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Offline Module - Enggchem Lab

This document outlines rules and safety procedures for a chemistry laboratory module at Saint Louis University. It contains 5 units that cover general laboratory rules, basic techniques, and experiments measuring specific heat of metal and latent heat of fusion of ice. The general rules section emphasizes cleanliness and safety in the laboratory, including wearing proper attire, carefully following procedures, checking chemical labels, and avoiding tasting chemicals unless instructed. Safety goggles and covered clothing from neck to feet are required.

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0% found this document useful (0 votes)

2K views88 pages

Offline Module - Enggchem Lab

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Aaron Madriaga

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Saint Louis University

SCHOOL OF ENGINEERING AND ARCHITECTURE

Department of Chemical Engineering

EnggChem Lab

MODULE IN
CHEMISTRY FOR ENGINEERS LABORATORY
CHEMICAL ENGINEERING DEPARTMENT
SCHOOL OF ENGINEERING AND ARCHITECTURE

Property of of
Property andand
forfor
thethe
exclusive useuse
exclusive of of
SLU. Reproduction,
SLU. storing
Reproduction, in ainretrieval
storing system,
a retrieval system,distributing, uploading
distributing, uploadingor or
posting online,
posting or or
online, transmitting in any
transmitting form
in any or or
form byby
anyany
means, electronic,
means, mechanical,
electronic, photocopying,
mechanical, recording,
photocopying, or otherwise
recording, of any
or otherwise partpart
of any of this document,
of this document,without the prior
without written
the prior permission
written of SLU,
permission is strictly
of SLU, prohibited.
is strictly prohibited.
1
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

MODULE 1
This Module includes the following Units:

Unit 1: General Rules in Laboratory

Unit 2: Basic Laboratory Techniques
Unit 3: Specific Heat of Metal
Unit 4: Latent Heat of Fusion of Ice

Unit 1: General Rules in Laboratory

UNIT LEARNING OUTCOME

● Know and understand the rules and good practices in a laboratory

Engage
In any laboratory subject, it is necessary to know the rules before to avoid untoward incidents
that may cause loss of materials, risk safety, and even cause the loss of life. It is imperative
that you first familiarize yourself with laboratory rules and proper practices.

Elaborate
GENERAL RULES

A few precautions can make the laboratory experience relatively hazard-free and safe.
These experiments are on a small scale and as such, many of the dangers found in the
chemistry laboratory have been minimized. In addition to specific regulations that you may
have in the laboratory, the following rules should be observed at all times.

CLEANLINESS
1. Apparatus and surroundings in the laboratory must be clean. Unnecessary breakages
of glassware will be prevented if they are arranged neatly. Also, it will help each
towards achieving best results if the equipment is kept clean and ready to use.
2. By far the best cleaning agents are water and detergents. Acids should be used only
sparingly and only when advised by the instructor, since they are corrosive,
dangerous and ineffective when used.
3. Apparatus should be cleaned promptly after use and not a day or week later when
these have become encrusted or corroded.
4. If a substance is spilled, clean it up immediately; otherwise, your clothes, skin, books
or paper may be damaged or ruined.
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.

2
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

5. Never leave the laboratory in a mess, it is easier to locate things and continue
interrupted work if everything is left in order.

SAFETY
Most laboratory accidents are basically senseless, i. e., they could have been averted by
adequate anticipation and proper laboratory techniques. Depending on the degree of
seriousness, accidents may result in pain, injury, added expense and inconvenience for
anyone involved. Help avoid accidents by observing the following:

1. In every experiment, follow the procedures carefully and intelligently. Many

chemicals and mixtures are potentially dangerous if handled carelessly. In case of
doubts, consult your instructor.
2. Double check the labels of bottles to be sure that you have the correct reagent. Using
the wrong chemical may result to undesirable situation.
3. Wear appropriate clothing in the laboratory: e.g. no shorts, no tank tops and no
sandals. Be covered from the neck to the feet. Wear laboratory gown over your
clothes. Tie back long hair, out of the way of flames.
4. When heating substances in a test tube, never point it towards yourself or to someone
near you. Also, never look directly down into the mouth of a flask, beaker, crucible or
other container which is being heated because of the danger of spattering and
bumping (sudden formation of steam). Always wear an eye protector (goggles) when
performing experiments. Contact lens wearers must use additional safety goggles;
prescription glasses can be used instead.
5. Do not taste any chemicals unless procedure tells you to do so. Poisonous substances
are not always labeled as such in the laboratory. When specifically directed to taste
a particular substance, do it safely as follows: allow the end of a glass rod to just touch
the substance lightly then bring it to the tip of your tongue. Immediately wash mouth
with water afterwards.
6. Do not inhale any vapors give off by a reaction. To determine the odor of a liquid, fan
the vapors with your hand towards your nose and sniff cautiously. Never hold a test
tube or container directly near your nose because of the danger of choking or of
heated liquid bubbling up your nose.
7. When mixing acid and water, always pour the acid into the water with constant
stirring, NEVER the reverse to prevent spattering.
8. Make sure that gas generators and other special set-up of apparatus are well
assembled and sturdy so that they do not break down at a crucial moment or
become hazardous.
9. Particular care should be exercised when dealing with corrosive acids, alkalis,
poisonous gases and flammable materials. Students will frequently be reminded of
the safety precautions in the activities that have an element of danger.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.

3
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

10. All experiments that produce noxious, toxic fumes and gases must be performed
under the hood. A fume hood is a well-ventilated room/cell in the laboratory.
11. Do not eat or drink in the laboratory. If the hands are contaminated with any
poisonous material in the course of the experiment, the material might eventually find
its way to the mouth causing inadvertent poisoning.
12. Try to avoid knocking over the apparatus, set-up or glassware. Your laboratory
manual and the necessary chemicals and glasswares are all that should be on your
table. This will avoid spillage of chemicals and breakage of glasswares.
13. No unauthorized experiments should be performed.
14. Avoid contact to corrosive chemicals with any part of the body since this may
produce burns, stains and other unpleasing reactions. If this happened, wash off the
exposed area with plenty of water. Notify your instructor at once. Wear gloves as
indicated.
15. The same common-sense care which holds in the home kitchen holds in a chemistry
laboratory. This is especially true in the use of burners and handling heated objects.
16. Get into the habit of always washing your hands before leaving the laboratory.

RESPONSIBILITY FOR REAGENTS, APPARATUS, EQUIPMENT AND FACILITIES

1. Students must assume personal responsibility in keeping reagents free from any other
substances. Contamination will lead in inaccurate and misleading experimental
results of a large number of students.
2. Avoid contamination of the reagents through the covers or stoppers. When taking
any chemical, either hold the stopper between your fingers or if it is flat-topped, lay it
on the table topped down. Also, lay the stopper directly at the back of the bottle
when other bottles in the same row of reagents are used to avoid mixing of the
stoppers.
3. For removing solid reagents from bottles, use a clean, dry spatula.
4. When weighing chemicals, only dry, non-hygroscopic substances may be weighed
on paper, otherwise, use a watch glass.
5. Always grasp the bottle to cover the label with the palm of the hand so that when
pouring, any liquid running down the sides will not deface the label.
6. Use clean test tubes or beakers for containing liquids.
7. Always take only the amount of reagent indicated in the procedure; avoid excesses.
Excessive amount will not be effective and even result to accidents. Moreover, small
quantities of reagents are easy to manipulate and take less time to handle.
8. Do not carry reagent bottles to your tables. Other students need the same materials
too.
9. After the performance of the experiment, do not pour material back into the reagent
bottle. This is to avoid possible contamination of the stock reagent.

