Measurement Lab

Purpose: How do we measure substances in science?

A. Find the mass of the following objects using the triple beam balance (measured value) and the digital balance (accepted value): (Don’t forget to use metric units!)

1. Metal cylinder2. Wood block3. 50 mL beaker

B. Fill a 50 mL beaker with 40 mL of water

1. Record the volume of water in the beaker (m)2. Pour the water into a 100 mL graduated cylinder.3. Record the volume of water in the graduated cylinder (a)4. Calculate the percent error (m – a ÷ a X 100)

C. Use the electronic balance and 100 mL graduated cylinder1. Record the mass of the empty 100 mL graduated cylinder2. Fill the graduated cylinder to the 30 mL mark3. Record the mass of the graduated cylinder and the water4. Subtract the two masses to determine the mass of the water5. Record the mass of the water6. Find the ratio of mass to volume of the water

(mass of water ÷ volume of water) = _____________ g/mL (m)7. Calculate the percent error (m – a ÷ a X 100)

1.0 g/mL = accepted value

Density LabProcedure:

1. Measure and record the mass in grams of each material (2 decimal places!)

2. Measure and record the dimensions in centimeters for each solid (2 decimal places!)

Data: (don’t forget to include units!)Material Mas

sLength

Width Height

Radius

Volume Density

% error

Wood Block

XXXXXXXX

Aluminum (Al) Cylinder

XXXXXXXX

diameter

Copper (Cu) Cylinder

XXXXXXXXXXXX

diameter

Lead Sinker

XXXXXXXXXXXX

XXXXXXXXXXXX

XXXXXXXXXXXX

XXXXXXXXXXXX

(water displaced)

Water XXXXXXXX

XXXXXXXX

XXXXXXXX

XXXXXXXX

10.00 mL

Calculations: (Show all work and units. Write your answers in the data table.)

1. Volume of wood (L x W x H)2. Aluminum cylinder volume

(r2h)3. Copper cylinder volume (r2h)Measured Values4. Density of wood(D= m/v)5. Density of Aluminum (Al)6. Density of Copper (Cu)7. Density of Lead (Pb)8. Density of water

% Error Measured value-Accepted value x 100

Accepted value9. Accepted wood = .53g/cm3

10.Accepted Al = 2.70g/cm3

11.Accepted Cu = 8.92 g/cm3

12.Accepted Pb = 11.34 g/cm3

13. Accepted water @ 4.0oC = 1.00g/mL

Questions:1. Explain how will an object’s density be affected by an increase in

temperature?

2. An aluminum cylinder has a mass of 100.0 grams and a diameter of 2.0cm. (Density = 2.7 g/cm3). Using D=m/v, calculate the volume, then using those numbers use V = r2h to determine the height of the cylinder. (Show work!)

3. An iron horseshoe has a volume of 50cm3 and a mass of 390g. An aluminum shovel has a volume of 55cm3 and a mass of 150g. A nail has a volume of .4cm3 and a mass of 3.1g. Is the nail made of iron or aluminum? (Show work!)

Quantity of Heat Determination Lab

Purpose: To determine whether there is a difference in the quantity of heat produced by Bunsen burner flames.

Equipment: Bunsen burner, ring stand, ring clamp, wire gauze, o-ring thermometer, beaker, graduated cylinder, safety goggles and stopwatch.

Procedure: 1. Determine the mass of the plastic graduated cylinder.2. Measure 100mL of water into the graduated cylinder.3. Determine the mass of the plastic graduated cylinder

and water.4. Pour the 100mL of water into your beaker.5. Set up your ring stand according to your teacher’s

directions.6. Record the initial water temperature (TI)7. Put on your Safety Goggles!8. Light your Bunsen burner, and adjust flame to an

orange yellow color.9. Place burner under beaker for exactly 2 minutes.10. Shut off Bunsen burner11. Record final water temperature (Tf)12. Repeat the above steps, BUT adjust the Bunsen

burner flame so the color is a pale blue.

Conclusions: q = mCDT (Specific Heat Capacity of H2O = 4.18J/g•K)(Remember to show all work!)1. Determine the number of joules produced by the Orange-Yellow

flame.2. Determine the number of joules produced by the Blue flame.3. Explain why the Bunsen burner flame burns with two different

colors.4. Explain how to adjust the Bunsen burner to obtain the two different

colored flames. (Be specific!)5. Which of the two flames produces the greatest quantity of heat?

Specific Heat of a Metal LabProcedure:

1. Weigh a cup and record its mass

2. Measure 50mL of water in a graduated cylinder, pour into a cup and reweigh the cup. Record its mass

3. Determine the initial temperature of the water (TI).4. Ask your teacher for the initial temperature of the metal (TI

metal)5. Have your teacher place a piece of hot metal into the cup.6. Stir with your thermometer until the highest temperature is

reached and record your final temperature (Tf). (Note: Cover your cup to prevent heat loss.)

7. Weigh the cup, water and metal together and record the mass.

8. Once you have collected all of your data, clean up your lab area.

Calculations: (Show all Work!)A. Determine the heat gained by the water. (Hint: Use DT of

water)q = mCDT (Specific Heat Capacity of H2O = 4.18J/g•K)

B. Determine the specific heat of the metal. (Hint: Use the number you calculated for q in calculation “A” for calculation “B”, use the mass of the metal and plug in the DT of metal)

q = mCDT (remember, you are trying to determine C!)

Questions:1. When a hot object is placed into cold water, how is heat conducted?

(i.e. which gains heat, loses heat)2. Describe the direction of heat flow that occurred in your cup based

on today’s lab.3. When does heat stop flowing between the water and the metal?4. Calculate the % error using the specific heat of Aluminum.

