Lab Manual Chemistry Ii - July 2018

CENTRE FOR FOUNDATION STUDIES
UNIVERSITI TEKNOLOGI PETRONAS
PRACTICAL HANDBOOK
2018 – 2019
NAME
STUDENT ID
GROUP
FAC0025 – Chemistry II
PREFACE
THINGS TO PREPARE FOR ANY EXPERIMENTAL WORK
Every student should have the following items:
Pre-lab session:
a) Experimental flowchart (in planning your laboratory work accordingly) *
b) Chemical assessment form*
c) Laboratory manual
d) Notebook/ Logbook – to jot down data and observations
e) Aiding tools as required for the experiment - i.e ruler, calculator, graph paper etc.
*Both a) and b) should be submitted and verified by the lab demonstrator. Marks will be given
and counted accordingly.
Apparatus
All apparatus provided are in good working condition. Each student must keep the table tidy
and clean including all the apparatus used in the experiment. The demonstrator or the
laboratory staff must be notified of any damage done.
After completing the experiment, make sure that everything is clean, including your table,
sink and glassware.
Chemicals
The chemicals to be used are usually placed in designated areas of the laboratory. Use it
carefully and avoid contamination. Hazardous chemicals are kept in the fume hood in the
laboratory. When handling with chemicals, always adhere to safety procedure and
understand the hazard associated to each chemical. Practice your knowledge as written in
the chemical assessment form.
Avoid contamination of chemicals by not interchanging the glassware/containers. Always

remember to not simply dispose the chemicals through sink as they are classified as schedule
waste as must be handled as per Environment Quality Act 1974; Environmental Quality
(Schedule Wastes) Regulations 2005.
DO NOT TAKE MORE CHEMICALS THAN NEEDED TO AVOID WASTAGE.
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Working group
Students will be divided into groups of two students. Demonstrator will give briefing on the
experiment at the beginning of the laboratory session. Each student must read, understand
and be ready with an experimental flow chart of the method before working with the
experiment. Consult your lab demonstrator for assistance if necessary.
Hazard and risk know how
It is the utmost responsibility of each person to:
1) Learn the potential hazard of each chemical they use

2) Avoid underestimating chemical risks
3) Assume that any mixture will be more toxic than its individual components
4) Assume that all known substances are toxic and hazardous to health
5) Know and follow proper safety precautions at all times
The following general safety rules and conduct should be followed by all and if possible, be
prominently displayed in the laboratory:
1) No horse playing in the laboratory

2) Use the appropriate PPEs at all times when working in the laboratory
3) Never work alone
4) Observe all standing instructions available
5) Follow exactly established methodologies thoroughly and never attempt shortcuts
6) Never leave any task / working equipment unattended
7) Never leave the laboratory unmanned
8) Never allow any chemicals and containers without any proper labelling
9) Never allow unauthorized persons in laboratory without supervision of laboratory
competent person
10) Know the safety policies and procedures that are applicable to the task
11) Determine the potential physical, chemical and biological hazards and appropriate
safety precautions before beginning with any new or modified procedures. Always
do risk assessment to predict any potential hazard
12) Know the location of all emergency equipment in the laboratory and the proper
procedure of it (Figure A)
13) Be familiar with all laboratory emergency procedures
14) Follow acceptable waste disposal procedures to avoid hazards to the environment.
Don't dispose any chemical into the sink. Follow proper disposal guideline. Consult
your demonstrator should there be any queries.
15) Ensure that all chemicals are correctly and clearly labeled
16) Post warnings when unusual hazard exist, such as flammable materials,
radioactive materials or biological hazards. Avoid distracting or startling a co-
worker
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17) Use equipment only for its originally designed purposes

18) Do not store, handle, or consume food in laboratory
19) Never use glassware or utensils that have been used in the laboratory to prepare
or consume food or beverages
20) Report unusual odors as soon as they are detected to the chemists or laboratory
managers
21) Do not use odors as means in determining inhalation exposure are or are not
exceeded. Whenever there is a reason to suspect that a toxic chemical inhalation
limit might be exceeded, whether or not a suspicious odor is notified, notify
chemists or laboratory manager
22) Use safety shields whenever a reaction is attempted for the first time
23) Use careful handling and storage procedures to prevent damage to glassware
24) Do not use damaged or broken glassware items; either discard or repair
25) Use hand protection when picking up broken glass. Small pieces should be swept
up with a brush into a dustpan
26) Report all accidents immediately to lab technologist or lab demonstrator
a) If chemical splash enters the eye, quickly wash it with lots of water using
eyewash.
b) b) If chemical spills on any part of the body, wash with lots of water or use
the shower provided.
27) Store flammables items in approved flammable safety cabinets. Fume hoods are
not to be used for storage purposes
28) Before starting an experiment with chemicals, make sure you consult and
understand the information presented in the Safety Data Sheets (SDS) which is in
accordance to CLASS Regulations 2013 as well as other resources, including expert
HSE practitioner
29) Post suitable warning signs if a hazardous situation is present. Include your name
and extension where you can be reached. Communicate with fellow researches
and advise of experiments in progress. Experiments should only be left unattended
when it is safe to do so
30) Reagents and samples must be labeled as required by CLASS Regulations 2013
involving hazardous materials must be used inside fume hood or other
containment facility
31) Practice good housekeeping – promptly clean up glassware and dismantle
equipment when no longer needed. All lab benches should be kept clear of clutter.
Clean up spills immediately using adsorbent pad.
32) You can be barred from entering the lab if you are late for 15-20 minutes of your
laboratory session.
33) Practice good handling of chemicals (i.e: While heating, don't direct the test tube's
mouth or any apparatus used towards your friends (Figure B).
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Safety shower & eye wash Fire extinguisher
Fume hood
Figure A: Safety Equipment
Figure B: Improper and dangerous way of heating
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Fire
a) If your clothes catch fire, roll over on the floor or cover yourself with safety blanket.
b) If fire breaks out in the lab, immediately inform the demonstrator or laboratory
staff. Use the fire extinguisher if possible to avoid it from spreading. If the condition
gets worse, evacuate the laboratory quickly.
Safety Equipment
a) Fire extinguisher
In order to activate the extinguisher, pull the metal safety ring from the handle
and then depress the handle. Direct the output from the extinguisher at the base
of the flames. The carbon dioxide smothers the flames and cools the flammable
material quickly. If the carbon dioxide extinguisher does not extinguish the fire,
evacuate the laboratory immediately and call the fire department (Figure C).
Figure C: Fire extinguisher
b) Safety Showers
In case someone’s clothing or hair is on fire, immediately lead the person to the
shower and pull the metal ring (Figure D). Safety showers generally dump 40 to 50
gallons of water, which should extinguish the flame. These showers cannot be shut
off once the metal ring has been pulled. Therefore, the shower cannot be
demonstrated (Showers are checked for proper operation on a regular basis).
Figure D: Safety shower
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Laboratory apparatus
a) The Bunsen Burner
The Bunsen Burner is a convenient source of heat in the laboratory. Although there
are several varieties, their principle of operation is the same and is similar to that
of the common gas stove. The Bunsen burner requires gas and air, which is mix in
various proportions. The amount of air and gas mixed in the chamber is varied by
use of the two adjustments illustrated in Figure E. The relative proportions of gas
and air determine the temperature of the flame.
Examine your burner and locate the gas and airflow adjustments (valves) (see
Figure E). Determine how each valve operates before connecting the burner to the
gas outlet. Close both valves; connect a rubber hose to the gas outlet on the burner
and the desk; then open the desk valve about two-thirds of the way. Strike a match
or use a gas lighter. Hold the lighted match to the side and just below the top of
the barrel of the burner while gradually opening the gas valve on the burner to
obtain a flame about 3 or 4 in. high. Gradually open and adjust the air valve until
you obtain a pale blue flame with an inner cone as shown.
Figure E: Typical Bunsen burner
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b) Common glassware
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Reporting of experimental data
After performing a laboratory session, students need to write a lab report individually. Writing
the lab report is an exercise that should help you in several ways, it will help you to ensure
that you fully understand what you did in lab and teach the basics of scientific and technical
report writing.
Students are required to submit completed laboratory report sheet as instructed by the lab
demonstrator as stipulated within the given time frame for all experiments except for
Experiment 4 where students must write a complete lab report.
Lab report and lab report sheet must be original and unique to individual handing the report.
Students are required to submit simplified experimental flow chart and fill in the chemical
assessment form together with all submission of the lab report and lab report sheet.
The Components of a Lab Report
The report will contain the following sections:

