CHEMISTRY I

LAB MANUAL

STUDENT NAME : ______________________

 TABLE OF CONTENTS
INDEX__ 1

INTRODUCTION__ 3

CALENDAR OF PRACTICES__ 4

SAFETY REGULATIONS__ 5

Practice 1 Properties of matter__ 14

Practice 2 Specific or Intensive Properties__ 17

Practice 3 Physical and Chemical Changes__21

Practice 4 Physical and chemical phenomena ____ 23

Practice 5 Changes of State__26

Practice 6 Formation of crystals__29

Practice 7 Separation of components from a mixture_31

Practice 8 Properties of the elements of the periodic table_33

Practice 9 Chemical Links__40

Practice 10 Breathalyzer__44

Practice 11 Speed of chemical reactions__46

Practice 12 Giant molecules__48

Experimentation within the Laboratory is an essential tool for teaching science, in this particular case chemistry;
Allowing in this way to link this discipline with the real world, developing individual skills such as observation,
measurement, interpretation, prediction and decision-making within the field of science and technology, as well as
fostering work in harmony and collaboration with others.

Laboratory practices help the student to increase their reading comprehension, observation, interpretation of results,
conception of the environment according to theory, as well as fostering attitudes of discipline, cooperation and
research.

This laboratory practice manual is aimed at students who study chemistry I, corresponding to the first semester of
Bachillerato at Colegio Villa Rica.

The practices in this manual have been distributed in ten sections related to the theoretical contents marked in the
curriculum of the Ministry of Education of Veracruz.

Each practice begins with a Preliminary Investigation and a theoretical exposition of the subject, whose objective is to
prepare the students for the realization of the experimental part; Additional activities are included at the end of each
practice.

LAB SCHEDULE
NOTE: THE TEACHER WILL REQUEST TO BRING COMPLEMENTARY MATERIAL FOR EACH PRACTICE.

LAB # DATE
1
2
3
4
5
6
7
8
9
10
11
12
REGULATION TO ENTER THE LABORATORY AREA

1. The student must enter with a lab coat and lab manual, in order to have access to the laboratory, in case of not
bringing the lab coat will be awarded the corresponding sanction applied by the discipline department.

2. The student will not be allowed to introduce food or drinks.

3. The student must keep discipline and order within the laboratory area and during their practice.

4. Before starting your practice, you should check your material is complete and in good condition.

5. In case the student breaks laboratory material, he or she must replace it or pay its cost.

6. Carefully follow the teacher's instructions on the use and handling of laboratory material as well as reagents.

7. Take care that at the end of your practice the bunsen burners are tightly closed.

8. Before and after your practice, the student must leave his / her work area clean and in order.

9. The student will not be allowed to stay in the laboratory, without teacher authorization.

10. Students who do not comply with item No. 3 of this regulation will receive a discipline report, with the penalty that
merits the absence and also will not be able to attend the laboratory for a month, losing the practices corresponding to
that subject.

* The first time will receive a waiver notice, the second time a discipline report, the third time a one day suspension.

Laboratory Evaluation

1. The development of the practices will be assigned a value of 10% of the partial evaluation.

2. The Evaluation Criteria of each practice will be:

Prior investigation of concepts and procedures for the development of each of the practices.

Present your manual of practices for the development of the same.

Development of practices within the laboratory.

Final Report of the Practice.

PRECAUTIONS IN THE LABORATORY

Work in the laboratory can be truly beneficial and interesting, but the handling of chemicals carries different risks if not
done properly. Therefore, the following safety standards must be respected.

Conditions for working in the laboratory

• Keep your work area clean and tidy. Do not put objects on the tables outside the practice. A messy and messy lab is
unsafe and uncomfortable.

• During practices, do not consume food, drink, chew gum, and do not try any substance, unless instructed by the
teacher.

• Avoid applying creams or cosmetics in the laboratory.

• Do not run or play in the laboratory.

Safety equipment

• It is advisable to know where the fire extinguisher, shower, eyewash, medicine cabinet, medical service of your
school, emergency telephones and any other factor related to safety.

• Learn how to use the extinguisher and how the showerhead works.

• The laboratory should be equipped with a chemical dust extinguisher, adequate ventilation, shower, eyewash, and
extraction hood, if volatile liquids are frequently used.

Personal protection

• Always wear your lab coat buttoned. It is important that it be 100% cotton.

• Avoid wearing loose clothing that can get caught or caught with anything. Do not wear open shoes, or sandals.

• Avoid wearing rings, bracelets, necklaces and chains.

• Pick up your hair if you have it long.

