additional supply needs (to be supplied by you)...
TRANSCRIPT
Additional Supply Needs (to be supplied by you)
Your Microchemistry set includes all of the special chemicals and materials to provide you with the reagent chemicals and equipment toperform experiments and provide you with hours of educational fun. Since there are so many experiments and procedures, you areasked to supply many of the common household items and household chemicals which would be impractical to supply and ship in yourchemistry set.
You will need to gather various items listed in each experiment so that you can perform the experiments. Always read through yourexperiment beforehand and gather all of the materials you will need at the beginning.
The following list of outside items and materials is listed below for your convenience. You DO NOT need to collect ALL items on the listat one time, only as you plan ahead to perform a particular experiment or series of experiments.
Plastic sheeting for work areapaper towels for cleanupCotton or cotton ballsScissorsDistilled waterIsopropyl Rubbing Alcohol or Ethyl Rubbing AlcoholCard stock (3" x 5" filing card)Pencils (red and black)Ball point penKitchen paring knifeFine sandpaperSheet of white paperLiquid dishwashing soapHair shampooDishwasher Jet-Dry @ soapLiquid hand soapBaby powder or talcum powder or flourSodium Chloride (table salt)Iron nailsCopper tacksAluminum nailsStyrofoam ballsModeling clayToothpicksP!pe c!ea~ersStrawsGum drops9 volt batteryD-cell batteryVinegarCornstarchSeveral heavy booksCrushed iceCellophane tapeTransparent tapeHousehold ammoniaPlastic sandwich bags
Lemon juice3% solution hydrogen peroxideFine steel woolRaw liverRaw potatoGrass clippings and/or plant leafSunlight and/or strong artificial light sourceSodium bicarbonate (baking soda)
Alka Seltzer~ tabletTeaspoonToothbrushWindow paneWooden rulerSet of colored pencilsFlower petalsPlant fruit skins i.e. blueberries, blackberries, cherries, red cab-bage leavesHousehold tea from tea bagsHousehold soap solutionLiquid laundry detergentPet shampooClear soda (sparkling water)ToothpasteMilkGrapefruit juiceRain waterPlastic wrapFine line markerIndividual brand samples of different vinegars i.e. apple cidervinegar, white vinegar, amber vinegar, pineapple vinegar, tarra-gon vinegarVarious brands of Antacid tabletsC~eanser or scouring powderKleenexVarious nickels and pennies (15 each)Model paint or fingernail enamel
ITEM #2835AGES 10 AND UP
PART #2835-08
WARNING:THIS SET CONTAINS CHEMICALS & APPARATUS
THAT MAY BE HARMFUL IF MISUSED. READ
CAUTIONS ON INDIVIDUAL CONTAINERS
CAREFULLY. NOT TO BE USED BY CHILDRENEXCEPT UNDER ADULT SUPERVISION.
,®SMITHSONIAN
Chem-WorksMicroChemistry
~" 2 3 4 5 6 7 __~.__~ 1 0 1 1 1 2D
O0O0O0
00000000000000"" "-"
© MMNATURAL SCIENCE INDUSTRIES, LTD.
910 ORLANDO AVENUE ¯ WEST HEMPSTEAD, NY 11552-3942 ° (516) 678-1700© 2000 Smithsonian® Institution
PRINTED IN HONG KONG
PLEASE KEEP A NOTE OF OUR NAME AND ADDRESS DETAILS FOR FUTURE REFERENCE.
IN U.S.A. CONTACT."
NATURAL SCIENCEINDUSTRIES, LTD.910 Orlando AvenueWest Hempstead, NY 11552-3942516-678-1700
IN EUROPE CONTACT:
NSI SIMM GmbHD 76162 KARLSRUHEGERMANY49- 0721-9584-116
WARNING! ONLY FOR USE BY CHILDREN OVER 10 YEARS OLD. TO BE USED SOLELY UNDER THE STRICTSUPERVISION OF ADULTS THAT HAVE STUDIED THE PRECAUTIONS GIVEN IN THE EXPERIMENTAL SET.
CAUTION! CONTAINS SOME CHEMICALS WHICH ARE CLASSIFIED AS A SAFETY HAZARD. READ THE IN-
STRUCTIONS BEFORE USE, FOLLOW THEM AND KEEP FOR REFERENCE. DO NOT ALLOW CHEMICALS TO COMEINTO CONTACT WITH ANY PART OF THE BODY, PARTICULARLY THE MOUTH AND EYES. KEEP SMALL CHILDRENAND ANIMALS AWAY FROM EXPERIMENTS. STORE THIS SET OUT OF REACH FROM SMALL CHILDREN. EYE PRO-TECTION FOR SUPERVISING ADULTS IS NOT PROVIDED.ENTER THE DETAILS AND TELEPHONE NUMBER OF THE LOCAL POISON CENTER QR HOSPITAL IN THE BOXBELOW:
IN CASE OF ACCIDENTAL INTAKE OF A CHEMICAL CONTACT:
GENERAL FIRST AID INFORMATION:IN CASE OF EYE CONTACT: WASH OUT WITH PLENTY OF WATER, HOLDING EYE OPEN IF NECESSARY. SEEK IM-MEDIATE MEDICAL ADVICE. IF SWALLOWED: WASH OUT MOUTH WITH PLENTY OF WATER, DRINK SOME FRESHWATER. DO NOT INDUCE VOMITING. SEEK IMMEDIATE MEDICAL ADVICE. IN CASE OF INHALATION: REMOVEPERSON TO FRESH AIR. IN CASE OF CONTACT AND BURNS: WASH AFFECTED AREA WITH PLENTY OF WATERFOR 5 MINUTES. IN CASE OF INJURY OR DOUBT, SEEK MEDICAL ADVICE WITHOUT DELAY. TAKE THE CHEMI-CAL WITH THE CONTAINER WITH YOU. NOTE: FIRST AID INFORMATION MAY ALSO BE FOUND IN THE INSTRUC-TIONS FOR CARRYING OUT THE EXPERIMENTS OR ON THE CONTAINERS.
ADVICE FOR SUPERVISING ADULTS:¯ READ AND FOLLOW THESE SAFETY INSTRUCTIONS, THE SAFETY RULES AND THE FIRST AID INFORMATIONAND KEEP THEM FOR REFERENCE. ¯ THE INCORRECT USE OF CHEMICALS CAN CAUSE INJURY AND DAMAGETO HEALTH. ¯ ONLY CARRY OUT THOSE EXPERIMENTS WHICH ARE LISTED IN THE INSTRUCTIONS. ̄ THIS SET ISFOR USE BY CHILDREN OVER 10 YEARS OF AGE. ¯ BECAUSE CHILDREN’S ABILITIES VARY SQ MUCH, EVENWITHIN AGE GROUPS, SUPERVISING ADULTS SHOULD EXERCISE DISCRETION AS TO WHICH EXPERIMENTSARE SUITABLE AND SAFE FOR THEM. THE INSTRUCTIONS SHOULD ENABLE SUPERVISORS TO ASSESS ANY EX-PERIMENT TO ESTABLISH ITS SUITABILITY FOR A PARTICULAR CHILD. ¯ THE SUPERVISING ADULT SHOULD DIS-CUSS THE WARNINGS AND SAFETY INFORMATION WITH THE CHILD OR CHILDREN BEFORE COMMENCING THEEXPERIMENTS. PARTICULAR ATTENTION SHOULD BE PAID TO THE SAFE HANDLING OF HOT LIQUIDS. THE AREASURROUNDING THE ACTIVITY SHOULD BE KEPT CLEAR OF ANY OBSTRUCTIONS AND AWAY FROM STORAGEOF FOOD, IT SHOULD BE WELL LIT AND VENTILATED AND CLOSE TO A WATER SUPPLY. ¯ A SOLID TABLE WITH AHEAT RESISTANT TOP SHOULD BE PROVIDED.
SAFETY RULES:° DO READ THESE INSTRUCTIONS BEFORE USE, FOLLOW THEM AND KEEP THEM FORREFERENCE. ̄ DO KEEPYOUNG CHILDREN AND ANIMALS AND THOSE NOT WEARING EYE PROTECTION AWAYFROM THE EXPERIMEN-TAL AREA. ¯ DO ALWAYS WEAR EYE PROTECTION. ̄ DO STORE CHEMICAL SETS OUT OFREACH OF YOUNG CHIL-DREN. ¯ DO CLEAN ALL EQUIPMENT AND WASH AFTER CARRYING OUT THE EXPERIMENTS. ̄ DO NOT EAT, DRINKOR SMOKE IN THE ACTIVITY OR EXPERIMENTAL AREA. ¯ DO NOT USE EQUIPMENT WHICH HAS NOT BEEN SUP-PLIED QR RECOMMENDED IN THE SET. ¯ DO NOT ALLOW CHEMICALS TO COME INTO CONTACT WITH THE EYESOR MOUTH. ̄ DO NOT REPLACE FOODSTUFFS IN ORIGINAL CONTAINER. DISPOSE OF IMMEDIATELY. ¯ DO MAKESURE THAT ALL CONTAINERS ARE FULLY CLOSED AND PROPERLY STORED AFTER USE.
Chem-WorksList of Set Contents
#8 1 Well .............. Cobalt Chloride ...................... China#11 1 Bottle .......... Copper Sulfate ........................ England#18 1 Bottle .......... Sodium Silicate ...................... Sweden#40 1 Bottle .......... Calcium Hydroxide .................. Germany#41 1 Well .............. Calcium Nitrate ...................... Japan#42 1 Bottle .......... CitricAcid ................................ China#44 1 Well .............. Ferrous Sulfate ...................... Taiwan#47 1 Well .............. Methylene Blue ...................... England#49 1 Bottle .......... Potassium Iodide .................... Japan#53 1 Bottle .......... Sodium Sulfate ........................ Germany#57 1 Bottle .......... Aluminum Ammonium Sulfate China#58 1 Bottle .......... Ammonium Chloride .............. Japan#64 1 Bottle .......... Magnesium Sulfate ................ Germany#65 1 Well .............. Phenolphthalein ...................... U.S.A.#67 1 Bottle .......... Sodium Carbonate .................. Germany#70 1 Well .............. Universal Indicator .................. U.S.A.#63 1 Package ...... Iron Wire ................................ China#54 1 Package ...... Zinc Wire ................................ China#38 1 Package ...... Aluminum Wire ........................ China#61 1 Package ...... Copper Wire ............................ China
1 Each .............. 6" Plastic Ruler ............................ China1 Each .............. Filter Paper .................................. England1 Package ........ Molecule Kit .................................. China1 Each .............. Safety Goggles ............................ China1 Package ........ Galvanometer Kit .......................... China1 Pair ................ Spring Clips .................................. China1 Each .............. Soda Straw .................................. Hong Kong1 Each .............. Magnifier ...................................... China1 Each .............. Battery Clip 9V ............................. China2 Each .............. 1 oz. Cup ...................................... U.S.A.1 Each .............. Atom Sheet .................................. Chinat Each .............. Red LED ...................................... China1 Each .............. Microplate .................................... China8 Each .............. Pipette ..........................................U.S.A.1 Each .............. Resistor 1K Ohm .......................... Taiwan
Each .............. Plastic Tube with Cap .................. China2 Each ............ Toothpick ...................................... ChinaEach .............. PVC Coated Wire ........................ ChinaEach .............. Instruction Manual ........................ Hong Kong
If we made an error and left something out of this set, or ifsomething is damaged, we are sorry and wish to correct ourerror. Please do not return the set to the store where you
purchased it, as the store does not have replacement parts.Instead, write us a letter giving us:
1. Date of Purchase2. Where Purchased3. Price Paid4. Model Number5. Name of Set6. Brief Description of Problem7. Sales Receipt
We will do our best to satisfy you.
Quality Control DepartmentNatural Science Industries, Ltd.
910 Orlando AvenueWest Hempstead, NY 11552-3942
(516) 678-1700
~VIALUMBEF
#53
#57
#58
#64
#65
#67
#70
#54
SMITHSONIAN MUSEUMS, GALLERIES AND ZOO
Smithsonian Institution Building ("Castle") National Museum of American ArtAnacostia Museum National Museum of American HistoryArthur M. Sackler Gallery National Museum of the American IndianArts and Industries Building National Museum of Natural HistoryCooper-Hew/It, National Design Museum National Portrait GalleryFreer Gallery of Art National Postal MuseumHirshhorn Museum and Sculpture Garden National Zoological ParkNational Air and Space Museum Renwiek GalleryNational Museum of African Art S. Dillon Ripley Center
#38
#61
SIZE OFVIAL OR
CONTAINER
6 ml
6 ml
6 ml
6 ml
6 ml
6 ml
poly-bag
poly-bag
poly-bag
poly-bag
NAME OF CONTENTS(CHEMICAL NAME)
SODIUMSULFATE
ALUMINUM
CHEMICALFORMULA
Na2SO4 o10H20
WARNINGON LABEL
WARNINGREAD SIDE PANEL BEFOREUSING CAUSES EYE ANDSKIN IRRITATION MAY BEHARMFUL IF SWALLOWED,INHAI ED OR ABSORBEDf HROUGH SKIN.
DANGERR[AD SIDE PANEL. BEFORE
FIRST AID
FIRST AID: ¯ IN CASE OF EYE CONTACT, IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT. IMMEDIATELY WASH SKIN WITHSOAP AND LARGE AMOUNTS OF WATER¯ IF INHALED. GET TO FRESH AIR¯ IF SWALLOWED GET MEDICAL HELP IMMEDIATELY
IN ALL CASES. CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL AT-rENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT, IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTAC 1. IMMEuIAI ELY I- LUSH SKIN l- HEE-LY WITH WATER
AMMONIUMSULFATE
AMMONIUMCHLORIDE
MAGNESIUMSULFATE
PHENOLPHTHALEIN
AINH4(SO4)2°12H20
NH4C1
MgSO4°7H20
C20H1404
(/,=;INC. CAUSES BURNS CORROSIVE HARMFUL IFSWALLOWED, INHALED ORABSORBED THROUGHSKIN
WARNINGREAD SIDE PANEL BEFOREUSING CAUSES SKIN. MU-COUS MEMBRANE AND SE-VERE EYE IR RITA’IION.MAY BE HARMFUL IF SWAL-LOWED, INHALED OR AB-SORBED THROUGH SKIN.
WARNINGREAD SIDE PANEL BEFOREUSING. CAUSES IRRITA-T/ON MAY BE HARMFUL IFSWALLOWED, iNHALED ORABSORBED THROUGHSKIN.
WARNINGREAD SIDE PANEL BEFOREUSING CAUSES EYE. SKINAND MUCOUS MEMBRANEIRRITATION. MAY BE HARM-FUL ~F SWALLOWED, IN-HALED OR A R£CIRFCFI3THROUGH SKIN.
DANGERREAD SIDE PANFL BEFORE
¯ IF INHALED, GET 10 FRESH A RI " IF SWALLOWED AND PERSON IS CONSCIOUS, GIVE WATER
AND GET MEDICAL HELPIN ALL CASES. CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL ATTENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT. IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT, IMMEDIATELY WASH SKIN WlrHSOAP AND LARGE AMOUNTS OF WAFER¯ IF INHALED, GET 1O FFIESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS. WASH OUTMOUTH WITH WATER.IN ALL CASES. CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL ATrENTION. KEEP OUT OF REACH
I OF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTAC~"IMMF DIAIELY FI.USHEYES FREELY WITH WATER¯ IN CASE OF SKiN CONTACT. IMMEDIATELY WASH SKIN WITH
J SOAP AND LARGE AMOUNTS OF WATER¯ IF INHALED, GET TO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS, WASH OUT
~ MOUTH W TH WATER¯IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL A’VrENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT. IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT, IMMEDIATELY FLUSH SKIN WITHWATER, THEN WASH THOROUGHLY wITH SOAP AND WATER¯ IF INHALED, GET TO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS, GIVE WATERAND GET MEDICAL HELP IMMEDIATELY¯IN ALL CASES, CONTACT A POISON CONTROL CENTERAND~OR SEEK MEDICAL ATTENTION. KEEP OUT OF REACH)F CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT. IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT. IMMEDIATELY WASH SKIN WITHSOAP AND LARGE AMOUNTS OF WATER
SODIUMCARBONATE Na2CO3ol0H20
UNIVERSALINDICATOR
on paper strips
IRONWIRE
ZINCWIRE
Methyl Red-
C15H15N302PhenolphthaleinBromthymol Blue
Thymol BlueMethy~ Yellow
Fe
Zn
USING. CAUSES BURNS _CORROSIVE HARMFUL IF,SWALLOWED. INHALED ORABSORBED ]HROUGHSKIN
WARNINGREAD SIDE PANEL BEFOREUSING. CAUSES EYE ANDSKIN IRRITATION. HARM-FUL IF SWALLOWED, IN-HALED OR ABSORBEDTHROUGH SKIN.
CAUTION
CAUTION
IF INHALED. GET TO FRESH AIRIF SWALLOWED AND PERSON IS CONSCIOUS. IMMEDIATELYJVE WATER AND GET MEDICAL HELP.
IN ALL CASES. CONTACT A POISON CONTROL CENTER
OF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT. IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT, IMMEDIAFELY FLUSH SKIN FREE-LY WITH WATER¯ IF INHALED. GET TO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS. WASH OUTMOUTH WITH WATER.IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL ATTENTION. KEEP OUT OF REACHOF CHILDREN.
KEEP OUT OF REACH OF CHILDREN.
KEEP OUT OF REACH OF CHILDREN.
ALUMINUMWIRE
COPPERWIRE
AI
Cu
CAUTION
CAUTION
KEEP OUT OF REACH OF CHILDREN.
KEEP OUT OF REACH OF CHILDREN.
Page 57
THE SMITHSONIAN INSTITUTION FACT SHEETThe Smithsonian Institution is a museum, education and research complex of 17
museums and galleries, and the National Zoological Park. Fifteen museums and galleriesare located in Washington, D.C., two are in New York City, and the National Zoo is inWashington. Ten of the museums and galleries are situated on the National Mall betweenthe U.S. Capitol and Washington Monument.
One of the world’s leading scientific research centers, the Institution has facilities ineight states and the Republic of Panama. Research projects in the arts, history, and scienceare carried out by the Smithsonian atf over the world.
The new National Museum of the American Indian is scheduled to open onthe NationalMall in 2002. The centerpiece of the museum is the priceless collection of Native Americanartifacts transferred to the Smithsonian from the Museum ot the American Indian, HeyeFoundation (New York). The New York exhibition facility - the Heye Center of the NationalMuseurn of the American Indian opened October 30, 1994 in lower Manhattan.
Another new museum, the National Postal Museum, is located near Union Station onCapitol Hill. Devoted to the history of the U.S. mail service, the museum houses the world’slargest and most comprehensive collection of its kind, with more than 16 million stamps,covers, and artifacts.
HISTORY
James Smithson (1765-1829), a British scientist, drew up his will in 1826 naming hisnephew, Henry James Hungerford, as beneficiary. Smithson stipulated that, should thenephew die without heirs (as he did in 1835), the estate would go the United States to found"at Washington, under the name of the Smithsonian Institution, an establishment for theincrease and diffusion of knowledge..."
On July 1, 1836, Congress accepted the legacy bequeathed to the nation by JamesSmithsor~, ~nd ,nh=clo#d th~ faith nf the United States to the charitable trust. In 1838,following approval of the bequest by the British courts, the United States receivedSmithson’s estate- bags of gold sovereigns - then the equivalent of $515,169. Eight yearslater, on August 10, 1846, an Act of Congress signed by President James K. Polk,established the Smithsonian Institution in its present form and provided for the administra-tion of the trust, independent of the government itself, by a Board of Regents and Secretaryof the Smithsonian.
Chapter 1Chapter 2Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chem-Works
INDEX
Introduction .......................................................................................................................... page 1A Word to The "Chemist". ............................................................................................................... page 2The MicroChemistry System .......................................................................................................... page 2
Section 1 - Preparation of Laboratory Equipment ................................................................ page 3Section 2 - Properties of the Microchemistry System .......................................................... page 8Section 3 - How to Destroy Surface Tension ...................................................................... page 8Section 4 - Alcohol and Surface Tension ............................................................................ page 9Section 5 - A Visible Illustration of Surface Tension ............................................................ page 9
Chemical ModelsSection 1 -Section 2 -Section 3 -Section 3A-Section 4 -Section 4A-Section 4B-Section 5 -Section 6 -Section 6A-Section 7 -Section 8 -Section 9 -Section 10-
and Chemical Reactions .................................................................................. page 10Paper Chemistry Lab I .................................................................................... page 11Paper Chemistry Lab II .................................................................................... page 12Synthesis ........................................................................................................ page 13Synthesis ........................................................................................................ page 13Paper Chemistry Lab III .................................................................................. page 14Using Molecular Models .................................................................................. page 15Using Molecular Models II .............................................................................. page 15Decomposition of Water - A Chemical Change .............................................. page 16Paper Chemistry IV ........................................................................................ page 17Using 3-D Models ............................................................................................ page 17Electrical Separation of Elements from a Compound .................................... page 17Another Electrical Separation .......................................................................... page 18Electrolysis of Ferrous Sulfate ........................................................................ page 19A Chemical Separation .................................................................................... page 19
The Gaseous Phases of Matter .................................................................................................... pageSection 1 - The Effect of Pressure on the Volume of a Gas .............................................. pageSection 2 -Section 3 -Section 3A-Section 4 -Section 5 -Section 6 -Section 7 -Section 8 -Section 9 -Section 10 -Section 11 -Section 12 -Section 13 -Section 14-Section 15 -
1919
The Effect of Temperature on the Volume of a Gas ........................................ page 20Gas Diffusion .................................................................................................. page 21Gas Diffusion II ................................................................................................ page 21Preparation of Oxygen .................................................................................... page 21Does Air Contain Oxygen? .............................................................................. page 22Natural Oxygen Production: The Action of Enzymes ...................................... page 22Methylene Blue as an Indicator ...................................................................... page 23Plants and Oxygen .......................................................................................... page 23Testing a Gas for Carbon Dioxide .................................................................. page 23Preparation of Carbon Dioxide ........................................................................ page 24A Reaction which Produces Carbon Dioxide .................................................. page 24Producing Carbon Dioxide in Another Way .................................................... page 25The Production of Ammonia ............................................................................ page 25Neutralization of Gases .................................................................................. page 25A Reaction of Ammonium Chloride and Calcium Hydroxide .......................... page 26
Experiments withSection 1 -Section 2 -Section 3 -Section 4 -Section 5 -Section 6 -
Solutions .......................................................................................................... page 26An Electrolyte Detector .................................................................................... page 27Electrolytes and Non-Electrolytes .................................................................... page 27Another Use for the Electrolyte Detector ........................................................ page 28Reactions of Solutions .................................................................................... page 29Testing the Products of a Reaction .................................................................. page 30Testing the Remaining Solution of a Chemical Reaction ................................ page 31
VIALNUMBER
#8
#11
#18
#40
#41
#42
SIZE OFVIAL OR
3ONTAINER
6 ml
6 ml
6 ml
6 ml
6 ml
6 ml
6 ml
NAME OF CONTENTS(CHEMICAL NAME)
COBALTCHLORIDE
COPPERSULFATE
SODIUMSILICATE
CALCIUMHYDROXIDE
CALCIUMNITRATE
CHEMICALFORMULA
CoC12 ̄ 6H20
CuSO4 ¯ 5H20
Na2SiO3 ° 5H20
Ca(OH)2
Ca(NO3)2 ¯ H20
CITRIC AcID-t- C6H807 ° H20
FERROUSSULFATE
METHYLENEBLUE
POTASSIUMIODIDE
FeSO4 ¯ 7H20
C16H18C1N3S°3H20
KI
WARNINGON LABEL
POISONDANGERREAD SIDE PANEL BEFORE US-ING. CAUSES EYE, SKIN, ANDMUCOUS MEMBRANE IRRITA-TION, HARMFUL IF INHALED ORABSORBED THROUGH SKIN.MAY BE FATAL IF SWALLOWED.
WARNINGREAD SIDE PANEL BEFOREUSING. CAUSES SKIN, MU-COUS MEMBRANE AND SE-VERE EYE IRRITATION.HARMFUL IF SWALLOWED.INHALED OR ABSORBEDTHROUGH SKIN.
DANGERREAD SIDE PANEL BEFOREUSING. CAUSES SKIN, MU-COUS MEMBRANE AND SE-VERE EYE IRRITATION.HARMFULIF SWALLOWED.INHALED OR ABSORBEDTHROUGH SKIN.
DANGERREAD SIDE PANEL BEFOREUSING. CAUSES BURNS.ESPECIAL I "V ON WET SK!N -CORROSIVE. HARMFUL IFSWALLOWED OR AB-SORBED THROUGH SKIN.MAY BE FATAL IF INHALED.
WARNINGREAD SIDE PANEL BEFOREUSING. CAUSES EYE, SKIN,AND MUCOUS MEMBRANEIRRITATION. MAY BE HARM-FUL ~F SWALLOWED, IN-HALED OR ABSORBEDTHROUGH SKIN.
WARNINGREAD SIDE PANELBEFORE USING.
CAUSES EYE ANDSKIN IRRITATION.
WARNINGREAD S~DE PANEL BEFOREUSING. CAUSES EYE. SKIN,AND MUCOUS MEMBRANEIRRITATION. MAY BE HARM-FUL IF SWALLOWED, IN-HALED OR ABSORBEDTHROUGH SKIN.
WARNINGREAD S~DE PANEL BEFOREUSING. CAUSES EYE ANDSKIN IRRITATION. HARM-FUL IF SWALLOWED. IN-HALED OR ABSORBEDTHROUGH SKIN.
WARNINGREAD SIDE PANEL BEFOREUSING. CAUSES EYE, SKIN,AND MUCOUS MEMBRANEIRRITATION. HARMFUL IFINHALED OR ABSORBEDTHROUGH SKIN.
