...Chemistry Lab 12/10/11 PURPOSE The purpose of this lab is to see the physical and chemical properties of gases and to be able to use these properties to identify these gases. PROCEDURE To start I diluted 6M HCl by pouring 6ml of distilled water in a graduated cylinder. I added drop by drop 3ml of HCl directly from the bottle. The mixture was mixed well and the diluted 9ml solution was added to the test tube. Hydrogen: I placed a place of Zn metal in the test tube with the diluted solution. I then capped the test tube with a rubber stopper with a short, straight plastic gas delivery tube through the center. The test tube was then placed into one of the wells on the well plate. The test tube had to be upright so it was necessary to wrap the tube with a piece of paper towel to hold it into place. Reaction was observed and recorded. A pipette bulb was filled with water and placed on top of the test tube’s gas delivery tube. The well plate with the test tube was placed in the tin while the gas displaced some of the water. When the water in the pipette was completely replaced by the gas I quickly removed it and placed my finger over the opening to prevent any gas from escaping. I lit a match and gently squeezed out some of the gas and observed and recorded the reaction. I then took a marker and marked 3 equal parts on the pipette. The pipette was again filled with water and placed on the gas generation tube like previously. When the bulb was 2/3 filled with...
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...Lab Title: Vapor Pressure & Heat of Vaporization Objective(s)/Purpose(s): The objective is to determine both the vapor pressure and the heat of vaporization of water using gas laws. Materials: highlighted Procedure: highlighted Prelab questions: N/A ------------------------------------------------- Qualitative Observations: As the temperature decreased the bubble of air above the water increased in size and was able to be observed. Quantitative Observations: Table 1: Vapor Pressure and ΔHvap of Water Temperature (in degrees Celsius) | Volume of Gas (mL) | Corrected Volume in mL (-0.2 mL) | 80 | 5.6 | 5.4 | 75 | 5.6 | 5.4 | 70 | 5.4 | 5.2 | 65 | 5.4 | 5.2 | 60 | 5.3 | 5.1 | 55 | 5.2 | 5.0 | 50 | 5.1 | 4.9 | 5 | 4.8 | 4.6 | Calculations: Any calculations should be included here if they are unrelated to answering questions from the laboratory report. Laboratory questions: 1. Calculate the number of moles of trapped air (using data from temperature < 5 degrees Celsius). nair = Patm * Vfinal / R * Tfinal nair = moles of air trapped (unknown) Patm = barometric pressure Vfinal = volume final R= 0.0821 liter atm / mol K Tfinal = temperature final nair = 0.96737 atm * 0.0048 L = 2.03 x 10-4 moles 0.0821 liter atm / mol K* 278.15 K 2. Calculate the partial pressure of air in the gas-water vapor mixture for each temperature. Pair = nair*R*T / V 80...
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...____________ [Chemistry 3] Experiment No 3.1 CORROSION K. M. U. AMANDORON, R. N. T. COLANAG, E. J. G. MERIN, F. T. OPADA, R. J. C. PARBA IV-Photon Philippine Science High School - Central Visayas Campus Talaytay, Argao, Cebu, Philippines Date performed: December _, 2013 Date submitted: January 6, 2013 ABSTRACT Corrosion is a process through which metals in manufactured states return to their natural oxidation states, a reduction-oxidation reaction in which the metal is being oxidized by its surroundings, often the oxygen in air [1]. The first part of the experiment involved the products of rusting. Certain amounts of 3% NaCl, 10% K3Fe(CN)6 and phenolphthalein were combined. A piece of paper was soaked in this mixture. 2 nails (one straight, one bent) were wrapped in the damp paper allowing space in between, then left for 10mins. After which, colors formed in the paper napkins were observed. The second part was the bimetallic corrosion. 2 iron nails were cleaned using sand paper. In one nail, copper wire was coiled around its tip. On the other, a zinc granule was attached to its tip. Another paper was soaked in the same mixture in which the nails were wrapped separately and were left for 10mins. The papers were opened and sites where pink and blue colors formed were examined. The results didn’t absolutely correspond to the objectives of this experiment due to the errors on the materials used; however, it was inferred that during the process...