4
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

10. When use of the burner is to be interrupted, turn the gas almost off, adjusting air holes
to keep only a small flame.
11. Whenever instructed to use water in the experiments, use distilled water unless
instructed to do otherwise.
12. Do not weigh hot or warm objects. Objects should be at room temperature.
13. Do not just put hot objects on the desk top. Place them on a wire gauze or heat-
resistant pad.
14. Before leaving the laboratory, make sure that the gas and water are turned off, the
table top is clean and the reagent bottles and special equipment/apparatus are
returned to the stockroom.

DISPOSAL OF WASTE MATERIALS

Waste solid chemicals, broken glasswares, paper, used matches, etc. should not be dumped
into the sink because these will plug the drain. Use trash cans for this purpose. Unless
instructions are given on the contrary, waste liquids and insoluble toxic solutions maybe
washed down the sink followed by plenty of water.

PLANNING
Just like any other classes, a laboratory class should be prepared for. The best way you can
prepare for an experiment is to read the procedures carefully and be aware of the hazards
before stepping foot into the laboratory. Planning helps prevent mistakes, loss of time and
leads to a better understanding of the principle.

IN CASE OF ACCIDENTS
1. Report all accidents and injuries to the instructor after any urgent first aid (such as
washing acid out of the eyes). The instructor, when necessary, will refer the victim or
see to it that he is brought to the school medical clinic for medical attention. In case
of severe cuts, burns and other serious injuries, time element is important. Ask a fellow
student to report the accident or injury to the faculty in case you cannot do it yourself.
2. Treat spilled acids or alkalis as follows:
a. On hands or face: Before much damage is done, wash off the chemical with a
large amount of water then with sodium bicarbonate solution. In the case of
sulfuric acid, wipe off first, and then wash off with plenty of water.
b. On clothing: For acids, wash clothing with sodium bicarbonate or dilute
ammonium hydroxide. For alkalis, pour dilute acetic acid then neutralize with
sodium bicarbonate solution.
3. If any chemical gets into the eyes or mouth, go to the nearest sink and wash off with
much water as possible. If the eyes are involved, hold the eyelids open with your
fingers and allow the water to run freely over the eyeball.
4. In case of fire, keep distance from it. Let the instructor handle it. However, you will
probably be asked to assist in extinguishing fires.
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.

5
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

ACCURACY
Consistent with the aim of training students in professional responsibility, accuracy of results
will be considered in evaluation and grading. However, accuracy will be treated as a
relative term. Standard of accuracy in terms of tolerance of error will be set by the instructor
according to the performance of the student and the condition of the apparatus and
chemicals in the experiment.

Evaluate

Assignment #1: (Answer in a separate sheet of Bond Paper)

Material Safety Data Sheet (MSDS)/Safety Data Sheet (SDS)
1. What is the use/importance of MSDS?
2. List the parts/sections of a MSDS?
3. Submit an example of an MSDS

To be submitted together with all the other requirements for the Midterm.

Unit 2 Basic Laboratory Techniques

UNIT LEARNING OUTCOME

● Identify the different laboratory apparatus and equipment, their uses and
functions
● Know basic laboratory techniques

Engage

In any chemistry laboratory course, apparatus and equipment are essential to perform the
required activity and experiments. There are many different types of laboratory apparatus
and equipment used in the lab for different intended purpose. It pays to know some of the
most commonly used in the lab.

Explore

6
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Watch the videos for EXERCISE A and accomplish the Report Sheet at the end of this section.
You are advised to read the procedures below so you can follow the video. Also, you are
tasked to do the necessary observations and record the data based on what will be showed
in the video of the activity.

EXERCISE A (Videos for this Exercise will be sent to your e-mail)

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 it mixes in various
proportions. The amount of air and gas mixed in the chamber is varied by use of the collar
illustrated in Figure 1.3. The relative proportions of gas and air determine the temperature
of the flame.

Examine the burner and locate the

gas and airflow adjustment valve.
(see Figure 1.3). Notice that it is
composed of a base with a gas
inlet. A tube, called the barrel, with
two air holes near the bottom, is
screwed to the base. Unscrew the
tube from the base and notice the
jet or spud set in the base, through
which the gas enters. Attach the
tube to the base.
barrel

1. Connect the gas inlet to the gas

supply with rubber tubing. Close
the air holes by screwing the
tube. Bring a lighted match to
the top of the barrel and turn on
the gas supply. Place 5 ml of
water in a test tube and using a
test tube holder, heat it over the
flame. Take the time until the
water boils.
Figure 1.3 Typical Bunsen burner.

7
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Figure 1.4 Regions of the flame for temperature measurement.

2. Open the air holes by turning the barrel to regulate the air intake and adjust the gas cock
in the supply line to regulate the gas intake to produce a nearly colorless (bluish) quietly
burning flame with four distinct regions. Estimate the relative temperature of each region
by holding the corner of the wire gauze at the different regions of the flame. Base your
estimates below.
Color of the Wire Gauze Approximate Temperature

no change below 500 0C

dull red 501 0C – 650 0C

cherry red 651 0C – 750 0C

orange 751 0C – 900 0C

yellow 901 0C – 1100 0C

Hold a clean, cold, dry evaporating dish over the bluish flame and note observations as
to any deposit at the bottom of the dish.
3. Open the air holes and observe the nature of the flame. Place 5 ml of water in another
test tube and heat over the flame, noting the time until it boils.
4. Hold one corner of the wire gauze horizontally cutting the flame at different regions. Note
your observations.

8
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

5. Quickly thrust a piece of wet cardboard vertically through the center of the flame with
the lower end of the cardboard resting on top of the barrel. Remove the cardboard
before it is ignited and observe the scorched portion.
6. Keep the burner lighted with the air holes open. Slowly turn off the gas supply until a
flame is observed at the gas spud. Note your observations.
B. The Graduated Cylinder
Examine the 100-mL graduated cylinder and notice that it is scribed in milliliters. Fill
the cylinder approximately half full with water. Notice that the water meniscus (curved
surface of the water) is concave (see Figure 1.5).
When water is the liquid to be measured, the lowest point on the curve is always
read as the volume, never the upper level. Avoid errors due to parallax. Different and
erroneous readings are obtained if the eyes are not perpendicular to the scale. Read the
volume of water to the nearest 0.1 mL. Record this volume. Measure the maximum amount
of water that your 125-mL Erlenmeyer flask will hold. Record this volume.

Figure 1.5 Proper eye position for taking volume readings. The meniscus reading here is 50.0mL.

C. Using the balance to calibrate your 10-mL pipet

(For this exercise, just watch the video on USING THE TRIPLE BEAM BALANCE. The following
procedures are for your additional reading. N Part C in the Report Sheet)
In this exercise, the accuracy of the 10-ml pipet will be determined.
Weighing an object on a single-pan balance is very simple. Because of the
sensitivity of the balance, the student must be careful in its use. Directions for operation
of single-pan balance vary with its brand and model. The laboratory instructor will explain
how to use the balance. Regardless of the balance to be used, proper care of the
balance requires the following to be observed:
1. Do not drop an object on the pan.
2. Center the object on the pan.
3. Do not place chemicals directly on the pan. Use a beaker, watch glass, weighing
bottle, or weighing paper.
4. Do not weigh hot or warm objects. Objects must be at room temperature.
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.

9
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

5. Return all weights to zero position after weighing.

6. Clean up any chemical spills in the balance area.
7. Inform your instructor if the balance is not functioning correctly. Do not attempt
to repair it yourself.

The following method is used to calibrate a pipet or other volumetric glassware. Fill
about 40 mL of distilled water in a 150-mL beaker. Record and weigh an empty, dry 25-
mL Erlenmeyer flask (tare) to the nearest 0.1 mg. Measure and record the temperature
of the water. Pipet exactly 10.00 mL of water into this flask and weigh the flask with the
water in it (gross) to the nearest 0.1 mg. Obtain the weight of the water by subtraction.
Using the equation below and the data given in Table 1.5, obtain the volume of water
and therefore the volume of your pipet.
𝑚𝑎𝑠𝑠 𝑚
𝑑𝑒𝑛𝑠𝑖𝑡𝑦 = =
𝑣𝑜𝑙𝑢𝑚𝑒 𝑣
Normally, density is given in units of grams per milliliter (g/mL) for liquids, grams per
cubic centimeter (g/cm3) for solids, and grams per liter (g/L) for gases. Repeat this
procedure in triplicate-that is, deliver and weigh exactly 10.00 mL of water three separate
times.

