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Lecture Notes for Laboratory Manual for Principles of General Chemistry , 10th Edition

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    Instructor’s Resource Manual Laboratory Manual for Principles of General Chemistry 10 th Edition J. A. Beran Regents Professor, Texas A&M University System Professor, Texas A&M University-Kingsville

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    Contents v Contents Preface iii Table of Contents v To the Laboratory Instructor viii Experiments A. Introduction  Dry Lab 1 The Laboratory and SI 1 Experiment 1 Basic Laboratory Operations 6 Template for Calculations 9A B. Chemical and Physical Properties Experiment 2 Identification of a Compound: Chemical Properties 10 Experiment 3 Water Analysis: Solids 14 Template for Calculations (2 pages) 17A Experiment 4 Paper Chromatography 18 Experiment 5 Percent Water in a Hydrated Salt 22 Template for Calculations 25A  Dry Lab 2A Inorganic Nomenclature I. Oxidation Numbers 26  Dry Lab 2B Inorganic Nomenclature II. Binary Compounds 27  Dry Lab 2C Inorganic Nomenclature III. Ternary Compounds 30 Experiment 6 Acids, Bases, and Salts 33 C. Mole Concept Experiment 7 Empirical Formulas 38 Template for Calculations 41A Experiment 8 Limiting Reactant 42 Template for Calculations 45A Experiment 9 A Volumetric Analysis 46 Template for Calculations 50A Experiment 10 Vinegar Analysis 51 Template for Calculations 53A D. Atomic and Molecular Structure Experiment 11 Periodic Table and Periodic Law 54  Dry Lab 3 Atomic and Molecular Structure 60 E. Gases Experiment 12 Molar Mass of a Volatile Liquid 68 Template for Calculations (2 pages) 71A Experiment 13 A Carbonate Analysis; Molar Volume of Carbon Dioxide 72 Template for Calculations (2 pages) 75A

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    vi Contents F. Solutions Experiment 14 Molar Mass of a Solid 76 Template for Calculations 80A Experiment 15 Synthesis of Potassium Alum 81 Template for Calculations 84A G. Acid-Base Equilibria and Analysis Experiment 16 LeChâtelier’s Principle; Buffers 85 Experiment 17 Antacid Analysis 90 Template for Calculations 93A Experiment 18 Potentiometric Analyses 94 Template for Calculations (6 pages) 98A Experiment 19 Aspirin Synthesis and Analysis 99 Template for Calculations 103A Experiment 20 Alkalinity of a Water Resource 104 Template for Calculations 108A Experiment 21 Hard Water Analysis 109 Template for Calculations 112A Experiment 22 Molar Solubility; Common-Ion Effect 113 Template for Calculations (2 pages) 116A H. Kinetics Experiment 23 Factors Affecting Reaction Rates 117 Template for Calculations (2 pages) 120A Experiment 24 A Rate Law and Activation Energy 121 Template for Calculations (5 pages) 126A I. Thermodynamics Experiment 25 Calorimetry 127 Template for Calculations (9 pages) 131A Experiment 26 Thermodynamics of the Dissolution of Borax 132 Template for Calculations (2 pages) 136A J. Oxidation-Reduction Systems and Analysis Experiment 27 Oxidation-Reduction Reactions 137 Experiment 28 Chemistry of Copper 141 Template for Calculations 144A Experiment 29 Bleach Analysis 145 Template for Calculations (2 pages) 149A Experiment 30 Vitamin C Analysis 150 Template for Calculations 152A Experiment 31 Dissolved Oxygen Levels in Natural Waters 153 Template for Calculations 157A Experiment 32 Galvanic Cells, the Nernst Equation 158 Template for Calculations (2 pages) 162A Experiment 33 Electrolytic Cells, Avogadro’s Number 163 Template for Calculations 167A

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    Contents vii K. Transition Metal Systems and Analysis Experiment 34 An Equilibrium Constant 168 Template for Calculations (4 pages) 173A Experiment 35 Spectrophotometric Metal Ion Analysis 174 Template for Calculations (2 pages) 178A Experiment 36 Transition Metal Complexes 179 Template for Calculations 183A L. Qualitative Analysis  Dry Lab 4 Preface to Qualitative Analysis 184 Experiment 37 Qual: Common Anions 186 Experiment 38 Qual I. Na + , K + , NH 4 + , Mg 2+ , Ca 2+ , Cu 2+ 191 Experiment 39 Qual II. Ni 2+ , Fe 3+ , Al 3+ , Zn 2+ 196 Appendices Appendix A Reagent Preparations 201 Appendix B Preparation of Indicators 212 Appendix C Pure Substances 213 Elements Organic Chemicals Inorganic Chemicals (knowns and unknowns) Commercial Chemicals Appendix D Special Equipment 215

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    viii To the Laboratory Instructor To the Laboratory Instructor Teaching students in the general chemistry laboratory is a very challenging assignment. The students, having a cross-section of secondary school backgrounds and a wide range of laboratory experiences, are pursuing a variety of undergraduate degrees. Therefore their purposes and aspirations for the course vary considerably. It is a challenge to turn students on to chemistry; however, it is much easier, more appropriate, and more fun to do so in the laboratory. Your assignment is to provide a meaningful chemistry laboratory experience for these students, most of whom are not chemistry majors, are in their first semester of college, are away from home for the first time, and are 17–20 years old. You are to guide them to “what chemists do and how do they do it!” 1. Students must learn to think scientifically, that is, they need to try to understand and explain the whats and whys of an observation: students must critically observe a chemical system, collect and analyze the data, make appropriate interpretations or calculations, draw a conclusion, and finally become confident in using their analysis for further interpretations. 2. Students must learn to be critical of their observations and collected data, be quantitative in any measurements, and be exact with the calculations, including the proper use of significant figures. (Review the Data Analysis section in the laboratory manual.) As a consequence, the completion of the Report Sheet and Laboratory Questions becomes a “little” easier. 3. Students must develop good laboratory techniques. The Laboratory Techniques section in the laboratory manual should be the most-used part of the manual. In addition, you should constantly reinforce the benefits of acquiring and practicing good laboratory techniques during each laboratory period. A summary of technique icons for each experiment is listed at the beginning of the experiment; additionally, an icon of each technique in the Experimental Procedure is appropriately placed at the closest position for its use. 4. Students must acquire an appreciation of chemicals and practice proper laboratory safety guidelines. The Laboratory Safety and Guidelines section in the manual outlines basic laboratory safety procedures for the general chemistry laboratory. Thoroughly review these laboratory safety procedures with students during the first laboratory period. Also you should review and be aware of “local” laboratory safety procedures, information that is to be conveyed to students. An excellent safety reference is Safety in Academic Chemistry Laboratories , published by the American Chemical Society. 5. Students must understand and appreciate the necessity of the proper disposal of test solutions and chemicals. (See Laboratory Technique 4 .) Educate yourself on the proper disposal policies of laboratory chemicals that are unique to your laboratories. The Experimental Procedure of most experiments advises students of an initial proper disposal of chemicals—your “local” laboratory disposal procedures may be more specific. 6. Students must understand the chemical principles for each experiment to ensure a better understanding of the basics of the experiment, of the observations encountered for each experiment, and of the collection, analysis, and interpretation of the data. Therefore, it is always advisable to brief students on the basics and goals of each experiment. G OALS FOR I NSTRUCTION

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    To the Laboratory Instructor ix A brief lecture/discussion should precede each laboratory session ( not to exceed 20 minutes , including quiz time) to review the chemical principles, experiment objectives, experimental procedures, laboratory techniques, and safety guidelines for the experiment. 1. Take roll. 2. Require students to submit the Prelaboratory Assignment at the beginning of the laboratory period. Stress this procedure during each laboratory session to ensure good laboratory preparation. 3. Review the results, grades, etc. of the previous experiment including general comments and clarifications. 4. Discuss the Objectives and the principles outlined in the Introduction of the experiment. Provide a brief ( not detailed) overview of the Experimental Procedure. Laboratory techniques that are advantageous for a successful completion of the Experimental Procedure should be stated. 5. • Cite any cautions or other safety notes in the experiment. Each caution is noted with an icon (the international warning sign) and appropriately positioned in the margin of the Experimental Procedure. • Announce any changes that are to be made in the Experimental Procedure. • State the disposal procedure for the test chemicals. A disposal icon is also appropriately positioned in the margin of the Experimental Procedure. 6. Assign the Laboratory Questions that are to be completed for the experiment. Laboratory Questions that are deemed more difficult are indicated with an asterisk (*). 7. Assign the experiment for the next laboratory session if you have not previously handed out a laboratory syllabus. Announce any changes or omissions that are appropriate for the next Prelaboratory Assignment. Prelaboratory Assignment questions that are deemed more difficult are indicated with an asterisk (*). 1. Arrive at the laboratory at least 15 minutes before the students to see if the laboratory benches and balance areas are clean, the stock chemicals are in adequate supply, the appropriate “Waste Containers” are present and empty, and the check-out equipment is available. 2. Prepare for the lab. Critically study this Instructor’s Resource Manual for the assigned experiment to anticipate student questions. Clarify uncertainties and ambiguities with your supervisor in advance of the day’s experiment. 3. Be assertive . You must maintain proper student discipline. Enforce laboratory safety rules, proper laboratory techniques, proper disposal and cleanup procedures, and all other rules. (Review Laboratory Safety and Guidelines in the manual.) Relaxing the rules increases the probability of an accident caused by carelessness. If a student refuses to follow rules, do not hesitate to remove the student from the laboratory. Taking a chance only increases the danger to the student, other students, and, most importantly, to yourself . 4. Be responsible. Evaluate (grade) student Prelaboratory Assignments and Report Sheets as quickly as possible. Are students living up to your and their expectations? Offered as a supplement to the IRM is a Report Sheet Template for those experiments requiring the numerical analysis of data. Using the templates you can enter the student data, from which software then provides an analysis of the data to the point of actually graphing data. Graphical data presents solutions. The format of the templates is designed with Microsoft Excel software and is available on a CD and online. Try it! 5. Above all, be fair to all students regardless of their personality, laboratory effort, or academic capabilities. I NSTRUCTION R OUTINE I NSTRUCTOR ’ S R ESPONSI - BILITIES