 Title Page
 Problem statement
 Introduction
 Materials
 Procedures
 Data/Observations
 Discussion/Conclusions
The Structure of Lab Reports

A Laboratory Report has the following parts:
1. Title page (REQUIRED)
o Lab number and title, course name and section, your name, your group
member's name(s), date of experiment, and the due date of submission.
2. Problem statement
o What was/were the experimental objective(s) of the lab? What did you do?
o Include any preliminary observations or background information about the
subject
3. Introduction
o What was the background (or context) of the experiment?
o What were the specifications for the experiment?
o Competition rules and restrictions, if applicable.
o Include any formulas you will use here.
o Describe any special equipment/software used.
o What scientific principles were used?
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o DO NOT JUST COPY material from the manual.
4. Materials
o Make a list of all items used in the lab
5. Procedures
o What steps were performed in the lab, in detail? How were they done?
o Any modifications made for any/all trials.
o No numbered lists, procedures must be written in past tense format.
6. Data/Observations/Results
o What were the measurements or the outcome of the experiment?
o Describe the results verbally.
o Include tables, graphs, and figures where appropriate.
o Label all tables, graphs, and figures.
7. Discussion
o What worked and did not work? Explain any experimental difficulties.
o Include a sample calculation of any formulas used
o Link the discussion to your objectives.
8. Conclusion
o Accept or reject your hypothesis
o Explain why you accepted or rejected your hypothesis using data from the lab.
o Include a summary of the data – averages, highest, lowest, etc. to help the
reader understand your results.
o List one thing you learned and describe how it applies to a real-life situation.
o Discuss possible errors that could have occurred in the collection of data
(experimental errors)
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Experiment 1
Title:
Colligative property: Freezing-point depression and molar mass determination
Adapted from “Chemistry with Vernier”
Vernier Software and Technology
Beaverton, OR 97005 USA
Pre-lab:
1. Read and understand colligative properties.
2. Familiarize with the formula for freezing point depression, molality and molar mass.
3. Compile, read and understand the safety data sheet (SDS) for all chemicals used.
4. Conduct risk assessment for all of the chemicals.
5. Prepare the flow chart for the experiment and complete the chemical assessment
form.
Objectives:
1. To determine the freezing point of pure dodecanoic acid.
2. To determine the freezing point of a benzoic acid-dodecanoic acid solution.
3. To calculate freezing point depression of the solution.
4. To calculate the molar mass of benzoic acid.
Introduction:
Freezing point is the temperature at which the solid of pure solvent starts to form in
equilibrium with the solution. The dissolution of a solute into a solvent will produce a
solution with lowered freezing point compared to that of the pure solvent. Freezing-point
depression is a colligative property. The decrease in freezing point of the solution relative
to that of the pure solvent, ∆T, is directly proportional to the concentration of solute
particles present in the solution, regardless of the nature of the solute. Therefore, freezing
point-depression is expressed as Equation 1:
∆T = i x Kf x m Equation 1
where ∆T is the freezing point depression, i is the van’t Hoff factor, Kf is the molal freezing-
point depression constant for the solvent and m is the molality of the solution. Molality is
used because the property is independent of volume changes caused by temperature
variations. The equation to show the relationship between molality and mol of a solute is
expressed as Equation 2:
𝑚𝑜𝑙 𝑠𝑜𝑙𝑢𝑡𝑒
𝑚= Equation 2
𝑘𝑔 𝑠𝑜𝑙𝑢𝑡𝑒
The colligative properties of solution depend on the total concentration of solute particles,
regardless of whether the particles are ions or molecules. Thus, we expect a 0.100 m
solution of NaCl to have a freezing point depression (2)(0.100 m)(1.86 oC/m) = 0.372 oC as
it is 0.100 m in Na+ (aq) and 0.100 m in Cl- (aq). The measures freezing point depression is
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only 0.348 oC, however, and the situation is similar for other strong electrolytes. A 0.100 m
solution of KCl for example, freezes at -0.344 oC.
The difference between expected and observed colligative properties for strong
electrolytes is due to electrostatic attractions between ions. As the ions move about in
solution, ions of opposite charge collide and “stick together” for brief moments. While they
are together, they behave as single particle called an ion pair. The number of independent
particles is thereby reduced, causing a reduction in the freezing point depression (as well
as in boiling point elevation, vapour pressure reduction and osmotic pressure).
We have been assuming that the van’t Hoff factor, I, is equal to the number of ions per
formula unit of the electrolyte. The measured value of this factor, however, is given by the
ratio of the measured value of a colligative property to the value calculated when the
substance is assumed to be nonelectrolyte. For example
∆𝑇𝑓 (𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑)
𝑖=
∆𝑇𝑓 (𝑐𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑒𝑑 𝑓𝑜𝑟 𝑛𝑜𝑛 𝑒𝑙𝑒𝑐𝑡𝑟𝑜𝑙𝑦𝑡𝑒)
The limiting value of i can be determined for a salt from the number of ions per formula
unit. For example, NaCl the limiting van’t Hoff factor is 2 because NaCl consists of one Na+
and one Cl- per formula unit. Dilution affects the value of i for electrolyte, the more dilute
the solution, the more closely the i value approaches the expected value based on the
number of ions in the formula unit. Thus, we can conclude that the extent of ion pairing in
electrolyte solutions decreases upon dilution.
In this experiment, the freezing point of the pure solvent, lauric acid, CH3(CH2)10COOH, is
first determined (where Kf for lauric acid is 3.9°C/m in this experiment1). Then, a solution
is prepared by mixing a known amount of benzoic acid, C6H5COOH (solute) into known
amount of lauric acid (solvent). Next, the freezing point of the solution is determined. The
molar mass of the solute can be calculated using Equation 3:
𝑚𝑎𝑠𝑠 𝑠𝑜𝑙𝑢𝑡𝑒
𝑀𝑜𝑙𝑎𝑟 𝑚𝑎𝑠𝑠 𝑠𝑜𝑙𝑢𝑡𝑒 = Equation 3
𝑚𝑜𝑙 𝑠𝑜𝑙𝑢𝑡𝑒
Materials:
Vernier LabQuest Interface

Stainless steel temperature probe
Utility clamp
Retort stand
Dodecanoic acid
Benzoic acid
Boiling tube
500 mL beaker
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Procedure:
1. Put on suitable PPE and safety goggles.

