 4 cerium(IV) nitride
Hg 2S mercury(I) sulfide CeS 2 cerium(IV) sulfide
Hg 2Se mercury(I) selenide CeSe 2 cerium(IV) selenide
Hg 2I 2 mercury(I) iodide CeI 4 cerium(IV) iodide
Set 3
Mn 2O 3 manganese(III) oxide SnO tin(II) oxide (NH 4) 2O ammonium oxide
MnN manganese(III) nitride Sn 3N 2 tin(II) nitride (NH 4) 3N ammonium nitride
Mn 2S 3 manganese(III) sulfide SnS tin(II) sulfide (NH 4) 2S ammonium sulfide
Mn 2Se 3 manganese(III) selenide SnSe tin(II) selenide (NH 4) 2Se ammonium selenide
MnI 3 manganese(III) iodide SnI 2 tin(II) iodide NH 4I ammonium iodide
Hg 2O mercury(I) oxide CeO 2 cerium(IV) oxide
(Hg 2) 3N 2 mercury(I) nitride Ce 3N 4 cerium(IV) nitride
Hg 2S mercury(I) sulfide CeS 2 cerium(IV) sulfide
Hg 2Se mercury(I) selenide CeSe 2 cerium(IV) selenide
Hg 2I 2 mercury(I) iodide CeI 4 cerium(IV) iodide
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30 Inorganic Nomenclature III. Ternary Compounds
Dry Lab 2C
Inorganic Nomenclature III.
Ternary Compounds
Dry 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 (also
called 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 two
common oxidation numbers (Dry Lab 2B), review both the “old” -ic, -ous system
and the Stock system of nomenclature. Select some examples similar to those
presented in the Dry Lab Introduction and Procedure.
3. Define and review the nomenclature of ternary compounds that may have two or
more polyatomic anions, such as SO 32- and SO 42- . Practice with the -ate, -ite
system is important. Wherever necessary, the prefixes per- and hypo- are used,
primarily for the (more common) halo-oxyanions, but Table D2C.2 extends the
prefixes and suffixes to less common oxyanions. You should use several
examples to illustrate this nomenclature.
4. Define and review the nomenclature of ternary acids. Be sure that you
emphasize the relationships between the -ate salt to the -ic acid and the -ite salt to
the -ous acid.
5. Define and review the nomenclature of acid salts. Again, a few examples will
clarify any questions.
6. Make an appropriate assignment.
Nomenclature and Formulas of Ternary Compounds
1. a.
b.
c.
d.
e.
f.
bromate
iodate
hypophosphite
hyponitrite
arsenite
bromite
g.
h.
i.
j.
k.
l.
iodite
sulfite
silicate
tellurate
selenate
nitrite
2. a.
b.
c.
d.
e.
f.
g.
h.
sodium sulfate
potassium arsenate
lithium carbonate
calcium phosphate
calcium phosphite
sodium silicate
potassium chromate
potassium dichromate
i.
j.
k.
l.
m.
n.
o.
p.
potassium manganate
potassium permanganate
lithium sulfite
lithium sulfate
lithium thiosulfate
barium nitrite
barium nitrate
potassium acetate
3. a.
b.
c.
d.
e.
f.
g.
h.
iron(III) hydroxide
iron(III) phosphate hexahydrate
iron(II) sulfate heptahydrate
copper(I) cyanide
copper(II) carbonate
copper(II) sulfate pentahydrate
tin(II) nitrate
tin(IV) sulfate
i.
j.
k.
l.
m.
n.
o.
p.
manganese(II) sulfate
manganese(II) acetate
mercury(I) nitrate
mercury(II) nitrate monohydrate
chromium(III) phosphate
chromium(II) sulfate hexahydrate
cobalt(III) carbonate
cobalt(II) sulfate heptahydrate
INTRODUCTION
L ECTURE
O UTLINE
R EPORT S HEET
INFORMATION
Dry Lab 2C
Inorganic Nomenclature III.
