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Chemistry in Context Applying Chemistry To Society 8th Edition American Chemical Society Solutions Manual
Chemistry in Context Applying Chemistry To Society 8th Edition American Chemical Society Solutions Manual
TH
LABORATORY INSTRUCTOR’S GUIDE CHEMISTRY IN CONTEXT, 8 EDITION
INVESTIGATION 8. VERIFYING MOLAR RATIOS IN CHEMICAL REACTIONS 2
NOTES:
1. Some instructors prefer to use small beakers (e.g., 50 mL) rather than test tubes. It is easier and faster, as well as
safer, to boil off the water from beakers rather than test tubes. In that case, a tripod or ring stand is used to
support the beaker during heating and evaporation.
2. The test tubes must be clean and dry. If students wash the tubes, they must be completely dry before use.
3. Students should be cautioned not to add too much HCl to the test tubes. Evaporation of large volumes of excess
HCl is time-consuming and frustrating to students.
4. By far the biggest potential difficulty with this investigation is associated with heating the test tubes. The mixture
must boil in order to evaporate the water, but there is a tendency for the mixture to "bump" rather violently and
expel material from the test tube (and thus ruin that determination). Students should be cautioned to heat the
tubes gently from the side and not to aim the tube in anyone's direction. A demonstration may be useful. A
boiling chip reduces the likelihood of spattering but must, of course, be taken into account in the measurements.
5. Students should be told that "cracking" noises near the end of the evaporation are normal and are no cause for
alarm.
6. If time permits, students should weigh the test tubes with the dried contents, then reheat them for a couple of
minutes, cool and reweigh. (This is a variant of the “dry-to-constant-weight” strategy.)
7. Safety: The main hazard associated with this investigation is spattering of hot liquid.
TROUBLESHOOTING
1. If student values for the ratio are high, the most likely cause is that not all of the water was driven off during the
heating. The solid residue may appear dry, but water vapor may condense on the upper part of the test tube.
With prompting, students will usually observe that test tubes giving anomalously high results have visible
moisture after cooling. (See Note 6 above.)
2. If student values are low, the most likely cause is that the starting material was wet or in a hydrated form. (This
is especially likely if sodium carbonate is used because it forms a stable hydrate, Na2CO3.H2O.)
POSSIBLE EXTENSIONS
1. As noted in the Lab Manual, other carbonate or bicarbonate salts can be used instead of sodium bicarbonate.
These will give different stoichiometries. They can be assigned as extensions for capable students or for the
whole class. Alternatively, the class can be divided in half, with one half using sodium bicarbonate and the other
half using one of the carbonates, and then sharing results at the end.
2. When calcium carbonate reacts with hydrochloric acid, there are three possible products. Students can be
assigned to design and carry out an experiment to find out which product is formed.
POST-LAB DISCUSSION
When student results have been calculated, it is desirable to bring the class together for some discussion of the
data. The instructor should specify how students will share their results. One possibility is to have students post their
results on a blackboard. Another easy way is to provide a class data sheet that is filled in as each lab pair finishes the
calculations. Then make photocopies of the sheet for distribution to the class or lab section.
Students should be asked to examine the values critically (with prompting or comments from the instructor as
needed). This may be a first experience of this kind for some students. Some possible questions include: How
consistent were the three results for your team? For other teams? How consistent were the results for the whole
class? Are there obvious "outliers"? What might account for the variations? How can the results be summarized
concisely? (An average? A range?) It is tempting for chemists to introduce standard deviation at this point, but that
may not be helpful for students taking this course. A visually simpler approach is to assemble a histogram on a
blackboard. The results will usually show a reasonable Gaussian distribution around the expected stoichiometry. At
this point, it is useful to introduce the concept of random error and ask students to speculate on the likely major
sources of random error.
TH
LABORATORY INSTRUCTOR’S GUIDE CHEMISTRY IN CONTEXT, 8 EDITION
INVESTIGATION 8. VERIFYING MOLAR RATIOS IN CHEMICAL REACTIONS 3
EXPECTED RANGE OF RESULTS: Most will be within of ± 10% of the expected value.
TH
LABORATORY INSTRUCTOR’S GUIDE CHEMISTRY IN CONTEXT, 8 EDITION
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Language: Finnish
Kirj.
RAFAEL HERTZBERG
Suomentanut
Tyko Hagman
SISÄLLYS:
Syysmarkkinat Turussa.
Klaus Fleming.
Jumalanpalvelus Isonkyrön kirkossa.
Ebba Fincke.
Joulu-ilta Porkkolassa.
Talonpoikain sotajoukko.
Mahtavaakin hallitsee Jumala.
Noita-akan juoma.
Taasen Pohjanmaalla.
Talonpoikien viimeinen taistelu.
Sydämen surua.
Noita-akan toinen juoma.
Loppu.
SYYSMARKKINAT TURUSSA.
— Gretchen!
Vänrikki ei huolinut ajaa häntä takaa, vaan riensi naisen luo, joka
oli vaipunut alas kadulle, ihan uupuneena pelosta ja ponnistuksesta.
Hän katsoi ylös, mutt’ei nähnyt mitään, sillä aukko oli yhä vielä
pimennossa.
Ilta oli pimeä, mutta Ilkan silmälle, joka oli tottunut vankiluolan
pimeyteen, oli se selvä kuin kesä-illan hämy. Vielä pää ja rinta vain
ulkopuolella aukkoa, jonka ruosteiset ristikkoraudat lytistivät hänen
kupeitaan, suunnatti hän silmänsä, mielihyvästä väristen, yli
vainioiden, metsien, meren ja ihmisasunnoista ulos iltahan
säteilevien tulien. Hän hengähti syvään, tuntiessaan raittiin ilman
täyttävän hänen jäseniään uudella voimalla.
Syksy oli edennyt. Oltiin joulukuun alussa. Turun linnassa oli elämää,
liikettä. Sotaväkeä tuli päivä toisensa perään eri osista maata. Kohta
oli suurin osa Flemingin sotajoukkoja kokoontunut tänne, sillä
marskin piti uuden vuoden alussa lähteä matkalle Käkisalmeen,
vihdoinkin Täyssinän rauhan-määräysten mukaan jättämään tätä
linnaa ja sen alaista lääniä Venäjälle. Sotaväki oli majoitettuna
kaupunkiin, mutta ylempi päällikkökunta asuskeli linnassa.
Niilo punastui.
Laulu, joka tähän asti oli käynyt verkalleen, kiihtyi nyt, kun herrat
vastasivat:
Ja kirjoituksess’ sanotaan,
Herra domine!
Että tyttö poi’alle annetaan,
Cito, cito, citissime, herra domine!
— Ei, ei, sitä se ei ole. Tämä masentava tunne minut aina, valtaa,
joka kerta kun ratsastan linnan vipusillan yli ja saavun sen muurien
sisäpuolelle. Mutta ei koskaan ole se ollut niin valtaava kuin nyt. Heti
tultuani linnanpihaan, oli minulla ilkeä yhtymys. Se oli tuo vanha
Filippus Kern, hän, joka Johana kuninkaan käskystä valmisti myrkyn
kuningas Eerikille. Minua on aina vastustamattomasti inhoittanut tuo
mies käyrine selkineen ja paljaine päälakineen, mutta tällä kertaa
kävi kylmä väristys koko ruumiine läpi, kohdatessani hänet. Tämä
yhtymys ei tiedä mitään hyvää.