Inchem 211L - Module 3

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MODULE 3:

CHEMICAL REACTIONS AND SOLUTIONS

The rate of chemical reactions is influenced by a number of factors. Chemical


reactions may be reversible or irreversible. Chemical equilibrium is affected by the
concentration of the reactants and the products in a chemical reaction. Solutions are
homogeneous mixtures of two or more substances in relative amounts. A solution consists of
a solute and a solvent.

Electrolytes are salts or molecules that ionize completely in a solution, while non-
electrolytes do not ionize in a solution.

Acids, bases, and salts are different compounds with unique characteristics. They
can be distinguished by certain factors. The identification of whether a compound is an
acid, a base, or a salt is very crucial when experimenting with different kinds of substances
and mixtures.

Titration is a form of quantitative analysis, allowing one to determine the


concentration of a substance in solution by the amount of a different substance in a
known solution which reacts with it. The purpose of titration is to determine an unknown
concentration in a sample.

At the end of this module, you will be able to detect factors influencing rates of
chemical reactions, describe the concept of reversibility of reactions and evaluate effect
of concentration to chemical equilibrium, distinguish between electrolytes and non-
electrolytes and evaluate the degree of ionization of some electrolytes. Also, you will be
able to express proficiency in demonstrating the preparation and properties of acids,
bases and salts, and in basic titration.

Table of Contents
Module 3: Chemical Reactions and Solutions
Unit 1: The rate of Chemical Reactions
Unit 2: Reversibility of Reactions and Chemical Equilibrium
Unit 3: Electrolytes and non-electrolytes
Unit 4: Acids, Bases and Salts
Unit 5: Titration

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Unit 1: The rate of chemical reactions

Engage

What is a chemical reaction? How is chemical equilibrium achieved? To


understand chemical reactions and chemical equilibrium, view this link:
“Equilibrium: Crash Course Chemistry #28” -
https://www.youtube.com/watch?v=g5wNg_dKsYY

Explore

Discussion Forum 3.1 : “I always react”

Discuss when and how a chemical reaction reaches equilibrium. Enumerate the
factors that affect the rate of chemical reactions.

Explain and Elaborate

THE RATE OF CHEMICAL REACTIONS

*Actual experiment to be posted in google classroom

AIM: To study the factors which influence the speed of a chemical reaction.

MATERIALS:
Thermometer SOLIDS SOLUTIONS
Balances Sodium metal Solution A
Magnesium ribbon Solution B
Zinc metal Acidified potassium
permanganate
Iron nail Dilute HCl
Potassium chlorate Copper sulfate solution
Manganese dioxide

PROCEDURE: (While watching the actual experiment, follow with the procedures and
observe the results)

A. Effect of the Chemical Nature of Reactants

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1. In two separate test tubes, place 5 ml of water. Add a piece of sodium metal to one and
a small piece of magnesium ribbon to the other. Observe and explain your observation.
Observations: _______________________________________________________________________
_____________________________________________________________________________________

2. Take another two test tubes and place 3 ml of dilute hydrochloric acid. Add a piece of
magnesium ribbon to one and a piece of zinc metal to the other. Observe and explain
your observation.
Observations: _______________________________________________________________________
_____________________________________________________________________________________
How does chemical nature of reactants affect the rate of a reaction?
_____________________________________________________________________________________

B. Effect of concentration of reactants


The two solutions to be used in this part of the experiment are prepared before use by the
laboratory technician as follows:
Solution A : Dissolve 2 grams of potassium iodate in enough water to make 1 liter of solution
Solution B : Dissolve 1 gram of sodium bisulfite in 900 ml of water. Add to this 5 ml of 1M
sulfuric acid and 100 ml of starch suspension which is made by grinding 2 grams of starch
into a paste and poured into 100 ml of boiling water with constant stirring.