10
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Exercise A (Accomplish this Report Sheet and submit together with all the other Midterm requirements)

Basic Laboratory Techniques

Name: _________________________________________________________________________

Date: Laboratory Instructor: ________________

REPORT SHEET
A. Bunsen Burner
1. What is the color of the flame? ___________________
What is deposited on the test tube? __________________
To what is the color of the flame due? ____________________
How long does it take to boil the water? ______________________
2. Indicate the approximate temperature of the following regions of the flame.

a. Region 1: Center of the inner cone _________________ 0C

b. Region 2: Center of the outer cone _________________ 0C
What are your observations at the bottom of the dish? ________________________

____________________________________________________________________

3. What is the color of the flame? ___________________

Does it form a deposit on the test tube? ___________________________________

How long does it take to boil the water? ___________________________________

4. What region of the flame makes the wire gauze red hot first? __________________

What conclusion can be drawn from this result? _____________________________

____________________________________________________________________

5. Which part of the cardboard burns first? ___________________________________

What conclusion can be drawn from this result? _____________________________

____________________________________________________________________

6. Note your observations when the Bunsen Burner is turned off: __________________
_____________________________________________________________________
_____________________________________________________________________

11
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

_____________________________________________________________________
B. The Graduated Cylinder
Volume of water in graduated cylinder (in mL):
Exercise No. 1: ________________
Exercise No. 2: ________________
Exercise No. 3: ________________

12
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Elaborate
Chemistry is an experimental science. It depends upon careful observation and the
use of good laboratory techniques. In this experiment, you will become familiar with some
basic operations that will help you throughout this course. Your success as well as your safety
in future experiments will depend upon your mastery of these fundamental operations. It is
important that the data recorded will reflect the accuracy of the device used in the
measurement.
The present system of weights and measurements, the metric system, was originally
based mainly upon fundamental properties of one of the world's most abundant substances,
water. The system is summarized in Table 1.1. Conversions within the metric system are quite
simple once you have memorized the meaning of the prefixes given in Table 1.2.
Recently, scientists have started to use a briefer version of the metric system of units in
which the basic units for length, mass, and time are meter, kilogram, and second,
respectively. This system of units, known as the International System of Units, is commonly
referred to as the SI system and is preferred in scientific works.
A comparison of some common SI, metric, and English units presented in Table 1.3.
Conversions within the metric system are quite easy if you know the definitions for the prefixes
and use dimensional analysis in problem solving.

Table 1.1 Units of Measurement in the Metric System

Measurement Unit and definition
Mass or weight Gram (g) = weight of 1 cubic centimeter (cm3 ) of water at 4°C & 760 mm
Hg
Mass = quantity of material
Weight = mass x gravitational force
Length Meter (m) =100 cm =1000 millimeters (mm) =39.37 in.
Volume Liter (L) =volume of 1 kilogram (kg) of H2O at 4° C
Temperature °C, measures heat intensity:
5 9
0𝐶 = (0𝐹 − 32) 𝑜𝑟 0𝐹 = ( × 0𝐶) + 32
9 5
Heat 1 calorie (cal), amount of heat required to raise 1 g of water 1°C
1 cal = 4.184 joules (J)
Density ρ, usually g/ml, for liquids and g/L for gases:
𝑚𝑎𝑠𝑠
𝜌=
𝑢𝑛𝑖𝑡 𝑣𝑜𝑙𝑢𝑚𝑒

Specific gravity Sp gr, dimensionless

𝑑𝑒𝑛𝑠𝑖𝑡𝑦 𝑜𝑓 𝑎 𝑠𝑢𝑏𝑠𝑡𝑎𝑛𝑐𝑒
𝑆𝑝 𝑔𝑟 =
𝑑𝑒𝑛𝑠𝑖𝑡𝑦 𝑜𝑓 𝑎 𝑟𝑒𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑠𝑢𝑏𝑠𝑡𝑎𝑛𝑐𝑒,𝑢𝑠𝑢𝑎𝑙𝑙𝑦 𝑤𝑎𝑡𝑒𝑟
The quantities presented in Table1.1 are measured with the aid of various pieces of
apparatus. A brief description of some measuring devices follows.

13
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Table 1.2 The Meaning of Prefixes in the Metric System

Prefix Meaning (power of 10) Abbreviation
atto 10-18 A
femto- 10-15 f
pico- 10-12 p
nano- 10-9 n
micro- 10-6 µ
milli- 10-3 m
centi- 10-2 c
deci- 10-1 d
kilo- 103 k
mega- 106 M
giga- 109 G
tera 1012 T
peta 1015 P
exa 1018 E

Table 1.3 Comparison of SI, Metric, and English Units

Physical Quantity SI Unit Some Common Metric Units Conversion Factors
Length Meter (m) Meter (m) 1 m = 100 cm
Centimeter (cm) 1 m = 39.37 in
1 in = 2.54 cm
Volume Cubic Meter (m3 ) Liter (L) 1 L = 1000 cm3
Milliliter (mL) = 1 cm3 1 L = 10-3 m3
1 L = 1.06 qt
Mass Kilogram (Kg) Gram (g) 1 kg = 1000 g
Milligram (mg) 1 kg = 2.205 lb
1 lb = 453.6 g
Energy Joule (J) Calorie (cal) 1 cal = 4.184 J
Temperature Kelvin (k) Degree Celsius (°C) 𝐾 = ℃ + 273.15
5
0𝐶 = (0𝐹 − 32)
9

LABORATORY APARATUS and EQUIPMENT

Laboratory Balance
A laboratory balance is used to obtain the mass of various objects. There are several
different varieties of balances, with various limits on their accuracy. Two of these balances
are shown in Figure 1.1. Most modern laboratories possess single-pan balances. These are
the most accurate balances; generally, they are the simplest to use and most delicate. The
amount of material to be weighed and the accuracy required determine which balance
you should use.

14
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Figure 1.1 Digital electronic balances. The balance gives the mass instantly when an object
to be weighed is placed on the pan.
Graduated Cylinders
Graduated cylinders are tall, cylindrical vessels with
graduations scribed along the side of the cylinder. Since
volumes are measured in these cylinders by measuring the
height of a column of liquid, it is critical that the cylinder has a
uniform diameter along its entire height. Obviously, a tall
cylinder with a small diameter will be more accurate than a
short one with a large diameter. A liter (L) is divided into
milliliters (mL) such that 1 mL = 0.001 L and 1 L = 1000 mL.

Thermometers
Most thermometers are based upon the principle that
liquids expand when heated. Most common thermometers
use mercury as the liquid. These thermometers are made
so that a uniform-diameter capillary tube surmounts a
mercury reservoir. To calibrate a thermometer, one defines
two reference points, normally the freezing point of water
(0°C, 32°F) and the boiling point of water (100°C, 212°F) at
1 atm of pressure (1 atm = 760 mm Hg). Once these points
are marked on the capillary, its length is then sub-divided
into uniform divisions called degrees. There are 100°
between these two points on the Celsius, (°C, or
centigrade) scale and 180° between those two points on
the Fahrenheit (°F) scale.