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    x To the Laboratory Instructor 6. Hand out a laboratory syllabus for the laboratory program during the first laboratory period of the semester (term). This helps students to prepare. You can obtain additional information about the experiment (theory, expectations, cautions, and helpful hints) by searching the Internet—several suggested web sites are listed (many others certainly exist): • http://webbook.nist.gov/chemistry (database of technical data) • http://www.ilpi.com/msds (MSDS information of chemicals) • http://physics.nist.gov/cuu/index.htm (database of technical data) • http://www.cas.org (>71 million compounds) • http://en.widipedia.org/wiki/category:chemistry • http://webelements.com • http://www.chemdex.org • http://chemistry.about.com • http://chemistrytutor.com • http://chem.ucsd.edu/academic/courses_labs.cfm • http://pubs.acs.org/cen (Chemical and Engineering News) • http://pubs.acs.org/jce (Journal of Chemical Education) • http://chemistry.alanearhart.org • http://antoine.frostburg.edu/chem/senese/101 • http://www.chemilin.net/chemistry • http://chemfinder.camsoft.com (information on compounds) S UPPLEMENTARY S OURCES OF I NFORMATION

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    Preface iii Preface The Instructor’s Resource Manual (IRM) is designed to simplify and clarify the responsibilities of the laboratory instructor, who is responsible for conducting a safe, meaningful laboratory session, and the stockroom personnel, who prepare the solutions and organize the experiment’s special equipment. The IRM presents each experiment in the laboratory manual in a convenient format so that even a first-time laboratory instructor can guide students toward: • developing an appreciation of the scientific method for analyzing observations • utilizing safe laboratory techniques for collecting and analyzing data in the laboratory • appreciating chemicals, their properties, dangers, and their values, influence, and significance on our technological society The IRM provides a Lecture Outline and Teaching Hints for each experiment that have proven invaluable for our laboratory assistants (many of whom are undergraduates), especially during and after our weekly “overview” sessions. In the IRM each experiment is divided accordingly: • An Introduction about the significance and/or value of the experiment from the instructor’s and student’s viewpoints. • A Work Arrangement and Time Requirement are suggested for the completion of the experiment. • A Lecture Outline indicating the areas that require special attention before students begin the experiment. A suggested demonstration is included in the Lecture Outline for each experiment. Beyond the traditional laboratory lecture (listed in the “To the Laboratory Instructor” section of the IRM), we always try to introduce a demonstration that is appropriate for that experiment. Included in the Lecture outline are “ The Next Step ” suggestions. Once the students complete the experiment, they now have the basic skills and knowledge to pursue (with guidance and supervision) a study of their own, making each experiment open-ended. The lab book need not be closed at the end of the laboratory period. • Cautions & Disposal procedures of which the instructor must be aware are given. These procedures can be presented to students or merely “watched for” during the laboratory period. • Teaching Hints include brief insights into various parts of the Experimental Procedures, interpretations to questions most often asked, and expected results. • A list of Chemicals Required for the experiment details an estimated quantity of each chemical required per student (or student group). No tolerances for waste are made for the estimates. Therefore a 10–20% “waste” allowance (generally, a conservative waste estimate) should be made in preparing solutions. These quantities should serve only as a rough guide to preparing the solutions. The preparation (and preservation, wherever necessary) of each solution and the number of the experiment in which it is used, designated in parentheses, is provided in Appendix A of the IRM. • A list of Suggested Unknowns we use in our laboratories is provided. The values of the “unknown” parameters (e.g., molar mass, specific heat, density, etc.) and the composition for the “unknown” mixtures for the experiments used in our laboratories are listed. Wherever appropriate, the solution preparations are provided in Appendix A .

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    iv Preface • The Special Equipment for the experiment, not normally found in the student’s assigned drawer/locker, are listed. While some of the equipment may be available as “common” equipment in some laboratories, it is only used 1–5 times during the course. We have found it less expensive to check many of these items out of the stockroom as needed. The number of each special item is listed per student (or student group). Total quantities of each item are to be determined according to class size. Some specialized equipment can be shared by several students (or student groups), e.g., balances, hot plates, spectrophotometers, digital thermometers… A complete list of specialized equipment and the experiment number in which each item is used (in parentheses) is listed in Appendix D in the IRM. • Prelaboratory Assignment answers (and, on most occasions, the solutions) to questions are provided. • (Post) Laboratory Question answers (and, on most occasions, the solutions) to questions are also provided. • Numerous Laboratory Quiz questions (with answers) are available for each experiment. Most often these questions are offered after the experiment is performed. Offered as a supplement to the IRM is a Report Sheet Template for those experiments requiring the numerical analysis of data. The format of the templates is Microsoft Excel software and is available on disk from the publisher upon adoption. Contact your Wiley sales representative for more information. For more information refer to http://www.wiley.com/college/beran on the Internet by requesting a Wiley password. The entire IRM along with representative Report Sheet Templates available on this website. This is a very valuable website to have at hand...look it up! The author welcomes all comments from users of the 10 th edition of Laboratory Manual for Principles of General Chemistry and this accompanying Instructor ’ s Resource Manual. Suggestions for additions, corrections, and improvements to either/both manual(s) are welcomed. The author is deeply indebted to his students, laboratory instructors, and stockroom personnel for their suggestions in refining the details that appear in this IRM. J. A. Beran January, 2014

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    6 Basic Laboratory Operations Experiment 1 Basic Laboratory Operations This is the first “experiment” that most students perform in the laboratory. Oftentimes, the “stone is cast” in this first laboratory session. Your presentation will determine, in large part, student expectations and goals. If you emphasize the significance of the laboratory experience—the importance of laboratory safety, the application of proper laboratory techniques, and a thought process that includes the application of basic chemical principles—you will have a well-run lab. In our laboratories, we stress the importance of practicing good laboratory technique. At the conclusion of the Laboratory Techniques section in the laboratory manual, there is a Laboratory Technique Assignment (pages 35-36). Assign this as an in-lab or take-home assignment for students to become familiar with this section of the manual. Work Arrangement: Individuals. Divide the students into two groups: Group I: Begin Part A Group II: Begin Part B. Time Requirement: 2.5 hours 1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”. 2. Note for students that circled superscripts in the Experimental Procedure are stopping points at which students are to make an entry on the Report Sheet. 3. Part A. Cite the various parts of a Bunsen burner and the zones of a properly adjusted (nonluminous) Bunsen flame. Demonstrate , with an explanation, the lighting of a Bunsen burner (Experimental Procedure, Part A.1). This very important technique is not in the Laboratory Techniques section of the laboratory manual. 4. Part B. Discuss the proper use and care of balances (Technique 6). Balances are used extensively in this course and students must learn to handle them with respect. 5. Part B.2. Repetitious mass and volume measurements show the random errors in making measurements in the laboratory and the importance of recording data with the correct number of significant figures…according to the precision of the instrument (balance and graduated cylinder). Refer to the Laboratory Data section of the laboratory manual for significant figures and how they are to be recorded. 6. Part C. Define density. Density is an intensive and physical property of matter. Describe the procedure for the density measurement of a water-insoluble solid and a liquid. 7. Part C.2. Class or group data are requested for completing the density data for water on the Report Sheet. Inform students how these data are to be collected. You may choose to have students calculate the standard deviation for the group data (see Data Analysis section of the laboratory manual). The Next Step. Have students devise a procedure for measuring the density of a water-insoluble solid that is less dense than water or the density of a water-soluble solid. Extra credit? I NTRODUCTION L ECTURE O UTLINE

