Manual PDF

Notre Dame University
Faculty of Natural and Applied Sciences
Sciences Department
Principles of Chemistry Laboratory

CHM 271
Prepared by:
Mrs. Rita El Hage El Am
Miss Layale Moussa

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Contents
SAFETY RULES ............................................................................................................................ 3
GOOD LABORATORY PRACTICES......................................................................................... 4
Checking-in...................................................................................................................................... 5
Common laboratory Equipment6
Experiment 1 ................................................................................................................................... 8
Handling Glassware and Using Analytical Balance .............................................................. 8
Experiment 2 ................................................................................................................................. 14
Physical Changes and Chemical Changes
14
Experiment 3 ................................................................................................................................. 20
Properties of Hydrates.......................................................................................................... 20
Experiment 4 ................................................................................................................................. 26
Le chateliers principle ........................................................................................................ 26
Experiment 5 ................................................................................................................................. 30
Titration: Standardization of a base and analysis of antacid tablets .................................... 30
Experiment 6 ................................................................................................................................. 37
Determination of solubility product constant ...................................................................... 38
Experiment 7 ................................................................................................................................. 42
Calorimetry .......................................................................................................................... 42
Experiment 8 ................................................................................................................................. 48
Rate of chemical reactions ................................................................................................... 48
Experiment 9 ................................................................................................................................. 54
Electrochemistry .................................................................................................................. 54
Standard Electrode Potentials in Aqueous Solution at 25C .................................................... 58

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SAFETY RULES
Students are warned that some material used in this lab is toxic and others are hazardous if used
improperly. The experimental procedure described in each experiment is completely safe if the
instructions are followed explicitly. Never taste chemicals and inhale fumes.
There are a number of first aid cabinets and fire extinguishers located in the lab. Each student
should know their location and how to use them.
Burns from acids or bases should be washed immediately and thoroughly with large quantities
of water. In case of an accident, inform the instructor immediately.
Never pour water into concentrated acid. Concentrated acids or bases may be diluted by
pouring them into water while stirring carefully.
When heating or doing a reaction in a test tube, never point the tube at your neighbor or yourself.
Cuts and burns are the most common injuries in introductory chemistry labs, especially when
inserting glass tubing into rubber stoppers. Always lubricate the glass tube and the hole with a
drop of glycerin or soapy water. Always protect your hands by wrapping the glass tubing with a
towel.
Wear approved eye protection (i.e. eye covering which will protect against both impact and
splashes) in the laboratory continuously, even when not performing an experiment. Do NOT
wear contact lenses in the laboratory. If you wear prescription glasses in the lab, you must wear
goggles over them. If you get a chemical in your eye, wash it with flowing water from the eye
wash for 15 minutes.
Wear disposable gloves, as provided in the laboratory.
Wear a full-length, long-sleeved laboratory coat .
Wear shoes that adequately cover the whole foot; low-heeled shoes with non-slip soles are
preferable. Do not wear sandals, open-toed shoes, open-backed shoes, or high-heeled shoes in
the laboratory.
Secure long hair.
NEVER use mouth suction to fill pipets with chemical reagents. Use a suction bulb or pipet
pump.

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GOOD LABORATORY PRACTICES

In the chemistry laboratory you will observe the behavior of matter.
Good laboratory practices consist of:
Following instructions carefully and observing what actually happens, not what is
supposed to happen!
Being meticulous in recording your observation.
Understanding the function of each step.
Read the label carefully before using a bottle containing chemicals, not after. Many chemicals
have names that may be easily confused (e.g. potassium nitrate and potassium nitrite). The use of
the wrong chemical may spoil your experiment or be hazardous.
After you use a bottle return it to its place immediately. Never put the stopper of the bottle on the
table. Hold it in your hand until you finish and then put it back in the bottle immediately. If this
practice is not followed, stoppers may get into the wrong bottle and the reagents become
contaminated.
Certain special reagents are prepared and placed on the reagent table for use in certain
experiments. Do not carry these bottles to your desk. This is a matter of courtesy to other
students who may want to use the same reagent.
Obtain the quantities of special reagents you need by taking clean dry test tubes or beakers to the
reagent table. Never return excess material to a reagent bottle. Any reagent left over after the
experiment is finished should be poured down the drain and flushed with running water, or in the
chemical wastes containers. Do not take more than is needed for the experiment since chemicals
are expensive.

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Checking-in
At the start of the first laboratory session, the instructor will assign to you a locker. You will be
given a checklist of all the articles you should have in your locker. Remove everything from the
locker and learn the name of each article. Check off on the list the articles you have in your
locker. If there are any missing or broken items, ask the lab instructor to replace them. Sign your
name on the list and return it to the lab instructor. Clean your locker and wash all the glassware
with soapy water. After rinsing with distilled water, dry it and replace it in the locker.

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Miss Layale Moussa
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Miss Layale Moussa
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Experiment 1
Handling Glassware and Using Analytical Balance
Objective:
This experiment is designed to introduce you to some of the glassware and apparatus you will be
using during this lab. By the end of this experiment, the student should be able to know the
following:
How to correctly use graduated cylinders, burettes, volumetric flasks, pipettes.

How to correctly determine masses using analytical balances.
How to correctly determine the density of substances
Theoretical Background
A- Laboratory glassware
Volumetric glassware is accurate devices which are used to precisely measure volumes of
liquids.
Examples include:
Graduated cylinders: used for measuring liquid volumes with an accuracy about 1%.
If greater accuracy is needed, they can be replaced by a
pipette or volumetric flask.
Burettes: used for titration.

Deliver solution in precisely measured variable volumes.
Volumetric flasks: used to prepare, very accurately, a given volume.
Pipettes: used to measure small amounts of solution very accurately.
Erlenmeyer flasks and beakers: used for mixing, transporting and reacting solutions.
They arent used for accurate volume
measurements.
Aqueous solutions form a curved surface when placed in a container. This surface is called a
meniscus. To accurately read the level of liquid in a piece of glassware, it is important that your
eye be on the same level as the surface of the liquid. The level of the liquid is then read at the
bottom of the meniscus.

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B- Analytical Balance
An Analytical balance is the most precise and accurate piece of equipment that will be used
during this lab course. Below are the steps that should be observed for its proper use:
Switch on the analytical balance.
Press tare key and wait for the balance to indicate zero.
Put a watch glass or a weighing scoop, and then press again the tare key. Zero will
appear again. (Balance has memorized its weight)
Add the solid sample and record the mass. (This mass will be that of the sample, only)
C- Density
Density is defined as the mass of a substance per unit volume, and it is a physical property of
matter.
A physical property can be measured without changing the chemical identity of the substance.
Since pure substances have unique density values, measuring the density of a substance can help
identify that substance. Density is determined by dividing the mass of a substance by its volume:
() =
The units of density are commonly expressed as g/cm3 for solids, g/mL for liquids, and g/L for
gases.
Chemicals and Equipment:

Analytical balance, 50mL graduated cylinder, 100mL graduated cylinder, small beaker, solid
(regular shape and irregular shape).
Potassium permanganate (KMnO4)
Procedure:
A- Determining the density of water
Weigh a 50 ml beaker.
Fill a 10 ml volumetric pipette with distilled water and pour it in beaker.
Precisely measure the combined mass using the analytical balance.
Add another 10 ml of distilled water to the beaker. Again, measure this volume of water
and then measure the combined mass.
Repeat the last step to obtain a third set of mass and volume measurements.
Use your thermometer to record the temperature of the water in your beaker.