Ternary Compounds
Dry 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 (also
called 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 two
common oxidation numbers (Dry Lab 2B), review both the “old” -ic, -ous system
and the Stock system of nomenclature. Select some examples similar to those
presented in the Dry Lab Introduction and Procedure.
3. Define and review the nomenclature of ternary compounds that may have two or
more polyatomic anions, such as SO 32- and SO 42- . Practice with the -ate, -ite
system is important. Wherever necessary, the prefixes per- and hypo- are used,
primarily for the (more common) halo-oxyanions, but Table D2C.2 extends the
prefixes and suffixes to less common oxyanions. You should use several
examples to illustrate this nomenclature.
4. Define and review the nomenclature of ternary acids. Be sure that you
emphasize the relationships between the -ate salt to the -ic acid and the -ite salt to
the -ous acid.
5. Define and review the nomenclature of acid salts. Again, a few examples will
clarify any questions.
6. Make an appropriate assignment.
Nomenclature and Formulas of Ternary Compounds
1. a.
b.
c.
d.
e.
f.
bromate
iodate
hypophosphite
hyponitrite
arsenite
bromite
g.
h.
i.
j.
k.
l.
iodite
sulfite
silicate
tellurate
selenate
nitrite
2. a.
b.
c.
d.
e.
f.
g.
h.
sodium sulfate
potassium arsenate
lithium carbonate
calcium phosphate
calcium phosphite
sodium silicate
potassium chromate
potassium dichromate
i.
j.
k.
l.
m.
n.
o.
p.
potassium manganate
potassium permanganate
lithium sulfite
lithium sulfate
lithium thiosulfate
barium nitrite
barium nitrate
potassium acetate
3. a.
b.
c.
d.
e.
f.
g.
h.
iron(III) hydroxide
iron(III) phosphate hexahydrate
iron(II) sulfate heptahydrate
copper(I) cyanide
copper(II) carbonate
copper(II) sulfate pentahydrate
tin(II) nitrate
tin(IV) sulfate
i.
j.
k.
l.
m.
n.
o.
p.
manganese(II) sulfate
manganese(II) acetate
mercury(I) nitrate
mercury(II) nitrate monohydrate
chromium(III) phosphate
chromium(II) sulfate hexahydrate
cobalt(III) carbonate
cobalt(II) sulfate heptahydrate
INTRODUCTION
L ECTURE
O UTLINE
R EPORT S HEET
INFORMATION
Loading page 28...
Dry Lab 2C 31
4. a.
b.
c.
d.
e.
f.
g.
h.
sulfuric acid
sulfurous acid
thiosulfuric acid
phosphoric acid
permanganic acid
chromic acid
boric acid
nitric acid
i.
j.
k.
l.
m.
n.
o.
p.
nitrous acid
carbonic acid
oxalic acid
acetic acid
perchloric acid
chloric acid
chlorous acid
hypochlorous acid
5. a.
b.
c.
d.
e.
sodium hydrogen carbonate
sodium bicarbonate
calcium hydrogen carbonate
calcium bicarbonate
potassium hydrogen oxalate
potassium bioxalate
ammonium hydrogen carbonate
ammonium bicarbonate
sodium hydrogen sulfide
sodium bisulfide
f.
g.
h.
i.
j.
k.
l.
potassium hydrogen sulfite
potassium bisulfite
sodium hydrogen sulfate monohydrate
sodium bisulfate monohydrate
lithium hydrogen phosphate
lithium dihydrogen phosphate
magnesium hydrogen arsenate
potassium dihydrogen arsenate
potassium hydrogen chromate
potassium bichromate
6. a.
b.
c.
d.
e.
f.
KMnO 4
K 2MnO 4
CaCO 3
PbCO 3
Fe 2(CO 3) 3
Ag 2S 2O 3
g.
h.
i.
j.
k.
l.
Na 2SO 3
FeSO 4•7H 2O
FeC 2O 4
Na 2CrO 4
K 2Cr 2O 7
Ni(NO 3) 2•6H 2O
m.
n.
o.
p.
q.
r.