FIRST AID
FIRST AID: ¯ IN CASE OF EYE CONTACT, IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT, IMMEDIATELY FLUSH SKIN FREE-LY WITH WATER¯ IF INHALED, GET TO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS, IMMEDIATELYGIVE WATER .IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL ATTENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT, IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT. IMMEDIATELY FLUSH SKIN FREE-LY WITH WATER¯ IF INHALED. GET TO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS, IMMEDIATELYGIVE WATER ..IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL AI-rENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT, IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT. IMMEDIATELY FLUSH SKIN FREE-LY WITH WATER¯ IF INHALED, GET TO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS, GIVE LARGEQUANTITIES OF WATER OR MILK. DO NOT INDUCE VOMITING,IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL ATTENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT, IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT. IMMEDIATELY FLUSH SKIN FREE-LY WITH WATER¯ IF INHALED. GET TO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS, WASH OUTMOUTH WITH WATER.IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL ATTENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT, IMMEDIATELY FL~HEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT, IMMEDIATELY FLUSH SKIN FREE-LY WITH WATER¯ IF INHALED. GETTO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS. WASH OUTMOUTH WITH WATER.IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL A’I-rENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT. IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKiN CONTACT, IMMEDIATELY WASH SKIN WITHSOAP AND LARGE AMOUNTS OF WATER¯ IF INHALED. GET TO FRESH AIR
IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL ATTENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT, IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT, IMMEDIATELY FLUSH SKIN FREE-LY WITH WATER¯ IF INHALED, GETTO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS. IMMEDIATELYGIVE WATER..IN ALL CASES. CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL A’ITENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT. IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT, IMMEDIATELY WASH SKIN WITHSOAP AND LARGE AMOUNTS OF WATER¯ IF INHALED. GETTO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS. WASH OUTMOUTH WITH WATER.IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL ATTENTION. KEEP OUT OF REACHOF CHILDREN.
FIRST AID: ¯ IN CASE OF EYE CONTACT, IMMEDIATELY FLUSHEYES FREELY WITH WATER¯ IN CASE OF SKIN CONTACT, IMMEDIATELY FLUSH SKIN FREE-LY WITH WATER¯ IF INHALED, GET TO FRESH AIR¯ IF SWALLOWED AND PERSON IS CONSCIOUS. IMMEDIATELYGIVE WATER.IN ALL CASES, CONTACT A POISON CONTROL CENTERAND/OR SEEK MEDICAL ATTENTION. KEEP OUT OF REACHOF CHILDREN.
Page 56
APPENDIX C
A NOTE TO ADULTS AND PARENTS
You have wisely chosen to purchase the NSI XM 4000 chemistry set. With this set, you have started your child on the path
of learning about SCIENCE and the wonders found in the world of chemistry, biology and physics. But remember also, too
little knowledge can be a dangerous thing. Real scientists use powerful tools, substances which can be poisons and may
cause harm if misused or misapplied. Because of this, the WARNINGS on this set are REAL. They apply to the materials
WHEN USED IN LARGER QUAN] I! IES! BUT, that is not the case here! HERE’S WHY! The amounts are deliberately
made small and dilute. They are less LIKELY to cause harm because of the limited quantity and form. BUT, we still want
YOU AND YOUR CHILD to READ, HEED AND UNDERSTAND the instructions given you in the set. In this way, we trust
that POWERFUL chemicals may be SAFELY USED, in many fun experiments. Remember, too, if you have any questions
about CHEMICAL HEALTH AND SAFETY contact your local physician or Poison Control Center, or Natural Science
Industries.
Chemicals supplied in your microplate are:
Well B-l: Cobalt Chloride
Well B-2: Calcium Nitrate
Well B-3: Ferrous Sulfate
Well B-4: Methylene BlueWell B-5: Phenolphthalein
Well B-6: Universal Indicator
Chapter 7
Chapter 8
Chapter 9
Appendix A
Appendix B
Appendix C
Acid and Base Solutions .............................................................................................................. page 32Section 1 - The pH Scale and Indicators .......................................................................... page 32SectionSectionSectionSectionSectionSectionSection
1A - Dilution of an Acid ............................................................................................ page 332 - Natural Indicators ............................................................................................ page 343 - Natural Indicators ............................................................................................ page 344 - Other Natural Indicators .................................................................................. page 355 - Testing for Acids and Bases ............................................................................ page 356 - Testing Rain Water for pH Value .................................................................... page 357 - Testing the pH of Other Chemicals .................................................................. page 36
Titration, A Quantitative Method .................................................................................................... page 37Section 1 -Section 2 -Section 3 -Section 4 -Section 5 -Section 6 -
Preparation of a Standard Base Solution ........................................................ page 37Testing Vinegar Solutions ................................................................................ page 37How Much Acetic Acid is in Vinegar? .............................................................. page 38Comparing Different Brands of Vinegar .......................................................... page 39How Much Base is in Antacid Tablets? .......................................................... page 40Different Brands of Antacid .............................................................................. page 40
ElectrochemistrySection 1 -Section 1 A-Section 2 -Section 3 -Section 4 -Section 5 -Section 6 -Section 7 -Section 8 -
........................................................................................................................ page 42Detecting .......................................................................................................... page 42Detecting the Flow of Electrons ...................................................................... page 43A Simple Cell .................................................................................................. page 44A Simple Battery .............................................................................................. page 44Another Battery ................................................................................................ page 45Activity of Metals .............................................................................................. page 45Other Electrochemical Reactions .................................................................... page 46Corrosion of Different Metals .......................................................................... page 47A Corrosion Pair .............................................................................................. page 48
Answers to Experiment Questions .............................................................................................. page 49
The Periodic Table of Elements .................................................................................................... page 53
A Note to Adults and Parents ...................................................................................................... page 55
Page 55II
CHAPTER1
Introduction
_A_W~O_RD TO PARENTS
This laboratory manual is prepared with one main concern:
SAFETY!
In recent years the ecological and health sciences havestated that exposure to certain chemicals, either in work,school, or at home, can cause serious health problems. Yetyoung scientists need the "hands on" experience, the thrill of ex*perimentation, and the satisfaction of discovery which is possi-ble only through labs.
The MicroChemistry approach has been adopted by highschools and colleges throughout the United States. The use ofsmall amounts of chemicals to investigate the workings ofchemistry in no way lessens the excitement of experimentation.Yet, this approach reduces the possibility of exposure of the ex-perimenter to harm from chemicals necessary for the experi-ment itself.
This is not to say that ALL CHEMICALS and CHEMICALPROCESSES in the MicroChemistry approach are absolutelysafe.
__.ALL CH.~MICALS AND PROCEDURES HAVE A POTEN-TIAL TO CAUSE HARM.
MicroChemistry lessens that possibility by reducing, con-siderably, the amount of materials used. By using plasticware,minimal amounts of glassware, by eliminating the use of fire orburners and restricting the use of heat, an additional safety fac-tor is provided. MicroChemistry equipment is safe and easy touse.
From the scientific viewpoint, for the first time in ANYchemistry set, young experimenters will be able to tell HOWMUCH of a substance reacts or is present rather than only look-ing at general properties.
Some of the experiments in this manual are:
QUALITATIVEThis means that if a test is done you will, for example, be ableto tell if starch is present in a food.
Some of the experiments in this manual are:
QUANTITATIVEThis means that young chemists will be able to tell, for example,HOW MUCH starch there is in a sample of food.
Prior to the MicroChemistry approach, QUANTITATIVE ex-periments by young scientists were not possible.
Even though MicroChemistry is safer than the chemistrywhich requires more material, it is important to realize that youare STILL handling some potentially harmful materials.
The safest way to handle ANY chemical is to treat it as if it were
’1’!!!~ )lOS’r l)i~tl)l.¥ I~OISON
Follow these simple rules to insure that your interest inchemistry will not be stopped by an injury or sickness caused bymishandling your experiment.
Safety Rules1) NEVER ALLOW A CHILD TO EAT ANY CHEMICAL ORTHE PRODUCTS OF THEIR EXPERIMENT!
NEVER ALLOW THEM TO EAT FOOD WHEN YOU AREEXPERIMENTING. DO NOT ALLOW ANY LIQUID TO BEDRUNK WHILE EXPERIMENTATION IS BEING CONDUCT-ED.
2) CAUTION A CHILD NEVER TO HANDLE A CHEMICALWITH THEIR BARE HANDS. USE A SCOOP OR FOLLOWDIRECTIONS FOR MAKING A PLASTIC SCOOP TO MEA-SURE OUT SOLID CHEMICALS.
3) LIQUID CHEMICALS ARE ALWAYS DISPENSED WITH ASPECIAL PIPETTE. USE ONLY DROPS OF CHEMICALFROM THIS PIPETTE. DO NOT USE THIS PIPETTE OR ANYOTHER EQUIPMENT IN THIS SET FOR OTHER PURPOSES!
4) ALWAYS WORK WITH GOGGLES.
5) CHILDREN SHOULD WORK UNDER THE SUPERVISIONOF AN ADULT AT ALL TIMES.
6) IF THERE IS A SPILL OF ANY CHEMICAL, THE AREASHOULD BE CLEANED THOROUGHLY.
7) WASTE CHEMICALS FROM EXPERIMENTS AND MATE-RIALS USED TO CLEAN AN AREA OF SPILL OR ACCIDENTSHOULD BE DISPOSED OF IN AN ENVIRONMENTALLYSAFE MANNER.
8) IT IS IMPORTANT TO COVER CLOTHING WITH A PRO-TECTIVE LAYER OF CLOTH, PLASTIC OR RUBBER. YOUSHOULD OBTAIN AN APRON (LIKE A WORKSHOP APRON)AND WEAR IT WHILE YOU WORK WITH YOUR CHEMISTRYSET. A PROTECTIVE PIECE OF PLASTIC SHEET SHOULDBE USED UNDER YOUR WORK AREA TO PROTECT THESURFACE YOU ARE WORKING ON.
While it is fitting that your child learns some ideas and prin-ciples about chemistry while experimenting with his/her newset, it is important that he/she have FUN while exploring anddiscovering! Throughout this Laboratory Manual, questionshave been provided to help the experimenter "HOME IN" on theprinciples of chemistry. Some answers are given right in theexperiment, while other answers can be found in the Appendixat the end of the Laboratory Manual.
It is hoped that by providing interesting questions alongwith the experiments, the young chemist will develop a basicknowledge of chemistry along with the workings of chemistry.
APPENDIX B
THE PERIODIC TABLE OF ELEMENTS
NOBEL GASES
0.125 .8.90
46 PALLA01U M
106.40.13812.02 Pd2+.3+4+
t95.o9 I0.138 1,81
~÷". ..... 1’1¯ NOTE.
IB29 COPPER
63.5460.!288.96 Cu1+2+
47
107.8680.14410 50 ~g
79 GOLD
196.9670.!4419.3 Au
lib
65.38 J2Iz8 0.133 I 8l7.13 Zn J ~!J
SILVER "~ ~A~
18 0.149 J~l8.65 Cdl;~
80 MERCURY
; 200.59 28
’8 13.546 Hg
NONMETALS 4.003" - ................................... \ 0.122/ 0.00018 H.
m A iV A V A W A VI~ A --
10.81 ~-12.011 ~ ~5 9;9--~~.998-~ ~0.083 I 2[0.077 I 210.070 I ;10.066 I z10.072 I ~ 0.~02.34 BH2.267 el.J0.001Nl~10.00,0l~10002 FJ,0.001
20~ I ] ~ ] 130.974 I . 132.06 ] I 35 453 I 399480~.7 I ~n~5 I ~10.~04 I q0099 I~ 0.191
~ ~+~+:~ I I~-"~" I I~ I -
"I"I°.°°4
0~~ ~~ ~ 0.~o~.1
Symbols &narnes used are assigned by IUPACO, fferent names & symbols are frequently used/n the U.S. & C.I.S. (fom~erly U.S.S.R.)
66 DYSPROSIUM
162.50 28
0.1778.550 Dy
3+ 2
98 CALIFORNIUM
2251.08--
Cf14 28
67 HOLMIUM 68 ERBIUM 69 THULIUMz 167.26 z 168.934 ~164.930 8 8 8
0.177 ’8 0.176 ~8 0.175 188.795 HO ;~1 Er ~o Tm ~
8 9.066 8 9.321 83+ 2 3+ 2 3+ 2
99 EINSTEINIUM100 FERMIUM 101 MENDELEVIUM
254.088 ~ 257.095 ~ 258 8-- 18 _ )8 __ 18
Es 32 3229 Fm 32 Md 3~8 8 8
-- 2 -- 2 -- 2
70 YTTERBIUM
2173 04 80.194 ,86.965 Yb 328
22+3+
102 NOBELIUM
2255.093 8
No 32-- 32
8-- 2
ATOMICNUMBER
"ATOMIC MASS(AMU)
"ATOMIC RADIUS(NM),
"DENSITY(GiCM~) --
MAJOR --OXIDATION
STATES
-,’-29
’63.546.,.-0.128..-8.96
KEY ELECTRONO,STR,BUT,ONELEMENT NAME
COPPER
Cu 18
-.,~-’- K SHELL
OUTERMOST~SHEI.L
ELEMENT SYMBOL
¯Values for atomic mass, etc. arerounded to the nearest lO00th.
Page 1 Page 54
CHAPTER2
2
LANTHANIDESERIES
CHAPTER 3ACTINIDESERIES
APPENDIX B
THE PERIODIC TABLE OF ELEMENTS
IA
1 HYDROGEN
1 0080 0530.0001 H
¯
IIA METALS
6.941 9 0120.152 0 111 I 21
0.5341+
Li i~848 BeU
11 SODIUM 1_~2 MAGNESIUM J
1,124.3°5I0.192 I 10 160 ] 1
lJ~ ’~S~U-M ’ t SC~.=UM
0.227 I el0 197 0 16
0.862 KI e/,.S5 C ~.989 Sc
~ ST.0.TIUM ] 3~ YTTNIUM
1.532 R" 2.54 Srl ~14469
....... ~ ~’~$-~Ei~-6 ......55 CESIUM
132 9050.2651 873 Cs1,*
87 FRANCIUM
223 02 ~0.27
137 33 ;8 174 967 ;0.217 ~8 0 173 lib
226 025 256099 I ~0.220
TRANSITION ELEMENTS
Iv B V B V~ B V, B VIIIB
47.90 I ;I 50.942I 21 51._~96 I 21 54 938 I ;I 55 847 I ;I 58 9334540145 "1’01 I1’ =’1"1 Mn{"~874 ~1"1° 8.92 co
91.22 ~92.906 ~9594 ~ 96906 ~101.07 ~1029060 160 I ,~1 0 ;43 I ,~1 0 136 I ,~1 0.136 I ,;I 0 133 I ,~1 0 135
~2849I ;I 180.948I I;I I0n56 I~1 0.143 I ~1 0.137 I ~ 0.137 I
57 LANTHANUM
138.9060.1886 1453+
58 CERIUM
140 120.1836.657 Ce3+ ~+
89 ACTINIUM 90 THORIUM
59 PRASEODYMIUM 60 NEOOYMIUM
140.908 28
0.183 ~e
6.64 Pr ;~
91 PROACTINIUM~ 232038 ;227.028 8 8
0 188 ~ 0.18010.07 AC~z~8 11.7 Th 3;:8
3+ 2 4+ 2
2144.24
0.1826.90 Nd
8’234.
92 URANIUM
231 036 ~! 238.0290.161 ~8~ 0.139
32 I 321537 Pa ;’~1 1895 U
94. 5* ~ 3+4+5+6*
61 PROMETHIUM
;144 913 80.181 ~
7.22 Pm ~
93 NEPTUNIUM
62 SAMARIUM
150.4 8
0.1807.520 Sm
8
2+ 3+ 2
94 PLUTONIUM
237048 ~ 244.064 ~0.131 ~ 0.157 ~8
~PU ~!20.25 Np ~ 19.816
93+4+64- 2 3÷4~6~ 2
RAREEARTH ELEMENTS
63 EURDPIUM
2151 96 80. 204 ~85.243 Eu 25
22+.3+
N5 AMERICIUM
2243.061 8
13.67 Am3..4.~ 2
64 GADOLINIUM
157.250 1807.900 Gd3+
96 CURIUM
247.070
13.51 C~
65 TERBIUM
158.9250.178
18.23 Tb
13+
: 97 BERKELIUM
247.070
14.78 Bk
Page 53
A WORD TOTHE "CHEMIST"
A Word to The "Chemist"
You live in an EXCITING world.
It is a world full of the latest in TECHNOLOGY (the use of
scientific knowhow in every day life) and invention. Many of the
things in today’s world were never considered to be possible a
few years ago. The advancements in technology could only be
possible by advancement in the basic sciences. For example,
scientists found that by treating silicon wafers with certain
chemicals that the electrical conducting ability of the silicon
wafers was changed in certain ways. This discovery opened up
a whole world of "electronic micro chips" which helped in the
development of computers and other electronic devices.
Your chemistry set is an excellent starting point to advance
your skills as a scientist.
The world of science is a world of questions.
While you are working on your experiments in this manual,
a series of questions will help you understand the hows and
whys of what you are seeing. The answers to some questions
will be given right after the questions in the experiments. The
answers to other questions will be given in the Appendix section
at the end of the Laboratory Manual.
The world of SCIENCE is the world of OBSERVATION.
Scientific Observation means that the experimenter looks for
and writes down (records) all the changes which happen that
can be seen, and records how much these changes can be
measured (quantifies).
Everything that scientists do depends on their ability to
make careful observations and measurements about their expe-
riences. We call these experiences EXPERIMENTS. An exper-
iment is a carefully controlled set of situations which allows a
scientist to see what effects a change in a single VARIABLE will
have on the rest of the experiment. A variable is a single part of
the experiment.
and the effects of a change of things important to a plant.We would start with two sets of plants. The two sets of
plants have to be identical to each other. They must be of thesame species, size, age, etc. One set would be a CONTROL,
or standard. The control set would be compared with an EX-
PERIMENTAL group. The control plants would be treated in anormal manner. An experimental set of plants would have the
same treatment as the control, EXCEPT FOR ONE PART. This
is the VARIABLE. In our experiment, let’s select temperature
as the variable.
In the experiment, the control and the experimental plants
would have the identical soil, receive the same amount of water,
and have the same lighting. The temperature surrounding the
experimental plants, however, would be different than the con-
trol plants. By making careful observations, the scientist would
be able to see what effect temperature has on the growth of
plants. He could do this by comparing the experimental plants
to the control plants.
In this laboratory manual you will always be asked to com-
pare an EXPERIMENTAL to a CONTROL.
Page 2
SAFETYNo matter what the experiment, equipment, or procedure,one thing should be the first to think about:
SAFETYFollow these simple rules to insure that your interest inchemistry will not be stopped by an injury or sicknesscaused by mishandling your experiment.
2)
3)
4)
5)
6)
7)
9)
SAFETY RULESNEVER EAT ANY CHEMICAL OR THE PRODUCTS OFYOUR EXPERIMENT!
NEVER EAT FOOD WHEN YOU ARE EXPERIMENTING.
DO NOT DRINK ANY LIQUID WHILE YOU ARE EXPERI-MENTING.
NEVER HANDLE A CHEMICAL WITH YOUR BARE HANDS.USE A CHEMICAL SCOOP. FOLLOW DIRECTIONS ONPAGE 4 FOR MAKING A PLASTIC SCOOP TQ MEASUREOUT SOLID CHEMICALS.
DISPENSE LIQUID CHEMICALS WITH CARE. USE ONLYDROPS OF CHEMICAL FROM A SPECIAL MEDICINEDROPPER CALLED A PIPETTE. THESE PLASTIC PI-PETTES ARE PROVIDED IN YOUR CHEMISTRY SET.
USE CHEMISTRY SET EQUIPMENT FOR EXPERIMENTSIN YOUR CHEMISTRY LAB MANUAL ONLY.
ALWAYS WORK WITH GOGGLES, IN PLACE, OVER YOUREYES.
YOU SHOULD WORK UNDER THE SUPERVISION OF ANADULT AT ALL TIMES.
IF THERE IS A SPILL OF ANY CHEMICAL, THE AREASHOULD BE CLEANED THOROUGHLY. MATERIALSUSED TO CLEAN THE AREA SHOULD BE DISPOSED OFIN A SAFE MANNER.
IT (S 1~4P(~F~TANT T~ ~C’)\II=R Y(")l IR WORK ARFA PROTECTIVE NEWSPAPER, LAYER OF CLOTH OR PLAS-TIC.
DISPOSE OF USED CHEMICALS IN A MANNER WHICH ISENVIRONMENTALLY SAFE. TALK TO YOUR PARENTS ORSCHOOL SCIENCE TEACHER ABOUT THE BEST WAY TODISPOSE OF CHEMICALS.
THE MICROCHEMISTRYSYSTEM
The MicroChemistry System
Your chemistry set is different!It uses the latest methods in experimental chemistry.
These methods were developed to make chemistry a safer sci-ence.
The MicroChemistry System uses smaller amounts of chemi-cals than other chemistry sets. The hazards of glass have beenminimized by the use of plastic labware. If a chemical reactionmust be heated, hot water will provide the needed heat. Openflames or burners are NEVER used in MicroChemistry.
By using MicroChemistry you will be able to do more exper-iments, get better results in a shorter amount of time and havea safer environment in which to work. Your work in the labora-tory will be more efficient. That means you will be able to havemore time to explore chemistry and have more fun doing it!
You will need the following materials to complete this seriesof experiments.
SECTION 1 - PREPARATION OF LABORATORY EQUIPMENT
LIST OF MATERIALS
[] Microplate (from your chemistry set)-I Three plastic pipettes (from your chemistry set)
[] Small piece of cotton (obtain at grocery or drugstore)fl Pair of scissors (from home)
Measuring cup (from your chemistry set)[] Distilled water (from grocery)--1 Rubbing alcohol or isopropyl alcohol (from grocery
or drugstore)[] Goggles
~ Storage case
YOUR WORKSPACEMicroChemistry uses two basic tools:the microplate and the plastic pipette.
Figure #1Microplate Unit
THE MICROPLATE
The first is a plastic tray called a microplate. This tray isvery sturdy. The tray has shallow wells arranged in order ofrows (running across) and columns (running up and down).These wells are used instead of test tubes, flasks and beakers.See Figure #1A.
Page 3
~000000000 0 0 O~~000000000 0 0 O~cO00000000 0 0 Oco O00000000 0 0 Oo
Figure #1ABE SURE TO WEAR GOGGLES WHEN DOING
EXPERIMENTS IN THIS CHEMISTRY SET!The tray is divided into two parts. Each has a series of
rows and columns. This makes the microplate very orderly. Italso makes a group of experimental chemical reactions easy tocompare to a control group. Changes in color, or any otherchanges in a reaction can be easily seen when compared to thecontrol.
The bottom row of the microplate contains the variouschemicals you will be using in your experiments. These chem-icals are permanently kept in this row of large microwells.
The chemicals supplied in the B wells of your microplateare:
B-1 : Cobalt ChlorideB-2: Calcium NitrateB-3: Ferrous SulfateB-4: Methylene BlueB-5: PhenolphthaleinB-6: Universal Indicator
The remainder of your chemicals are supplied in plasticvials (small plastic bottles) contained in your chemistry set.
There are 48 "small wells" or depressions in theMICROPLATE. These are numbered as columns #1 through#12. These are also lettered as rowsA, B, C, D. During testingof reactions, you can identify individual reaction "wells" by usingthe row and column. For example, "Small well A-7 or Small wellC-10".
There are 12 "large wells" or depressions in theMICROPLATE. These large wells are located directly downfrom the small well section. The large wells are numbered ascolumns 1, 2, 3, 4, 5, 6.
These column numbers for the large wells appear at thebase of the MICROPLATE near the bottom edge. The deepwells are lettered as rows A and B. You can identify individuallarge wells by the same method you identified the small wells,for example, "Large well A-6 or Large well B-2".
PLASTIC PIPETTE(medicine dropper)
MicroChemistry uses a plastic pipette, such as in Figure #2.
BULBSTEM
"-, _
Figure #2
Chapter 8 - TITRATION: A QUANTITATIVE METHOD
SECTION 1
5) A solution of sodium bicarbonate conducts electricity be-cause sodium bicarbonate ionizes in water. If a drop ofUniversal Indicator is added to sodium bicarbonate, the in-dicator turns blue to indicate the presence of a base.Sodium hydroxide, ammonium hydroxide, calcium hydrox-ide and potassium carbonate are common bases.Individual tests with Universal Indicator will show which ofthe salt solutions in the chemistry set are bases.
SECTION 2
2) Sodium acetate is the name of the salt formed when sodi-um bicarbonate reacts with acetic acid. The gas formed iscarbon dioxide.
SECTION 4
4) Household products which test positive with Universal Indi-cator are acids. Common acids are citrus juices, vinegarand soda water. The amount of base in a substance canbe determined by the process of titration.
SECTION 5
8) The pH of a solution will vary with the substance being test-ed. The pH can be estimated by comparing the color in thetest solution with the indicator with the standard colors ofthe indicator as determined in the previous series of exper-iments.
SECTION 6
Bases commonly found in the home are milk of magnesia,household ammonia, and milk.
Chapter 9 - ELECTROCHEMISTRY
SECTION 1
7) The compass needle moves to the left or to the right. Themovement indicates that a current is flowing through thewire from one end of the battery to the other.
10) When the connections are reversed, the needle moves inthe opposite direction. As electrons move through a wirethey create a magnetic field which affects the compass.
SECTION 2
6) The needle of the galvanometer moves in response to aflow of electrons. By comparing the movement noted inthis experiment to the movement in the previous experi-ment, the direction of electron flow can be determined inSECTION 3.
Electrons flow from the NEGATIVE TERMINAL of the bat-tery or cell to the POSITIVE TERMINAL of the battery orcell.