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B- Determining the density of an irregular shape solid
Using the analytical balance, obtain the mass of a clean, dry small beaker.
Put the solid sample in it, and measure the mass of the beaker and the solid.
Pour 30-35 mL of water into your 100 mL graduated cylinder. Precisely measure this
volume.
Carefully add the entire solid to the water, making sure not to lose any water to splashing.
Measure the new volume of the water plus the solid.
C- Density of a regular shape solid
Use a ruler to measure the three dimensions of a regular object.

Calculate the volume, V, of the object.
Measure the mass, m, of the object, using the balance.
Calculate the density, D, of the sample.
D- Making quantitative transfers
Weigh 0.4g of solid KMnO4 in the weighing scoop.

Transfer the powder to a 100 mL volumetric flask
Add 10 mL of distilled water to the scoop.
Repeat this step several time until no trace of the color of the permanganate remains in
the scoop.
Rinse the scoop and remove it.
Shake the solution.
Dilute the solution in the flask with water until the bottom of the meniscus is even with
the graduation mark.
Stopper, invert, and shake the flask until the solution is completely homogenous.
E- Reading a burette
Mount a burette, and fill it with distilled water.

Let about 5mL run into an Erlenmeyer flask and take the final reading.
Ask your instructor to take the final reading. Compare the two reading. They should
agree within 0.01.
Practice adding half-drops to the flask.
References
General Chemistry Laboratory manual, Dakota state University, Richard E. Bleil, Ph.D.,
2005
Chemistry 2A, Laboratory Manual, Department of Chemistry, University of CaliforniaDavis Ca95616, Summer 2011
Lab manual for Chemistry 68/60, Department of Physics and Chemistry, Los Angeles
Valley College, 2008

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Experiment 1
Handling Glassware and Using Analytical Balance
Name
________________
Course/Section
___________
Partners Name ___________________

Date
_______________________
Data and Calculations
A. Density of water
Trial 1
Trial 2
Trial 3
Mass of the empty beaker
_____
Mass of beaker + water
_____
______
______
Mass of water
______
_____
______
Volume of water
______
______
______
Density of water
______
______
______
Temperature
______
_______
______
B. Density of an irregular shape solid

Solid shape name
_______________
Mass of the empty beaker
_______________
Mass of beaker + solid
_______________
Mass of the solid
_______________
Volume of water in the cylinder
_______________

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Volume of water + solid
_______________
Volume of solid
_______________
Density of the solid
_______________
C. Density of a regular shape solid

Solid shape name
Measurement of the solid
________________
Length
_________________
Width
_________________
Height
_________________
Volume of the solid (calculation)
_________________
Mass of the object
_________________
Density of the object
_________________
Questions
1. Which measurement, the mass or the volume, would most likely be less accurate,
giving error in the calculated density? Explain.

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2. In the experiment to determine the density of a liquid, some of the sample was spilled
and lost. Write out the steps for a procedure to determine the density of the liquid if
less than 6.0ml of sample is available.
3. Do you think that determining the volumes of your metal samples by measuring the
dimensions and calculating the volume using formula, would be more or less accurate
than determining these volumes by water displacement? Explain.
4. Would measuring the dimensions of a solid always be possible? Explain.

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Experiment 2
Objective
In this lab, students will observe some physical and chemical properties of matter and
distinguish between physical changes and chemical changes.
Changes that may occur in matter are classified into two general categories: physical and
chemical.
Physical properties are inherent characteristics of a substance that can be determined without
altering its composition. Common physical properties include color, odor, density, melting and
boiling points, solubility and the state of the matter.
A physical change includes any change in a material substance that does not involve a change in
its composition.
Chemical properties describe the changes that take place when new substances are formed during
a chemical reaction. Flammability, corrosion and reactivity with acids are examples of chemical
properties.
A chemical change is a change in the composition of a substance.
The melting of ice is an example of a physical change. There is no change in the chemical
composition of the substance, but simply a change of state. Browning of sugar, however,
represents a chemical change.
Evidence that a chemical change is taking place includes:
A color change
A solid product ( a precipitate is formed)
A gas is formed
Energy, such as heat, light or electricity, is produced
Chemicals and Equipment

Crucible tongs, evaporating dish, glass rod, test tubes, test tube rack, thermometer, analytical
balance.
Magnesium ribbon, pH paper, 1M copper (II) sulfate, iron metal, 3.00M hydrochloric acid.

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Procedure
A
Magnesium and oxygen test
Obtain a small strip of magnesium metal ribbon.

Hold the ribbon on one end with a pair of crucible tongs.
Ignite the other end with the flame of a Bunsen burner. The magnesium ribbon will burn
giving off both visible and ultraviolet light. Do not look directly at the flame!!!!
Hold the burning ribbon over a clean evaporating dish and allow the ash formed to fall
into the dish.
When the burning is complete, examine both the contents of the dish and the tip of the
tongs.
Record your observations.
Was any noted change a physical change or chemical change?
If you decide that this was a chemical change, write a balanced chemical equation for
this change.
Now add about 10 drops of water to the ash in the evaporating dish and stir the
contents with a clean glass rod.
Touch the tip of the rod, wet with the solution, to a pH paper. Do not place the paper into
the solution! Observe the spotted paper and record your observations.
Is the solution in the dish acidic, basic, or neutral?
Is there any noted change, when dissolving the ash in water? Physical or chemical
change? If you decide that this
was a chemical change; write a balanced chemical equation for this change.
Iron and copper (II) sulfate
Place 3ml of 1M copper (II) sulfate in a small test tube

Add some pieces of iron metal or an iron nail into the solution.
Observe any changes after one, five, and fifteen minutes. Record your observations.
Was any noted change a physical or chemical change? If you decide that this
was a chemical change, write a balanced chemical equation for this change.
C Iron and hydrochloric acid
Half fill a small test tube with 3.0M aqueous hydrochloric acid solution.
Place the test tube into the test tube rack, insert a thermometer into the solution, and
measure the temperature of the solution.
Record the beginning temperature ________________
Weigh a clean iron nail on the analytical balance.
Record initial iron nail weight _______________
Place the nail into the test tube that contains hydrochloric acid.
Note any temperature change by recording the highest temperature you observe.

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Record highest temperature_________________

Record your other observations.
Is the reaction endothermic or exothermic?
After 10 minutes, remove the iron nail from the solution and wash it with water from the
squeeze bottle.
Dry the nail with a paper towel.
Reweigh the nail on the same balance used initially.
Record final iron nail weight________________
Was any noted change a physical or chemical change? If you decide that this
was a chemical change; write a balanced chemical equation for this change.
How does your equation account for any weight change in the iron strip?
What mass of iron was lost? Mass of iron lost ________________
How many moles of iron were lost? ____________________
How many moles of hydrogen gas were formed?
References
Lab manual for Chemistry 68/60, Department of Physics and Chemistry, Los Angeles
Valley College, 2008

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Experiment 2
Name
________________
Course/Section
___________
Partners Name ___________________

Date
______________________
Data and calculations
A- Magnesium and oxygen

1. When the burning is complete, examine both the contents of the dish and the tip of
the tongs. Write down your observation.
2. Was any observed change a physical change or a chemical change? For chemical
change, write a balanced equation for this change.
3. Observe the pH paper and record your observation.
4. Was the solution acidic, basic or neutral?