• Avoid contact lenses because some volatile or corrosive material may enter between your eye and the lens. If for
some reason you cannot do without them, always wear safety glasses.

• Immediately wash with water

Part of the skin that has been in contact with strong reagents.

If anything falls into your eyes, wash them immediately with plenty of water.
• When instructed by your teacher or teacher, wear protective gloves and / or lenses.

• Wash your hands thoroughly before and after each experiment.

General Precautions
• Work in the laboratory only when your teacher or teacher is present and follow all the instructions given to you.

• Do not improvise the use of other material or modify the amounts of substances indicated.

• Inform the teacher of any accidents, especially if the injuries are cuts or burns.

• Use only substances that are properly labeled.

• Do not use any chemicals until your teacher explains what to do and the precautions you should take.

• Avoid loading multiple materials at the same time and do not take vials through the lid.

• Always handle the reagents or substances very carefully, although some of them are familiar to you, they can be
dangerous during the practice.

• If you need to leave an experiment for more than a day in the laboratory, identify all the substances you used.

Specific precautions

• Handle hot material with tweezers or gloves. Remember that glass looks the same when it is hot as when it is cold.
Tell your classmates when a material is hot.

• Approach sideways to the bunsen burners; Never above, and turn them off until you use them.

• When you warm the contents of any test tube, move it continuously over the flame. Never look into the tube or point
the tube to your face or other person.

• Liquids must be heated from the top to the bottom of the tube, otherwise the vapor may project the liquid outwards.

• When you need to smell a substance, do it as follows: take the bottle, tube or flask, remove it a little from your body,
unpack it, and with your hand ventilate a small amount of vapour to your nose. Never sniff the container directly.

• Take special precautions with concentrated acids, as well as concentrated solutions of bases and other corrosive
chemicals.

• Never use your mouth if you use pipettes to measure any liquid; Always use a rubber bulb.

• Be very careful when transferring or pouring reagents into containers. In the event of a splash, notify your teacher to
apply the cleaning procedures.

• Never add water to concentrated acid. If you need to prepare a dilute acid, add small amounts of
Acid concentrate on the water, while stirring constantly.

• When using grills or electrical equipment, check that the cables are in good condition
 LAB #1
PROPERTIES OF THE MATTER
PREVIOUS INVESTIGATION.
Define matter, properties and classification.

OBJECTIVE : To identify properties of matter

INTRODUCTION
Matter is all that occupies a place in space and has mass.
Matter has measurable properties that can be classified into: Extensive and intensive.
Extensive properties are those characteristics that depend on the amount of matter regardless of their state, are directly
proportional to the amount being used, regardless of the substance in question.

Volume = capacity of matter to occupy a place in space.

Inertia = tendency of bodies to remain in rest state movement unless an external force modifies them.

Mass = amount of matter contained in a body, is also the measure of the amount of matter.

Weight = is the force with which gravity draws a body to the ground.

Porosity = ability of matter to absorb gases or liquids, due to the spaces between the particles that form it.

Impenetrability = characteristic that prevents two bodies from occupying the same place at the same time.

Divisibility = ability of matter to break into increasingly smaller pieces

Elasticity = is the property that allows matter, within a certain limit, to deform when a force is applied to it, and to
recover its original form by ceasing to apply force to it.

MATERIAL.
250 ml beaker
50 ml water.
100 ml graduated cylinder.
1 mortar and pestle

SUBSTANCES
10 g of plasticine.
¼ sheet of letter size paper.
1 piece of charcoal.
1 tezontle stone
1 coin.

PROCEDURE.
1. Place the beaker on the table and on it a ¼ of sheet of paper. Take a coin and place it on the sheet of paper.
2. Quickly pull the paper through one side. Notice where the coin falls.

a) When the sheet of paper is pulled, the coin stays in _____________

b) The mass of the coin experiences a pulling force towards the center called _____________

c) The tendency of the coin to remain in the same place is called

a) Inertia b) elasticity c) divisibility d) impenetrability

d) The force of attraction that the earth exerts on the coin is called:
a) Elasticity b) volume c) inertia d) weight

_______________________________________________________________________________________

V1 = __________ V2 = __________ V sphere = V2 - V1 = __________

3. Pour 50 ml of water into the graduated cylinder (initial volume V1).

4. Form a sphere with the plasticine and insert it into the specimen.

5. Now observe the volume that is now marked on the specimen (final volume V2) and determines the volume of the
sphere by subtracting (V2 - V1)

The size of the sphere could be determined by the property of _____________

_______________________________________________________________________________________

6. Put a piece of charcoal in the mortar and stir it with the pestle until it is very thin.

The property of making the coal smaller is called _____________

______________________________________________________________________________

7. Look at the tezontle stone, look at its weight in relation to its volume and note its characteristics.

The tezontle weighs little because of the property of:

A) Divisibility b) porosity c) impenetrability d) inertia.