Cr(NO 2) 2
VO(NO 3) 2
UO 2(CH 3CO 2) 2
Ba(CH 3CO 2) 2•2H 2O
Na 2SiO 3
Ca(ClO) 2
s.
t.
u.
v.
KClO 3
(NH 4) 2C 2O 4
Na 3BO 3
CuIO 3
7. a.
b.
c.
d.
e.
f.
H 2SO 4(aq)
H 2S 2O 3(aq)
H 2SO 3(aq)
HIO 4(aq)
HIO 3(aq)
HClO(aq)
g.
h.
i.
j.
k.
l.
HNO 2(aq)
HNO 3(aq)
H 3PO 3(aq)
H 3PO 4(aq)
H 2CO 3(aq)
HBrO 2(aq)
m.
n.
o.
p.
q.
r.
H 2CrO 4(aq)
HMnO 4(aq)
H 2MnO 4(aq)
H 3BO 3(aq)
H 2C 2O 4(aq)
H 2SiO 3(aq)
8. Formulas and Names
Set 1
LiCl lithium chloride CdCl 2 cadmium chloride NaCl sodium chloride
Li 2SO 4 lithium sulfate CdSO 4 cadmium sulfate Na 2SO 4 sodium sulfate
LiNO 3 lithium nitrate Cd(NO 3) 2 cadmium nitrate NaNO 3 sodium nitrate
Li 2O lithium oxide CdO cadmium oxide Na 2O sodium oxide
Li 2CO 3 lithium carbonate CdCO 3 cadmium carbonate Na 2CO 3 sodium carbonate
LiI lithium iodide CdI 2 cadmium iodide NaI sodium iodide
CuCl 2 copper(II) chloride VCl 5 vanadium(V) chloride MgCl 2 magnesium chloride
CuSO 4 copper(II) sulfate V 2(SO 4) 5 vanadium(V) sulfate MgSO 4 magnesium sulfate
Cu(NO 3) 2 copper(II) nitrate V(NO 3) 5 vanadium(V) nitrate Mg(NO 3) 2 magnesium nitrate
CuO copper(II) oxide V 2O 5 vanadium(V) oxide MgO magnesium oxide
CuCO 3 copper(II) carbonate V 2(CO 3) 5 vanadium(V) carbonate MgCO 3 magnesium carbonate
CuI 2 copper(II) iodide VI 5 vanadium(V) iodide MgI 2 magnesium iodide
Set 2
FePO 4 iron (III) phosphate Fe 3(PO 4) 2 iron (II) phosphate
Fe 2(HPO 4) 3 iron (III) hydrogen phosphate FeHPO 4 iron (II) hydrogen phosphate
Fe(HCO 3) 3 iron (III) bicarbonate Fe(HCO 3) 2 iron (II) bicarbonate
Fe(CN) 3 iron (III) cyanide Fe(CN) 2 iron (II) cyanide
Fe(CH 3CO 2) 3 iron (III) acetate Fe(CH 3CO 2) 2 iron (II) acetate
Fe(IO) 3 iron (III) hypoiodite Fe(IO) 2 iron (II) hypoiodite
4. a.
b.
c.
d.
e.
f.
g.
h.
sulfuric acid
sulfurous acid
thiosulfuric acid
phosphoric acid
permanganic acid
chromic acid
boric acid
nitric acid
i.
j.
k.
l.
m.
n.
o.
p.
nitrous acid
carbonic acid
oxalic acid
acetic acid
perchloric acid
chloric acid
chlorous acid
hypochlorous acid
5. a.
b.
c.
d.
e.
sodium hydrogen carbonate
sodium bicarbonate
calcium hydrogen carbonate
calcium bicarbonate
potassium hydrogen oxalate
potassium bioxalate
ammonium hydrogen carbonate
ammonium bicarbonate
sodium hydrogen sulfide
sodium bisulfide
f.
g.
h.
i.
j.
k.
l.
potassium hydrogen sulfite
potassium bisulfite
sodium hydrogen sulfate monohydrate
sodium bisulfate monohydrate
lithium hydrogen phosphate
lithium dihydrogen phosphate
magnesium hydrogen arsenate
potassium dihydrogen arsenate
potassium hydrogen chromate
potassium bichromate
6. a.
b.
c.
d.
e.
f.