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5. Was any observed change, a physical change or chemical change? For chemical
change, write a balanced equation for this change.
B- Iron and copper (II) sulfate

1. Record the changes after
a. One minute
b. 5 minutes
c. 15 minutes
change, write a balanced chemical equation for this change.
C- Iron and hydrochloric acid

1. Beginning temperature of the 3.00M aqueous HCl
___________
2. Mass of the iron nail
___________
3. Highest temperature observed
___________
4. Record other observations
5. Was the reaction endothermic or exothermic?
___________
6. Mass of the final iron nail
___________
7. What mass of iron was lost?
___________

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8. How many moles of iron were lost?
___________
9. How many moles of hydrogen gas were formed?
___________
change, write a balanced chemical equation for this change.
11. How does your equation account for any weight change in the iron nail?
Questions
1. Explain the difference between chemical change and physical change?
2. Write an equation for each reaction observed. Indicate the state (s, l, g, or aq.) for each
reactant and product, and then balance each equation.

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Experiment 3
Properties of Hydrates
Objective
In this experiment, students will examine the properties of a hydrated compound, determine
the percent of water present, and calculate the formula of the hydrate.
A hydrate is a chemical compound that contains a fixed number of water molecules as part of
its crystalline structure. The water in the hydrated compound is called the water of hydration.
One of the most common hydrates is Copper (II) sulfate pentahydrate. Its chemical formula
is CuSO4.5H2O. The dot is used to connect the formula of the compound and the number of
water molecules per formula unit.
Upon heating, hydrates can be transformed to the anhydrous compound.
CuSO4.5H2O (s)
Blue
CuSO4(s) + 5H2O(g)
white
Or generally
Hydrated salt
heat
anhydrous salt + water vapor
The above process is reversible. By adding water to the anhydrous salt, the hydrate will be
regenerated.
Some anhydrous salts can remove moisture from air to form hydrates. These salts are said to
be hygroscopic. They are used as drying agents, or desiccants.
Some compounds are so hygroscopic that they remove sufficient water from the air to
dissolve completely and form solutions. This type of compound is said to be deliquescent.
An example of this type of compound is calcium chloride, CaCl2.
Chemical and equipment

Test tubes, test tube rack, test tube holder, glass rod, spatula, crucible + lid, triangle wire,
watch glass , iron ring.
Copper (II) sulfate pentahydrate, cobalt (II) sulfate heptahydrate, calcium chloride
Anhydrous, Unknown: MgSO4. XH2O

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Procedure
A. Properties of a Hydrate
Place 0.1g of the following compound in a small, clean, dry test tube
Test tube 1: CuSO4.5H2O
Test tube 2: CoSO4.7H2O
Hold the test tube at an angle using test tube holder, and heat the bottom gently
over a Bunsen burner flame for about 1 to 2 minutes.
Record your observations
Allow the test tube to cool to room temperature (N.B: put the test tube in a
beaker)
Add a few drop of distilled water.
What happens and what can be concluded?
B. Properties of anhydrous calcium chloride
Place few beads of anhydrous calcium chloride on a watch glass

Observe the compound appearance.
Set the watch glass aside until the end of the session.
At the end of the session, examine the calcium chloride.
Touch it with the stirring rod.
Record your observation
C. Determination of the percent of water in a hydrate
Clean and dry a porcelain crucible.

Place it on a clay triangle, supported on an iron ring.
Heat it for 5 minutes
Allow the crucible to cool to room temperature.
Determine the mass to the nearest 0.0001g
Weigh 1.0000 to 1.5000g of your unknown hydrate.
Weigh the crucible and unknown together.
Place the crucible on the clay triangle.
Heat for about 15 minutes. The bottom of the crucible will glow with a red color.
Allow the crucible to cool to room temperature
Determine the mass

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Repeat the heating- cooling cycle a second time, this time heating the crucible for
5 minutes
Cool and determine the mass (this mass should agree with the previous mass
0.0005g
If it does not agree repeat the heating-cooling until a constant mass is reached.
Reference
Weiner, Susan A. and Edward I. peters, Introduction to Chemical Principles, A

Laboratory approach, 3rd Edition, Saunders College Publishing, 1986
Chemistry Laboratory techniques 35, Edmonton Catholic School District

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Experiment 3
Properties of Hydrates
Name
________________
Course/Section
___________
Partners Name ___________________

Date
_______________________
1. Properties of a Hydrate
A. Behavior of a Hydrate
What did you observe upon heating the hydrate in the test tube?
What did you observe when water was added to the anhydrous salt in the test tube?
B. Properties of Anhydrous CaCl2

Describe the initial appearance of the anhydrous calcium chloride.
Describe the appearance of the calcium chloride at the end of the experiment.

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2. Determination of the Percentage of Water in a Hydrate
Which unknown hydrate are you using?
______________
Mass of crucible
_______________ g
Mass of crucible and hydrate
_______________ g
Mass of crucible and anhydrous compound after heating
____________g
Calculations
Mass of hydrate used
_______________ g
Mass of anhydrous compound (at end of the experiment)
_______________ g
Mass of the water of hydration
_______________ g
Calculate the percent of water in your hydrate
_______________%
Moles of anhydrous compound
_______________ mole
Moles of water of hydration
_______________ mole
Ratio:
moles water of hydration

moles anhydrous compound
What is the formula of your hydrated compound?
______________________
What changes did you observe in your unknown hydrate? ______________________

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Questions
a. Search from the literature 5 hydrates, each with a different number of water, and record
their names and formulas.
b. If the salt decomposes to yield volatile material, is the reported percent of water in the
sample too high or too low? Explain.

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Experiment 4
Le Chateliers principle
Objective
After completing this experiment, student will be able to:
Review the concepts and principles of chemical equilibrium

Study the effects of temperature and concentration changes on the position of equilibrium
of a reversible reaction.
Theoretical background
Chemical reactions are processes in which one or more substances change into new ones.
However, for many reactions these changes from reactants to products are not complete. When
the reactants are mixed and the reaction proceeds, products begin to form right away. At the
same time, as products are created, they will begin to react with each other to go backward and
make the reactants again. Eventually, a point is reached where the reverse reaction makes
reactants at exactly the same rate that the forward reaction uses them up this is the equilibrium
position.
Once an equilibrium state has been reached in a chemical system, it is possible to induce a stress
on system and establish a new state of equilibrium. Le Chatelier's principle describes the effect
of applying various types of stress on the equilibrium position as follows:
Changing concentrations by adding or removing products or reactants to the reaction

vessel.
Changing partial pressure of gaseous reactants and products.
Changing the temperature.
Le Chateliers principle can be defined as follow:

When a change in condition (stress) is imposed on a system at equilibrium, the equilibrium
position will shift in a direction that tends to reduce that change in conditions.
Chemical and Equipment:

Test tubes, test tube rack, 10ml cylinder, 100ml beaker, 50ml beaker
0.10M and 0.005M Fe (NO3)3, 0.20M and 0.01M KSCN, 6M NaOH solution and 0.1M AgNO3

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Procedure
A. The effect of temperature on equilibrium
Mix 10ml of 0.0050M Fe (NO3)3 with 10ml of 0.01M KSCN. (solution A)

Label 2 test tubes: 0.00C and 100.00C
Add 3ml of solution A to each test tube
Cool test tube 1 in an ice bath for 5 minutes. Observe and record any changes.
Heat test tube 2 in boiling water. Observe and record any changes.
Compare the color intensity of test tubes1 and 2 with solution A and answer the questions
on the report sheet.
The effect of changes in concentration on equilibrium

B. Reaction system1- Iron (III) and Thiocyanate
Add 3ml of solution A ( prepared in part A) to 4 test tubes

To test tube 1, add 10 drops of 0.10M Fe(NO3)3
To test tube 2, add 10 drops of 0.20M KSCN
To test tube 3, add 3 ml of 6M NaOH solution
To test tube 4, add 3ml of 0.1M AgNO3
Record you observation of each test tube and answer the question on the report sheet.
C. Reaction system2 Chromate and Dichromate
Take 4 new cleaned test tubes, and label them 1 to 4.

