Medgar Evers College Preparatory School s1

Medgar Evers College Preparatory School

1186 Carroll Street

Brooklyn, New York 1125

Dr. Michael Wiltshire Genice Reid

Principal Assistant Principal, Supervision

Chemistry I

Laboratory Manual

Table of Contents

Lab 1 – Laboratory Equipment 3

Lab 2 – Measurement 5

Lab 3 – Density 9

Lab 4 – Physical and Chemical Changes 11

Lab 5 – Separation of Mixtures Using Filtration and Distillation 15

Lab 6 – The Atomic Mass of Pennium 17

Lab 7 – Flame Test 19

Lab 8 – Ionization Energies of Elements on the Periodic Table: Periods 21

Lab 9 – Ionization Energies of Elements on the Periodic Table: Groups 23

Lab 10 – Periodic Properties Part A – Density 25

Lab 11 – Formulas of Ionic Compounds 27

Lab 12 – Formulas of Covalent Compounds 33

Lab 13 – Solubility and Bond Type 39

Lab 14 – Heating Curve 41

Lab 15 – A Hot Peanut 43

Lab 16 – Boyle’s Law 45

v. 3.0
Name: ______Date: ______

Teacher: ______Period: ______OT / L

Lab 1 – Laboratory Equipment

Pre-Lab Questions:

Read through the problem, introduction and procedure. Then answer the following questions on a separate sheet of paper.

1. Write a hypothesis about the problem question.

2. Define apparatus.

3. Get the lab safety contract signed by yourself and your parent.

4. Complete the lab safety quiz.

5. Identify 5 apparatus that you have used in a previous science laboratory class.

State the name of each apparatus.
Describe the purpose of each apparatus.

6. Choose one apparatus from the previous question that you think might also be useful in a chemistry laboratory. Explain why you think that apparatus might be useful in chemistry.

Introduction:

As in all sciences, chemists use many different apparatus to perform their lab experiments. This lab will familiarize you with some of these tools that we will be using throughout the course of the year.

Problem: For what purpose are various pieces of laboratory equipment used?

Materials:

Lab manual, sheet with diagrams of laboratory materials, chemistry equipment catalogues.

Procedure:

1. On a separate sheet of paper, name and state the purpose of each piece of laboratory equipment labeled 1 – 36. Base your answers on your knowledge of chemistry and your use of the textbook and catalogs provided to you.

2. Choose five pieces of laboratory equipment and indicate the cost of each item. (Use the catalogues provided.)

Discussion: (Answer on a separate sheet of paper)

1. Which set of laboratory equipment would most likely be used with a crucible?

2. The diagram below shows a laboratory setup that can be used in a titration.

Which pieces of equipment are indicated by arrows A and B, respectively?

3. Which diagram represents an Erlenmeyer flask?

4. Which Diagram represents a graduated cylinder?

5. A plan is being developed for an experiment to test the effect of concentrated strong acids on a metal surface protected by various coatings. Some safety precautions would be the wearing of chemical safety goggles, an apron, and gloves. State one additional safety precaution that should be included in the plan.

Conclusion: Answer the problem using complete sentences.

Name: ______Date: ______

Teacher: ______Period: ______OT / L

Lab 2 – Measurement

Pre-lab Questions:

Read through the problem, introduction and procedure. Then answer the following questions on a separate sheet of paper.

1. Write a hypothesis about the problem question.

2. For each of the following instruments, identify the quantity measured and the units in which it is measured:

Ruler
Triple-beam balance
Graduated cylinder
Beaker
Buret
Thermometer

3. Based on your procedure, create a Data Table for each station 1-7 providing spaces for all of the data you’re going to collect and calculate. Note that some procedure steps require the collection of more than one piece of data. Use the sample table below as a guideline.

Sample: Station 4 Data Table

Item / Line / Rectangular
Solid
Length
Width
Height / ______cm / ______cm
______cm
______cm
Volume / ______cm3

Problem: How do we measure length, volume, temperature, and the mass of solids and liquids?

Measuring Length

The basic SI unit of length is the meter (m). On our ruler we can see that each centimeter (cm) is divided into 10 smaller units called millimeters (mm).