Metal Specific Heat

Lead 0.160 J/g oCIron 0.445 J/g oCAluminum

0.905 J/g oC

Bismuth 0.124 J/g oC5. Discuss sources of experimental error.

Heating Curve Lab

Materials: Test tube of solid stearic acid with temperature probe, laptop computer, test tube clamp, ring stand, 600mL beaker and hot plate.

Getting Started:1. Power up your laptop, login.2. Plug in your Logger Pro power supply, attach the USB cable to

laptop computer and plug your temperature probe into the Lab Pro.

3. If you are prompted for an administration password/login, ignore it. If a new hardware detection window opens, just close it.

4. Click on Vernier, then Logger Pro v3.3Setup:

1. You should see an empty graph titled Temperature vs. Time.2. Click Experiment, then data collection.3. Change the experiment length to 10 minutes and change the

sampling speed to 3 samples/minute.4. Click OK.

Procedure:1. Click on collect, to begin temperature recording.2. Transfer your tube of stearic acid from the ice water bath to

your beaker of warm water.3. Once your experiment is finished, print your results for each

member of your group.Questions:

1. Based on your data, what is the “melting” point of the stearic acid?

2. Does a temperature change occur during melting? Explain how you know.

3. Using the diagram to assist you, does temperature increase, decrease or remain the same as…

a. a solid is warmed?

b. a solid melts? c b

c. a liquid is heated? a

4. Using the diagram to assist you, does temperature increase, decrease or remain the same as…

a. a liquid cools? a

b. a liquid freezes? b

c. a solid cools? C

5. For each numbered region, indicate whether potential energy (P.E.) and kinetic energy (K.E.) increases, decreases or remains the same.

area

PE KE

123

32

1

Heat of Fusion of Ice LabProcedure:

1. Weigh an empty cup. Record its mass.2. Using a graduated cylinder, measure out 100 mL of warm

water, empty it into the cup, reweigh and then record its mass.

3. Determine the mass of the water. Record.4. Using a thermometer, determine the initial temperature (TI) of

the water. Record. 5. Add three ice cubes and stir (use more ice if needed). Bring

the water’s temperature down to approximately 5oC. Remove any remaining ice with tongs. Record this low temperature as the final temperature (Tf).

6. Re-weigh the cup, which now contains the original volume of water and the water from the melted ice.

7. Determine the mass of the water from the melted ice cubes. Record.

8. Determine the change in temperature of the original water. Record

9. Determine the change in temperature of the ice water. Record (Hint: 5oC – 0oC)

10. Put your materials away, and clean up your lab station.

Calculations: (Show all work!)1. Determine the heat lost by the original water sample as it cooled.2. Determine the heat gained by the ice water as it warmed from its

melting point. (Hint: Use the mass of the ice water)3. Heat needed to melt the ice cubes at 0oC (calculation #1 –

calculation #2)4. Calculate the Hf (heat of fusion) of ice.

q = mHf (Hint: Use calculation #3 for heat and the mass of the ice water)

5. Calculate your % error. (Hf = 334 J/g)

Questions:1. When ice is melting, does the temperature change?2. Draw a detailed diagram that supports your answer to question #1.

Flame Test Lab

Purpose: To identify elements based on their flame color.Procedure:

1. Wet the wood splint and place the end into the sample element to be tested.

2. Heat the wood splint in the Bunsen burner flame and note the color that results. The energy imparted to the metallic ion causes this characteristic color. No two metals have exactly the same color!

3. Describe the color in a word or two (i.e. orange-red or yellow-green) in the chart form below. Then using colored pencils, try to match your color description.

Element Description ColorX Use words here Use pencils/markers

here

Now identify the 3 unknowns:Unknown

Element

#1

#2

#3

Questions:1. What does the energy from the Bunsen burner cause the electrons

of the metal to do in order to create this characteristic flame color?

2. a) Name the metals that had a flame test color shade of orange.b) Describe in detail the flame color of each shade of orange.c) Are the shades of orange different enough to enable you to know

with certainty which metal you were testing?

3. Explain how the flame test color can be used to identify any element

Emission Spectroscopy Lab

Objectives: 1. Can you identify an element by its spectral lines?2. What is occurring within an atom to produce colored

light and a spectrum?

Procedure:1. Using colored pencils, draw the spectral lines that you see at

each station

Example: Hydrogen Emission Spectrum 1 1 1 (Note: There are 4 lines on the chart, but you can only see 3 of them.)

2. After observing all of the examples, try to determine the unknown sample. Base your answer on the other samples and the poster illustrating the spectral lines of various elements.

Conclusions:1. The spectral lines observed in the unknown sample best

represent which element?2. Why is an element’s spectrum called its “fingerprint?”3. Using the terms absorbing energy, releasing energy,

ground state and excited state, how is a bright line spectrum produced?

4. What are the advantages of emission spectroscopy compared to the flame tests?

5. What are the disadvantages of emission spectroscopy compared to the flame tests?

Locating an Electron in an Atom by Analogy Lab(Wave Mechanical model or Modern Atomic Theory)

Procedure: 1. Tape a target to a piece of cardboard2. Drop (do not throw) the dart 100 times, standing above the

target aiming for the bull’s-eye.3. Locate the 95 holes closest to the bull’s-eye and circle them. 4. Count the holes in each region.5. Draw a graph plotting the # of holes/area x 10 vs. average

distance of ring from bull’s-eye.Data Table:Ring #

Average distance of ring from Bull’s-eye

area of ring

# of holes in ring

# of holes area

# of holes x 10 area

1 .5 cm 3 cm2

2 2 cm 25 cm2

3 4 cm 50 cm2

4 6 cm 75 cm2

5 8 cm 100 cm2

Questions:1. Can you predict precisely where the next dart hole will be?2. Can you predict which ring # or area that the next dart hole will most

likely be? Explain your answer.3. Draw a graph plotting the average distance (x-axis) vs. the # of

holes/area x10 (y-axis).4. Would you expect your graph to look like all the others in your class?

