table of contents - mr. craig radue--wisconsin …radue.wiscoscience.com/lab book chemistry...

WLHS Physical Science Lab Manual - ChemistryTable of Contents

Table of Contents

Lab numbering corresponds to related topic chapters in the Holt, Science Spectrum - Physical Science textbook, 2004.

1. Measurement Labs and Activity WorksheetsActivity 1-1 MeasurementsActivity 1-2 Unit ConversionsActivity 1-3 Labware Measurement Skill TestLab 1-2 Introduction to the Graduated CylinderLab 1-4 Measurements and Graphs Lab 1-6 Significant Figures (chemistry version)

OutcomesSCHOOL 2, 4, 6DEPARTMENT 3.1, 1.1, 1.2STATE C12.3, C12.4

2. MatterActivity 2-1 Density Writing AssignmentLab 2-1 Density of SolidsLab 2-2 Density of Liquids Lab 2-3 Physical and Chemical Changes


3. States of MatterLab 3-1 States of Matter


4. Atoms and the Periodic TableLab 4-1 BB LabLab 4-2 Ionization Energy

Outcomes (chapter 4)SCHOOL 4, 6DEPARTMENT 3.1, 4.1STATE D12.1, D12.5, D12.3, D12.4, C12.6, B12.4, C12.7, D12.12

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WLHS Physical Science Lab Manual - ChemistryTable of Contents

5. Structures of MatterLab 5-1 Model of a MoleculeLab 5-2 Ionic and Covalent BondsLab 5-3 Flame TestLab 5-4 Organic ModelsLab 5-5 Alcohol and Organic Acids

OutcomesSCHOOL 4, 6DEPARTMENT 3.1, 4.1, 4.2STATE D12.1, D12.5, D12.3, D12.4, C12.6, B12.4, C12.7, D12.12

6. Chemical ReactionsLab 6-1 Single ReplacementLab 6-2 Non-metal ReactionsLab 6-3 Double ReplacementLab 6-4 Catalyst Reaction

OutcomesSCHOOL 2, 3, 4, 6DEPARTMENT 2.1, 3.1, 4.1, 4.2, 4.3STATE A12.3, A12.5, A12.7, C12.2, C12.3, C12.4, D12.5, D12.6, D12.11

7. SolutionsLab 7-1 Prepare an AlloyLab 7-2 Boiling Points of SolutionsLab 7-3 Solution Writing

OutcomesSCHOOL 2, 3, 4, 6DEPARTMENT 2.1, 3.1, 4.1, 4.2, 4.3STATE A12.3, A12.5, A12.7, C12.2, C12.3, C12.4, D12.5, D12.6, D12.11

8. Acids, Bases, and SaltsLab 8-1 pHLab 8-2 Acid – Base TitrationLab 8-3 Aspirin Lab

Outcomes SCHOOL 2, 3, 4, 6DEPARTMENT 2.1, 3.1, 4.1, 4.2, 4.3STATE A12.3, A12.5, A12.7, C12.2, C12.3, C12.4, D12.5, D12.6, D12.11

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Activity 1-1, pg. 1 of 2

Activity 1-1 Measurements Name____________________________Hour _____

Part I. Use the following ruler to give the correct metric measurements. Place the answer by the correct letter. Use 2 decimal places.

A _______________ cm D_______________ cm G_______________ cm

B _______________ cm E _______________ cm H_______________ cm

C _______________ cm F _______________ cm I _______________ cm

Part II. Read the following volumes in the pictured graduated cylinders. Record in mL. Use one decimal place.

A__________ B__________ C__________ D__________ E__________

AA BB CC DD EE FF GG HH II


Part III. Read the protractors to find the size of the angles. Record in Degrees.

A ___________ B ___________

C __________ D __________

Part IV. Read the following Celsius thermometers and record the temperatures. Use one decimal point.

A _______ B _______ C _______ D _______ E _______


Activity 1-2 Unit Conversions Name_______________________________Hour _____

Part I. Use the following ruler to give the correct metric measurements. Place the answer by the correct letter. Use 2 decimal places.

A __________ cm B __________ cm C __________ cm D __________ cm

E __________ cm F __________ cm G __________ cm

Part II. Unit ConversionsUse the answers from the previous section and convert using the proper conversion factor. Place the conversion factor in the box and your answer on the line.

Sample: 25 cm 0.25 m ← conversion factor

A. ____________ cm ____________ ____________ m

B. ____________ cm ____________ ____________ m

C. ____________ cm ____________ ____________ m

D. ____________ cm ____________ ____________ mm

AA BB CC DD EE FF GG

1 m100 cm

1 km1000 m


E. ____________ cm ____________ ____________ mm

F. ____________ cm ____________ ____________ mm

G. ____________ cm ____________ ____________ ____________________ km

Part III. Convert the following. Show your work.

250 mm = ? cm

46 m = ? cm

5 L = ? mL

12 s = ? min

36 km/hr = ? m/s

25 mL = ? cm3

45 g = ? mg

450 g = ? kg


Activity 1-3 Labware Worksheet Name_________________________Hour _____

Identify the following pieces of lab equipment. Use the terms at the end to fill in the correct answer. Write your answer in the blank.

1. ______________________ 2. _____________________ 3. ______________________

4. _____________________ 5. _____________________ 6. _____________________


7. _____________________ 8. _____________________ 9. _____________________

10. _____________________ 11. _____________________ 12. ____________________

13. _____________________ 14. _____________________ 15. ____________________

Test tube, test tube rack, test tube holder, spot plate, mortar and pestle, balance, scale, Erlenmeyer flask, thermometer, graduated cylinder, hot plate, buret, tongs, beaker, evaporating dish


Match the following.

______ 1. Container used to hold liquid A. Micro

______ 2. Amount of matter in an object B. Buret

______ 3. Tool used to measure length C. Mass

______ 4. Device used to measure angles D. Mortar and Pestle

______ 5. Used in titration to measure volume E. Meter

______ 6. Prefix meaning one hundredth F. Kilogram

______ 7. SI unit of mass G. Graduated cylinder

______ 8. Used to crush solids H. Kilo

______ 9. SI unit of length I. Protractor

______ 10. Temperature scale used in lab J. Centi

______ 11. Instrument used to measure mass K. Beaker

______ 12. Prefix meaning one thousandth L. Balance

______ 13. SI unit of temperature M. Meter stick

______ 14. Device used to measure volume N. Thermometer

______ 15. Instrument used to measure temperature O. Celsius

______ 16. Mass per unit of volume P. Liter

______ 17. Prefix meaning a millionth Q. Density

______ 18. Unit of volume R. Milli

______ 19. Prefix meaning one thousand S. Second

______ 20. SI unit of time T. Kelvin

Skill Test, pg. 1 of 1

Measurement Skill Test Name____________________________Hour _____

On the tables you will find 10 objects that need to be measured. Take note of the scale of the device so that you measure to the correct amount of accuracy.

Fill in the table below.

Item Physical Propertybeing measured

Name of deviceused for measurement

Actual readingwith correct

accuracy (sig fig)

Unit of measure

1

2

3

4

5

6

7

8

9

10

Meniscus

Lab 1-2, pg. 1 of 4

Lab 1-2 Introduction to the Graduated CylinderName ___________________________Hour _____

Number vs. Volume(Adapted from TIMS Chicago: UIC 1989)

Purpose: In this lab you will improve the following skills: measuring, data collection, and graphing. In a lab, there are things that may be changed or controlled. These are called variables. Independent variables are the ones you control, anything that changes because of that is called a dependent variable. Variables that deal with numbers are called quantitative variables; they have to do with an amount. Variables that deal with the objects themselves are called qualitative variables; they have to do with a characteristic or property of the object.