Add 5 drops of 0.1M potassium chromate to test tubes 1 and 2.
Add 10 drops of 0.1M potassium dichromate to test tubes 3 and 4.
Add 1 drops of 12M HCl to test tubes 1 and 3 under the hood
Add 1 drops of 6M NaOH to test tubes 2 and 4.
Record your observations.
References
CHEM 100, Introductory chemistry laboratory, Miracosta College, Mark A. Yeager.

General Chemistry Laboratory manual, Dakota State University, Richard E. Bleil, Ph.D.,
2005

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Experiment 4
Le Chateliers principle
Name
________________
Course/Section
___________
Partners Name ___________________

Date
__________________

A. The effect of temperature on equilibrium
1. Compare the color intensity of the cool solution to that of the warm solution.
2. In which direction does the equilibrium move when the temperature rises?
3. Which reaction uses up heat?
4. Write an equation for the equilibrium reaction including heat as either a reactant or
a product.

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B. Reaction system 1- Iron (III) and Thiocyanate

1. Compare the color with solution A when additional Fe3+ is added______________
2.When Fe3+ concentration is increased _____________FeSCN2+ is produced.
3. Compare the color with solution A when additional SCN- is added______________
4. When SCN- concentration is increased ___________ FeSCN2+ is produced.
5. Increasing the concentration of either of the reactants forces the equilibrium to
move to the _____________ and results in the production of____________ product.
6. Results of adding NaOH ____________.
Equilibrium moved to ______________.
Explain.
Write the reaction
7. Results of adding AgNO3 _______________.

Equilibrium moved to __________________.
Explain.
Write the reaction
C. Reaction system 2 Chromate and Dichromate

Change of color
1. 0.1 M potassium chromate + 12M HCl
_________________
2. 0.1M potassium chromate + 6M NaOH
__________________
3. 0.1M potassium dichromate + 12M HCl
__________________
4. 0.1M potassium dichromate + 6M NaOH
__________________
Write all the reactions

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Experiment 5
Titration: Standardization of a base and analysis of antacid
tablets
Objective
This experiment will allow student to gain practical experience in preparing standard solutions
and performing standard titrations. It is divided into the following four parts:
Preparation of a standard solution of potassium acid phthalate.
Preparation of a sodium hydroxide solution (~0.1M) which will be standardized using the
standard potassium acid phthalate solution.
Standardization of an HCl solution by titrating with a 0.1M solution of NaOH.
Use a back-titration to determine the amount of the acid neutralizing capacity of an
antacid tablet.
Definition of acids and bases

Acid is a compound that produces H+ when dissolved in water, and Base is a compound
that produces OH- when dissolved in water.
The reaction of an acid and a base is called neutralization reaction.
An acid-base titration is a special kind of titration, used for measuring the amount of
acid (or base) in a solution by determining the volume of base (or acid) of known
concentration (titrant, titration reagent, standard solution) that will completely neutralize
it.
In an aqueous solution, virtually all of the OH- ions present will react with all of the H+
ions which are present:
H+ (aq) + OH-(aq) H2O (l)
In order to determine when a solution has been exactly neutralized, an acid-base
indicator is used which change color in a certain pH range. This color change is termed
the endpoint of the titration.
Standardization of a sodium Hydroxide Solution
Standard solutions are solutions with known concentrations, generally to four
significant figures, used to help identify and determine the concentration of a substance
whose concentration is unknown.
Sodium hydroxide (NaOH) is hygroscopic (absorbs water readily from air), so it is
difficult to accurately weigh it.
NaOH solutions are usually standardized using a primary standard acid.

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For this experiment, a solution of NaOH 0.1M will be standardized using potassium acid
phthalate, KHP with a molar mass 204.23 g/mole. The acidic proton of KHP will react
quantitatively with OH- :
OH- (aq) + KHP (aq) H2O(2) + KP- (aq)
The NaOH solution which has been standardized is used to determine the acid
neutralizing capacity of an antacid tablet.
Determination of the acid neutralizing capacity of an antacid tablet by titration

A Back-Titration is used to determine the amount of acid neutralized by antacid tablet.
A back-titration is performed by adding a measured excess of acid to a weighed sample
of an antacid tablet; some of the acid (HCl) will be neutralized by the carbonate, and some
will remain. The remaining amount of acid is then titrated with NaOH, and the amount of
acid neutralized by the antacid can be calculated.
HCl is neutralized by calcium carbonate as illustrated below:
+
CaCO3 (s) + H (aq) Ca2+ (aq) + HCO3 (aq)

-
HCO3 (aq) + H (aq) H2CO3 (aq) CO2 (g) + H2O (l)

The reactions above are reversible, which means that CO2 dissolved in water will produce
some carbonic acid. This acid will react with the NaOH solution being titrated and hence
lead to a bias. Therefore it is important to boil the solution when the carbonate reacts with
acid, to remove gaseous CO2 .

250 ml volumetric flask (1), 100 ml volumetric flask (1), 50 ml volumetric flask (1), watch glass,
400ml beaker, 25ml buret, 250ml Erlenmeyer flask, mortar and pestle
Sodium hydroxide pellets, potassium hydrogen phthalate (KHP), phenolphthalein indicator,
hydrochloric acid, antacid tablet and methyl red indicator
Procedure
A- Standardization of NaOH
Preparation of the NaOH solution ( 0.1M)
Weigh 1g of solid NaOH (molar mass 39.997g) and transfer it in a 250ml volumetric
flask.
Add distilled water to dissolve it and swirl until the entire solid has dissolved.

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Add distilled water to reach the 250ml mark.
Preparation of KHP solution
Weigh 0.4g of potassium hydrogen phthalate (KHP molar mass 204.23g/mol) and place it
in a 50ml volumetric flask.
Dissolve the KHP with water and dilute to the 50ml mark.
Calculate the molarity of the KHP solution that you have just prepared.
Titration
1. Rinse your buret with distilled water than with the NaOH solution.
2. Fill the buret with NaOH solution, (the solution in the buret and its tips should be free of
air bubbles.
3. Pipet 10ml of the prepared KHP solution into a 250ml Erlenmeyer flask
4. Add 2-3 drops of phenolphthalein indicator.
5. Titrate with the NaOH solution from the buret while continuously swirling the flask
contents.
6. When the endpoint is reached, a pink color will appear. Record the final buret reading.
7. Repeat the titration twice each time using 10ml of the KHP solution. (repeat steps 3
through 6)
8. Calculate the concentration of the NaOH
B- Standardization of HCl
1.
2.
3.
4.
5.
6.
Pipet 10ml of the 1M HCl provided into a 100ml volumetric flask.

Dilute to the mark.
Invert several times to insure thorough mixing.
Pipet 10ml of the prepared HCl solution into a 250 ml Erlenmeyer flask.
Add 2 drops of phenolphthalein indicator.
Gradually dispense some of the NaOH solution drop-by-drop from the buret into the
solution in the Erlenmeyer flask. Swirl the flask constantly as the drops are added. Note
any color changes observed.
7. When the endpoint is reached, the color persists. Record now the buret reading.
8. Repeat the titration twice each time using 10ml of the HCl solution (repeat steps 4
through 7)
9. Calculate the concentration of the HCl
C- Back-titration of an antacid
Crush a piece from the assigned antacid brand with a mortar and pestle.
Weigh it
Transfer the powder to a dry 250 ml Erlenmeyer flask.