In the tezontle stone we can see the property of _____________

GRADES : CONDUCT _____ LAB WORK __________ TEACHER’S SIGNATURE ______________

 LAB # 2

SPECIFIC OR INTENSIVE PROPERTIES

PREVIOUS INVESTIGATION.
What are intensive properties and give 10 examples of them ?

OBJECTIVE : identify specific or intensive properties of matter

INTRODUCTION.
It relates to the internal chemical structure of matter.
They are independent of the amount of substance present. For example :

• DUCTILITY = ability to be stretched into wire

• MALLEABILTY = ability to flattened into thin sheets.
• HARDNESS = resistance to be scratched or cut.
• DENSITY = Mass divided by volume.
• BOILING POINT = temperature which the vapor pressure of a liquid equals the external atmospheric pressure.
• SOLUBILITY = ability to dissolve in other substances at a specific temperature.

EQUIPMENT thermometer
1 test tube
100 ml graduated cylinder
precision scale MATERIAL
30 cm glass rod sugar grains
Bunsen burner 2 glass marbles of different sizes.
250 ml beaker 160 ml of water
universal holder
iron ring
asbestos mesh pad

PROCEDURE & OBSERVATIONS

1. Carefully measure the mass of marbles.

2. Pour 50 ml of water into the graduated test tube (V1)
3. Insert a marble into the test tube and observe the volume that the test piece now marks (V2)
4. Subtracting V2 from V1 to determine the volume of the marble.
5. Repeat with the other marble.
6. Calculate the density of each of them. (D = m / v)

MARBLE MASS V2 V1 VOLUME (marbles) DENSITY

(g) (ml) (ml) (ml) (g/ml)
=M/V
1
2

_________________________________________________________________________
1. Turn on the Bunsen burner.
2. Heat the central part of the glass rod.
3. Pull on each end, in opposite directions.
4. Take care that the rod does not break.
5. Observe the limit of DUCTILITY
1. Place a few grains of each substance in a test 2. Shake the formed solution by tapping the tip
tube and add 3 ml of water. of the test tube.
 3. Observe and record if it dissolves. Sand
Salt
Sugar
____________________________________ Oil
SUSBTANCE SOLUBLE
(Y or N)
1. Connect the iron ring to the stand, and place the wire mesh on top.
2. Measure the temperature at 0 time.
3. Pour 100 ml of water into the beaker and heat it.
4. Measure the temperature every 3 min for 6 minutes total and record it.
5. Measure the exact TIME and TEMP when it BEGINS to boil = the first air bubbles forms
6. Measure the TIME when the water reaches BOILING point.
7. Draw a graph of TIME vs TEMPERATURE

TIME 0 180 360

(SECONDS) (3 min) (6 min)

FIRST BOILING
TEMPERATURE BUBBLES POINT
(°C) (100°C)

OBSERVATIONS:
Write the name of the specific properties that were seen in lab and determine if they were extensive or intensive.

PROPERTIES EXTENSIVE INTENSIVE

1)
2)
3)
4)
5)

CONCLUSION
1) The glass rod has the specific properties of:

a) Elasticity and malleability b) Malleability and ductility c) Elasticity and ductility d) Weight and malleability

2) The density of three bodies (marbles) of the same material and of different volume is:

a) Equal b) At higher volume, higher density c) Unrelated d) At higher volume, lower density

3) The property that manifested the sugar in the water is called:

a) Density b) Solubility c) Elasticity d) Hardness

GRADES : CONDUCT _____ LAB WORK __________ TEACHER’S SIGNATURE ______________

 LAB #3

PHYSICAL CHANGES AND CHEMICAL CHANGES

PREVIOUS INVESTIGATION.

1.- Define physical change and mention 5 examples?

2.- Define chemical change and mention 5 examples?

INTRODUCTION

Every day physical and chemical changes occur around us, however, we seldom question such everyday occurrences
as:

Why does it rain?

Why, when we light a match, is it reduced to ashes?
What happens to food after being ingested?
Why does the water become steam when you heat it or ice when you freeze it?

In this practice we will observe the differences between the physical and chemical changes of matter.

REACTANTS
1 raw egg
Matches
Corn starch
Magnesium sulfate (Epson salt)
Sugar (C12H22O11)
Diluted vinegar (CH3COOH)
Iodine Tincture

EQUIPMENT
Heating plate
250 ml beakers
6 Watch Glasses
Magnifying glass
4 x 250 ml beakers
6 watch glasses
EXPERIMENT 1

PROCEDURE

1) Take a match and look at it with a magnifying glass.