15
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Pipets
Pipets are glass vessels calibrated so as to deliver a precisely known volume of liquid
at a given temperature. The markings on the pipet illustrated in Figure 1.2 signify that this
pipet was calibrated to deliver (TD) 10.00 mL of liquid at 25°C. Always use a rubber bulb to
fill a pipet. NEVER USE YOUR MOUTH! A TD pipet should not be blown empty.
It is important to be aware that every measuring device, regardless of what it may
be, has limitations in its accuracy. Moreover, to take full advantage of a given measuring
instrument, you should be familiar with its accuracy. Careful examination of the subdivisions
on the device will indicate the maximum accuracy you can expect of that particular tool.

Figure1.2 A typical volumetric pipet and rubber bulbs

The approximate accuracy of some of the equipment is given in Table 1.4.

Table 1.4 Equipment Accuracy

Equipment Accuracy
Analytical balance ±0.0001 g (±0.1 mg)
Triple beam balance ±0.10 g
Graduated cylinder ±0.1 mL
Pipet ±0.02 mL
Buret ±0.02 mL
Thermometer ±0.2°C

16
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Table 1.6 Density of pure water (g/cm3 ) at temperatures 10.0°C - 30.9°C by 0.1°C
increments

17
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Explain
EXAMPLE 1.1
Using the procedure given above, a weight of 10.0025 g was obtained as the
weight of the water delivered by one 10-mL pipet at 22.0°C. What is the volume
delivered by the pipet?
𝑚
SOLUTION: From the density equation given above, we know that 𝑉 = 𝑑
For the mass, we substitute our value of 10.0025 g. For the density, refer to Table
1.6. At 22.0°C, the density is 0.997770 g/mL. The calculation is:
10.0025 𝑔
𝑉= = 10.0249 ≈ 10.02 𝑚𝑙
0.997770 𝑔/𝑚𝑙

The volume must be rounded off to 10.02, because the pipet's precision can
be determined only to within ±0.02 mL.

The precision of a measurement is a statement about the internal agreement among

repeated results; it is a measure of the reproducibility of a given set of results. The arithmetic
mean (average) of the results is usually taken as the "best" value. The simplest measure of
precision is the average deviation from the mean. The average deviation is calculated by
first determining the mean of the measurements, then calculating the deviation of each
individual measurement from the mean and, finally, averaging the deviations (treating each
as a positive quantity). Study Example 1.2 and then, using your own experimental results,
calculate the mean volume delivered by your 10-mL pipet. Also calculate for your three trials
the individual deviations from the mean and then state your pipet's volume with its average
deviation.

EXAMPLE 1.2
The following values were obtained for the calibration of a 10-mL pipet: 10.10,
9.98, and 10.00 mL. Calculate the mean value and the average deviation from the
mean.
10.10+9.98+10.00
SOLUTION: 𝑚𝑒𝑎𝑛 = 3
= 10.03
Deviations from the mean: |value – mean|
|10.10 -10.03| = 0.07
|9.98 - 10.03| = 0.05
|10.00 - 10.03| = 0.03
0.07 + 0.05 + 0.03
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑚𝑒𝑎𝑛 = = 0.05
3
The reported value is therefore 10.03 0.05 mL.

18
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Evaluate

Assignment #2: (Answer in a separate sheet of Bond Paper)

What are the basic units of length, mass, volume, and

temperature in the SI system?
A liquid has a volume of 1.35 liters. What is its volume in mL?
in cm3?
If an object weighs 1.47 g, what is its weight in mg?
Why should you never weigh a hot object?
What is precision?
Define density? Can it be determined from a single
measurement?
What is the density of an object with a mass of 9.03 g and a
volume of 0.1987 mL?
Weighing an object three times gave the following results:
10.2 g, 10.1 g, and 10.3 g. Find the mean weight and the
average deviation from the mean.
Normal body temperature is 98.6°F. What is the
corresponding temperature in °C?
What is the weight in kilograms of 950 mL of a substance
that has a density of 1.274 g/mL?
An object weighs exactly five grams on an analytical
balance that has an accuracy of 0.1 mg. To how many
significant figures should this weight be recorded?
What is the dominant color of a properly adjusted flame
from a Bunsen burner?
How many distinct cones does a properly adjusted non-
luminous flame have on a Bunsen burner (one, two or three)?
To be submitted together with all the other requirements for the Midterm.

19
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Unit 3: Specific Heat of Metal

UNIT LEARNING OUTCOME
● Apply laboratory techniques and quantitative methods of obtaining data for the
calculation of the specific heat of metals through energy balances

Engage
What is Specific Heat?
By definition, SPECIFIC HEAT of a substance is the quantity of heat required to raise the
temperature of 1.0 gram of a substance by 1.0°C. It is one of the physical properties of pure
substances and just like density it is slightly temperature dependent. The standard unit used
in heat measurements is the CALORIE, which is also defined as the amount of heat required
to raise the temperature of 1.0 gram of water by 1.0°C. At this temperature interval, the
variation in specific heat of water is zero. Over relatively small temperature intervals, variation
in specific heat of an incompressible substance such as metals is so slight that it may be
assumed negligible. The relation of this capacity for holding heat to the heat effect (Q), mass
(m), specific heat of the substance (sp ht) and temperature change (ΔT), after a heat flow
is summarized in the equation (if there is no work nor changes in potential and kinetic
energies): 𝑄 = 𝑚 × 𝑠𝑝 ℎ𝑡 × ∆𝑇
In words, the change in temperature of a substance is directly proportional to the
amount of the heat added and inversely proportional to the mass.
In this experiment, the specific heat of selected metals will be measured based on two
fundamental laws of heat:
(a) Two objects originally at different temperatures eventually reach the same
temperature if they are in contact so that the heat flows from the high temperature
body to the low temperature body;
(b) The heat loss by the originally warmer object is exactly equal to the heat gained by
the originally colder object (assuming no heat loss to the surroundings).

Based on the LAW OF DULONG AND PETIT which states that the product of the atomic
weight of an element and its specific heat is approximately 6.4, the approximate weight can
also be determined using the specific heat.

Explore

20
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Watch the video of EXPERIMENT 1 and accomplish the Report Sheet at the end of this section.
You are advised to read the procedures below so you can follow the video. Also, you are
tasked to do the necessary observations and record the data based on what will be showed
in the video of the activity.

EXPERIMENT 1 (Video of the Experiment will be sent to your e-mail)

A. Determination of Specific Heat

1. Weigh accurately the metal. Place the metal in a dry clean test tube.
2. Prepare 25.0 mL (25.0 g) cold water in the improvised calorimeter. Record the
temperature of this water. Set aside.
3. Immerse the test tube with the metal in a large beaker containing about 400mL of
water and heat the water to boiling. Allow the water to boil for 15.0 minutes after
which it may be assumed that the metal has attained the temperature of the boiling
water. Record.
4. Immediately drop the heated metal into the water in the calorimeter and cover.
Watch closely the rise in temperature until the thermometer reading is in equilibrium.
Record this final temperature of the water and metal fixture while keeping it well
stirred.
5. Repeat the above procedure and obtain separate data for each metal. Tabulate
your data and calculate the specific heat of such metal using the formula below:
−𝐻𝑒𝑎𝑡 𝑙𝑜𝑠𝑠 𝑏𝑦 𝑚𝑒𝑡𝑎𝑙 = 𝐻𝑒𝑎𝑡 𝑔𝑎𝑖𝑛𝑒𝑑 𝑏𝑦 𝑤𝑎𝑡𝑒𝑟
−[𝑠𝑝 ℎ𝑡𝑚 × 𝑚𝑚 × (𝑇𝑓 − 𝑇𝑖 )] = 𝑠𝑝 ℎ𝑡𝑤 × 𝑚𝑤 × (𝑇𝑓 − 𝑇𝑖 )

The negative sign represents the opposite direction of heat flow.