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Add 100mL of distilled water using a cylinder and heat the sample to dissolve. Do not
boil the sample. The solution will remain cloudy because the starches and binders in the
tablet will not dissolve completely. Cool to room temperature.
While the sample is cooling, fill the burette with the standardized solutions of NaOH
Add ten drops of Methyl Red indicator to the sample.
Add 35.00 ml of the standardized HCl solution, using a cylinder .The solution should
now be pink.
Titrate the sample with the standardized NaOH solution .The end point is reached when
the solution's color changes from pink to yellow with the addition of one final drop of
NaOH and remains yellow after swirling.
References
2009, 1996, 1973 by David A. Katz.

Chemistry 2A, Laboratory Manual, Department of Chemistry, University of CaliforniaDavis Ca95616, Summer 2011

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Experiment 5
Titration: Standardization of a base and analysis of antacid
tablets
Name
________________
Course/Section
___________
Partners Name ___________________

Date
__________________

PART I: STANDARDIZATION OF A BASE
Preparing Solutions:
Calculate the volume of a 12 M HCl solution needed to prepare 1000 mL of a 0.10 M solution.
Show your calculations below:
Calculate the mass of solid NaOH needed to prepare 500 mL of a 0.10 M solution. Show your
calculations below:
Preparation of the standard KHP solution
Mass of KHP used
__________________
Volume of the solution
_________________
Molarity of KHP
__________________

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Standardization of NaOH:
Trial 1
Volume of KHP used
Trial 2
Trial 3
____________ ml ____________ ml ____________ ml
Initial reading, NaOH buret ____________ ml ____________ ml ____________ ml
Final reading, NaOH buret
____________ ml ____________ ml ____________ ml
Volume NaOH used
____________ ml ____________ ml ____________ ml
Molarity of NaOH
____________ M ____________ M ____________
Show a sample calculation for the Molarity of NaOH below:

Average Molarity of NaOH ____________M
Standardization of HCl:
Trial 1
Volume HCl used
Trial 2
Trial 3
____________ ml ____________ ml ____________ ml
Initial reading, NaOH buret ____________ ml ____________ ml ____________ ml
____________ ml ____________ ml ____________ ml
Volume NaOH used
____________ ml ____________ ml ____________ ml
Molarity of NaOH
____________ M ____________ M ____________ M
Molarity of HCl
____________ M ____________ M______________ M

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Show a sample calculation for the Molarity of HCl below:
Average Molarity of HCl____________M
PART II: ANALYSIS OF STOMACH ANTACID TABLETS
Antacid Tablet Analysis 1:
Brand of antacid used __________________________
Mass of crushed antacid tablet
____________ g
Volume of HCl used
____________ ml
Initial reading, NaOH buret
____________ ml
____________ ml
Volume NaOH used
____________ml
Moles of HCl consumed by antacid
____________ mol
Moles of HCl consumed by 1.0 gram

of antacid
____________ mol/g
Show a sample calculation of the moles of HCl consumed by the antacid tablet and the moles of
HCl per gram of Antacid tablet below:

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Average moles of HCl consumed by 1.0 g of antacid tablet ____________
Questions
1. It was assumed that the concentration of the HCl solution was exactly 0.1 M in this
experiment. How exact do you think the concentration of the HCl solution is prepared
by diluting concentrated HCl? Explain.
2. How exact do you think the concentration of the NaOH solution is? Explain.
3. Why is it okay to leave the flasks wet with rinse water for the titrations?
4. What is the chemical composition of the antacid tablet(s) that you used? (If the exact
composition is not given on the label, list the active ingredients.)
5. If the antacid tablet did not dissolve completely in the 0.1 M HCl solution, how can you
explain this?

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Experiment 6
Determination of solubility product constant
Objective
In this experiment, student will understand the solubility product constant and will determine
experimentally the solubility product constant of a slightly soluble salt, Calcium Iodate, Ca(IO3)2.
Salts differ in their solubilities. When a salt of low solubility dissolves in water, equilibrium is
established between the solid solute and the dissolved ions. Two terms are used to discuss this
condition.
Solubility
The maximum amount of salt that will dissolve in a given amount of solvent at a
specified temperature. It is expressed in units of molarity (mol/L), or as grams of solute
per g solvent
Solubility product constant, Ksp
Equilibrium constant defined specially for equilibria between solids and their respective
ions in solution.
For an ionic compound, the equation for dissolution is:
nAm+(aq) + mBn-(aq)
AnBm(s)
The solubility product constant is defined as:
Ksp = [Am+]n [Bn-]m
The value of the solubility constant depends only on temperature for a given salt and is
completely independent of the quantity of the solid, undissolved salt that remains.
In this experiment, the Ksp of the very slightly soluble salt calcium iodate Ca(IO3)2, will be
determined.
The dissolving equation is:
Ca(IO3)2 (s)
Ca2+ (aq) + 2IO3-(aq)
Ksp expression is
Ksp = [Ca2+] [IO3-]2
To determine the Ksp, one could measure the equilibrium concentration of either Ca2+ or IO32-.
Since the concentrations of the ions are stoichiometrically related, it is enough to find the
concentration of one ion and deduce from it the concentration of the other ion.

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In this experiment the concentration of the iodate ion will be determined by titration with sodium
thiosulfate in the presence of potassium iodide (KI).The ionic equations for the reactions are:
IO3(aq) + 5I(aq) + 6H3O+(aq) --------> 3I2(aq) + 9H2O(l)
I2(aq) + 2S2O32(aq) --------> 2I(aq) + S4O62(aq)
The net titration reaction can be obtained by summing up the above two reactions
IO3(aq) + 5I(aq) + 6H3O+(aq) --------> 3I2(aq) + 9H2O(l)
3I2(aq) + 6S2O32(aq) --------> 6I(aq) + 3S4O62(aq)
------------------------------------------------------------------------------------------------------------IO3(aq) + 6S2O32(aq) + 6H3O+(aq) --------> I(aq) + 3S4O62(aq) + 9H2O(l)

Buret, pipet, 250 ml Erlenmeyer flask, filter paper, funnel, glass rod, beaker
0.2M Potassium iodate, 1M calcium nitrate, 0.05M sodium thiosulfate, starch indicator, solid
potassium iodide, 2M hydrochloric acid.
Procedure
A - Preparation of calcium iodate
Measure 100ml of 0.20M KIO3

Measure 40ml of 1M Ca(NO3)2.4H2O
In a 150ml beaker, stir both solutions. A white precipitate should form.
After few minutes, filter the solution into a dry flask, using gravity filtration.
Dissolve all the precipitate in 100ml of distilled water
Let it stand for 15 minutes. You have now a saturated solution.
Use this solution in the second part.
B Determination of the concentration of iodate ion
Clean a buret and fill it with the standard solution of Na2S2O3.

Record the concentration of the sodium thiosulfate solution
Gravity filter the solution prepared in part A
Pipet 10ml of the calcium iodate filtrate into a 250ml Erlenmeyer flask
Add to it 20ml of distilled water, 0.3 g of solid KI and 20 drops of 2M HCl. The solution
should have a brown color

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Titrate the mixture with the thiosulfate until you observe a yellow color.
Add 3 to 4 drops of starch indicator until the solution turn black
Continue now the titration with the thiosulfate until the black color disappears.
Repeat the whole process twice.
References
Knutsens Chem 160 Lab: Determination of a Ksp, Green River Community College, Chemistry
Department
Chemical principles in the laboratory, 3rd ed., Robert F. Bryan, Robert S. Boikes.