2. Connect the temperature probe to Channel 1 of the LabQuest interface and choose
“New” from the File menu. Caution: Hold only the top of the temperature probe
and not the wire.
3. On the Meter screen, tap “Rate”. Change the data-collection rate to 0.5
sample/second (interval of 2 s/sample) and the data-collection length to 600 s. Data
collection will last for 10 min. Select “OK”.
4. Repeat the experiments in Part I and Part II to obtain average values of freezing
point.
5. Set up the apparatus as shown in Figure 1 for Part I and Part II.
Part I: Freezing point of pure dodecanoic acid
1. Add about 300 mL of tap water with temperature below 26°C to a 500 mL beaker,
which acts as a water bath. Place the water bath on the base of the retort stand.
2. Using a utility clamp, carefully collect a boiling tube containing melted dodecanoic
acid (~8 g) from the demonstrator at a dedicated laboratory bench. Caution: Be
careful to prevent spillage of the hot dodecanoic acid and do not touch the bottom
of the boiling tube with bare hands.
3. Insert the temperature probe into the hot melted dodecanoic acid and allow 30 s
for thermal equilibration. Fasten the clamp to the retort stand and slowly immerse
the boiling tube into the water bath. Ensure the water level outside the boiling tube
is higher than the dodecanoic acid level in the boiling tube.
4. If the temperature of the dodecanoic acid is lower than 50°C, repeat the experiment
starting from step (2).
5. In order to prevent supercooling, the dodecanoic acid must be stirred continuously
by gently moving the temperature probe up and down throughout the cooling
process. Caution: Hold only the top of the temperature probe and not the wire.
6. After data collection which lasts for 10 min, return the boiling tube with the
solidified dodecanoic acid to the demonstrator. Caution: Do not attempt to pull the
temperature probe forcefully. The acid has to be melted again to remove the probe.
7. Examine the data points of the cooling curve displayed on the LabQuest interface.
The temperature and time values of each data point can be displayed to the right
of the cooling curve when it is tapped.
8. The experimental freezing point of pure dodecanoic acid (T1) can be determined
from the portion of the cooling curve with nearly constant temperature (horizontal
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line). Caution: If the dodecanoic acid is not very pure, the horizontal line of the
cooling curve will not be perfect.
9. To determine the freezing temperature of pure dodecanoic acid, you need to
analyze the portion of the graph with nearly constant temperature. To do this:
i. Tap and drag the stylus across the horizontal portion of the graph to select the
region.
ii. From the “Analyze” menu, choose “Statistics”.
iii. Record the mean (average) temperature that represents the freezing point of
pure dodecnoic acid (T1) in Data and Calculations table.
10. Store the data from the first run by tapping the File Cabinet icon.
Part II: Freezing point of benzoic acid-dodecanoic acid solution
1. Add about 300 mL of tap water with temperature below 26°C to a 500 mL beaker,
which acts as a water bath. Place the water bath on the base of the retort stand.
2. Using a utility clamp, carefully collect a boiling tube of melted solution containing
known amount of benzoic acid (~1 g) and dodecanoic acid (~8 g). Record the precise
masses in Data and Calculations table. Repeat Part I: Steps (c–h) for the benzoic
acid–dodecanoic acid solution.
3. To determine the freezing point of the benzoic acid–dodecanoic acid solution (T2),
identify the temperature at which the mixture first started to freeze (Figure 2).
Unlike pure dodecanoic acid, cooling a mixture of benzoic acid and dodecanoic acid
results in a slow gradual drop in temperature during the freezing process. Record
the freezing point (T2) in the Data and Calculations table.
4. In order to compare the cooling curves of pure dodecanoic acid with the benzoic
acid–dodecanoic acid solution on the same graph, Tap “Run 2” and select “All Runs”.
Both temperature runs are now displayed on the same graph.
5. Print a graph of temperature vs. time (with two curves displayed). Label each curve
by hand as pure dodecanoic acid or benzoic acid–dodecanoic acid.
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Processing the data:
1. Determine the difference in freezing temperatures, ∆T, between the pure

dodecanoic acid (T1) and the dodecanoic acid–benzoic acid solution (T2). Use the
formula, ∆T = T1 – T2.
2. Calculate molality (m), in mol/kg, using Equation 1 (i = 1 and Kf for lauric acid is
3.9°C/m).
3. Calculate the amount (in mol) of benzoic acid solute, using the answer in Step (2)
(in mol/kg) and the mass (in kg) of dodecanoic acid solvent.
4. Calculate the experimental molar mass of benzoic acid, in g/mol by using the original
mass of benzoic acid (in g) from the Data and Calculations table, and the mol of
benzoic acid calculated in Step (3).
5. Determine the actual molar mass for benzoic acid from its formula, C6H5COOH.
6. Calculate the percentage error.
Data and calculations:
Mass of dodecanoic acid (solvent)
Mass of benzoic acid (solute)
Freezing temperature of pure dodecanoic

acid (T1)
Freezing point of the benzoic acid-

dodecanoic acid mixture (T2)
Freezing temperature depression, ∆T
Molality, m
Moles of benzoic acid
Molar mass of benzoic acid (experimental)
Molar mass of benzoic acid (calculated)
Percentage error
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Questions:
1. Explain the term “supercooling”.
2. Discuss which aqueous solution has lower freezing, 0.1 m NaCI or 0.1 m ethylene
glycol (non-electrolyte) by considering the “Van’t Hoff factor, i”.
3. From this experiment, what happens to the value of molality, m by increasing the
amount of benzoic acid? Justify your answer.
4. By manipulating significant factor in this experiment, design an experiment to