KMnO 4
K 2MnO 4
CaCO 3
PbCO 3
Fe 2(CO 3) 3
Ag 2S 2O 3
g.
h.
i.
j.
k.
l.
Na 2SO 3
FeSO 4•7H 2O
FeC 2O 4
Na 2CrO 4
K 2Cr 2O 7
Ni(NO 3) 2•6H 2O
m.
n.
o.
p.
q.
r.
Cr(NO 2) 2
VO(NO 3) 2
UO 2(CH 3CO 2) 2
Ba(CH 3CO 2) 2•2H 2O
Na 2SiO 3
Ca(ClO) 2
s.
t.
u.
v.
KClO 3
(NH 4) 2C 2O 4
Na 3BO 3
CuIO 3
7. a.
b.
c.
d.
e.
f.
H 2SO 4(aq)
H 2S 2O 3(aq)
H 2SO 3(aq)
HIO 4(aq)
HIO 3(aq)
HClO(aq)
g.
h.
i.
j.
k.
l.
HNO 2(aq)
HNO 3(aq)
H 3PO 3(aq)
H 3PO 4(aq)
H 2CO 3(aq)
HBrO 2(aq)
m.
n.
o.
p.
q.
r.
H 2CrO 4(aq)
HMnO 4(aq)
H 2MnO 4(aq)
H 3BO 3(aq)
H 2C 2O 4(aq)
H 2SiO 3(aq)
8. Formulas and Names
Set 1
LiCl lithium chloride CdCl 2 cadmium chloride NaCl sodium chloride
Li 2SO 4 lithium sulfate CdSO 4 cadmium sulfate Na 2SO 4 sodium sulfate
LiNO 3 lithium nitrate Cd(NO 3) 2 cadmium nitrate NaNO 3 sodium nitrate
Li 2O lithium oxide CdO cadmium oxide Na 2O sodium oxide
Li 2CO 3 lithium carbonate CdCO 3 cadmium carbonate Na 2CO 3 sodium carbonate
LiI lithium iodide CdI 2 cadmium iodide NaI sodium iodide
CuCl 2 copper(II) chloride VCl 5 vanadium(V) chloride MgCl 2 magnesium chloride
CuSO 4 copper(II) sulfate V 2(SO 4) 5 vanadium(V) sulfate MgSO 4 magnesium sulfate
Cu(NO 3) 2 copper(II) nitrate V(NO 3) 5 vanadium(V) nitrate Mg(NO 3) 2 magnesium nitrate
CuO copper(II) oxide V 2O 5 vanadium(V) oxide MgO magnesium oxide
CuCO 3 copper(II) carbonate V 2(CO 3) 5 vanadium(V) carbonate MgCO 3 magnesium carbonate
CuI 2 copper(II) iodide VI 5 vanadium(V) iodide MgI 2 magnesium iodide
Set 2
FePO 4 iron (III) phosphate Fe 3(PO 4) 2 iron (II) phosphate
Fe 2(HPO 4) 3 iron (III) hydrogen phosphate FeHPO 4 iron (II) hydrogen phosphate
Fe(HCO 3) 3 iron (III) bicarbonate Fe(HCO 3) 2 iron (II) bicarbonate
Fe(CN) 3 iron (III) cyanide Fe(CN) 2 iron (II) cyanide
Fe(CH 3CO 2) 3 iron (III) acetate Fe(CH 3CO 2) 2 iron (II) acetate
Fe(IO) 3 iron (III) hypoiodite Fe(IO) 2 iron (II) hypoiodite
Loading page 29...