2) Then turn it on and off quickly.
3) Observe the residue with a magnifying glass.

EXPERIMENT 2

PROCEDURE

1) Prepare a concentrated solution of sugar in cold water and another in hot water.
2) Keep the latter on the fire until caramelized.
3) Pour each solution onto a watch glass and leave both samples at room temperature for one week.
4) After that time, observe with a magnifying glass what has happened in each of the samples.

EXPERIMENT 3

PROCEDURE

1) Add 150 ml of vinegar into a 250 ml beaker

2) Add the raw egg and observe the changes for a few minutes, at the moment, the next day and after a week.

EXPERIMENT 4

PROCEDURE

1) In a beaker, mix corn starch with a little water.

2) Add drops of iodine tincture and observe what happens.

ANALYSIS OF RESULTS

1. In what procedures are physical changes observed?

2. What kind of compound is formed in the combustion of phosphorus?

3. What differences exist between the physical and chemical changes that have been observed in the experiment?

4. In what situations of daily life can physical or chemical changes be observed?

GRADES : CONDUCT _____ LAB WORK __________ TEACHER’S SIGNATURE ______________

 LAB #4

PHYSICAL AND CHEMICAL PHENOMENA

PRE-INVESTIGATION.
Define a non-chemical and chemical phenomena and mention 10 examples of each.

OBJECTIVE : To learn to differentiate a physical phenomenon from a chemical phenomenon.

INTRODUCTION.
Every day and in every moment happens phenomena or changes in our surroundings. A phenomenon is any change that
occurs in matter. Phenomena are usually produced by the effect of energy. Phenomena can be classified into physical
and chemical.

SUBSTANCES MATERIAL
1 pinch of sodium bicarbonate. 1 tripod
10 cm copper wire 1 test tube rack
1 sheet of paper 3 test tubes
1 piece of candle 1 250 ml beaker
3 ml of vinegar 1 matchbox or cigarette lighter
1 wire cloth 1 porcelain capsule
100 ml of water 5 ml pipette
1 small piece of zinc 1 bunsen burner
2 ml of hydrochloric acid

PROCEDURE.

Test 1
Take half a sheet of paper and tear it into small pieces.

Test 2
Install the wire cloth on the tripod. Wrinkle the other half of the paper and place it on the wire mesh

Test 3
Put the porcelain capsule and the wire cloth on top of the tripod and place the piece of candle on it, heat it with a lighter
until it becomes liquid and then let it cool. Look at what happens.

Test 4
Place on the rack a test tube containing some zinc shot and add it to another test tube containing 2 ml of hydrochloric
acid. Watch the reaction until the zinc disappears.
CAUTION : This reaction should be performed with the zinc tube in the rack.

Test 5
Place a beaker on top of the tripod and the wire cloth with 100 ml of water.
Warm up to the water until boiling; turn off the lighter, watch what happens.

Test 6
Place a little baking soda in a test tube and add 3 ml of vinegar. Notice the change that occurs in substances.
Record the type of phenomenon that occurred in each test.

TEST TYPE OF TEST TYPE OF

CHANGE CHANGE
1 4
2 5
3 6

ANSWERS.

Did they undergo any definite changes in their constitution to the candle and water when they were heated?
Why?

When you finish practicing the experiment with zinc, do you think you could get it back?

Why?

What happened when you added vinegar to baking soda?

QUESTIONNAIRE.

Choose the option that answers each statement.

The chemical reactions are:

a) Temporal phenomena
b) Chemical phenomena.
c) Reversible phenomena.
d) Physical phenomena.

When a substance like paper burns, a phenomenon occurs:

a) Chemist
b) Physical
c) Natural
d) Artificial.

It is a physical phenomenon:

a) Cut paper
b) Burn paper
c) Add vinegar to baking soda.
d) Add hydrochloric acid to zinc

GRADES : CONDUCT _____ LAB WORK __________ TEACHER’S SIGNATURE ______________

 LAB #5

STATE CHANGES

PRE-LAB INVESTIGATION:
What are the states of matter?

Write what are the state changes between the 3 states of matter.

INTRODUCTION.
All the substances that make up our environment are generally found in three fundamental states:
SOLID, LIQUID AND GASEOUS.
Due to temperature effects CHANGES OF STATE appear in which the substances retain their chemical composition.

In this experiment, some of these processes will be observed and analyzed.