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Experiment 6
Determination of solubility product constant
Name
________________
Course/Section
___________
Partners Name __________________

Date
__________________
Data and Calculations:

Titration with sodium thiosulfate
Trial
Volume Sodium thiosulfate used
1
2
3
1. Using the known concentration of sodium thiosulfate, calculate the [IO3-] in the filtrate.
2. From the [IO3-], calculate the solubility of [Ca2+], and then the Ksp of Ca(IO3)2.
3. Look up the accepted value of the ksp and compare your results with the expected value

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Experiment 7
Calorimetry
Objective
In this experiment, student will determine the following:
1. specific heat of an unknown metal
2. heat of a solution
3. heat of a reaction
Heat is a form of energy, called thermal energy that can pass from an object at a high
temperature to another object at a low temperature. If the two objects are in contact, they will
eventually reach the same temperature. The important technique that will be discussed in this
experiment is called calorimetric.
Heat flow is measured in a device called calorimeter. A calorimeter is an insulated container that
allows heat flow between substances, but does not allow heat to escape.
The Law of Conservation of energy implies that within the calorimeter the heat lost by one
substance must be equal to the heat gained by something else within the system.
Substances differ in the amount of energy required to change their temperature.
The Specific heat capacity is the amount of energy (in Joules) that is needed to raise the
temperature of one gram of a substance by one degree celcius.
The amount of heat that flows into a substance can be calculated from the following equation:
q = m x s.h. (specific heat) x t, where:
q = heat in Joules (J)
m = mass in grams (g)
s.h. = specific heat = heat required to raise the temperature of 1g of substance by 10C.
units are J/g.0
t = temperature change = Tfinal Tinitial in 0C
When a chemical reaction occurs in water, there is an exchange of heat between the reaction
chemical and water. The heat flow from the reaction mixture (qreaction) is equal in magnitude but
opposite in sign to that for water (qwater). The heat flow associated with the reaction mixture is
also equal to the Enthalpy change (H) of the reaction. This relationship can be summarized as:
qreaction = Hreaction = - qH2O
When a substance is dissolved in a solvent or when solutions are mixed, the temperature of the
final solution can increase (exothermic process) or decrease (endothermic process).

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Beaker 400ml, test tube, stopper, thermometer, calorimeter.
Unknown metal, ammonium chloride, 6M hydrochloric acid, magnesium ribbon.
Procedure
A- Specific heat of a metal
1.
2.
3.
4.
5.
6.
Fill a 400ml beaker two thirds with water and begin heating it to boiling.
Weigh an empty test tube and a stopper.
Weigh 10g of an unknown metal
Put the metal in the test tube and close it using the stopper
Put the tube into the hot water
Heat for at least 10 minutes to ensure that the metal attains the temperature of the
boiling water.
7. Weigh the calorimeter.
8. Measure 40ml of water and place it into the calorimeter.
9. Weigh again
10. Insert the thermometer into the cover and put it on the calorimeter. The thermometer
bulb should be completely immersed in the water.
11. Record the temperature of the water in the calorimeter.
12. Take the test tube containing your metal, remove the stopper and pour the metal into
the water in the calorimeter.
13. Stir the water as best as you can.
14. Record the maximum temperature reached by the water
B- Heat of a solution
1.
2.
3.
4.
5.
6.
7.
8.
9.
weigh the calorimeter

measure 50ml of water and pour it into the calorimeter
weigh again
Insert the thermometer into the cover and put it on the calorimeter. The thermometer
bulb should be completely immersed in the water.
Record the temperature of the water in the calorimeter.
Weigh out 5g of ammonium chloride.
Add the solid reactant to the calorimeter
Stir the contents
Record the change in temperature as the solid dissolves.

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C- Heat of a reaction
1. Weigh the calorimeter
2. Measure 20ml of 6M HCl and put it into the calorimeter
3. Weigh again
4. Insert the thermometer into the cover and put it on the calorimeter. The thermometer
bulb should be completely immersed in the HCl solution.
5. Record the temperature of the HCl in the calorimeter.
6. Weigh a piece of magnesium ribbon.
7. Add the ribbon to the HCl solution in the calorimeter
8. Stir the contents
9. Record the maximum temperature reached as the reaction proceeds.
Reference
Lab manual for Chemistry 68/60, Department of Physics and Chemistry, Los
Angeles Valley College, 2008

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Experiment 7
Calorimetry
Name
________________
Course/Section
___________
Partners Name ___________________

Date
_________________
A. Specific Heat
Mass of stoppered test tube plus metal
_____________
Mass of the test tube and stopper
_____________
Mass of calorimeter
_____________
Mass of calorimeter and water
_____________
Mass of water
_____________
Mass of Metal
_____________
Initial temperature of water in calorimeter
______________
Initial temperature of metal (same as boiling water)
______________
Final temperature of metal and water
______________
Twater (Tfinal - Tinitial)
______________
T metal
______________
qH2O
______________
Specific heat of the metal
_______________

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B. Heat of Solution
Mass of calorimeter plus water
______________
Mass of water
______________
Mass of ammonium chloride
______________
Original temperature
______________
Final temperature
______________
qH2O for the reaction
_____________________
q for the reaction
______________
The quantity you have just calculated is approximately equal to the heat of solution of
your sample. Calculate the heat of solution per gram of solid sample.
Is the solution reaction endothermic or exothermic? Explain your reasoning.
Formula of the compound used
________________
Mass of 1 mole of compound
________________
Heat of solution per mole of compound
________________

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C. Heat of reaction
Mass of calorimeter plus HCl
______________
Mass of calorimeter
______________
Mass of HCl
______________
Original temperature
______________
Mass of Magnesium ribbon
______________
Maximum temperature
______________
qHCl for the reaction
_____________________
q for the reaction
______________
Calculate the theoretical value for H using the formula:

H = Hf (products) - Hf (reactants)
Calculate the % error for the heat of reaction

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Experiment 8
Rate of chemical reactions
Objective
Chemical reactions occur at different rates. In this experiment, student will study the
factors that influence the rate of a reaction:
Nature of reactants
Temperature
Concentration
Catalysts
Chemical kinetics is the study of reactions rates and orders.
The reaction rate is the change of the concentration of reactant (or product) with time.
In general, the rate of a reaction depends on several factors:
the nature of the reactants:
Some substances are naturally more reactive than others and, therefore, undergo
rapid chemical changes
the surface area of the reactants:
The greater the exposed surface is of the reactants, the greater is the reaction rate.
the temperature :
Reactions go faster when the temperature is higher, because the molecules move
faster and have more energy.
the presence of a catalyst:
A catalyst increases the rate of a chemical reaction without undergoing any net
chemical change. Catalyst permits reactions to proceed at a lower energy than is
normally required.
the concentration of the reactants:
Gramming more particles into affixed volume increases the collision frequency.
Therefore increasing the concentration of reactants increases the reaction rates

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Chemicals and Equipment:

Test tubes, test tube rack, three 250ml beakers, thermometer and analytical balance
3M H2SO4, 6M HCl, 3M HCl,1M HCl, 6M CH3COOH, 6M H3PO4, magnesium
ribbon, marble chips, calcium carbonate, Alka Seltzer tablet, 10% hydrogen
Peroxide, 0.1M FeCl3, 0.1M NaCl, 0.1M Fe (NO3)3, 0.1M CaCl2, 0.1M KNO3 and
0.1M MnCl2
Procedure
A- Effect of the nature of the reactants on reaction rate
Half fill four test tubes with the following solutions: 3M H2SO4, 6M HCl,
6M CH3COOH and 6M H3PO4
Insert a 1cm strip of magnesium ribbon into each test tube.
Compare the reaction rates
Record your observations
B- Effect of particle size on reaction rate
Obtain a piece of marble chips approximately 0.5cm x 2 cm

Find the mass
Place it in a test tube
Weigh powdered calcium carbonate same amount as the marble chips
Place this sample in a second test tube.
Add 5 ml of 1M HCl to both tubes
Observe both test tubes and record your observations.
C- Effect of temperature
Obtain three 250 ml beaker

