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General Chemistry II Experiments with Qualitative Analysis

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General Chemistry II Experiments
(with Qualitative Analysis)
The Laboratory Manual for Ch12
2ND Edition

Department of Chemistry
Ateneo de Manila University

Edward T. Chainani
Ian Mitchelle S. de Vera
Marites J. Pasuelo
Deniz P. Wong

2008
 ii

Table of Contents
Page No.

Preface to 2nd Edition iii

Preface to 1st Edition iv

To the Student v

The Experiments

Expt 1: Chemical Mastermind 1

Expt 2: Surface Tension 5

Expt 3: Freezing Point Depression 9

Expt 4: Rate of Reaction: Concentration and Temperature 12

Expt 5: Le Chatelier’s Principle 15

Expt 6: Preparation of Buffer 19

Expt 7: Titration of Acids and Bases 23

Expt 8: Introduction to Qualitative Analysis 28

Expt 9: Heat of Formation of Solid NaCl 42

Expt 10. Quantitative Analysis: Determination of Iron by UV-Visible Spectroscopy 45

 iii

Preface to the 2nd Edition

Several modifications were made to the 1st edition, particularly in the qualitative analysis
experiments. Instead of performing five separate experiments for the four cation groups and the anions,
an abridged version encompassing five qualitative analysis experiments in the previous edition was
considered. The rationale for this change is to give the student an overview of all the qualitative tests
and develop the necessary laboratory skills without compromising the limited time for laboratory
experiments (3 lab sessions instead of 5 for qualitative analysis). Moreover, the student will be given
an impression that Ch12 is not mostly qualitative analysis but a continuation of General Chemistry I
(Ch8).
Two new experiments pertinent to General Chemistry II were also added: Surface Tension
and Le Chatelier’s Principle. These experiments were adopted and modified from:

Surface Tension
Sime, R. J. Physical Chemistry: Methods, Techniques, and Experiments (Saunders, 1990).

Le Chatelier’s Principle
Brown, T., LeMay, E., Bursten, B. Chemistry: The Central Science 8th Ed. Prentice Hall: New York, 2002.
Grant, A., J. Chem. Educ. O466 (1984).
Price David, Chromate-Dichromate Equilibrium. Taken from http://www.carlton.srsd119.ca on December 11, 2007

We would like to acknowledge Ms. Christine Querebillo and other Ch12 teachers who tried the
new experiments in their respective classes and gave invaluable inputs to improve the procedures
employed in these experiments. Special thanks to Ms. Natasha Teran for helping us develop the Le
Chatelier’s Principle experiment.

IAN MITCHELLE S. DE VERA

DENIZ P. WONG

ATENEO DE MANILA UNIVERSITY

May, 2008
 iv

Preface to the 1st Edition

This manual is intended for the laboratory course (Ch 11) that accompanies the General
Chemistry 2 lecture course. The regular semester allows for 9 or 10 experiments. In this manual is a
selection of 11 such experiments.

The experiments in this manual have been taken, with modifications, from the following:

Laboratory Experiments: Chemistry the Central Science. Nelson, John H. and Kenneth C.
Kemp. 1997. New Jersey, Prentice Hall, Inc.

Modern Experiments in General Chemistry. Schmitt, William J. and Salvador L. Balalta. 2001.
Quezon City, Philippines. Ateneo de Manila University.

We have selected a couple of introductory experiments, for the benefit of those students for
whom this is the first laboratory course. Keeping in mind that some students might have no other
exposure to analytical techniques, we have included both classical and instrumental analysis methods.

We would like to acknowledge the valuable suggestions and comments of Ricardo Borja,
stockroom head of the Chemistry Department. We would also like to thank our students of several
semesters of Ch 12, as well as the teachers of Ch 11 / 12, both of whom have helped us in improving
the experiments.

MARITES PASUELO
EDWARD CHAINANI

ATENEO DE MANILA UNIVERSITY

2002
 v

To the Student
Chemistry is an experimental science. It will be much easier to appreciate and

comprehend the science of chemistry if you actually participate in experimentation. You will find

that laboratory work to be interesting and very rewarding if you have the patience to develop good

technique, the honesty to report results as you obtain them, the initiative to deal with situations

which are not covered in the text, and the aptitude to think about the meaning of the results in the

light of the chemical principles behind it.

Laboratory Safety and Behavior

The experiments contained in this manual have been thoroughly tested, and are safe when

performed properly, but there is always an element of danger (the same can be said for an

automobile). Proper behavior and proper technique in the lab will help avoid any mishap. Take

heed of any special precautions to be observed in an experiment that will be pointed out to you.

Your teacher will outline the rules of behavior that you are expected to follow, but keep in mind that

all rules are based on common sense: Do nothing that would interfere with the work of your

neighbors. Clean up any spill. Report anything not functioning properly. Leave your work area

clean when you finish.

Preparation

The lab instructor is there to guide you. Don’t be afraid to ask questions. However, the lab

periods are only long enough to do the experiment: there will not be enough time if you come to the

laboratory unaware and have to figure out what you have to do. You should read the experiment

procedure well in advance so that you can get the most out of the lab. As you progress in your
 vi

proficiency in the lab, fewer directions will be given. It helps to make an outline of the procedure

and plan in detail what you must do to perform the experiment.

Laboratory Reports

Keeping a proper laboratory record is a vital aspect of good laboratory practice. Write

down the data in your lab notebook as soon as it is obtained. If you make a mistake do not

obliterate your mistake, but instead draw a simple line through it and write the correction beside it.

You should always be able to read what you had written the first time.

The workbook format of this manual provides data sheets for each experiment and guides

you as to what must be recorded. The consistent tabular format is there primarily to help the

teacher check numerous (30 or more!) reports more efficiently. We hope that you, like a well-

trained scientist, will not limit yourself to putting down only the data required by the data sheet, but

that you make use of blank spaces to take note of any other information that you judge to be

relevant to the experiment.

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