1. In a beaker, mix 5 ml of Solution A with 5 ml of water. In another beaker, measure 10 ml


of Solution B. Have a stop watch ready. Mix the two solutions and note the time from mixing
until a blue color appears.
Observation: ________________________________________________________________________

2. In a beaker, measure 10 ml of Solution A. Mix this with 10 ml of Solution B. Again note the
time from mixing until a blue color appears.
Observation: ________________________________________________________________________
Explain the difference in time of appearance of a blue color:
_____________________________________________________________________________________
Explain the formation of the blue color:
_____________________________________________________________________________________
Write the equation for the reaction:
_____________________________________________________________________________________
What is the effect of concentration of reactants on the rate of reaction?
_____________________________________________________________________________________

C. Effect of Temperature
(The acidified potassium permanganate to be used in this part of the experiment is
prepared before use by the laboratory technician by dissolving 1 gram of KMnO4 in a liter
of water to which 200 ml of concentrated sulfuric acid is added)

1. Measure into each of two test tubes 5 ml of acidified potassium permanganate solution.
Place the test tubes in a 250 ml beaker two thirds full of water. Heat to about 70 deg. C
and maintain at this temperature for 5 minutes. Then drop one piece of rust-free iron nail
into one test tube and note the time. Allow the reaction to proceed while keeping the

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water bath at 70 deg. C. Note the time when the permanganate color is bleached out.
Record the length of time the reaction is completed.
_____________________________________________________________________________________

2. Heat the water bath to about 90 deg. C and drop another nail into the other test tube.
Record the length of time the reaction is completed.
_____________________________________________________________________________________
Write the equation for the reaction.
_____________________________________________________________________________________
How does temperature affect the rate of reaction?
_____________________________________________________________________________________

D. Effect of Catalysts
1. Melt about 1 gram of potassium chlorate in a test tube. Test for the evolution of oxygen
by means of a glowing splinter and observe the rate at which oxygen is liberated. In
another test tube put 1 gram of potassium chlorate and add a pinch of manganese
dioxide. Heat and test for the evolution of oxygen as before. Compare the rate at which
the oxygen gas is given off from the melted chlorate in the two cases.
_____________________________________________________________________________________
_____________________________________________________________________________________
Write the equation for the reaction, indicating the catalyst used.
_____________________________________________________________________________________

2. Put 3 ml of dilute hydrochloric acid into each of two test tubes. Drop into each test tube
a piece of magnesium ribbon. Add 1 ml of copper sulfate solution to one test tube.
Compare the rates of evolution of gas in the two test tubes.
_____________________________________________________________________________________
Write the equation for the reaction
_____________________________________________________________________________________
Give the types of catalysts and describe each.
_____________________________________________________________________________________
_____________________________________________________________________________________

E. Effect of Pressure
(Instructor will explain and give illustrations on the effect of pressure – discussion will be
done in the Post-experiment discussion)
Guide Questions:
What kind of systems are affected by pressure changes?
_____________________________________________________________________________________
How does pressure affect the rate of a reaction?
_____________________________________________________________________________________

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Evaluate

Assignment 3.1
See “ANNEX A: INDEX OF ASSIGNMENTS and ASSESSMENTS”

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Unit 2: Reversibility of Reactions and Chemical Equilibrium

Engage and Explore

What is the difference between reversible and irreversible reactions? What is


meant by equilibrium? What is meant by the position of equilibrium? To
understand reversibility of reactions and chemical equilibrium, view this link:
“GCSE Chemistry - Reversible Reactions and Equilibrium #41” -
https://www.youtube.com/watch?v=ty9TczsW5ew

Explain and Elaborate

REVERSIBILITY OF REACTIONS AND CHEMICAL EQUILIBRIUM

*Actual experiment to be posted in google classroom

AIM: To study some reversible and irreversible reactions and to show the effect of
concentration on the equilibrium state in a reversible reaction

MATERIALS:
SOLIDS LIQUIDS
Bismuth trichloride Concentrated HCl
Ammonium chloride Ferric chloride solution
Sugar Ammonium thicyanate solution
Dilute sodium hydroxide
Dilute sulfuric acid

PROCEDURE: (While watching the actual experiment, follow with the procedures and
observe the results)

A. Reversible reactions
1. Place a few crystals of bismuth trichloride in a test tube and add 3 ml of water.
Observations:
What change takes place? _________________________________________________________
Write the equation for the reaction. __________________________________________________
Test the solution with litmus paper. What is the result? _________________________________
What causes this change? __________________________________________________________
Add to the solution concentrated hydrochloric acid (CAUTION: CONCENTRATED
HYDROCHLORIC ACID IS CORROSIVE AND CAN BURN THE SKIN!) a drop at a time with
constant shaking until a change is observed.
Observations: _______________________________________________________________________
Give the effect of the following on the direction of the reversible reaction:
a) adding more water: ______________________________________________________________

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b) adding more HCl: ________________________________________________________________

