CHM-113L Lab-1: Chemical Safety and Equipment

Name: Logan Waltjen Section: CHM-113

Instructions (Please read carefully):

Complete this worksheet and upload it at the Lab-1 dropbox on its due date. Please note that the
dropbox will not open until 12:00 AM on the worksheet due date and will remain open for seven
days thereafter. Late submissions may be assessed a penalty of up to 10% per day.

Lab-1:
Part-A: Lab Policies and Safety (at home)
Part-B: The Scientific Method (at home)
Part-C: Conversion Factors (at home)
Part-D: Measurement (in lab)
Part-E: Chemical Information (at home)
Part-F: Post Lab Quiz (via TestMoz)

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Part-A: Lab Policies and Safety
Take notes while watching the following videos so you will be prepared for the Post Lab Quiz.

1) Watch the Arriving and Leaving Laboratory six-video playlist:

Arriving and Leaving Laboratory

2) Watch the Safety Equipment in the Laboratory ten-video playlist:

Safety Equipment in the Laboratory

3) Watch the Personal Protective Equipment (PPE) four-video playlist

Personal Protective Equipment

4) Watch the Common Area Equipment four-video playlist.

Common Area Equipment

Part-B: The Scientific Process

Watch the video linked below, and answer questions 1 and 2 in the worksheet.
Giuseppe Albanese Plays Debussy - Pour le piano: Toccata

1) Propose a hypothesis on how a piano student could acquire this level of skill.
a. A Piano student could acquire skill like Giuseppe Albanese by practicing a lot.
2) Briefly discuss how you might prove your hypothesis, giving examples of data you would
collect to support your proof.
a. I would take a poll on how often professional pianist practice a day. From this
data, I could see how often and how many hours of practice it takes to get to their
level. This data could also greatly help my argument. I could also interview a
piano player and ask about their journey as a pianist.

Part-C: Conversion Factors

Review the presentation slides covering conversion factors and significant figures, and Chapter 1
Section 1.6 of your textbook Chemistry the Central Science. This will prepare you for the
calculations section of the Post Lab Quiz.

Part-D: Measurement
Complete the following activities on the worksheet below. Starting with Lab 2, all data must be
recorded directly into your laboratory notebook.
Length
1) Watch the Measuring Length video.

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Measuring Length Video

2) Obtain a metric ruler and measure the length of a pen three times. Try repositioning the ruler,
or flipping the pen 180 degrees for each new measurement. Record the measured values in
Table-1. Ensure that you use metric units and underline the estimated digit.

Table-1: Length Measurements

a Length of pen (trial-1) 14.25 cm
b Length of pen (trial-2) 14.31 cm
c Length of pen (trial-3) 14.15 cm
d Average length 14.24 cm
Data entry example: 12.55 cm

Mass
Watch the Measuring Mass video
Measuring Mass Video

2) Measure approximately 2 g of sodium chloride (NaCl) into a weigh boat using the technique
described by the instructor and video. Record the exact value with units in Table-2. Be sure to
include the uncertainty associated with the balance: +0.01 g if the balance displays two decimal
places, and +0.001 g if the balance displays three decimal places. You can create a + symbol in
Microsoft Word by typing a + and then underlining it (select the + symbol and then click U in
the font section of the “Home” tab). Alternatively, you can use the insert symbol tool.
3) Obtain a 150 mL beaker and record its mass in Table-2. Include the uncertainty associated
with the balance: +0.01 g if the balance displays two decimal places, and +0.001 g if the balance
displays three decimal places.
4) Transfer the NaCl to the 150 mL beaker. Obtain the new mass of the beaker and solid
together. Keep the beaker containing the salt, you will use it in the next activity.

Table-2: Mass Measurements

a NaCl mass 2.01 ± 0.01 g
b Beaker mass 77.57 ± 0.01 g
c Beaker + NaCl mass 79.59 ± 0.01 g
Data entry example: 2.00 ± 0.01 g

Volume
1) Watch the Glassware and Volume videos
Glassware and Volume Video

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2) Add deionized water to the beaker until the volume reaches approximately 100 mL. Stir the
liquid with a glass stirring rod until the NaCl dissolves completely.
3) Once the NaCl dissolves, record the volume of the solution in Table-3. Be sure to include
the uncertainty in mL. For example, if the uncertainty printed on a 150 mL beaker is +5%, the
uncertainty in mL is 5% of the beaker’s total volume. Using a 100 mL volume measured in a
150 mL beaker as an example, it would be recorded as: 100 ± 8 mL. If there is no uncertainty
printed on the beaker, assume it is +5%.
4) Record the mass of the beaker containing the NaCl solution in Table-3. Don’t forget to
include the uncertainty associated with the balance: +0.01 g if the balance displays two decimal
places, and +0.001 g if the balance displays three decimal places.
5) Obtain a 100 mL graduated cylinder. Transfer approximately 50 mL of the NaCl solution
from the beaker into the graduated cylinder. Use a Pasteur pipette to get as close as possible to
50 mL in the graduated cylinder.
6) Record the volume of the NaCl solution in the graduated cylinder in Table-3. Be sure to
include the uncertainty in mL. For example, if the uncertainty printed on a 100 mL graduated
cylinder is +0.5 mL, then a 100 mL measurement would be recorded as: 100.0 + 0.5 mL. If there
is no uncertainty printed on the graduated cylinder, assume it is +0.5 mL.
7) Record the volume of the remaining NaCl solution in the beaker in Table-3. Be sure to
include the uncertainty in mL, as explained in Step-3.
8) Obtain a 10 mL graduated cylinder, a 10 mL pipette and a green pipette pump.