MATERIALS:

Ice Chocolate, candle and butter

Leather Gloves 1 asbestos mesh
2 x 500 ml beakers 1 watch glass
Dry ice 1 watch
Bunsen burner 1 spatula
Iodine 1 balance
tripod

PROCEDURE 1:

1.- With the leather gloves take a piece of dry ice (CO2, solid) and put it on the laboratory table. Observe the changes
that occur.

2.- In a 500 ml beaker add 200 ml of water and a piece of dry ice. Observe the changes that occur.

PROCEDURE 2:

1.- Add 0.5 g of iodine crystals in a porcelain capsule.

2.- Gently heat the iodine contained in the porcelain capsule, maintaining a certain distance. Observe the results
obtained.

3. Cover with a glass of the capsule that contains an ice. Observe what happens.

PROCEDURE 3:

1.- Place an ice cube in a 500 ml beaker and heat the system. Observe the changes that occur after 10, 30 and 120
seconds.

2.- Repeat step 1 by changing the ice for a piece of butter, candle or chocolate.

ANALYSIS OF RESULTS.
1.- What changes of state of matter can be observed in previous experiments?

2.- How does the temperature affect the changes of state?

3. Is it possible to sublimate substances other than iodine and dry ice?

4.- How could the solidification of a substance be easily achieved?

GRADES : CONDUCT _____ LAB WORK __________ TEACHER’S SIGNATURE ______________

 LAB #6

CRYSTAL FORMATION
PREVIOUS INVESTIGATION:
What is the change of state of crystallization?

What are the factors that influence crystallization?

INTRODUCTION.

Liquid or gaseous substances can be converted to the solid state by changing their internal structure, ie the organization
of their molecules. When the change of state occurs gradually a crystalline solid is formed in which the particles are
located in a three-dimensional network. In this practice the formation of crystals of different substances will be
observed.
MATERIAL REAGENTS
6 x 200 ml beakers CuSO4-5H2O (Copper sulfate pentahydrate)
6 boxes of petri dishes CH3COONa (Sodium Acetate)
6 x watch glass Sugar and Water
heating plate 1 wire
glass stirring rod NaCl (sodium chloride)
thread MgSO4 (Magnesium Sulfate)

PROCEDURE

1. Put a small sample of each of the reagents on the Petri dishes and observe them. Draw the structure of the crystals.

2. In a beaker pour a considerable amount of copper sulphate pentahydrate and add water in order to prepare a
supersaturated solution. Put the solution on the heating plate until it boils.

3.- Let the solution cool down and deposit it in a Petri dish. Repeat steps 2 and 3 with each of the substances.

4.-Put a piece of thread in each of the Petri dishes with the solutions and let them rest for a week. Observe the results
obtained.

ANALYSIS OF RESULTS.

1.- Is it possible to identify a compound by the shape and size of its crystals and why?

2.- What geometric shapes can be observed in the crystals? Are there differences between those produced with the
different reagents?

3.- Why do the compounds crystallize in different ways?

4.- How are stalactites and stalagmites formed?

GRADES : CONDUCT _____ LAB WORK __________ TEACHER’S SIGNATURE ______________

 LAB #7
SEPARATION OF COMPONENTS OF A MIXTURE
PREVIOUS INVESTIGATION.
1.- Name and explain the different methods of separation of mixtures.

INTRODUCTION
The meeting of two or more substances in varying proportions and without altering the chemical properties of the
individual components is called a mixture. The vast majority of substances found in nature are mixtures. In this practice
the application of some methods to separate mixtures will be observed.
MATERIALS EQUIPMENT
Gravel Strainer
Water 4 x 250 ml beaker
Cooking Oil 250 ml funnel with valve
Carbon Tetrachloride, CCl4 1 metal hoop with clamp
Oil-soluble dye 1 balance
Sheets 1 glass stirring rod
Nylon stocking 1 x 250 ml Erlenmeyer flask with rubber stopper

EXPERIMENT 1: SEPARATION OF A MIXTURE BY SIZE

Procedure

1. With the help of a spatula deposit in a beaker 10 grams of gravel and 10 gr of flour. Mix the components together
using a stirrer.
2. In another beaker introduce the sieve and add the above mixture. Observe the results
3. Take the materials that passed through the strainer into nylon stocking.

EXPERIMENT 2: SEPARATION OF MIXTURES BY DECANTING

Procedure

1. In the 250 ml Erlenmeyer pour 30 ml of water, 30 ml of cooking oil, 30 ml of carbon tetrachloride and 2 drops of oil-
soluble dye. Cover the Erlenmeyer and shake vigorously.
2. Pour the resulting mixture into the funnel and let stand for a few minutes. Observe and record the results obtained.
3. Open the funnel valve and separate the formed layers.

ANALYSIS OF RESULTS
1. How does the size of the mesh affect the results of a sieving?