For this lab, you will be using a graduated cylinder to measure a volume. When reading a liquid in a graduated cylinder read the bottom of the meniscus.

MaterialsMarblesGraduated Cylinder Beaker Straight edge

Procedure1. Fill the beaker about ½ full of water.2. Use the water from the beaker to fill the graduated cylinder up to the 50 mL mark.

Remember to read the bottom of the meniscus.3. Place 1 marble in the graduated cylinder. Record the new height of the water.4. Refill the graduated cylinder to the 50 mL mark. Place 4 marbles into the graduated

cylinder. Record the new height of the water.5. Repeat with 8 marbles.

Lab 1-2, pg. 2 of 4

Data Table

Independent DependentVariable Variable

Number of

Marbles

Original volume of

water(V1)

Volume of water and marble in

mL

Estimateto the

0.1 mL

Volume of water and marble in mL to the

tenths place (V2)

Total volume of marble

(subtract water (V1) from water and marble(V2))

1

4

8

GraphPlace the number of marbles on the x-axis and the volume of the marbles on the y-axis. The axes must extend to accommodate at least 16 marbles and 50 mL. Draw one best-fit straight line because the marbles are nearly the same size and volume.

Conclusion

1. What variable did you place on the x-axis?

2. In which column of the data table was this variable located?

3. Draw a conclusion. In the _____________________ column of the data table is the

____________________ variable. This variable is placed on the

____________________ of the graph. (This is important to remember!)

4. Which variable would you place on the y-axis?

5. In which column of the data table was this variable located?

6. Draw a conclusion. In the _____________________ column of the data table is the

____________________ variable. This variable is placed on the

____________________ of the graph. (This is important to remember!)

C

BA

Volume (mL)

Number of marbles

(Your experimental line)

Lab 1-2, pg. 3 of 4

7. Describe one quantitative variable used in this experiment.

8. List a qualitative variable of the marbles used in this experiment.

9. If you replace the water in this experiment with alcohol, how will that affect the volume of the marbles that you recorded?

Use your graph to answer the following questions 9-12. Identify each with a data point on your graph:

10. What would be the volume of 2 marbles?



13. What would be the volume of 0.5 marbles?

14. How many marbles would you need to equal 48 mL? Show your work!

15. You have shooters which have twice the volume as the marbles from this experiment. Which line on the graph below would be a possible correct answer?

Lab 1-2, pg. 4 of 4

16. You are given a handful of BBs and are asked to find the volume of one BB. When you place the one BB into the graduated cylinder you cannot see an increase in volume. Explain how you could use twenty BBs to find the volume of one BB.

Using Proportional Reasoning. Show your work for each.

17. Use proportional reasoning with equivalent fractions to find the volume of 26 marbles.

18. Your mom gives you $20 to buy soda for a tailgate party at the baseball game. A 2-Liter bottle costs $1.59 and a case of twenty-four 355mL cans is on sale for $5.99. In which form is the soda cheaper to buy? (Hint: find the number of L that you can get for $20 for both bottles and cans. Compare these two numbers).

19. What is your savings in the previous question? (Hint: find the number of bottles and cases based on the previous question, then find the difference of cost of each).

20. Normally, you make Kool Aid™ with 1 packet of flavor and 1 ½ cups of sugar for two quarts of drink. How many packets and how much sugar is needed to make a gallon of the drink? Remember there are 2 pints in a quart and 8 pints in a gallon.

Name: _________________________________ Hour: ______

Title: _________________________________________________________________________

Lab 1-4, pg. 1 of 3

Lab 1-4 Measurements and Graphs Name____________________________Hour_____

Drawing a graph can make the gathering and interpretation of data very useful. In a graph, the manipulated data (independent variable) is placed on the x-axis (horizontal) while the responding data (dependent variable) is placed on the y-axis (vertical). An axis should be drawn with a straight edge and labeled. Arrows on the end of each axis show that the data may continue. When numbering the axes use a scale that will give a proper representation of the data. Once you choose a difference between numbers that amount may NOT change. When you place a data point on the graph, it should be circled. The line you draw on the graph should not enter the circle. The slope of a line is found by calculating rise over run.

Sample Data Table and Graph

Independent Variable (x-axis) Dependent Variable (y-axis)Value measured Correct unit Value measured Correct unit

2 seconds 30 meter

3 seconds 45 meters

4 seconds 65 meters

8 seconds 115 meters

NOTE: If time is one of the variables it will always be on the x-axis.

Types of graphs

Best-Fit Line (Straight, Parabola - curved)

Broken line (dot to dot) Bar Pie

Lab 1-4, pg. 2 of 3

Problem Can you make a proper graph?

MaterialsBalanceGraduated cylinder20 pennies

Procedure1. Carefully place 5 pennies on the balance and find the mass of the pennies.2. Record in data table.3. Repeat with 10 pennies, then with 20.

Number of pennies Mass of pennies ( )

4. Graph – Make a number vs. mass graph. (Use a best-fit straight line)

5. Place 30 mL of water in a graduated cylinder.6. Carefully place 5 pennies in the water and find the volume of water and pennies.7. Subtract volume of water and record in data table.8. Repeat with 10 pennies, then with 20.

Number of pennies Volume of pennies ( )

5

10

20

9. Graph – Make a number vs. volume graph. The axes must extend to at least 40 pennies and 20 mL. (Use a best-fit straight line)

Analysis and Conclusions1. According to your mass graph, what would the mass of 1 penny be? Show this data

point on your graph.

2. Find the actual mass of 1 penny.

3. Calculate the percent error of your data point for 1 penny.

5

10

20

Lab 1-4, pg. 3 of 3

4. According to your volume graph, what would the volume of 40 pennies be? Show this data point on your graph.

5. Find the actual volume of 40 pennies.

6. Calculate the percent error of your data point for 40 pennies.

7. What variable is placed on the x-axis?

8. What variable is placed on the y-axis?

9. How is the slope of a line determined?

10. Which variable is placed in the left column of a data table?

11. Which variable is placed in the right-most column of a data table?

12. How do measurements help us see the order of God’s creation?

Make the following unit conversions, showing your work.14,523 g = ? kg

0.521 L = ? mL

315 mg = ? g

4915 mL = ? L

768 mm = ? cm

12 nm = ? cm

Name: _________________________________ Hour: ______

Title:____________________________________________________________________

Lab 1-6, pg. 1 of 3Lab 1-6 Significant Figures (chemistry ver.) Name____________________________

Hour_____

Significant figures are used to produce answers that are reasonable based on the accuracy of measurements. When you measure you should estimate 1 place past the smallest measure on your measuring device. Use the following in your estimation.

.0 Exactly on the line

.1 Just over the line

.3 About 1/3 of the way between

.5 Half way between

.7 About 2/3 of the way between

.9 Almost to the next number

Significant figures are also used in problem solving of equations. Here are some rules for that.