Page 52
SECTION 5
10) The activity of a metal pair can be determined by the sizeof the movement of the compass needle. The greater theswing of the needle, the more active the metal pair.
11) Inactive metals are useful in applications where a resis-tance to corrosion is important. Inactive metals would havea longer useful life than active metals.
SECTION 6
7) The metals which were not coated would be expected tocorrode. Metal which was wrapped in zinc wire did not cor-rode because the more active zinc metal corroded beforethe metal with which the zinc was in contact. The zinc func-tioned as a SACRIFICIAL METAL.
SECTION 8
5) The metals corroded in the expected manner. Changes inthe solutions would also be noted due to a change in thepH of the solution as indicated by the change in theUniversal Indicator color change. Evidence of corrosionwould be seen on the nail similar to previous experimentson the activity of metals.
SECTION 13
5) The reaction of ammonium chloride with calcium hydroxidewill produce ammonia gas. The ammonia gas dissolves inthe moistened filter paper and causes the UniversalIndicator to change color.
SECTION 14
4) & 5)The filter paper which had been soaked in UniversalIndicator will change color as the ammonia is reacted withthe vapors of vinegar.
6) The vinegar will eventually tint the Universal Indicator backto green and finally to orange or red. The side of the paperclosest to the vinegar vapors wilt change color first.
The reaction of household vinegar (acid) with calcium hy-droxide (a base) and ammonium chloride would produce solution which would cause the Universal Indicator toreturn to its green color.
SECTION 15
7) The Universal Indicator paper would show that the reactionwould produce a basic gas, ammonia. You would know areaction occurred by the change in the color of the paper.
Chapter 6 - EXPERIMENTS WITH SOLUTIONS
PRE-LAB:
1) Any metallic alloy is an example of a solid solution.Stainless steel, carbon steel, gold jewelry, etc., is a solidsolution.
2) Air is a good example of a solution of a gas in a gas. In thecase ef a!r, nitrogen is the so!vent since it !s in greateramount in the air.
SECTION 2
4) Pure water is not an electrolyte. Tap water is not purewater. Try to detect conduction with distilled water. Thereshould be little or no conductivity. Tap water contains somesalts and chemicals added to prevent bacterial contamina-tion.
7) Non-electrolytes are solutions of either compounds whichhave carbon in the molecule or are precipitates.Electrolytes are solutions of inorganic compounds whichdissolve and ionize in water to form charged particles.
SECTION 3
Conductors conduct electricity. Non-conductors do not conductelectricity.
Page ..51
SECTION 4
3) Electrolytes cause the indicator to glow while non-electro-lytes do not cause the indicator to show conductivity.
9) The combinations of chemicals which produce a precipitateor gas gives an indication that a chemical reaction hastaken place.
SECTION 5
7) & 8)The reactants would be electrolytes since their solutionsshowed conduction with the conductivity tester. One of theproducts of the reaction is a precipitate. Precipitates do notdissolve or ionize in water. If no ionization takes place, asolution of a chemical does not show conductivity.
Chapter 7 - ACID AND BASE SOLUTIONS
SECTION 1
3) By diluting the acid by a factor of 10, the amount of acid perunit volume is decreased by an equal amount.
7) By diluting the base by a factor of 10, the amount of acidper unit volume is decreased by an equal amount.
10) The Universal Indicator will turn different colors dependenton the amount of acid or base in the solution in each well.
11) Phenolphthalein is different than Universal Indicator since ithas only one change of color. Phenolphthalein is a singlechemical indicator. Universal Indicator is a mixture of sev-eral indicators.
SECTION 4
Each indicator changes color at only one concentration of acidor base. Often, a single chemical indicators may be found inmore than one source.
SECTION 5
4) You will be able to tell if each product is acid or base by thecolor of the Universal Indicator. It is very unusual to find aproduct which is neutral.
SECTION 6
8) An indicator which turns color near the range of pure waterwould be most useful. Ask your teacher about the normalpH of rain.
The pipette is made of POLYETHYLENE. This form of plasticis soft and is very DUCTILE (flexible).
Examine one of the pipettes provided in your chemistry set.You will observe that it has an enlarged area called a BULB, along tubelike section called a STEM. You may wish to form amicrotip on one of your pipettes. This can be done by pullingthe tubelike portion of the microtip until it stretches into a thin-ner diameter and then cutting the lower portion off with scissors,allowing only the very thin tip to be the end of the stem.
Figure #2A
The plastic PIPETTE will be used to dispense drops ofchemical liquids to the microplate wells where your chemicalreactions will take place. The use of the PIPETTE is just thesame as the use of a conventional medicine dropper or eyedropper. When the tip is placed below the surface of a liquidand the bulb squeezed BETWEEN THUMB AND FOREFIN-GER, and then released, the PIPETTE will draw up liquid intothe bulb. The pipette can then be used to deliver drops of liq-uid or chemicals to your MICROPLATE wells.
Slowly releasebulb and draw liq-uidup into pipette To deliver drops,
gently squeeze bulb.
Figure #2B
The pipette can be used over again by simply rinsing thestem and bulb between chemicals. Water and chemical solu-tions do not "stick" to the plastic inside the pipette the way theymight if the pipette was made of glass or rubber. The plasticsurface of the pipette is NON-WETTING. This means that allthe contents of the pipette can be dispensed with none of thechemical left behind.
Page 4
The chemicals in your chemistry set will most often be inSOLUTION. This means that the chemical has been DIS-SOLVED in water. Solutions of chemicals react faster and moreevenly than if the chemical were in the powdered or solid form.In fact, many of the experiments which will be done in this man-ual would not be possible if the chemicals were not in solution.Your pipettes are kept in the receptacles provided in your labstation stand.
Making a Chemical Scoop
When it is necessary for you to use a solid in an experi-ment, the chemical solid can be transferred by the use of aCHEMICAL SCOOP. We can very easily make a CHEMICALSCOOP out of another pipette.
1) Hold a plastic pipette by the stem.2) With scissors, cut through both sides of the pipette at
an angle. See Figure #3 for a picture of the procedure.The cut pipette makes an excellent chemical scoop forany solids which will be used in the rest of the experi-ments in the laboratory manual.
/Figure #3
Making a Filter Funnel
We can make a filter funnel from another pipette.
1) Hold a plastic pipette by the stem.2) With scissors, cut through the entire pipette straight across
the bulb of the pipette.3) Place a small piece of cotton from a cotton swab or cotton
ball in the bottom of bulb. See Figure #4 for a picture of theprocedure.
CUT ~
CUT -:
SOLUTIONTO BE
TrON
Figure #4
Delicate filtering of liquids into test tubes or into wells of theMICROPLATE can be accomplished using the microfunnel.Figure #4B shows how a funnel stand is made from a smallpiece of folded card stock.
\.._../"
A Measuring Cup
Figure #4A & 4B
Often solid material will be required in your experimenta-tion. In order to weigh out correct amounts of solid materials,you will need to use the plastic measuring cup. See Figure #5.
Figure #5 - Plastic Measuring Cup
These measuring cups are provided in your chemistry setand are printed on their sides with different lines and measure-ments. There are measurement lines for teaspoons (tsp) andtablespoons (tbs) and also measurement lines for fluid ounces(fl. oz.). There are measurement lines for cubic centimeters (cc)and for milliliters (ml).
Always keep the plastic measuring cups clean and dry.
PART TWOPreparing the Chemical Vial Well
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SECTION!
All of the chemical vial wells and chemical vials in thischemistry set will produce the chemical solutions you will use inyour experiments.
These special vial wells are actually the large microplatewells in the "B" row of your microplate. Each of the chemicalwells is capped with an "H" seal, and is labeled as to whatchemical it contains.
The other separate vials in your chemistry set will produceother chemicals which you will need in experiments. Each ofthe chemical vials are also capped with an "H" seal. Each vialis labeled as to what chemical it contains.
Affixed to the top of the vial well is the vial sealing disk.Look closely at the sealing disk. You will observe that there isa small "H" shaped cut in the top of the seal. This is the "H" sep-turn sealing disk.
The "H" cut in the seal is a special opening for the stem andtip of your pipette. Try pushing the tip end of your pipettethrough the "H" cut in the seal.
Notice how it opens to allow the pipette to enter the chemicalvial. Notice how it closes back up after you take the pipette out.
You may have to use a pencil or ball point pen’s point to ini-tially open and widen the "H" cuts in the seals so that yourpipette can easily be inserted into the vial well.
The chemical in each vial well is either on small strips ofspecial paper or as solids in precisely measured amounts.
Look at one of the plastic vials (small plastic bottles).Notice that each has a screw-on, screw-off cap. The cap is asafety cap. To get it off, simply push down on the plastic capand unscrew the cap. If you turn the cap clockwise it getstighter. If you turn the cap counter-clockwise it comes off.
Push Down Push Down
To Open
Tu rn
Figure #6
To Close
When a solvent is added to the vial, the chemicals dissolveupon shaking the microplate, and forms the chemical solutionwhich you will use in your experiments.
The chemical’s name is printed on the label on the exteriorportion of each vial well. Special receptacles are provided inyour lab station stand to hold the microplate and its contents.
IMPORTANT NOTE: READ THESE DIRECTIONS BE-FORE ADDING ANY LIQUID TO YOUR CHEMICALS!
ADDING SOLVENT
You are now ready to activate your chemical vial wells andyour separate chemical vials with either water or alcohol. Besure to follow the directions exactly so that you will put the cor-rect liquid into the correct chemical vial.
You will need to gather the following materials to completethis procedure:
MATERIALS--I Observe that some of the chemical vial wells in your
microplate and your separate vials have YELLOW TOPS.Observe that some of the chemical vials wells in yourmicroplate and your separate vials have BLUE TOPSTwo plastic pipettes (medicine droppers) from your set.One plastic measuring cup from your setSharp pointed pencil or ball point pen
Alcohol - either isopropyl alcohol (rubbing alcohol) or ethylalcohol, from your local pharmacy or grocery store.Distilled water from your local supermarket or pharmacy.
SECTION 9
7) & 8)The Universal Indicator turns two different colors in the twowells. The positive electrode well produces oxygen gas(which is soluble) and an orange or red color is seen whenthe indicator is present. The negative electrode produceshydrogen and is colored blue.
SECTION 10
1) The last or control well is left alone to show the originalcolor of the copper sulfate solution before the reaction hasoccurred.
2) & 3)The copper solution did not change in the control or copperwire well. The well which contained the zinc wire fadedwhen the zinc was left in the solution.
4) & 5)As the zinc wire reacted with the copper ion in solution, thezinc metal in the wire became zinc ion and dissolved intothe solution. Zinc in aqueous solution is colorless. Thecopper wire in the copper solution showed no change.
Chapter 5 - THE GASEOUS PHASE OF MATTER
SECTION 1
8) As the pressure on the gas is increased, the volume of thegas trapped in the column decreases. Pressure and vol-ume are INVERSELY related. The higher the pressure, thesmaller the volume.
SECTION 2
6) As the gas in the bulb of the pipette is decreased, the vol-ume of the gas decreases. We know that the volumedecreases because the liquid level goes up into the pipette.The volume of a gas is DIRECTLY related to the tempera-ture of the gas.
10) As the air in the bulb is warmed, the volume of the gasincreases. The air which is heated expands and is forcedout into the well of water. As the temperature on the gas isincreased, the volume of the gas increases.
SECTION 3
7) As the ammonia vapors leave the well, the Universal Indi-cator changes from green to blue. As the vinegar vaporsleave the well, the Universal Indicator changes from greento orange or red.
8) The ammonia vapor travels faster than the vinegar vapor.The ammonia molecule is smaller and travels faster thanthe vinegar (acetic acid) molecule.
SECTION 4
9) As the hydrogen peroxide is decomposed, oxygen gas isgenerated. As the oxygen gas bubbles through the meth-ylene blue solution the methylene blue is decolorized.
SECTION 5
8) As air goes into the methylene blue solution, a smallamount of oxygen in the air causes the methylene blue tode-color in the same way as in SECTION 4, part 9. Oxygengas is the only gas which decolorizes methylene blue.
SECTION 6
3) Liver and potato contain the natural catalyst catalase whichaids in the decomposition of hydrogen peroxide to waterand oxygen. The gas, oxygen, can be identified by oxy-gen’s ability to decolorize methylene blue.
SECTION 8
6) When the leaf is exposed to light, photosynthesis occurs.Photosynthesis produces oxygen as one of its products.The oxygen decolorizes the methylene blue solution.
SECTION 9
5) The carbon dioxide reacts with the calcium hydroxide solu-tion to form calcium carbonate, a white precipitate. The for-mation of a white precipitate when a gas is bubbled throughcalcium hydroxide solution proves the presence of carbondioxide.
SECTION 10
9) The reaction of the calcium carbonate with an acid pro-duces carbon dioxide gas.
10) Calcium hydroxide reacts with carbon dioxide to produce awhite precipitate of calcium carbonate.
11) The precipitation reaction has been the method of testingfor carbon dioxide in SECTION 9 and also this section.
SECTION 11
5) The reaction of an acid with sodium hydrogen carbonateproduces carbon dioxide. Precipitation of calcium hydrox-ide solution is a good test for the presence of carbon diox-ide.
SECTION 12
3) Alka-Seltzer~ is a solid mixture of an acid and a carbonate.When the Alka-Seltzer® dissolves, the acid and the car-bonate produces carbon dioxide. The reaction of this gaswith calcium hydroxide would show the gas to be carbondioxide.
Page 5 Page 50
APPENDIX A
Answers to Experiment Questions
Chapter 3 - BASICS
SECTION 2
10) The liquid which has been added to the well remains in thewell. The force of cohesion of water (surface tension) andadhesion to the plastic is greater than the force of gravity.
Water in the large welts has greater mass and a larger sur-face area. The water in the large wells falls out of the wells.The surface tension of the water is not great enough tokeep the water in the wells.
SECTION 3
7) Dish detergent destroys the surface tension of water. Thewater falls out of the wells. The "wetting" power of deter-gent is what makes detergent a valuable cleaning agent.
SECTION 4
5) The water once again falls out of the wells. Alcohol alsodestroys the surface tension of water. The results of thispart are similar to SECTION 2.
SECTION 5
5) The baby powder or flour coated the surface of the water.When the detergent was added the surface tension of thewater was destroyed and the powder or flour was forcedtoward the walls of the well. The flour or powder sunk tothe bottom of the well.
Chapter 4 - MODELS
A charged atom is Called an ion.
SECTION 1
6) A 3-D model is better than a paper or 2-D model since the3-D model gives a clearer, more useful picture of what theactual molecule is believed to look like. The 3-13 model letsyou look at the structure of the molecule.
SECTION 2
4) The combinatioq of iron and oxygen requires that the ironand oxygen form an alternating structure of oxygen-iron-oxygen-iron-oxygen. The paper model may show this butthe 3-D model is more informative.
SECTION 3
11) The nails which were covered with solution show greaterrusting than nails which were only covered with water. Thenails tend to be rusty ABOVE the line of the solution. Thered-brown color of the nail is due to the formation of ironoxide or rust.
Page 49
12) The nail which shows the most change is the nail which isin a salt solution. In order for nails to change into rust, theiron must be able to react with oxygen in the water or oxy-gen in the air.
SECTION 3A
11) The nails which were covered with solution show greaterchange than the nails which were only covered with water.
12) Copper and aluminum nails are resistant to chemicalchange. A discoloration shows which chemicals tend tochange copper and aluminum.
SECTION 5
9) The oxygen ion has a negative (-) charge.
10) The hydrogen ion has a positive (+) charge.
11) The possible products formed at the positive wire of thebattery are: gaseous hydrogen and gaseous oxygen. Thegas released is gaseous oxygen.
12) The positive electrode is producing oxygen gas. Hydrogengas is being produced at the negative electrode.
17) The formula for water gives us the clue. H20 tells us thata molecule of water has two hydrogen atoms for every oneoxygen. When we decompose water, two times as muchhydrogen is produced than oxygen. This is why twice asmany bubbles of hydrogen come out of the solution at thecathode as do oxygen bubbles come out of the solution atthe anode.
SECTION 7
6) The electrolysis of aqueous potassium iodine produces el-emental iodine (12) at the positive electrode. Hydrogen nroduced at the neaative electrode,
7) Iodine is produced at the red electrode. Hydrogen is pro-duced at the black electrode.
11) & 12)The positive electrode produced the iodine which tests pos-itive with starch or paper as the indicator. A black color indi-cates iodine.
SECTION 8
7) & 8)The Universal Indicator turns two different colors in the twowells. The positive electrode well produces oxygen gas(which is soluble) and an orange or red color is seen whenthe indicator is present. The negative electrode produceshydrogen and is colored blue.
NOTE: In the top of each of the YELLOW or BLUE caps ofthe chemical vial wells or separate chemical vials, therecan be seen an "H" shaped letter. This "H" is the placewhere you will puncture, or make a hole, in the chemicalvial well. You should use a pencil point or a ball point pento break through this "H", and thereby open up the chemi-cal vial so that you may add liquid or take out liquid. The"H" cut will actually seal itself between uses. For now,however, go ahead and proceed with the steps outlinednext.
DIRECTIONS(1) II,~ing the point of a pencil or ball point pen. poke through theplastic inner seal of all the chemical vial wells which have thesmall "H" cut on the inner seals.
This will allow you to insert the pipette into these vials andwill make it easier to fill and use later.
Enlarge "H" seals with ball point pen so pipette can be used.
Figure #7
2) Find the plastic measuring cup in your set. You will see it ismarked with various measurements. Using the "ML" measure-ment scale ("ML" stands for milliliter), fill the cup to the 5 mark with distilled water.
/
Adding water to the chemical vial wells.
Figure #8Using your plastic pipettes, and your measuring cup with
distilled water in it, draw up (sucking up into the pipette) 5 (five milliliters) of DISTILLED WATER.
Now push the tip of the pipette through the inner seals withthe "H" cut on them and squeeze out 5 ML of distilled water intoonly the vial wells with the BLUE tops. ADD THE DISTILLEDWATER ONLY TO THE VIAL WELLS WHICH HAVE BLUECOLORED SEALS! These vials which will get the 5 ML of dis-tilled water are listed below:
Methylene Blue (#47)Cobalt Chloride (#8)Ferrous Sulfate (#44)Calcium Nitrate (#41)Copper Sulfate (#11)Sodium Silicate (#18)Calcium Hydroxide (#40)
Citric Acid (#42)Potassium Iodide (#49)Sodium Sulfate (#53)Aluminum Ammonium Sulfate (#57)Ammonium Chloride (#58)Magnesium Sulfate (#64)Sodium Carbonate (#67)
Page 6
3) You are now ready to fill some of the other vials with alcohol.You may use Isopropyl (rubbing) alcohol or Ethyl alcohol.(Obtain the alcohol from the local pharmacy or grocery store.)Using the same technique as you did in step 2, place 5 ML (livemilliliters) of alcohol into the measuring cup. Then using yourpipette, draw up the 5 ML of alcohol into a pipette and theninsert the pipette into ONLY the following vials. PUT THEALCOHOL ONLY INTO THE VIALS WHICH HAVE YELLOWCOLORED SEALS:
Phenolphthalein (#65)Universal Indicator (#70)
IMPORTANT: After activation of the chemicals, always keepthe microplate flat on its base. Do not store it on edge or on itsside, as the chemicals may leak out over time. Be sure to keepthe microplate in its pouch when not using.
Review of TermsMICROPLATE - A plastic plate containing a series of smalland large wells in which chemicals are tested and reactionsobserved. The wells are arranged in numbered columnsand lettered rows.
PLASTIC PIPETTE - A plastic one-piece dropper. Themicrotip end of the pipette is used 1o deliver small dropletsof liquids for reactions in the microplate.
"H" CUT INRED SEAL
//~ L~SERTED
~ / "HIROUGH "H" CUT
],-J’H" CUT
RESEALS/
Figure #9
You may have to use a pencil or ball point pen’s point to ini-tially open and widen the "H" cuts in the seals so that yourpipette can easily be inserted into the vials.
Each chemical vial contains a few small plastic "mixingbeads" which themselves do not dissolve. The "chemical" ineach vial is either on small strips of special paper or as solids inprecisely measured amounts. The "miring beads" he~l~ thechemicals dissolve.
When a solvent is added to the vial, the chemicals dissolveupon shaking the vial, and form the chemical _solution whichyou will use in your experiments.
The chemical’s name is printed or~ the label on the exteriorof each vial.
-- SA Iq’.’TYCAP
C){EMICAL I~AI)EROR POWDER
(IN-~IDE VIAL)
CItEMICALMIXING BEADS(INSIDE VIAL)
Figure #10
REVIEW: A_D__D_.!.N_G SOLVEN_T_._T_O. THE VIALS
IMPORTANTREAD THESE DIRECTIONS BEFORE ADDING ANY LIQUID TO YOUR CHEMICALS!
You are now ready to activate your chemical vials or vial wells with either water or alcohol. Be sure to follow the directions exactlyso that you will put the correct liquid into the correct chemical vial.
You will need to gather the following materials to complete this procedure:
All of the YELLOW TOP chemical vial(s) from your chemistry setAll of the BLUE TOP chemical vials from your chemistry setAll of the plastic seal top envelopes with wires or other materialTwo plastic pipettes (medicine droppers) from your setOne plastic measuring cup (measuring cup with measurement marks on it) from your setSharp pointed pencil or ball point penAlcohol - either isopropyl alcohol (rubbing alcohol) or ethyl alcohol. (Obtain from your local pharmacy or grocery store)Distilled water (Obtain from your local supermarket or pharmacy)
NOTE: Some vials and inside inner tops may be sealed with clear tape for added protection. Remove the tape on the inner top andpuncture "H" with pencil point or ball point pen and proceed with the instructions below.
STEP 1 - Using the point of a pencil or ball point pen, poke through the plastic inner seal of all the chemical vials which have thesmall "H" cut on the inner seals. This will allow you to insert the pipette into these vials and will make it easier to fill and use later.Make sure you put the safety screw-on cap back onto each vial after you puncture the seal.
STEP 2 - Find the plastic measuring cup in your set. You wil~ see it is marked with various measurements. Using the "ML" mea-surement scale ("ML" stands of milliliter), fill the cup to the ML_ mark with distilled water.Using your plastic pipettes, and your measuring cup with distilled water in it, draw up (suck up into the pipette) 5 ML (five milliliters)of DISTILLED WATER. Now push the tip of the pipette through the inner seals with the "H" cut on them and squeeze out 5 ML ofdistilled water into only the vials with the BLUE tops. ADD THE DISTILLED WATER ONLY TO THE VIALS WHICH HAVE BLUETOPS AND BLUE COLORED SEALS! These vials which will get the 5 ML of distilled water are listed below:
¯ Methylene Blue (#47)¯ Ferrous Sulfate (#44)¯ Potassium Iodide (#49)¯ Citric Acid (#42)¯ Calcium Nitrate (#41)¯ Calcium Hydroxide (#40)
¯ Sodium Silicate (#18)¯ Copper Sulfate (#11)¯ Cobalt Chloride (#8)¯ Sodium Sulfate (#53)¯Aluminum Ammonium Sulfate (#57)¯Ammonium Chloride (#58)
¯ Magnesium Sulfate (#64)¯ Sodium Carbonate (#67)
STEP 3 - You are now ready to fill some of the other vials with alcohol. You may use Isopropyl (rubbing) alcohol or Ethyl alcohol.Obtain the alcohol from the local pharmacy or grocery store. Using the same technique as you did in STEP 2, place 5 ML (five mil-liliters) of alcohol into the measuring cup. Then using your pipette, suck up the 5 ML of alcohol into a pipette and then insert thepipette into ._only the vials with the YELLOW tops. PUT THE ALCOHOL ONLY INTO THE VIALS WHICH HAVE YELLOW COLOREDCAPS AND YELLOW COLORED SEALS:
¯ Phenolphthalein (#65) ¯ Universal Indicator (#70)
STEP 4 - DO NOT ADD ANYTHING TO the following plastic envelopes:
¯ Copper Wire (#61) ¯ Iron Wire (#63)¯ Aluminum Wire (#38) ¯ Zinc Wire (#54)
NOTE: Iron Wire used in this set is pure and will rust. Rust will not affect your experiments. Just wipe off as much rust as possiblewith a clean paper towel and sand the iron wire with a small piece of sandpaper if needed. The wire does have a light coating of oilto reduce rusting.
STEP 5 - Now replace all of the caps back on to the vials which they came off of. Screw the caps on securely. Make sure youALWAYS put the SAME cap back on the SAME vial it came off of each time you use a chemical. Finally, place all of the vials andall of the plastic envelopes back into the proper place in your chemistry set.
................ R~view of Te~S ...............MICFIOPLATE - A plastic plate containing a series of smalland large wells in which chemicals are tested and reactionsobserved. The wells are arranged in numbered columns andlettered rows.PLASTIC PIPEI-FE - A plastic one-piece dropper. Themicro-
tip end of the pipette is used to deliver small droplets of liq-uids for reactions in the microplate.FILTER FUNNEL - An altered pipette which contains cottonas the filter element.CHEMICAL SCOOP - A pipette which has had its bulb endcut off and is used as a chemical spoon to deliver solidchemicals.
Page 7
Repeat the experiment in SECTION 6 using aluminum or cop-per nails instead of common iron nails.
SECTION 8 - A CORROSION PAIR
In this experiment you can actually see the change occur, justovernight, when two different metals are in close contact withone another in a salt solution. By use of an indicator we can seeif a change has occurred in the solution, and also if a changehas occurred to the different metals.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSAn iron nail (or a 3 cm. length of iron wire)An aluminum nail (or a 3 cm. length of aluminum wire)
Sodium chloride solution. (Prepare your own sodiumchloride solution by mixing 1/2 teaspoon of table saltwith 10 ml. of water. Stir until all salt is dissolved.)Universal Indicator solution
Wire with spring clipsMicroplate
Plastic pipetteGoggles
Page 48
BE SURE TO WEAR GO.._G_GLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1) Fill a plastic pipette with sodium chloride solution. Place 1/2pipette full of sodium chloride solution in each of two largewells in the microplate.