In one beaker add several ice cubes
The second beaker will contain water at room temperature
The third one will contain water heated to about 700C
Record now the temperature in the three beakers.
Add an Alka Seltzer tablet to each.
Record the time it takes for the Alka Seltzer tablet to completely dissolve/
decompose
D- Effect of concentration

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Place 5 ml of each of the following HCl solution: 1M HCl, 3M HCl and 6M

HCl into separate test tubes
Obtain three 5-mm strips of Magnesium
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49
Add one piece of Magnesium to each test tube

Record your observation for each tube.
Record the time for all traces of the magnesium strip to disappear.
E- Effect of catalyst
Hydrogen peroxide is relatively stable, but readily decomposes in the presence

of a catalyst
2H2O2
2H2O + O2
In this part, you will determine which substance/substances act as a catalyst
for the decomposition of hydrogen peroxide
Rinse 6 test tubes with 10% hydrogen peroxide.
Place 5 ml of the 10% H2O2 solution into each test tubes
Add 5 drops of each of the following solutions to separate test tubes:
0.1M FeCl3
0.1M NaCl
0.1M Fe (NO3)3
0.1M CaCl2
0.1M KNO3
0.1M MnCl2
Mix each test tube
Observe each solution, noting the production of any gas bubbles that form.
Record each reaction rate as fast, slow, very slow, or none.
References
Lab manual for Chemistry 68/60, Department of Physics and Chemistry, Los
Angeles Valley College, 2008

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Experiment 8
Rate of chemical reactions
Name
________________
Course/Section
___________
Partners Name ___________________

Date
___________________

A. Nature of reactants
1. List the acids used in this experiment in order of decreasing reaction rate with
magnesium.
B. Surface area
Table 1: Reaction of CaCO3

Coarse
Grinded
Mass of CaCO3
Time (seconds)
Is there a correlation between the surface area of the marble and the reaction rate?

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Write the equation of the reaction of CaCO3 with HCl.
C. Effect of temperature
Beaker 1
Beaker 2
Beaker 3
1M HCl
3M HCl
6M HCl
Temperature
Time (seconds)
D. Effect of concentration
Time (seconds)
Observation
E. Effect of Catalyst
Time
Observation
0.1M FeCl3
0.1M Fe(NO3)3
0.1M KNO3
0.1M NaCl
0.1M CaCl2
0.1M MnCl2

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Questions
1. What effects does particle size appear to have on the rate at which a solute
dissolves?
2. Why should particle size make a difference in the rate of dissolution?
3. Does shaking a test tube affect the rate at which a solute dissolves? Explain.
4. Explain the effect of temperature on the dissolution rate of a solute.
5. Explain the effect of a catalyst on the rate of a reaction in terms of the collision
theory of reactions.
6. Describe the effect of concentration on the rate of a reaction.

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Experiment 9
Electrochemistry
Objective
This experiment involves the construction of electrochemical cells and the determination
of cell potentials.
Student will also calculate the cell potential based on the potentials of the half-cell
reactions that occur and compare the experimental values with the calculated values.
In an electrochemical cell, chemical energy is converted into electrical energy. This is
accomplished by using a spontaneous chemical reaction to generate an electrical current,
which we can simply define here as electrons traveling through a wire
To create the electrochemical cell, two half-reactions will be set up in different
containers. In one, an oxidation reaction will be used to generate a source of electrons.
These free electrons will travel, through an external circuit, to the second container and
will cause the reduction reaction to occur. An additional requirement will be a salt bridge
that will permit ions flow between the two half cells, thus maintaining electrically
neutral solutions.
In the above cell, oxidation takes place at the Zinc electrode liberating electrons to the
external circuit. Reduction takes place at the copper electrode, consuming electrons
coming from the external circuit.
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The overall reaction is:

Zn2+(aq) + Cu(s)
Zn(s) + Cu2+(aq)
The electrical potential of an electrochemistry cell is the ability of the cell to produce an
electrical current. It is measured in volts (V).The potential of an isolated half cell cannot
be measured. When two half cell are connected to form an electromotive cell, however,
the difference in potential can be measured.
Ecell = Ered - Eoxid
The symbols Ered and Eoxid are the standard reduction potentials for the reduction and
oxidation half cells. Because half cell potentials cannot be measured, scientists have
chosen an arbitrary reference electrode. This electrode is used with other electrodes so
that the reduction potentials of those cells can be measured. The universal reference
electrode, chosen by international agreement, is the standard hydrogen electrode (SHE).
The half reaction of the SHE,
2 H+ + 2eH2(g)
is written as reduction. An arbitrary assignment of zero electrode potential (0.00 V) is
given to the SHE.
The voltage measured in the cell is the difference between the reduction potentials of the
half cells and the magnitude of the potential depends on the concentration of the ions, the
temperature and the pressure of gases. It is called the electromotive force or emf or Ecell
Under standard conditions (250C, 1M solution concentration, 1 atm gas pressure), these
theoretically predicted voltages are known as standard emfs, E0cell
The Nernst equation allows cell voltages to be predicted when the conditions are not
standard.
Ecell = E0cell
- (
0.0591
) logQ ( condition: room temp. 250C)
Q: ratio of product to reactant concentration

n: number of electrons transferred in the cell reaction
Chemical and Equipment

U tube, cotton ball, 250ml beaker, zinc electrode, copper electrode, alligator clips,
voltmeter
1.0M zinc (II) sulfate, 1.0M copper (II) sulfate, 0.5M KNO3 solution, 0.10M zinc (II)
sulfate, 0.050M copper (II) sulfate.

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Procedure
A. Constructing a Salt-Bridge
Fill a U-tube with 0.5 M KNO3 solution

Plug both ends with a cotton ball
Make sure the solution stay in when the tube is inverted
B. Constructing the Zinc-Copper Electrochemical Cell (standard condition)
Pour 100 ml of 1.0 M zinc (II) sulfate solution into a 250 ml beaker
Label the beaker Zinc
Pour 100 ml of 1.0 M copper (II) sulfate solution into another 250 ml beaker
Label the beaker Copper
Clean electrode of zinc and copper with steel wool.
Alligator clip the copper electrode to one voltmeter terminal
Alligator clip the zinc electrode to the other voltmeter terminal.
Dip each electrode in the respective solution.
Invert the salt- Bridge into both beakers.
Record the voltage and identify the anode and the cathode of the cell.
C. Constructing the Zinc-Copper Electrochemical Cell

Pour 100 ml of 0.10 M zinc (II) sulfate solution into a 250 ml beaker
Label the beaker Zinc
Pour 100 ml of 0.050 M copper (II) sulfate solution into another 250 ml
beaker
Label the beaker Copper
Clean electrode of zinc and copper with steel wool.
Alligator clip the copper electrode to one voltmeter terminal
Alligator clip the zinc electrode to the other voltmeter terminal.
Dip each electrode in the respective solution.
Invert the salt- Bridge into both beakers.
Record the voltage and identify the anode and the cathode of the cell.
References
Chemistry program at Penn state Erie, the Behrend College.

Saskatchewan learning, Electrochemistry: electrochemical cells
Chemistry, Addison Wesley.

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Experiment 9
Electrochemistry
Name
________________
Course/Section
___________
Partners Name ___________________

Date
___________________

A. Recorded voltage
____________
B. Recorded voltage
____________
Questions
1. What is the role of a salt bridge?
2. Calculate the standard cell potential of a cell constructed from Mg2+/Mg and
Ni2+/Ni, from the date provided below. Which is the anode and which is the
cathode?
3. Calculate the standard cell potential for the constructed cell (standard and non
standard conditions) from the data below and write the corresponding redox
reaction. Compare the calculated cell potential to the measured voltage of your
electrochemical cell (for standard and non standard conditions). Calculate % error
and describe the possible sources of error.

