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5-Solution Unknown College Prep Chemistry Lab Manual Written, compiled, edited by Brian Cox and Dan Albritton Thanks to Daniel Knowles, Eddie Taylor, Dylan Muzny, Cammie Wickham Table of Contents Reference Laboratory Safety Guidelines i, ii Lab Experiments Pages Expt #1: 5-Solution Unknown 1-2 Data Analysis: How does the Mass of Pennies Change with Age? 3-5 Expt #2: Relationship between Mass of Reactants to Mass of Products 6-13 Expt #3: Distillation: Separation of two liquids 14-17 Expt #4: Observing the Chemistry of Iron(II) and Iron(III) 18-19 Expt #5: An Activity Series of Metals (Single Replacement Rxns) 20-21 Expt #6: Precipitation Reactions (Double Replacement Rxns) 22-23 Expt #7: Recording Measurements with Correct Sig Figures and 24-26 Uncertainty Expt #8: Mole Concept – How many atoms or molecules are present? 27-30 Expt #9: Empirical Formula of a Hydrate 31-33 Expt #10: Density of Twizzler Sticks 34-35 Expt #11: A Taste of Molarity 36 Expt #12: Preparing Molar Solutions 37- 38 Expt #13: Demos to investigate concept of limiting reactant and optimal 39-42 ratio Expt #14: Determination of Percent Yield – How efficient is your reaction? 43-46 Expt #15: Determination of Universal Gas Constant 47-51 Expt #16: Emission Spectrum and Quantum Leaps 52-55 Expt #17: Beer’s Law: Determining Molar Concentration by Absorbance 56-60 Spectroscopy Expt #18: Relationship between Type of Chemical Bonds and Electrical 61-64 Conductivity Expt #19: Molecular Models (Drawing in 3-D) 65-67 Expt #20: Polar and Non-Polar Molecules in an Electric Field 68-69 Expt #21: Molecular Polarity Phet Simulations 70-72 Expt #22: Polar and Non-Polar Molecules Station Lab 73-74 Expt #23: Acid-Base Titration: Determining Molar Concentration of 75-78 Commercial Vinegar Expt #24: Experimental Design: Using Specific Heat Capacity and 79-82 Density to Identify an Unknown Metal Expt #25: Exploring pH PHET simulation 83-86 Expt #26: NOVA Lethal Seas Video 87-88 Expt #27: Investigating pH 89-90 5-Solution Unknown Introduction This laboratory exercise is designed to give you an opportunity to use your skills as a scientist to solve a problem. Working in pairs, each student will receive either 5 numbered micropipets or 5 lettered pipets. Your task is to determine which of the lettered micropipets A – E match (have the same chemical) the numbered pipettes 1 – 5. In order to successfully complete this task, you will have to follow the steps of the scientific method discussed in class: make careful and clearly recorded observations, communicate with a colleague, critically analyze patterns in your data, develop a hypothesis, and test your hypothesis experimentally. Materials • Protected sheets labeled with grids of letters or numbers • 5 micropipets labeled 1-5 or A-E Safety • Safety glasses must be worn. • Avoid skin contact with chemicals, rinse exposed areas with water, and clean any spills. Procedure Each student will receive 5 micropipets containing unknown solutions. Half the class will receive “numbered” pipets (unknowns identified by numbers 1 – 5) while the other half of the class will receive “lettered” pipets (unknowns identified by letters A – E). The numbered unknowns and the lettered unknowns each contain the same unknowns but in random order. In other words, 1 does not necessarily correspond to A, 2 to B, and so on. 1) RECORD both data tables for your pre-lab. Setup a data table for the letter AND the number combinations. Be sure to include ALL possible combinations (there are 10 for both). UNKNOWN LETTER SOLUTIONS Initial Observations: All solutions are clear and colorless. Combination Tested Result A + B A + C Etc. UNKNOWN NUMBER SOLUTIONS Initial Observations: All solutions are clear and colorless. Combination Tested Result 1 + 2 1 + 3 Etc. 2) Each student, working alone, should try all different combinations of his or her unknowns. Place NO MORE THAN 3 drops of a solution on the cover sheet in the squares provided and add NO MORE THAN 3 drops of the other unknown on top of the original drops. RECORD results in your data table. Do not touch the pipette tips to the solutions at any time; this will contaminate the pipet. 1 3) After testing all combinations, absorb the solutions from the cover sheet with paper towels and dispose of these in the trash. If any residue remains on the cover sheet, wipe it with a wet paper towel. Return pipettes to tray holder and wash your hands with soap and water. Hypothesis To generate a hypothesis, find your partner and analyze your two sets of data (number combinations and letter combinations). Answer the following questions to guide your thinking in this process (put boxes around your answers and skip lines). 