2) Add a few drops of Universal Indicator to both wells withthe sodium chloride solution.
3) Join an aluminum nail or wire and a common iron nail oriron wire at their ends with a spring clip.
4) Place the joined nails or wire in one of the wells with thesodium chloride solution.
5) Leave the nails in the solution overnight.
What happens to each of the nails?
What happens to the Universal Indicator?
ls there evidence of corrosion?
1)
2)
3)
Obtain 15 small iron nails (check with magnet to see thatthey are iron). Make sure the 15 nails are the same size.Sand the iron nails with fine sandpaper to remove any oxi-dation or coating. You may also use 3 cm. lengths of ironwire from your chemistry set.
Paint the "point half" of 5 nails or wire with oil paint, nail pol-ish or model paint. Allow the coating time to dry.
Cut 5 lengths of zinc wire (from your chemistry set) intolengths of 3 cm. each. Wrap each of the five nails with zincwire. See Figure #44.
4)
5)
6)
Figure #44
Place the 5 painted nails in the first five small wells of Row1 in the microplate. The painted nails will be in small wellsA-l, A-2, A-3, A-4 and A-5. See Figure #45.
Place the 5 nails wrapped with zinc wire in the first fivesmall wells of Row B in the microplate. The zinc wirewrapped nails will be in small wells B-l, B-2, B-3, B-4 andB-5. See Figure #45.
Place the 5 other nails in the next row of small wells in themicroplate. Use small wells C-1, C-2, C-3, C-4 and C-5.See Figure #45.
Wire
Solutions
Figure #45
Page 47
7) Add 7 drops of each of the following solutions in themicroplate column as directed.
COLUMN CHEMICAL SOLUTION WELLS USED
1 Sodium Chloride A-l, B-l, C-12 Ferrous Sulfate A-2, B-2, C-23 Citric Acid A-3, B-3, C-34 Sodium Carbonate A-4, B-4, C-45 Tap Water A-5, B-5, C-5
8) Cover the microplate with a piece of plastic wrap. Leavethe nails in the solutions in a safe place overnight.
Which nails did you expect to be protected? Why?
Look up the word GALVANIZED in your dictionary. Which metalis associated with GALVANIZED steel?
SECTION 7 - CORROSION OF DIFFERENT METAL.$
Different metals often corrode when they come in contact witheach other. This is a problem if the two different metals areused in ships or boats where salt water is present or sometimesin plumbing systems in houses where water or steam makescontact with both metals. Sometimes to prevent this corrosionproblem, one of the metals is coated to protect it. Sometimesnon-corrosive metals must be used in certainapplications...such as stainless steel or platinum which do nottend to corrode.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSFifteen (15) small copper nails OR 15 lengths of copper
wire cut into 3 cm. lengthsPiece of fine sandpaper
Moaei paint or [i~gu~,,aii puli~l~
Sodium chloride solution
Ferrous sulfate solution
Citric acid solution
Sodium carbonate solution
Tap water
Zinc wire cut into 3 cm. lengths (from your chemistry set)
Microplate
Plastic wrap
Plastic Pipette
Goggles
BE SURE TO WEAR. GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
SECT!.ON 2_.-. PROPERTIES _OF THE__MICROCHEMISTRY SYSTEM
Are you ready to do your first experiment?
It is a good thing to know the properties of your equipmentBEFORE YOU USE IT.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSPlastic cup (from your chemistry set)
Water
Methylene Blue Dye Solution
Plastic pipette
MicroplateIJ Goggles
BE SURE TO WEAR GOGGLES WHEN .D_._OIN(~EXPERIMENTS IN THIS CHEMISTI~_Y_ SET.!
DIRECTIONS1) Place your microplate on several pieces of white paper.
2) Fill a small plastic cup about 1/2 full of water.
3) Add two drops of methylene blue dye to the water in thecup. Be sure to use your MICROTIP pipette for this exper-iment.
4) Return the blue dye which you have not used back to itsoriginal container.
5) Stir the water with the stem of the pipette.
6) Draw up some of the water/dye mixture into the MICROTIPpipette.
7) Place 7 or 8 drops of the water/dye mixture into small wellsA-l, A-2, A-3, A-12, B-12, C-12. See Figure #11.
f I1 2 3 4 5 6 7 .~ 9 ~ O 1 1 1 2~
~~000000 0 0 ~~000000000 0 0cO00000000 0 0 Dco:000000000 0 0 Oo
~:OOOOOO
8)
9)
10)
Figure #11Look at the color of the wells with the drops of the coloring.Turn the plate and look at the drops from the side of theplate.
Hold the plate up to a light source. Observe the color of thewells through the bottom of the plate.
Finally, turn the plate upside down over the white paper.Does anything unexpected happen?
Page 8
Normally, you would expect the solution to fall out of thewells. This does not happen because the solution holds ontoitself and the surface of the plastic well by SURFACE TEN-SION. Surface tension is the force which binds water to itselfand the surface of the container in which it is stored. The sur-face tension of the water (a force) is greater than gravity (anoth-er force). So the water stays in the plate.
11) Now place some of the blue dye/water mixture in three ofthe LARGE WELLS. Large well B-l, A-3 and B-6. Usemore liquid since the large wells can hold more liquid.
12) Look at the color of the large wells w=th the drops of color-ing. Turn the plate and look at the drops from the side ofthe plate.
PERFORM THE NEXT STEP #13 OVER THE SINK!DO NOT TRY THIS UPSIDE DOWN OVER YOUR HEAD!
13) Carry the microplate CAREFULLY to the sink. Turn themicroplate upside down over the sink. What happened?
14) Now wash the microplate out with water, being careful toclean and rinse all of the wells of the water/dye mixture.
The water/dye mixture acts differently in the large wells than itdid in the small wells. Why?Answer: Water in the large wells has greater mass and a largersurface area. The water in the large wells falls out of the wells.The surface tension of the water is not great enough to keep thewater in the large wells.
SECTION 3 - HOW TO DESTROY SURFACE TENSION
How to Destroy Surface Tension
Surface tension, as you have learned, is the property of a liq-uid’s surface to form a thin layer of particles or molecules at thesurface of the liquid which pull on one another so that a "surfacelayer" is formed. This tends to "hold in" the liquid below. Onwater, for instance, the surface tension is strong enough to sup-port the weight of small insects which live on the surface of thewater in ponds and lakes. You can see how surface tensionfnrm¢ m~.h a laver bv carefully "floatine" a needle on the topsurface of a container of water.
There are chemicals which will destroy or lessen the effect ofsurface tension. Just think how difficult it would be to washyourself or other things if the surface tension of the water wasso strong that it would not penetrate dirt or cloth or whateveryou are trying to wash!
In this experiment we will destroy or lessen the effect of surfacetension by the use of something that makes water more wet. Adishwashing soap has the property of a "wetting agent," or inother words, it will make water wetter!
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSPlastic cup (from your chemistry set)
Methylene Blue Dye Solution (from your chemistry set)
Liquid dishwashing soap (obtain from grocery or kitchen)
Microplate (from your chemistry set)
Goggles
BE.SU_R_.E__T_O WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRy SET.!
1) If you have any methylene blue dye solution left in your cupfrom the last experiment, you may use it here. If not, mix alittle more methylene blue dye solution with water in theplastic cup. (see Section 2, steps 2 and 3).
2) Add one drop of dishwashing soap to the methyleneblue/water mixture. Stir and mix thoroughly.
3) Draw up some of the water/dye/soap mixture into theMICROTIP pipette.
4) Place 7 or 8 drops of the water/dye/soap mixture into smallwells of the microplate. Use the same wells as before: A-1, A-2, A-3, A-12, B-12 and C-12.
5) Look at the color of the wells with the mixture in them. Turnthe plate and look at the wells from the side of themicroplate.
6) Finally, carry the microplate CAREFULLY to the sink. Turnthe microplate upside down over the sink.
7) What happens? What does the dishwashing soap do to thewater? Why is this property of detergent valuable?
Answer: Dishwashing soap destroys the surface tension ofwater. The water falls out of the wells. The "wetting" power ofthe detergent is what makes it a valuable cleaning agent.
Extension:Try this same experiment using a drop of hair shampoo.Try this same experiment using dishwasher "Jet DryTM’’ liquid.Try this same experiment using a drop of liquid hand soap.
SECTION 4 - A_I,-COHOL._.AND..SURFACE TENSION
Other chemicals besides soap products have the propertyof destroying or lessening surface tension. This experiment ex-plores these chemicals.
WARNING: Ethyl alcohol, isopropyl alcohol and rubbing alcoholare flammable liquids. Keep these liquids and their vaporsaway from any open flame. Use these chemicals only in a well-ventilated area.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSPlastic cup
WaterMethylene Blue Dye Solution
Isopropyl "rubbing alcohol," or ethyl alcohol (fromthe drugstore)Plastic pipette
Microplate
Goggles
BE SURE TO WEAR GOGGLE_S WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1)
2)
3)
4)
5)
Throw away the water/dye/detergent mixture from the pre-vious experiment.
Rinse the plastic cup and add 40 drops of water to the cup.
Add a few drops of methylene blue dye solution as you didpreviously.
Add 20 drops of ethyl or isopropyl alcohol to the water inthe plastic cup.
Repeat steps 6, 7, 8, 9 and 10 from Section 2 Experiment.How is the result similar to either Section 2 or Section 3?
SECTION 5 - A VISIBLE ILLUSTRATION OFSURFACE TENSION
As in many experiments in chemistry, even though changesgo on at the atomic or molecular level, we often cannot see theeffects with our eyes. Sometimes we need to use something weCAN see to show us things we cannot see. In this experimentwe are using fine powders, which we can see, to help usobserve the changes taking place with the surface tension layerof a liquid.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSMicroplateEthyl or isopropyl alcohol (obtain from drugstore)
WaterLiquid dishwashing detergentPlastic pipette
Baby powder, talcum powder or flour
Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1)
2)
3)
4)
Fill two large wells of the microplate with water. Use largewells A-1 and B-I.
Fill two other wells with ethyl or isopropyl alcohol. Uselarge wells A-3 and B-3.
Dust the surface of each of the four wells with baby pow-der,talcum powder or flour.
Add 1 drop of dishwashing detergent to one well with alco-hol (A-3) and one well with water (A-l).
5) Describe the result. What caused the change?
Notes:
Figure #42
6) Soak the filter paper with sodium chloride solution. Makeyour own sodium chloride solution by adding some tablesalt to water in your plastic measuring cup and dissolving itthoroughly.
7) Insert the filter paper cut out into the three wells containingthe three different solutions. See Figure #43.
~000000000 0 0~~000000000 0~lO00000000 0 00cooloo_~oo_.~o~xoo o o oo
~OOG!,_ 0,0, Oil
Figure #43
8)
9)
10)
11)
12)
Touch the ends of the galvanometer to two metals in thesolutions.
Repeat the process of testing with each combination ofmetals. Which metal pair gave the greatest movement ofthe compass needle? Which metal pair gave the leastmovement of the compass needle? Which pair of metalswould make the best battery or cell?
Which metal of the three is the most active? How do youknow? Which metal is the least active?
What would be a good use for metals which are not veryactive?
Compare your results of the metals you tested with theActivity Chart above.
ACTIVITY CHART
ACTIVITY SERIES -METALS WHICH WILL TEND TO LOSE ELECTRONS
MOST ACTIVE METALS(Those which loseelectrons most easily)
Hydrogen sometimes acts likea metal by giving off an electron.Hydrogen is shown here in theACTIVITY SERIES.
LEAST ACTIVE METAL(Those which DO NOTlose electrons very easily)
K Potassium MetalBa Barium MetalCa Calcium MetalNa Sodium Metal
Mg Magnesium MetalAI Aluminum MetalZn Zinc MetalCr Chromium MetalFe Iron MetalCo Cobalt MetalNi Nickel MetalSn Tin MetalPb Lead MetalH HYDROGEN---Cu Copper MetalAg Silver MetalPt Platinum MetalAu Gold Metal
SECTION 6 - OTHER ELECTROCHEMICAL RE.A_C_]-IONS
The most common form of electrochemistry of metals does notoccur in a battery. Metals give up electrons to non-metals andother metals in chemical reactions. One of the most commonelectrochemical reactions is the process of CORROSION.
In a previous section you experimented with iron wire or nailswhich were placed in salt solutions. These salt solutions helpedthe process of corrosion. Some processes help PREVENT cor-rosion.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSFifteen (15) small iron nails or 3 cm lengths of iron w~re
Piece of fine sandpaperModel paint or fingernail polish
Sodium chloride solutionFerrous sulfate solution
Citric acid solutionSodium carbonate solutionTap water
Zinc wire (from your chemistry set)
MicroplatePlastic wrap
Plastic PipetteGoggles
BE SURE TO WEAR GOGGLES W_H_E_N_._D_ OI._NGEXPERIMENTS IN .T__HI.S_ C__H__EMIS__T_R_Y_S_E_.T_.!
Page 9 Page 46
4)CHAPTER 4
5)
6)
7)
Attach the wires to the galvanometer you built in SECTION1.
Wet all the pieces of paper towel with a solution of sodiumchloride (salt water).
Test this electrolytic cell by touching the wires in an "off-on-off-on" method. Watch the needle on your galvanometermove back and forth.
What happens to the needle of the galvanometer? Whichdirection does the needle move? Which metal gives upelectrons? Which metal receives them? Which electrodewas the NEGATIVE ELECTRODE? Which electrode wasthe POSITIVE ELECTRODE?
SECTION 4 - ANOTHER BATTERY
You can make a simple battery by connecting several cellstogether. A battery is a series of cells.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS~,J Compass galvanometer (ELECTRON FLOW DETEC-
TOR) which you made in SECTION 10 nickels
10 pennies
Cleanser or scouring powder, or fine sandpaper
Insulated wire with spring clips
Paper towel or tissue like Kleenex®
Sodium chloride solution (salt water). Prepare your own
sodium chloride solution by mixing 1/2 teaspoon tablesalt with 10 ml. of water. Stir until all salt is dissolved.Goggles
1)
2)
3)
4)
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CH_E. MIST_B.Y. ,SET!
Clean the coins with scouring powder or sandpaper.
Attach a copper wire to one of each kind of coin with springclips. These will be the TI=RMINAL ELECTROD~=$. SeeFigure #41.
Place a piece of folded paper towel, alternating betweenpennies and nickels. See Figure #41. Make sure that thespring clips touch the coins at each end of the stack.
Attach the wires to the galvanometer you built in SECTION1.
5) Wet all the pieces of paper towel with a solution of sodiumchloride.
6) What happens to the needle of the galvanometer? Whichdirection does the needle move? Which metal gives upelectrons? Which metal receives them? Which electrodewas the NEGATIVE ELECTRODE? Which electrode wasthe POSITIVE ELECTRODE? How do you know?
SECTION 5 - _A.C_T_IylTY._O~" METALS
There are several different kinds of cells, but they all have onething in common. Each cell converts STORED CHEMICALENERGY into ELECTRICAL ENERGY.
As you may have guessed by now, chemists have a good ideawhich metals on the Periodic Chart are best for cells or batter-ies. Their ideas about activity are based on experiments. Theexperiment below is an example of how these activities weredetermined.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS~J Compass galvanometer from SECTION 1i_~ Ferrous sulfate solution
~J Iron nail or a 3 cm. length of iron wire from yourchemistry set
I1 Aluminum ammonium sulfate solution~1 Aluminum nail or a 3 cm. length of aluminum wire
from your chemistry set~.~ Copper sulfate solution
[...J Sodium chloride solution (salt water)~J Insulated wire
~J Copper nail or a 3 cm. length of copper wire from your
chemistry set~.J Filter paper (from your chemistry set)
~ Plastic pipette
~J Ruler
~J Pencil
[,.J Scissors;I Goggles
~J Microplate
BE SURE TO WEAR GO_GG_LE$__WHEN _DOIN(~EXPERIMEN_T$_.J.N .T..HIS C_HEMISTRY S..E~
1)
2)
3)
4)
5)
Place 1/2 pipette full of ferrous sulfate solution in large wellA-1. Rinse the pipette with rinse (tap) water.
Place 1/2 pipette full of Aluminum ammonium sulfate solu-tion in large well A-2. Rinse the pipette with rinse (tap)water.
Place 1/2 pipette full of copper sulfate solution in large wellA-3. Rinse the pipette with rinse (tap) water.
Place a piece of metal wire or nail in each well which hasthe same ion in solution. Put the iron nail or wire in the fer-rous sulfate solution (large well A-l). Put the piece Aluminum wire or nail in the Aluminum ammonium sulfatesolution (large well A-2). Put the piece of copper wire nail in the copper sulfate solution (large well A-3).
Mark the filter paper with ruler and pencil to the shapeshown in Figure #42. Each leg of the filter paper should be1 cm apart. See Figure #43. Fold the filter paper on thedotted line.
CHEMICAL MODELSCHEMICAL REACTIONS
Chemical Models and Chemical Reactions
TERMS TO KNOW
ATOM - The smallest particle of an element.
CHEMICAL MEANS - Methods of treating material which sepa-rate pure substances into new compounds or elements.
COMPOUND - A chemical combination of two or more ele-ments. A compound has different properties from the elementswhich make it up. Compounds cannot be separated into theirelements by physical means.
ELECTRODE - A wire which is placed in an electrolyte andthrough which an electrical charge flows.
ELECTROLYTE - A solution which conducts an electric current.
ELECTRON - The particle outside the nucleus of an atom whichcarries a negative (--) charge.
ELEMENT - A substance which contains only ONE KIND ofatom. Example: iron, sulfur or carbon are each ELEMENTS.
EQUATION - A statement showing the way chemicals combineor break up. An equation shows how reactants become prod-ucts in a chemical reaction.
ION - An atom or a group of atoms which are NOT electricallyneutral. Ions will either be POSITIVE charged or NEGATIVEcharged.
METAL - A chemical element which tends to lose electrons in achemical reaction. Example: Sodium Metal (Na) will give offone electron per atom during a chemical reaction. Sodiummetal atom will then become a sodium metal ion (Na+).
MODEL - A representation of something else.
NON-METAL - A chemical element which tends to gain elec-trons. Example: A Chlorine atom will accept an electron to
become a Chlorine Ion (CI-).
PERIODIC TABLE - A list of the different elements and some oftheir properties.
PRODUCT - A substance which is produced in a chemical reac-tion.
PROTON - The particle in the nucleus center of an atom whichcarries a positive (+) charge.
REACTANT - A substance which combines with another in achemical reaction.
REACTION - The chemical combination or change of two ormore elements or compounds.
STOICHIOMETRY - The combining ratios of chemicals in achemical reaction.
It is important to know how chemicals react before you experi-ment. An explanation of the workings of chemical reactionsmeans that a MODEL should be used. Models are usedbecause the atoms and molecules which make a chemical reac-tion are far too small to be seen even with the most powerfulmicroscope.
A MODEL is an imitation of the real thing. Models are use-ful in trying to understand how things work. Scientists often usemodels to explain unseen forces, We use models to make anidea easier to understand.
The advantage of a model is in its ease of use. For exam-ple, it is certainly easier to show someone a MODEL of a plane,rather than a full size one.
A MODEL airplane is an imitation. A model plane is not areal plane. It is a smaller representation of a real plane. It canbe used to imitate the workings of a real plane. A model canhelp to picture something real but unseen or unfamiliar.
In the same manner, models of chemicals can be used toscale down, represent or MODEL the functioning of REALchemicals.
When chemicals combine they are said to REACT. Reac-tions can be of several types involving few or many chemicals.By using cut-out model ions you can see how different chemi-cals can combine to form the many compounds which chemistsfind so interesting.
In addition to the paper cut-out atoms and ions, your chem-istry set contains three-dimen._sional (3-D) models of atoms.These models give a 3-D view of the structure of some of thechemical compounds which you will use in your set.
It is interesting to see if you can build both the paper modeland the 3-D model of molecules for comparison. The papermodel is useful only to show how many ions combine with oth-ers to form compounds. The method of telling how many IONSof one chemical reacts with how many ions of another is calledSTOICHIOMETRY (sto ’key ah ma tree). The 3-D models giveyou a better picture of what chemists think these moleculeswould look like if we could see them. The 3-D models still canshow the stoichiometry of a reaction.
Experiments with Model Elements and Ions
An ELEMENT is a chemical which has only one kind of~tnrn Th~a ~tr~m~ ~r~ n~ltr~l in nh~r~a~.
An ION is an atom or group ol atoms which is NOT electri-cally neutral. Some ions are positive in charge. Other ions arenegative in charge.
A MOLECULE is a chemically combined unit of two ormore atoms. The atoms may be of the same elements (such astwo hydrogens) in order to make a molecule of hydrogen gas,H20 or the molecule may be of two or more different elements,such as NaCL, or table salt, which is made of an atom ofSodium (Na) and an atom of Chlorine (Cl). A molecule is of tral charge.
Chemists experiment with elements, ions, and molecules.Atoms, though very small, are made up of parts. These
parts make the atom what it is. Atoms are the basic buildingblocks of all chemicals.
In order to talk about the atom, scientists have devised aMODEL of what an atom looks like. This model is called thePLANETARY or BOHR model of the atom. The model is namedafter a scientist, Niels Bohr, who came up with the idea.Further, based on the reactions of atoms, they have an idea(MODEL) of what the molecules of chemical compounds looklike.
Page 45 Page 10
The nucleus is the center of the atom and has almost all theWEIGHT or MASS of the atom. Each element has a DIFFER-ENT NUMBER of positive charges in the center of the atom.These charges are called PROTONS. The number of positivecharges in the center of the atom is called the ATOMIC NUM-BER. Each element has a distinct atomic number.
The positive particles or protons, along with neutral parti-cles, called NEUTRONS, make up the NUCLEUS of an atom.See Figure #12.
The atom also contains negative charges, called ELEC-TRONS, which are located at different distances from the nucle-us in ORBITS or ENERGY LEVELS.
The number of electrons in an element is the same as thenumber of protons in the same element. The number of elec-trons (-) must equal the number of protons (+) in a neutral atom.The electrons are NOT located in the nucleus.
Figure #12 Figure #13
+2.
If the number of electrons DOES NOT EQUAL the numberof protons, the atom has a charge. What is a charged atomcalled? See Figure #13. Figure #13 is an example of a posi-tively charged ion.
Even though the electrons are located at a distance fromthe nucleus, ELECTRONS MAKE CHEMICAL REACTIONSHAPPEN.
Chemists have organized all the known atoms into an orga-nized list they call the PERIODIC TABLE. See Appendix B atthe end of your manual.
Each ELEMENT has only the same type of atoms. Byorganizing the known atoms, or elements into a table, chemistshave been able to predict the properties of many other elementsand the chemical compounds they form. The most importantorganization of all elements is the division of the elements intotwo general classes.
The two general classes of elements are:Metals and Non-Metals
Metals tend to GIVE UP or release electrons. Non-metalstend to GAIN or take on electrons.
The paper and plastic models of atoms have been orga-nized into these two groups.
SECTION 1 - PAPER CHE._MI_.S~_R__Y. LAmB 1
Most of the time chemists never actually SEE the atoms andmolecules which make up the chemical reactions they studyand experiment with.
What we, as chemists, can "see" in our mind’s eye, are therepresentations, or MODELS, of atoms and molecules!
You are urged to complete this experiment fully becauseeach of the models you will see and study, will represent for youthe "picture" of unseen atoms and molecules and how thesevery small building blocks of our world combine and form newsubstances!
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSI,~ Paper ions and atoms (pink and blue sheet of cardboard
ions from your chemistry set)Pair of scissors3-D plastic models (from your chemistry set)
Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1) Cut out or separate all the paper atoms which are metals.
Notice that the metal atoms have little triangles on one side.These triangles represent (are MODELS of) the electrons whichmetals lose when they form compounds. Each ELEMENT hasa SYMBOL. A SYMBOL is like a special initial or name (model)which is written instead of using the whole word for the element.
The SYMBOL is used by chemists as a shorthand way of talk-ing about chemical elements or chemical ions.
For example, sodium is a metal element. Sodium has a SYM-BOL. The symbol for sodium is Na. The Na stands for the orig-inal name for sodium which was NATRIUM. The symbol Na isstill used today. Sodium acts alone as a chemical element.Many of the elements on the Periodic Table have symbols takenfrom their original names in Greek or Latin. Iron was originallycalled ferrum. The symbol for iron is Fe. Gold was calledaurum. The symbol for gold is Au.
Usually, the symbol for the element is the first letter or first twoletters in its English name. Oxygen’s symbol is O, hydrogen’sis H, nitrogen’s is N, helium’s is He, etc.
2) Cut out or...s_._e..garate all the paper atoms which arenon-metals.
Notice that the non-metal atoms have little notches on one side.These notches represent (are MODELS of) the sites which non-metals use when they form compounds.
There is a set of 3-D models of the elements in your chemistryset. These models give you another way of seeing how chem-icals combine. The plastic models are also color coded. (SeeTable #1 on page 12.)
3) Chlorine is a non-metal. The symbol for an atom of chlo-rine is CI. Chlorine exists in nature as a gas made of twoatoms joined together. Chlorine is DIATOMIC (die’ ah tomik). This means two atoms of a particular element joinedtogether to form a molecule.
8) Detach one wire going to the "D" cell. Wh~t happens to theneedle? Which direction did the needle move? Note themovement of the needle on a piece of paper. BE SURE TONOTE BOTH THE MOVEMENT AND TH~ WIRE ATTACH-MENT.
9) Touch the wires to the OPPOSITE ENDS of the "D" cell.
10) What happens to the needle? NOTE_ THE NEEDLEMOVEMENT AND THE WIRE ATTACHM!~NT.