Why?5. According to your graph, how many centimeters away from the bull’s-eye

is the greatest probability location of landing another dart?

6. Describe the general location of an electron if it is considered to be in the ground state.

7. Describe the general location of an electron if it is considered to be in the excited state.

8. Illustrate an electron in the ground state and the excited state.

Alchemy with a Penny Lab

Purpose: To turn a cheap metal into silver and gold

Materials: Copper pennies, steel wool, Zinc powder, NaOH, graduated cylinder, hot plate, crucible tongs, beakers

Procedure:1. Use shiny new pennies for the best results or have your teacher

clean them in advance.2. Use the crucible tongs to place the penny in the warm solution until

the reaction is complete.3. Rinse your pennies in a beaker of cold water.4. Blot your pennies dry with a paper towel.5. Wet your paper towels completely before throwing away!6. Repeat procedures 1-4 with more pennies.7. Heat one of your silver pennies directly on a hot plate.8. Rinse in beaker of cold water.

Observations:1. Describe the appearance of your penny after procedure #4.2. Describe the appearance of your penny after placing it on the hot

plate.

Conclusion:Describe at least two ways you could determine if copper was really changed to silver or gold. (Hint: Think about some of the past labs we’ve done or use reference table S.)

Radiation Blocking Lab

Purpose: What can block “radiation” (your remote control)?

Procedure:1. Design a very detailed lab procedure to answer the purpose question.

2. Include a minimum of five objects to test.3. Use the metric system to describe the dimensions of your setup and

objects you wish to test.4. Create a data table

Conclusions:1. Summarize your findings

2. Are there any trends or patterns you’ve observed during your experiment?

How is this lab an analogy for blocking radiation?

Half-Life Lab

Purpose: To simulate radioactive decay with M&M’s

Materials: cup, paper towel, approximately 20 M&M’s per student group

Procedure:1. Each group of students will receive a cup and some M&M’s. Record

the total number of M&M’s that you were given to work with at the top of each column in your data table.

2. Place the M&M “atoms” in the cup cover the cup with your hand and shake the “atoms” up and down in the cup 5 times. Pour the “atoms” onto your paper towel. Remove the “atoms” (Do not eat them!) that have the M&M face up (these have undergone radioactive decay and have transmutated into a different element).

3. Count the remaining “atoms” and record this number in your data chart column A.

4. Return the remaining “atoms” to your cup and repeat procedures 2, 3 and 4 until only two “atoms” remain.

5. Repeat all the procedures four more times and record your data in column B, C, D and E.

6. Once you have all the data, you may now eat the M&M’s if you wish. Keep in mind that they have been handled repeatedly by you and your partners – Yuck!

7. Next, graph your data using # of half-lives on the x-axis and your totals on the y-axis.

Questions:1. Define half-life.2. Why were you told to stop when you got down to two “atoms”

remaining? (Think about what could happen if you continued )3. Describe the appearance of your graph.4. Approximately what percentage of the M&M’s were M side up after

each roll?

5. Alpha Decay

238U ______ + ______ 92

226Ra ______ + ______ 88

232Th ______ + ______ 90

6. Beta Decay

14C ______ + ______ 6

60Co ______ + ______

27

131I ______ + ______ 53

Solve each of the following. Show all work!

1) How many grams of an 80.0 gram sample of Sr-90 (half-life 28 years) will remain after 84 years?

2) How many years will it take 100.0 grams of Ra-226 (half-life 1600 years) to decay to 25 grams?

3) What fraction of I-131 remains after 32 days (half-life 8 days)?

4) What is the half-life of a sample if it takes 12 minutes for a 60.0 gram sample to decay to 15.0 grams?

Data Table Sample

# of Half-lives A B C D E Totals0123456

Metal vs. Nonmetal Lab

Purpose: How can we tell the difference between metals and nonmetals?

Procedure: (Rotate around the room to each station) A. For each of the elements on the lab table observe the following:1) color, 2) luster, 3) conductivity, 4) malleability/ductilityB. Record your observations in a data table. Include the name and symbol of the element and whether it is a metal, nonmetal or metalloid.

Questions:1. Based on your data, list the properties of metals.2. Based on your data, list the properties of nonmetals.3. Define luster, ductile and malleable.4. In general, where are the metals found on the Periodic Table?5. In general, where are the nonmetals found on the Periodic Table?6. Are there more metals or nonmetals on the Periodic Table?7. Define metalloids.8. In general, where are the metalloids located on the Periodic Table?

The Periodicity of Metals Lab

Purpose: How can the periodic table be used to predict the reactivity of metals?

Procedure: Observe the properties of color, softness, air reactivity, water reactivity and the color of phenolphthalein for each metal demonstrated by your teacher.

Data: Draw a table that follows the Periodic Table (below) and can fit the properties we will observe.

LiNa

Mg

Al

K CaConclusions:1. What happens to the activity of metals from top to bottom in a

group on the periodic table?2. What happens to the activity of metals from left to right in a period

on the periodic table?3. Predict the properties of Rb based on your observations above.4. Define ionization energy and electronegativity.5. What are the trends for ionization energy and electronegativity in a

group and in a period?6. Relate reactivity of a metal to its ionization energy and

electronegativity. Use this knowledge to predict which metal on the periodic table is most reactive.