B. Determination of Approximate Atomic Weight of Metal

Following procedure (A), determine the specific heat of the unknown metal and from
the value, calculate the approximate atomic weight of the metal using the formula:
𝑔 𝑐𝑎𝑙 𝑐𝑎𝑙
𝑎𝑡𝑜𝑚𝑖𝑐 𝑚𝑎𝑠𝑠 ( ) × 𝑠𝑝𝑒𝑐𝑖𝑓𝑖𝑐 ℎ𝑒𝑎𝑡 ( ) = 6.4
𝑚𝑜𝑙 𝑔∙℃ ℃ ∙ 𝑚𝑜𝑙
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.

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Department of Chemical Engineering

Experiment 01 (Accomplish this Report Sheet and submit together with all the other Midterm requirements)

Specific Heat of a Metal

Name: ___________________________________________

Date:_ Laboratory Instructor: __________

Unknown Number: ________

REPORT SHEET

A. Determination of the Specific Heat of a Metal

Metal #1 Metal #2
Mass of metal grams
Original temperature of water °C
Original temperature of metal °C
Final temperature of metal °C
Temperature loss of metal °C
Mass of water grams
Specific heat of metal J/g∙°C

B. Determination of the Approximate Weight of a Metal

Mass of unknown metal grams

Original temperature of water °C

Original temperature of metal °C

Final temperature of metal °C

Temperature loss of metal °C

Mass of water grams

Specific heat of metal J/g∙°C

Approximate atomic weight of metal g/mol

22
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Evaluate

Assignment #3: (Answer in a separate sheet of Bond Paper)

Refer to approximate tables (from chemistry handbooks) for the

actual values of specific heats. How do you account for the large
deviations from actual values?
What additional information is needed in order to calculate a
more accurate atomic weight for the unknown metal?
Indicate whether the following will increase, decrease, or have no
effect on the calculated atomic weight of the unknown metal:
5.0 grams of hot water were transferred to the
calorimeter together with the metal.
There was heat loss by radiation from the calorimeter
to the surroundings.
There was considerable delay in transferring the metal
to the water in the calorimeter.
The metal was transferred to the calorimeter before
temperature of the metal and boiling water reached
equilibrium
A 74.8 g sample of a metal at 143.2 °C is added to an insulated
vessel containing 208g of water at 24.8 °C. The final temperature
of the mixture is 31.1 °C. What is the specific heat of the metal in
J/g-°C?
To raise the temperature of 75.0 g of a particular metal by 1.50 °C
requires 107 cal of heat. What is the approximate atomic mass of
the metal? What is the metal?

To be submitted together with all the other requirements for

the Midterm.

23
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Unit 4: Latent Heat of Fusion of Ice

UNIT LEARNING OUTCOME
● Apply laboratory techniques and quantitative methods of obtaining data for the
calculation of the specific heat of metals through energy balances

Engage
What is Latent Heat of Fusion?
A characteristic property of crystalline substance is the latent heat of fusion of the
substance; that is, the amount of heat energy required to change one unit mass of the
substance from the solid state to the liquid state without changing the temperature of the
substance. In this experiment, we shall determine the latent heat of fusion of ice. To do this,
we will add a known mass of ice at 0°C to warm water whose mass and temperature are
known. As in the previous experiment, we will assume that:
−𝐻𝑒𝑎𝑡 𝑙𝑜𝑠𝑠 𝑏𝑦 𝑤𝑎𝑟𝑚 𝑤𝑎𝑡𝑒𝑟 = 𝐻𝑒𝑎𝑡 𝑔𝑎𝑖𝑛𝑒𝑑 𝑏𝑦 𝑐𝑜𝑙𝑑𝑒𝑟 𝑜𝑏𝑗𝑒𝑐𝑡

But we must remember that the ice (the cold object) gains heat as it changes state
and then, as cold water gains more heat, the temperature rises to the final temperature of
the mixture.

Explore
Watch the video of EXPERIMENT 2 and accomplish the Report Sheet at the end of this section.
You are advised to read the procedures below so you can follow the video. Also, you are
tasked to do the necessary observations and record the data based on what will be showed
in the video of the activity.

EXPERIMENT 2 (Video of Experiment will be sent to your e-mail)

Procedures:
1. Weigh the calorimeter and its cover. Record its mass.
2. Fill the calorimeter about one-half full with warm water (about 35-40°C). Weigh the
calorimeter with water and cover. Record the mass.
3. Measure the temperature of the warm water in the calorimeter. Record the temperature.
4. Crush 2 ice cubes into smaller pieces and place the ice in the calorimeter with warm
water.
5. Stir the ice-water mixture with a thermometer and record the lowest temperature
reached.
6. Measure the mass of the whole set-up. The difference in the mass between the set-up
and the mass of the calorimeter with cover and warm water is equal to the mass of the
ice.
7. It is assumed that the initial temperature of the ice is 0°C. Calculate the latent heat of
fusion of ice.

24
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Experiment 02 (Accomplish this Report Sheet and submit together with all the other Midterm requirements)

Latent Heat of Fusion of Ice

Name: ___________________________________________

Date:_ Laboratory Instructor: __________

REPORT SHEET

Mass of calorimeter, cup, and cover: grams

Initial temperature of warm water: °C

Mass of calorimeter, cup, and warm water: grams

Mass of warm water alone: grams

Mass of calorimeter, cup, cover, warm water, and ice: grams

Mass of ice alone: grams

Initial temperature of ice: °C

Final temperature of warm water and ice: °C

J/g
Latent heat of fusion of ice (experimental):
Latent heat of fusion of ice (theoretical): J/g

Percentage error: %

25
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Evaluate

Assignment #4: (Answer in a separate sheet of Bond Paper)

What error occured by using (a) a single large piece of ice? Or (b)
very fine shavings of ice?
Suppose that 5.0 grams of water is transferred to the calorimeter
on the surface of the ice and assuming that all data are correct,
would the calculated value for the latent heat of fusion be too
high or too low? Give reasons for your answer.
Recalculate the latent heat of fusion, assuming that 5.0 grams of
water were transferred to the calorimeter on the surface of the
ice. Is this the expected result? Why?
What is the minimum amount of ice at 0°C that must be added to
the contents of a can of diet cola (340mL) to cool it down from
20.5°C to 0°C? Assume that the specific heat and density of the
diet cola are the same as for water and that no heat is gained or
lost to the surroundings. The latent heat of fusion of ice is 335J/g.
Specific Heat of water 4.184 J/g.K, and Density of water is 1 g/mL.
Graded Quiz #1: (Coverage: Module 1)

To be submitted together with all the other requirements for the Midterm.

26
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

References:

Journal

Chemistry in Context, 8th Edition. American Chemical Society., Mc-Graw Hill Higher Education, 2015

Textbooks

Brown, Le May and Bursten. (2010) Chemistry, The Central Science, 7th ed., USA: Prentice Hall
International
Chang, R.(2010) Chemistry, 10th ed., New York: McGraw Hill
Davis, Mackenzie L.,(2010), Water and Wastewater Engineering Design Principles and
Practice.,Professional Edition, McGraw Hill
Davis, Mackenzie L.,(2013), Cornwell, David A. Introduction to Environmental Engineering, 5th ed.,
McGraw Hill
Geankoplis, Christie J.(2010),Transport Processes and Unit Operations, 3rd edition
Manahan, Stanley E.(2013),Fundamentals of Environmental and Toxicological Chemistry:
Sustainable Science, 4th Ed., CRC Press
Marteel-Parish, Anne E., Abraham, Martin A.(2013) Green Chemistry and Engineering: A Pathway
to Sustainability. Wiley Publishing
Masterton, William L. et. al.(2018),Principles and Reactions: Chemistry for Engineering
Students,Philippine Ed.,C&E Publishing, Inc.
Petrucci, R.H. (2011) General Chemistry: Principles and Applications, 10th ed., Toronto Pearson
Canada
Silberberg, MS (2013), Principles of General Chemistry, 3rd ed., New York: Mc Graw Hill
Whitten, K.W., Raymond, E.D.,Peck, M.L., Stanley, G.G.,(2004) General Chemistry, 7th ed., USA:
Brooks/Cole
Yunus Cengel and John Cimbala. (2013)Fluid Mechanics Fundamentals and Applications.
Zumdahl, S. & Zumdahl, S. (2014), Chemistry, 9th ed., USA: Brooks/Cole.