determine the molar mass of unknown non-dissociative organic compound. Discuss
your design and writing format with your lab demonstrator.
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Experiment 2
Title:
Rate and order of chemical reaction
Adapted from “Chemistry with Vernier”
Vernier Software and Technology
Beaverton, OR 97005 USA
Pre-lab:
1. Read and understand chemical reaction and kinetics.
2. Familiarize with redox reaction, rate law and order of reaction.
form.
Objectives:
1. To conduct redox reaction between KI and FeCl3 using various combination of
concentrations of the reactants.
2. To determine the order of reaction in KI and FeCl3.
3. To determine the rate law expression for the reaction.
Introduction:
Chemical reactions involve conversion of reactants into products where the rate of reaction
can be determined by monitoring (with time) the changes in physical or chemical properties
such as pH, conductance, or color change. Reaction rates can be affected by changes in
concentration, physical states of reactants, temperature and the presence of catalysts. The
effect of concentration on reaction rate can be expressed quantitatively by rate laws.
In this experiment, the redox reactions between KI and FeCl3 are conducted. The net ionic
chemical equation is shown in Equation 1.
2I- (aq) + 2Fe3+ (aq) I2 (aq) + 2Fe2+ (aq) Equation 1
As the redox reaction proceeds, I−(aq) will be oxidized while Fe3+(aq) will be reduced
simultaneously. This chemical change is accompanied by color change which can be
accurately and precisely measured using a colorimeter. A colorimeter is a light-sensitive
instrument used for measuring the absorbance of light passing through a colored liquid
sample. Colorimetry is used to determine the concentration of a known solute in a solution
which is proportional to the absorbance in accordance to Beer’s Law. Kinetic study is
conducted with systematic variations in the concentrations of I−(aq) and Fe3+(aq) for different
reaction trials. Careful monitoring of the absorbance for each trial will enable the
determination of the initial reaction rate and order of reaction. The rate law is expressed
in Equation 2:
r = k[Fe3+(aq)]a[I-(aq)]b Equation 2
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where r is the initial rate of reaction, k is the rate constant, a and b are the order of reaction
in Fe3+(aq) and I−(aq), respectively.
Materials:
Vernier LabQuest Interface

Vernier colorimeter
Plastic cuvettes
6 x 100 mL beakers
0.020 M potassium iodide solution, KI (aq)
0.020 M iron (III) chloride solution, FeCl3 (aq) in 0.01 M HCl
Graduated pipette
Pipette filler
3 x 25 mL graduated cylinders
Procedure:
1. Put on suitable PPE and safety goggles.

2. Connect the Vernier Colorimeter to Channel 1 of the LabQuest interface and choose
“New” from the File menu.
3. When handling a cuvette, the following guidelines should be observed:
i. It should be filled ¾ full at any time
ii. Lint-free tissue should be used to wipe the external surface of the cuvette.
Surface must be free from any finger print.
iii. Hold the cuvette only on the top edge of the ribbed sides.
iv. Dislodge any bubbles by gently tapping the cuvette.
v. Position the cuvette correctly so that the light from the Colorimeter’s light
source passes through the clear sides.
Part I: Vernier colorimeter calibration
1. Prepare a blank by filling a cuvette with distilled water.

2. Carefully place the blank in the cuvette slot of the Colorimeter and close the lid.
3. On the Colorimeter, press “<” or “>” buttons to set the wavelength to 470 nm (Blue).
Then calibrate by pressing the “CAL” button on the Colorimeter. When the LED
stops flashing, it indicates the calibration is completed.
Part II: Data collection mode
1. On the Meter screen, tap “Rate”. Change the data-collection rate to 0.1 sample/s
and the length to 120 s. Select “OK”.
2. Obtain the following materials prior to the experiment:
i. 100 mL 0.020 M potassium iodide solution, KI(aq), in 100 mL beaker.
ii. 100 mL 0.020 M iron (III) chloride solution, FeCl3(aq), in 100 mL beaker.
Caution: Handle the FeCl3(aq) with care since it is prepared in 0.1 M HCl (diluted
acid).
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iii. 60 mL distilled water in 100 mL beaker.

iv. Five reaction trials will be conducted. Table 1 shows the various combinations
of volumes for the reactants, FeCl3 and KI in water (H2O).
(You may reduce the volumes for each chemical by half to decrease the
consumption of chemicals)
Table 1
Trial FeCl3 (mL) KI (mL) H2O (mL)

1 20.00 20.00 0.00
2 20.00 10.00 10.00
3 10.00 20.00 10.00
4 15.00 10.00 15.00
5 10.00 15.00 15.00
3. The following description is for Trial 1 from Table 1:

i. Pipet 20.00 mL of FeCl3(aq) into a 100 mL beaker.
ii. Pipet 20.00 mL of KI(aq) into a second 100 mL beaker.
iii. Remove the cuvette from the Colorimeter and pour away the distilled water.
Caution: This step must be conducted quickly. To initiate the reaction, pour the
20.00 mL of FeCl3(aq) into the beaker containing 20.00 mL of KI(aq). Mix the
solution by swirling it. Rinse the cuvette twice with ~1 mL of the solution and
fill it to ¾ full. Wipe dry and place it in the Colorimeter. Close the lid on the
Colorimeter.
iv. Start data collection. Data will be collected for 2 mins. Observe the progress of
the reaction in the beaker.
v. When the data collection has completed, carefully remove the cuvette from the
Colorimeter. Dispose the contents of the cuvette and beaker to a dedicated
waste container. Rinse and clean the beakers and cuvette for the next trial.
Ensure the beakers are also dried.
vi. Repeat steps (i-vi) for Trials 2-5. If distilled water is present, a third beaker is
used. Measured amount of FeCl3(aq) and distilled water will be poured
simultaneously into KI(aq).
Processing the data: Initial rate determination
1. Calculate the concentrations of FeCl3(aq) and KI(aq) for each Trial. Show one example
of the calculation. Hint: Apply dilution factor.
2. Examine the graph from Trial 1 and locate a 30-40 s portion that is linear and
represents the entire graph (i.e. from 20 s to 55 s).
3. Tap on the data point at the beginning of the linear region and drag across the 30-
40 s portion of the graph.
4. Choose “Curve Fit” from the Analyze menu.
5. Select “Linear” as the Fit Equation.
6. Record the slope in Table 2.
7. Repeat steps (2-6) for Trials 2-5 using the same 30-40 s region of the graph.
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8. Plot your own graph in a graph paper and compare the graph with the one shown
in the device.
Table 2
Trial [FeCl3] (M) [KI] (M) Initial rate (M.s-1)
1
2
3
4
5
Questions:
1. Determine the order of reaction in FeCl3 and KI? Show details calculation.
2. Write the rate law expression for the reaction.
3. Is it possible to calculate the rate constant (k) from your data? If yes, show details
calculation and report the average rate constant with the correct unit. If not, explain
why it is not possible.
4. Explain what happens to the reaction rate if:

i. Reactant concentration of FeCl3 and KI has been doubled
ii. Temperate of the reaction is increased
iii. Change of solvent used in the system, i.e acetone instead of H2O
iv. Catalyst is being introduce in the system
Justify your answer.
5. If you were tasked in determining whether to proceed with a particular reaction in

an industrial facility, why would studying the chemical kinetics of the reaction be
important to you? Explain.
21
Experiment 3
Title:
Heat of reaction
Pre-lab:
1. Read and understand heat of chemical reaction (exothermic and endothermic

reaction).
2. Familiarize with Hess Law.
form.
Objectives:
1. To investigate the heat of chemical reaction