1. Write the equality (equation) for the two numbers that made a brown precipitate and set this equal to the two letters that made the same brown ppt. 2. Just as in #1, write the equality for the two letters and the two numbers that made a yellowish white precipitate when added together. 3. Looking at your two equations from #1 and #2, what letter is common to both? What number is common to both? Therefore, write the equality. 4. Use your information from the three questions above to match letters A, B, and E to the possible numbers. 5. Write the four pairs of letter and numbers that formed the clear pink solutions (but don’t write any equations since you don’t know which set of numbers matches which set of letters). 6. What letter is common in the four pairs? What number is common in the four pairs? Therefore, write the equality. 7. By process of elimination, what is the last matching number and letter? 8. Write your complete hypothesis; that is, the complete matches of A-E to 1-5. Hypothesis Testing An essential part of the scientific method is to test your hypothesis. 1. Make a third data table, exactly as it is shown below: TEST CROSS DATA Test Cross Predicted Result Actual Result B + 4 A + 2 D + 2 B + 3 2. Predict what result you will see from these four test crosses. 3. Actually mix the four test cross combinations to “test” your predictions. Questions 1. In generating your hypothesis, what color was the most useful to begin the matching process and why? 2. Why is it important to have test crosses; that is, what purpose do they serve? 2 Data Analysis activity: How does the Mass of Pennies Change with Age? Introduction: In this activity, we will consider patterns in the masses of pennies in order to introduce the concept of measurement variation and uncertainty and to practice data analysis skills we will need for the next lab investigation (comparing the masses of reactants and products in a chemical reaction). 1A) If we weighed the masses of pennies over many years, would you expect to see any differences? Predict whether the masses will remain constant, decrease, increase or show random fluctuations. 1B) Propose an explanation for how pennies might lose mass over time. 1C) Propose an explanation for how pennies might gain mass over time. 2) Data analysis: The mass of 5 brand new pennies in mint condition were measured on the same balance on the following results were obtained: 2.50 g # of 2.49 pennies 2.51 g g Mass of Pennies (g) A) If the pennies are all brand new (uncirculated), what is the most likely explanation for differences in the mass? 3 The graphs below represent the masses of five pennies in circulation for twenty-five years. Use the graphs below to answer questions # B-D. B) Which graph is consistent with the hypothesis that the mass of circulated pennies does not change over time? C) Which graph is consistent with the hypothesis that pennies become scratched or lose material off the surface over time? D) Which graph is consistent with the hypothesis that pennies oxidize or become dirty over time? 4 3) Actual Data: The masses of sets of pennies from each of the past fifty years were measured and the results were plotted below. Propose an explanation for the actually observed results and support your explanation with specific references to the data. 7)Penny Mass by year: The mass data for pennies is presented below by year. Propose an explanation for this data and support your explanation with specific references to the data. 5 Investigating the relationship between the Mass of Reactants and the Mass of Products in a Chemical Reaction Purpose: To investigate the relationship between the mass of reactants and mass of products in a chemical reaction. Introduction Early investigations into the nature of matter focused on mass relationships in chemical systems as a way to learn more about how elements combined to make compounds. In this lab you will investigate the relationship between the mass of reactants and the mass of products in three separate chemical reactions. For each reaction you will carefully measure the mass of the reaction system before and after the reaction. By analyzing the results of your experiments, you will be able to draw conclusions about the relationship between the mass of reactants and the mass of products in a chemical reaction. Materials • Electronic balance, Alka-Seltzer tablets, and 50 mL beakers • Long stem beral pipets and modified jumbo beral pipets • Modified 30 mL plastic bottles with screw caps • Four solutions: FeCl3, KSCN, CaCl2, Na2CO3 Safety • Safety glasses must be worn at all times. • Avoid contact with solutions. Wash your hands at the conclusion of the lab. • BE SURE NOT TO USE MORE THAN THE INDICATED AMOUNT OF ALKA- SELTZER IN PART 4.
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