2. To 30 ml of water in a cylinder, add 10 drops of ferric chloride solution and 5 drops of


ammonium thiocyanate. The red color is due to the ferric thiocyanate. Divide the solution
into 4 portions in separate test tubes and proceed as follows, recording the color change
in each case, whether the solution becomes lighter or darker than the color of the
standard.
Test tube no. 1 – Reserve as standard
Test tube no. 2 – Add a few drops of ferric chloride
Result: ___________________________________________________________________________
Test tube no. 3 – Add a few drops of ammonium thiocyanate
Result: ___________________________________________________________________________
Test tube no. 4 – Add solid ammonium chloride and shake well
Result: ___________________________________________________________________________
Write the equation for the reaction.
________________________________________________________________________________________
Explain the result on the basis of whether the forward or backward reaction is favored
when:
a) Ferric chloride was added.
________________________________________________________________________________________
b) Ammonium thiocyanate was added.
________________________________________________________________________________________
c) ammonium chloride was added.
________________________________________________________________________________________
Name and state the law involved in the above procedures.
________________________________________________________________________________________
When is a reaction said to be reversible?
________________________________________________________________________________________
What is meant by chemical equilibrium?
________________________________________________________________________________________
Name and explain three factors which affect equilibrium.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

B. Irreversible reactions
1. Recall the action of sodium metal on water.
Write the equation for the reaction.
________________________________________________________________________________________
Why is this reaction irreversible?
________________________________________________________________________________________

2. Pour 10 ml of dilute sodium hydroxide in a 100 ml beaker. Add dilute sulfuric acid
(CAUTION: CONCENTRATED SULFURIC ACID IS CORROSIVE AND CAN BURN THE SKIN!) a little
at a time and make frequent tests with both red and blue litmus paper. Stir well before
each test. Continue to add acid until neither blue nor red litmus paper gives a positive
reaction.

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Observations:
When blue litmus paper is no longer affected, what ions have been lost to the solution?
________________________________________________________________________________________
When red litmus paper is no longer affected, what ions have been lost to the solution?
________________________________________________________________________________________
What became of these ions?
________________________________________________________________________________________
Write the equation of the reaction?
________________________________________________________________________________________
Why is this reaction irreversible?
________________________________________________________________________________________

3. Place a pinch of sugar in a dry test tube and heat gently.


Observation:
________________________________________________________________________________________
Write the equation of the reaction.
________________________________________________________________________________________
Why is this reaction irreversible?
________________________________________________________________________________________
Under what three conditions are reactions said to be irreversible?
________________________________________________________________________________________

Evaluate

Discussion Forum 3.2 : “Reactions in our daily lives”

Think of one reversible reaction and one irreversible reaction that you encounter in your
daily lives.

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Unit 3: Electrolytes and Non-electrolytes

Engage

What is the difference between electrolytes and non-electrolytes? How are


electrolytes identified? To understand electrolytes and non-electrolytes, view
this link:
“What are Electrolytes?” –
https://www.youtube.com/watch?v=a6Dw9vtnwns

Explore

Assignment 3.2
See “ANNEX A: INDEX OF ASSIGNMENTS and ASSESSMENTS”

Explain and Elaborate

ELECTROLYTES AND NON-ELECTROLYTES


*Actual experiment to be posted in google classroom

AIM: To distinguish between electrolytes and non-electrolytes and compare the degree of
ionization of some electrolytes.

MATERIALS:
CONDUCTIVITY APPARATUS: INSTRUCTOR WILL DEMONSTRATE AND GIVE PRECAUTIONS ON
ITS USE
SOLIDS:
Sodium chloride sugar
LIQUIDS: 3 N HCl 3 N NaOH NH4NO3 sol’n
sodium chloride
solution
Sugar solution 3 N H2SO4 3 N KOH KI sol’n
Dilute HCl 3 N HNO3 3 N Ca(OH)2 CaCl2 sol’n
HCl in benzene 3 N HAc 3 N NH4OH Na2CO3 sol’n
Ethyl alcohol

PROCEDURE: (While watching the actual experiment, follow with the procedures and
observe the results)

A. Borrow a simple conductivity apparatus consisting of a bulb mounted on a porcelain


light socket, 2 metal electrodes, a beaker and a source of current. The electrodes are
connected in series with the light socket by means of a flexible wire and a plug is used in
attaching the apparatus to the source of current.