- All non-zero numbers are significant.315.2 has 4 sig figs

- When a 0 is significant or not, refer to the following table:

Significant Not Significant- middle zeros ALWAYS count

209 has 3 sig figs10005 has 5 sig figs

- ending zeros WITH a decimal point are significant

400. has 3 sig figs20.00 has 4 sig figs.400 has 3 sig figs

- beginning zeros are NEVER significant0.000125 has 3 sig figs0.002 has 1 sig fig

- ending zeros without a decimal are NOT significant

400 has 1 sig fig2500 has 2 sig figs

When multiplying

Use the number of Sig Figs from the least accurate measure. 2.54 cmx 3 .1 cm

7.9 cm2

When adding

Line up the decimal points. Use the least number of decimal places. 2.54 cm+ 4 .3 cm

6.8 cm

Practice

Lab 1-6, pg. 2 of 3

1. How many Sig Figs?

______ 72 ______ 10. _______ 0.02

______ 0.0041 ______ 12.003 ______ 20.10

2. Solve the following, use correct Sig Figs.

4.08 - 3.3 = 9.10 x 6.7 = 30.8 / 0.010 =

0.4 + 0.006 = 4.04 x 3 = 2.3 / 6.3 =

MaterialsMetric rulerWood blocks

Procedure

1. Measure the length, width, and height of each block.2. Estimate the distance one place past the smallest measure.3. Record in data table.4. Calculate the volume of each block. Record it with the correct number of sig figs.

Data

Wood block Length ( ) Width ( ) Height ( ) Volume ( )

1

2

3

Lab 1-6, pg. 3 of 3

Conclusion

1. To what place did the metric ruler go?

2. To what place did you measure?

3. Why do you not estimate to even decimals?

4. When is a beginning zero significant?

5. When is a middle zero significant?

6. When is an ending zero significant?

7. Convert the following to 3 sig figs.

___________ 7.305 ____________ 20.29

___________ 76,677 ____________ 8999

___________ 0.009711 ____________ 0.1

8. Round the following to 2 sig figs.(Optional -- Express the following in Scientific Notation to 2 sig figs.)

___________ 474 ____________ 0.03681

___________ 13,768 ____________ 0.5900

9. What were the units Moses used to measure the curtains for building the tabernacle? See Exodus 26. Calculate the area (use l · w · h) of the tabernacle courtyard, use 3 sig figs. See Exodus 27:9-14.

10. Calculate the volume (in square meters) of Solomon’s temple. Use l · w · h to find the area using correct sig figs. 1.0 cubit = 0.45 meters. See 1 Kings 6:2.

6.8.1 m


Activity 2-1 Raft Writing Assignment Name____________________________(Buhl: Classroom Strategies for Interactive Learning 2005 p.114) Hour _____

Density

You have become the manager of Viking Recycling Factory and are looking for business.

Material Density (g/cm3)Aluminum can 2.70

Steel Cans 7.80Plastic Milk Jug 0.95

Plastic Soda Bottle 1.40An official from Wauwatosa, Mr. Wisco, tells you they have a truckload of material that must be separated. If you can successfully complete the task, the city will pay you a $500 bonus for completing the task. But someone had ground all the material into a fine powder, not allowing the material to be separated by hand. They inform you the following materials were ground up. Use the listed densities to help you solve the problem.

You have the following materials available to you in your factory: A long conveyor belt A large tank of pure water A large tank of salt water with a density of 1.5 g/cm3 Several electromagnets above the conveyor belt Nets for skimming Shovels for scooping

AssignmentFind a way to separate the materials. It may take several steps. Write a letter to Mr.

Wisco that describes your plan. You may include neat labeled drawings to help in your explanation. Be specific as to what is separated and why. The following table is the grading rubric.

Poor Average Good ExcellentProper Letter

Form 1 2 3 4

Plan will work 1 2 3 4 5 6 7 8 9 10 11 12

Plan is logical 1 2 3 4 5 6 7 8

Neatly typed 1 2 3 4

Describe what 1 2 3 4 5 6 7 8

Adapted from chemfiesta.com


happens at each step

“Business American” 1 2 3 4

Adapted from chemfiesta.com

Lab 2-1, pg. 1 of 2

Lab 2-1 Density of a Solid Name____________________________Hour_____

Problem How can you find the density of a solid?

MaterialsBalanceLarge and small beakerRulerGraduated cylinderSolid objects

Procedure1. Find the mass of the listed objects and record in the data table.2. Find the volume of each object and record in the data table.

a. For rectangular solids measure to nearest 0.1 cm and use the equation: l x w x hb. For irregular solids place 50mL of water in a graduated cylinder. Place object in

and find new height. Subtract 50 from the new height. Record how much the water goes up. This is the volume of the object.

c. If the solid is too big, fill the small beaker with water, place small beaker in the large one, put object into the small beaker. Remove small beaker and pour water from large beaker into graduated cylinder.

3. Verify your graph and results by placing each object into a container of water and observing if it sinks or floats.

Data Table

Object Mass ( ) Volume(cm3 or mL) Density ( ) Verification of

Sink or Float

Rock

Wood block

Rubber stopper

Cork

Plastic

Graph Make a graph with the mass on the vertical axis and volume on the horizontal. Draw a line from (0,0) through each point, extending the lines to ends of axes. Place a line on the graph, which represents the density of water (1.0 g/cm3).

Conclusion

1. Is density determined by an object’s mass? What does determine density?

Lab 2-1, pg. 2 of 2

2. Is density determined by an object’s volume? What does determine density?

3. Water has a density of 1.0 g/mL. Which objects from this lab would float in water?

4. On your graph, where are the objects that float in water located in relation to the curve which represents the density of water?

5. If you have a box with a mass of 2.00 g, how much mass could you place in it before it would sink in water? The box is 3.00 cm x 3.00 cm x 2.00 cm.

6. If you are given a piece of clay with a mass of 10.0 g and a volume of 5.0 mL, how could you make it float? Explain why would this work?

7. Since heating usually makes a solid expand, what would heating do to the object’s density? Explain.

8. You were asked to find the density of a penny, but when you placed it in a graduated cylinder you could not get an accurate measure of its volume. How could you find the density of the penny?

9. Ice floats on water. Which is denser, ice or water?

10. How does this fact show the wisdom and marvel of God’s creation?

Name: _________________________________ Hour: ______

Title: _________________________________________________________________________

Lab 2-2, pg. 1 of 2

Lab 2-2 Density of a Liquid Name____________________________Hour_____

Problem How can you find the density of a liquid?

MaterialsLarge graduated cylindersBalanceAlcoholOilWood stickSalt

Procedure

1. Find the mass of an empty graduated cylinder. Record.2. Put 50 mL of water in graduated cylinder and find the mass. Record. Subtract the

mass of the cylinder. Record.3. Calculate the density of the water. Record.4. Using different graduated cylinders, repeat with each of the other liquids.5. Place the wood stick in each and observe the height in which it floats.

Data Table

Liquid Mass graduated cylinder ( )

Mass liquid and cylinder ( )

Mass liquid ( )

Volume liquid ( )

Density liquid ( )

Water

Alcohol

Salt water

Oil

Graph

Make a graph with the mass on the vertical axis and volume on the horizontal axis. Draw a line from (0,0) through each point.