2. In what property of matter is the decantation PROCEDURE based?

3. For what kind of mixtures is the screening used as a component separation method?

4. For what kind of mixtures is the decantation used as a method of separation of its components?

GRADES : CONDUCT _____ LAB WORK __________ TEACHER’S SIGNATURE ______________

 LAB #8

PROPERTIES OF THE ELEMENTS OF THE PERIODIC TABLE

PREVIOUS INVESTIGATION

1.- Write the properties of alkaline metals.

2.- Write the properties of alkaline earth metals.

3.- Mentions the properties of transition metals:

INTRODUCTION

The chemical elements that have so far been isolated are 118. With these few elements, however, millions of different
chemical compounds can form. Against this backdrop, the study of chemistry would be extremely complex;
Fortunately there are many regularities in the behavior of the elements and this fact is related to the position that each
of them occupy in the periodic table.

To achieve orderly classification of the chemical elements it took almost a century of systematic work by several
researchers. Among them are Johan W. Dobereiner (1780-1849), John Alexander Newlands (18381889), Dimitri
Ivanovich Mendeleev (1834-1907).

Dobereiner found that bromine had some resemblance to chlorine and iodine; For example, chlorine is highly reactive,
followed by bromine and finally iodine. He also studied other groups of three elements that had similar properties, such
as calcium, strontium and barium; Sulfur, selenium, tellurium. He called these groups triads. .

Years later, the British chemist Newlands ordered the elements known at that time based on their increasing atomic
masses:

H, Li, Be, B, C, N, O, F, Na, Mg, Al, Si, P, S, Cl, Li, Ca, Cr, Ti, Mn, Fe

Upon careful observation he noted that lithium, sodium, and potassium, with similar physical and chemical properties
(oxidize, readily upon contact with oxygen in the air, react violently and explosively with water and burn vigorously in
an atmosphere of chlorine), were located to every seven elements. Then, surprised by his observations, he reviewed the
alkaline earth metals Beryllium, Magnesium and Calcium, and found the same behavior. So he examined the position
of halogens fluorine and chlorine, which allowed him to state the law of octaves: "If the elements are ordered according
to their atomic masses, after seven elements appears an eighth, whose properties are similar to the of the first ".

When the elements were arranged in seven columns, the beginning of the structure of a table was obtained.

On the other hand, Mendeleiev proposed in 1869 a new classification of the 63 known elements until then. He also
ordered them based on their atomic masses, but also took into account the ability to combine elements (valence).
However, with this arrangement, some elements appeared to be poorly accommodated, for example, the properties of
iodine and tellurium were different from those of the other elements of the same column.
Henry Moseley (1887-1915) found the solution in ordering the elements in terms of their atomic numbers. He found
that in the nucleus of each element there is an integer number of positive charges, which is equal to the atomic number
(Z). In ordering the elements in this way, the properties of iodine and tellurium fit perfectly into the corresponding
columns. This fact is established in the modern periodic law that proposes: "The properties of the elements are a
periodic function of their atomic numbers."

This correction does not detract from the recognition of Mendeleev, who was a wise man with vision to leave in his
periodic table the space corresponding to unknown elements, anticipating their properties with great approximation. .

The periodic table, as we currently use it, is the ordering and classification of the elements, according to their chemical
properties, in groups and periods. Groups or families are formed by elements that are in a column (vertical row) and are
traditionally identified with Roman numerals. The periods are horizontal rows and are designated by Arabic numbers 1
to 7.

The periodic table includes eight groups, divided into two subgroups: the main (A) and the secondary (B), the latter are
made up only of metals.

The elements of subgroup A are called representative elements; And those of subgroup B, transition metals (or
elements). The elements at the bottom of the table are called internal transition metals and are the lanthanides and
actinides.

The elements of group 1A, except for hydrogen, are alkali metals, and those of IIA are alkaline earth metals. On the
other side of the table are the nonmetals: chalcogens (VI A), halogens (VII A), Noble gases (VIII A). Among the
elements of families III A, IV A and V A, some have characteristics of both metals and non-metals, these elements are
called metalloids. In the periodic table there is a thick staggered line that divides metals from nonmetals. The elements
that lie immediately to the sides of the line are metalloids.

Of the 118 elements, 92 are natural (two of them, technetium and protio, were not found on Earth) and scientists have
synthesized at least 26 elements that are beyond the heaviest natural element, uranium .

OBJECTIVE.- The student will analyze the chemical behavior of some of the elements of the periodic table.