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    Experiment 1 7 • Part A. Where there is fire, there is danger . • Part A. Use tongs or forceps for holding the wire gauze in the flame. • Part C.1. Return the unknown solids for use in other laboratories. • Part C.2. Do not pipet by mouth. • Part C.2. Caution the students of handling potentially flammable liquids near a Bunsen flame. Dispose of the liquid unknowns in the “Waste Liquids” container. 1. Part A. All Bunsen burners are not the same; for example, some do not have a gas control valve. Advise students to adjust the Experimental Procedure accordingly. Assist students in the lighting and adjusting of the Bunsen burner. Make sure the tubing is attached to the gas outlet, not the water outlet! Remove combustible substances from the area near the Bunsen burner. Extinguish the Bunsen flame when it is not in use. 2. Part B. Over-emphasize, if necessary, the care and operation of balances. Students seem not to appreciate the delicacy (and the sensitivity) of a balance (for some reason). Oversee its operation at all times . Keep the balance area clean of all chemicals and glassware. Have students review Technique 6. 3. Part C.1a. Do students know the meaning of “tare the mass of a piece of weighing paper?” It can only be done with a balance having that feature. 4. Part C.1c. Roll the metal in the water to remove air bubbles. Watch that students properly read and record a meniscus (see Technique 16A). 5. Part C.2. Supervise the use of the pipet and the proper pipetting technique (Technique 16B)—students are not to pipet with their mouths. ( Caution : keep liquid unknowns away from the Bunsen flame .) Issue a solid sample for Part C.1 and a liquid sample for Part C.3. Provide labeled containers for the return of the solid samples and a “Waste Liquids” container for the liquid samples. Part C.1 Solid a Density ( g/cm 3 ) Part C.3 Liquid a Density ( g/mL ) aluminum copper iron (nails, not galvanized) lead nickel silicon tin zinc 2.70 8.95 7.86 11.34 8.90 2.42 7.28 7.14 methanol ethanol water 1-propanol toluene 0.791 0.789 1.00 0.804 0.867 a Volumes of 3–5 cm 3 of metal and 10 mL of liquid are needed. Bunsen burner 1 balance, ±0.01 g 1 match or striker 1 balance, ±0.001 g 1 wire gauze crucible tongs graduated cylinder, 10 mL 1 “Waste Liquids” container 5-mL pipet and bulb 1 weighing paper C AUTIONS & D ISPOSAL T EACHING H INTS S UGGESTED U NKNOWNS S PECIAL E QUIPMENT

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    8 Basic Laboratory Operations 1. Methane, commonly known as natural gas, is the common fuel and the oxygen is the required air component for producing an efficient, nonluminous Bunsen flame. 2. a. Blue. A nonluminous flame is a blue flame that indicates the fuel is undergoing complete combustion. b. Less. A luminous flame contains carbon particles that have not undergone combustion and therefore burns less efficiently, producing a lower temperature flame. 3. See Figures T.16a and T.16b, page 35. 4. [Depends upon the laboratory, most likely ±0.01 g or ±0.001 g] 5. Flames from a wood-burning fireplace are typically yellow in appearance because of an insufficent amount of oxygen near the burning wood producing a luminous flame. The yellow appearance of the luminous glow is due to the presence of the unburned carbon particles. 6. a. …touching the tip to the wall of the receiving vessel b. …forefinger or index finger (not the thumb!) c. The last bit of liquid remaining in the pipet after delivery should remain in the pipet. d. TD means “to deliver”…the pipet is calibrated to deliver the volume for the calibrated pipet, allowing the liquid to flow from the pipet with only the aid of gravity. 7. The cylinder containing the diamond. Platinum is more dense than diamond; therefore an equal mass of diamond would displace a larger volume of water. For example, 21.43 g of diamond displaces a volume of ( 21.43 g x cm 3 3.51 g = ) 6.11 cm 3 , while 21.43 g of platinum displaces only 1 cm 3 of water. 8. mass of “conc” hydrochloric acid = (11.229 – 5.333) g = 5.896 g density = 5.896 g 5.00 mL = 1.18 g/mL 1. When the gas control valve is slightly closed on a nonluminous flame, less fuel is available for the combustion of the fuel, reducing the “size” of the flame but still producing a nonluminous flame. 2. When the air control valve is slightly closed on a nonluminous flame, less air is available for the combustion of the fuel, producing a luminous flame. 3. The fuel for the burning candle is the candle wax. The flame is luminous because the oxygen supply at the base of the wick is insufficient to combust all of the burning candle wax. 4. Higher density. If the solid is not submerged, less water is displaced resulting in a smaller measured volume of the solid. A smaller volume with a given mass results in a greater reported density. 5. Lower density. Less mass (volume) of water will be delivered from the 5.00 mL pipet but the presumed volume of the water will remain unchanged. As a result the density measurement for water will be low since the delivered mass will be too low. 6. Too low. The measured mass of the delivered liquid will be measured low, but its measured volume will remain unchanged. Therefore, its density will be recorded too low. P RELABORATORY A SSIGNMENT L ABORATORY Q UESTIONS

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    Experiment 1 9 1. A properly adjusted Bunsen burner flame has (one, two, three) distinct cones. [ Answer: three] 2. What is the criterion for clean glassware? [ Answer: Technique 2. “ no water droplets cling to the wall ” ] 3. What is the fuel used for the flame in a Bunsen burner? [ Answer: generally, methane or natural gas] 4. A properly adjusted flame of a Bunsen burner is (nonluminous, luminous). Explain. [ Answer: nonluminous] 5. Suppose that after delivery several drops of a liquid cling to the inner wall of a 5 mL pipet. Is the actual volume of the liquid delivered greater or less than the 5 mL recorded by the pipet? Explain. [ Answer: Less than 5 mL . The liquid on the inner wall is a part of the calibrated 5-mL pipet.] 6. A 25.0-mL volume of a liquid was dispensed from a pipet. The mass of the liquid was determined to be 21.6 g. What is the density of the liquid? [ Answer: 0.864 g/mL] 7. The density of lead metal is 11.35 g/cm 3 . If 16.44 g of lead is added to a 10-mL graduated cylinder that contains 4.2 mL of water, what will be the final volume reading of the water in the cylinder? [ Answer: 5.6 mL] 8. A 8.462-g metal bar changes the water level in a 50-mL graduated cylinder from 23.7 mL to 25.9 mL. Calculate the density of the metal. [ Answer: 3.8 g/cm 3 ] 9. The density of lead metal is 11.35 g/cm 3 . If 12.49 g of lead metal is added to a 10.0 mL graduated cylinder containing 5.72 mL of water, what will be the final volume reading of the water in the cylinder? [ Answer: 6.82 mL] 10. The mass of a beaker is 5.944 g. After 5.00 mL of an alcohol is pipetted into the beaker, the combined mass is 9.891 g. From the data, determine the density of the alcohol. [ Answer: 0.789 g/mL] 11. The density of Solid A is 2.70 g/cm 3 and that of Solid B is 1.79 g/cm 3 . A 6.86 g sample of Solid A is transferred to a graduated cylinder containing 5.00 mL of water and a 7.11 g sample of Solid B is transferred to a graduated cylinder also containing 5.00 mL of water. Which solid sample displaces the larger volume of water? By how many milliliters? [ Answer: Solid B, 3.97 cm 3 or 3.97 mL] 12. The density of lead is 11.3 g/cm 2 and the density of diamond is 3.51 g/cm 3 . If equal masses of diamond and lead are transferred to equal volumes of water in separate graduated cylinders, which graduated cylinder would show the greater volume change? [ Answer: diamond] 13. An air bubble adheres to the surface of a solid when it is submerged in the water of a graduated cylinder. Will the reported density of the solid be reported too high or too low? Explain. [ Answer: Too low. A larger presumed volume results in a lower reported density] L ABORATORY Q UIZ

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    Dry Lab 1 1 1 Dry Lab 1 The Laboratory and SI Be prepared! The first meeting with your students is very important—first impressions are lasting. Set the proper “ mood ” for the lab and be specific in all of your instructions and expectations of student performance. Before the first laboratory meeting, read the Preface to Instructor’s Resource Manual (IRM) to obtain an overview of the scope and breadth of the IRM. To the Laboratory Instructor provides helpful Goals for Instruction, an Instruction Routine, and your Instructor’s Responsibilities while conducting the laboratory. These helpful guidelines will assist you in your instruction and supervision of an informative laboratory program for your students. Additionally, read the Preface in the Laboratory Manual for General Chemistry , 10 th edition to be informed of the author ’ s intent for the students of the general chemistry program. Good preparation only helps your confidence for instruction and it establishes your credibility with students in the laboratory…very important! The first laboratory period may require a “long” introduction (but no longer than 40 minutes) with a discussion of the following important points. For your first day of instruction: 1. Identify the students (take roll), laboratory instructor (yourself), the laboratory section number, and each student’s desk number. This information should be placed on the inside front cover of the manual. 2. Hand out a syllabus for the laboratory so that students can anticipate and prepare for each assigned laboratory experiment or dry lab. 3. Discuss the philosophy of the chemistry laboratory as suggested in the Introduction to Dry Lab 1. 4. Familiarize students with the laboratory manual: • Locate the following major sections of the manual for students: Laboratory Safety and Guidelines, Data Documentation (including Common Laboratory Equipment), Data Analysis, Laboratory Techniques, and Appendices. • Review the format of each experiment (use Experiment 1 as the model): the Objectives, the Techniques, the Introduction, the Experimental Procedure, the Prelaboratory Assignment, the Report Sheet and the Laboratory Questions. Discuss the content and/or significance of each section of the experiment. • Note that icons are used extensively to cite the Laboratory Techniques that are correspondingly appropriate in the Experimental Procedure. An exercise for reviewing laboratory techniques appears on pages 41-42. Encourage students to complete the exercise. The answers appear at the end of this Dry Lab. 5. Review the “boxed” disclaimers that appear on pages IV and 39 of the laboratory manual. The disclaimer reminds students that they are responsible for their own safety while conducting experiments in the laboratory. 6. Familiarize students with the laboratory: • Locate the safety equipment (shower and eye wash fountain). • Locate the chemical stockroom, the balance room, and other physical facilities unique to your laboratories. Require students to complete the inside front cover of the manual . I NTRODUCTION L ECTURE O UTLINE