2. To verify Hess's Law by measuring and comparing the amount of heat involved in a
series of step.
Introduction:
Chemical changes are usually accompanied by a change in heat. If heat is absorbed in a

reaction, the reaction is said to be endothermic. The products are higher in heat content
than the reactants. A reaction in which heat is given off is exothermic. In this case, the
products are lower in heat than the reactants. The amount the temperature increases or
decreases in a given reaction can be measured by placing a thermometer in the reaction
vessel. These heat effects are the result of the formation or breaking of chemical bonds.
Energy is required to break bonds, and energy is liberated in the formation of chemical
bonds. The heat of reaction is the net heat effect for the reaction and is often the
combination of several effects.
The foundation of the study of thermochemistry was laid by the chemist Germain Hess,
who investigated heat in chemical reactions during the last century. One statement of the
law that bears Hess's name says:
“The enthalpy change for any reaction depends on the products and reactants and is
independent of the pathway or the number of steps between the reactant and product.”
For instance, the acid-base neutralization reaction between hydrochloric acid (HCl) and
sodium hydroxide (NaOH) can be conducted under two different conditions that give off
different molar heat of reaction (qrxn).
HCl(aq) + NaOH(aq) ==> NaCl(aq) + H2O qrxn 1 = ?
HCl(aq) + NaOH(s) ==> NaCl(aq) + H2O qrxn 2 = ?
22
On the other hand, if the solid sodium hydroxide (NaOH) is dissolved in water, it will
generate molar heat of reaction as follows.
NaOH(s) ==> NaOH(aq) qrxn 3 = ?
Hess's law states that the enthalpy change of an overall process is the sum of the enthalpy
changes of its individual steps. Notice that the above listed reaction 3 and reaction 1
together can be considered as alternative steps to reaction 2. Thus, when the solution
concentrations of NaOH and HCl are controlled to be the same in all three reactions, we
can expect
qrxn 1 + qrxn 3 = qrxn 2
Consider that the heat of reaction is measured using a calorimeter. When measuring the
heat of reaction, we mix roughly equal moles of HCl solution and NaOH in the calorimeter
and measure the temperature change of the solution inside the calorimeter. The law of
conservation of energy is the basis for calculation for heat of reaction (assuming that there
is no heat lost to the surrounding through the calorimeter set up)
qrxn + qsoln = 0 (1)
where qrxn is the heat generated by the reaction, qsoln is the heat absorbed by the solution
which is reflected by the temperature change.
qsoln can be calculated from the following,
qsoln = msoln Csoln T (2)
where msoln is the mass of water with density 1.02 g/ ml
Csoln is the specific heat of water: 4.0 J/g oC
T is the change in temperature
(Assumption: The specific heat capacity of the solution is approximately equal to that of
water and that the density of the solutions is equal to that of pure water)
The qrxn can be determined by
qrxn = -qsoln (3)
We will then divide the heat released in each reaction, by the number of moles of reactant
used in that reaction. That will give us the Molar Heat of Reaction.
This experiment will investigate the heat of reaction for three types of reactions: the
hydration of a liquid, the dissolving of a solid, and neutralization (the reaction of an acid
23
with a base). In neutralizing reaction, you will measure and compare the quantity of heat
involved in three reactions.
Materials:
Apparatus
Test tube, thermometer, measuring cylinder (10 ml and 100 ml), watch glass, beaker 250
ml, volumetric flask 250 ml
Chemicals
Concentrated H2SO4, concentrated HCl, NaCl, NH4Cl, CaCl2
Procedure:
Caution: Eye protection must be worn.
1. Hydration of concentrated sulphuric acid (H2SO4)
Caution: Concentrated H2SO4 causes severe burn to the skin. Glove must be worn
when dealing with the chemical.
1.1 Pour 40 ml of distilled water into a test tube (15 x 2 cm). Read and record the
temperature of the water.
1.2 Measure 2 ml of concentrated H2SO4 and slowly add into the test tube containing
water. Stir with the thermometer and record the maximum temperature reached.
2. Dissolution of NaCl, NH4Cl and CaCl
2.1 Pour 20 ml of distilled water (H2O) into three separated test tube (15 x 2 cm). Read
and record the temperature of the water as Ti.
2.2 Weigh approximately 2 g of NaCl, NH4Cl and CaCl2 on watch glass, and then place
the salts into each test tube.
Test tube 1 20 mL H2O + 2 g NaCl

Test tube 2 20 mL H2O + 2 g NH4Cl
Test tube 3 20 mL H2O + 2 g CaCl2
2.3 Stir with thermometer and record the minimum or maximum temperature
reached as Tf.
24
3. Neutralization reaction
Caution: HCl and NaOH are corrosive. Avoid direct contact. If any touches your
skin, wash it off immediately with running water.
3.1 Dissolution of Solid NaOH in Water
3.1.1 By using measuring cylinder, measure 100 ml of distilled water.

3.1.2 Then, pour the distilled water into a beaker 250 ml. Measure and record the
temperature of the water as Ti.
3.1.3 Record the mass of about 2 g of solid NaOH on watch glass. Perform this
operation as quickly as possible since the solid absorbs moisture from the air
very rapidly and forms a very corrosive liquid.
3.1.4 Place the solid NaOH into the beaker 250 ml containing water. Stir gently with
the thermometer until the solid is completely dissolved and record the highest
temperature reached as Tf.
3.1.5 Leave the solution for 15 minutes to reach room temperature. Then, keep it for
next reaction between NaOH and HCl solution (section 3.2).
3.2 Reaction of NaOH solution with HCl solution
3.2.1 Prepare 250 mL of 0.5 M HCl in 250 mL volumetric flask.

3.2.2 By using measuring cylinder, measure 100 mL of 0.50 M HCl solution.
3.2.3 Pour the acid solution into a 250 mL beaker and record the temperature of HCl
solution as Ti.
3.2.4 Add NaOH solution as prepared earlier in the previous steps to the acid solution.
Stir the mixture with thermometer and record the highest temperature reached
as Tf.
3.3 Reaction of solid NaOH with HCl solution
3.3.1 Repeat steps 3.1.1 to 3.1.5 in part 3.1 but replace 100 mL of H2O with 100 mL of
0.50 M HCl solution.
Dispose all solutions in the sink and flush with running water.
Questions:
As per lab report sheet.
25
Experiment 4
Title:
Galvanic cell and electrolytic cell
Pre-lab:
1. Read and understand the difference between galvanic and electrolytic cell.
2. Familiarize with the set up for each cell.
form.
Objectives:
1. To build a galvanic cell and electrolytic cell.