7. Are the properties most similar in groups or periods?8. Nonmetals are the opposite of metals. Predict which nonmetal on

the periodic table is most reactive (exclude the group 18 elements).9. Do metals have low or high electronegativity? Nonmetals?

Top Secret Periodic Table LabDue to the exceptional skill you have demonstrated in the organization of the Periodic Table, you have been chosen for a top secret mission!

The mission, should you decide to accept it (sorry, no choice!) is to work with the sketches of the characters given to you. These represent families of secret agents, BUT the most important member has never been sketched.

You are to organize the pictures and sketch the missing secret agent!

Clue #1: You could begin by grouping the characters by similar characteristics OR you could sequence the pictures, then you could make shorter rows and create columns.Clue #2: Each secret agent is different from every other one in TWO of the properties. No two sketches have the same amount or kind of these properties. If you can find on e of these two, it will be possible to sequence the sketches correctly.Clue #3: All members of a period will have something in common and all members of a group will have something in common.

ASSIGNMENT…5. Once you have organized the groups and periods and checked

with your teacher, attach the secret agents onto paper to hand in.

4. Answer the following questions:a. In what TWO ways are all the secret agents different?b. What do all the agents in a PERIOD have in common?c. What do all the agents in a GROUP have in common?

3. Draw the missing agent in his/her spot on the table.2. Relate at least THREE characteristics of the agents to properties

of the elements on the Periodic Table.1. (Extra credit – see question #2) Relate two more characteristics

of the agents to the Periodic Table.

0. IF YOU DO NOT COMPLETE THIS MISSION, THIS PAGE WILL SELF-DESTRUCT!

Bonding With Molecular Models Lab

Directions: Answer the following sets of questions using your reference tables and the molecular model kits to aid your understanding of the concepts introduced.

A. Hydrogen typically exists as a diatomic gas (H2). Build a molecular model of hydrogen.1. What type of bond occurs between two atoms of hydrogen?2. How many valence electrons does hydrogen have?3. How many bonds are necessary to complete each atoms outer energy

level?4. Draw the electron dot notation of H2 and circle the electrons that are

being shared.5. Draw the structural formula of H2.

B. Oxygen typically exists as a diatomic gas (O2). Build a molecular model of oxygen.6. What type of bond occurs between two atoms of oxygen?7. How many valence electrons does oxygen have?8. How many bonds are necessary to complete each atoms outer energy

level?9. Draw the electron dot notation of O2 and circle the electrons that are

being shared.10.Draw the structural formula of O2.

C. Nitrogen typically exists as a diatomic gas (N2). Build a molecular model of nitrogen.11.What type of bond occurs between two atoms of nitrogen?12.How many valence electrons does nitrogen have?13.How many bonds are necessary to complete each atoms outer energy

level?14.Draw the electron dot notation of N2 and circle the electrons that are

being shared.15.Draw the structural formula of N2.

D. One of the most common acids used in chemistry is hydrochloric acid (HCl). Build a molecular model of hydrochloric acid.16.What type of bond occurs between an atom of hydrogen and chlorine?17.How many valence electrons does hydrogen have? Chlorine?18.How many bonds are necessary to complete each atoms outer energy

level?19.Draw the electron dot notation of HCl and circle the electrons that are

being shared.20.Draw the structural formula of HCl.

E. Water (H2O) covers the majority of earth and is vital to life. Build a molecular model of water.21.What type of bond occurs between an atom of hydrogen and oxygen?22.How many valence electrons does Hydrogen have? Oxygen?23.How many bonds are necessary to complete each atoms outer energy

level?24.Draw the electron dot notation of H2O and circle the electrons that are

being shared.25.Draw the structural formula of H2O.

F. Ammonia (NH3) is found in a lot of household cleaners. Build a molecular model of ammonia.26.What type of bond occurs between an atom of hydrogen and nitrogen?27.How many valence electrons does Hydrogen have? Nitrogen?28.How many bonds are necessary to complete each atoms outer energy

level?29.Draw the electron dot notation of NH3 and circle the electrons that are

being shared.30.Draw the structural formula of NH3.

G. Methane (CH4) is the gas which combusts when we use our Bunsen burners. Build a molecular model of methane.31.What type of bond occurs between an atom of hydrogen and carbon?32.How many valence electrons does Hydrogen have? Carbon?33.How many bonds are necessary to complete each atoms outer energy

level?34.Draw the electron dot notation of CH4 and circle the electrons that are

being shared.35.Draw the structural formula of CH4.

** H. There are four types of molecular shapes that are demonstrated in today’s lab. Review the molecular models and classify each as linear, bent (angular), pyramidal or tetrahedral.

Bonding Skills Lab

Directions: Create a table similar to the one below for the following examples of elements and compounds:H2, Cl2, O2, N2, HCl, HBr, H2O, CO2, H2S, NH3, CH4, CCl4, CH3Cl, NaCl, MgI2, Al2S3

E- dot notation

Structural Formula

Shape of Molecule

Bond between Atoms

Kind of Molecule

Element or Compound .

X : Z-X-Z(covalent

molecules only!)

Linear, bent, pyramidal or tetrahedral

Non-polar, polar or ionic

Non-polar, polar or ionic crystal

Questions:

1. Why is the CH4 (methane) molecule considered non-polar, even though it contains polar covalent bonds?

2. Why is the CO2 molecule considered to be a non-polar molecule, while H2O is a polar molecule?

A Lab to Dye For

Purpose: To learn and be able to explain how bonding is involved in dyeing.

Background: Shirts made of cotton are composed of cellulose fibers. These fibers are long chains of glucose molecules. The important part of the molecule in the dyeing process is the “OH” group on the #6 carbon of the glucose ring. If the pH is high, the H atom of that OH group is removed leaving an open bond. This open bond will bond with any reactive molecule that comes along.