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...Precipitation Reactions from the list of assignments. The lab will open in the Inorganic laboratory. 2. React each of the cations (across the top) with each of the anions (down the left) according to the data table using the following procedures: Data Table | |AgNO3 (Ag+) |Pb(NO3)2 (Pb2+) |Ca(NO3)2 (Ca2+) | |Na2CO3 (CO32-) |A cloudy peach color peach |f. a milky white color |K a milky white color | | |color | | | |Na2S (S2-) |B a cloudy black color |G a cloudy black color |L no reactions | |NaOH (OH-) |C a cloudy bubbly brown color |H no reactions |M a milky white color | |Na2S04 (SO42-) |D no reactions |I turned a milky white color |N no reactions | |NaCl (Cl-) |E a milky white color |J turned a milky white color |O no reaction | a. Drag a test tube from the box and place it on the metal test tube stand. You can then click on the bottle of Ag+ ion solution on the shelf to add it to the test tube. b. Click on the Divide button on the edge of the lab bench four times to make four additional test tubes ...
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...Abstract In this lab, we synthesize three types of polymers including the Nylon 6,10. During the process, observations of the physical characteristics and appearance are taken. Subsequently, these properties are discussed and related to the structure of the reactants used, and the products formed. Lab 1 Report Condensation polymers are the type of polymers formed through condensation reactions, in which molecules join together with the release of small products such as water and methanol. Condensation polymerization plays an important role in our lives since many of the products we use and rely on are prepared through these reactions. Our choice of polymer-based products in our lives depends on the properties of the polymers and the way we want to utilize them. Therefore, it became necessary to have the techniques and the knowledge of how to produce polymers with the specific properties needed for ultimate performance. In this lab, we prepare a variety of polymers and observe their properties. After that, a discussion is made of the reasons behind the differences in their characteristics. We began the procedure by choosing between reacting either ethylene glycol or glycerin with phthalic anhydride. Our group had the choice of glycerin. We added 1.00 g of phthalic anhydride into a test tube. 50 mg of sodium acetate was added to the tube as a catalyst. Then we added 0.4 ml of glycerin to the mixture to start the reaction. The test tube was heated using an alcohol...
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...I can remember him doing all kinds of experiments in his office trying to test and discover things that really drew my interest to this major. My grandfather demonstrated the benefits of Chemistry and showed me how it is ever present in our every day life. He also taught me that Chemistry is always changing in our world around us and I want to be apart of this changing process and help the world benefit from Chemistry. I hope to see myself in a couple years being highly successful and enjoying working for a refinery as my grandfather did. I want to be able to support my family the best as possible, yet I also want to see myself loving what I do everyday and not get tired of it. In Lab #1 it was a recap of math skills that are crucial for the basis of general Chemistry. This particular lab we touched base on the rules of significant figures in calculating different formulas. Also, rounding...
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...David Chavez Arturo Huipe Chem 221B Lab January 20, 2016 Experiment 1: Introduction to Microscale (Option A) 1. Weigh a 3-mL conical vial with the screw cap and Teflon insert on a scale. Weight it to the nearest milligram (nearest 0.001 g) 2. Use the automatic pipette and get 0.500 mL of water and put it into the vial, replace the cap assembly (with the insert arranged Teflon side down), and weigh the vial a second time. 3. Find the weight of water dispensed. 4. Determine the density of water. Do the experiment again using 0.500 mL of hexane. Through any excess of hexane in the correct disposal. 5. Determine the density of hexane. The density of water is 0.997 g/mL, and the density of hexane is 0.660 g/mL at room temperature. Experiment 2: Solubility (Options A-D)...
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...Lab #1 Reaction Kinetics in Redox Reactions Procedure: Step 1: Prepare solution of sodium thiosulfate, place 0.25gm (250 mg) of Na2S2O3 in 100ml beaker, add 20 ml of water and mix until dissolved. Step 2: Prepare solution of potassium iodine. Add 10 gm of KI to a 100 ml beaker and add 20 ml of water and mix until dissolved. Step 3: Obtain a 600 ml beaker, add KI and Na2S2O3 solutions, then add 60ml of 1M HCl. Step 4: Finally add 50ml of .1M H2O2, as soon as the H2O2 is added start timing the reaction. Stop timing when the Iodine appears (solution changes color). Record time. Step 5: Varying [H2O2] while holding [I-] constant. (2 more runs) Repeat step 1 Repeat step 2 except with 20 gm and then 40 gm of KI Repeat step 3 Add extra 150 ml and then 450 ml of water to the 600 ml beaker Repeat step 4, record times for 300 ml and 600 ml solutions Step 6: Varying [I-] while holding [H2O2] constant. (3 runs) Repeat step1 Repeat step 2 Repeat step 3 First run add no extra water, second run add 100 ml , third run add 300 ml of water Repeat step 4, first run add 50 ml, second run 100 ml and third run add 200 ml of .1M H2O2 Record times for 150ml, 300 ml and 600 ml solutions Observation: Times (secs): run 1: 48 run 2: 48 run 3: 47 run 4: 48 run 5: 45 run 6: 44 rate = d[H2O2]/dt = (moles of H2O2 consumed) / (Total volume * Reaction Time) moles of H2O2 consumed = .5 * moles S2O3 2- moles S2O3 2- = .25...