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B. Dip the electrodes into each of the substances listed below and connect the apparatus
to the source of current. Note the intensity of the glow. Rinse the electrodes with distilled
water before each test. Indicate the results in the table below.

Compound Tested Intensity of Glow (Bright, Classification (Good, Poor,


Dim, No Light) Non-conductor)
1. Distilled water
2. Sodium chloride solution
3. Dry sodium chloride
4. Sugar solution
5. Dry sugar
6. Dilute HCl
7. HCl in benzene
8. Ethyl alcohol

Observations:
What are electrolytes?
_____________________________________________________________________________________
What are non-electrolytes?
_____________________________________________________________________________________
What is ionization?
_____________________________________________________________________________________
How do you account for the difference in behavior between:
a. sodium chloride solution and dry sodium chloride
_____________________________________________________________________________________
_____________________________________________________________________________________
b. dilute HCl and HCl in benzene
_____________________________________________________________________________________
_____________________________________________________________________________________

C. Using the apparatus in A, test the conductivities of 3N solutions of the acids listed below,
washing the electrodes with distilled water before each use.

Acid Tested Intensity of Glow Classification (Weak or


Strong)
1. hydrochloric acid
2. sulfuric acid
3. nitric acid
4. acetic acid

D. Repeat C using 3N solutions of the bases listed below:

Base Tested Intensity of Glow Classification (Weak or


Strong)
1. sodium hydroxide
2. potassium hydroxide

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3. calcium hydroxide
4. ammonium hydroxide

E. Repeat C using solutions of the salts below:

Salt Tested Intensity of Glow Classification (Weak or


Strong)
1. ammonium nitrate
2. potassium iodide
3. calcium chloride
4. sodium carbonate

Observations:
What can you say about the conductivity of
a. Acids
_____________________________________________________________________________________
_____________________________________________________________________________________
b. Bases
_____________________________________________________________________________________
_____________________________________________________________________________________
c. Salts
_____________________________________________________________________________________
_____________________________________________________________________________________

How can you differentiate a weak electrolyte from a strong electrolyte from the point of
view of ionization?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Write the equations for the ionization of:


a. hydrochloric acid
_____________________________________________________________________________________
b. sodium chloride
_____________________________________________________________________________________
c. ammonium nitrate
_____________________________________________________________________________________

Evaluate

Discussion Forum 3.3 : “Electrolytes and non-electrolytes in our daily lives”

Give examples of electrolytes and non-electrolytes that you encounter in your daily
routine.

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Unit 4: Acids, Bases and Salts

Engage

How are acids, bases, and salts different from one another? To understand
acids, bases, and salts, view this link:
“What is the pH Scale?” –
https://www.youtube.com/watch?v=ckbsHM2igT0
“pH and pOH: Crash Course Chemistry #30” -
https://www.youtube.com/watch?v=LS67vS10O5Y

Explore

Formative Assessment 3.1


See “ANNEX A: INDEX OF ASSIGNMENTS and ASSESSMENTS”

Explain, Elaborate and Evaluate

a. ACIDS

*Actual experiment to be posted in google classroom

AIM: To study the preparation and properties of acids.

MATERIALS:
Balances
SOLIDS LIQUIDS
Sodium chloride Conc. Sulfuric acid
Phosphorus pentoxide 6N hydrochloric acid
Sodium carbonate 6N nitric acid
Zinc metal 6N sulfuric acid
6N acetic acid
Phenolphthalein
Methyl orange

PROCEDURE: (While watching the actual experiment, follow with the procedures and
observe the results)

A. PREPARATION
1. From an acid anhydride

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Place a small amount of phosphorous pentoxide in a test tube (CAUTION: Do not allow
phosphorous pentoxide to come in contact with your skin and cover the reagent bottle
immediately). Add about 3 ml of water and test the solution with litmus paper.
Result: ________________________________________________________________________________
Equation: ______________________________________________________________________________
What is an acid anhydride? _____________________________________________________________
Write equations to show the reaction of two other acid anhydrides with water.
_____________________________________________________________________________________
_____________________________________________________________________________________