Lab 2-2, pg. 2 of 2

Conclusion

1. In which liquid did the wooden stick float the highest? Lowest?

2. Which has a greater mass 1 L of water or 1 L of alcohol? Why?

3. Which takes up a greater volume, 1 kg of water or 1 kg of alcohol? Why?

4. Which has a greater density 50 mL of water or 1 L of water? Why?

5. If an egg sinks in fresh water but floats in salt water, which type of water has a greater density?

6. Describe the density of an egg in relation to fresh and salt water.

7. What would happen if the liquids from this lab were poured and mixed together into a beaker? (Show them in order, least to most dense).

8. If the alcohol started on fire, could you put it out with water? Why?

9. Read II Kings 6:1-6. In verse 6, which was more dense, iron or water? Why?

Name: _________________________________ Hour: ______

Title: _________________________________________________________________________

Lab 2-3, pg. 1 of 2

Lab 2-3 Physical and Chemical Changes Name____________________________Hour_____

Physical and chemical changes occur frequently in the world of science. It is important to be able to distinguish between the two. Chemical changes occur when a new substance is formed with different properties (burning, rusting, rotting, etc.). A physical change occurs when only physical properties change (size, shape, state of matter, etc.). The chemical makeup of the material does not change. In this lab you will practice distinguishing between physical and chemical changes, by noting a variety of changes.

Problem Can you determine whether or not changes are physical or chemical?

Materials wood splint Bunsen burnercandle 3 test tubessodium chloride (NaCl) test tube holderwater watch glassMagnesium ribbon (Mg) microspatulaPaper dropper pipetteCalcium chloride (CaCl2) goggles & apronHydrochloric acid (1M)

Safety - open flame alert, chemical safety, goggle safety, apron safety

Procedure:1. Using a spatula or scupula, place 4-5 crystals of CaCl2 (calcium chloride) on a watch

glass. Allow it to sit for 20 minutes. Proceed with step 2 while waiting.2. Light a candle and observe what happens. Be sure to record all observations in your data

table. 3. Break a wood splint into several pieces and place the pieces in a test tube (use an old

cruddy test tube…not a clean one). Hold the test tube in a test tube holder and heat the test tube for several minutes with a Bunsen burner (hold test tube at an angle away from you and your lab partner). Allow the test tube to cool (you may proceed to step 4 while you are waiting for the test tube to cool). Empty the contents on a sheet of paper and observe.

4. Add a very small (microspatula) amount of NaCl to about 5mL of water in a test tube. Stir the contents and observe. Dump the contents down the drain.

5. Obtain a piece of magnesium ribbon from your wise and awesome instructor. Tear the ribbon into small pieces and place in a clean test tube. Add about 20 drops of hydrochloric acid (HCl) to the test tube and observe. Caution- hydrochloric acid will burn your skin. Report any spills or any contact with the acid to your teacher! Dump contents down the drain while running water. Clean up all your test tubes with soap and water. Make sure all glassware is dried out with a paper towel and put back in its original container.

6. Wash your hands before leaving lab and wash down your lab table.

Lab 2-3, pg. 2 of 2

Data Table

REACTIONS DESCRIPTION AND OBSERVATIONS

TYPE OF CHANGE? (Chemical or Physical)

CaCl2 in air

burning a candle

breaking and burning a wood splint

NaCl in water

Mg ribbon and HCl

ANALYSIS1. Name 2 chemical and 2 physical properties for a nail.

2. What is the difference between a chemical change and a chemical property?

3. How could you separate the salt and the water from the salt-water you mixed in your lab? What kind of change would be required for your hypothesis?

4. For each of the following state whether it is a physical change (PC), a physical property (PP), a chemical change (CC), or a chemical property (CP).a. digestion of food in stomach acid

b. boiling point of water is 100.0 degrees Celsius

c. an ice cube melts

d. a iron nail has the ability to rust

e. a nail rusts soon after being left in the rain

f. a basketball is a sphere

g. tearing a piece of paper

h. burning a marshmallow in a fire

i. the color of a nail is gray

5. Why is burning a candle both a physical and a chemical change? Provide at least three indicators of each.

Lab 3-1, pg. 1 of 2

1Lab 3-1 States of Matter Name ___________________________Hour _____

Silly Putty is a non-Newtonian fluid. A non-Newtonian fluid is one in which the viscosity (resistance of a gas or liquid to flow) changes not only with temperature, but also with stress. A stress, such as hitting, cutting, or shearing will cause the viscosity to increase dramatically. Common non-Newtonian fluids include cornstarch and water, STP oil treatment, Slime™, Ooze™, quicksand, tomato soup, and latex paints. The purpose of this lab is to make silly putty and examine its physical properties and State of Matter.

Problem How does silly putty behave?

Safety goggles

MaterialsLiquid StarchSchool glue3 oz. Dixie cupspopsicle sticksfood coloring (optional)

Procedure1. Fill a Dixie cup one-third full of starch and another one one-third full of glue. 2. Pour one liquid into the other. Add 1 drop of food coloring (optional).3. Use a popsicle stick to stir and mix the two liquids (fingers also work).4. Knead the mixture until it produces the polymer “silly putty”.5. Have fun with this activity.

Analysis and Conclusions

1. Is the new material more like a gas, a liquid, or a solid?

2. What other materials have you seen that have similar properties to this one?

3. Considering the slow flow of the new material, how would you rate the strength of the attraction among its particles? Why do you suggest this?

Lab 3-1, pg. 2 of 2

4. Using the kinetic theory of matter, how would you describe the particles of the matter in the silly putty? Be specific, scientific, and detailed.

5. What properties does the silly putty have and how should we classify it (i.e. which state)?

Use the following data to answer the remaining questions (refer to pg. 77 in text):

You have a silly putty-like substance that has a Heat of Fusion of 290 J/kg as well as the following other properties.

Melting Point

Boiling Point

Energy to get to

Melting pt.(from 0 J)

Relative Energy to Melt

Energy to get to

Boiling pt.(from melting pt.)

Relative Energy to Boil

Start Temp.

End Temp.

-15.0 ºC 170.0 ºC 20 J 35 J 40 J 65 J -25 ºC 180 ºC

Timesto get to Melt pt. to Melt

to get to Boil pt.

to Vaporize

3.0 min 5.0 min 13.0 min 11.0 min

6. Construct a temperature - energy graph illustrating these properties.

7. Construct a temperature – time graph illustrating these properties.

8. How much of this substance do we have? Show your work.

9. What is the Heat of Vaporization of this substance? Show your work.

Name: _________________________________ Hour: ______

Title: _________________________________________________________________________

Lab 4-1, pg. 1 of 2

Lab 4-1 Extrapolation of an Atom Name____________________________Hour_____

When trying to find a very small or large measure, scientists can use a process of interpolation or extrapolation. These concepts are used in the reading of graphs to gain information. Interpolation is gathering information from fixed data points in its strictest sense but may include information between data points. Extrapolation can be described as gathering information outside fixed data points. In this lab you will try to extrapolate the diameter of a BB. If you divide the volume by the area you will know the thickness. Remember volume is l · w · h and area is l · w.

Problem Can you estimate the diameter of a BB?

Materials

BB 25 mL100 mL graduated cylinderTrayRulerCaliper

Procedure

1. Measure 10 mL of BBs and place them on the tray.2. Make them into a rectangle and find the area.3. Divide the volume by the area to find thickness. Record as the estimated diameter.4. Check your answer by measuring the length of one side and count the number of BBs

on that side. Divide length by number of BBs and record as estimated diameter. Is it the same as above? Check your answer.