When the dye molecules (huge molecules) are applied to the clothing, they come in contact with these reactive open bonds on the oxygen at carbon #6. Oxygen is more reactive than the chlorine atoms at the end of the dye molecule. One of the chlorine atoms gets “knocked off” the dye molecule, leaving an open bond and the two open bonds join. This reaction takes about 24 hours to take place.

Procedure: 1. Put on a pair of gloves and an apron. 2. Obtain a high pH t-shirt.3. Fold your shirt as desired and secure with rubber bands.4. Place your t-shirt on clean newspaper. Using pipettes, apply dye to each

section of your shirt until you notice the dye is absorbed very slowly. Be careful of puddles on the newspaper.

5. When finished dyeing your shirt (you should see no white on the outside of the shirt), wrap the dyed shirt in lots of fresh newspaper.

6. Place the wrapped shirt in a plastic bag, tie the bag tightly, and allow to sit overnight.

At Home:1. Open the bag and unwrap the shirt in the bath tub (slop sink).2. Remove the rubber bands and rinse the shirt in hot water until the shirt no

longer feels soapy. You have now deactivated the glucose and excess dye. Rinse the dye down the drain (it will not stain the tub, but other clothes can so be careful)

3. Carefully bring the shirt to the washing machine. Wash it separately (first time only) in hot water using two teaspoons of dish soap (not automatic dishwater detergent or laundry detergent).

4. When finished, put the shirt on an extra rinse cycle to get rid of any excess dye.

5. Dry the shirt in the dryer. This will guarantee that no bonds are left open.6. In subsequent washing, wash with colored clothes only. Use regular

laundry detergent after the first washing.

Conclusion:1. What type of bond is made between the glucose ring and the dye

molecule? What information led you to your answer?2. Why is it impossible to use these same dyes on polyester shirts?

Polyester molecule

3. Why is 24 hours needed for the reaction to occur? Discuss the size of the molecules and the bond type.

4. Why is oxygen more reactive than chlorine? (Hint: Use reference table S)

Chemical Bonding and Solubility Lab

In this lab, three different liquids and three different solids will be used to demonstrate the effect of bond type on solubility.

Data: Fill in a data table similar to the one below.

C12H22O11(s) CuCl2(s) I2(s)

H2O(l)

C2H5OH(l)

C6H14(l)

Conclusions:1. Show the e- dot structure for CuCl2, I2 and H2O. State the bond type and

name. Show charges where necessary.2. For the remaining substances, state the bond type and name.3. Leave out alcohol for now, which pairs resulted in solubility? Compare

their bond types and explain how solubility relates to bonding.4. If you made various mixtures of the liquids, what would be the solubility of

each mixture? (H2O with C2H5OH, H2O with C6H14, and C2H5OH with C6H14)5. What concept of bonding explains a water/oil mixture?6. How does the concept in question #5 explain the alcohol results?7. Dirt and grease are non-polar covalent. Water is polar covalent. How can

soap dissolve both? (Hint: Look at the alcohol results.)

Bubble Gum - % Composition Lab

Purpose: To determine the % composition of sugar in bubble gum.

Procedure:1. Develop a detailed procedure for calculating the % of sugar in

bubble gum.2. Record your procedure and data on a separate piece of paper.

Calculations: (Show all work, units and significant digits)1. Calculate the % of sugar in bubble gum.

Conclusion:1. Summarize your findings.2. Compare your results to other lab groups.3. Describe some sources of error that may occur in your lab

procedure.

% Composition of a Hydrate Lab

Purpose: To determine the % composition of water in CuSO4 5H2O

Reaction: CuSO4 5H2O CuSO4 + 5H2O

Procedure:1. Record the data you collect in a data table2. Determine the mass of an empty evaporating dish and record3. Add approximately 1 gram of CuSO4 5H2O to your evaporating dish and re-weigh4. Heat the evaporating dish and its contents strongly for approximately 10 minutes5. Let the evaporating dish cool for 3 minutes, then weigh your evaporating dish and

record its mass6. Wash out your evaporating dish with water (watch what happens!) and clean up

your lab station7. Determine the mass of your hydrate (blue compound w/ H2O)8. Determine the mass of your anhydrate (blue compound w/o H2O)9. Determine the mass of the water that was lost from the hydrate

Calculations:1. Accepted % of water (Hint: Use g.f.m.)

5H 2O x 100 = _____________% CuSO4 5H2O

2. Measured % of water (Hint: Use data)

water lost x 100 = _____________% hydrate

3. Calculate your % error using calculations #1 and #2.

Questions:1. What must be done to the hydrate to convert it to the anhydrate?2. Determine the molecular mass and % composition of the following: (Show all

work!)a. % O in P2O5b. % S in Na2S2O3c. % H in Cu(OH)2d. % H2O in BaCl2 2H2Oe. %N in NH4NO3f. % S in Al2(SO4)3

Decomposition of NaHCO3 Lab

Purpose: To determine the mole relationship in a chemical reaction.

Reaction: __NaHCO3 __Na2CO3 + __H2O + __CO2

Procedure:1. Record all data in a data table

2. Determine and record the mass of a dry evaporating dish3. Add approximately 1 gram of NaHCO3 to the evaporation dish and record

its mass4. Heat the dish and its contents strongly for 10 minutes5. Answer the questions below while you wait 6. When finished heating, let the dish cool for 3 minutes then re-weigh7. Wash out the evaporating dish and clean up your lab stationCalculations:1. Balance the above reaction by adding coefficients.2. What is the ratio in the balanced equation between NaHCO3 and Na2CO3?