2. From a salt
Place about a pinch of sodium chloride in a test tube. Pour 1 ml of concentrated sulfuric
acid (CAUTION: CONCENTRATED SULFURIC ACID IS CORROSIVE AND CAN BURN THE SKIN!)
and expose over the mouth of the test tube a moistened blue litmus paper. Blow across
the mouth of the test tube.
Observations: __________________________________________________________________________
Equation: ______________________________________________________________________________
Why must litmus paper be moistened? __________________________________________________
What constituent of acids is responsible for changing the color of the litmus paper?
_______________________________________________________________________________________
What kind of acids, with reference to strength, should be used to displace an acid from its
salt?
_____________________________________________________________________________________
Write two equations to show the reaction of two other salts with sulfuric acid to form two
different acids?
_____________________________________________________________________________________
_____________________________________________________________________________________
Define an acid in terms of the ionic theory.
_____________________________________________________________________________________

B. PROPERTIES
1. In 4 separate test tubes, make dilute solutions of hydrochloric, nitric, sulfuric and acetic
acids by adding 10 ml of water to 2 ml of each of the 6N solutions of the acids.
How do think acids taste?
_____________________________________________________________________________________

2. Place a drop of each of the acids on separate pieces of blue litmus paper laid on a
clean watch glass. What is the reaction of the solutions to litmus?
_____________________________________________________________________________________

3. Place 1 ml of each of the diluted acids prepared in no. 1 in separate test tubes and add
two drops of phenolphthalein indicator to each.
Observation: ___________________________________________________________________________

4. Repeat no. 3 using two drops of methyl orange indicator instead of phenolphthalein.
Observation: ___________________________________________________________________________

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5. Place 2 ml of each of the diluted acids prepared in no. 1 in separate test tubes and add
a pinch of sodium carbonate to each.
Observation: ___________________________________________________________________________
Equations:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What gas is evolved when acids act on carbonates and bicarbonates?
_____________________________________________________________________________________

6. Repeat no. 5 using a piece of zinc metal instead of sodium carbonate.


Observation:
_____________________________________________________________________________________
Equations:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What gas is evolved when acids act on certain metals?
_____________________________________________________________________________________

Assignment 3.3
See “ANNEX A: INDEX OF ASSIGNMENTS and ASSESSMENTS”

b. BASES

*Actual experiment to be posted in google classroom

AIM: To study the preparation and properties of bases.

MATERIALS:
Balances
SOLIDS LIQUIDS
Calcium oxide Ferric chloride solution
Zinc metal 6N NH4OH
Aluminum metal 6N NaOH
6N KOH
Limewater
Phenolphthalein
Methyl orange
Methyl red

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PROCEDURE: (While watching the actual experiment, follow with the procedures and
observe the results)

A. PREPARATION
1. From an active metal
Recall the action of metallic sodium on water.
What base is formed?
_____________________________________________________________________________________
Equation:
_____________________________________________________________________________________
Write equations to show the reaction of two other metals with water to form a base.
_____________________________________________________________________________________
_____________________________________________________________________________________

2. From a metallic oxide


Add 5 mL of water to a pinch of calcium oxide in a test tube. Shake thoroughly and test
the solution with red litmus paper.
Result:
_____________________________________________________________________________________
Equation:
_____________________________________________________________________________________
Write equations to show the reaction of two other metallic oxides with water to form a
base.
_____________________________________________________________________________________
_____________________________________________________________________________________

3. From a salt and a base


To 5 mL of hot ferric chloride solution, add 5 mL of dilute ammonium hydroxide.
Result:
_____________________________________________________________________________________
What is the base formed?
_____________________________________________________________________________________
Equation:
_____________________________________________________________________________________

Filter the solution and wash the precipitate thoroughly three times using 5 mL portions of
water. Allow each portion of the water to drain thoroughly before adding the next. Test the
precipitate with litmus paper.
Result:
_____________________________________________________________________________________
What characteristic must bases have in order to react with litmus?
_____________________________________________________________________________________
Define a base in terms of the ionic theory.
_____________________________________________________________________________________
_____________________________________________________________________________________

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B. PROPERTIES
1. In 3 separate test tubes, make dilute solutions of sodium hydroxide, potassium hydroxide
and ammonium hydroxide by adding 10 mL of water to 2 mL each of the 6N solutions of
the bases. In a fourth test tube, place 10 mL of clear limewater.
How do think bases taste?
_____________________________________________________________________________________
How do think bases feel?
_____________________________________________________________________________________

2. Place a drop of each of the bases on separate pieces of red litmus paper laid on a
clean watch glass. What is the reaction of the solutions to litmus?
_____________________________________________________________________________________
_____________________________________________________________________________________
To what is this due?
_____________________________________________________________________________________