5. Measure actual diameter with caliper. Record.6. Find % error, use this equation: [|(Measured – actual)| / actual] x 1007. Repeat with 25 mL of BBs.

Data Table

Volume of BB (mL)

Area of BB ( )

Length of side ( )

Number of BBs on

side

Estimated Diameter

( )

Measured Diameter ( )

% Error

10

25

Graph Make a Volume (x-axis) vs. Area (y-axis) graph of your data.

Lab 4-1, pg. 2 of 2

Conclusion

1. According to your graph, what would the area of 5 mL of BBs be?

2. What process did you use to get your answer?

3. What type of errors may occur in this process?

4. If scientists use extrapolation to explain the beginning of the earth, what errors may occur?

5. What assumptions did you make about the shape of each BB?

6. What assumptions did you make about the size of each BB?

7. Oleic acid when placed on water makes a 1 molecule thick layer. Explain how you could estimate the diameter of 1 molecule of oleic acid.

8. Why can you use area and volume to find the thickness of something that is 1 layer thick?

Name: _________________________________ Hour: ______

Title: _________________________________________________________________________

Lab 4-2, pg. 1 of 2

Lab 4-2 Ionization and the Periodic Table Name ___________________________Hour_____

The periodic table organizes the elements according to increasing atomic number. The periodic law states that properties will repeat in a given pattern. Elements in the same group have similar physical and chemical properties. Ionization energy is the amount of energy used by an element to hold its own electrons. Elements with high ionization energy will not give up their electrons. Metals, which usually contain three or fewer valence electrons, give them up. Non-metals, which usually contain five or more valence electrons, gain more electrons.

Problem Recognize the relationship of similar elements based on ionization energy.

MaterialsGraph paperRuler

Procedure1. Using the periodic table, complete the data table by placing the correct name of the

element and its corresponding atomic number in the correct box. 2. Make a graph. Use a ruler and draw the x-axis and label it “Atomic Number”3. Number the lines 1-18.4. Draw the y-axis and label it “Ionization Energy.”5. Number it to 2.0 counting by tenths.6. Plot the data points, circle and label them.7. Connect the data points to form a broken line graph.

DataSymbol Name Atomic Number Ionization Energy

H 1.0He 1.84Li 0.4Be 0.7B 0.62C 0.84N 1.08O 1.00F 1.34

Ne 1.58Na 0.38Mg 0.56Al 0.44Si 0.6P 0.8S 0.76Cl 0.96Ar 1.16

Lab 4-2, pg. 2 of 2

ConclusionRefer to the data and graph to answer each of the following questions.

1. What happens to the pattern in ionization if the atomic number increases? Look at the pattern of your graph and the overall trend in data to answer this question.

2. Do metals or non-metals have a greater ionization number?

3. Explain why metals have a positive oxidation number.

4. Based on your observations, how many elements belong in one period?

5. Looking at your data, which metals are least reactive?

6. Where are the metals from the previous question found on the periodic table?

7. In which group are the most reactive metals found?

8. Where are these reactive metals found on your graph?

9. Which group of elements does not react?

10. Where are these non-reactive elements found on your graph?

11. What special name is given to their group?

Name: _________________________________ Hour: ______

Title: _________________________________________________________________________

Lab 5-1, pg. 1 of 3

Lab 5-1 Build a Model of a Molecule Name____________________________Hour_____

There are many different ways to model a molecule. A model is a representation used to make the understanding of a concept easier. Atoms have different characteristics based on the number of valence electrons. These electrons help us understand how and why certain atoms react with some and not others. In this lab you will write the chemical formula, make a model, and draw a Lewis Dot diagram for various compounds and molecules.

MaterialsPlastic Model pieces

Black – Carbon Green – Chlorine Red – Nitrogen Blue – Oxygen Yellow – Sulfur Small clear circle – Hydrogen

Procedure1. Using the color pieces construct a model for each molecule. Note: if the molecule is

an acid containing O, the O is located between the H and other atoms.2. Show your completed model to the instructor.3. Draw a Lewis Dot diagram for each model. Use an ‘x’ to represent non-metals and a

‘dot’ to represent metal valence electrons.4. Complete the chemical formula if not given.

Chlorine Molecule (Cl2) Methane ( )

Methyl Chloride (CH3Cl) Water ( )

Hydrogen Sulfide ( ) Carbon Dioxide ( )

Lab 5-1, pg. 2 of 3

Ammonia (NH3) Ammonium (NH4)

Hydrochloric Acid ( ) Nitric Acid (HNO3)

Sulfuric Acid (H2SO4) Trichloromethane (CHCl3)

Conclusion

1. How many electrons do most elements need in the outer energy level to become stable?

2. What type of bond exists when electrons are transferred?

3. What type of bond exists when electrons are shared?

4. A Lewis Dot diagram shows a representation of which electrons?

5. What is a polar molecule?

Lab 5-1, pg. 3 of 3

6. Name at least 2 polar molecules and explain why they are polar. Be specific as to the location of charge and element(s) involved.

7. Draw a diagram for two different diatomic molecules not included in the previous section.

8. Hydrochloric acid has a formula of HCl. Write the chemical formula and draw a dot diagram for hydrofluoric acid.

Lab 5-2, pg. 1 of 2Lab 5-2 Ionic and Covalent Bonds Name____________________________

Hour _____

Two major types of bonds hold atoms together. These bonds occur between the valence electrons of the atoms. A covalent bond is a bond where the electrons are shared by the elements or ions. An ionic bond occurs when electrons are transferred from one atom to another forming oppositely charged ions. These ions are then attracted to each other.

Problem: How can the melting point be used to identify ionic and covalent bonds?

Safety Goggles, Heat

MaterialsIceSugarSaltAlcohol BurnerTest tubesTest tube holder

Procedure

1. Place about 2 cm of ice, salt, and sugar in separate test tubes.2. Heat each test tube over the burner for 5 minutes.3. Make observations after each minute and record in the data table. Record both

physical and chemical changes if they occur.4. Repeat for each test tube for the remaining minutes.

DataSubstance 1 min 2 min 3 min 4 min 5 min

Salt

Sugar

Ice

Conclusion1. Why did you need to start with ice instead of water?

Lab 5-2, pg. 2 of 2

2. Which compound(s) appear to be ionic?

3. Why?

4. What does the energy do while the compound changes state?

5. What type of change is a change in state of matter?

6. What can you conclude about the forces between atoms in an ionic compound?

7. What can you conclude about the forces between atoms in a covalent compound?

8. What type of bond would you predict to have a higher boiling point?

9. If butter easily melts over popcorn, what type of bond does it have?

10. What happens to the valence electrons in a covalent bond?

11. What are the chemical formulas for salt, sugar and ice?

12. Give two other examples of covalent compounds (may be liquids or gases at room temperature).

13. Give two other examples of ionic compounds (may be liquids or gases).

14. There are two types of covalent bonds. Name and describe both of them.

15. The label on a tube of toothpaste states that it contains a compound that prevents decay. This compound, sodium fluoride, (NaF) is an ionic compound. Draw an electron diagram that shows how these elements will become an ionic compound.

Lab 5-3, pg. 1 of 2

Lab 5-3 Flame Test Name____________________________Hour_____

Different metals when burned produce different colors of light. Different metals can be used to produce the different colors of fireworks. By observation you should be able to identify different metals by the color of the spectrum they emit. Alkali Metals from group 1A are the most distinctive in color. Alkali Earth Metals from group 2A and the Coinage Metals from group 1B also show a color.