MATERIAL: * Concentrated hydrochloric acid

* Calcium metal
* 6 test tubes with stopper * Barium chloride
* 3 eye droppers * Bromide of Sodium
* 2 x 100 ml beakers * magnesium sulfate
* Platinum or chromium Handle * Water
* Testtube Rack * Calcium Chloride
* Bunsen burner * Sodium Chloride
* Microscope * Potassium Chromate
* test tube tongs * Potassium dichromate
* 10 ml pipette * potassium Permanganate
* 5 ml pipette * Sodium metal
* Spatula * Sodium iodide
* tape * Copper sulphate
* Aluminum foil * 10% Ammonia solution with a 1% silver nitrate
* Sheet of copper, iron or zinc solution

SUBSTANCES
PROCEDURE:

Experiment 1. Reactivity of alkali metals with water

1 ) Pour water into a 100 ml beaker, almost filling it

2 ) Take, without touching directly, a piece of sodium the size of a lentil and with a knife blade cut it in two fractions.
3 ) Notice the smoothness with which it is cut and the brightness of the freshly cut parts.
4 ) Add, using a spatula and very carefully, fragments into the beaker.
5 ) Observe evidence of the reaction between sodium and water.

CAUTION: Use sodium without touching it directly and in small amounts. If fragments remain unused, return them to
the teacher or laboratory assistant. Do not throw waste into the garbage.

Observations:

Experiment 2. Salts of transition metals

1. Look under the microscope for the shape and color of the crystals of the salts of the compounds containing
transition elements.

2. The salts can be potassium permanganate (KMn4), potassium dichromate (KCrO4), ferric chloride (FeCl3),
ferrous chloride (FeC12), cupric sulfate (CuSO4), zinc sulfate (ZnSO4)

Complete the table

NAME OF SALT Form of Color of Period of Group o f

crystals crystals Metallic Element M e t a l l i c Element
Experiment 3. Flame coloration

1.) Take a platinum or chromium handle and soak it in concentrated hydrochloric acid, then approach it
approximately one centimeter above the burner's mouth. It burns all the impurities of the wire until it does not
color the flame. Repeat this procedure if necessary.

2.) Submerge the wire in the hydrochloric acid once again and then touch the end of the handle with some of the
salts so that you collect some crystals. Place the handle on the edge of the flame and observe the color it
produces.

3.) Clean the wire every time with hydrochloric acid until it does not color and repeat the operation with other salts
(barium chloride, calcium chloride, potassium iodide, sodium chloride, sodium bromide, sodium iodide, copper
sulfate, Ferrous chloride, etc.).

Complete the following table:

Name of salt Formula of Metallic Period Group Color of

salt Element of metal of metal flame

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 LAB # 9

CHEMICAL BONDS

PRE-LAB INVESTIGATION.

1. Define or explain the following terms:

A) Valence:

B) Ion:

C) Rule of eight:

2. What is the difference between:

A) Ionic bond and covalent bond:

B) Covalent bond and covalent coordinate:

C) A unit formula and a molecule:

INTRODUCTION.

Chemical bonds are the forces that hold atoms together to form molecules or crystals. The known elements have
different electronic structures, different amount of energy and, therefore, the variety of chemical bonds that can be
formed is enormous. The ionic substances conduct the electric current. This is a physical property of matter. The
polar and ionic covalent compounds do conduct the electric current, while the covalent compounds do not. The
conductivity test reveals the type of bond.

OBJECTIVE : to differentiate the types of chemical bond.

SUBSTANCES MATERIAL:

Sodium Chloride (Solution) Electrical Conductivity Apparatus

Copper sulphate (solution)
Benzene Beakers
Copper (metal)
Distilled water
Water from the faucet
Paraffin (a candle)
PROCEDURE.

1) Each substance is poured into beakers and it is observed whether or not the light bulb turns on.

SUBSTANCE LIGHT TURNS ON TYPE OF BOND

(Y / N) (Ionic / Covalent)
Distilled water
Tap water
Sodium Chloride (Solution)
Copper sulphate (solution)
Benzene
Copper (metal)
Paraffin (a candle)

EXPERIMENTAL QUESTIONNAIRE

1) Why does the water in the faucet conduct the electric current?

2) Why do benzene and paraffin NOT conduct electric current?

3) Chemistry branch that studies the production of electric current through chemical reactions.

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 LAB # 10
BREATHALYZER
INTRODUCTION.

Some cosmetics, hair sprays, mouthwashes and other cleaning products contain some alcohol, which reacts with
orange potassium dichromate and sulfuric acid to produce acetic acid, chromium (III) sulfate, potassium and water,
resulting in a blue-green solution. The intensity of the color depends on the amount of alcohol present in the
solution. In this experiment, you will use this reaction to detect the presence of alcohol in some products of daily
use, such as: mouthwashes, cleaning supplies, hair fixatives, cologne, and other personal hygiene products.