Hence, 1 cm = 10 mm.

Measuring Volume

The measure for volume is a derived unit based on the fundamental SI unit of length cubed, m3. The cubic meter, m3, is the volume of a cube that is 1 m on each edge. The cm3 (sometimes written cc), is also used. Another common measure of volume is the liter (L), a volume roughly the size of a quart. There are 1000 mL in a liter, and each milliliter is the same volume as a cubic centimeter (cm3). Thus, milliliter and cubic centimeter are commonly used interchangeably in expressing volume.

Measuring Mass

The basic SI unit of mass is the kilogram (kg). The unit of mass most frequently used in chemistry is the gram (g), which is 1/1000 of a kilogram. The mass of an object is determined by balancing it against a set of known masses using a device known as a balance.

Introduction:

Last week we learned about some of the instruments we will be using during the year in lab. This week, we will begin to practice some of the measurements we will be making. Rulers, triple-beam balances, graduated cylinders, beakers, burets and thermometers are all important tools for making measurements in the lab.

Procedure:

Station 1: Materials: large graduated cylinder, tap water, solid object

1. Fill a large graduated cylinder up to 50 mL. Write down the volume of the water. Record your answer to the nearest 1/10 of a milliliter.

2. Put the solid object into the water, making sure it is completely under water. Record the new volume of the water with the cube in it.

3. Calculate the volume of the solid object.

4. Dump out the water and remove the rectangular object from the graduated cylinder.

Station 2: Materials: graduated cylinder, tap water, buret, Beaker

5. Measure out 6.2 mL of water using a graduated cylinder. Sketch the cylinder to show your measurement, using the example shown below. Pour the water down the drain when you are finished sketching the cylinder.

Example:

6. Record the initial volume of the buret when you reach station 2.

7. Use the buret to transfer 10.0 mL of water to a beaker. Record the final volume of the buret. Record your answers to the nearest 1/10 of a milliliter.

Station 3: Materials: thermometer, beaker with water.

Note: For Station 3, be sure to record the time when each measurement was taken. Also be sure to rinse and dry off the thermometer between each measurement.

8. Record the temperature of the air. Be sure to use appropriate units. Record your answer to the nearest 0.5 degree. Record the time when your measurement was taken.

9. Record the temperature of the water in the beaker.

Station 4: Materials: ruler, rectangular solid

10. Measure the length of the following line:

Record your answer to the nearest millimeter.

11. Measure the length, width and height of the rectangular solid.

12. Calculate the volume of the rectangular solid by multiplying L x W x H.

Station 5: Materials: triple-beam balance, rectangular solid, kidney beans

13. Measure the mass of the rectangular solid using the triple-beam balance. Record your answer to the nearest 1/10 of a gram.

14. Measure the mass of the kidney beans without the cup.

15. Count the number of kidney beans.

16. Calculate the average mass of the kidney beans.

Station 6: Materials: filter paper, salt

17. Measure the mass of the filter paper. Record your answer to the nearest 1/10 of a gram.

18. Weigh out 5 g of salt. Write down the combined mass of the salt and filter paper.

19. Place the salt and filter paper in the garbage can.

Station 7: Materials: cup, lima beans, beaker, tap water, triple-beam balance

20. Measure the mass of an empty cup. Record your answer to the nearest 1/10 of a gram.

21. Place the lima beans in the cup and measure the mass of the beans.

22. Calculate the mass of the beans.

23. Measure the mass of an empty beaker.

24. Pour approximately 50 mL of tap water into the beaker. Measure the mass of the beaker with the water in it. Calculate the mass of the water.

Station 8: Materials: Metric Conversion Study Sheet

25. Use the Metric Conversion Study Sheet to answer Discussion Question #1.

Station 9: Materials: Reference Table

26. Use the Percent Error equation in Table T in the Reference Table to answer Discussion Question #4.

27. Continue working on the remaining discussion questions with any extra time.

Discussion: (Answer on a separate sheet of paper)

1. Convert the following:

2,000 mL = ______L
3.36 L = ______mL
65 cm = ______mm
3.2 mm = ______cm
43 kg = ______g
654 g = ______kg

2. Why is it better to use the graduated cylinder rather than the beaker to measure liquid volumes?

3. In this lab you used two different graduated cylinders, a 10 mL graduated cylinder and a 200 mL graduated cylinder. Which graduated cylinder would you use to measure each of the following volumes? For each of your answers, explain why:

8.2 mL
62 mL

4. A student measures the density of zinc to be 7.56 grams per milliliter. If the accepted density is 7.14 grams per milliliter, what is the student’s percent error?