3. Place 1 mL of each of the diluted bases prepared in no. 1 in separate test tubes and
add two drops of phenolphthalein indicator to each.
Observation:
_____________________________________________________________________________________

4. Repeat no.3 using two drops of methyl orange indicator instead of phenolphthalein.
Observation:
_____________________________________________________________________________________

5. Place 2 mL of each of 6N NaOH and 6N KOH in separate test tubes and add a piece of
zinc metal to each.
Observation:
_____________________________________________________________________________________

6. Repeat no.5 using a piece of aluminum instead of zinc.


Observation:
_____________________________________________________________________________________
Equations:
_____________________________________________________________________________________
_____________________________________________________________________________________
What property of bases is illustrated in no. 5 and 6?
_____________________________________________________________________________________

Assignment 3.4
See “ANNEX A: INDEX OF ASSIGNMENTS and ASSESSMENTS”

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c. SALTS

*Actual experiment to be posted in google classroom

AIM: To study some methods of preparing salts and some properties of salts.

MATERIALS:
SOLIDS LIQUIDS
Aluminum turnings Cupric nitrate Dilute NaOH (6N)
Potassium carbonate Ammonium chloride Dilute HCl (6N)
Sodium acetate Sodium nitrate Dilute H2SO4
Calcium carbonate Potassium sulfate Lead acetate solution
Sodium iodide solution

PROCEDURE: (While watching the actual experiment, follow with the procedures and
observe the results)

A. PREPARATION
(Note: Reserve and label all products obtained in each number for part B)

1. By Neutralization
In a clean evaporating dish, place about 5 ml of dilute sodium hydroxide solution and add
5 ml of dilute hydrochloric acid. The solution is neutral to litmus i.e., it will not change the
color of either red or blue litmus paper. Evaporate the solution to dryness.
What do you think is this residue? ________________________________________________________
Equation:
_____________________________________________________________________________________
What is meant by neutralization?
_____________________________________________________________________________________
Write equations for preparation of sodium nitrate, potassium sulfate and magnesium
phosphate by this method.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. By the action of acid with a metal


Place a piece of aluminum turnings in a test tube and pour 5 ml of dilute HCl. When the
reaction has subsided, decant the solution into a clean evaporating dish and evaporate it
almost to dryness. Place the residue in a clean dry test tube.
What salt is formed? ___________________________________________________________________
Equation: _____________________________________________________________________________
Do all metals react with acids to form salts? _____________________________________________
Explain. ________________________________________________________________________________

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3. By the action of acid with a salt.
To a pinch of calcium carbonate in a test tube, add dilute hydrochloric acid, a little
amount at a time, until gas is no longer evolved. Evaporate the solution to dryness and
transfer the residue to a clean dry test tube.
What salt is formed? ___________________________________________________________________
Equation: _____________________________________________________________________________

4. By the action of salt with another salt.


Place 2 ml of lead acetate solution in your smallest beaker. Dilute 5 ml of water and add
sodium iodide solution a little at a time until no further precipitation occurs. Filter out the
precipitate and transfer it into a clean dry test tube.
What is the color of the formula of the precipitate?______________________________________
Equation: _____________________________________________________________________________
What salts can be precipitated and filtered out by this method?
________________________________________________________________________________________

B. PROPERTIES

1. Solubility
Pour 10 ml of water into each of the containers of the salts prepared above. Shake
thoroughly and note their solubilities.
Observation: ___________________________________________________________________________
Are all salts soluble in water? ___________________________________________________________

2. Hydrolysis
a) In two separate test tubes, place a pinch of potassium carbonate and sodium acetate
and dissolve each in 2 ml of water. Test the solutions with red and blue litmus paper.
Result: ___________________________________________________________________________
What caused the change in color of litmus paper? ______________________________________
Write the equations for the hydrolysis of each salt.
________________________________________________________________________________________
________________________________________________________________________________________

b) Repeat (a) using cupric nitrate and ammonium chloride. Result with litmus.
________________________________________________________________________________________
What caused the change in color of litmus paper? ______________________________________
Write the equations for the hydrolysis of each salt.
________________________________________________________________________________________
________________________________________________________________________________________

c) Repeat (a) using sodium nitrate and potassium sulfate. Result with litmus.
________________________________________________________________________________________
Explain the result obtained with litmus. ___________________________________________________
Write the two equations involved in each case.
________________________________________________________________________________________
________________________________________________________________________________________