_______3. Calculate the moles of NaHCO3 used4. Calculate the moles of Na2CO3 formed5. Calculate the mole ratio: (divide the smallest mole # calculated in 3 or 4

by itself to get 1, then divide the larger mole number by that same value to get your ratio)

6. How does the ratio answer in #5 compare to the ratio you figured out in question #2?

Questions:1. Explain what happens to the H2O and CO2 in this decomposition reaction.2. Find the percent composition of the underlined element in each formula.

Show all work and circle your final answer!

a. KClO3

b. Na2Cr2O7

c. NH3

d. Ca(NO3)2

e. Ca CO3

f. Fe(SO4) 3H2O

Decomposition of Potassium Chlorate Lab

Purpose: To determine the % composition of oxygen in Potassium Chlorate

Reaction: __KClO3 __KCl + __O2

Procedure:1. Record the data you collect in a data table2. Determine the mass of an empty crucible with its cover

and record3. Add approximately 1 gram of KClO3 to your crucible and re-

weigh

4. Heat the crucible and its contents strongly for approximately 10 minutes

5. Let the crucible and cover cool for 3 minutes, then weigh and record its mass

6. Wash out your crucible and clean up your lab station7. Determine the mass of both products (see equation above)

Calculations:1. Accepted % of oxygen in KClO3 (Hint: Use mass numbers)2. Measured % of oxygen (Hint: Use data)3. Calculate your % error using calculations #1 and #2.

Questions:1. Balance the reaction shown above.2. Determine the gram formula mass and % composition of

oxygen in the following: Show all work!

A. Na2CO3B. HC2H3O2C. NH4NO2D. Al2(SO4)3E. N2O5F. CH3COOH

Determining an Empirical Formula LabPurpose: Using a mass relationship, show that magnesium and oxygen combine in a definite whole number ratio by mass.

Reaction: 2Mg + O2 2MgO

Procedure: 1. Wear goggles and record all observations in detail.2. Determine the mass of an empty crucible and cover.3. Add approximately 35cm of magnesium ribbon to your crucible and

determine the mass of the Mg only.4. Heat the crucible with its cover on for two minutes.5. Remove the crucible cover to check if the reaction is taking place.6. Once the reaction has begun, carefully tilt the crucible cover and

continue to heat strongly for 10 minutes.7. Let the crucible and cover cool for three minutes on the lab table, then

record the mass again.8. Wash out your crucible and clean up your lab station.

Calculations:1. Determine the moles of magnesium used.2. Determine the moles of oxygen reacted.

3. Using the numbers you calculated in #1 and #2, find the mole ratio of magnesium to oxygen. (Hint: Divide the smallest # by itself to get 1, then divide the largest # by the smaller)

Questions: 1. Write the empirical formula of magnesium oxide based on your ratio

found in calculation #32. Write the empirical formula of magnesium oxide based on the criss

cross method using oxidation states.3. What are the empirical formulas of the following:

a. H2O2b. C6H12O6c. H2Od. C6H6e. C2H6f. CO2

Given 1.28 g of sulfur which reacts with oxygen to form 3.20 g of a sulfur oxide compound. Determine the empirical formula of this compound. (Show your work!)

Types of Chemical Reactions Lab

Purpose: Classify the different reactions

Procedure: Wear goggles! Record all observations in detail.

Reaction #1: Ignite a small piece of Mg in the Bunsen burner flame using crucible tongs.

_Mg(s) + _O2(g) _MgO(s)

Reaction #2: Place 10 drops of NaCl(aq) in a test tube. Add 10 drops of AgNO3(aq) to the first solution.

_NaCl(aq) + _AgNO3(aq) _NaNO3(aq) + _AgCl(s)

Reaction #3: Place a small piece of Zn in HCl(aq).

_Zn(s) + _HCl(aq) _ZnCl2(aq) + _H2(g)

Reaction #4: Burn methane in the Bunsen burner flame.

_CH4(g) + _ O2(g) _CO2(g) + _H2O(g)

Reaction #5: Place a piece of Cu in 10 drops of AgNO3(aq).

_Cu(s) + _AgNO3(aq) _CuNO3 + _Ag(s)Conclusion:

1. Describe a general way or strategy to identify the different reaction types: single replacement, double replacement, synthesis, decomposition and combustion.

2. Add coefficients to balance each reaction in the lab.3. Identify the reaction type of each reaction above.

Questions: Name the following compounds:1. ZnCl22. Pb(NO3)23. NaI4. HgO5. CuSO46. AgNO37. ZnSO48. Cu(NO3)2

Solubility Curve Lab

Procedure:1. Add the grams of KNO3 specified by your teacher to 5.0 mL of water in a

test tube. Each group will be assigned to use a different amount – 4, 5, 6 or 7 grams.

2. Place the test tube with the solution into a hot water bath and stir until all the solute dissolves.

3. Remove the solution from the water bath and place a thermometer in the test tube.

4. Watch it carefully! At the first signs of crystallization that does not dissolve with stirring, record the temperature.

Data: Record all of the class data in table format

Graphs:1. Using the entire piece of graph paper draw the actual solubility curve of

KNO3.2. On the same graph, plot the class data points and draw a best fit line.

Conclusions:1. Summarize your data and discuss experimental error.2. How did you determine the amount of solute dissolved in 100g of

water?3. How does the data compare to Table G?4. How would your graph be different if your solute was a gas?