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...1.) A scientific theory is a widely accepted and both highly tested and proven explanation based on observable phenomenon that occurs in nature. Scientific theories are supported by a large amount of evidence. On the other hand, a hypothesis is an explanation for a scientific question, but is easily testable and falsifiable. A prediction is a guess of what will happen when conducting an experiment, but a hypothesis establishes a relationship that helps to explain how the conductor of the study came up with his/her prediction. For example, a prediction would be “salt is dissolvable in water”, and a hypothesis would be “the polar water molecules will separate the ionic NaCl compound causing the salt to dissolve.” If the predictions are accurate, the hypothesis is supported. Hypotheses that are useful for explaining the natural world are easily testable, falsifiable, and parsimonious. When proposing an explanation for why something happens in the natural world, the explanation (hypothesis) must not be ambiguous or difficult to test/prove. A hypothesis that would not be useful for explaining the natural world would be “dogs hate cats because cats resemble predators that walked the earth millions of years ago” because it is not falsifiable. There would be no way one could set up a study to either prove or disprove the hypothesis. A hypothesis that would be useful for explaining the natural world would be “tumors are caused by the build-up of certain radioactive molecules”...
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...Statement of Goals The goal of the group project was to calculate the percent calcium in a natural calcium tablet from Prime Eastern Pharmaceuticals in order to compare it with the reported amount of 800 mg of calcium per tablet to determine the validity of complaints regarding a reduced amount of mineral in the multivitamin. The quantitative determination of the analyte was accomplished through three experiments: complexometric titrimetry, flame atomic absorption analysis, and potentiometry using an Ion Selective Electrode. The complexometric titrimetry involved titrating the unknown calcium solution made from the calcium tablet with standardized EDTA. Quantitative determination of the analyte calcium was possible due to the stable and quick formation of the metal-EDTA complex with a 1:1 reaction stoichiometry. Flame atomic absorption analysis is useful in determining the amount of analyte in an unknown because the measure absorbances of standard solutions can be used to plot a calibration curve that can be used to determine the concentration of the metal in an unknown solution. Potentiometry is useful for determination of analyte when an ion sensitive electrode is used to find the amount of ion in standard solutions. Week 1: Introduction and Background The first test for calcium in the multivitamin was complexometric titrimetry, a titration of a solution of calcium tablet with a standardized solution of EDTA. EDTA forms a stable complex with calcium metal with a reaction...
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...Title: Bunsen, Fisher Burners and Working with Glass tubes Objective: To learn the proper usage of Bunsen and Fisher Burners; to also learn to work with glass tubes Procedure: * Proper way to light and use Bunsen and Fisher Burners was demonstrated * Make sure that the burners are properly connected to the gas source * Use the gas valve to control the flames * Use the collar to control the amount of air * Proper way to cut a glass tube was demonstrated * Use a filer to make a mark where you want to cut the glass * Put your fingers close to the mark and bend with little force to break * Proper way to fire polish a glass tube was demonstrated * Make sure the tube is held an angle * Let it cool * Proper way to bend a glass tube * Hold the tube in the flame until it softens * Bend the tube as desire and let cool * Proper way to draw a glass tube * Hold the tube in the flame until it softens * Pull the tube at each ends in opposite directions and let cool Observations: * The hottest part of the flame is usually closer to the top of the flame. The lower part of the flame is usually cooler, not as hot. * The fisher burner is mainly to heat a larger object / areas * When the glass tube is hot, it looks like it is cold, cloudy Questions: 1. The two Burners shown are Fisher Burner and Bunsen Burner 2. How is the amount of gas entering the burners controlled? Gas...
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...SARA SARAFZADEH MS. RASSIAN IB EXPERIMENT DETERMINATION OF CALCIUM CARBONATE CONTENT IN AN EGGSHELL INTRODUCTION Calcium carbonate is a chemical compound with the formula CaCO3. It is a common substance found in rocks in all parts of the world, and is the main component of shells of marine organisms, snails, coal balls, pearls, and eggshells. Calcium carbonate is the active ingredient in agricultural lime, and is created when Ca ions in hard water react with carbonate ions creating lime scale. It is commonly used medicinally as a calcium supplement or as an antacid, but excessive consumption can be hazardous. To avoid the breakage of eggs before reaching market, the eggshells needs to be as strong as possible. The strength of eggshells is mainly determined by the percentage of calcium carbonate in it. In order to monitor the quality of eggshells, the following experiment has to be done to determine the percentage of calcium carbonate in eggshells. In this experiment, back titration is used. The purpose of this experiment is to determine the percentage by mass of calcium carbonate in eggshells. OBJECTIVES To determine the calcium carbonate content in an eggshell...