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What is meant by hydrolysis?
________________________________________________________________________________________
What class of salts undergo hydrolysis?
________________________________________________________________________________________
What class of salts do not undergo hydrolysis?
________________________________________________________________________________________

Assignment 3.5
See “ANNEX A: INDEX OF ASSIGNMENTS and ASSESSMENTS”

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Unit 5: Titration

Engage
How does titration work? To understand the process of titration, view this link:
“How to Do Titrations” –
https://www.youtube.com/watch?v=-1nJv0k8zQU

Explore

Formative Assessment 3.2


See “ANNEX A: INDEX OF ASSIGNMENTS and ASSESSMENTS”

Explain and Elaborate

TITRATION

*Actual experiment to be posted in google classroom

AIM: To make a quantitative study of the reaction between an acid and a base

MATERIALS:
Balances 250 ml volumetric flask
Solid sodium hydroxide Burets (acid & base)
Phenolphthalein Buret clamp
Methyl orange
0.1 N sulfuric acid

PROCEDURE: (While watching the actual experiment, follow with the procedures and
observe the results)

A. PREPARATION OF SOLUTIONS
1. Weigh one (1) gram of sodium hydroxide and dissolve in 100 ml. of distilled water in a
beaker. Pour the solution into a volumetric flask and then add sufficient water to make 205
ml. of solution. Transfer the resulting solution to a clean beaker, label properly and stir.
2. Obtain in another clean property-labeled beaker about 100 ml. of a solution of 0.1N
sulfuric acid which is already prepared beforehand by the laboratory technician. This
serves as the standard solution.

B. PREPARATION OF BURETS FOR USE


The inner surface of the burets must be thoroughly cleaned (preferably with
cleaning solution obtained from the laboratory technician if it is available) then rinsed with
distilled water. There should be no drops of water adhering on the inner surface of the

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buret. Check for any leakage from the stopcock of the burets. Then rinse each buret
attached to the iron stand.
Using a funnel, fill the previously rinsed burets with the corresponding solutions as
stated above. Run out enough solution from each buret to displace air bubbles found at
the tip and to bring the surface of the liquid to eye level.

C. DETERMINATION OF THE NORMALITY OF NaOH Solution


Withdraw 20ml. of the sodium hydroxide solution from the buret into a clean Erlenmeyer
flask and add 2 drops of phenolphthalein indicator.
Result __________________________________________________________________________________
What result should be expected if phenolphthalein is added to an acid solution?
________________________________________________________________________________________
Place the flask containing the NaOH solution under the acid buret and allow the sulfuric
acid to flow a few drops at a time into the NaOH solution gently rotating the flask after
each addition until the color of the solution just disappears. This marks the end point of the
titration which is also the point of neutralization.
Record your readings under trial I in the table below.

Refill the burets with the corresponding solutions and make another determination. Record
your readings under trial II. From the volume readings, calculate the normality of the NaOH
solution in each trial.

Titration Formula: Vacid X Nacid = Vbase X Nbase

Trial I Trial II
Volume of NaOH used
Volume of standard
sulfuric
acid used
Normality of NaOH
Average Normality of
NaOH

COMPUTATIONS:

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D. DETERMINATION OF THE CONCENTRATION OF ACETIC ACID IN A VINEGAR SAMPLE
Having determined the concentration of the NaOH solution, you can now use it in
measuring the concentration of acetic acid in a sample of vinegar as follows.

In a clean Erlenmeyer flask, place 10 ml. of vinegar and add 2 drops of phenolphthalein.
Place the flask under the buret containing the NaOH solutions and titrate, gently rotating
the flask, until a permanent faint pink color is obtained. Take the reading of the buret.
Record under Trial I. Refill the buret and make another determination for Trial II. Record all
data in the table below.

Trial I Trial II
Volume of vinegar used
Volume of NaOH used
Normality of vinegar
Average Normality of
vinegar

COMPUTATIONS:

Evaluate
Assignment 3.6
See “ANNEX A: INDEX OF ASSIGNMENTS and ASSESSMENTS”

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Module 3 Evaluative Assessment
To test your understanding of this module, take the comprehensive module test:

Comprehensive Module Test: Quiz 3.1

COMPREHENSIVE FINAL EXAM


To test your understanding of the past discussions, take the comprehensive final exam:

: Comprehensive Final Exam


Coverage: Modules 1-3 (All Units)

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