This device is called a GALVANOMETER. It detects the flow ofelectricity through wires. It also tells the DIRECTION of the flowof electrons! How?
DO NOT DISASSEMBLE THIS DEVICE!! IT WILL BE USEDIN THE FOLLOWING SERIES OF EXPERIMENTS.
SECTION 2 - A SIMPLE CELL
The first electrical cell ever made was the voltaic cell. It wasfirst made by the Italian scientist Alessandro Volta. We can per-form a similar experiment which Volta did back in the 18th cen-tury.
You will need the following materials to complete this experi-ment:
LISTOF MATERIALSCompass galvanometer (ELECTRON FLOWDETECTOR) which you made in SECTION A nickelA pennySpring ClipsCleanser or scouring powder, or fine sandpaperInsulated wirePaper towel or tissue like Kleenex®
Salt water (’sodium chloride solution) Prepare yourown sodium chloride solution by mixing 1/2 teaspoonof table salt with 10 ml. of water. Stir until all saltis dissolved.Go gles
B~: SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1)
2)
3)
4)
5)
6)
Clean a penny and a nickel with scouring powder or sand-paper. These are the two different metals.
Attach a springclip and wire to the penny. Attach the otherspring clip and wire to the nickel.
Place a piece of folded paper towel between the two coins.See Figure #40.
Attach the wires to the galvanometer you built in SECTION1.
Wet the paper towel with a solution of sodium chloride (saltwater). Sodium chloride solution is the electrolyte. (Re-member to use the "off-on-off" technique for testing this"electrolytic cell").
What happens to the galvanometer? Which way did theneedle move? Which metal do you think is giving up theelectrons? Which is taking the electrons?
Spring Clip
Figure #40
ELECTRONS ALWAYS FLOW FROMNEGATIVE TO POS.._TJ._VE!
7) Disassemble your cell. Rinse off the coins. Discard thepaper towel.
SECTION 3 - A SIMPLE BATTERY
You can make a simple battery by connecting several cellstogether. A battery is a series of cells.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[~ Compass galvanometer (from SECTION 1)~ 5 nickelsI-I 5 pennies~,1 Spring Clips~1 Cleanser or scouring powder, or fine sandpaper~ Insulated wire~ Paper towel or tissue like Kleenex®I--I Sodium chloride solution (salt water)~ Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN -[HIS CHEMISTRY SET!
1)
2)
3)
Clean the pennies and nickels with scouring powder orsandpaper.
Attach a copper wire to one penny and one nickel withspring clips. These will be the TERMINAL ELECTRODES.
Place a piece of folded paper towel, alternating betweenpennies and nickels. See Figure #41. Make sure that thecoins with the wires are located at the ends of the stack.
Towel
Spring Clip ~Nickel
Sprin,~lip
PennyI
Figure #41
Page 11 Page 44
4) If you wish, you may tape the compass face into its rounddepression with a loop of transparent cellophane tape justto secure it from turning in the round depression. SeeFigure #38.
CO~VIPASSNEEDLE
COMPASSFACE
TAPE
PLASTIC~ B~
~UMB¯ TACK
CARDBOARDRECTA~E
Figure #38
5) Press thumbtack up through the bottom of the black plasticbase and up through the very center of the compass faceso that the sharp point of the tack comes out right in thecenter of the 8-pointed star of the compass face.
6) Tape a small length of plastic cellophane tape over thehead of the thumbtack underneath so that the tack doesn’tfall out. See Figure #38.
7) Gently sit the compass needle with its one end dyed blueonto the sharp, pointed end of the thumbtack.
8) You will notice that the compass needle will move freely ontop of the thumbtack and the needle will eventually becomestill and point to magnetic North.
9) Make sure that neither of the points of the compass needlescrape on the cardboard compass face.
10) You may turn the whole compass unit so that the blue endof the compass needle and the "N" printed on the compassface line up. This particular orientation of the compass unitwill tell you which way is North (N), or South (S), or (E), or West (W). You can even read off the "degrees" the compass, like 90° for EAST, or 180° for SOUTH or 270°
for WEST, or, finally, Zero, or 360° for NORTH.
11) The white piece of cardboard with the notches on each endis the base of your compass. You should tape the card-board onto the underside of the compass plastic frame.Tape if to the long sides of the plastic base. This will giveyour compass assembly more rigidity. See Figure #38.
_SECTION 1A_-. D._E._T.ECTING THE FLOW OF ELECTRONS
When electrons flow through a wire, a magnetic field is formed.We can detect the flow of electrons through a wire by detectingthe magnetic field which is formed.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSIJ Compass assembly
D-Cell battery
Permanent fine tip marker
[J Insul~a_te~d wire (the clear lacquer on the outside of thewire acts as insulation)
[J Goggles
BE SURE TO WEAR GOGGLES W_H..EN DOING_EXPERIMENTS IN THIS CHEMISTRY SE..T..!
1)
2)
3)
4)
Locate the magnetic compass packed in your chemistryset, which you built in the previous section.
Measure out about 2 ft. (60 cm.) of #24 insulated copperwire.
Strip the insulation away from about 1" (2.5 cm.) of eachend of a wire. Label one end of the wire negative (-) andthe other end of the wire positive (+). Use your transparenttape to label the ends of the wire. (The wire is insulatedwith clear lacquer. This coat of lacquer is what you "strip"away at the ends of the wire.)
Wrap the wire around the compass as shown in Figure #39.BE SURE TO HAVE THE COMPASS NEEDLE AT ANANGLE WITH THE WRAPPED WIRE.
Figure #39
5)
6)
7)
Lay the compass and wire on a flat surface. Be sure thatthe needle can move freely.
Touch the ends of the wire to the ends of a "D" cell. (Thebest method for using your electron flow detector is to justtouch the wire ends to whatever you are testing. An "on-off-on-off" technique is best. When you touch wire for "on,"quickly look for movement of compass needle. Then takewire "off" and observe compass needle return to normaldirection.)
What happens to the compass needle? Which way did theneedle move?
4)
5)
Select two paper atoms of chlorine.
Slide the two atoms together in such a way that the side taband notch of one chlorine fill the side notch and tab of theother. See Figure #14.
Figure #14
This is a MODEL of a MOLECULE OF CHLORINE. A chlorinemolecule would have the symbol CI2.
6) Using your plastic molecule models now make a 3-D modelof chlorine. Use the following color code to identify the dif-ferent atoms. See Figure #15.
TABLE #1Color code for plastic molecule models
COLOR Number Atom this representsof Arms
Black 4 arms CarbonWhite 1 arm HydrogenRed 2 arms OxygenGreen 1 arm Chlorine, FluorineGray 1 arm Sodium, potassiumOrange 2 arms Iron +2Orange 3 arms Iron +3Silver 3 arms AluminumYellow 4 & 6 arms SulfurBlue 4 arms Nitrogen
CHLORINE
Figure #15
7) Select a sodium metal atom and a chlorine non-metal mol-ecule from your supply.
8) Slide the sodium metal atom’s triangles into the notch in thechlorine atom.
9) Once the sodium metal has been placed into contact withthe chlorine, the side tie to the other chlorine is broken.Pull away the combined chlorine with the attached sodiumfrom the uncombined chlorine.
What do you think happens to the uncombined chlorineatom?
The combination of sodium, a metal, with chlorine, anon-metal, has formed a new substance, a compound. Thiscompound is sodium chloride. The FORMULA (model) for sodi-um chloride is NaCI.
10) Make a 3-D model of sodium chloride. Use the colorcodegiven in Table #1 to identify the different atoms. See Figure#16.
SODIUM
CHLORINE
Figure #16
Sodium metal is a silvery substance. It is an active elementwhich will react violently with water. Chlorine is a green-yellowgas. Chlorine was used in war as a poison. Sodium chloride isa substance which is essential to life. Sodium chloride is alsokr~owr~ as table sa(t. We use tab(e sa{t to season our food.Sodium chloride is a simple compound which has the propertiesof neither sodium nor chlorine.
THE REACTION OF TWO OR MORE SUBSTANCESPRODUCES A NEW SET OF SUBSTANCES WHICH ARE DIF-FERENT THAN THE ORIGINAL CHEMICALS.
Two or more elements can react with each other to form anew chemical called a COMPOUND.
The process of forming a compound from the elements iscalled SYNTHESIS (sin’ the sis).
SECTION. 2__-..PAPER CHEMISTRY LAB II
Iron is a metal. Iron can combine with many non-metals.The most common compound formed by iron is iron oxide. Theoxide of iron is known as RUST.
Some elements, you may remember, are diatomic.Oxygen is diatomic like chlorine. Iron is not diatomic.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSPaper models o1 iron (Fe+2) and Ch(orir~e {C(-1)
3-D models of the atoms of Iron (Fe+2) and Chlorine (C1-1)
Goggles
_RF ,£URE TO WEAR GOGGLES .W..H__E_N__D_O!.N~GE .X.PE_RIMENTS IN THIS CHE__M._.,.,STRY ,,SET!
1) Select two paper iron atoms.
2) Select three oxygen ions.
3)
4)
Rearrange the atoms to form a molecules of iron oxide, orrust. Rust has ’the formula Fe203.
Try to make a 3-D model of iron oxide. How do the atomsarrange themselves? Does the paper model show this?See Figure #17.
OXYGEN ATOMS
/ ,,,
~.ON ATOMS
Figure #17This is another synthesis reaction.
Page 43 Page 12
SECTION 3 - SYNTHESIS
CHAPTER9Synthesis is one of the most important and interesting areas of
chemistry. You, as a chemist, are putting together, perhaps for theFIRST TIME EVER, chemicals which have never been put togetherbefore!
Even though the reactions you are doing are "known"... youwill be making "brand new" chemicals and compounds which werenot present in the materials you are working with before you startedyour experiment!
As a good chemist, you must observe closely and you mustrecord or write down your results. The chart and tables are provid-ed for your NEW data!
You will need the following materials to complete this experiment:
LIST OF MATERIALSSodium chloride solution (make your own sodium chloridesolution by adding one ml. of table salt to 10 ml. of water)Calcium nitrate solutionFerrous sulfate solution
Cobalt chloride solutionAmmonium chloride solutionMicroplate
Plastic pipettes (6)Short (1 cm) lengths of iron wire (from your chemistry set)
Water
Small test tubeGoggles
BE SURE TQ..WEAI~..GOGGLES WHEN DOINGEXPERIM_ENTS IN THIS CHEMISTRY SET!
1)
2)
3)
Using your MICROTIP pipette, place ten drops of sodiumchloride solution to one of the small wells in the microplate.Rinse the plastic pipette. Place ten drops of calcium nitratesolution in another small well. Repeat this process with fer-rous sulfate, cobalt chloride and ammonium chloride solu-tion. Be sure to rinse the pipette between each chemicalsolution.
Add four drops of water to each solution.
Place fourteen microdrops of water in an adjacent well.See Figure #18.
SMALL WELLSLARGE WELL
Figure #18
4)
Page 13
5)
6)
7)
8)
9)
10)
11)
12)
Place 1 cm length of iron wire in each of the wells contain-ing a solution.
Place another 1 cm length of iron wire in an adjoiningempty well. This is a control.
Fill a small test tube with water.
Ptace a 1 cm length of iron wire in the test tube so that thewire is totally UNDER the water’s surface.
Stand the small test tube in a large well in the microplate.See Figure #19.
IRON WIRES
Figure #19
Let all the iron wires remain, undisturbed, for two days.
Observe the iron wire over the next two days.
How did the iron wire change? Where have you seen thiscolor before? What chemical do you think has formed fromthe iron wire?
Which wire showed the most change? Which wire showedno sign of change? What other chemical is necessary foriron wire to change the way it did?
SECTION 3A- SYNTHESIS
In this experiment you will go even further in making "newmaterials". The main tasks of the chemist are (1) experiment-ing, (2) observing, and (3) recording the results so that the thesis of new materials and new substances can be proven anddone again by another chemist in another lab! If a friend alsohas a chemistry set, compare data and results with your friendas you each do the same experiment separately!
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS~,] Sodium chloride solution (make your own sodium chloride
solution by adding one ml. of table salt to 10 ml. of water)~ Calcium nitrate solutionF_.]Ferrous sulfate solutionI~ Cobalt chloride solution
~ Ammonium chloride solution~ MicroplateL.] Plastic pipettes (6)~ Copper wire lengths (1 cm) from your chemistry set[~] Aluminum wire lengths (1 cm) from your chemistry set
ELECTROCHEMISTRY
E/ectrochemistry
When you turn on a portable radio, TV remote control or anyother device which uses electrical energy away from a wallsocket, you are using chemical energy provided by batteries.BATTERIES are simple machines, A battery is a simplemachine because a machine changes one form of energy intoanother. Batteries change chemical energy into electrical ener-gy. Electrical energy is carried by electrons in motion.
A battery is composed of CELLS. A cell contains two metalsand an electrolyte. One metal in the battery GIVES UP elec-trons, the other metal TAKES ON electrons. If the flow of elec-trons goes through a wire, the electrons can do work! This isthe way a cell provides electrical power. TWO DIFFERENTMETALS, in an ELECTROLYTE, form a cell. A battery is aseries of cells linked together.
TERMS TO KNOW
ACTIVITY SERIES - A list of elements in order of their ability togive up or take on electrons.
BATTERY - A series of cells connected together.
BOND - A force which holds molecules together.
CELL - A chemical device composed of two different metals inan electrolyte. Cells convert chemical energy into electricalenergy.
CHEMICAL ENERGY - Energy stored in the bonds of chemi-cals.
COMPASS - A device for the detection of magnetic fields.
CORROSION - The chemical combination of a metal withanother chemical usually resulting in the destruction of themetal.
SECTION 1 - BUI_L_D. ING..__YOUR DETECTO.R
ELECTRICAL ENERGY - The energy carried by electrons inmotion.
ELECTRODE - A piece of metal surrounded by an electrolyte.
ELECTROLYTE - A solution which conducts electricity.
GALVANOMETER - A device which detects the flow of elec-trons or electricity.
TERMINAL - The part of a battery which provides or drawselectrons.
BUILDING_Y...O_UR .CO_M__PASS/E_L..ECTRO_N _F__/_O_W.. _D..ET__EC~TO~R
In your next section (SECTION 1) you will use a compass whichis wired in a certain way to detect the flow of electrons through awire. You must first assemble your COMPASS - ELECTRONFLOW DETECTOR from the materials provided in your chem-istry set. First, find the plastic bag in your chemistry set contain-ing the parts for your compass. Pace 42
The following experiment shows you how to build a detector orinstrument for detecting the "flow of electrons" through a wire.This flow of electrons happens when an electrical current is pro-duced in a chemical reaction and by using the instrument thatyou will make, you can actually see evidence of the electronsproduced in your chemical reaction. The electron detector is acompass device which changes the "deflection," or movementof the compass needle, when electrons flow in a series of loopsof wire near the compass.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSCompass unit (from your chemistry set) which containsthe plastic base, compass face, thumbtack, compassneedle, and cardboard back plate with the notches cutinto its ends
~ Transparent cellophane tapeGoggles
BE SURE_..__TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
2)
3)
Lay all of the materials out in front of you and look themover carefully. The thumbtack is stuck into the top of theplastic case so it won’t get lost during shipping. Take thethumbtack out of where it has been stuck, and lay it withyour other parts in front of you.
You should have the following parts ready:ThumbtackBlack plastic case with a round depression in its centerCompass needle, one end of which is dyed blueCompass face, or round cardboard disc with N, E, S and Wprinted on itCardboard backplate which goes on the underside of yourcompass.
Place the cardboard disc (compass face) into the rounddepression of the plastic base. You want the North or N let-ter of the compass face to point toward the end of the rec-tangular case. See Figure #37.
Figure #37
1) Obtain as many sample tablets of different brands ofantacid as you can. Ask friends or relatives for one or twotablets for you to test.
2) Place one tablet of each brand to be tested in each of yourplastic measuring cups. You may want to crush the tabletinto smaller pieces just as you did in the previous experi-ment.
3) Add enough water with your pipette to EACH measuringcup to bring the level of the water AND the antacid tablet inthe, wate,r up to the 10 ml or 10 cc mark on the side of thecup.
4) Stir each sample with a toothpick and then allow the cupsto sit undisturbed for 30 minutes.
5) Carefully draw up some of the liquid from the top of themeasuring cup into your pipette.
6) Place 20 drops of each sample into separate large wells ofthe microplate. Use large wells B-l, B-2, B-3, etc.
7) Note on a piece of paper which brand of antacid is in largewell B-l, which is in large well B-2, etc. Wash out yourpipette with water between samples.
8) Using your pipette, place 3 drops of Universal Indicator so-lution into each well containing the samples.
9) Stir each well with the toothpick and observe the colorchange.
10) Compare the color change of the Universal Indicator solu-tion with the comparison color chart you prepared in CHAP-TER 7, SECTION 1.
11) Which sample showed the stronger base? The samplewhich showed the stronger base will be the brand whichhas the most soluble base. In other words, the more solu-ble base will go into the water solution more easily and pro-duce more base for use as an antacid.
parison Chart.
What other household products do you think have base? Lookat the results of your experiments in the part of this lab book onpH.
ANTACID SOLUBILITY COMPARISON CHART
Antacid Tablet #1
brand
Antacid Tablet #2
brand
Antacid Tablet #3
brand .......................
Antacid Tablet #4
brand .............
Antacid Tablet #5
brand
Antacid Tablet #6
brand
Antacid Tablet #7
brand
Antacid Tablet #8
brand ................
Color of Universal Indicator comparedwith chart from Chapter 7, Section 1
LOWconcentrationof base thusless soluble
MEDIUMconcentrationof base thusmedium solu-
tablet
HIGHconcentrationof base thushigh solubleh~e in t=hlet
Water
Small test tube
Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMI$._T_RY SETI.
NOTE: Copper wire is copper colored (like a new penny) andwill NOT be attracted by a magnet. Aluminum wire will seemvery light in weight and will be shiny silver in color. Aluminumwire will NOT be attracted by a magnet.
1) Using your microtip pipette, place ten drops of sodium chlo-ride solution in small wells A-1 and A-12. Rinse the pipette.Place ten drops of sodium chloride solution in small wellsA-1 and A-12. Rinse the pipette. Place ten drops of calci-um nitrate solution in small well B-1 and B-12. Repeat thisprocess placing ferrous sulfate solution in C-1 and C-12,cobalt chloride in small wells D-1 and D-12, ammoniumchloride in D-3 and D-10. Be sure to rinse the pipettebetween each chemical solution.
2) Add four drops of water to each solution.
3) Place fourteen drops of water in small wells D-4 and D-9.See Figure #20.
A
B
Figure #20
I, D-I, D-3 and D-4.
5) Place 1 cm length of aluminum wire in small wells A-12, B-12, C-12, D-12, D-9 and D-10.
6) Place 1 cm length of copper wire in empty small well A-4.Place 1 cm length of aluminum wire in small empty well A-9. These are control wells.
7) Fill two small test tubes with water.
8) Place 1 cm length of copper wire in one test tube so thatthe wire is completely under water’s surface. Stand thistest tube in large well A-I.
9) Let the wire remain undisturbed for two days.
10) Observe the wire for the next two days.
11) Did the wire change?
12) Comparing reactions of the iron wire from Section 3 andthe aluminum and copper wire from Section 3A, which wireshowed change? Which wire showed no change? Whatcan you predict about the use of copper and aluminum wireinstead of iron wire? Record your results on Data Table #2.
CHEMICALSUSEDSODIUMCHLORIDE
CALCIUMNITRA1~
FERROUSSULFATE
COLBALTCHLORIDE
AMMONIUMCHLORIDE
WATER
DATA TABLE #2
IRON COPPERNAILS NAILS
ALUMINUMNAILS
SECTION 4 - PAPER CHEMISTRY LAB Ill
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS~ Paper models of atoms
3-D models of atoms
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
Now that you have seen the way chemicals can combine toform a new substance, let’s take the same chemical apart. Thecompound, sodium chloride can be separated into the originalelements by adding the correct amount of energy. The processof making a compound return to the elements Trom wmcn ~t wasformed is called DECOMPOSITION (dee’ kom po zi shun) ANALYSIS (an al’ lee sis).
1)
2)
3)
4)
5)
Join one sodium atom to one chlorine atom to form a sodi-um chloride molecule. Make two paper molecules of sodi-um chloride. This is the process of SYNTHESIS.
DECOMPOSE the two molecules of sodium chloride bybreaking the two chlorine atoms away from the sodiumatoms.
The two atoms of chlorine combine with each other to forma MOLECULE of chlorine. This molecule of chlorine hasthe symbol CI2.
Each of the two atoms of sodium remain individual atomsof sodium.
The compound sodium chloride has been DECOMPOSEDinto the elements sodium and chlorine.
Page 4 ! Page 14
SECTION 4A -. U._S.ING MOLECULAR MODELS
Repeat the building of the molecules listed in Section 4 byusing the 3-D molecular models provided in your chemistry set.Use the color code found in SECTION 1:6 to identify the differ-ent atoms.
S__E.._C-[JO_N_4B__-__U_SING _MOLECULAR MODELS II
Look at the labels on the vials of chemicals provided in yourchemistry set. There is listed on each label the name of thechemical as well as the FORMULA of the chemical compoundwhich that name represents.
Write down on the chad below the name of the chem-ical compound, and next to it, the chemical FORMULA of thatcompound. The chad has started a few entries for you. Nowyou complete the rest.
DATA TABLE #3
Chemical Nameon label o! vial
CALCIUM NITRATE
SODIUM SILICATE
SODIUM CARBONATE
Chemical Formula ofthe compund
Ca(NO3)2
Na2SiO3.5 H20
Na2CO3
After you have listed all of the names and formulas, andusing your paper models, construct as many of the compoundsas you can with the paper models. This will let you think of the"making" (COMPOSITION) of chemical compounds in the sameway chemists think of them.
Now try to put together your plastic 3-D models of thesesame chemical compounds which you were able to put togeth-er your paper models. Use the proper color code for differentelements of your compounds as shown in SECTION 1:6.
SOME FORMULAS may be too long or complex to do withyour models, so don’t worry if you don’t get all of them. Youshould, however, be careful with most of the chemicals.
At right are included some examples of simple and com-plex molecular models.
As you do the various experiments in this set, try buildingmodels of the reactions. This will help you to understand whatis happening in each reaction. For example, reacting hydrogenwith oxygen will result in the formation of water. The reactionlooks like this:
HYDROGFN OXYC,[N WATER
OXYGEN
Figure 21-a
You might look around your house for things like styrofoamballs, modeling clay, toothpicks, pipe cleaners, and straws.These make excellent materials for building larger molecularmodels. Gum drop candies and toothpicks make great molec-ular models!
OXYGEN
8ULFUR~
CARBON OlOXlO[ MOLECULE
Figure 21-b Figure 21-c
¯ HYDROGEN
(~ HYDROGEN(~" CHLORINE.~.
HYDROGEN CHLORID~ MOLECULE
Figure 21-dNYDROG[CN PEROXIDE MOLECULE
Figure 21-e
HYDROGEN CARBON
CHLOR NE MOLECL LE HYDROGEN
Figure 21-fOXYGEN--~f~=~
METHANOL MOL ECUI
Figure 21-g
HYDROGFN
~ ~4YDROGEN
ACETONE MOLECJLE
Figure 21-h
{,~=~SHLO NINE
HYDROGEN
CARBON ~. CARBON
CARBCN TETRACHLORIDE MOLECULE METHANE MOLECULE
Figure 21-i Figure 21-j
EI"HANE ~4OLECULEFigure 21-k
HYDROGE~~c~RBO~YDROGEN
ETHYLENE MOLECULE
Figure 21-I
PROPYLENE MOLECULE
Figure 21-m
SECTION 5 - HOW MUCH BASE IS INANTACID TABLETS
5) Transfer the remaining solution in the large test tube forstorage.
Antacid tablets are sources of mild base. These tablets areused to settle upset (sour or acid) stomachs. Why should thebase used to settle upset stomachs be a mild base? A mildbase does not dissolve completely in a water solution. A solu-tion of household vinegar is about 5% acetic acid. This acid canbe used as a standard (control) for the determination of theamount of base in a solution of antacid tablets.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSVinegar
[] Antacid tablets (as many different brands as youwant to sample)
[] Microplate
[] Plastic pipette
[] Toothpick
[] Universal Indicator solutionIJ Metal tablespoon
[] Metal teaspoon
Small test tube
[] Goggles
1)
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
Using the large tablespoon as a base, place the antacidtablet into the large tablespoon. Take the smaller teaspoonand use the teaspoon to crush the antacid tablet into pow-der in the large tablespoon by putting your thumb into thecurved inside of the teaspoon. See Figure #36. Be surenot to lose any of the particles of the antacid tablet.
6)
7)
8)
9)
Fill another microtip pipette with STANDARD ACID SOLU-TION (Heinz® White Distilled Vinegar).
Add 2 drops of Universal Indicator to the acid solution in thelarge well. What is the pH of the solution?
Be sure to COUNT THE NUMBER OF DROPS OF ACIDUSED in the next steps below.
Using a toothpick to constantly stir, add the standard acidsolution to the well with the antacid solution. See Figure#35.
When the antacid solution has been neutralized, (how willyou know?) enter the number of drops of acid used in theData Table below.
ANTACID NEUTRALIZATION TABLE
Antacid Tablet #1A) Mass (weight) of hydroxide
one antacid tablet __ mgB) Number of drops of vinegar used dr
Antacid Tablet #2A) Mass (weight) of hydroxide
one antacid tablet __ mgB) Number of drops of vinegar used dr
Antacid Tablet #3A) Mass (weight) of hydroxide
one antacid tablet mgB) Number of drops of vinegar used dr
TEASPOON ~’,~.l ~ ~ CRUSH
TABLET
TABLESPOON
Figure #36
2) The weight or mass amount in milligrams of the activeingredient in antacid tablets is printed on the label of theantacid containers. Read on your various antacid bottlesunder the heading of ACTIVE INGREDIENTS: Listed therewill be the amount in rag. (milligrams) chemicals whichhave hydroxide as pad of their chemical name, such asAluminum Hydroxide or Magnesium Hydroxide. Add theseamounts together to obtain the total number of milligrams(mg.) of the hydroxides listed, PER TABLET. Record thisweight on your data table provided.