Problem Can you identify metals by burning different salts?

Safety goggles, apron, heat

MaterialsDifferent saltsAlcohol burnerBeaker of waterGlass rod with nichrome wire attached

Procedure

1. Light the alcohol burner and place the nichrome wire in the flame.2. When it is glowing place it in the water.3. Get a salt sample from the teacher. ONLY ONE AT A TIME.4. Place the wet wire into the salt and stick some on the wire.5. Place in the flame and complete the data table.6. Repeat with the other salts. Make sure to clean the wire in the flame between each

sample. Be careful to not drop salts onto the flame.

Data

Salt Color Burned Metal present

Lab 5-3, pg. 2 of 2

Conclusion

1. Why is the flame test an accurate method of identifying a metal?

2. If you throw a hose that contains metal into a campfire and it burned blue-green, what metal is probably in the hose?

3. What metal may be in red fireworks?

4. In what group(s) are most of the metals found that have a distinctive flame color?

5. What metals from your data table are alkali metals?

6. What metals from your data are alkali earth metals?

7. What metals from your data are coinage metals?

8. What similarities are there between alkali and coinage metals?

Lab 5-4, pg. 1 of 2

Lab 5-4 Organic Models Name____________________________Hour _____

Hydrocarbons are molecules made of carbon and hydrogen. Substitute hydrocarbons contain different elements that replace hydrogen. Covalent, or shared, bonds occur between the different atoms. Carbon has the ability to form single, double, and triple bonds with itself. This allows for the formation of large molecules.

Purpose Construct a model, draw a structural formula, and write the chemical formula for various organic compounds.

MaterialsPlastic Model pieces

Black – Carbon Green – Chlorine Red – Nitrogen Blue – Oxygen Yellow – Sulfur Small clear circle – Hydrogen

Procedure1. Using the color pieces construct a model for each molecule. 2. Show the completed model to your instructor.3. On your paper write the chemical formula and draw the correct structural formula for

each model.

(1) Ethane (6) 2-methyl propane (isobutane)

(2) Ethene (7) 2,3, dimethyl butane

(3) Ethyne (8) 3-ethyl pentane

Lab 5-4, pg. 2 of 2

(4) Butane (9) Ethanol

(5) Propene (10) Benzene ring

Conclusion

1. Why can carbon form many different compounds?

2. How many covalent bonds must be on each carbon?

3. What is the difference between an –ane and –ene ending in the name of a molecule?

4. What is a branched chain?

5. Draw a structural formula for the substituted hydrocarbon “tetrachloromethane”.

6. What special group of substituted hydrocarbons does –OH represent?

GraphMake a data table and graph for alkanes, alkenes, and alkynes, which shows the relation between the number of carbons and hydrogens. Use atoms that contain from 1-5 carbons for each type. You should place all three lines, using different colors, on the same graph. Hint: for alkenes and alkynes, C cannot be ‘1’.

Name: _________________________________ Hour: ______

Title: _________________________________________________________________________

Lab 5-5, pg. 1 of 2

Lab 5-5 Alcohols and Organic Acids Name____________________________Hour____

In our study of hydrocarbons, we have found that we can substitute hydrogen with oxygen and hydroxyl groups to form other important compounds. In this lab, we will start with a hydroxyl (alcohol) and convert it in a chemical reaction to make a carboxylic acid.

Problem What new compound can be formed from an alcohol?

Materials test tube and stopper1 mL 0.01 M KMnO4 (potassium permanganate), (about 35 drops)1 mL 6 M NaOH (sodium hydroxide) 3 drops ethanolgogglesapron

Procedure1. Pour 1 mL of 0.01 M potassium permanganate solution and 1 mL of 6 M sodium

hydroxide solution into a test tube. Caution: handle both of these with care; immediately flush any spill with water. Potassium permanganate can stain clothing and sodium hydroxide is caustic and causes burns.

2. Add 3 drops of ethanol to the test tube.3. Stopper the test tube and gently shake it for 1 minute. Observe and record any

changes you notice in the tube for the next 5 minutes.

Data and ObservationsRecord all observations

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Conclusion1. What is the formula for ethanol? Also, draw its structural formula. (See page 168).

2. What part of a molecule identifies a compound as an alcohol?

Lab 5-5, pg. 2 of 2

3. What part of a molecule identifies a compound as an organic acid?

4. What evidence(s) did you observe of a chemical change taking place in the test tube?

5. In the presence of potassium permanganate, an alcohol may undergo a chemical change into an acid by losing some hydrogen atoms. If the alcohol used is ethanol, what would you predict to be the formula of the acid produced? Draw a structural diagram to illustrate this formula. (See page 163).

6. The acid produced from ethanol is found in a common household product. What is the acid’s name?

7. In what common product is the acid found?

Lab 6-1, pg. 1 of 2

Lab 6-1 Single replacement Name____________________________Hour_____

You have been studying the 5 different types of chemical reactions: synthesis, decomposition, single and double replacement, and combustion. In this lab, you will be taking a closer look at single replacement reactions. A more active metal may replace a less active metal in the reaction. To recognize when H is the gas is given off, a flaming splint should “pop”.

Problem Can you identify metals that are more active than hydrogen?

Safety Goggles, apron, corrosive, open flame

Materials3 Test tubesTest tube standSmall pieces of Cu, Mg, ZnDilute HClSmall graduated cylinderWood splint PennyBalance

Procedure

1. Carefully measure 5 mL of HCl and place into each of the three test tubes.

2. Place a small piece of each metal into each separate test tube.3. Observe all results and record.4. To test for the presence of H, place a flaming splint in the mouth of each test tube.

DataMetal added Observations in tube Observations

with open flameBalanced equation

(if reaction)

Cu

Mg

Zn

Activity SeriesLi Most ReactiveKBaCaNaMgAlZnFeNiSnPbHCuHgAgAu Least Reactive

Lab 6-1, pg. 2 of 2

Conclusion1. In which test tube(s) did a chemical reaction take place?

2. What observations led you to your conclusion?

3. How did you know hydrogen was the gas given off?

4. Refer to the Activity Series Table on page 1. Predict what would happen if you placed a small piece of aluminum foil into HCl?

5. Why?

6. Predict what would happen if you placed gold in HCl?

7. Why?

8. Would magnesium replace zinc in a solution of ZnCl2?

9. Why?

How much copper does a penny contain? (Have your teacher set up an experiment over night to see if you are correct). You will be placing a penny into 6M HCl after scratching through the edge of the penny.

Predicted amount of Cu

Mass of penny at start ( )

Mass of ending Cu ( )

Mass of missing matter ( )

Calculated % Cu*

you

partner

10. Why did you have to scratch through the edge of the copper?

11. What metal was present inside the penny?

12. Why did the copper of the penny remain?

Lab 6-2, pg. 1 of 2

Lab 6-2 Non-Metal Reaction (Decomposition) Name____________________________Hour_____

In the last lab, you tested for the gas hydrogen. In this lab you will test for the presence of oxygen by performing a decomposition reaction. To test for oxygen a glowing splint will re-ignite. To get a glowing splint, you need to light the splint and blow out the fire.

Problem Can you recognize when oxygen is released from a common substance?