32 Inorganic Nomenclature III. Ternary Compounds
AlPO 4 aluminum phosphate Zn 3(PO 4) 2 zinc phosphate
Al 2(HPO 4) 3 aluminum hydrogen phosphate ZnHPO 4 zinc hydrogen bicarbonate
Al(HCO 3) 3 aluminum bicarbonate Zn(HCO 3) 2 zinc bicarbonate
Al(CN) 3 aluminum cyanide Zn(CN) 2 zinc cyanide
Al(CH 3CO 2) 3 aluminum acetate Zn(CH 3CO 2) 2 zinc acetate
Al(IO) 3 aluminum hypoiodite Zn(IO) 2 zinc hypoiodite
K 3PO 4 potassium phosphate (VO) 3(PO 4) 2 vanadyl phosphate
K 2HPO 4 potassium hydrogen phosphate VOHPO 4 vanadyl hydrogen phosphate
KHCO 3 potassium bicarbonate VO(HCO 3) 2 vanadyl bicarbonate
KCN potassium cyanide VO(CN) 2 vanadyl cyanide
KCH 3CO 2 potassium acetate VO(CH 3CO 2) 2 vanadyl acetate
KIO potassium hypoiodite VO(IO) 2 vanadyl hypoiodite
Set 3
PbSiO 3 lead(II) silicate (NH 4) 2SiO 3 ammonium silicate
PbS lead(II) sulfide (NH 4) 2S ammonium sulfide
Pb(MnO 4) 2 lead(II) permanganate NH 4MnO 4 ammonium permanganate
Pb(HSO 4) 2 lead(II) bisulfate NH 4HSO 4 ammonium bisulfate
PbCr 2O 7 lead(II) dichromate (NH 4) 2Cr 2O 7 ammonium dichromate
PbC 2O 4 lead(II) oxalate (NH 4) 2C 2O 4 ammonium oxalate
H 2SiO 3 silicic acid Mn 2(SiO 3) 3 manganese(III) silicate
H 2S hydrosulfuric acid Mn 2S 3 manganese(III) sulfide
HMnO 4 permanganic acid Mn(MnO 4) 3 manganese(III) permanganate
H 2SO 4 sulfuric acid Mn(HSO 4) 3 manganese(III) bisulfate
H 2Cr 2O 7 dichromic acid Mn 2(Cr 2O 7) 3 manganese(III) dichromate
H 2C 2O 4 oxalic acid Mn 2(C 2O 4) 3 manganese(III) oxalate
HgSiO 3 mercury(II) silicate SrSiO 3 strontium silicate
HgS mercury(II) sulfide SrS strontium sulfide
Hg(MnO 4) 2 mercury(II) permanganate Sr(MnO 4) 2 strontium permanganate
Hg(HSO 4) 2 mercury(II) bisulfate Sr(HSO 4) 2 strontium bisulfate
HgCr 2O 7 mercury(II) dichromate SrCr 2O 7 strontium dichromate
HgC 2O 4 mercury(II) oxalate SrC 2O 4 strontium oxalate
10. a.
b.
c.
d.
e.
f.
H 2C 2O 4(aq)
HNO 3(aq)
BaSO 4•2H 2O
MgSO 4•7H 2O
CuSO 4•5H 2O
Hg 2Cl 2
g.
h.
i.
j.
k.
l.
KOH
NaNO 3
Pb(CrO 4) 2
Fe 2O 3
CaO
H 2SO 4(aq)
m.
n.
MgSiO 3
Na 2SO 4•10 H 2O
9. a.
b.
c.
d.
e.
f.
VF 5
SnO 2
SiF 4
HgO
LiClO
IF 3
g.
h.
i.
j.
k.
l.
FeC 2O 4
Cu 2O
CuCl
CaH 2
CdI 2
Ba(CH 3CO 2) 2•2H 2O
m.
n.
o.
p.
q.
r.
s.
(NH 4) 2S
V 2O 5
TiCl 4
Sc(NO 3) 3
Ni(CH 3CO 2) 2•6H 2O
Hg 2(NO 3) 2
Pb(CH 3CO 2) 2
t.
u.
v.
w.
x.
y.
z.