3) Dissolve the crushed antacid tablet in 10 ml of distilledwater in a large plastic cup.
4) Transfer 20 drops of antacid tablet solution to a large wellin the microplate.
SECTION 6 - DIFFERENT BRANDS OF ANTACID
Test different brands of antacid (Rolaids®, Tums®, etc.) to deter-mine which antacid has the most soluble base.
You will need the following materials to complete this experiment:
LIST OF MATERIALSIJ Samples of different brands of antacid (example: Rolaids®
or Tums®)
[] Two plastic measuring cups
[] Water
[] Toothpick
[] Plastic pipette
[] White paper
[] Tablespoon and teaspoon for crushing tablets
[] Color chart from CHAPTER 7, SECTION 1
[] Universal Indicator solution
[] Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
Page 15 Page 40
SECTION 4 - COMPARIN-G I-~-E~-E-R T~~L~o E_W._N E_5~_&~-
Try to collect samples of as many DIFFERENT brands of vine-gar, both white vinegar and amber colored vinegar, Apple CiderVinegar, Tarragon Vinegar, and yes, even vinegar made frompineapple juice! You should try to get as many DIFFERENTbrand makes of vinegar as you can. Ask neighbors and rela-tives for samples of their vinegar and be sure to record thename and type of the vinegar collected.
You will need the following materials to complete this experi-
ment:
UST OF MATERIALS~ Samples of vinegar (as many as possible)
~,.I Control base (prepared in SECTION 1)
~ Microplate
~ Plastic pipette
’~ Your color chart for Universal Indicator and vinegar
(Chapter 7 - Sections 1, 1A)
~ Universal Indicator solutionToothpick
Goggles
BE SURE TO WEAR GOGGLES W.H._E._N_ P.QI~LGEXPERIMENTS IN THIS CHE--MI-~-T..-R-~’.-~ -~-T~
1)
2)
3)
4)
5)
6)
Using your pipette, place 10 drops of each brand or type ofvinegar in a large well of the microplate. Start with large
_ ontinue putting 10 drops of EACH DIFFER-well A 1, a_n,?.c.. .... ~n ~. ch different large we~l. Keep trackENT kind ~f v,-~u ..... ao! which type of vinegar is in which large well.
Add 10 drops of water to each large well which contains dif-
ferent types of vinegar.
Fill another pipette with CONTROL BASE prepared inSECTION 1.
Add 2 drops of Universal Indicator solution to each of thelarge wells where you are testing the different vinegars.
Using your pipette with the CONTROL BASE, add theControl Base, drop by drop, to the vinegar test wells. BE
SURE TO COUNT THE DROPS OF BASE USED IN EACHLARGE WELL.
Use the toothpick to constantly stir as you add the STAN-DARD (CONTROL BASE) solution. See Figure #35.
7) When the acid (vinegar) solution has been neutralized,enter the number of drops of base used in the data tableprovided below. Determine the % acid of each of the dif-lerent types of vinegar tested.
Test different brands of vinegar to determine which vinegar has
the most acid.
What other household products do you think have acid?
If the substance is a base, how would you find out _H_. W MO_~~ is present?
TYPE/BRANDOF VINEGAR TESTED
White Vinegar
-- Amber Vinegar
Apple Cider Vinegar
Pineapple Vinegar
Tarragon Vinegar
Brand
Brand
Brand
Brand
--Brand
Percentage of Acetic Acid in Different Vinegars - DATA TABLE #11
COLUMN A / COLUMNNo. of Drops of Base ~ No of Drops of Base |for 5% Acetic Ac{d ~ for this brand/tyPe of vinegar
(He~nZ~ D~$tfiled Wh~e Vinegar) drops / drops~
drops
drop.~_
drops
Vinegar
Vinegar
Vinegar
Vinegar
Vinegar
drops
drops
drops
drops
drops
drops
drops
drops
drops
drops
drops
drops
~rop;
% ACID IN THIS BRAND/TYPE OF VINEGAR
(Column B divided by A)
%
Page 39
%
%
%
%
%
%
SECT_~ON 5- DECOM_P_._.O._SlTIQN__Q~-WAT~A CHEMICAL CHANGE
You will need the following materials to complete this experi-
ment:
LIST OF MATERIALSPlastic pipette9-volt battery
9-volt battery clip
MicroplateA strip of filter paper and scissors
Vinegar (acetic acid) - obtain from your kitchen
Goggles
1)
2)
3)
4)
5)
6)
BE SURE TO WEAR GOGGLES _W~EXPERIMENTS IN THIS CHEM! T,~_T_~Y..~S-~.
Place 1/4 pipette full of vinegar in a small plastic cup.
Add 3 pipettes of tap water to the vinegar and stir with thepipette by drawing the solution up into the pipette and thensquirting it back in the cup. Do this several times to insurea good mixing of the vinegar (acetic acid) and water.
Place one pipette of the water-vinegar solution in each o!three large wells of your microplate. Use wells A-l, A-2 andA-3. Two adjoining wells are lor the experiment. The third
well is a control.
Cut a piece of filter paper 6 mmx 60 ram. Wet the entirestrip of filter paper with vinegar solution.
Place one end of the filter paper in ~arge well A-1 and theother end of the filter paper strip in large well A-2.
Connect a battery clip to a 9-V battery.
Place the red coated wire (+ charge) in one o! the wellscontaining the paper and the black wire (- charge) in thewull ~u, ~,~i~ & ~u ~i,~ ut’, ,e, end o; tt;c p~pcr. Ccc ,rLGurc ,,#22.
8) Observe the bubbling from each of the wells.
9) What charge is on the oxygen ion? (See your paper ion col-lection for the answer, if necessary).
10)What charge is on the hydrogen ion? (See your paper ioncollection for the answer, if necessary).
11) If unlike charges attract each other, what possible gaseouselements are being given off at the positive charged wire?
12) What gaseous products are given off at the negativecharged wire?
13) You are decomposing water (H20) into its two basic ele-ments. These two basic e~ements are oxygen and hydro-
gen.
14) Since hydrogen and oxygen are both gaseous at normalconditions, you should see bubbles forming at the wires,and bubbles moving up the wires to the surface of the liq-
uid.
Figure #22
15) Since hydrogen IONS are positive (H+) these will be at-tracted to the NEGATIVE wire (negative electrode). Since
the oxygen (0") ions are negative, they will be attracted the POSITIVE wire (positive electrode).
16) The acetic acid (vinegar) was used only to make the waterconduct electricity better. The vinegar helped the water be
an ELECTROLYTE.
1"7) Look closely at the positive electrode and at the negativeelectrode. Which electrode seems to be producing more
bubbles than the other?
18)Since water is made up of t_wo_ hydrogens for every o__n__eoxygen (H20), there will be twice as much hydrogen gas
produced as oxygen gas.
19)More bubbles wil~ be produced at the negative electrode(where hydrogen gas is produced) than at the positive elec-trode (where oxygen is produced).
20) The wet filter paper between the we~ls not only conductselectricity between the wells but it also lets any ions goback and forth to get to the electrode to which they are
attracted.
SECTION 6 - pAP_E__R CH__~_EM_IST.F~¥_.I--V
~ja.~, yuu ,-j~, ,~’ ~’"~" ..... "~ .- ~._~ ~n~l moecu~ar levelsomething that is happening on the atuH, ......which you cannot actually see with your eye. Remember the"way" in which the hydrogen and oxygen go together and comeapart. This is an important reaction to know about.
Hydrogen and oxygen only go together in a very certain way tomake water molecules. Water only decomposes in a very car-rain way to produce hydrogen gas and oxygen gas. Can yousee the simple mathematica~ way that this happens?
You will need the following materials to complete this experi-
ment:
LIST OF MATERIALS~3 Paper models of hydrogen
Paper models of oxygen
3-D models of hydrogen3-D models of oxygen
One red pencilOne b~ack pencil
Page 16
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1) Build two paper models of water (H20).
2) Place two pencils down on the table top. These two pen-cils represent the red and black wires in the water elec-trolyte.
3) Break the molecules of water up to form hydrogen gas atthe negative wire (negative electrode). Remember hydro-gen is diatomic gas (H2).
4) Break the molecules of water up to form oxygen gas at thepositive wire (positive electrode). Remember oxygen diatomic gas (02).
5) Now can you see why twice as many bubbles are formedat the electrode where hydrogen gas is produced?
SECTION 6A- USING 3-D MODELS
Repeat the building of the molecules listed above by using the3-D molecular models provided in your chemistry set. Use thecolor code found in SECTION 1:6 to identify the different atoms.
CHEMICAL COMPOUNDS AND CHEMICAL SEPARATIONS
Isolation of Elements from Compounds
Compounds are NOT mixtures. A mixture can be separated byphysical means. Examples of physical means include: boiling,condensing, melting, thawing, etc. The substances in a mixturekeep their own physical properties. Compounds can only beseparated into elements by CHEMICAL MEANS. A compoundis a chemically DIFFERENT SUBSTANCE from the reactantswhich formed it.
THE SEPARATION OF ELEMENTS FROM THEIRCOMPOUNDS ALWAYS REQUIRES THE USE OF
ENERGY FROM SOME OUTSIDE SOURCE.
Elements can be isolated or separated from compounds byusing electrical, chemical or heat energy. The compound con-taining the element to be isolated must receive enough energyto allow the splitting of the compound into elements. For theexperiments below, attention will be focused on the isolation ofa single element by the use of electrical energy.
SECTION 7- ELEC’ERICA.L SE_P_A...R_.ATION OF ELEMENTSFROM....A...CQM POU N.D
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSSolution of potassium iodide
Plastic pipetteMicroplate
9-volt battery9-volt battery clip
Filter paper strip (See Section 5)
A circle of filter paper
Small amount of corn starch (obtain from kitchen)Goggles
4)
5)
6)
7)
8)
9)
1)
2)
3)
BE SURE -EO W~E.A.R GO_GGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
11)
12)
Place 1/2 pipette of potassium iodide (KI) solution in eachof 3 large wells of the microplate. Use wells A-l, A-2 andA-3. Remember large well A-3 is a control.
Cut a piece of filter paper 6 mm x 60 mm with scissors.Wet the strip of filter paper with potassium iodide solution.
Place one end of the filter paper in one well A-1 and theother end in the other well A-2. Both wells contain solutionof potassium iodide.
Connect a 9-volt battery to a battery clip.
Place the red wire from the battery clip into one well withthe paper connector and the black from the battery clip intothe well which is connected to the other end of the paper.See Figure #22.
Wait about 5 minutes for the reaction to take place. Whatdo you observe in each well?
What do you think is produced at each electrode connect-ed to the battery? What element is produced at the red (+)electrode? What element is produced at the black (-) elec-trode?
Cut a round piece of filter paper about 2 inches in diame-ter. Wet the filter paper with tap water and rub the cornstarch onto the wet piece of round filter paper.
Cut the round starch rubbed filter paper circle in four parts.(Like four slices of pie).
Place one slice of the round filter paper in small well A-l,place another slice of the round starch filter paper in smallwell B-1.
Remove some of the liquid from the well with the (-) elec-trode. Place a few drops of the liquid in two small wells.Place a piece of filter paper into one well. The appearanceof a black stain is a positive test for iodine.
Using another pipette, remove some liquid from the wellwith the (+) electrode. Place a few drops of the liquid in twosmall wells. Add a piece of paper to one well. The appear-ance of a black complex on the paper is a positive test foriodine.
Which electrode produced the iodine? How do you know?
BE SURE TO WEAR GOGGLES W .H.E.~N_ DOINGEXPERIMENTS IN THIS CHEMIST_RY SET!
Acids react with bases. The reaction of an acid with a base pro-duces a SALT and water. Common salt, sodium chloride (NaCI),is the salt resulting from a reaction between sodium hydroxide(NaOH) and hydrogen chloride (HCI). The reaction which duces sodium chloride is:
NaOH + HCI~> NaCI + H20
(base) (acid) (a salt) (water)
Household (salad) vinegar is acidic. The acid in vinegar acetic acid (CH3COOH). Acetic acid dissolves in water and ion-izes like this:
Acetic acid ionizes to produce a hydrogen ion and an acetateion.
1)
CH3COOH(aq) / H+(aq) CH3COO-(aq)
Place 7 drops of vinegar in a small well of the microplate.Does vinegar conduct electricity? What would you use tocheck for conductivity?
2) Test a solution of household vinegar to see if it is an acid.What would you use to test it?
When acetic acid (vinegar) reacts with sodium bicarbonate,a salt, water and a gas is formed. The reaction is givenbelow:
Vinegar reacts with sodium bicarbonate to produce sodiumacetate, water and ???????.
CH3COOH + NaHCO3 CH3COONa + H20 + ????
(vinegar) (sodium bicarbonate) ( ) + ( ) + What is the name of the salt produced in this reaction? Look atthe SECTION ON NAMING COMPOUNDS to check the nameof the salt. What gas is produced in this reaction? Look at theSECTION ON GASES to check your guess.
If you use your CONTROL BASE to titrate household vinegar,you can determine how much acid is in commercial vinegarpreparations.
SECTION 3 - HOW MUCH__ACETIC ACID IS IN VINEGAR?
Some household vinegars measure out to have a 3% solutionof acetic acid in them. Other vinegars, like Heinz® DistilledWhite Vinegar, measure out to have 5% acetic acid in them.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[] Two plastic pipettes
[] Toothpick
[] WaterControl base (prepared in SECTION 1)
Your color chart for Universal Indicator and vinegar(Chapter 7 - Sections 1, 1A)Universal Indicator solutionMicroplate
[] Goggles
BE SURE TO WEAR.GOGGLES WHE_N DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
A standard 5% solution of acetic acid is a solution of householdwhite distilled vinegar!
1) Using a microtip pipette, place 10 drops of one individualbrand of acetic acid in a large well of the microplate.
2) Add 10 drops of water to the acetic acid solution.
3) Fill another microtip pipette with CONTROL BASE pre-pared in SECTION 1.
4) Add 2 drops of Universal Indicator to the acid solution in thelarge well. What is the pH of the acid? (Consult the chartyou colored in.)
Be sure to COUNT THE NUMBER OF DROPS OF BASEUSED in the next step (5).
5) Using a toothpick to constantly stir, add the standard baseto the acid solution. See Figure #35.
6) When the acid solution has been neutralized, (how will youknow?) enter the number of drops of base used in the DataTable below. Determine the % acetic acid in vinegar.
Pipette with Base Solution
\ acid solution
Figure #35
DATA TABLE #10
A)
B)
C)
Number of drops of base(for 5% acetic acid)
Number of drops of base(for another vinegar sample)
% acetic acid in vinegar sample.(B divided by A)
drops
drops
Page 17 Page 38
TITRATION: AQUANTITATIVE METHODCHAPTER
Titration: A Quantitative Method
Using your chemistry set, you have been able to test many dif-ferent materials to see if they were ACIDIC or BASIC. Chem-ists sometimes want to know HOW MUCH acid or base is in asubstance. While pH tells the general amount of H+ in a solu-tion, a more exacting method used to determine the amount ofacid or base is the process called TITRATION.
Titration is the Odest method of QUANTIFYING in chemistry.By comparing a standard solution (a control) to an unknownsolution, we can determine the exact amount of acid or base insolution. This is the process of titration.
Titration is a very common scientific procedure. Perhaps youhave seen advertisements which say something like... "ourproduct contains 47 times as much as Brand X." This statementis based on comparisons made by using titration.
TERMS TO KNOW
ACID - A chemical which ionizes in water to form H+ ions.
ACIDIC - A solution which has a pH less than 7.
ALKALINE - A solution which has a pH greater than 7.
BASE - A chemical that ionizes in water to form OH" ions.
NEUTRALIZATION - The reaction of H+ ions with another ionto form water. A BASE NEUTRALIZES A__N_..ACID TO FORMWATER.
QUANTIFYING - Telling b_o_YY much there is.
SALT - The chemical produced when an acid and a base react.
TITRATION - A process of determining the amount of acid orbase In a sample.
SECTION 1 .-...I~__R._.E_PARATION O~-.._A._STANDARD. I~A~E SOLUTION
It is important to always have a "standard" solution which canbe used to compare other solutions which you are testing. Thiscomparison of a "known" (‘standard) to an "unknown" (thing be tested) is what TITRATION is all about. With a standardbase solution you can test acids. With a standard acid solutionyou can test bases.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[] Sodium bicarbonate solid (baking soda) obtain from
kitchen or grocery[] Test tube, small
Water
Electrolyte detector (from Chapter 6)
[] 9-volt battery
Plastic scoop
Plastic wrap (,Saran® wrap or other plastic wrap)
Transparent cellophane tape
iJ Fine point marker (Sharpie® brand by Sanford or
one like it)I,J Goggles
BE SURE TO WEAR GOGGLES ~_H_.._E...N_...D_OLN_~EXPERIMENTS IN TH.!$..CHE_M._L~T__.R...Y.__.SE~TJ
Sodium bicarbonate is a base. In water, sodium bicarbonatebreaks up into sodium ions and hydrogen carbonate ions.
NaHCO3(s) ~ Na+ (aq) HCO-3(aq)
1) Place 1/2 scoop of sodium bicarbonate solid in a small testtube.
2) Add three pipettes of water to the solid in the tube.
3) Stir the solid in the liquid until the solid totally dissolves.
4) Cover the tube with a piece of plastic wrap and label thetube "Control Base" with cellophane tape and your finepoint marker.
5) P~ace 7 drops of sodium bicarbonate solution which youmade in a small well of the microplate. What would youuse to see if it conducts electricity?
Does a solution of sodium bicarbonate conduct electricity?
What test will show if sodium bicarbonate is a base?
What other bases do you know?
What other compounds in your chemistry set are bases?(Refer to Chapter 7 - Section 7.)
SECTION 2 - TESTIN.G.V.!_N._E,G.,~R ,~O_.L_._~ONS
It may be a surprise that not ALL vinegars which are sold havethe same acid concentration. Many times the makers of thevinegar will put on their label how much acid (the concentrationof acetic acid) is in their product.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSHousehold vinegar (white vinegar)
Plastic pipetteControl base (prepared previously in SECTION 1)
Microplate
Universal Indicator Solution
ToothpickElectrolyte detector (‘from Chapter 6)
9-volt battery
Goggles
Page 37
SECTION 8 - ANOTHER E_ E~_ICAL SEPARATION
Again you are able to separate a compound by using a smallamount of electrical energy. And again you can see if the sep-aration has taken place by using an "individual," or in otherwords, something that will let your eye "see" a reaction whichotherwise you could not see!
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSSodium sulfate solution
Universal Indicator
Plastic pipette
Microplate
9-volt battery
9-volt battery clip
Filter paper strip (See Section 5)
Goggles
BE SURE TO WEAR GOGGL_E.~ WHEN DOINGEXPERIMENTS IN THIS.C.H_E_MISTRY SET!
1)
2)
4)
5)
6)
7)
8)
Place 1/2 pipette of sodium sulfate (Na2S04) solution each of 3 wells of the microplate. Be sure that the wellsselected are next to each other for comparison.
(Remember the third well is the control!).
Place one drop of Universal Indicator in each of the wells.
Cut a piece of filter paper 6 mm x 60 mm with scissors.Wet the strip of filter paper with sodium sulfate solution.
Place one end of the filter paper in one well and place theother end of the paper in an adjoining well which containsthe sodium sulfate solution.
Connect a 9-volt battery to a battery clip.
Place the red wire from the battery clip into one well withthe paper connector and the black wire from the battery clipinto the well which is connected to the other end of thepaper connector.
Wait for about 3 minutes for the reaction to take place.What do you observe in each well?
What do you think is produced at each electrode connect-ed to the battery? What element is produced at the red (+)e~ectrode? What element is produced at the black (-) elec-trode?
SECTION 9 - ELECTR_O_L_Y_$1S OF FERROUS SULFATE
The secret in understanding this experiment and theunseen reactions taking place at the molecular level is in thepositive and negative charge at the ends of the wire (electrodes)which are in different wells. Also remember that when com-pounds dissolve in water the molecules break up into positivecharged and negative charged ions (in this case Fe++ and S04--). The negative electrodes attract the positive chemical ions.The positive electrodes attract the negative chemical ions.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSI I Ferrous sulfate solution
id Universal Indicator solution
J Plastic pipette
(,J Microplate
;_~ 9-volt battery
’J 9-volt battery clip
IJ Paper strip (See Section 5)
J Goggles
BE SURE TO WEAR GOG._G__L__ES ~EXPERIMENTS IN THIS.CHEMISTRY SET!
1)
2)
4)
Using your pipette, place 10 drops of ferrous sulfate solu-tion in each of 3 large wells of the microplate. Use largewells A-l, A-2 and A-3. Next, pipette 30 drops of water intoeach of the ferrous sulfate wel~s, A-l, A-2 and A-3.
Place one drop of Universal Indicator in each of the wells.
Wet the strip of filter paper with ferrous sulfate solution.
P~ace one end of the filter paper in one large well A-1 andplace the other end of the paper in an adjoining large wellA-2 which also contains the ferrous sulfate solution.
5) Connect a 9-volt battery to a battery clip.
6) Place the red wire from the battery clip into one well withthe paper connector and the black wire from the battery clipinto the well which is connected to the other end of thepaper connector.
7) Wait for about 3 minutes for the reaction to take place.What do you observe in each well?
8) What do you think is produced at each electrode connect-ed to the battery? What is produced at the red (+) elec-trode? What is produced at the black (-) electrode?
Page 18
SECTION 10 : A CH._E___M./CAL SEPARATIONCHAPTER5
Sometimes to make a separation of a compound happen,chemists do not need to rely on an outside electrical force, suchas a battery, but can depend on the "activity" of different metalsto do the job for us. In this experiment we depend on the dif-ferent "activity" of zinc and copper metals to help us in separat-ing the copper sulfate molecule.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[] Copper sulfate solution
Plastic pipetteMicroplate
Zinc wire[] Copper wire[] Goggles
BE SUBE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1) Place 1/2 pipette of copper sulfate solution into each of 3large wells in the microplate.
2) Cut a piece of zinc wire (provided in your chemistry set)with scissors or wire cutter. Cut the piece about 1 inchlong. Place this wire into one of the large wells where youhave added the copper sulfate solution.
3) Cut a piece of copper wire (provided in your chemistry set)with scissors or wire cutter. Cut the piece about 1 inchlong. Place this wire into the other ~arge we~ where youhave added the copper sulfate solution.
4) Do not add any metal wire to the last well. This is the con-trol well. What is the purpose of the control well? SeeFigure #23.
5) Allow the wire to remain in the wells for at least ten min-utes. Observe any change in the wells. Which wellchanges? Why does the other well NOT change? Leavethe wire in solution for 3-4 hours. What changes do younotice?
What happened to the zinc wire? What happened to the cop-3er solution? Compare the experimental solution to the control~nlI~tinn
Figure #23
Page 19
THE GASEOUSPHASE OF MATTER
The Gaseous Phase of Matter
Gas molecules are free to move about. They are not limited byother molecules. Since gas molecules are farther apart fromeach other than molecules in the solid state or the liquid state,gas molecules fill the shape of their container. Gases changetheir volume with temperature changes and pressure changes.Since most gases are colorless, odorless and tasteless, wetend to forget that:
A GAS IS MATTER.
Sometimes it is easy to forget that a gas is a form of matter. Forus the most common gas is air. Air is not a single gas. It is aMIXTURE of gases. Is there any way to separate the gases inair?
Most of air is nitrogen. An important part of air is oxygen.Without oxygen, life on earth would be impossible. Can youthink of any other gases in the air which are important? Canyou think of other gases which are important?
Gases are not easily packed in your chemistry set. Some of thegases which we will use in experiments will be made from thechemicals in the set. Gases which we will use for our experi-ments will be made by chemical reactions.
TERMS TO KNOW
CATALYST - A chemical which either speeds up or slows downa reaction without being used up in the reaction.
DECOMPOSE - Break up into parts.
INVERSELY RELATED - If one variable goes up in value,another goes down. Inverses are opposites.
PRECIPITATE - A solid which does not dissolve in a solution.
Physical Properties of Gases
An example of this chemistry fact can be quite startling!
Gases respond to changes in the temperature and the pressurewhich surround them. A gas changes its volume when the tem-perature and/or the pressure on the gas changes. When sci-entists talk about gases, they are always careful to note thetemperature and the pressure surrounding the gas.
SECTION 1 - THE..EFFECT OF PRESSURE ONTHE VOLUME__OF A GAS
Did you ever try to squeeze a balloon without bursting it? Didyou wonder what was happening to the air inside the balloon asyou squeezed? Scientists have very carefully measured thisexperiment with all types of gases and have found interestingthings which happen to gases (like air) when they are"squeezed" or put under pressure. Squeezed and expandedgases in the cylinder
1)
2)
_BE SURE_TO WEAR GOGGLES ..W_HE~..N_.DOINGEXPERIMENTS IN TH_IS.CHEMISTRY SET!
Obtain a sample of rain water in a plastic cup.
Transfer ten drops of the rain water to each of 4 small wellsin the microplate.
3) Add a drop of Universal Indicator to ONE of the wells withrain water.
4) Add phenolphthalein indicator to the next well.
5) Finally, test some of your natural indicators with your rainsample.
6) Compare the color of the indicator in the rain sample wellwith the control Universal Indicator wells you prepared inSECTION 1.
7) Compare the color of the indicator in the phenolphthaleincontrol with the rain sample and phenolphthalein.