Table-3: Volume Measurements

a Volume of solution in beaker 100 ± 5 mL
b Mass of the beaker containing solution 170.31 ± 0.01 g
c Volume of solution in 100 mL graduated cylinder 51 ± 1.00 mL
d Volume of solution remaining in beaker 53 ± 5 mL
e Volume contained in 10 mL pipette 4.90 ± 0.05 mL
f Volume in 10 mL graduated cylinder 4.80 ± 0.10mL
Data entry example: 100 ± 8 mL (150 mL beaker)

9) Remove 5 mL of solution from the beaker using the 10 mL pipette and pump. Record the
exact volume in the pipette in Table-3. Be sure to include the uncertainty in mL. For example, if
the uncertainty printed on the 10 mL pipette is +0.01 mL, then an 8 mL measurement would be
recorded as: 8.00 + 0.01 mL. If there is no uncertainty printed on the pipette, assume it is +0.05
mL.
10) Pipette the 5 mL of solution into the 10 mL graduated cylinder. Record the precise volume in
the 10 mL graduated cylinder in Table-3. Be sure to include the uncertainty in mL. For example,
if the uncertainty printed on the 10 mL graduated cylinder is +0.1 mL, then an 8 mL

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measurement would be recorded as: 8.0 + 0.1 mL. If there is no uncertainty printed on the 10
mL graduated cylinder, assume it is +0.2 mL.

Temperature
1) Pour all of the salt solution back into the beaker.
2) Measure the temperature of the solution in the beaker with three different thermometers.
Record the temperatures in Table-4, ensuring that you include the uncertainty of each
measurement. If there is no uncertainty printed on the thermometer, assume it is +0.1 oC.
Underline the digit that you estimated, as you did in the length section.

Table-4: Temperature Measurements

a Temperature (thermometer-1) 24.0 ± 0.1 oC
b Temperature (thermometer-2) 23.5 ± 0.1 oC
c Temperature (thermometer-3) 22.0 ± 0.1 oC
d Average Temperature 23.2 ± 0.1 oC
Data entry example: 22.2 ± 0.1 oC

Analysis
1) What is the most precise and least precise glassware you used to measure volume?
Remember that more precise measurements have smaller uncertainties.

The most precise glassware that was used to measure volume was the 10 mL pipette. The least
precise glassware I used to measure volume was the 150 mL beaker.

2) Recalling that random errors are not correctable and systematic errors are correctable,
give a qualitative example of each error type from your measurements.

Random error (one example): Thermometer temperatures were all different even though they
were in the same solution.

Systematic error (one example): Measurements weren’t precise if not at eye level.

Part-E: Chemical Information

Choose a cleaning, health, and food product that you use, and identify one chemical in each. For
example, a food product might have sodium nitrite listed in its ingredient list. Use the sources of
chemical information below to complete Tables 5-6.

Merck Index: rsc.org

Descriptive chemical, drug, and biological information including synonyms for drug names
(trade, chemical, generic, and research codes), CAS Registry Numbers, physical data, patent

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information, uses, toxicity, and bibliographic citations on synthesis, pharmacology, and
toxicology.

CHEMnetBASE: chemnetbase.com
Links to online references including CRC Handbook, natural products, organics, inorganics,
polymers, drugs, and organometallics.

NIST Chemistry WebBook: webbook.nist.gov/chemistry

Physical property data from collections maintained by the National Institute of Standards (NIST)
Standard Reference Data Program and outside contributors.

ChemSpider: chemspider.com
Chemical structure database.

NIOSH Pocket Guide to Chemical Hazards: cdc.gov/niosh

Industrial hygiene information for hundreds of chemicals including some key data for chemicals
and substance groupings.

PubChem: pubchem.ncbi.nlm.nih.gov
A database of chemical molecules and their activities against biological assays.

Safety Data Sheet (SDS): ChemicalSafety.com

Comprehensive information about a substance or mixture used in the laboratory or workplace

Table-5
Name of Household Cleaner: Clorox Bleach
Single Chemical Ingredient: Sodium Hypochlorite
Information Source(s): rsc.org , chemspider.com, ChemicalSafety.com

Molar Mass: 74.44

Structure NFPA Safety Symbol Synonyms

NaOCl
Sodium chlorate(I)

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Continued on next page

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Table-6
Name of Food Product: Jack Link’s Beef Jerky
Single Chemical Ingredient: Sodium
Information Source(s): rsc.org , chemspider.com, ChemicalSafety.com
Molar Mass: 22.9898
Structure GHS Safety Symbol Synonyms

Na Natrium

Part-F: Post Lab Quiz

The Post Lab Questions cover material from Parts A and C. Be certain to review these sections
before proceeding.
The questions are implemented in a TesMoz quiz, to which there is a link below. Use your
student number to access the quiz. Ensure that you enter the correct student number or you may
not receive credit for your result. There is no time limit on the quiz and you may attempt it three
times. The highest score is used for your grade.

Lab-1 PostLab Quiz

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