Precipitates and Solubility Rules Lab

Purpose: How can some of the products of a reaction be predicted? What re some general trends for when precipitates are formed?Procedure:

1. Put on lab apron and goggles.2. Mix the solutions in the combinations show in the data table

below (10 drops each) in the spot plates3. Place the spot plate on the lab desk. The precipitates are easier

to see on the black background of the lab desk.4. Do not contaminate the solutions by dipping the ends of the

pipettes in the solutions.5. Place the pipettes in the beaker gently facing upwards6. Clean out your spot plate and wash your hands when you are

done.Pre-lab: Predict which combinations will result in precipitates

AgNO3 NaNO3 CaCl2 K3PO4 Na2CO3

Na2CO3 XXXXX

K3PO4 XXXXX XXXXX

CaCl2 XXXXX XXXXX XXXXX

NaNO3 XXXXX XXXXX XXXXX XXXXX

Conclusions:1. Define precipitate.2. (a) Write an equation with words for each reaction where a precipitate

is formed. Example: lead(II)nitrate + sodium carbonate lead(II)carbonate + sodium nitrate

(b) Write the same equation filling in chemical symbols and balancing.Example: Pb(NO3)2 (aq)+ Na2CO3 (aq) 2 NaNO3 (aq)+ PbCO3(s)

(c) Use table F to identify the precipitate.Example: PbCO3 (s)

Stoichiometry Lab

Purpose: To study the reaction between Sodium Bicarbonate and hydrochloric acid.

Reaction: __NaHCO3 + __HCl __NaCl + __H2O + __CO2

Procedure:1. Record the data you collect2. Determine the mass of an empty evaporating dish and

watch glass and record3. Add approximately 1 gram of NaHCO3 to your evaporating

dish and watch glass, then re-weigh4. Add HCl (aq) slowly, allow the bubbling to stop before

adding more HCl (aq)5. When all bubbling has stopped, and adding additional HCl

(aq) does not cause further bubbling, place the evaporating dish and watch glass on your ring stand and gently heat to evaporate the water

6. After heating let your evaporating dish and watch glass cool for 3 minutes, then weigh and record its mass

7. Wash your evaporating dish and watch glass, then clean up your lab station

8. Determine the mass of the remaining product (see equation above)

Calculations:1. Balance the above reaction.

2. How many moles of NaHCO3 were used? (Show work!)

3. How many moles of NaCl remained? (Show work!)

4. Using the numbers you calculated in #2 and #3, find the mole ratio of NaHCO3 to NaCl. (Hint: Divide the smallest # by itself, then divide the largest # by the smaller)

Questions:1. How close does your mole ratio determined in calculation #4

match the coefficients of NaHCO3 and NaCl in your balanced reaction?

We all scream for ice cream!!!Freezing point depression Lab

Purpose: Observe a practical use of freezing point depression

Procedure:1. Place one cup of milk, 2 tablespoons of sugar and ½ teaspoon of vanilla

or spoons of powdered chocolate milk into a little zip lock baggie. Make sure the bag is sealed completely with little to no air inside!

2. Shake the contents of the bag until all the sugar is dissolved.3. Place crushed ice into a freezer bag and record the temperature.4. Sprinkle the ice generously with salt.5. Place the zip lock baggie into the freezer bag.6. Add more ice and salt.7. Take turns continuously shaking the bag with your partner until the mixture

becomes solid. Record the temperature again.8. Take out the zip lock baggie and scoop out the contents into the cups.

Add toppings and enjoy!!9. Don’t forget to clean up.

Data: 1. Record the temperatures of the ice and then the ice/salt mixture.2. Draw and label a diagram illustrating the ice cream making method.

Describe your observations in complete sentences below the diagram.

Conclusions:1. Why was the salt needed in the ice around the ice milk?2. What happens to the freezing point of a solvent when solute is added?3. What happens to the boiling point of a solvent when solute is added?4. Name two other everyday uses of freezing point and/or boiling point

change.

Acid – Base Titration #1 LabProcedure:1. Rinse out your flask with water and obtain a dropper bottle of

phenolphthalein.2. Read the initial volume of your burettes and record in your data table.

3. The burette on the left contains a 0.1 M HCl solution, while the burette on your right contains a base with an unknown concentration.

4. Add approximately 10 mL of the acid solution to your flask, then record the final volume of your acid solution.

5. Add 3 drops of phenolphthalein to the acid solution.6. Next, slowly add the basic solution to your flask until a light pink color is

observed.7. Gently swirl your flask to make sure the light pink color remains, if it does

not, simply add more basic solution.8. Record the final volume of your basic solution.9. Rinse out your flask with water.10.Repeat the titration for a total of 4 trials.

Complete the following reactions:

1. HCl + NaOH ________ + ________

2. HNO3 + KOH ________ + _________

Data Table Trial 1 Trial 2 Trial 3 Trial 4

HCl NaOH HCl NaOH HCl NaOH HCl NaOH(a) Initial Reading (b) Final ReadingVolume used (b – a)

Va Vb Va Vb Va Vb Va VbCalculations:1. For each of the above trials, use the Titration calculation to determine the

Molarity of the base (Mb). Then, average the 4 answers you calculated to determine an experimental Mb.

2. To make the basic solution for your lab, I placed 6 g of NaOH in 1.0 Liters of water. What was the actual Molarity of your basic solution?

3. Calculate the % error using the Mb numbers in calculation #1 and #2.4. Describe sources of error you may have encountered during this lab.

Factors that affect the Rate of a Chemical Reaction Lab(I)Nature of the Reactants

A. Place a piece of Calcium and Magnesium in separate test tubes with 5 mL of water.

B. Next, add 2 drops of phenolphthalein to each test tube.1. What type of solution does the addition of these metals to water produce?2. Based on your observations, which metal is more chemically reactive with water?3. Does the relative location of Ca and Mg on the periodic table support your observation?* 4. Make a conclusion relating reaction rate to the metal’s chemical reactivity.