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...ctrXuyen Ha prelab 1. Objective : measuring the voltage changes in ½ cells when concentrations are altered in reaction hypothese:according to the Nernst equation, changes in concentration should not change 2. Materials : beakers multimeter bare copper wires copper ions in solution (copper nitrate) graduated cylinder salt bridge test tube 3. Method/steps 1. Obtain 100mL 1m copper nitrate and serial dilute to obtain concentrations of 0.1M, 0.01M, and 0.001M 2. Obtain approximately 100mL of each dilution 3. Split the 1M copper nitrate into two small test tubes and place the copper wire into each test tube. 4. Place the salt bridge ends into each of the test tubes 5. Measure voltage with a voltmeter by contacting each lead to each wire. After the first measurement turn off multimeter and record again after turning voltmeter back on. 6. Repeat steps 3-5 with each serial dilution. 7. Record voltage readings on the given tables on part 4 4. Data/graphs concentrations | first reading (volts) | second | average | 1M | 7.4mV | 7.5mV | 7.45mV | 0.01M | 68.8mV | 63.8mV | 66.3mV | 0.001M | 82mV | 80.2mV | 81.1mV | 0.0001M | 93.3mV | 92.5mV | 92.9mV | 0.00001M | 100.5mV | 102mV | 101.25mV | 5. Discussion : write the half-cell reactions as well as the total overall equation for this reaction. at the anode: Cu(s) -> Cu+2 + 2e- at the cathode : Cu+2 + 2e- -> Cu(s) combined: Cu+2 + 2e- + Cu(s) -> Cu(s) + Cu+2 + 2e- ...
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...Melissa Ramessar 212762654 Organic Chem 2020 Lab 4 1.) Variation of [OH] Experiment [tBuCl] (M) [OH] (M) Reaction time (s) Rate Constant k (s-1) Reaction rate (M/s) 1 0.03 0.003 27 3.903×10-3 1.171×10-4 2 0.03 0.006 91 2.453×10-3 7.358×10-5 3 0.03 0.009 135 2.643×10-3 7.928×10-5 According to the experiments, the rate law does not depend on [OH]. When increasing the [OH] in experiment 2, the rate of reaction was lowered tremendously; however that could be due to other reason such as errors rather than the rate law depending on [OH]. These results are predicted for a reaction being a zero order reaction. Using the equation below, it is confirmed that the reactions are zero order. (experiment1/experiment2)=(k1[tBuCl]^A [OH]^B)/(k2[tBuCl]^A [OH]^B ) ((1.171×10^-4)/(7.358×10^-5))=(〖3.903×10^-3 [0.03]〗^A [0.03]^B)/(2.453×10^-3 [0.03]^A [0.06]^B ) 1.591 = 1.591 (0.5) B...
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...Introduction A Diels-Alder reaction is a reaction in which a conjugated diene bonds with an alkane to produce a cyclohexane molecule. This reaction works best with dienes that are electron rich and dienophiles that are electron poor. For this experiment, our dicyclopentadiene is the diene and the maleic acid is our dienophile. In a Diels-Alder reaction, sigma bonds are formed from pi bonds. For this particular experiment, cyclopentadiene and maleic anhydride react via Diels-Alder in order to produce an endo-bicyclic product: cis-5-norbornene-endo-2,3-dicarboxylic anhydride. This product is a six-membered ring alkene with two sigma bonds. Materials and Methods Materials Used * 3 g maleic anhydride * 5 mL dicyclopentadiene * 8 mL ethyl acetate * 3 mL cyclopentadiene (from distillation) Method 1) A total of ____________ of maleic anhydride was measured out into a 125 mL Erlenmeyer flask 2) Approximately ____________ of ethyl acetate was measured out to dissolve the anhydride. This mixture was then placed on a hot plate. 3) Once heated, ____________ of hexanes was added to the mixture, and then allowed to cool in an ice bath. 4) A total of ____________ of distilled, dry cyclopentadiene was then added and mixed with the ice-cold maleic anhydride solution. 5) The mixture was then swirled in the ice bath until the exothermic reaction ended and we saw a white solid precipitate. 6) Recrystallization was then carried out to purify...
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