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    2 The Laboratory and SI 2 7. Part B. Give a short lecture (or show a video) on laboratory safety and the disposal of chemicals. Emphasize the importance of laboratory safety. Review with the students, in detail, Laboratory Safety and Guidelines , pages 1-4. Do not neglect this discussion from your introductory remarks. Note the use of the Caution and the Waste Disposal Laboratory Technique icons in the Experimental Procedure. An excellent safety reference is Safety in Academic Chemistry Laboratories , published by the American Chemical Society. 8. Part C. Carefully handling and presenting data is an important attribute of a chemist. Advise students of the proper procedures for presenting their data, as detailed in the Data Documentation section, pages 5-8. 9. Part D. The analysis of data is critical to good laboratory procedures when collecting data. The proper use of significant figures for collecting and performing calculations, the use of standard deviation for evaluating data, the use of graphical data for evaluating data trends are all important when reporting data. Make students aware of the expanded Data Analysis section, pages 9-16. 10. Part E. Give an overview of the SI. A short review with appropriate examples for using conversion factors to express measurements of various magnitudes is valuable—the mathematical procedure should complement the laboratory manual and the textbook. This section will take most of your laboratory time. To shorten the laboratory session you may assign only a portion of Part E, the SI section. 11. Assign the experiment for the next laboratory period, direct students to complete the Prelaboratory Assignment, and to read/study the Introduction and Experimental Procedure before the laboratory session. 1. Part A. Assign each student to a laboratory station and issue equipment and glassware. Photographs of Common Laboratory Equipment and a check-in form are located on pages 7-8 of the laboratory manual. 2. Part A suggestion: To facilitate the check-in process, have all students place their drawer (or locker) equipment on the bench top; you identify an item and the students, in unison, return that item to the drawer and make the corresponding check ( √ ) on the check-in form. If the student does not have the item, he/she can obtain it later from the stockroom, and not check the item on the check-in form. You are to place your signature on the Report Sheet after the check-in process is completed. 3. Advise students of the importance of clean glassware ( Laboratory Technique 2) and to have soap or detergent and paper towels ( not the paper towels from the bathroom!) available at all times. 4. Part B. You are to approve the completion of the inside front cover. Responses to the assigned questions are found in the Laboratory Safety and Guidelines section of the laboratory manual. 5. Part B. You are to approve a student’s knowledge of laboratory safety at the conclusion of the student ’ s completion of Part B. 6. Part C. Responses to the assigned questions are found in the Data Documentation section of the laboratory manual. 7. Part D. Responses to the assigned questions are found in the Data Analysis section of the laboratory manual. 8. Part E. Students should have had exposure to Le Systéme International d’Unités (SI) prior to the laboratory. It is important for students to memorize the SI base units and prefixes (Table D1.1). 9. A quiz over laboratory safety and SI is suggested for the next laboratory period. T EACHING H INTS

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    Dry Lab 1 3 3 Metric Ruler (20-30 cm) B. Laboratory Safety and Guidelines True or False 1. F, See Lab Safety A.1 7. T, See Lab Safety B.5 2. T, See Lab Safety A.3 8. F, See Lab Safety B.7 3. T, See Lab Safety A.2 9. T, See Lab Safety C.9 4. F, See Lab Safety A.3 10. T, See Lab Safety D.2 5. T, hopefully true 11. F, See Lab Safety D.3 6. F, See Lab Safety B.2 12. F, See Lab Safety C.1 Short Response 1. The skin should be protected from chemicals “from the neck to the knee and to the wrist” with a covering of non-synthetic clothing or a laboratory coat. See Laboratory Safety A.2-5. 2. … the care of an individual affected by the accident. Then immediately alert the laboratory instructor. See Laboratory Safety B.3. 3. First, consult with the laboratory instructor. See Laboratory Safety C.5. 4. See Laboratory Safety B.8. 5. Wear non-synthetic (cotton) clothing (or covering) from the neck to the knees to the wrist, confine long hair, wear shoes that shed water, and wear safety glasses. See Laboratory Safety A.2, 3. C. Data Documentation True or False 1. F 4. F 2. F 5. F 3. T D. Data Analysis True or False 1. T 6. T 2. F 7. T 3. F 8. F 4. F 9. T 5. F 10. F E. Le Système International d’Unités (SI Units) 1. Complete the following table. a. 3.3 x 10 9 bytes b. 7.6 μL c. 6.72 mA d. 2.16 x 10 3 watts 2. Convert each of the following: a. 4.76 pm x 10 -12 m pm x μm 10 -6 m = 4.76 x 10 -6 μm b. 25.0 mL x 10 -3 L mL x cL 10 -2 L = 25.0 x 10 -1 cL = 2.50 c L 3. 1.0 tsp x 1 tbs 3 tsp x 0.5 fl. oz tbs x 29.57 mL fl. oz = 4.9 mL 4. a. 23.7 psi x 1 atm 14.7 psi = 1.61 atm b. 4 3 π r 3 = 4 3 π ( ) 5 in x 2.54 cm 1 inch x 10 -2 m cm 3 x 1 L 10 -3 m 3 = 8.58 L 5. For Hurricane Katrina, a. 0.920 b x 1 atm 1.013 b = 0.908 atm b. 0.920 b x 1 atm 1.013 b x 760 mm Hg 1 atm x 10 -3 m mm x cm 10 -2 m x 1 inch 2.54 cm = 27.2 in Hg 6. For a 250 mL beaker, diameter ~6.8 cm, height ~ 8.9 cm: V = π r 2 l = π (3.4 cm) 2 8.9 cm = 320 cm 3 = 320 mL or 3.2 x 10 2 mL (s.f.) The 250-mL volume label on the beaker is the suggested volume for safe handling; the calculated volume is based on a volume measured to the top of the beaker. E QUIPMENT R EPORT S HEET I NFORMATION

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    4 The Laboratory and SI 4 7. a. 4 ft 8 in. = 56 in.; 56 in. x 2.54 cm in. = 142 cm b. 142 cm x 10 -2 m cm = 1.42 m 8. ~ 100 kJ x kcal 4.184 kJ = ~23.9 kcal 9. a. 500 tablets x 325 mg tablet x 10 -3 g mg = 163 g b. 500 tablets x 325 mg tablet x 10 -3 g mg x lb 453.6 g x 16 oz lb = 5.73 oz 10. a. 14 in x ft 12 in x 15 ft = 17.5 ft 2 = 18 ft 2 (s.f.) b. 2 x 14 in x 14 in x ( ) 2.54 cm in 2 x ⎝ ⎛ ⎠ ⎞ 10 -2 m cm 2 + 4 x 17.5 ft 2 x ( ) 12 in ft 2 x ( ) 2.54 cm in 2 x ⎝ ⎛ ⎠ ⎞ 10 -2 m cm 2 = 0.25 m 2 + 6.50 m 2 = 6.75 m 2 c. 14 in x 14 in x 15 ft x 12 in ft x ( ) 2.54 cm in 3 x ⎝ ⎛ ⎠ ⎞ 10 -2 m cm 3 = 0.58 m 3 1. The “marathon” covers a distance of 26 miles, 285 yards. Express this distance in kilometers. 1 in. = 2.54 cm [ Answer: 42.1 km] 2. The atomic radius of the sodium atom is 180 pm. Express its atomic radius in micrometers. [ Answer: 1.80 x 10 -4 μm] 3. Which is a larger volume, 50 mL or 500 μL? How many milliliters are present in 500 μL? [ Answer: 50 mL, 0.500 mL] 4. The concentration of magnesium in seawater is about 1.35 g/L. How many ounces of magnesium are in one gallon of seawater? 1 pound (16 ounces) = 453.6 g, 1 liter = 1.057 quarts [ Answer: 0.180 oz/gal] 5. Which has the greater density, mercury, 13.6 g/cm 3 or platinum, 2.25 x 10 -2 mg/nL? Justify your answer. 1 mL = 1 cm 3 [ Answer: platinum, the density of platinum is 22.5 g/cm 3 ] 6. Express the size of an 11 16 -inch (assume two significant figures) wrench in millimeters. [ Answer: 17.5 mm or 18 mm] 7. The current US penny has a diameter of 19 mm and a mass of 2.50 g. Convert these measurements to inches and ounces respectively. [ Answer: 0.75 in, 0.088 oz] Answer the following as true (T) or false (F) 1. If a chemical spill occurs (even if it is small one), alert your laboratory instructor. [T] 2. Working alone in the laboratory is not permitted in any circumstances. [T] 3. Tennis shorts and canvas shoes are proper clothing for “safe” experiments. [F] 4. If an experiment appears not to pose any hazards, eye protection need not be worn. [F] 5. If a chemical spill requires you to use the safety shower, you should flood the affected area for 5 minutes. [T] 6. If your skin is burned by a flame, immediately treat the affected area by covering it with a salve. [F] 7. “I just splashed a drop of concentrated sulfuric acid on my skin.” You should immediately flush the affected area with a copious amount of tap water. [T] 8. Data that has been mistakenly recorded on the Report Sheet can be erased and replaced with the correct data. This is to maintain a neat Report Sheet. [F] 9. All data is to be recorded in ink. [T] 10. Zeros recorded in a measurement are always significant figures. [F] 11. The minimum data points to calculation the standard deviation of the data is three. [T] L ABORATORY Q UIZ