FePO 4•6H 2O
Fe 2(CrO 4) 3
N 2S 4
Cr(CH 3CO 2) 2
Ca 3N 2
(NH 4) 2Cr 2O 7
AgCH 3CO 2
AlPO 4 aluminum phosphate Zn 3(PO 4) 2 zinc phosphate
Al 2(HPO 4) 3 aluminum hydrogen phosphate ZnHPO 4 zinc hydrogen bicarbonate
Al(HCO 3) 3 aluminum bicarbonate Zn(HCO 3) 2 zinc bicarbonate
Al(CN) 3 aluminum cyanide Zn(CN) 2 zinc cyanide
Al(CH 3CO 2) 3 aluminum acetate Zn(CH 3CO 2) 2 zinc acetate
Al(IO) 3 aluminum hypoiodite Zn(IO) 2 zinc hypoiodite
K 3PO 4 potassium phosphate (VO) 3(PO 4) 2 vanadyl phosphate
K 2HPO 4 potassium hydrogen phosphate VOHPO 4 vanadyl hydrogen phosphate
KHCO 3 potassium bicarbonate VO(HCO 3) 2 vanadyl bicarbonate
KCN potassium cyanide VO(CN) 2 vanadyl cyanide
KCH 3CO 2 potassium acetate VO(CH 3CO 2) 2 vanadyl acetate
KIO potassium hypoiodite VO(IO) 2 vanadyl hypoiodite
Set 3
PbSiO 3 lead(II) silicate (NH 4) 2SiO 3 ammonium silicate
PbS lead(II) sulfide (NH 4) 2S ammonium sulfide
Pb(MnO 4) 2 lead(II) permanganate NH 4MnO 4 ammonium permanganate
Pb(HSO 4) 2 lead(II) bisulfate NH 4HSO 4 ammonium bisulfate
PbCr 2O 7 lead(II) dichromate (NH 4) 2Cr 2O 7 ammonium dichromate
PbC 2O 4 lead(II) oxalate (NH 4) 2C 2O 4 ammonium oxalate
H 2SiO 3 silicic acid Mn 2(SiO 3) 3 manganese(III) silicate
H 2S hydrosulfuric acid Mn 2S 3 manganese(III) sulfide
HMnO 4 permanganic acid Mn(MnO 4) 3 manganese(III) permanganate
H 2SO 4 sulfuric acid Mn(HSO 4) 3 manganese(III) bisulfate
H 2Cr 2O 7 dichromic acid Mn 2(Cr 2O 7) 3 manganese(III) dichromate
H 2C 2O 4 oxalic acid Mn 2(C 2O 4) 3 manganese(III) oxalate
HgSiO 3 mercury(II) silicate SrSiO 3 strontium silicate
HgS mercury(II) sulfide SrS strontium sulfide
Hg(MnO 4) 2 mercury(II) permanganate Sr(MnO 4) 2 strontium permanganate
Hg(HSO 4) 2 mercury(II) bisulfate Sr(HSO 4) 2 strontium bisulfate
HgCr 2O 7 mercury(II) dichromate SrCr 2O 7 strontium dichromate
HgC 2O 4 mercury(II) oxalate SrC 2O 4 strontium oxalate
10. a.
b.
c.
d.
e.
f.
H 2C 2O 4(aq)
HNO 3(aq)
BaSO 4•2H 2O
MgSO 4•7H 2O
CuSO 4•5H 2O
Hg 2Cl 2
g.
h.
i.
j.
k.
l.
KOH
NaNO 3
Pb(CrO 4) 2
Fe 2O 3
CaO
H 2SO 4(aq)
m.
n.
MgSiO 3
Na 2SO 4•10 H 2O
9. a.
b.
c.
d.
e.
f.
VF 5
SnO 2
SiF 4
HgO
LiClO
IF 3
g.
h.
i.
j.
k.
l.
FeC 2O 4
Cu 2O
CuCl
CaH 2
CdI 2
Ba(CH 3CO 2) 2•2H 2O
m.
n.
o.
p.
q.
r.
s.