27
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

ENGGCHEM LAB, 1st Sem, 2020 - 2021 GRADED QUIZ #1

Name: _______________________________ Score:

INSTRUCTION: Use a separate sheet of Bond Paper. Show your calculations/solution (you
can use separate sheet of paper for your calculations/solution).

I. Conversion. Round off your answers to four decimal places. Show your solution (uses
separate sheet of paper)
1. 30 oC to oF _________________________
2. 25 m to in _________________________
3. 16 in to cm _________________________
4. 81 kg to lb _________________________
5. 5 L to qt _________________________
6. 30 cal to J _________________________
7. 40 oF to K _________________________
8. 250 cm to km _________________________
9. 25 Mg to Tg _________________________
10. 1750 mL to L _________________________

II. FILL IN THE BLANKS. Round off your answers to four decimal places. Show your solution
(uses separate sheet of paper)
Determination of the Specific Heat of a Metal
Metal #1
Mass of metal 21.3 grams
Original temperature of 25 °C
water
Original temperature of 98 °C
metal
Final temperature of metal 30.5 °C
Temperature loss of metal __________ °C
Mass of water 24.9 grams
Specific heat of metal __________ J/g∙°C

Determination of the Approximate Weight of a Metal

Mass of unknown metal 22.5 grams
Original temperature of water 26 °C
Original temperature of metal 97.5 °C
Final temperature of metal 28 °C
_________ °C
Temperature loss of metal _
Mass of water 25.1 grams

28
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

_________ J/g∙°C
Specific heat of metal _
_________ g/mol
Approximate atomic weight of metal _

Latent Heat of Fusion of Ice

Mass of calorimeter, cup, and cover: 96.3 grams
Initial temperature of warm water: 37.5 °C
Mass of calorimeter, cup, and warm water: 145.3 grams
Mass of warm water alone: _________ grams
_
Mass of calorimeter, cup, cover, warm water, and 150.8 grams
ice:
Mass of ice alone: _________ grams
_
Initial temperature of ice: 0 °C
Final temperature of warm water and ice: 28 °C
Latent heat of fusion of ice (experimental): _________ J/g
_
Latent heat of fusion of ice (theoretical): _________ J/g
_
Percentage error: _________ %
_

29
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

MODULE 2
This Module includes the following Units:

Unit 1: Oxidation-Reduction (Redox)

Unit 2: Rusting of Metals
Unit 3: Mechanical Properties of Chocolate – How Strong is your Chocolate

Unit 1: Oxidation-Reduction (Redox)

UNIT LEARNING OUTCOME

● Execute proficiency to demonstrate, calculate, analyze, and balance chemical
equations involving oxidation-reduction reactions

Engage/Explain
What is Oxidation-Reduction (Redox) Reaction?
In a restricted sense, the term “oxidation” refers to a reaction which involves the
combination of other substances with oxygen. The term “reduction”, on the other hand,
refers to the removal of oxygen from its compounds.
In the broadest sense, the concept of oxidation and reduction is associated with the
electrical state of the element. Oxidation refers to a reaction in which an element increases
in oxidation state due to loss of electrons. Reduction refers to a reaction in which an element
decreases in oxidation state due to gain of electrons. In many reactions, the oxidation states
of elements do not change, but in many others, the oxidation states of elements do change.
These changes in oxidation states are a consequence of electron transfer from the structure
of one atom to that of another. Therefore, oxidation and reduction must occur
simultaneously. Reactions wherein oxidation and reduction, according to the broad
definition, takes place simultaneously are called OXIDATION – REDUCTION reactions,
sometimes abbreviated as REDOX.
In a given reaction, the substance responsible for oxidation is called the oxidizing
agent and the substance responsible for reduction is called the reducing agent. The
oxidizing agent contains an element capable of taking up electrons. The oxidizing agent
causes the oxidation of a given element by removing electrons from that element but in so
doing is itself reduced. The reducing reagent causes the reduction of a given element by
giving up electrons to that element but in so doing is itself oxidized. In oxidation-reduction,
the transfer of electron is from the reducing agent to the oxidizing agent. For example, the
typical oxidation-reduction represented in the ionic form:
𝑍𝑛0 𝑅𝑒𝑑𝑢𝑐𝑖𝑛𝑔 𝑎𝑔𝑒𝑛𝑡 + 𝐶𝑢2+ 𝑂𝑥𝑖𝑑𝑖𝑧𝑖𝑛𝑔 𝑎𝑔𝑒𝑛𝑡
→ 𝑍𝑛2+ 𝑂𝑥𝑖𝑑𝑎𝑡𝑖𝑜𝑛 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 + 𝐶𝑢0 𝑅𝑒𝑑𝑢𝑐𝑡𝑖𝑜𝑛 𝑝𝑟𝑜𝑑𝑢𝑐𝑡
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.

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Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

The reaction involved the transfer of two electrons from one zinc ion to one copper ion.
Oxidation-reduction reactions are subject to influence by the same factors that have
bearing upon the rates of reactions in general: temperature, concentration, and catalyst. In
addition, they are governed largely by the inherent characteristics of the particular oxidizing
and reducing agents employed. Since atoms or ions differ in their affinity for electrons they
will differ in their ability to take electrons from other atoms or in their ability to get rid of their
own electrons. To be able to predict whether a reaction will actually occur upon bringing
together an oxidizing agent and a reducing agent, one must know whether the oxidizing
agent has sufficient oxidizing power to take electrons from the reducing agent. Relative
oxidizing and reducing capabilities of atoms or ions are summarized in tables known as
ELECTROMOTIVE SERIES or POTENTIAL SERIES. Potential series may either be a table of
standard oxidation potentials or a table of standard reduction potentials. In a standard
oxidation potential series, the reactants are arranged in their decreasing order of their power
as oxidizing agents. The reversible half-reactions are written in such a way that the reaction
toward the right is an oxidation, and the reaction toward the left is a reduction. A reaction
proceeds spontaneously if the half-reaction of the oxidizing agent is higher in the list than
that of the half-reaction of the reducing agent. The following will be helpful in figuring out
the most probable products of reactions between the most common oxidizing agents and
reducing agents.

Table B.1 Common Oxidizing Agents and Their Usual Products

Oxidizing Agent Product(s)
HNO3, conc NO2 + H2O
HNO2, dil NO + H2O
MnO4- (acid solution) Mn2+ + H2O
MnO4- (basic solution) MnO2
MnO4- (neutral solution) MnO42-
Cr2O7 Cr3+ + H2O
CrO42- Cr3+ + H2O
F2, Cl2, Br2, I2 F-, Cl-, Br-, I-
Fe3+ Fe2+
MnO2 Mn2+
KClO3, KBrO3 KCl, KBr
O2 or O3 H2O or O2-
H2O2 H 2O
H2SO4, conc SO2
HClO4 Cl2
K2S2O8 SO42-
KIO4 IO32-
NaBiO3 Bi3+
PbO2 Pb2+

31
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Table B.2 Common Reducing Agents and Their Usual Products

Reducing Agent Product(s)
Metal Metallic ions (cations)
H 2S S or possibly SO2 or SO42-
S SO2 or SO42-
HCl, HBr, HI Free halogen
Fe2+ Fe3+
Sn2+ Sn4+
C2O42- CO2 + H2O
H2 H2O or H+
CO CO2
SO2, SO3, HSO3 H2SO4 or SO42-
Na2S2O4 (acid solution) H2SO3
Na2S2O4 (basic solution) SO32-