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    Dry Lab 1 5 5 12. The number of significant figures in the measurement 0.0410 g is three. [T] 13. Random errors when collecting data can be corrected. [F] 14. Systematic errors result from poor laboratory technique. [F] 15. Neither random errors nor systematic errors are correctable. [F] 16. Reading the meniscus of a liquid can result in a random error. [T] Answers to the Laboratory Techniques Assignment on page 41 of the laboratory manual Identify the Technique Icon True or False 1. 3, 9 2. 1 3. 11f 4. 16a 5. 11c 6. 16b 7. 11e 8. 5 9. 16c 10. 15c 11. 3, 4 12. 16c 13. 2 14. 13c 15. 16a 16. 13b 17. 4 18. 6 19. 14b 20. 6 21. 10 22. 7a 23. 17b 24. 15b 25. 16c 1. T, Technique 2 2. T, Technique 2 3. T, Technique 9 4. T, Technique 3 5. F, Technique 3 6. F, Technique 4 7. F, Techniques 5, 9 8. F, Technique 4 9. T, Technique 6 10. F, Technique 7A 11. T, Technique 10 12. T, Technique 11F 13. T, Technique 13C 14. T, Technique 16C 15. F, Technique 16B 16. F, Technique 16B 17. F, Technique 16C 18. T, Technique 16C 19. T, Technique 16C 20. F, Technique 17B 21. T, Technique 17A 22. T, Technique 5 L ABORATORY T ECHNIQUES A SSIGNMENT

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    10 Identification of a Compound: Chemical Properties Experiment 2 Identification of a Compound: Chemical Properties This experiment focuses on the chemical properties of a substance for identification. You may recognize this experiment as an open-ended version of an anion qual scheme; it is a good experiment for students to make observations and draw their own conclusions. Work Arrangement: Partners for the known compounds; individuals for the unknown. Time Requirement: 2.5 hours 1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”. 2. Provide an overview of the Experimental Procedure. 3. Discuss, with examples, various observations that signify the occurrence of a chemical reaction: • Demonstration. Carbon dioxide gas is evolved when hydrochloric acid is mixed with solid or aqueous sodium carbonate. • Demonstration. A calcium carbonate precipitate appears when aqueous solutions of calcium chloride and sodium carbonate are mixed. • Demonstration. Heat is evolved in an acid-base neutralization reaction…feel the test tube after mixing. • Demonstration. An intensified blue color appears with the addition of 6 M NH 3 to a cupric sulfate solution. 4. Note for students that circled superscripts in the Experimental Procedure are stopping points at which students are to make an entry on the Report Sheet. 5. Part A. Discuss the chemistry for each of the four salts—explain how an anion can be identified in the presence of a number of anions. 6. Explain that when an observation of a chemical reaction is made, it should be recorded on the Report Sheet—the purpose of subsequent testing is to characterize the properties of the reaction system. For example, the OH - ion precipitates Mg 2+ , but Mg 2+ is soluble with the addition of HCl( aq ). 7. Part B is nearly open-ended. Students must rely entirely on observations for a determination of their unknown. The Next Step. Have students look ahead to Experiments 3, 4, 37, 38, and 39 in order to better appreciate the chemistry that is being performed in this experiment. As an example, test a soil sample to see if it is alkaline … if upon adding HCl( aq ) dropwise to a soil sample produces bubbles, it is probably alkaline evolving CO 2 ( g ). • Part A. Silver salt solutions produce black stains on the skin. It looks bad but no real danger exists/persists. You (or the student) will find out the next day if any silver nitrate touched the skin! • None of the chemicals in this experiment are considered dangerous, but, if there is any contact with the skin, wash the skin immediately. • Salt solutions are to be discarded in an available “Waste Salts” container. • Ensure that students are using the correct technique for checking the odor from a reaction (Technique 17A). I NTRODUCTION L ECTURE O UTLINE C AUTIONS & D ISPOSAL

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    Experiment 2 11 1. Students are to use five clean, labeled test tubes or a clean 24-well plate for testing—you should advise students which setup (Figure 2.2a or 2.2b) is to be used. Contamination of glassware can cause the appearance of “weird” precipitates (Technique 2)! 2. Part A.4. We often issue the unknown to students at the beginning of the lab—by doing this, students can perform parallel tests to check the properties of their unknown and make comparisons as they proceed through Part A.1–3. This reduces the time for analysis and eliminates the question “what color is this?” 3. Advise students of the procedure for filling out the reaction matrices for Parts A and B on the Report Sheet. 4. Part A. Discuss the observations and interpretations of the reaction mixtures. Technique, observations, and interpretations are critical to the success of this experiment. Some assistance may be required for writing the formulas of the precipitates on the Report Sheet. 5. Part B. Part B is a repeat (in procedure) of Part A. However, none of the solutions are known…the student must match the unknown solution with one of the originals, strictly by making comparative observations. 6. Encourage students to engage in a habit of thoroughly cleaning all glassware that was used in the experiment and to clean their desk area at the conclusion of the laboratory period. Test NaCl Na 2 CO 3 MgSO 4 NH 4 Cl H 2 O AgNO 3 p p p p nr NaOH nr nr c go nr HCl nr g nr nr nr Place the following in dropper bottles to minimize the waste of solutions. Part A Known Test Solutions 0.2 M NaCl 1 mL 0.2 M Na 2 CO 3 1 mL 0.2 M MgSO 4 1 mL 0.2 M NH 4 Cl 1 mL Reagents 0.2 M AgNO 3 2 mL 0.2 M NaOH 2 mL 0.2 M HCl 2 mL Part B A large number of test solutions and compatible test reagents can be selected to provide the analyses in Part B. Suggested sets of solutions are: Set 1 Known Test Solutions 0.2 M HCl 1 mL 0.2 M HNO 3 1 mL 0.2 M NaOH 1 mL sat’d Ca(OH) 2 1 mL 0.2 M KNO 3 1 mL Reagents phenolphthalein 2 mL 0.2 M Na 2 CO 3 2 mL 0.2 M AgNO 3 2 mL Set 2 Known Test Solutions 0.2 M Na 3 PO 4 1 mL 0.2 M Na 2 CO 3 1 mL 0.2 M Na 2 SO 4 1 mL 0.2 M Na 2 S 1 mL 0.2 M NaCl 1 mL Reagents 0.2 M Ba(NO 3 ) 2 2 mL (Caution…for disposal of barium salts) 0.2 M HNO 3 2 mL 0.2 M CuSO 4 2 mL T EACHING H INTS R EPORT S HEET I NFORMATION C HEMICALS R EQUIRED