• Show a correct numerical setup.

• Record your answer.

5. The volume of an acid required to neutralize exactly 15.00 milliliters (mL) of a base could be measured most precisely if it were added to the base solution from which of the following:

1000 mL graduated cylinder
125 mL Erlenmeyer flask
50. mL buret
50. mL beaker

Explain your answer.

6. What is the maximum weight that can be measured on a triple-beam balance? Explain.

7. The diagram below represents a section of a buret containing acid used in an acid-base titration.

What is the total volume of acid that was used?

Conclusion: Answer the problem using complete sentences.

Name: ______Date: ______

Teacher: ______Period: ______OT / L

Lab 3 – Density

Pre-Lab Questions: Read through the problem, introduction and procedure. Then answer the following questions on a separate sheet of paper.

1. Write a hypothesis about the problem question.

2. Identify one apparatus used in the lab to accurately measure mass. What units does this apparatus use? What is one other metric unit of mass?

3. Identify one apparatus used in the lab to accurately measure volume. What units does this apparatus use? What is one other metric unit of volume?

4. Define density.

5. a. What is the formula for density? b. What are the units for density?

6. Based on your procedure, create a Data Table for each of the 3 sections providing spaces for all of the data you’re going to collect and calculate. Note that some procedure steps require the collection of more than one piece of data. Include spaces to show the work for any calculations you will do.

Problem: How can we determine the density of a regular solid, an irregular solid, and a liquid?

Introduction:

Density, a physical property of matter, is defined as mass per unit volume of a substance. Density does not depend on the amount of a substance. This allows us to compare items that are of different sizes. For example, a large wooden block would be heavier than a small piece of gold. However, the gold is denser than the wood, because it contains more mass for its size.

Density can also be used to identify a substance. Each pure substance has its own unique density. Therefore, if we calculate the density an unknown metal and compare it to a table of accepted values, we may be able to identify the metal. In this experiment, you will find the density of a wooden block, an irregularly shaped piece of metal, and an unknown liquid solution.

Procedure:

Part I: Metal Solid

1. Using a balance, weigh the metal cylinder.

2. Fill a large graduated cylinder about half full with tap water. Read the exact volume of water to the nearest 1/10 of a milliliter.

3. Place the metal into the graduated cylinder. Read and record the combined volume of the water and the metal to the nearest 1/10 of a milliliter.

4. Using your data, determine the volume of the metal.

5. Calculate the density of the metal. Show all work.

6. Ask your teacher to identify the metal for you. Look up the accepted value for the density of your metal. Determine the percent error in your calculations. Show all work.

Part II: Wooden Block

7. Measure the length, width and height of the wooden block to the nearest millimeter. Calculate the volume of the block. (Note: 1 cm3 = 1 mL)

8. Using a balance, weigh the block and record its mass to the nearest tenth of a gram.

9. Calculate the density of the block using the density formula. Show all work.

10. Ask your teacher for the accepted value of the density of the wooden block. Determine the percent error in your calculations. Show all work.

Part III: Liquid

11. Measure the mass of a clean, dry graduated cylinder.

12. Measure out exactly 10.0 mL of the unknown liquid solution into the graduated cylinder.

13. Reweigh the graduated cylinder. Record the mass of the graduated cylinder plus the liquid.

Liquid / Density (in g/mL)
Butane (lighter fluid) / 0.599
Gasoline / 0.737
Isopropanol (rubbing alcohol) / 0.786
Ammonia / 0.823
Vegetable oil / 0.920
Water / 1.000
Ethylene glycol (antifreeze) / 1.114

14. Calculate the mass of the liquid.

15. Calculate the density of the liquid using the density formula. Show all work.

16. Compare your density with the table on the right. Based upon the table below and any observations you made about the liquid, determine which liquid you were given.