2. To look at the difference between the two cells.
Introduction:
Electrochemistry involves redox reaction such as in corrosion, sedimentation and metals

reactivity. Galvanic cell can be built by immersing a zinc metal, Zn (s) in a solution of copper
(II) ion, Cu2+(aq). Reaction occurs when zinc metal, Zn(s) dissolves and copper metal, Cu(s) is
formed.
Zn (s) Zn2+ (aq) + 2e- (oxidation)
Cu2+ (aq) + 2e- Cu (s) (reduction)
The half-reaction for zinc is an oxidation process while the half-reaction for copper is a
reduction process. The reaction occurred as zinc metal is more reactive than copper metal.
As it involves transfer of electrons, it causes electricity flow. This kind of reaction is known
as spontaneous reaction.
For an electrolytic cell, where the reaction is not spontaneous, electricity must be supplied.
If copper electrode is immersed in 0.1 M NaCl and electricity is passed through it, a redox
reaction also occurs.
2H2O + 2e- H2 + 2OH - (reduction)
2Cl - Cl2 + 2e- (oxidation)
26
Materials:
Apparatus
Porous pots, 250 mL beaker, 600 mL beaker, one voltmeter, 2 wire clips, 8V transformer,
zinc and copper plates, volumetric flask 100ml & 250 ml
Chemicals
Copper, CuSO4.5H2O, ZnSO4.7H2O, NaCl, phenolphthalein indicator.
Procedures:
Preparing 0.1 M solution of CuSO4.5H2O, ZnSO4.7H2O and NaCl
Calculate the weight of salts that are required to prepare 100 mL of 0.1 M CuSO4.5H2O, 100
mL of 0.1 M ZnSO4.7H2O, 250 mL of 0.1 M NaCl.
Dissolve the salts with approximately 50 mL of distilled water in a beaker.
Pour the salt solution into volumetric flask. For NaCl preparation, use 250 mL volumetric
flask, while for CuSO4.5H2O and ZnSO4.7H2O, use 100 mL volumetric flask.
Top up the volumetric flask with distilled water.
Shake and label the volumetric flask.
Building a Galvanic Cell
Immerse the semi-permeable cup in a beaker containing water for 2 minutes and place the
cup in a 250 mL beaker.
Pour 30 mL of 0.1 M CuSO4 into the semi permeable cup, and then pour 100 ml of 0.1 M
ZnSO4 into beaker. By using approximately 30 ml CuSO4 and 100 ml ZnSO4, adjust the level
of both solutions in the semi permeable cup and beaker (approximately 5 cm height).
Clean a piece of copper strip metal with sand paper and immerse it into the CuSO4 solution
and another piece of zinc strip metal in ZnSO4 solution.
Connect both metals with wire clips to the voltmeter (as shown in Figure 3).
Take the reading of the voltmeter and observe the reaction that occurs within 15 minutes.
27
Cu Zn
metal metal
0.1 M 0.1 M
CuSO4 ZnSO4
solution solution
Figure 3
Building an Electrolytic Cell
Assemble the apparatus as shown in Figure 4.
Transformer
8V
8 V
Cu VVV
metal v
vvV
0.1 M NaCl
(aq)
Figure 4
Pour 250 mL of 0.1M NaCl solution in the 600 mL beaker and add in 5 drops of
phenolphthalein indicator.
28
Immerse the copper electrodes in the solution and connect them to the transformer.
Leave it for 15 minutes. Observe the reaction of the two electrodes and the solution.
Write the equations for the reactions and determine anode and cathode.
Questions:
1. What is the function of a galvanic cell?

2. What is the function of an electrolytic cell?
3. Give 2 main differences between galvanic cell and electrolytic cell
4. Indicate what happen if the circuit is wrongly connected for both galvanic and
electrolytic cell?
5. Write balanced chemical equation for the reaction in galvanic cell.
6. Write a shorthand notation for the galvanic cell?
7. Identify the following for the galvanic cell:
Substance Substance Oxidizing Reducing
oxidized reduced agent agent
8. Write the oxidation and reduction half-cell equation that occur at the anode and
cathode, respectively. Do these agree with the experimental results? Explain.
9. Is there any changes to the voltmeter reading (voltage) when concentration of
ZnSO4 and CuSO4 is doubled? Justify your answer.
10. Why is mass gained at the cathode?
29
Experiment 5
Title: Structures of hydrocarbons – Experiment with models
Pre-lab:
1. Read and understand about alkanes, cycloalkanes and haloalkanes, three

dimensional models, structural formulas, isomers.
2. Prepare the flow chart for the experiment.
Objectives:
1. To draw formulas for alkanes from their three dimensional models.

2. To write the names of alkanes from their structural formulas.
3. To construct model of isomers of alkanes.
4. To write structural formulas for cycloalkanes and haloalkanes.
5. To draw the electronic structure of molecules using Lewis structure.
Introduction:
Chemists represent molecules in a variety of ways. For some time now, you have been
using chemical formulas in order to convey the identity and number of atoms in a given
compound. More recently, in the organic chapters, you became acquainted with structural
formulas where not only are the atoms and number of atoms represented, but their
connectivity is given as well. While both of these types of formulas are used widely in
chemistry, neither tell the reader how molecules occupy space; that is, neither tell how
molecules actually look. The first step to build molecules using ball-and-stick models is by
drawing the electronic structure of molecules using Lewis structure (i.e. CH 4 and C2H4).
(a) (b)
Figure 5 Lewis structure of (a) methane and (b) acetylene
The saturated hydrocarbons represent a group of organic compounds composed of carbon

and hydrogen. Alkanes and cycloalkanes are called saturated hydrocarbons because their
carbon atoms are connected by only single bonds. In each type of alkane, each carbon atom
has four valence electrons and must always have four single bonds.
To learn more about the three-dimensional structure compounds, it is helpful to build

models using a ball-and-stick model kit. In the kit are plastic (or wooden) balls and sticks,
when represents typical elements and chemical bonds respectively in organic compounds.
30
(a) (b)
Figure 6 Ball-and-stick models of (a) methane, (b) ethene
Elements and bonds represented in the Organic Model Kit
Color Elements Number of bonds

Black Carbon 4
White Hydrogen 1
Red Oxygen 2
Yellow Nitrogen 3
Green Chlorine 1
Blue Bromine 1
The first model to build is methane, CH4, a hydrocarbon consisting of one carbon and four
hydrogen atoms. The model of methane shows the three-dimensional shape, a
tetrahedron, around a carbon atom.
CH4 (methane)
C4H8 (cyclobutane) Molecular formula
31
To represent this model on paper, its shape is flattened, and the carbon atom is shown
attached to four hydrogen. This type of formula is called a complete structural formula.
However, it is more convenient to use a shortened version called a condensed structural
formula. To write a condensed formula, the hydrogen atoms are grouped with their carbon
atom. The number of hydrogen atoms is written as a subscript. The complete structural
formula and the condensed structural formula for C2H6 are shown below:
Naming Alkanes
The names of alkanes all end with –ane. The names of organic compounds are based on
the names of the alkane family.
Constitutional Isomers
Constitutional isomers are present when a molecular formula can represent two or more
different structural (or condensed) formulas. One structure cannot be converted to the
other without breaking and forming bonds. The isomers have different physical and
chemical properties. One of the reasons for the vast array of organic compounds is the
phenomenon of isomerism.
32
Cycloalkanes
In a cycloalkane, and alkane has a cyclic or ring structure. There are no end carbon atoms.
The structural formula of a cycloalkane indicates all of the carbon and hydrogen atoms. The
condensed formula groups the hydrogen atoms with each of the carbon atoms. Another
type of notation called the geometric structure is often used to depict a cycloalkane by
showing only the bonds that outline the geometric shape of the compound. For example,
the geometric shape of cyclopropane is triangle, and the geometric shape of cyclobutane
is square. Examples of the various structural formulas for cyclobutane are shown below.
33
Haloalkanes
In haloalkanes, a halogen atom such as chlorine (Cl) or bromine (Br) replaces a hydrogen
atom of an alkane or a cycloalkane.
Procedures
Using an organic model kit, construct a ball-and-stick model of the following molecules.
Draw the three-dimensional shape of the molecules and write the complete structural
formulas and condensed structural for all the isomers if any. Be sure to name all
compounds.
Alkanes
A) Methane, CH4
B) Ethane, C2H6
C) Propane, C3H8
D) Butane, C4H10
E) Pentane, C5H12
F) Hexane, C6H14
Cycloalkanes
G) Cyclopropane, C3H6
H) Cyclobutane, C4H8
I) Cyclopentane, C5H10
J) Cyclohexane, C6H12
34
Haloalkanes
K) 1,2-dichloropropane
L) Bromoethane
M) Dibromopropane
N) 1,2-dichlorocyclopentane
O) 2- methylpropane
Questions
As per lab report sheet.
35
EXPERIMENTAL FLOW CHART FORM