Safety Goggles, apron, poisonous, open flame

Materials

Test tubeBalanceGraduated CylinderWood splintBleach (sodium hypochlorite NaClO) 5% solutionCoCl2

Procedure

1. Measure 10 mL of bleach in graduated cylinder.2. Place in test tube.3. Measure 0.5 g of cobalt chloride.4. Place in bleach.5. When gas is produced, lightly place finger over the test tube opening.6. Bring glowing splint near opening and insert into the top of test tube. Do not place it

into the bleach.

Conclusion

1. How did you know a chemical reaction took place? List a minimum of three things.

2. What gas was given off?

3. What non-metal replaced the oxygen?

4. Why?

Lab 6-2, pg. 2 of 2

5. What two non-metals are found in bleach?

6. What caused the glowing splint to re-ignite?

7. As bleach breaks down, what product(s) do you think might appear?

8. If bleach has the ability to react with light, describe why the containers are opaque.

9. What other materials must be stored the same way? Name at least two.

Lab 6-3, pg. 1 of 2

Lab 6-3 Double replacement reaction Name____________________________Hour_____

A double replacement reaction will occur when two ionic compounds react. This reaction is also known as an ion-exchange reaction. The positive ions from one ionic compound in solution will combine with the negative ions of another to form an insoluble solid. This insoluble solid is called a precipitate. Alkaline earth metals will often form a precipitate when involved in a double replacement reaction.

Problem Can you identify a double replacement reaction?

Safety Goggles, Apron

MaterialsPiece of paperSpot plate0.2 M magnesium nitrate0.1 M calcium nitrate0.1 M strontium nitrate0.1 M barium nitrate0.2 M potassium carbonate0.2 M potassium sulfate0.2 M potassium chromate

Procedure1. Place the spot plate in the center of the piece of paper.2. Label the 4 spots on the side with the metals from the nitrates.3. Label the 3 spots across the top with the ions connected to potassium.4. Place 3 drops of potassium carbonate in the column labeled carbonate.5. Continue with the sulfate and chromate.6. Place 3 drops of magnesium nitrate in the row labeled nitrate. Observe. Record the

results in the data table.7. Repeat with the other nitrates.

carbonate sulfate chromate

magnesium

calcium

strontium

barium

Lab 6-3, pg. 2 of 2

DataGive the color of the precipitate if one forms, or write ‘clear’ if it remains clear.

Metal Carbonate Sulfate Chromate

Magnesium

Calcium

Strontium

Barium

Conclusion

1. How could you identify if a double replacement reaction took place?

2. Which of the metals formed the fewest precipitates?

3. The most?

4. From this what conclusion can you draw about the reactivity of the IIA metals?

5. What name is given to group II A?

6. If the alkali metals acted similarly to these predict the reactivity of their group? Start with the most active.

7. Write a balanced chemical equation for the combination of calcium nitrate and potassium carbonate.

8. Write a balanced chemical equation for the combination of barium nitrate and potassium sulfate.

9. Describe the ion exchange that occurs in a double replacement reaction.

Lab 6-4, pg. 1 of 2

Lab 6-4 Catalyst reaction Name____________________________Hour_____

A catalyst is used to speed up a reaction, but it is not used up in the reaction. An inhibitor is like a catalyst but slows down a reaction. When writing a chemical equation, the catalyst is placed on top of the arrow because it is not used in the reaction. You will be performing a decomposition reaction. Remember this is a reaction that breaks apart a substance.

Problem What effect does a catalyst have on a substance?

Safety Goggles, apron, heat, open flame, skin irritant

MaterialsHydrogen peroxideGraduated cylinderTest tube holderSandManganese dioxideWood splintHot plateBeaker of water

Procedure

1. Place a beaker half full of water on a hot plate and bring to a boil.2. Place 3 mL of hydrogen peroxide into three different test tubes.3. With tubes in the rack add a small amount of sand to test tube 2 and manganese

dioxide to test tube 3. 4. Place a flaming and then a glowing splint in the mouth of each test tube.5. Record observations.6. Place the sand and manganese test tube in the boiling water until all liquid disappears.

Note: It is unlikely the liquid will completely evaporate during this lab period. The instructor may continue the evaporation and have students check results the next day.

Data observations

Test tube ObservationFlaming splint

Observation Glowing splint

Reaction (Y/N) Gas given off

Peroxide

Peroxide and sand

Peroxide and MnO2

Conclusion

Lab 6-4, pg. 2 of 2

1. In which test tube(s) did a reaction occur?

2. Refer to your data table. How did you know which gas was given off by the tube(s) that had a reaction?

3. How much sand and manganese dioxide remained after you boiled the water?

4. Is manganese dioxide a catalyst or inhibitor?

5. Explain your answer to the previous question.

6. Why did you have a test tube with just hydrogen peroxide?

7. What two things make something a catalyst?

8. What is the purpose of a catalytic converter on your parents’ (or your) automobile?

9. Write a balanced chemical equation for each of the tubes that had reactions.

Lab 7-1, pg. 1 of 2

Lab 7-1 Prepare an Alloy Name____________________________Hour_____

An alloy is an example of a solid solution. One metal is “mixed” into another. By making an alloy you can gain favorable characteristics of both metals. Because an alloy is a solution it is a type of mixture and the composition can be varied.

Problem: How can two metals form an alloy?

Safety Goggles, aprons, corrosive materials, and heat

MaterialsShiny copper pennyZinc 30-mesh2M NaOH solutionHot plateEvaporating dishesTongs

Procedure

1. Place a mixture of zinc and NaOH into an evaporating dish.2. Place the dish on a hot plate.3. Carefully place the penny in the zinc and heat slowly.4. When the penny turns silver, remove with tongs and run under cold water. Rinse

well.5. Place the cooled penny on a separate hot plate set to a medium-high setting.6. When the penny changes color remove it from the heat. Penny will be hot!! Allow to

cool before touching.

Conclusion

1. Why did you need to start with a shiny penny?

2. When the penny looked silver, was it a real silver penny?

3. What was on the penny?

Lab 7-1, pg. 2 of 2

4. At what point did the penny become an alloy?

5. An alloy is a form of what type of mixture?

6. Because of this, describe the composition of an alloy?

7. What alloy did you make?

8. What two metals were combined to make this alloy?

9. What purpose did the heat serve? [Hint: think about atoms and particles.]

Lab 7-2, pg. 1 of 2

Lab 7-2 Boiling Points of Solutions Name____________________________Hour_____

Making a solution will change both the boiling point and melting point of a substance. A solution is made when a solute is dissolved in a solvent. A solution is a mixture and may therefore change its composition. Even though the amount of solute may change, it is still a solution.

Problem How does adding solute change the boiling point of a solution?

Safety Goggles, apron, heat

Materials100 mL of distilled water250 mL beakerThermometerHot plate36 g of NaClGlass stir rod

Procedure

1. Place 100 mL of water in the beaker.2. Place on the hot plate and bring to a boil.3. Remove from heat and find the temperature.4. Record in data table.5. Add 12 g of NaCl and stir.6. Return to hot plate and boil.7. When the solution begins boiling, remove from heat and find temperature.8. Add 12 g more of NaCl and repeat.9. Record new data.10. Add final 12 g of NaCl and repeat.11. Record final data.