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    12 Identification of a Compound: Chemical Properties Set 3 Known Test Solutions 0.2 M HCl 1 mL 0.2 M NaOH 1 mL 0.2 M Na 2 SO 4 1 mL 0.2 M NH 3 1 mL 0.2 M H 3 PO 4 1 mL or sat’d Ca(OH) 2 1 mL 0.2 M CuSO 4 1 mL 0.2 M HNO 3 1 mL 0.2 M NH 4 Cl 1 mL Reagents phenolphthalein 2 mL 0.2 M Na 2 CO 3 2 mL 0.2 M Ba(NO 3 ) 2 2 mL (Caution…for disposal of barium salts) test tubes , small 15 24-well plate (optional) 1 permanent marker dropper and/or Beral pipets ≈ 5–10 “Waste Salts” container 1. a. Glassware is clean when no water droplets adhere to the clean part of the glassware. b. ~ 75 mm and ~3 mL 2. See Technique 17a…fan vapors toward the nose. 3. The formation of a precipitate (or cloudiness), the appearance of a color change, the evolution of a gas, the detection of an odor, a change in temperature. 4. 5 drops x 1.0 mL 20 drops = 0.25 mL 10 drops x 1.0 mL 20 drops = 0.50 mL 5. For NaCl, Na + ( aq ) and Cl - ( aq ) For Na 2 CO 3 , Na + ( aq ) and CO 3 2- ( aq ) For MgSO 4 , Mg 2+ ( aq ) and SO 4 2- ( aq ) For NH 4 Cl, NH 4 + ( aq ) + Cl - ( aq ) 6. a. test tube 1 silver nitrate test tube 2 sodium sulfide test tube 3 potassium iodide b. AgNO 3 ( aq ) + KI( aq ) → AgI( s ) + KNO 3 ( aq ) c. 2 AgNO 3 ( aq ) + Na 2 S( aq ) → Ag 2 S( s ) + 2 NaNO 3 ( aq ) 1. Addition of HCl( aq ): HCl reacts with CaCO 3 to produce CO 2 ; no reaction occurs with CaCl 2 . 2. Addition of AgNO 3 ( aq ). Ag + precipitates Cl - , but has no effect on SO 4 2- (unless large amounts of Ag + are added). 3. a. Gas is evolved. CO 2 b. White precipitate forms. AgCl c. White precipitate forms. Mg(OH) 2 d. Pungent gas is evolved. NH 3 4. test tube 1 0.1 M HCl test tube 2 0.1 M KOH test tube 3 0.1 M Na 2 CO 3 5. a. test tube 1 hydrochloric acid test tube 2 sodium carbonate test tube 3 silver nitrate b. A white precipitate of silver chloride would form. See the solubility rules in the manual, Appendix E. S PECIAL E QUIPMENT P RELABORATORY A SSIGNMENT L ABORATORY Q UESTIONS

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    Experiment 2 13 6. a. NH 3 (NH 3 precipitates Mg 2+ as Mg(OH) 2 ( s ) but not Ag + ) or HCl (Cl - precipitates Ag + as AgCl( s ) but not Mg 2+ ) b. Ag + (Ag + forms a precipitate with HCl as AgCl( s ) but not H 2 SO 4 ) or Ba 2+ (Ba 2+ forms a precipitate with H 2 SO 4 as BaSO 4 ( s ) but not HCl) c. NH 3 (NH 3 forms a deep blue solution with Cu 2+ as [Cu(NH 3 ) 4 2+ ] but Ba 2+ remains colorless) or H 2 SO 4 (Ba 2+ precipitates with H 2 SO 4 as BaSO 4 ( s ) but Cu 2+ does not) d. NH 3 (NH 3 forms a deep-blue solution with Cu 2+ as [Cu(NH 3 ) 4 2+ ] but forms a white precipitate with Mg 2+ as Mg(OH) 2 ( s )) See the solubility rules in the manual, Appendix E. 1. Cite two observations that indicate the occurrence of a chemical reaction. [ Answer: see Introduction to Experiment 2 in the laboratory manual] 2. A mixture of potassium carbonate and hydrochloric acid results in the evolution of a gas. What is the gas? [ Answer: CO 2 ] 3. A mixture of zinc chloride and silver nitrate produces a white precipitate. What is the formula of the precipitate? [ Answer: AgCl] 4. A mixture of sodium sulfate and ammonium chloride produces no observable result; however, the mixture of sodium hydroxide and ammonium chloride produces a detectable odor. What substance causes the odor? [ Answer: NH 3 gas] 5. A mixture of lead nitrate and ammonium acetate produces no observable result; however, the mixture of lead nitrate and ammonium sulfate produces a white precipitate. What is the precipitate? [ Answer: lead sulfate, Pb(SO 4 ) 2 ] 6. A mixture of sodium carbonate and sodium hydroxide produces no observable result; however, the mixture of sodium carbonate and barium hydroxide produces a white precipitate. What is the precipitate? [ Answer: barium carbonate, BaCO 3 ] 7. Describe the technique for detecting an odor. [ Answer: See Technique 17A] 8. Identify two silver salt precipitates. [ Answer: silver chloride, AgCl, silver carbonate, Ag 2 CO 3 ] 9. Identify a hydroxide precipitate. [ Answer: magnesium hydroxide, Mg(OH) 2 ] L ABORATORY Q UIZ

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    26 Inorganic Nomenclature I. Oxidation Numbers Dry Lab 2A Inorganic Nomenclature I. Oxidation Numbers The Dry Lab 2 series focuses on the naming of inorganic compounds. These Dry Labs are included in this manual because, typically, insufficient time is allotted during lecture. 1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”. 2. Define the terms, cations and anions (monoatomic and polytomic) and oxidation number vs. charge. 3. Note that charges are written as e.g., 2+, whereas oxidation numbers are written as e.g., +2 4. Review the 8 oxidation number rules presented in the Introduction. Use a few examples to illustrate the use of the oxidation number rules. Also select several examples similar to those in the Dry Lab Introduction and Procedure. 5. Make an appropriate assignment. Oxidation Numbers 1. a. +2 d. +3 g. +4 j. +4 m. +2 b. +4 e. –4 h. +6 k. +2 n. –1 c. +4 f. 0 i. +6 l. + 5 / 2 o. +4 Oxidation Numbers 2. a. +5 d. +5 g. +1 j. +3 m. +1 b. +3 e. +5 h. –3 k. +3 n. +6 c. +5 f. +3 i. +5 l. +5 o. +4 Oxidation Numbers 3. a. +3 g. +6 m. +4 b. +2 h. +6 n. +4 c. +2 i. +6 o. + 8 / 3 d. +2 j. +3 p. +4 e. +3 k. +6 q. + 16 / 3 f. +3 l. +7 r. +6 I NTRODUCTION L ECTURE O UTLINE R EPORT S HEET I NFORMATION

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    Dry Lab 2B 27 Dry Lab 2B Inorganic Nomenclature II. Binary Compounds This second dry lab on inorganic nomenclature focuses exclusively on the naming and writing of the formulas of binary compounds, binary acids, and hydrates. 1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”. 2. Define and review the nomenclature of binary (ionic) salts. For cations with two common oxidation numbers, review both the “old” system (the - ic , - ous system) and the Stock system of nomenclature. Select examples similar to those in the Dry Lab Introduction and Procedure. Write formulas for binary salts. 3. Suggest which of the cations commonly named by the - ic , - ous system should be memorized. 4. Define and review the nomenclature of binary (covalent) compounds of two nonmetals or a metalloid and a nonmetal. Notice that Greek prefixes are used exclusively in their nomenclature and not the “- ic, -ous ” suffixes or the Stock system. Write formulas for these compounds to reinforce the nomenclature rule. 5. Define and review the nomenclature of hydrates and binary acids. 6. Review the procedure for writing the formulas of binary compounds. 7. Make appropriate assignments. Nomenclature and Formulas of Binary Compounds 1. 2. a. b. c. d. e. f. g. h. i. a. b. c. d. e. f. sodium phosphide sodium oxide sodium nitride calcium carbide calcium iodide calcium hydride calcium phosphide potassium cyanide potassium hydroxide chromium(II) sulfide chromous sulfide chromium(III) oxide chromic oxide chromium(III) iodide hexahydrate chromic iodide hexahydrate copper(I) chloride cuprous chloride copper(II) iodide cupric iodide copper(II) bromide tetrahydrate cupric bromide tetrahydrate j. k. l. m. n. o. p. q. r. j. k. l. m. n. o. potassium sulfide potassium telluride potassium peroxide ammonium bromide ammonium sulfide ammonium cyanide aluminum chloride aluminum oxide aluminum nitride iron(III) oxide ferric oxide iron(II) sulfide ferrous sulfide iron(III) iodide hexahydrate ferric iodide hexahydrate cobalt(II) oxide cobaltous oxide cobalt(III) bromide hexahydrate cobaltic bromide hexahydrate tin(IV) fluoride stannic fluoride g. h. i. mercury(II) chloride mercuric chloride mercury(I) chloride mercurous chloride mercury(II) oxide mercuric oxide p. q. r. tin(IV) oxide stannic oxide copper(I) oxide cuprous oxide iron(III) hydroxide ferric hydroxide I NTRODUCTION L ECTURE O UTLINE R EPORT S HEET I NFORMATION