CHEMISTRY II (FAC0025)
Name: Date:
Student ID: Student’s signature:
Lab group: Demonstrator’s signature:
Experiment: Originality: Yes / No
36
CHEMICAL RISK ASSESSMENT FORM

CHEMISTRY II (FAC0025)
Name:
Student ID:
Lab group:
Experiment:
Originality: Yes / No
# Chemical(s) Amount Hazards Labelling First Aid Exposure controls Safety Data Sheet
used identification (according Measures (PPE) (SDS) references (to
to CLASS attach SDS if
Regulations applicable)
2013)
37
Conducted by: Approved by:

Signature: Signature:
Date: Date:
38
LAB REPORT SHEET
39
LABORATORY REPORT SHEET
EXPERIMENT 1: COLLIGATIVE PROPERTY – FREEZING POINT DEPRESSION AND MOLAR

MASS DETERMINATION
Name:
Student ID:
Lab Group:
Demonstrator:
OBJECTIVES:
[1 mark]
RESULTS:
1. Plot a graph of your collected data. NOTE: A complete graph must include title, axis
title, labelled interval for each axis and correct units. Use graph paper and compile
your graph with your laboratory report sheet.
i. Cooling curve of lauric acid
[2 marks]
ii. Cooling curve of lauric acid – benzoic acid mixture
[2 marks]
40
PROCESSING THE DATA:
i. Calculate the difference in freezing temperature (∆T) between pure lauric acid (T1) and
mixture of lauric acid and benzoic acid (T2).
ii. Calculate molality (m) in mol/kg using the formula (Kf = 3.9oC kg/mol for lauric acid.
iii. Calculate moles of benzoic acid solute using the answer in step 2 (in mol/kg) and the
mass (in kg) of lauric acid solvent.
41
iv. Calculate the experimental molar mass of benzoic acid in g/mol. Use the original mass
of benzoic acid from the tabulated data table below, and the moles of benzoic acid
you found in the previous step.
v. Determine the accepted molar mass for benzoic acid from its formula, C6H5COOH.
vi. Calculate percentage error.
42
Mass of lauric acid (solvent) [0.5 mark]
Mass of benzoic acid (solute) [0.5 mark]
Freezing temperature of pure lauric acid (T1) [1 marks
Freezing point of the benzoic acid-lauric acid [1 mark]

mixture (T2)
Freezing temperature depression, ∆T [1 mark]
Molality, m
[2 mark]
Moles of benzoic acid [1 mark]
Molar mass of benzoic acid (experimental)
[1 mark]
Molar mass of benzoic acid (calculated) [1 mark]
Percentage error
[1 mark]
43
QUESTIONS:
1. Explain the term “supercooling”.
[1 mark]
2. Discuss which aqueous solution has lower freezing, 0.1 m NaCI or 0.1 m ethylene glycol
(non-electrolyte) by considering the “Van’t Hoff factor, i”.
[2 marks]
3. From this experiment, what happens to the value of molality by increasing the amount
of benzoic acid? Justify your answer.
[2 marks]
44
4. By manipulating significant factor in this experiment, design an experiment to

determine the molar mass of unknown non-dissociative organic compound. Discuss
your design and writing format with your lab demonstrator.
[2 marks]
CONCLUSION:
[1 mark]
“Submission of experimental flow chart and chemical assessment form will be assessed and
counted in the final marks. Plagiarism is frowned upon in the University and marks will be
deducted for any similarities found.”
45

EXPERIMENT 2: RATE AND ORDER OF CHEMICAL REACTION
Name:
Student ID:
Lab Group:
Demonstrator:
OBJECTIVES:
[1 mark]
RESULTS:
Trial Mol of [FeCl3] Mol of KI [KI] Initial rate (s-1)

FeCl3
[5 marks, 1 mark each]
46
PROCESSING THE DATA:
i. Calculate the molar concentration of FeCl3 and KI for each reaction and record the
values in the table above. Show details calculation.
47
QUESTIONS:
1. Determine the order of reaction in FeCl3 and KI? Show details calculation.
[3 marks]
2. Write the rate law expression for the reaction.
[1 mark]
48
3. Is it possible to calculate the rate constant (k) from your data? If yes, show details
calculation and report the average rate constant with the correct unit. If not, explain
why it is not possible.
4. Explain what happens to the reaction rate if:

i. Reactant concentration of FeCl3 and KI has been doubled
ii. Temperate of the reaction is increase
iii. Temperature of the reaction is maintain
iv. Catalyst is being introduce in the system
Justify your answer.
49
v. If you were tasked in determining whether to proceed with a particular reaction

in an industrial facility, why would studying the chemical kinetics of the reaction
be important to you? Explain.
[3 marks]
CONCLUSION:
[1 mark]
50

EXPERIMENT 3: HEAT OF REACTION
Name:
Student ID:
Lab Group:
Demonstrator:
OBJECTIVES:
[1 mark]
RESULTS:
a) Hydration of Concentrated Sulfuric Acid (H2SO4)
Temperature of water = _____________________ 0C
Temperature of water + H2SO4 = _____________________ 0C
Change of temperature = _____________________ 0C
[2 marks]
*note: readings in 2 decimal places.
51
b) Dissolution of NaCl, NH4Cl and CaCl2
Salts Temperature of water, Temperature of water + salt, Tf Change in

Ti (0C) (0C) temperature (0C)
NaCl
NH4Cl
CaCl2
[2 marks for the shaded area]

c) Neutralization reaction
Part I: The Part II: The Part III: The

Dissolution of Solid Reaction of Sodium Reaction of Solid
Sodium Hydroxide Hydroxide Solution Sodium Hydroxide
in Water with Hydrochloric with Hydrochloric
Acid Solution Acid Solution
Initial temperature, Ti
(0C)
Final temperature, Tf
(0C)
Change in temperature
(0C)
[2 marks for the shaded area]