8) Finally, compare the "natural indicators" and rain samplewith the colors noted in SECTION 2.
Which indicator was the best for telling the pH of rainwater?Which indicator would be the worst?
What would you expect the pH of rain to be? Are yourresults different than what you expected?
Extend the spaces on your RECORD CHART #8 to includethe rainwater sample you tested. Color in any changesnoticed.
SECTION 7 - TESTING THE pH OF OTHER CHEMICALS
Now that you know that an INDICATOR such as UniversalIndicator Solution or Phenolphthalein Solution may be used totell the chemist if a solution is an acid or base, it is time to deter-mine the acidity and basicity of the other chemicals in yourchemistry set.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[~ Microplate of indicators from SECTION 1 (with indicator
colors in small well rows A and B)[] Plastic pipette
[] WaterColored pencil setCalcium nitrate solution (from your chemistry set)
Ferrous sulfate solution (from your chemistry set)[] Cobalt chloride solution (from your chemistry set)
[] Ammonium chloride solution (from your chemistry set)Potassium iodide solution (from your chemistry set)
Sodium sulfate solution (from your chemistry set)[] Copper sulfate solution (from your chemistry set)
Sodium carbonate solution (from your chemistry set)
[] Citric acid solution (from your chemistry set)
[] Sodium silicate solution (from your chemistry set)
[] Calcium hydroxide solution (from your chemistry set)Aluminum ammonium sulfate solution(from your chemistry set)Magnesium sulfate solution (from your chemistry set)
Universal Indicator solution (as an indicator)Phenolphthalein solution (as an indicator)Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1)
2)
3)
4)
5)
6)
7)
8)
Using the small well rows C-1 through C-12 and D-1through D-12, place 9 drops of water into each small well inrow C and row D of your microplate.
Place 9 drops of water in large well A-1 and large well B-I.
Pipette one drop of each solution listed above in smallwells C-1 through C-12 and large well A-I. Again do thesame for small wells D-1 through D-12 and large well B-I.DO NOT use the phenolphthalein or Universal Indicatoryet.
Pipette one drop of Universal Indicator solution to smallwells C-1 through C-12 and large well A-I.
Pipette one drop of phenolphthalein indicator to each of thesmall wells D-1 through D-12 and to large well B-I.
Observe any color change in all of the wells tested. (Apiece of white paper under your microplate may help showthe colors.)
Using your colored pencil set, record any color change onRECORD CHART #9.
Some of your chemical solutions will show no change.Some will be acids. Some will be bases. With a black pen,put an "A" by the ones which show an acid color present.Put a "B" by the ones which show a base present. Put an"N" (neutral) by the ones which appear to have no change.
SOLUTIONS TESTED
MAGNESIUM SULFATE SOLUTIONALUMINUM AMMONIUM SULFATE SOLUTIONCALCIUM HYDROXIDE SOLUTIONSODIUM SILICATE SOLUTIONCITRIC ACID SOLUTIONSODIUM CARBONATE SOLUTIONCOPPER SULFATE SOLUTION: SODIUM SULFATE ~OLUTIONPOTASSIUM IODIDE SOLUTION
~ ~-HI~ORIDE SOLI.)TIONCOBALT CHLORIDE sOLUTION
-~RROUS SULFATE SOLUTIONCALCIUM NITRATE SOLUTI[~-
UNIVERSALINDICATORSOLUTION
TEST
PHENOLPHTHALEININDICATORSOLUTION
TEST
RECORD CHART #9
Page 36
Put the correct name at the end of the row you are record-ing as to what indicator you used and the colors indicated.
Note: You may have to repeatedly clean out the wells inrows C and D and re-use them after each recording and ex-periment with different indicators. Try to find as many col-ored "natural indicators" possible. Always record the colorchanges on RECORD CHART #7.
SECTION 4 - OTHER NATURAL INDICATORS
Repeat the procedure in SECTION 3 until you have tested all ofyour natural indicators.
What can you tell about all the indicators?
What is similar or different about each of the indicators?
BE SURE TO RECORD, on RECORD CHART#7 with your col-ored pencils, all of the color changes observed from the testingof your natural indicators.
SECTION 5 - TESTING FOR A(,31D$ AND BASES
Now by using the tests and the color changes which you record-ed in previous experiments which told you the color changes oc-curring at specific acid or base concentrations, you can now testfor the acid and base changes and concentrations with some un-known solutions. Again compare any color changes with what youalready recorded from previous experiments and color changes.
You will need the following materials to complete this experiment:
LIST OF MATERIALSMicroplate of indicators from SECTION 1 (small rows A & B)
Household soap solution (example: Dial® liquid soap ordishwashing liquid soap)Shampoo solutions
Liquid laundry detergentPet shampoo
VinegarClear soda (sparkling water)Toothpaste
MilkLemon juice
Grapefruit juiceUniversal Indicator solutionPlastic pipettes
Colored pencil set
Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
As stated above, many of the products which are in your homeare acids and bases. You can test home products for acid, baseor neutral pH in the following way.
1)
2)
3)
4)
Place a small sample of each of the liquids mentioned inthe materials list separately in large wells of yourmicroplate.
Add some water to each large well containing your sam-ples.
Add a few drops of Universal Indicator to each of the largewells containing samples.
Compare the colors of the wells with samples to the controlwells with Universal Indicator you prepared in SECTION 1.Record the sululions yuu test un RECORD CHA_RT #8.Use your colored pencils to show changes.
Which products are acids?of the materials
Which are bases? Were any,ou tested neutral?
SOLUTIONS COLOR BEFORE COLOR AFTERTESTED UNIVERSAL UNIVERSAL
INDICATOR INDICATORADDED AODED
ShampooDishwashingdetergent
Laundrydetergent
Pet ShampooVinegarClear SodaToothpasteMilkLemon juic~Grapefruit jui¢~Rain water
RECORD CHART
SECTION 6 - TESTING RAIN WATER FOR pH VALUE
Rain water is not pure water. As rain falls from the sky, it picksup particles and chemicals. The particles may be pieces ofdust, dirt or smoke. The chemicals may be gases which havebeen released from a factory or home. In any case, rain watermay absorb this material and change the pH of rain water.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSI_,1 Microplate of indicators from SECTION 1F~ Rain waterI~1 Plastic cup
~ Plastic pipette
i~ Universal Indicator solution[~ Goggles
of an automobile engine is what makes the engine run.Scientists who fill up large helium weather balloons do NOT fillthem up all the way because the helium expands as the balloongoes higher and higher. If the balloons were filled full at groundlevel, it would burst at higher altitudes where the atmosphericpressure is less and the helium gas volume becomes so muchgreater.
The following experiment lets you test for the effect of pressureon the volume of a gas. The blue solution is used in this exper-iment so that you can "see" the change in the volume of the gasyou are testing. When you add weight (books) on top of thebulb, you are exerting force (pressure) on the gas to "reduce" itsvolume.., just like squeezing a balloon.
Gases expand and contract with changes in the pressure oftheir surroundings. Gases expand when the pressure decreas-es. They contract when the pressure surrounding them increas-es. Gas volume and pressure are INVERSELY related.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSMetric ruler
[-I A new plastic pipette
Methylene blue solution (from your chemistry set)Plastic measuring cup
.1 Water
Several heavy books[J Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS. IN THIS CHEMISTRY SET!
t)
2)
Place 2 drops of methylene blue dye in a small plastic cup.Fill the cup about 1/2 full with water.
Fill ONLY the bulb of a plastic pipette with methylene bluesolution. See Figure #24. After it is filled, DO NOTSQUEEZE the bulb, but hold the pipette tube and bulb asshown in Figure #24.
Figure #24
3) Grasp the pipette stem in one hand and the end of thepipette stem in the other. Pull until the pipette tube stretch-es very thin. Tie a knot in the stretched part of the pipettetube. See Figure #25.
book or heavyweight
knot In pipelts~
"stretch~ pipette
metricruler
4)
5)
6)
7)
8)
Figure #25
Accurately measure the length of the trapped air column inthe stem of the pipette using your metric ruler. See Figure#25.
Place a book on top of the bulb of the pipette.
Measure the length of trapped air in the column with thebook in place. What happened to the length of the column?
Continue to stack books on top of the bulb of the pipette.Measure the length of the column after each book has beenadded.
What statement can you make about the way pressureeffects the volume of a gas?
SECTION 2 - THE EFFECT OF TEMPERATUREON A VOLUME OF GAS
Temperature also will "change the volume of a gas." This iswhy, for instance, the tires on a car need to be inflated with a lit-tle more air than normal in very cold weather, and why youshould let a little air out of the tires in very hot weather or on along trip on hot highway surfaces.
In this experiment we will cool a gas (air) and watch as the vol-ume of a gas changes (is reduced). Again we use the methyl-ene blue dye solution just to be able to "see" the gas volume asit changes.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSMethylene blue dye solution (from your chemistry set)
A new plastic pipetteCrushed iceMicroplate
GogglesBE SURE TO WEAR GOGGLES WHEN DOING
EXPERIMENTS IN THIS CHEMISTRY SET!
Page 35 I’age 20
Gases expand and contract with changes in temperature. Theexpansion or contraction of a gas varies DIRECTLY with thetemperature of a gas.
1) Start with a new pipette.
2) Fill a large well of the microplate with water. Add a fewdrops of methylene blue dye solution. The dye will allowyou to observe the level of water in the stem of the pipette.
3) Place the bulb of the plastic pipette in a plastic cup.
4) Direct the stem of the pipette into the water in the well ofthe microplate. Hold the stem of the pipette below thewater line by using some tape to secure the stem to theplate. See Figure #26.
cru.shsd ~
_ tape steminto deep well
Figure #26
5) Place an ice cube or some crushed ice into a plastic cupwith the pipette.
6) What happens to the water/methylene blue solution level inthe stem? As the temperature of the air in the bulb de-creased, what happened to the volume of the air? How doyou know?
7) Remove the pipette from contact with the ice. Allow the airin the pipette to come to room temperature. What happensto volume of air as the bulb warms?
8) When the trapped air has returned to room temperature.pour some warm water into the plastic cup.
9) Place the bulb of the plastic pipette in contact with thewarm water, by pouring warm water into the plastic mea-suring cup.
10) What happened to the level of water in the stem of thepipette as the bulb of air is warmed? What happens to agas if the temperature of the gas increases?
SECTION 3 - GAS DIFFUSION
Of all states of matter, gases have the greatest ability to movefrom place to place and the greatest freedom of movement.The ability of gases to move through other gases is called DIF-FUSION. The lighter the gas (the smaller the molecule), thefaster its molecules can move.
Page 21
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSMicroplate
[] Vinegar (from kitchen or grocery store)[] Household Ammonia (from kitchen or grocery store)Id Universal Indicator Solution (from your chemistry set)[] Plastic pipette
Plastic sandwich bag
Water--I Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1) Select one row of small wells in your microplate.
2) Place 10 drops of water in each well in the row, EXCEPTfor the first and last well in the row.
3) Add one drop of Universal Indicator to each well containingwater in the row.
4) Place 10 drops of vinegar in one of the empty wells.
5) Place 10 drops of ammonia in the other empty well.
6) QUICKLY place the microplate in a plastic sandwich bag.
7) What happens to the Universal Indicator? A change incolor is due to the diffusion of vinegar and ammonia. A bluecolor indicates ammonia; a red color indicate vinegar.
8) Which diffused faster? Which is lighter?
SE~C.TtO_N_ 3_.A.......:...G.A.,~...I~.!_EE~__S_.!ON II
Repeat the previous SECTION 3 in exactly the same way, butthis time instead of using vinegar (acetic acid) try using lemonjuice (citric acid).
SECTION 4 - PREPARATION OF OXYGEN
Hydrogen peroxide (H202) is a common household antisepticwhich can be found as a 3% solution in many drug or grocerystores. Hydrogen peroxide can be DECOMPOSED into waterthe oxygen. The compound has a formula similar to water(H20).
The extra oxygen in peroxide can be freed by the reaction ofhydrogen peroxide with a CATALYST. The reaction looks likethis:
(steel wool)
hydrogen peroxide ~ water and oxygen
The steel wool is the catalyst for the reaction. It is written abovethe arrow for the equation.
11) Add one drop of phenolphthalein solution (another indica-tor) to each of the wells in this row.
Compare the results of your experiments. How is phenol-phthalein different from Universal Indicator?
12) On RECORD CHART #7, using your colored pencils, fill inthe colors which the phenolphthalein Indicator Solutionchanged to in each of the small wells B-2 through B-11.Mark this row on your RECORD CHART #7 (B-2 through B-10) Phenolphthalein Indicator Row.
DO NOT DISCARD YOUR INDICATORS!!
You can save the Universal Indicator and phenolphthalein foruse as CONTROLS for experiments you will do later. Seal theindicators in their wells by covering the wells with a piece oftransparent tape. Cover each row of wells with a long, singlepiece of tape. Run your finger over each well to seal the con-tents in the well.
SECTION 2 - NATURAL INDICATORS
One of the most fascinating discoveries is that many plants alsohave natural "indicators" included in the flowers, leaves orstems of the plant. We can use these as indicators for our acidand base change experiments.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS~ Flower petals (obtain from plant flowers with colored
petals)--I Plant fruit skin (example: cherries, blueberries, etc.)
Red cabbage leaves (obtain from your grocery)
Large test tube with cap[] Household tea (from tea bag)
[] Isopropyl alcohol (rubbing alcohol) (obtain from drugstoreor grocery)
[] Microplate
[] Household vinegar (acetic acid)Household ammonia (ammonium hydroxide)
[] Plastic pipette
Plastic soda straw[] Scissors
Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
WARNING: Ethyl or isopropyl alcohol and their vapors are high-ly flammable. Do not use alcohol in the presence of an openflame. Use alcohol in an area with good ventilation.
Some naturally occurring chemicals are indicators. They mustbe separated from natural sources in order to see them work.We will EXTRACT the natural indicators with ethyl alcohol orwith isopropyl alcohol (rubbing alcohol).
Almost all plant colors (pigments) are indicators. Use the skin,rind, or petal of a plant. The indicator will be in the colored ortinted part of the plant. Green leaves contain CHLOROPHYLL.Chlorophyll is not an indicator. The petals of flowers, even whiteflowers, contain indicators. The following is a list of plantsources of indicators. Red cabbage, cherry skins, tea, blueber-ry skins, blackberry skins or flower petals are good sources ofnatural indicators.
TO EXTRACT THE INDICATOR, FOLLOW THESE DIREC-TIONS: Be sure to use a microtip pipette for this experiment.
DO NOT MIX SKINS OR FLOWERS!BE SURE TO EXTRACT EACH PLANT OR
FLOWER INDIVIDUALLY
Page 34
1 Place a 5-6 gram sample of the plant or flower into a testtube.
2)
3)
4)
5)
Add 1/2 pipette of ethyl or isopropyl alcohol. Mix well.Crush the petals with a plastic soda straw to squeeze alco-hol throughout the sample.
Allow the plant material to stay in the alcohol for at least 5minutes.
Pour off the liquid into a large well of the microplate.
Save this liquid as your "natural indicator solution" in furtherexperiments. If you wish, you may also save the indicatorin same plastic pipette which you used for extracting ordrawing up the indicator solution out of the test tube. Besure to label your plastic pipette, which indicator it holds.
SECTION 3 - NATURAL INDICATORS
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSII Flower petals, plant skin, or red cabbage extraction
(from previous experiment)Large test tube
Isopropyl alcohol (rubbing alcohol)[] Microplate
[,J Household vinegar (acetic acid)[] Household ammonia (ammonium hydroxide)/ Plastic pipette
Colored pencils
[] Water[] Goggles
1)
2)
3)
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
Repeat SECTION 1 Steps 1-9 in another row of small wells(Rows C and D).
Add 6-8 drops of your indicator to each of the wells in therow.
Record the color change on RECORD CHART #7 by col-oring in the correct well circles with your colored pencils.
1) Place 9 drops of water in each of the small wells A-3 andA-10 in the microplate.
2) Place 10 drops of vinegar (acetic acid) in well A-2.
3) Take one drop out from small well A-2 and drop it into thewater in small well A-3.
You have just made the acid in small well A-3 ten timesLESS THAN the acid solution in small well A-2. Why? SeeFigure #34.
4) lake one drop out ot small well A-3 and m~x ~t w~th the waterin small well A-4.
5) Repeat the above process with well 5 and 6. DO NOT ADDANYTHING TO WELL 7. Why?
(Hint: small well A-7 will be used as neutral or just plainwater which is neutral pH.)
6) Place 10 drops of household ammonia (ammonium hydrox-ide) in small well A-11.
7) Take one drop out of small well A-11 and add it to the waterin small well A-10.
You have just made the base in small well A-10 ten timesLESS THAN (weaker than) the basic solution in small wellA-11. Why?
8) Take one drop out of small well A-IO and mix it with thewater in small well A-9.
9) Take one drop out of small well A-9 and mix it with the waterin small well A-8.
10) DO NOT ADD ANYTHING TO SMALL WELL A-7. Why?
11) Add one drop of Universal Indicator to all the wells. Whathappens in each of the wells?
highest Acetic HEU .-rI:L&L highest Ammonia/v:~d concentration
-’=~(BaseI concentration
, , , , , , ,o-,.,, ,, r~0~~000~ ¯ ¯ 0
c~O00000000 0 0 0o~O00000000 0 0 0
"’000000-~OOOOOO,
Figure #34
12) On RECORD CHART #7, using your colored pencils, fill inthe colors which the Universal Indicator solution changed toin each of the small wells A-2 through A-11. Mark this row(A-2 through A-10) the Universal Indicator
Page 33
UNIVERSALINDICATOR ROWPHENOPHTHALEININDICATOR ROWNATURAlINDICATOR ROWNATURAL,INDICATOR ROWNATURALINDIGATOR ROWNATURALINDICATOR ROWNATURALINDICATOR ROWNATURALINDICATOR ROWNATURALINDICATOR ROW
~ we~U w~i weU w~ weU well we~ wr.U2 3 4 $ 6 ? 8 9 10
0000000000000000000000000©0000000000000000000008888°000 0000QO0000000000000000RECORD CHART #7
$.EC_T.!_ON 1A - DILUT.I,O_N_,O_E_A.CJD
In this experiment you will see how to dilute an acid, more andmore, and to show how the dilution can be seen by the use ofan "indicator." The indicator used in this experiment is Phenol-phthalein which will change color in a basic solution and NOT inan acid solution. You will need the color change information tocompare with acid and base experiments later.
Use a microtip pipette for these experiments.
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SETI
1) Place 9 drops of water in small wells B-3 and B-10 in themicroplate.
2) Place 10 drops of vinegar (acetic acid) in small well B-2.
3) Take one drop out of small well B-2 and mix it with thewater in small well B-3. You have just made the acid insmall well B-3 ten times LESS THAN small well B-2 by afactor of 10. Why? See Figure #34.
4) Take one drop out of small well B-3 and mix it with thewater in small well B-4.
5) Repeat the above process with small wells B-5 and Be6.DO NOT DO ANYTHING TO WELL 7. Why?
6) Place 10 drops of household ammonia (ammonium hydrox-ide) in small well B-11.
7) Take one drop out of small well B-11 and mix it with thewater in small well B-10. You have just made the base insmall well B-10, ten times LESS THAN small well B-11.Why?
8) Take one drop out of small well B-10 and mix it with thewater in small well B-9.
9) Take one drop out of small well B-9 and mix it with thewater in small well B-8.
10) DO NOT ADD ANYTHING TO SMALL WELL B-7. Why?
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSIJ Fine steel wool (obtain from hardware store or grocery)
DO NOT use the steel wool with soap embedded in it!~ Hydrogen peroxide (3%) (obtain from drugstore or
cery)Ij Methylene blue solution
~J MicroplateI1 Plastic pipette
[,_] Water~1 Goggles
B_.E.. SU__R_E TO .W___E_A__R_...G.QGG.LE__S____W_HEN___POJ.NPa._E__X_ ..P.E_ R I M E_N~F .S... !..N_ ...T_I~ I $, C_H__E_._M__! _S. _T.. _R_ _y ._~_.E T !
1) Cut the round end of a pipette off with scissors. (If youhave already made a filer funnel out of a pipette, you mayuse that.)
2) Pack steel wool into the bulb of the pipette so that it will notfall out the open end you just cut. Make sure the steel woolis close to the cut end but not sticking OUT of the open endyou have cut.
3) With another pipette, add one pipette full of water to a largewell of your microplate. Add 1 drop of methylene blue solu-tion to the water in this large well.
4) Rinse out the pipette you have used with the water and themethylene blue solution.
5) Now place 1/2 pipette full of hydrogen peroxide solutioninto another large well.
6) Take the cut pipette with the steel wool and place the cutend into the well containing the hydrogen peroxide. Holdthe pipette with the steel wool downward all the way to thebottom of the well of hydrogen peroxide. Hold the cut endof the pipette tightly against the bottom of the well contain-ing hydrogen peroxide.
7) Oxygen gas will now be produced by the action of the cat-alyst (steel wool) and the hydrogen peroxide. The oxygengas will go up the tube of the pipette.
8) Direct the stem of the pipette into the methylene blue solu-tion. See Figure #27.
pipette with steelwool and peroxide/ in large well
methylene blue solution
9)Figure #27
Observe the color of the methylene blue solution as thehydrogen peroxide decomposes. What happens? Whatgas is formed?
Page 22
SECTION 5 - DOES AIR CONTAIN OXYGEN?
You probably have already heard that air contains oxygen.Oxygen is a gas which we breathe and which sustains life. Howcan we measure whether air actually does contain oxygen? Byusing methylene blue dye solution, we can measure for thepresence of oxygen. Methylene blue dye solution will changecolor if it is in contact with oxygen. We can use this change ofcolor to test for the presence of oxygen.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[] A new plastic pipette
[_.1 Methylene blue solution
:J MicroplateII Water
"~ Goggles
BE SUR_E_ TO WEAR G,OGGLES WHEN_D_.QIN~.I~X..I~E!~IMENT~ IN. THIS_.. CHEMI _S.T__R_Y. SET.!.
1) Place 1/2 pipette of water in a large well in the microplate.
2) Add one drop of methylene blue to the water in the well.
3) Direct the stem of a plastic pipette into the methylene bluesolution.
4) Squeeze the air out of the plastic pipette into the water con-taining the methylene blue solution.
5) Withdraw the tube from the methylene blue solution.
6) Allow the bulb to expand and fill with air.
7) Repeat the bubbling of air into the well as often as neces-sary until a color change is noted. Be sure to remove thetube from the well before allowing the bulb to return to thefull position.
~^lh~t h~t_n,_ngn £ tm thn rnr~th~,~l#n~ hh ~p ~ml, lfi~n9
S~E_.C_.~E!.ON .. 6 - NATURAL OXYGEN PRODUCTI,ON:.T__H_.E ACTI,ON OF ENZYMES
Oxygen is produced all the time by natural processes. Theenzymes in the cells in liver will cause oxygen to be produced.Natural enzymes in raw potato will cause oxygen to be pro-duced. In this experiment see if you can use the enzymes torelease the oxygen from the hydrogen peroxide.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSI-I Hydrogen peroxide (3%) (obtain from drugstore or
cery)Raw liver or raw potato (obtain from your kitchen)
’1 Microplate
Plastic pipette
[] Water[] Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1) Place a small piece of raw liver or crushed potato in a largewell in the microplate.
2) Add a pipette full of hydrogen peroxide to the liver or pota-to.
3) What gas is produced? How could you identify this gas?
SECTION 7 - METHYLENE BLUE AS AN.!NDICATOR
Using the materials listed above, and methylene blue, repeatthe experiment.
BE SURE TO WEAR GOGGLES WHEN. _D..E)J_N..GEXPERIMENTS IN THIS CHEMISTRY SET!
1) Add a pipette of hydrogen peroxide to two other large wellsin the microplate.
2) Add a few drops of methylene blue to the hydrogen perox-ide in both wells.
3) Place a small piece of liver or crushed potato in ONE of thewells.
SECTION 8 - PLANTS AND OXYGEN
Plants naturally produce oxygen when they are exposed to light.Plants take carbon dioxide from the atmosphere and produceoxygen. The next time you have FRESH spinach or a FRESHleafy green vegetable for dinner, save a few leaves of the veg-etable for this experiment. You can use a plant leaf or a bladeof grass instead of fresh spinach.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[] Source of sunlight or bright light
Scissors[] Microplate[] Plastic pipette
[] Plastic measuring cupGrass or plant leaf
[] Methylene blue solution[] Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
CUTTING LEAVES SHOULD BE DONE WITHYOUR PARENTS’ ASSISTANCE
1) Place 1/2 pipette of water into two large wells in themicroplate.
2) Add one drop of methylene blue to each of the wells con-taining the water.
Page 23
3) Cut a small sample (about 1 g) of plant leaf into smallpieces with scissors. Use a plastic cup to collect thepieces.
4) Using a chemical scoop, transfer the cut leaf to one of thewells in the microplate containing the methylene blue solu-tion.
5) Place the plate in the sunlight or under a light for a few min-utes.
6) What happens?
SECTION 9 - TESTING A GAS FOR CARBON DIOXID~E
A test for the presence of carbon dioxide in a gas is to bubblethe gas into a saturated solution of calcium hydroxide.(Saturated calcium hydroxide solution is also known as limewater.)
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[] Calcium hydroxide solution (from your chemistry set)
~1 Scissors.7-1 MicroplateI~ Plastic pipette[] Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTI~Y SET!
NOTE:To obtain lime water (saturated calcium hydroxide solution)you may have to see your pharmacist at your local drug-store, or use the calcium hydroxide solution from yourchemistry set.
1) Cut a plastic pipette as shown in Figure #28. Use the cut-off stem as the blow straw. Save the bulb portion for anoth-er experiment.