Data

Grams of NaCl Boiling Point of Solution ( )

0

12

24

36

Lab 7-2, pg. 2 of 2

Graph Draw a graph with the mass of solute on the x-axis and temperature on the y-axis.

Conclusion

1. How did the boiling point of a solution compare with the boiling point of a pure solvent?

2. What was the solvent in this lab?

3. What material was the solute?

4. Describe the shape of your graph.

5. Why?

6. What would be the difference in step 8 of the procedure if you added more water instead of NaCl?

7. Other than to make it taste better, why do you add salt to the water before you cook spaghetti?

8. If salt has a similar effect on the freezing point, predict what would happen if you try to freeze salt water.

9. Which would be harder to freeze the Arctic Ocean or Lake Michigan?

10. Why?

Name: _________________________________ Hour: ______Title: _________________________________________________________________________

Lab 7-3, pg. 1 of 1

Lab 7-3 Writing Assignment: Solutions Name____________________________Hour_____

Procedure:1. Write a paragraph to answer the question.2. Use at least 8 of the 10 listed terms.3. Circle the terms in your paragraph.4. Number the terms the first time they are used.5. Refer to sugar throughout the entire paragraph

Terms to use

solvent, solute, soluble, dissolve(d), saturated, unsaturated, polar, nonpolar, partially positive, partially negative, like dissolves like

Situation:

Noah is a five year old boy who loves sugar. When he places a spoonful of the substance in a glass of water he gets upset because it disappears. He repeats the procedure and it happens again. Frustrated, he adds three more spoonfuls before some of the sugar stays on the bottom of the glass. Explain to Noah why the sugar “disappeared” for the first few spoonfuls, but why eventually some remained at the bottom of the glass of water.

My explanation:

Lab 8-1, pg. 1 of 2Lab 8-1 pH Name____________________________

Hour_____

An indicator can be used to help identify materials as acids, bases, or salts. Indicators are materials that change color in the presence of these substances. Litmus and pH paper are two common indicators. Acids will ionize when in solution. Bases will dissociate when in solution. The more they ionize or dissociate the stronger they will be.

Problem Can you use indicators to identify acids, bases, and salts?

Materials

Red LitmusBlue LitmuspH paper10 substances

Procedure

1. Place five 2-cm strips of each type of test paper ( red litmus, blue litmus, pH ) on a piece of paper towel.

2. Predict the color you think the litmus paper will end up being. Record in the correct column on the data table.

3. Using the dropper bottle of solution, place 1 drop of substance on the end of each type of strip.

4. Observe the results and record in the correct column of the data table.5. Using your results, in the conclusion column of the data table, state if a substance is a

strong acid, moderate acid, weak acid, or a strong base, moderate base, or weak base. A substance may also be neutral.

Data Table

Substance Red Litmus Blue Litmus pH Conclusion

Lab 8-1, pg. 2 of 2

Pred. End Pred. End Color Value

Conclusion

1. What is an indicator?

2. What pH number indicates a neutral material?

3. Most cleaning agents are what type of material?

4. What is the process of mixing an acid and base to form salt and water called?

5. What type of material contains the hydroxide ion?

6. What is the difference between dissociation and ionization?

7. What name is given to solutions that are dissolved in water (hint = aq)?

Lab 8-2, pg. 1of 2

Lab 8-2 Acid – Base Titration Name____________________________Hour_____

Titration is the process where an unknown concentration of a liquid is compared to a known concentration. In this lab, we are going to determine the concentration (strength) of an unknown base (NaOH – Sodium Hydroxide) by neutralizing it with an acid (HCl – Hydrochloric Acid) that has a concentration of 0.10 M (moles/Liter). The base will be neutralized according to the following chemical reaction:

NaOH + HCl → NaCl + H2O

In order to determine when the acid is completely neutralized, we will be using an indicator that will change colors when the solution becomes neutral. This indicator is called phenolphthalein (Fee-nole-THAEL-lean). It will turn pink when the solution becomes neutral.

Problem Can you determine the concentration of a liquid by titration?

MaterialsGlass-stoppered BuretUnknown concentration of NaOH0.10 M HClPhenolphthalein Indicator125 mL flask50 mL beaker

Procedure1. Fill the buret just above the 0.0 mL

mark with the NaOH. Open the valve at the bottom of the buret and allow a small amount of the base to flow into the 50 mL beaker until the level of the NaOH is exactly at 0.0 mL. The small amount of NaOH in the beaker should be discarded.

2. In the 125 mL flask, add exactly 10 mL of 0.10 M HCl and 10.0 mL of distilled water along with three drops of phenolphthalein.

3. Carefully begin adding a small amount (about 1 mL) of NaOH from the buret to the acid solution in the flask. Swirl the flask gently. Add more NaOH slowly and swirl after each addition.

Lab 8-2, pg. 2of 2

4. You will notice a pink color will appear in the flask but will disappear after swirling. As you add more NaOH the pink color will remain longer and longer. As you notice the pink color remaining longer, slow down and add the NaOH drop by drop (this may take some practice). When the pink color stays for at least 30 seconds, stop adding NaOH and record the volume of NaOH used.

5. Repeat the above procedure for two more trials if time permits (DO NOT refill the buret, just continue where you left off from the previous trial).

Data

NaOH solution: A B C(circle one)

Trial 1 Trial 2 Trial 3

Buret Initial Volume

Buret Final Volume

Calculations1. Find the molarity of the base for each trial. Use the following equation, and show

your work. Molarity of Acid x Volume of Acid = Molarity of Base x Volume of Base

Ma · Va = Mb · Vb

2. Average of three trials: _______________

Lab 8-3, pg. 1 of 1

Lab 8-3 Aspirin Lab Name____________________________Hour_____

The student will write their own lab report to answer the following questions:

Which kind of aspirin is the strongest (acid)?Which kind of aspirin is the most cost effective?

Antacids may be substituted for the aspirin.

Procedure

1. Pre-write your lab report with the following parts:

a. Hypothesis (use data from the aspirin containers to support your hypothesis)

b. Materials list (use proper names)

c. Procedure (write the steps of your procedure)

2. Perform the lab in class.

3. Complete data tables.You will have a minimum of two data tables, one for each of the problems.The tables must be typed. Use Microsoft Excel or similar program.

4. Use your data to complete a graph for each of the questions above.The graphs must be typed. Use Microsoft Excel or similar program

5. Write a conclusion. Use a defend/defeat paragraph:

If your hypothesis was correct use the data to support your reasoning.If your hypothesis was incorrect use the data to defeat your reasoning.

Also, include a paragraph that would explain any experimental error and what could have been done to correct it. The paragraphs must be typed.

Name: _________________________________ Hour: ______

Title: _________________________________________________________________________

Acknowledgments

Labs in this book have been adapted from the following:

Science Spectrum- Physical Science, Holt publishers, 2004

Super Sensational Science, Sally Ride Academy, Presented by Larry Scheckel, 1997

Merrill Physical Science, Glencoe, 1993

Physical Science, Prentice Hall, 1988

Conceptual Physics, Addison-Wesley, 1987

Contributors

Wisconsin Lutheran High School Science Department Coordinator - Mr. Mike Sebald

Mr. Matthew Bilitz

Physical Science TeachersMrs. Marcie Kren Mr. Craig Radue Mr. Thomas Schulz

table of contents - mr. craig radue--wisconsin …radue.wiscoscience.com/lab book chemistry...

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