(NH 4) 2S
V 2O 5
TiCl 4
Sc(NO 3) 3
Ni(CH 3CO 2) 2•6H 2O
Hg 2(NO 3) 2
Pb(CH 3CO 2) 2
t.
u.
v.
w.
x.
y.
z.
FePO 4•6H 2O
Fe 2(CrO 4) 3
N 2S 4
Cr(CH 3CO 2) 2
Ca 3N 2
(NH 4) 2Cr 2O 7
AgCH 3CO 2
Loading page 30...
14 Water Analysis: Solids14
Experiment 3
Water Analysis: Solids
This is a “real world” analysis! Students can begin to relate chemistry to everyday
encounters, especially since water quality and quantity are of growing concern world
wide. This becomes a most appropriate experiment, early in the course of general
chemistry studies.
While equations 3.1-5 may, at first, appear to be “too much” at this stage of the
laboratory experience, the intent is to expose students early to ions in solutions and
ionic equations. Students’ understanding of the equations is not necessary for a
satisfactory completion of the experiment.
Students are encouraged to analyze their own water sample. The results aren’t
nearly as important as the techniques that students are developing at this stage of the
laboratory program. You will note the sharing of data for a given water sample in
Part C of the experiment.
Work Arrangement: Individuals
Time 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 Bunsen
flame is used, then perform the following demonstration (#5 below).
4. Parts A and B. Emphasize the recording of data to the correct number of
significant figures; see Data Analysis, A
5. 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 cool
flame, Technique 13A.
6. In Parts A.2 and B.1, the solution should not boil and the evaporating dish
should 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 account
for random-error-contributions that leads to different conclusions.
8. Part D. Explain, as clearly and as simply as possible, the chemistry of each anion
test…observations and results. While some students may not fully understand
the chemistry of the tests at this point in their chemistry experience, that’s
ok…some students will! A clear understanding of the chemistry of Part D does
not deter from the results obtained in the experiment.
The Next Step. Encourage students to take the next step in performing a systematic
study 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 burned
fingers throughout the experiment!
• Parts A.2b and B.1c. Maintain a low temperature setting on the hot plate or a
cool 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.
INTRODUCTION
L ECTURE
O UTLINE
CAUTIONS &
D ISPOSAL
Experiment 3
Water Analysis: Solids
This is a “real world” analysis! Students can begin to relate chemistry to everyday
encounters, especially since water quality and quantity are of growing concern world
wide. This becomes a most appropriate experiment, early in the course of general
chemistry studies.
While equations 3.1-5 may, at first, appear to be “too much” at this stage of the
laboratory experience, the intent is to expose students early to ions in solutions and
ionic equations. Students’ understanding of the equations is not necessary for a
satisfactory completion of the experiment.
Students are encouraged to analyze their own water sample. The results aren’t
nearly as important as the techniques that students are developing at this stage of the
laboratory program. You will note the sharing of data for a given water sample in
Part C of the experiment.
Work Arrangement: Individuals
Time 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 Bunsen
flame is used, then perform the following demonstration (#5 below).
4. Parts A and B. Emphasize the recording of data to the correct number of
significant figures; see Data Analysis, A
5. 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 cool
flame, Technique 13A.
6. In Parts A.2 and B.1, the solution should not boil and the evaporating dish
should 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 account
for random-error-contributions that leads to different conclusions.
8. Part D. Explain, as clearly and as simply as possible, the chemistry of each anion
test…observations and results. While some students may not fully understand
the chemistry of the tests at this point in their chemistry experience, that’s
ok…some students will! A clear understanding of the chemistry of Part D does
not deter from the results obtained in the experiment.
The Next Step. Encourage students to take the next step in performing a systematic
study 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 burned
fingers throughout the experiment!
• Parts A.2b and B.1c. Maintain a low temperature setting on the hot plate or a
cool 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.
INTRODUCTION
L ECTURE
O UTLINE
CAUTIONS &
D ISPOSAL
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