SAVE THIS STEM FOR USE IN OTHER EXPERIMENTS
save this end cut here
use this end
2)
Figure #28
Fill another pipette with calcium hydroxide solution (limewater).
3) Place 1/2 the calcium hydroxide solution in one large wellof the microplate. Place the other 1/2 of the solution in anadjoining well.
4) Place the large end of the plastic straw into your mouth.Direct a stream of breath gently into the solution.
ACID AND BASESOLUTIONS
Acid and Base Solutions
Acids and bases are two types of chemicals which you havecontact with every day. Common acids can be found in manyman-made and natural products. Acids which you may haveseen include ascorbic acid (vitamin C), acetic acid (vinegar),auto battery acid (sulfuric acid), tea (tannic acid), and sour and yogurt (lactic acid).
Bases are also quite common. Milk of magnesia (magnesiumhydroxide), lye (sodium hydroxide) and household ammonia(ammonium hydroxide) are some common bases.
ACIDS AND BASES ARE WATER SOLUTIONS.
TERMS TO KNOW
ACID - A chemical which ionizes in water to form H+ ions.
ACIDIC - A solution which has a pH less than 7.
ALKALINE - A solution which has a pH greater than 7.
BASE - A chemical that ionizes in water to form OH- ions.
EXTRACT - To use a solvent to isolate an individual chemicalfrom a source.
INDICATOR - A chemical which turns color at a particular pH.
When calcium oxide, unslaked lime, (CaO) is added to water form slaked lime, the amount of OH" increases while theamount of H+ decreases. This solution is said to be BASIC orALKALINE.
Almost ALL solutions are either ACIDIC or ALKALINE. Veryfew solutions are NEUTRAL.
Scientists measure the amount of acidity or alkalinity by using aspecial scale called the pH SCALE. The pH scale rates solu-tions from 1 to 14 based on the amount of H+ or OH ion in thesolution. A solution which has a rating of between 1 to 6 is con-sidered ACIDIC (1 is the highest amount of acid, 6 is the least).A solution which is rated 8 to 14 is ALKALINE or BASIC (a solu-tion which has a 14 pH has the highest amount of base, while 8is the least basic). A solution which is exactly 7 is NEUTRAL.
The chart below may help you to understand this importantscale.
pH (1 - 2 . 3- 4 . 5 - 6) 7 (8.9.10 -11 -12 .13 .14)< -,
STRONGERACID
STRONGESTACID
n
WEAKEST UAC/D t
r
I
STRONGERBASE
WEAKEST STRONGESTBASE BASE
SECTION 1 - THE pH SCALE AND INDICATORS
ION - A charged atom or group of atoms.
IONIZATION - The breaking apart of a molecule into parts whichhave a positive (+) or negative (-) charge.
NEUTRAL - Neither acid nor base.
pH SCALE - A scale which tells the relative amount of acid orbase in a solution.
SALT - The chemical which results when an acid reacts with abase.
Water (H20) contains two different chemical parts. These parts
are called IONS. The hydrogen ion (H+) which has a positivecharge and the hydroxide ion (OH) which has a negativecharge. Acids add extra H+ ions to water, bases add extra OH-ions to water.
In pure water the amount of H+ ion exactly equals the amountof OH" ion.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[] Household vinegar (acetic acid) obtain from kitchen
groceryHousehold ammonia (ammonium hydroxide solution)obtain from kitchen or groceryMicroplate
[] Plastic pipette[] Water
[] Universal Indicator solution (from your chemistry set)
[] Phenolphthalein solution (from your chemistry set)
[] Transparent tape[] Set of colored pencils
Goggles
BE SURE TO WEAR GOGGLES WH__EN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
When any chemical is added to water the balance of H+ and
OH in the solution changes. For example, when sulfuric acid isadded to water to make a solution for a car battery, the amountof H+ increases while the amount of OH" decreases.
This experiment will show you the characteristics of both the pHscale and the way INDICATORS work.
Use a microtip pipette for these experiments.
This solution is said to be ACIDIC. Page 32
7)
8)
Is there any difference between the products and the reac-tants which formed them? What do you think happened togive the results you have noticed?
Which combination of chemicals produced a reaction?Which chemical product is a PRECIPITATE? Which chem-ical product is a gas?
SECTION 6 - TESTING THE REMAINING SOLUTIONOFA CHEMICAL REACTION
Just as you tested the precipitates (the wet and dry products ofa chemical reaction), you now need to test the solutions whichwere formed in the chemical reactions. Many of these solutionscarry dissolved in them the salts from a chemical reaction. Yourelectrolyte detector will show the ones which conduct electricalcurrent, in other words, the solutions which have dissolved saltsand which are ELECTROLYTES!
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSMicroplate with the solutions from SECTION 4
(wells A, B, C, D- 8-12)I-I Electrolyte Detector
Water
Plastic pipettes
Goggles
BE SURE TO WE__AR GOGGLES WHEN DOINGEXPERIMENTS IN. THIS CHEMISTRY SET!
Test the solutions saved from SECTION 5 in the small wells A,B, C, D - 8 - 12, for conductivity using the ELECTROLYTE DE-TECTOR.
Prepare another table like Table #6 and record which solutionsconduct electricity (these are ELECTROLYTES).
Sample Electrolyte Table
ROW 1
ROW 2
ROW 3
ROW 4
Column 1 Column 2 Column 3 Column 4 Column 5 Column 6
5) Watch the solution carefully. A PRECIPITATE should form.A precipitate is a solid which is formed when a reactionoccurs in solution. A precipitate formed in this experimentis an indication that carbon dioxide is in your exhaledbreath. How could you tell if air has carbon dioxide?
6) The reaction for this precipitation is:
calcium hydroxide + carbon dioxide .... ~ calcium carbonate+ water
Ca(OH)2 + CO2 CaCO3 + H20
SECTION 10 - PREPARATION OF CARBON DIOXIDE
Carbon dioxide gas is produced when compounds containingcarbonate react with acids. Carbon dioxide is also produced byliving things.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSCalcium hydroxide solution (lime water)
Scissors
[] Microplate
Plastic pipette
[] Cellophane tape
[] Sodium bicarbonate (baking soda from your kitchen)--I Vinegar (from your kitchen)
[] Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS. IN _T_HIS CHEMISTRY SET!
1) Cut a plastic pipette with scissors as indicated in Figure#29.
2) Place a 1/4 scoop of sodium bicarbonate in the pipettethrough the slit you have just formed.
3) Cover the slit with a piece of transparent tape or electricaltape.
SAVE THIS PIPETTE FOR USE IN OTHER EXPERIMENTSpipette
clear tape
Figure #29
scissor cut
4)
5)
With another pipette, fill a large well of the microplate withcalcium hydroxide solution.
With another clean pipette, fill an adjoining well with vine-gar.
6) QUICKLY draw up some vinegar into the pipette with thesodium bicarbonate.
7) Direct the stem of the pipette into the calcium hydroxidesolution.
I ~~ Lu..M_ E! ’..C..A_~_~P_NATE~ ..... ~I~!D. VINEGAR
I~ HYDROXIDE
Figure #30
8) Stand the plastic pipette combination in the microplate nextto the well containing the calcium hydroxide solution, allow-ing the pipette end to bubble CO2 gas into the calciumhydroxide solution.
9) What compound is generated by this reaction?
calcium hydroxide + carbon dioxide - ) ???? + H20
10) What happens to the calcium hydroxide solution when thegas generated bubbles through the solution?
11) Where have you seen this reaction of calcium hydroxidebefore?
SECTION 11 - A REACTION WH!.C_H PR_O__D.IJC..E_SCARBON__DIOXIDE
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS[J Baking soda solution (Sodium bicarbonate solution)[1 Plastic pipette
Microplate
[] Plastic pipette
Citric acid solution
Water
Goggles
BE SURE 3"_0 WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
Page 31 Page 24
Make your own sodium bicarbonate (baking soda) solution placing 1/4 scoop of baking soda (obtain from your kitchen orgrocery) in your plastic measuring cup and adding a pipette ofwater. Stir this mixture until all baking soda has dissolved.
1) Place 20 drops of sodium bicarbonate solution in a largewell of the microplate.
2) Add 1/2 pipette of water to the well.
3) Add 1/2 pipette of citric acid to the well.
4) Watch what happens as acid is added to the sodium bicar-bonate.
5) How could you tell that the gas produced is carbon dioxide?
SECTION 12.- PBO_DU.C_.!NG CARBON DIOXIDEIN ANOTHER WAY
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS-3 Alka Seltzer@
-1 ScissorsMicroplate
Plastic pipetteCellophane tape
VinegarGoggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMI~NTS IN THIS CHEMISTRY SET!
1) Clean, rinse and dry the pipette you prepared in SECTION10, Figure #30.
2) Break off a piece of AIka Seltzer@ which will fit into thepipette.
3) Repeat the procedure of SECTION 10, Parts 3-11.
What gas was produced by this reaction? How do youknow?
What chemicals do you think caused the production of thisgas?
SECTION 13 - TH_E PRODUCTION OF AMMONIA
Ammonia (NH3) is a gaseous compound which, in water solu-tion is found in the household preparation called "householdammonia." Ammonia and its solutions have a piercing odor.Ammonia is also commonly found in a medicinal preparationcalled smelling salts. Ammonia is important for use as a fertil-izer. Ammonia is often a product of protein decay.
You will need the following materials to complete this experi-ment:
LIST
Q
OF MATERIALSAmmonium chloride solution (from your chemistry set)Calcium hydroxide solution (from your chemistry set)Microplate
Plastic pipetteFilter paper
Universal Indicator solutionGoggles
BE SURE TO WE&._R GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1) Place 1/2 of a pipette of ammonium chloride solution into awell of your microplate.
2) Moisten a small (1 inch x 1 inch) piece of filter paper withUniversal Indicator solution.
3) Add 1/2 plastic pipette of calcium hydroxide solution to thewell containing ammonium chloride.
4) Hold the moistened filter paper over the well containing themixture of ammonium chloride and calcium hydroxide.
5) What is the result? What gas caused the color change, ifany?
A color change with Universal Indicator indicates the pres-ence of ammonia vapor. Remember that ammonia is abase!
SECTION 14 - NEUTRALIZATION OF GASES
Sometimes gases may be "acidic"... like the pollution gases inthe atmosphere which dissolve in rainwater to cause "acid rain."Sometimes gases are "basic" or alkaline. And, as you mightexpect, the acid gases and the base gases can be mixed toneutralize one another. In the following experiment you will seehow some gases are acidic by the way gases will change thecolor of a special "Universal Indicator" test paper. The testpaper will change color to show not only if an acid is present butthe color change can also give you an idea of "how strong" theacid is.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSMicroplatePlastic pipette
[] Universal Indicator solution on a small piece of filter paper[] Vinegar
Goggles
BE SURE TO WEAR _GO.GGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
Table #6 - REACTION RECORDING TABLE
ROW 1
ROW 2
ROW 3
ROW 4
Column 1
CopperSulfate
+Potassium
Iodide
FerrousSulfate
+Potassium
Iodide
CalciumNitrate
+Potassium
Iodide
MagnesiumSulfate
+Potassium
Iodide
Column 2
CopperSulfate
+SodiumChloride
FerrousSulfate
+SodiumChloride
CalciumNitrate
+SodiumChloride
MagnesiumSulfate
+SodiumChloride
Column 3
CopperSulfate
+SodiumSulfate
FerrousSulfate
+SodiumSulfate
CalciumNitrate
+SodiumSulfate
MagnesiumSulfate
+SodiumSulfate
Column 4
CopperSulfate
+Sodium
Bicarbonate
FerrousSulfate
+Sodium
Bicarbonate
CalciumNitrate
+Sodium
Bicarbonate
MagnesiumSulfate
+Sodium
Bicarbonate
Column 5
CopperSulfate
+Sodium
Carbonate
FerrousSulfate
+Sodium
Carbonate
CalciumNitrate
+Sodium
Carbonate
MagnesiumSulfate
+Sodium
Carbonate
Column 6
CopperSulfate
+Ammonium
Chloride
FerrousSulfate
+Ammonium
Chloride
CalciumNitrate
+Ammonium
Chloride
MagnesiumSulfate
+Ammonium
Chloride
SECTION 5 - TESTING THE PRODUCTS OF A RE,~.CTION
Even though you have already tested solutions and solids in theprevious experiments, now you can test the PRODUCTS of areaction with your electrolyte detector. Remember: in this ex-periment you are testing to see whether the PRODUCTS of achemical reaction will behave differently than the chemicalswhich were used to form them. Observe carefully, and you maywant to test some of the products after you have dried them outto see if the dry powder products react differently than the "wet"products.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS~ Microplate with the completed reactions from SECTION 4I~ Electrolyte Detector made in SECTION 1[] Water[...] Plastic pipettes-I Goggles
BE SURE TO WEAR_GO_GGL_ES_WHEN QOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1) Allow all the reactions to finish. (Wait about 15 minutes forthe reactions to settle out.)
2) Place the tip of a MICROTIP pipette just below the liquidlevel in a well. Remove the LIQUID ONLY from each of thewells where a reaction has occurred. DO NOT DISCARDTHESE SOLUTIONS! Place each solution removed inanother unused well on the right side of your microplate.Example: solution from A-1 should be put in well A-7, andso on. Rinse the pipette with water between each chemi-cal solution. The liquids which you are saving in microwellsA, B, C, D-7-12 will be used in SECTION 6 experiments.
3) Add 10 drops of rinse water (tap water) to each of the wellswhich showed a chemical reaction and allow the precipitateto settle to the bottom of the well.
4) Remove and discard the rinse water which is above theprecipitate in the well.
5) Add 8 drops of fresh water to each of the wells where areaction has occurred.
6) Test the solution of the products in each of the wells wherea reaction has occurred with the ELECTROLYTE DETEC-TOR.
Page 25 Page 30
SECTION 4.-__REACTIONS O.F SOLUT_IONS
You will need the following materials to complete this experiment:
LIST OF MATERIALSII Solutions of the chemicals listed below in Table #5
(Two Groups: Group 1 Chemicals and Group 2 Chemicals)Electrolyte Detector
MicroplateIJ Plastic pipettes
Goggles
BE SURE TO WEAR GOGGLES .W_H_E..N O.OINGEXPERIMENTS IN THIS CHEMISTRY S.E._T_!
Chemical compounds when dissolved in a water solution oftenbreak up into charged particles called IONS. The presence ofthese charged particles or IONS, allow the solution to conductelectricity. The experiment above showed which compoundscontain ions. Ions react with each other in solution.
Cations react with anions to form new compounds. As in anychemical reaction, when two chemicals react, the reactionsometimes produces products which have totally different prop-erties from the beginning compounds.
t) Divide the chemical compounds which have been madeinto solutions into two groups of chemicals as shown inTable #5.
TABLE #5
Group 1
Copper SulfateFerrous SulfateCalcium Nitrate
Group 2
Potassium IodideSodium ChlorideSodium SulfateRndium BicarbonateSodium CarbonateAmmonium Chloride
2)
3)
4)
Remembering how you used the ELECTROLYTE DETEC-TOR from Section 2, write a small "e" for electrolyte aftereach chemical you tested. Also write a small "n" for non-electrolyte after the chemicals which you tested which werenon-electrolyte.
Remember which of the chemicals in Table #5 are Electro-lytes.
Place 4 drops of copper sulfate solution in each well in thefirst ROW of small wells across the microplate. See Figure#32.
5)
6)
7)
8)
9)
[1 2 3 4 5 8 7 8 9 10 1.1 121 ~
~000000000 0 0 0~000000000 0 0 0c OOOOOOOOO 0 0 0~000000000 0 0 0
~000000-~O0000O,.__L!.__ Z ;] 4 -~ 8 I ~
Figure #32
Place 4 drops of ferrous sulfate solution in the second rowof small wells across the microplate.
Continue to put 4 drops of each chemical solution in Group1 chemicals in an individual ROW of wells across themicroplate. See Figure #32.
Add 4 drops of potassium iodide solution (Group 2 chemi-cals) to each of the wells in the first COLUMN of themicroplate. See Figure #33.
B
C
O
A
~ t_u ....
000000000 0000000000 0 0 0 .000000000 0 0 0000000000 0 0 0
O000OO
Figure #33
Continue to put 4 drops of each chemical solution in Group2 chemicals in an individual COLUMN of wells.
Which combination of chemicals gave a chemical reaction?How do you know that a chemical reaction has takenplace? DO NOT DISCARD THIS MICROPLATE OFREACTIONS!
10) Prepare a chart which records all of these reactions similarto Table #6 - REACTION RECORDING TABLE.
11) Record each reaction (or non-reaction) in the blank spacesin your table.
1) Place 1/2 pipette of household vinegar in a well.
2) Place the filter paper which was made in SECTION 13, Part4 over the well with the vinegar.
3) Allow the paper to stay above the well for a few minutes.
4) What happens to the color of the paper? Which side of thepaper turns color first?
5) Add household ammonia to the well drop by drop. Mix aftereach addition. Cover with the paper again after each addi-tion.
What do you think happened to the ammonia?
What gas do you think caused the change in the filterpaper?
What would happen if you mixed the household vinegarwith a mixture of ammonium chloride and calcium hydrox-ide?
SECTION 15 - REACTION OF AMMONIUM_CHLORIDEAND CALC_J.U_M HYDROXIDE
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSAmmonium chloride solution (from your chemistry set)
Calcium hydroxide solution (from your chemistry set)
Microplate
Plastic pipette
Filter paper
Universal Indicator solution
Goggles
BE SURE TO WEAR GOGGLES_W_H._I~.N..DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1)
2)
Place 1/2 of a pipette of ammonium chloride solution into awell of your microplate.
Moisten a piece of filter paper with Universal Indicator so-lution.
3) Add 1/2 of a pipette of calcium hydroxide solution to thewell containing ammonium chloride.
4) Place 1/2 pipette of household vinegar in the same well.What is the name of the acid in household vinegar?
5) Mix the two solutions together. Wait a few moments for thetwo liquids to react together.
6) Allow the paper to stay above the well for a few minutes.
7) What happens to the paper? What is the compoundformed when the acid reacts with the ammonia? How doyou know that a reaction occurred?
EXPERIMENTSWITH SOLUTIONS
Experiments with Solutions
TERMS TO KNOW
AQUEOUS - A water solution.
ANION - A negatively charged ion. FxamplP.: CI-
CATION - A positively charged ion. Example: Na+
CONDUCTIVITY - The ability to allow electricity to flow througha substance.
CONDUCTOR - A solid or solution which allows electric currentto flow through it.
DISSOLVE - To become part of a solution.
ELECTROLYTE - A solution which conducts an electric current.
ELECTRODE - A wire in an electrolyte which carries an electri-cal charge.
HOMOGENEOUS - The same throughout.
ION - A positively charged or negatively charged atom or groupof atoms.
NONELECTROLYTE - A solution which does not conduct anelectric current.
PRECIPITATE - A solid which does not dissolve in water.
Solutions are mixtures. Solutions are most often a mixture of asolid dissolved in a liquid or a liquid dissolved in another liquid.
The material which DOES the dissolving is called the SOL-VENT. The material which is DISSOLVED is called theSOLUTE. In solutions, the most plentiful material in the mixtureis called the solvent, while the material dissolved is the solute.
A solution is a special kind of mixture because a solution con-tains the same amount of solute throughout the solvent. Sincea solute is evenly distributed throughout the solvent, a solutionis often referred to as a HOMOGENEOUS mixture. A mixture(solution) of sugar dissolved in water is an example of a homo-geneous mixture or a solution.
A)
B)
Can you think of a solution of a solid dissolved in solid?(These solutions are called ALLOYS.)
Can you think of a solution of a gas dissolved in a gas?Which gas is the solvent, which is the solute? (Air is sucha solution.)
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SECTION 1 -&N ELECTROLYTE DETECTOR
An electrolyte detector is easily made. The detector will allowyou to determine if a solution conducts an electric current. Youwill be able to find out if a solution is an electrolyte._ or a non-electrolyte.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSLED (light emitting diode)
--I 9-volt battery
[] 9-volt battery clip
1-K ohm resistor
[] Spring clips (2)
Insulated wire (red length and black length)
Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN THIS CHEMISTRY SET!
1)
2)
3)
4)
5)
6)
7)
8)
From your chemistry set, obtain the LED (light emittingdiode), 1-K ohm resistor, battery clip, and spring clips, andthe pair of red and black wires. From the store, obtain a 9-volt battery.
Attach the battery clip to the battery.
The LED has two wires, one of which is longer than theother. Attach the LONG wire of the LED to the positive(red) wire of the battery clip. To connect them, carefullytwist the bare metal end of the wires together.
Attach one of the resistor wire ends to the negative (black)wire of the battery clip. Connect these two wires by care-fully twisting the bare ends of the metal wires together.
Next, find the two lengths of wire supplied in your set. Onehas black insulation, one has red insulation. Carefully stripthe insulation from the ends of these wires so that you haveboth ends of the black wire stripped back about 1/2" (onehalf inch) and both ends of the red wire stripped back about1/2" (one half inch).
Using a spring clip as a connector, carefully insert betweenthe coils of the spring clip, the free end wire of the LED andthe stripped wire end of the red length of wire. The free endof this red wire is one ELECTRODE.
Using your other spring clip as a connector, carefully insertbetween the coils of this spring clip, the free end wire of the1-K ohm resistor and the stripped wire end of the blacklength of wire. The free end of this black wire is the otherELECTRODE.
See Figure #31 for a picture of the completed ElectrolyteDetector.
LED/
I II I - ~ ~,\ ]1 // insulationI II I ./"/" I} ]/ kk fromends
/~,,.~. ,, ,~ /~)of wire
Spring Clips
Figure #31
The chemicals most used in your chemistry set are solutions inwhich a solid or liquid chemical is dissolved in water. Solutionsof chemicals dissolved in water are called AQUEOUS SOLU-TIONS.
Some aqueous or water solutions conduct electricity. These arecalled ELECTROLYTES. Other solutions DO NOT conductelectricity. These solutions are called NON-ELECTROLYTES.
The ability of a water solution of dissolved chemical to conductor not conduct electricity tells something about the way thechemical itself is held together in a molecule.
SECTION 2 - ELECTROLYTES AND NON-ELECTROLYTES
It is important to know whether a solution is an electrolyte or not.Usually, electrolyte solutions are made of a chemical salt whichis dissolved in water. These WILL conduct small or largeamounts of electrical current. The "Electrolyte Detector" whichyou made will allow you to determine if a solution is conductingeven a small amount of electrical current...the detector will eventell you if a solid will conduct an electrical current.
You will need the following materials to complete this experi-ment:
LIST OF MATERIALS--I Solutions of all the chemicals in the chemistry set
Water
[] Microplate
Electrolyte Detector (made in SECTION 1)
Pipette
[] Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIM._E_._N_.T_S IN THIS CHE_.M.ISTR.Y S__ET!
1)
2)
3)
4)
5)
6)
Using a pipette, place 7 drops of _EACH CHEMICAL SOLU-TION IN YOUR CHEMISTRY SET SEPARATELY in thesmall wells in the microplate. Rinse the pipette with cleanwater between each chemical which your pipette touches.Use small wells A-1 through A-12, and B-1 through B-4.
Place a pipette of water in one of the large wells in yourmicroplate. This well is used to rinse off the electrodesbetween each test.
Place 7 drops of water in one of the small wells in themicroplate. Use well B-12.
Place the two electrodes in the well containing 7 drops ofwater. Does pure water conduct? Remember, tap water isNOT pure water. If your parents have DISTILLED WATER,try the experiment again using distilled water. Distilledwater is used in electric steam irons. Why?
Place the two electrodes in each of the solutions and ratethem according to the ability to conduct electricity. Be surenot to let the two electrodes touch each other while they arein the solution. (The glow of the LED is a good indicationof the solution being an ELECTROLYTE. The more theLED glows, the better the electrolyte.)
As you do your experiment, group the ELECTROLYTEStogether. Group the NON-ELECTROLYTES together.Make a Data Table on a separate sheet of paper similar tothe Data Table shown, with Electrolytes separated fromNon-electrolytes.
DATA TABLE #4
Data Table for Conductivity
Substance Conductor/Non Conductor
Cobalt Chloride Solution
Copper Sulfate Solution
Sodium Silicate Solution
Calcium Hydroxide Solution
Calcium Nitrate Solution
Citric Acid Solution
Ferrous Sulfate Solution
Potassium Iodide Solution
Sodium Sulfate Solution
Aluminum Ammonium Sulfate Solution
Ammonium Chloride Solution
Magnesium Sulfate Solution
Sodium Carbonate Solution
Phenolphthalein Solution
Universal Indicator Solution
7)
8)
9)
What is common about the non-electrolytes? What is trueabout electrolytes?
Test some common household solutions to see if they areelectrolytes or non-electrolytes. For example, test house-hold bleach, ammonia, detergent, milk, etc. Use smallwells D-1 through D-12 for these tests.
Try testing some samples of food for conductivity. DO NOTEAT THE FOOD AFTER YOU HAVE TESTED IT!
SECTION 3 - ANOTHER USE FOR THEELECTROLYTE DETECTOR
You will need the following materials to complete this experi-ment:
LIST OF MATERIALSElectrolyte Detector
Household solids (see list below)Goggles
BE SURE TO WEAR GOGGLES WHEN DOINGEXPERIMENTS IN E_H../_S. CHEMISTRY SET!
Your electrolyte detector will tell you if a solid is a CONDUC-TOR. Place the two electrodes from the tester on a piece ofcopper wire from your chemistry set. What happens? Try thistest on a copper penny.
Test several solids in your home to see if they are conductors.
Some solids to test:A tissue, a pencil (try the "lead" in the pencil; it isn’t really lead),a teaspoon, toothbrush, window, pen, wooden or plastic ruler,etc.
List all the conductors. What was common about all the con-ductors?
List all the non-conductors. What was common about all thenon-conductors?
Enter all tests you make into the Data Table you prepared inSection 2.
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