Miss Layale Moussa
Fall 2015
Page
57
Standard Electrode Potentials in Aqueous Solution at 25C

Cathode (Reduction)
Half-Reaction
Standard Potential
E (volts)
Li+(aq) + e- -> Li(s)
-3.04
K (aq) + e -> K(s)

2+
-2.92
Ca (aq) + 2e -> Ca(s)

+
-2.76
Na (aq) + e -> Na(s)
-2.71
Mg2+(aq) + 2e- -> Mg(s)
-2.38
Al3+(aq) + 3e- -> Al(s)
-1.66
2H2O(l) + 2e- -> H2(g) + 2OH-(aq)
-0.83
Zn2+(aq) + 2e- -> Zn(s)
-0.76
Cr3+(aq) + 3e- -> Cr(s)
-0.74
Fe2+(aq) + 2e- -> Fe(s)
-0.41
Cd2+(aq) + 2e- -> Cd(s)
-0.40
Ni2+(aq) + 2e- -> Ni(s)
-0.23
Sn2+(aq) + 2e- -> Sn(s)
-0.14
Pb2+(aq) + 2e- -> Pb(s)
-0.13
Fe3+(aq) + 3e- -> Fe(s)
-0.04
4+
2H (aq) + 2e -> H2(g)
0.00
2+
Sn (aq) + 2e -> Sn (aq)

2+
0.15
Cu (aq) + e -> Cu (aq)

-
0.16
ClO4 (aq) + H2O(l) + 2e -> ClO3 (aq) + 2OH (aq)

-
AgCl(s) + e -> Ag(s) + Cl (aq)

2+
0.22
Cu (aq) + 2e -> Cu(s)

-
0.34
-
ClO3 (aq) + H2O(l) + 2e -> ClO2 (aq) + 2OH (aq)

-
IO (aq) + H2O(l) + 2e -> I (aq) + 2OH (aq)

+
0.35
0.49
Cu (aq) + e -> Cu(s)
0.52
I2(s) + 2e- -> 2I-(aq)
0.54
ClO2-(aq) + H2O(l) + 2e- -> ClO-(aq) + 2OH-(aq)
0.59
Fe3+(aq) + e- -> Fe2+(aq)
0.77
Hg22+(aq) + 2e- -> 2Hg(l)
0.80
Ag+(aq) + e- -> Ag(s)
0.80
Hg2+(aq) + 2e- -> Hg(l)
0.85

Miss Layale Moussa
Fall 2015
0.17
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58
ClO-(aq) + H2O(l) + 2e- -> Cl-(aq) + 2OH-(aq)
0.90
2Hg2+(aq) + 2e- -> Hg22+(aq)
0.90
NO3-(aq) + 4H+(aq) + 3e- -> NO(g) + 2H2O(l)
0.96
Br2(l) + 2e- -> 2Br-(aq)
1.07
O2(g) + 4H+(aq) + 4e- -> 2H2O(l)
1.23
Cr2O72-(aq) + 14H+(aq) + 6e- -> 2Cr3+(aq) + 7H2O(l)
1.33
Cl2(g) + 2e -> 2Cl (aq)

4+
1.36
3+
Ce (aq) + e -> Ce (aq)

-
1.44
2+
MnO4 (aq) + 8H (aq) + 5e -> Mn (aq) + 4H2O(l)

+
1.78
Co (aq) + e -> Co (aq)
1.82
S2O82-(aq)
+ 2e -> 2SO4 (aq)
2.01
2.07
F2(g) + 2e -> 2F (aq)
2.87
H2O2(aq) + 2H (aq) + 2e -> 2H2O(l)

3+
2+
2-
O3(g) + 2H (aq) + 2e -> O2(g) + H2O(l)

-

Miss Layale Moussa
Fall 2015
1.49
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59
List of chemicals
Acetic acid . .CH3COOH
Ammonium chloride ..NH4Cl
Calcium carbonate .. CaCO3
Calcium chlorideCaCl2
Calcium nitrate .. Ca(NO3)2
Copper (II) sulfate............................................................................CuSO4
Copper (II) sulfate pentahydrate.. CuSO4.5H2O
Cobalt (II) sulfate heptahydrateCoSO4.7H2O
Hydrochloric acid HCl
Hydrogen peroxide H2O2
Iron metal .. Fe
Iron (III) chloride . FeCl3
Iron (III) nitrate .. Fe(NO3)3
Magnesium ribbon Mg
Manganese chloride MnCl2
Methyl red indicator..
pH paper.
Phenolphthalein indicator
Phosphoric acid H3PO4
Potassium chromate .. KCrO4
Potassium thiocyanate .. KSCN
Potassium dichromate ... K2Cr2O7
Potassium hydrogen phthalate.C8H5KO4
Potassium iodate . KIO3
Potassium iodide KI
Potassium nitrate KNO3
Potassium permanganate ...KMnO4
Silver nitrate AgNO3
Sodium chloride .. NaCl
Sodium Hydroxide . NaOH
Sodium thiosulfate . Na2S2O3
Starch indicator
Sulfuric acid .. H2SO4
Zinc (II) sulfate .. ZnSO4

Miss Layale Moussa
Fall 2015
Page
60

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Notre Dame University

Faculty of Natural and Applied Sciences

Principles of Chemistry Laboratory

Mrs. Rita El Hage El Am

Mrs. Rita El Hage El Am

Mrs. Rita El Hage El Am

GOOD LABORATORY PRACTICES

Mrs. Rita El Hage El Am

Mrs. Rita El Hage El Am

Mrs. Rita El Hage El Am

Mrs. Rita El Hage El Am

How to correctly use graduated cylinders, burettes, volumetric flasks, pipettes.

Burettes: used for titration.

Volumetric flasks: used to prepare, very accurately, a given volume.

Pipettes: used to measure small amounts of solution very accurately.

Mrs. Rita El Hage El Am

Chemicals and Equipment:

Mrs. Rita El Hage El Am

B- Determining the density of an irregular shape solid

C- Density of a regular shape solid

Use a ruler to measure the three dimensions of a regular object.

D- Making quantitative transfers

Weigh 0.4g of solid KMnO4 in the weighing scoop.

Mount a burette, and fill it with distilled water.

Mrs. Rita El Hage El Am

Partners Name ___________________

Data and Calculations

Mass of the empty beaker

Mass of beaker + water

B. Density of an irregular shape solid

Mass of the empty beaker

Mass of beaker + solid

Mass of the solid

Volume of water in the cylinder

Mrs. Rita El Hage El Am

Volume of water + solid

Density of the solid

C. Density of a regular shape solid

Volume of the solid (calculation)

Mass of the object

Density of the object

Mrs. Rita El Hage El Am

4. Would measuring the dimensions of a solid always be possible? Explain.

Mrs. Rita El Hage El Am

Chemicals and Equipment

Mrs. Rita El Hage El Am

Magnesium and oxygen test

Obtain a small strip of magnesium metal ribbon.

Iron and copper (II) sulfate

Place 3ml of 1M copper (II) sulfate in a small test tube

C Iron and hydrochloric acid

Mrs. Rita El Hage El Am

Record highest temperature_________________

Mrs. Rita El Hage El Am

Partners Name ___________________

Data and calculations

A- Magnesium and oxygen

3. Observe the pH paper and record your observation.

4. Was the solution acidic, basic or neutral?

Mrs. Rita El Hage El Am

B- Iron and copper (II) sulfate

C- Iron and hydrochloric acid