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    28 Inorganic Nomenclature II. Binary Compounds 3. a. b. c. hydrofluoric acid hydroiodic acid hydroselenic acid d. e. f. hydrobromic acid hydrotelluric acid hydrochloric acid 4. a. b. c. d. e. f. g. h. i. sulfur dioxide sulfur trioxide tetrasulfur tetranitride sulfur hexafluoride sulfur tetrachloride nitrogen dioxide dinitrogen pentoxide dinitrogen tetrasulfide nitrogen trifluoride j. k. l. m. n. o. p. q. r. silicon tetrachloride silicon dioxide arsenic trichloride arsenic trihydride arsenic pentafluoride hydrogen chloride xenon tetrafluoride xenon hexafluoride xenon trioxide 5. a. b. c. d. e. f. FeS Fe(OH) 3 Fe 2 O 3 AlI 3 CuCl Cu(CN) 2 •4H 2 O g. h. i. j. k. l. MnO 2 Ni 2 O 3 Cr 2 O 3 TiCl 4 CoCl 2 •6H 2 O CoO m. n. Hg 2 Cl 2 HgI 2 6. a. b. c. d. e. f. HCl( aq ) H 2 S( aq ) HI( aq ) SiF 4 AsF 5 XeF 6 g. h. i. j. k. l. IF 5 KrF 2 S 4 N 4 Cl 2 O 7 PH 3 P 4 O 10 7. Formulas Set 1 KCl potassium chloride HCl hydrochloric acid NaCl sodium chloride K 2 S potassium sulfide H 2 S hydrosulfuric acid Na 2 S sodium sulfide KF potassium fluoride HF hydrofluoric acid NaF sodium fluoride KCN potassium cyanide HCN hydrocyanic acid NaCN sodium cyanide KI potassium iodide HI hydroiodic acid NaI sodium iodide FeCl 3 iron(III) chloride CuCl copper(I) chloride Fe 2 S 3 iron(III) sulfide Cu 2 S copper(I) sulfide FeF 3 iron(III) fluoride CuF copper(I) fluoride Fe(CN) 3 iron(III) cyanide CuCN copper(I) cyanide FeI 3 iron(III) iodide CuI copper(I) iodide Set 2 Co 3 P 2 cobalt(II) phosphide CoP cobalt(III) phosphide Pb 3 P 2 lead(II) phosphide CoBr 2 cobalt(II) bromide CoBr 3 cobalt(III) bromide PbBr 2 lead(II) bromide CoO cobalt(II) oxide Co 2 O 3 cobalt(III) oxide PbO lead(II) oxide CoF 2 cobalt(II) fluoride CoF 3 cobalt(III) fluoride PbF 2 lead(II) fluoride Co(OH) 2 cobalt(II) hydroxide Co(OH) 3 cobalt(III) hydroxide Pb(OH) 2 lead(II) hydroxide Pt 3 P 4 platinum(IV) phosphide Ba 3 P 2 barium phosphide PtBr 4 platinum(IV) bromide BaBr 2 barium bromide PtO 2 platinum(IV) oxide BaO barium oxide PtF 4 platinum(IV) fluoride BaF 2 barium fluoride Pt(OH) 4 platinum(IV) hydroxide Ba(OH) 2 barium hydroxide

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    Dry Lab 2B 29 Set 3 Mn 2 O 3 manganese(III) oxide SnO tin(II) oxide (NH 4 ) 2 O ammonium oxide MnN manganese(III) nitride Sn 3 N 2 tin(II) nitride (NH 4 ) 3 N ammonium nitride Mn 2 S 3 manganese(III) sulfide SnS tin(II) sulfide (NH 4 ) 2 S ammonium sulfide Mn 2 Se 3 manganese(III) selenide SnSe tin(II) selenide (NH 4 ) 2 Se ammonium selenide MnI 3 manganese(III) iodide SnI 2 tin(II) iodide NH 4 I ammonium iodide Hg 2 O mercury(I) oxide CeO 2 cerium(IV) oxide (Hg 2 ) 3 N 2 mercury(I) nitride Ce 3 N 4 cerium(IV) nitride Hg 2 S mercury(I) sulfide CeS 2 cerium(IV) sulfide Hg 2 Se mercury(I) selenide CeSe 2 cerium(IV) selenide Hg 2 I 2 mercury(I) iodide CeI 4 cerium(IV) iodide

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    30 Inorganic Nomenclature III. Ternary Compounds Dry Lab 2C Inorganic Nomenclature III. Ternary Compounds Dry Lab 2C is the final dry lab that focuses on the naming of inorganic compounds, focusing on the nomenclature of ternary salts, acid salts, and ternary acids (also called oxoacids). 1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”. 2. Define and review the nomenclature of ternary salts. For the cations with two common oxidation numbers (Dry Lab 2B), review both the “old” - ic, -ous system and the Stock system of nomenclature. Select some examples similar to those presented in the Dry Lab Introduction and Procedure. 3. Define and review the nomenclature of ternary compounds that may have two or more polyatomic anions, such as SO 3 2- and SO 4 2- . Practice with the - ate, -ite system is important. Wherever necessary, the prefixes per - and hypo - are used, primarily for the (more common) halo-oxyanions, but Table D2C.2 extends the prefixes and suffixes to less common oxyanions. You should use several examples to illustrate this nomenclature. 4. Define and review the nomenclature of ternary acids. Be sure that you emphasize the relationships between the - ate salt to the - ic acid and the - ite salt to the - ous acid . 5. Define and review the nomenclature of acid salts. Again, a few examples will clarify any questions. 6. Make an appropriate assignment. Nomenclature and Formulas of Ternary Compounds 1. a. b. c. d. e. f. bromate iodate hypophosphite hyponitrite arsenite bromite g. h. i. j. k. l. iodite sulfite silicate tellurate selenate nitrite 2. a. b. c. d. e. f. g. h. sodium sulfate potassium arsenate lithium carbonate calcium phosphate calcium phosphite sodium silicate potassium chromate potassium dichromate i. j. k. l. m. n. o. p. potassium manganate potassium permanganate lithium sulfite lithium sulfate lithium thiosulfate barium nitrite barium nitrate potassium acetate 3. a. b. c. d. e. f. g. h. iron(III) hydroxide iron(III) phosphate hexahydrate iron(II) sulfate heptahydrate copper(I) cyanide copper(II) carbonate copper(II) sulfate pentahydrate tin(II) nitrate tin(IV) sulfate i. j. k. l. m. n. o. p. manganese(II) sulfate manganese(II) acetate mercury(I) nitrate mercury(II) nitrate monohydrate chromium(III) phosphate chromium(II) sulfate hexahydrate cobalt(III) carbonate cobalt(II) sulfate heptahydrate I NTRODUCTION L ECTURE O UTLINE R EPORT S HEET I NFORMATION

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    Dry Lab 2C 31 4. a. b. c. d. e. f. g. h. sulfuric acid sulfurous acid thiosulfuric acid phosphoric acid permanganic acid chromic acid boric acid nitric acid i. j. k. l. m. n. o. p. nitrous acid carbonic acid oxalic acid acetic acid perchloric acid chloric acid chlorous acid hypochlorous acid 5. a. b. c. d. e. sodium hydrogen carbonate sodium bicarbonate calcium hydrogen carbonate calcium bicarbonate potassium hydrogen oxalate potassium bioxalate ammonium hydrogen carbonate ammonium bicarbonate sodium hydrogen sulfide sodium bisulfide f. g. h. i. j. k. l. potassium hydrogen sulfite potassium bisulfite sodium hydrogen sulfate monohydrate sodium bisulfate monohydrate lithium hydrogen phosphate lithium dihydrogen phosphate magnesium hydrogen arsenate potassium dihydrogen arsenate potassium hydrogen chromate potassium bichromate 6. a. b. c. d. e. f. KMnO 4 K 2 MnO 4 CaCO 3 PbCO 3 Fe 2 (CO 3 ) 3 Ag 2 S 2 O 3 g. h. i. j. k. l. Na 2 SO 3 FeSO 4 •7H 2 O FeC 2 O 4 Na 2 CrO 4 K 2 Cr 2 O 7 Ni(NO 3 ) 2 •6H 2 O m. n. o. p. q. r. Cr(NO 2 ) 2 VO(NO 3 ) 2 UO 2 (CH 3 CO 2 ) 2 Ba(CH 3 CO 2 ) 2 •2H 2 O Na 2 SiO 3 Ca(ClO) 2 s. t. u. v. KClO 3 (NH 4 ) 2 C 2 O 4 Na 3 BO 3 CuIO 3 7. a. b. c. d. e. f. H 2 SO 4 ( aq ) H 2 S 2 O 3 ( aq ) H 2 SO 3 ( aq ) HIO 4 ( aq ) HIO 3 ( aq ) HClO( aq ) g. h. i. j. k. l. HNO 2 ( aq ) HNO 3 ( aq ) H 3 PO 3 ( aq ) H 3 PO 4 ( aq ) H 2 CO 3 ( aq ) HBrO 2 ( aq ) m. n. o. p. q. r. H 2 CrO 4 ( aq ) HMnO 4 ( aq ) H 2 MnO 4 ( aq ) H 3 BO 3 ( aq ) H 2 C 2 O 4 ( aq ) H 2 SiO 3 ( aq ) 8. Formulas and Names Set 1 LiCl lithium chloride CdCl 2 cadmium chloride NaCl sodium chloride Li 2 SO 4 lithium sulfate CdSO 4 cadmium sulfate Na 2 SO 4 sodium sulfate LiNO 3 lithium nitrate Cd(NO 3 ) 2 cadmium nitrate NaNO 3 sodium nitrate Li 2 O lithium oxide CdO cadmium oxide Na 2 O sodium oxide Li 2 CO 3 lithium carbonate CdCO 3 cadmium carbonate Na 2 CO 3 sodium carbonate LiI lithium iodide CdI 2 cadmium iodide NaI sodium iodide CuCl 2 copper(II) chloride VCl 5 vanadium(V) chloride MgCl 2 magnesium chloride CuSO 4 copper(II) sulfate V 2 (SO 4 ) 5 vanadium(V) sulfate MgSO 4 magnesium sulfate Cu(NO 3 ) 2 copper(II) nitrate V(NO 3 ) 5 vanadium(V) nitrate Mg(NO 3 ) 2 magnesium nitrate CuO copper(II) oxide V 2 O 5 vanadium(V) oxide MgO magnesium oxide CuCO 3 copper(II) carbonate V 2 (CO 3 ) 5 vanadium(V) carbonate MgCO 3 magnesium carbonate CuI 2 copper(II) iodide VI 5 vanadium(V) iodide MgI 2 magnesium iodide Set 2 FePO 4 iron (III) phosphate Fe 3 (PO 4 ) 2 iron (II) phosphate Fe 2 (HPO 4 ) 3 iron (III) hydrogen phosphate FeHPO 4 iron (II) hydrogen phosphate Fe(HCO 3 ) 3 iron (III) bicarbonate Fe(HCO 3 ) 2 iron (II) bicarbonate Fe(CN) 3 iron (III) cyanide Fe(CN) 2 iron (II) cyanide Fe(CH 3 CO 2 ) 3 iron (III) acetate Fe(CH 3 CO 2 ) 2 iron (II) acetate Fe(IO) 3 iron (III) hypoiodite Fe(IO) 2 iron (II) hypoiodite