52
CALCULATIONS & QUESTIONS:

a) Hydration of Concentrated Sulfuric Acid (H2SO4)
i. Describe the reaction using the terms exothermic or endothermic where appropriate.
[0.5 mark]
ii. If you have used diluted sulfuric acid rather than concentrated sulfuric acid, would you
expect the temperature change to be greater or less? Why?
[1 mark]
b) Dissolution of NaCl, NH4Cl and CaCl2
i. Write net ionic equations to show dissolving process for each of the salt. Use your
observations as a basis for adding an energy term to the appropriate side of each
equation.
[1.5 marks]
53
ii. For each of the reaction, what is the major factor, in terms of bonds made, or broken
or other issue that causes the difference in heat effect?
[2 marks]
c) Neutralization reaction
i. Write net ionic equations to show reactions in part I, II and III. Use your observations
as a basis for adding an energy term to the appropriate side of each equation.
Part I: The dissolving of solid sodium hydroxide in water:
Part II: The reaction of sodium hydroxide solution with dilute hydrochloric acid
solution:
Part III: The reaction of solid sodium hydroxide with dilute hydrochloric acid solution:
[1.5 mark]
54
ii. Calculate the heat per mol of NaOH in part I, II and III (show calculation).
(Assumption: The specific heat capacity of the solution is approximately equal to that of
water and that the density of the solutions is equal to that of pure water)
[5 marks]
iii. What is the sum of heat per mol for part I and II (show calculation).
[1 mark]
iv. Compare the sum of heat per mol for part I and II with heat per mol obtained in part
III. Calculate the differences.
[1 mark]
v. If there is any difference between the sum of heat per mol for part I and II with heat
per mol obtained in part III, what is the probable cause? Assume that Hess law is
right.
[1.5 mark]
55
CONCLUSION:
[1 mark]
56

EXPERIMENT 5: STRUCTURES OF HYDROCARBONS – EXPERIMENT WITH MODELS
Name:
Student ID:
Lab Group:
Demonstrator:
OBJECTIVES:
[1 mark]
57
RESULTS:
a) Drawing Lewis structure
Molecular Molecular name Lewis structure 3D dimensional formula Complete structural formula Condensed
formula structural formula
for all isomers (if
any)
Alkanes
Methane
Ethane
Propane
58
Butane
Pentane
Hexane
Cycloalkanes
59
Cyclopropane
Cyclobutane
Cyclopentane
Cyclohexane
60
Haloalkanes
1,2-dichloropropane
Bromoethane
Dibromopropane
61
1,2-
dichlorocyclopentane
2-methylpropane
[6 marks; alkanes, cycloalkanes, haloalkanes: 2 marks each]
62
b) Building molecule using ball-and-stick models
Molecular formula Molecular name Ball-and-stick-models Recorded angle
Alkanes
CH4 Methane
C2H6 Ethane
C3H8 Propane
C4H10 Butane
C5H12 Pentane
C6H14 Hexane
63
Cycloalkanes
C3H6 Cyclopropane
C4H8 Cyclobutane
C5H10 Cyclopentane
C6H12 Cyclohexane
Haloalkanes
C3H6Cl2 1,2-dichloropropane
C2H5Br Bromoethane
C3H6Br2 Dibromopropane
64
C5H8Cl2 1,2-
dichlorocyclopentane
CH3CH2(CH3)CH3 2-methylpropane
[6 marks; alkanes, cycloalkanes, haloalkanes: 2 marks each]
65
QUESTIONS:
1. How do you distinguish between molecular formula, empirical formula (simplest) and
structural formula of benzene? Hint: Draw structures.
Molecular formula Empirical formula Structural formula
[1 mark]
2. How do you distinguish between geometrical and structural isomers? Give examples.
Type of isomers Geometrical isomers Structural isomers
Explanations
Example
[2 marks]
3. Why should the properties of structural isomers differ?
[1 mark]
66
4. Draw skeletal formula for the following compound.

i. 4-bromo-2-methylheptane
ii. 2-ethylbutane
[1 mark]
5. Draw all cyclic isomers for C4H8 and name all isomers.
[1 mark]
6. Write the condensed structural formulas and names for all the constitutional isomers
with the formula C4H9Br.
[1 mark]
7. Write the correct name for the following alkanes and cycloalkanes.
i. CH3-C(CH3)2-CH(CH3)-CH3
ii.
[1 mark]
67
8. Write condensed formulas for the followings:

i. 2,3,3,4-tetramethylnonane
ii. 1-butyl-4methylcyclodecane
iii. Neopentane
[1 mark]
9. N-butane and isobutene are constitutional isomers. What is the boiling point of each
compound? Explain the difference (if any).
[1 mark]
10. Define geometrical isomers and give examples (structural formula and names).
[1 mark]
68
CONCLUSION:
[1 mark]
END OF PRACTICAL HANDBOOK
69

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CENTRE FOR FOUNDATION STUDIES

UNIVERSITI TEKNOLOGI PETRONAS

THINGS TO PREPARE FOR ANY EXPERIMENTAL WORK

Every student should have the following items:

Avoid contamination of chemicals by not interchanging the glassware/containers. Always

DO NOT TAKE MORE CHEMICALS THAN NEEDED TO AVOID WASTAGE.

Hazard and risk know how

It is the utmost responsibility of each person to:

1) Learn the potential hazard of each chemical they use

1) No horse playing in the laboratory

17) Use equipment only for its originally designed purposes

Safety shower & eye wash Fire extinguisher

Figure B: Improper and dangerous way of heating

Figure C: Fire extinguisher

Figure D: Safety shower

a) The Bunsen Burner

Figure E: Typical Bunsen burner

Reporting of experimental data

The Components of a Lab Report

The report will contain the following sections:

The Structure of Lab Reports

o DO NOT JUST COPY material from the manual.

Vernier LabQuest Interface

1. Put on suitable PPE and safety goggles.

Part I: Freezing point of pure dodecanoic acid

Part II: Freezing point of benzoic acid-dodecanoic acid solution

Processing the data:

1. Determine the difference in freezing temperatures, ∆T, between the pure

Data and calculations:

Mass of dodecanoic acid (solvent)

Mass of benzoic acid (solute)

Freezing temperature of pure dodecanoic

Freezing point of the benzoic acid-

Freezing temperature depression, ∆T

Moles of benzoic acid

Molar mass of benzoic acid (experimental)

Molar mass of benzoic acid (calculated)

1. Explain the term “supercooling”.

4. By manipulating significant factor in this experiment, design an experiment to

2I- (aq) + 2Fe3+ (aq) I2 (aq) + 2Fe2+ (aq) Equation 1

Vernier LabQuest Interface

1. Put on suitable PPE and safety goggles.

Part I: Vernier colorimeter calibration

1. Prepare a blank by filling a cuvette with distilled water.

Part II: Data collection mode

iii. 60 mL distilled water in 100 mL beaker.

Trial FeCl3 (mL) KI (mL) H2O (mL)

3. The following description is for Trial 1 from Table 1:

Processing the data: Initial rate determination

2. Write the rate law expression for the reaction.

4. Explain what happens to the reaction rate if:

Justify your answer.

5. If you were tasked in determining whether to proceed with a particular reaction in

1. Read and understand heat of chemical reaction (exothermic and endothermic

1. To investigate the heat of chemical reaction

Chemical changes are usually accompanied by a change in heat. If heat is absorbed in a

HCl(aq) + NaOH(aq) ==> NaCl(aq) + H2O qrxn 1 = ?

HCl(aq) + NaOH(s) ==> NaCl(aq) + H2O qrxn 2 = ?

NaOH(s) ==> NaOH(aq) qrxn 3 = ?