(II)Concentration of ReactantsA. Place a piece of Zinc in 2 different test tubes, then add dilute HCl (aq)

to one and concentrated HCl (aq) to the other.5. Describe the reaction that occurs in each test tube.6. Which type of acid reacts fastest with the zinc metal?7. Complete the following reaction: Zn + HCl (aq) ______ + ______8. Using Reference table J, what type of gas is produced by the above reaction?* 9. Make a conclusion relating the concentration of reactants and the reaction rate.(III)Temperature of the Reactants

A. Add zinc and dilute HCl (aq) to two test tubesB. Gently heat one test tube over a Bunsen burner flame using a test tube

holder.10. Which of the test tubes had the fastest reaction?11. What caused the quicker reaction to be faster?*12. Make a conclusion relating the temperature and the reaction rate.(IV)Phases of the Reactants

A. Add Zinc and AgNO3 (aq) to each other in a test tubeB. Add NaCl (aq) and AgNO3 (aq) to each other in a test tube13. Which of the above reactions produces a precipitate? 14. Write the completed reaction.15. Which of the above reactions was the fastest?16. *Make a conclusion relating the reactant phases to reaction rate.

(V) Surface Area (Teacher Demo)17. Describe what was done to increase the reaction rate.18. Why does the reaction rate increase?19. *Make a conclusion relating the surface area to the reaction rate.

(VI) Catalyst (Teacher Demo)20. Describe the initial reaction that occurs.21. What was added to the surface of the sugar cube to serve as a

catalyst?22. Describe the reaction with a catalyst.23. *Make a conclusion relating the use of a catalyst and reaction rate.

Equilibrium Graphs Lab

Purpose: To simulate an equilibrium system. To graph your data To compare graphs of various lab groups To develop a definition of “equilibrium”

Procedure:1. Obtain two graduated cylinders and two straws – label one “R” for

reactants and label one “P” for products.2. Place 10.0 mL of water into the “R” graduated cylinder. The “P” graduated

cylinder should be empty. Record the volumes to one decimal place.

3. You and your partner must exchange volumes of water in the following manner. Set the bottom of the 2 straws on the bottoms of the graduated cylinders. Place your finger or thumb over the straw tops so that the liquid stays inside the straws as you lift them out. Carefully transfer the straws with the liquid inside to the other cylinder. Release your finger and let the water drain out. Record the new volumes.

4. Put the straws back into their original graduated cylinders.5. Repeat steps 3 and 4 until you have reached equilibrium. Check with your

teacher before continuing.

Calculations:1. Plot the data on graph paper (trial # on the x-axis and volumes of “R” and

“P” on the y-axis -2 curves)2. Sketch the examples of 2 other graphs, different than your own, on the

back of the graph paper. (Sketch them – do not graph them.)

Conclusions:1. Define equilibrium. 2. How do you know you reached equilibrium?3. How is your system an example of dynamic equilibrium?4. Discuss how your graphs show the systems have reached equilibrium.5. What do you think would happen if you continued this experiment for 20

more times?

Chemistry of the Saltwater Reef Lab

Purpose: To determine and measure water parameters using various chemistry principles and techniques.

Station 1: Salinity1. Lift the plastic cover on the refractometer and place 3 drops of water

on the glass.2. Gently close the cover, look through the refractometer and record the

whole number measurement where the blue and white meet.3. Your measurement is called specific gravity which is recorded in ppt

(parts per thousand; g/L). Determine the concentration of salt in ppm (parts per million) which is measured in mg/L?

Station 2: Solubility1. Using your reference tables determine if the following compounds are

soluble or insoluble: NaCl, CaCO3, MgCl2, CaPO4, SrCl2

2. Average reef temperatures are approximately 27 oC. Approximate how many grams of NaCl can be dissolved in 100 grams of H2O?

Station 3: pH1. Read the pH meter located under the reef tank, and record the

measured pH value.2. Use litmus paper to confirm the pH meter results and record the color

change observed.3. Actual ocean reef pH values on average are 8.3. Calculate % error.

Station 4: Titration1. Carefully read the instructions first, then test the water parameter with

the kit provided.2. Record the measured value with units.3. What color change did you observe to reach the endpoint of the

titration?Station 5: Phosphate (PO4

-3 ) 1. Carefully read the instructions first, then test the water parameter with

the kit provided.2. Record the measured value with units.

Station 6: Nitrate (NO3- )

1. Carefully read the instructions first, then test the water parameter with the kit provided.

2. Record the measured value with units.Station 7: Article

Discuss two important chemical water parameters specifically dealing with saltwater aquariums.

Clock Reaction Lab

Purpose: What factors affect reaction rate?

Reaction: Solution A: IO3-(aq) + 3 HSO3

-(aq) I-(aq) + 3 SO4-2(aq) + 3 H+(aq)

IO3-(aq) + 6 H+(aq) + 5 I-(aq) 3 I2(aq) + 3 H2O(l)

Solution B: StarchProcedure:

3. Put on goggles and a lab apron.4. Mix solutions A and B in the ratios shown in the table below. Record the

time carefully in a data table.5. Clean up the lab area and wash your hands.

Solution B (mL) Solution A (mL) Water (mL)10 10 010 9 110 8 2

10 7 310 6 410 5 5

Calculations:1. Graph the reaction time (y-axis) vs. the volume of Solution A (x-axis).

Conclusion:1. Based on your experimental data, make a general statement about the

effect of concentration of reactants on reaction rate. 2. What is the collision theory?3. In terms of collision theory, explain how increasing concentration

increases the reaction rate.4. In terms of collision theory, explain how increasing temperature increases

the reaction rate.5. Name another variable that can be changed. Predict how it would affect

reaction rate.