CHEMICALS A pippete bulb

6 test tubes Ethyl alcohol A graduated 5 ml pipette.
5 products to be analyzed 2 dropper bottles
Concentrated sulfuric acid. Test tube rack.
Solution of Potassium Dichromate
MATERIALS:

PROCEDURE

1.- Empty the solution of potassium dichromate (K) and concentrated sulfuric acid in each of the dropper bottles,
thus avoiding to a large extent the spill of the reagents and you can handle them with greater security.

2. Place the six test tubes in the rack.

Mark the first tube with the word "control".
Mark five of them with the names of the products you are going to analyze.

3. Place approximately 1 ml of each product in the corresponding tube, and add to the "control" test tube 1 ml of
ethyl alcohol.

4. Add in each of the six tubes five drops of the potassium dichromate reagent and three drops of sulfuric acid, and
stir them to mix the solutions.

5.- Let the samples stand for three minutes, observe and note any color changes that occur.

REPORT OF PRACTICE.

TUBE PRODUCT COLOR CHANGES

CONTROL ethyl alcohol
1
2
3
4
5

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LAB #11

SPEED OF CHEMICAL REACTIONS

PREVIOUS INVESTIGATION:

Defines reaction rate

Factors affecting the reaction rate

INTRODUCTION.

It is called the speed of a reaction at the rate at which the products are formed or the reactants are consumed. An
explosion is an example of rapid reaction.

The formation of oil from decomposed organic matter is an example of slow reaction. Through extensive
experimentation, chemists have determined that the rate of a reaction depends on four factors: the nature of the
reactants, the concentration of the reactants, the temperature and the presence of catalysts.

PROCEDURE. CONCENTRATION OF THE SOLUTION

1. Number the test tubes and fill them to ¾ parts of water.

2. Add the indicated amount of copper sulphate

3. Shake the tubes until the copper sulphate has completely dissolved

4. Insert a nail into each tube. Record your observations what happens in the tubes every 3 minutes.

OBSERVATIONS:

TUBE COPPER SULPHATE 3 MINUTES 6 MINUTES 9 MINUTES

1 0g
2 0.5 g
3 1g
4 2g

CONCLUSIONS:

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 LAB #12

GIANT MOLECULES :
HOW TO SYNTHESIZE A POLYMER

INTRODUCTION:

Today, plastics are used in virtually all types of objects: pens, personal hygiene items, appliances, telecommunication
equipment, auto parts, etc. There are different types of plastics with a variety of useful properties, which allow them
to replace some metals and glass. These versatile materials are polymers, that is, they are formed by very large
molecules that result from the union of other smaller called monomers.

In this practice, we will synthesize an artificial polymer, the polymethyl methacrylate (PMMA), better known as
acrylic, plexiglass or lucite, whose properties resemble it to glass, but with less rigidity than this, allowing very
different uses.

PROCEDURE:

1. Label the tubes with the numbers 1 to 5.

2. Pour methyl methacrylate, benzoyl peroxide and hydroquinone into the tubes, as indicated in the following table.

TUBE Methyl Methacrylate Benzoyl Peroxide Hydroquinone SUBSTANCE FORMED

1 5 ml 0 0
2 5 ml 0 2 drops
3 5 ml 0.1 g 0
4 5 ml 0.1 g 2 drops
5 5 ml 0.1 g 0
(heated)

3. Cover the mouth of the tubes with foil.

4. Add 125 ml of water to the beaker and PLACE the tubes 1 to 4 into it.

5. Place the beaker with the tubes on the stand and the asbestos wire mesh pad.
Light the burner carefully and adjust the flame until it turns blue.

6. Leave tube 5 at room temperature.

7. Once the water begins to boil, check the tubes every 3 minutes.
Take with test tube clamps and observe if there are changes in substance consistency. Record your observations.

8. After 15 minutes turn off the lighter and wait for the tubes to cool.

9. Remove the substance that formed in the tubes and observe their characteristics.
They may have to break the tubes to remove it. If so, do so very carefully.
ANALYSIS OF RESULTS:
1.-In which tube did a solid form?

2.-In these tubes did a chemical reaction occur? Explain your answer.

3.-What conditions varied between the tubes in which there was a reaction and those that did not present it?

4.-Compare what happened in tubes 1 and 4. What is the effect of hydroquinone?

5.-What characteristics does the substance that formed?

6. Investigate what a polymerization reaction consists of and in particular document the one that was carried out in
practice, as well as the properties of the polymethyl methacrylate.

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