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    32 Inorganic Nomenclature III. Ternary Compounds AlPO 4 aluminum phosphate Zn 3 (PO 4 ) 2 zinc phosphate Al 2 (HPO 4 ) 3 aluminum hydrogen phosphate ZnHPO 4 zinc hydrogen bicarbonate Al(HCO 3 ) 3 aluminum bicarbonate Zn(HCO 3 ) 2 zinc bicarbonate Al(CN) 3 aluminum cyanide Zn(CN) 2 zinc cyanide Al(CH 3 CO 2 ) 3 aluminum acetate Zn(CH 3 CO 2 ) 2 zinc acetate Al(IO) 3 aluminum hypoiodite Zn(IO) 2 zinc hypoiodite K 3 PO 4 potassium phosphate (VO) 3 (PO 4 ) 2 vanadyl phosphate K 2 HPO 4 potassium hydrogen phosphate VOHPO 4 vanadyl hydrogen phosphate KHCO 3 potassium bicarbonate VO(HCO 3 ) 2 vanadyl bicarbonate KCN potassium cyanide VO(CN) 2 vanadyl cyanide KCH 3 CO 2 potassium acetate VO(CH 3 CO 2 ) 2 vanadyl acetate KIO potassium hypoiodite VO(IO) 2 vanadyl hypoiodite Set 3 PbSiO 3 lead(II) silicate (NH 4 ) 2 SiO 3 ammonium silicate PbS lead(II) sulfide (NH 4 ) 2 S ammonium sulfide Pb(MnO 4 ) 2 lead(II) permanganate NH 4 MnO 4 ammonium permanganate Pb(HSO 4 ) 2 lead(II) bisulfate NH 4 HSO 4 ammonium bisulfate PbCr 2 O 7 lead(II) dichromate (NH 4 ) 2 Cr 2 O 7 ammonium dichromate PbC 2 O 4 lead(II) oxalate (NH 4 ) 2 C 2 O 4 ammonium oxalate H 2 SiO 3 silicic acid Mn 2 (SiO 3 ) 3 manganese(III) silicate H 2 S hydrosulfuric acid Mn 2 S 3 manganese(III) sulfide HMnO 4 permanganic acid Mn(MnO 4 ) 3 manganese(III) permanganate H 2 SO 4 sulfuric acid Mn(HSO 4 ) 3 manganese(III) bisulfate H 2 Cr 2 O 7 dichromic acid Mn 2 (Cr 2 O 7 ) 3 manganese(III) dichromate H 2 C 2 O 4 oxalic acid Mn 2 (C 2 O 4 ) 3 manganese(III) oxalate HgSiO 3 mercury(II) silicate SrSiO 3 strontium silicate HgS mercury(II) sulfide SrS strontium sulfide Hg(MnO 4 ) 2 mercury(II) permanganate Sr(MnO 4 ) 2 strontium permanganate Hg(HSO 4 ) 2 mercury(II) bisulfate Sr(HSO 4 ) 2 strontium bisulfate HgCr 2 O 7 mercury(II) dichromate SrCr 2 O 7 strontium dichromate HgC 2 O 4 mercury(II) oxalate SrC 2 O 4 strontium oxalate 10. a. b. c. d. e. f. H 2 C 2 O 4 ( aq ) HNO 3 ( aq ) BaSO 4 • 2H 2 O MgSO 4 • 7H 2 O CuSO 4 • 5H 2 O Hg 2 Cl 2 g. h. i. j. k. l. KOH NaNO 3 Pb(CrO 4 ) 2 Fe 2 O 3 CaO H 2 SO 4 ( aq ) m. n. MgSiO 3 Na 2 SO 4 •10 H 2 O 9. a. b. c. d. e. f. VF 5 SnO 2 SiF 4 HgO LiClO IF 3 g. h. i. j. k. l. FeC 2 O 4 Cu 2 O CuCl CaH 2 CdI 2 Ba(CH 3 CO 2 ) 2 •2H 2 O m. n. o. p. q. r. s. (NH 4 ) 2 S V 2 O 5 TiCl 4 Sc(NO 3 ) 3 Ni(CH 3 CO 2 ) 2 •6H 2 O Hg 2 (NO 3 ) 2 Pb(CH 3 CO 2 ) 2 t. u. v. w. x. y. z. FePO 4 •6H 2 O Fe 2 (CrO 4 ) 3 N 2 S 4 Cr(CH 3 CO 2 ) 2 Ca 3 N 2 (NH 4 ) 2 Cr 2 O 7 AgCH 3 CO 2

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    14 Water Analysis: Solids 14 Experiment 3 Water Analysis: Solids This is a “real world” analysis! Students can begin to relate chemistry to everyday encounters, especially since water quality and quantity are of growing concern world wide. This becomes a most appropriate experiment, early in the course of general chemistry studies. While equations 3.1-5 may, at first, appear to be “too much” at this stage of the laboratory experience, the intent is to expose students early to ions in solutions and ionic equations. Students’ understanding of the equations is not necessary for a satisfactory completion of the experiment. Students are encouraged to analyze their own water sample. The results aren’t nearly as important as the techniques that students are developing at this stage of the laboratory program. You will note the sharing of data for a given water sample in Part C of the experiment. Work Arrangement: Individuals Time Requirement: 2.5 hours. Repeat analyses are encouraged. 1. Follow the Instruction Routine outlined in “To the Laboratory Instructor”. 2. Review the procedure for determining the total solids (TS), total dissolved solids (TDS), and total suspended solids (TSS) of a water sample. 3. Parts A and B. A hot plate is recommended for the heat source. If a Bunsen flame is used, then perform the following demonstration (#5 below). 4. Parts A and B. Emphasize the recording of data to the correct number of significant figures; see Data Analysis, A 5. Demonstration. Adjust the flame on a Bunsen burner that represents a “cool” flame. For future reference, demonstrate the heating of a test tube with a cool flame, Technique 13A. 6. In Parts A.2 and B.1 , the solution should not boil and the evaporating dish should be covered with a watchglass when the sample is close to dryness. Decrease the heat on the hot plate or use a “cool flame.” 7. Part C. Explain why a comparison of data for a given water sample can account for random-error-contributions that leads to different conclusions. 8. Part D. Explain, as clearly and as simply as possible, the chemistry of each anion test…observations and results. While some students may not fully understand the chemistry of the tests at this point in their chemistry experience, that’s ok…some students will! A clear understanding of the chemistry of Part D does not deter from the results obtained in the experiment. The Next Step. Encourage students to take the next step in performing a systematic study of a water source/supply using the same/similar analyses of this experiment. Extra credit? Porcelain evaporating dishes look the same when hot or cool. Watch for burned fingers throughout the experiment! • Parts A.2b and B.1c. Maintain a low temperature setting on the hot plate or a cool flame of low intensity. Keep the sample cool!!! • Part D.1. Nitric acid is corrosive and a severe skin irritant. • Part D.2. Silver nitrate is a skin irritant and turns skin a dark gray color. • Part D. Dispose of all salt solutions in the “Waste Salts” container. I NTRODUCTION L ECTURE O UTLINE C AUTIONS & D ISPOSAL

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