Explore

Balancing Redox Reactions

EXERCISE B
Watch video on Balancing Redox Reaction:
Link: https://www.youtube.com/watch?v=v5sDNmYCaqo

⮚ Note: If you cannot access the video, review your lecture notes on Balancing Redox
Reactions

32
Saint Louis University
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Department of Chemical Engineering

Evaluate

Assignment #5: (Answer in a separate sheet of Bond Paper. Show the steps of Balancing the Redox
Reactions)
Balancing Redox Reactions:
Fe + HCl → FeCl3 + H2
HNO3 + H2S → S + NO + H2O
KMnO4 + LiCl + H2SO4 → Cl2 + MnSO4 + K2SO4 + Li2SO4 + H2O
K2Cr2O7 + KI + H3PO4 → I2 + CrPO4 + K3PO4 + H2O
K2Cr2O7 + FeSO4 + H2SO4 → Cr2(SO4)3 + Fe2(SO4)3 + K2SO4 + H2O
MnO4 - + Fe +2 + H+ → Mn++ + Fe3+ + H2 O
MnO4 -
+ C2O4 -2
+ H +
→ Mn ++
+ CO2 + H2 O
FeCl3 + SO2 + H2O → FeCl2 + HCl + H2SO4
Na2S2O3 + I2 → NaI + Na2S4O6
Mn(NO3)2 + 5BiO2 + HNO3 → HMNO4 + Bi(NO3)3 + H2O

To be submitted together with all the other requirements for the Midterm.

33
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Unit 2: Rusting of Metals

UNIT LEARNING OUTCOME

● Execute proper calculations and analysis of chemical corrosion reactions and
methods to lower rate of metals

Engage

Why is the Statue of Liberty green?

Statue of Liberty is a gift of France to the United States. It is made of copper metal. To
see the color of copper metal, you can check the metal inside the unused wire. You can
notice that the color is somewhat brownish with luster.
Why then that the Statue of Liberty is colored green (or bluish green)? It is because of
the exposure of the statue to the atmosphere (air and water). This causes a reaction that
imparts the distinct color of the statue, specifically the Copper Oxide (CuO).

Explore
Watch the videos of EXPERIMENT 3 and accomplish the Report Sheet at the end of this
section. You are advised to read the procedures below so you can follow the video. Also,
you are tasked to do the necessary observations and record the data based on what will
be showed in the video of the activity.

EXPERIMENT 3 (Videos of the Experiment will be sent to your e-mail)

Part I: Rusting of Steel Using the Salt Drop Technique. (First described in 1926 by U. R. Evans.
See Scully, J. C., The Fundamentals of Corrosion, 2nd Ed., Pergamon. 1975. p. 57.)
Procedure
1. Plain Steel

Obtain 100 mL of salt solution and add 10 drops of phenolphthalein. On a section of

mild steel, combine 4 drops of this solution and 3 drops of potassium ferricyanide and
cover with a watchglass. Observe for at least five minutes. What changes occur?

On the same bar do as above except use ferrocyanide. Observe for at least 5
minutes. What changes occur? Which chemical reagent (ferro or ferri) would you use to
check for rust on iron?

Ions are spatially separated in this salt drop experiment because the drop is thicker in the
middle than at the edges. Electrochemical reduction reactions that produce OH− occur at

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Department of Chemical Engineering

the edges due to readily available oxygen from the air. Electrochemical oxidation reactions
occur at the middle of the drop due to the lack of oxygen. See Figure 3.2.

Figure 3.2

2. Polymer Coated Steel

Using the file, place a deep scratch on one area of polymer coated steel can lid.
Place 3 drops of ferricyanide and 4 drops of salt solution on the scratch. On a second
area of the polymer coated lid, place the drops as above and cover with a watch glass.
Observe both areas of the lid for at least 5 minutes. What changes occur? See Figure 3.3.

Unscratched Iron Scratched Iron

Figure 3.3
3. Tin Coated Steel
Repeat Procedure 2 using tin plated steel can side, tin side up. Observe for at least 8
minutes. What changes occur?

4. Zinc Plated Steel

Repeat Procedure 2 using a piece of galvanized steel. Observe for 5 minutes. What
changes occur? Is iron rusting?
Observe that an intense pink color forms, indicating a reaction is taking place and
OH ions are produced. No blue is seen in the drop-indicating that the iron is not rusting.
Metals such as zinc are used because these sacrificial anodes are more willing to give
up electrons (oxidize) than the iron and thus protect the iron from oxidation.

5. 25-centavo coin, 1-peso coin

Following Procedures 2 in Part I. Use the salt drop technique on each of the two
coins with a deep scratch on each. What do you think will happen?

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Saint Louis University
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Department of Chemical Engineering

Part II: Galvanic Series (batteries)

Procedure
1. Voltmeter Ranking of Metals
Fill a wide mouth bottle with salt solution. Hang a copper strip over the side of the jar,
and stopper the jar. Abrade all metal strips with sandpaper. Clip one lead from a
voltmeter to the copper strip and the second lead to a metal strip into the solution
through the hole in your stopper and record the voltage on Table 3.1. Obtain two more
sets of readings from other students; average and calculate the standard deviation. Rank
your metals in ascending order of voltage.

Table 3.1: Measured Voltage vs. Copper Foil

2. Galvanic Couples of Metals

Place 2 strips of metal from Table 3.2 on each other and fold one end of the strips over
each other several times. Flip one metal out so that both metals are visible (see
figure 3.4). Place several drops of your salt solution on the junction of the 2 metals.
Observe and record which metal turns pink on Table 3.2. In using Mg, if both metals turn
pink, ignore the Mg.

Figure 3.4

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Department of Chemical Engineering

The metal acting as a cathode turns pink therefore the other metal must be the
anode and is corroding (rusting). How do the results in Table 3.2 compare with the voltage
ranking on Table 3.1?

Table 3.2: Galvanic Couples

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Experiment 03 (Accomplish this Report Sheet and submit together with all the other Midterm requirements)

Rusting of Metals
Name: ___________________________________________

Date: Laboratory Instructor: ____

REPORT SHEET

Part I:
1. Plain Steel

2. Polymer Coated Steel

3. Tin Coated Steel

4. Zinc Plated Steel

5. 25-centavo coin, 1-peso coin

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Saint Louis University
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Department of Chemical Engineering

Part II:
1. Voltmeter Ranking of Metals
Measured Voltage vs. Copper Foil
Metal Your Other Other Average Standard Rank
Data Data 1 Data 2 Deviation

2. Galvanic Couples of Metals

Galvanic Couples
Sn Pb Al Mg Cu

Pb
Comparison of the results of galvanic couples and voltage ranking:

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Saint Louis University
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Explain
Rusting of metals is a special case of metal oxidation. Iron will oxidize to form rust.
Water will cause metals to rust. This reaction can be accelerated by adding salt. In the
corrosion process, metals get oxidized. For example in mild steel (which is greater than 99%
iron) the metal corrodes according to the following: 𝐹𝑒 → 𝐹𝑒 +2 +
− (𝑡ℎ𝑒
2𝑒 𝑟𝑒𝑚𝑜𝑣𝑎𝑙 𝑜𝑓 𝑒𝑙𝑒𝑐𝑡𝑟𝑜𝑛𝑠)
These electrons are consumed by reacting with another substance (usually oxygen but it
can be H+ in acids) in reduction as in 𝑂2 + 4𝑒 − = 2𝐻2 𝑂 → 4𝑂𝐻 − (𝑡ℎ𝑒 𝑔𝑎𝑖𝑛𝑖𝑛𝑔 𝑜𝑓 𝑒𝑙𝑒𝑐𝑡𝑟𝑜𝑛𝑠)
In an acid solution, the reduction is 2𝐻 + + 2𝑒 − → 𝐻2
These equations indicate that in order for metals to corrode (rust), two reactions occur; an
oxidation that converts metal to metal ions and electrons and a second reaction which
consumes those electrons by converting oxygen and water to hydroxide ions. In order for
these reactions to occur, the electrons must be transported from the place where the metal
dissolves to the place where the oxygen is consumed and an ionic current must also flow
between the sites to complete the circuit. This ionic current flows more easily through water
containing electrolytes (i.e., NaCl). This accounts for the rapid rusting of unprotected steel in
a salty environment.
The final product of iron oxidation (rust) is usually a ferric oxide (often hematite Fe2O3).
The initial corrosion product of the anodic reaction is ferrous (Fe2+) ion. This is subsequently
oxidized to Fe3+ by exposure to oxygen. In this experiment we are looking at the initial
product only.
In the experiment we can watch the corrosion reaction by using substances that
produce a color change when they react with the products of the iron oxidation or oxygen
reduction. Recall that phenolphthalein turns pink in the presence of hydroxide and
ferricyanide turns a deep blue in the presence of iron II++ (rust).
The corrosion process may be slowed by coating the metals with other metals or
polymers in order to protect the metal from the corrosive environment. Examples of this can
be seen in food cans which have a polymer coating and in galvanized steel where iron is
coated with zinc.
When we put two metals in direct contact, one can oxidize (rust) while the other
reduces oxygen. This reaction sets up a voltage and is the primary reaction in a battery. By
measuring this voltage, it is possible to construct a list ranking the metal's oxidation
tendencies. If metals which are far apart in oxidation tendencies are placed in contact with
each other and with an electrolyte solution, severe corrosion of one metal can occur.

40
Saint Louis University
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Department of Chemical Engineering

Evaluate

Assignment #6: (Answer in a separate sheet of Bond Paper)

Explain your observations and conclusions from the coins experiment.

Why does grapefruit juice left in an open can taste metallic?
If nerves respond to electrical currents, why do you think putting aluminum
foil on an amalgam (gray) filled tooth hurts? Dental amalgam is a mixture of
Ag, Sn, and Hg.
Why do they put magnesium rods in a steel hot water heater? (Hint: Think
about galvanized steel.)
If pipes feeding a water fountain were made of copper with lead solder at
the junctions, which metal dissolves more readily? Explain.
Tarnished silver can be restored by contact with magnesium in a salt
solution. In this reaction, the tarnished silver is reduced. What is oxidized?

To be submitted together with all the other requirements for the Midterm.

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Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Unit 3: Mechanical Properties of Chocolate –

How Strong is your Chocolate?
UNIT LEARNING OUTCOME
● Apply techniques and analytical measurements appropriate for the analysis and
calculations of the mechanical properties and chemistry of engineering materials

Engage
Materials we encounter
As future engineers, you cannot get away with different types of materials. These
include metals, concrete, plastics, and all other types of materials for various applications.
These materials should be suitable for the intended application, thus has to be tested for
their mechanical integrity.
Materials such as metals (aluminum, iron, copper, etc.), ceramics (silicon carbide,
porcelain) or polymers (milk jugs made of polyethylene) are tested by scientists and
engineers to reveal certain mechanical properties such as the maximum stress a material
can withstand. The stress at which a material breaks is a measure of its strength.
However, today you will be testing the strength of a delicious material you know as
CHOCOLATE!
One conventional method of mechanical testing is called a 3-point bend test, in which a
load (Mass) is applied to the center of a beam which has its edges restricted.

Figure 4.1: An ideal 3- point beam bending test

Figure 4.2: Experimental setup of a bar of chocolate

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Saint Louis University
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Explore
Watch the video of EXPERIMENT 4 and accomplish the Report Sheet at the end of this section.
You are advised to read the procedures below so you can follow the video. Also, you are
tasked to do the necessary observations and record the data based on what will be showed
in the video of the activity.

EXPERIMENT 4 (Video of the Experiment will be sent to your e-mail)

Procedure
Note: during the actual experiment procedures, be sure to record all observations (i. e. – any
bending noted in chocolate bar, if the cup is moving around, how hard the coins are falling
into the cup, etc.)
1. Using the scissors, punch two small holes in the rim of the cup. The holes should be
opposite each other.
2. Cut a piece of string that is approximately 1.5 ft long. The string needs to be long
enough to tie to both ends of the cup, and hang approximately 4 – 6 inches below
the chocolate bar.
3. Tie one of the ends of the string to one of the holes in the cup. Tie the other end of the
string to the opposite hole.
4. Record the following dimensions (be sure to include units):
- Type of chocolate bar (milk chocolate, dark, etc):
- Length of chocolate bar
- Width of chocolate bar
- Thickness of chocolate bar
5. Place a mat on the floor to protect the chocolate when it falls.
6. Place the chocolate in between the two desks. Approximately ½ inch (or less) of the
chocolate bar should be touching each desk. Note which way the notches (or
lettering) is facing and try to remain consistent throughout the experiment.
7. Place the string and cup assembly across the middle of the chocolate bar.

8. Using the funnel, start placing the coins into the cup, one at a time. The coins should
be funneled in at a steady pace, ensuring that each coin lands in the cup before the
next coin enters the cup. (2-3 coins a second is a good rate.) Try funneling the coins
in a way that they do not fall a large distance when they enter the cup.

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Saint Louis University
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Department of Chemical Engineering

9. Continue placing coins into the cup at the steady rate until the chocolate bar breaks.
10. Record the number of coins in the cup at the time of fracture.
11. Look at the fracture surface and write down any observations.

12. Find the mass of the cup, string, and the coins in the cup at fracture using the balance.
13. Repeat steps above for each chocolate bar to be tested.

44
Saint Louis University
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Department of Chemical Engineering

Experiment 04 (Accomplish this Report Sheet and submit together with all the other Midterm requirements)
Mechanical Properties of Chocolate- How Strong is your Chocolate?
Name: _________________________________________________________________________

Date: Laboratory Instructor: ____

REPORT SHEET
1. How was each of the chocolate bars different from each other? Describe physical characteristics of
each chocolate bar below:
a. choco bar 1

b. choco bar 2

c. choco bar 3

d. choco bar 4

2. Which choco bar broke first? Describe why you think that it broke first. How many coins did it take to
break the chocolate bar?

3. Which choco bar broke last? Describe why you think that it broke last. How many coins did it take to
break the chocolate bar?

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Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

4. Determine the flexural strength of the chocolate bars from strongest to weakest.

5. By observing the chocolate bar as you added coins, were you able to predict when the choco bar was
about to break? Describe below why or why not.

6. Describe below what you think would happen in an experiment that used a choco bar twice the
thickness of the thickest choco bar used in this experiment.

7. What did the “breaks” in the choco bar look like? Do you think by examining the choco bar after it
broke that you could put it back together?

46
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

Evaluate

Assignment #7: (Answer in a separate sheet of Bond Paper)

Calculate the load (P) at which each chocolate bar broke.

Hint: use P (Newtons) = m (in Kg) * 9.81 m/s2
We determined the strength of the chocolate bars by finding each
bar’s “breaking point.” Stress is the calculation of this breaking point
and is defined as force divided by area. Calculate the stress (σ) at
which each chocolate broke using the formula below. (σ is stress, w is
the width of the bar (in meters), t is the thickness of the bar (in meters),
l is the length of the bar (in meters), P is load (mass) applied (in
Newtons).
Using the calculations you made in number 3, rank the different
chocolates in order of their flexural strength.
Why do the same types of chocolate fail with different number of
coins in the cup?
Why do different types of chocolate fail with different number of
coins?
Would you expect the chocolate to fail at a lower or higher load if
the grooves were facing the other direction? Why?
What would you expect if the cross section was different (ie – the
chocolate bar is thicker)? Would you expect it to take more or less
coins, and why?
The experiment was performed here in Saint Louis University, Baguio
City. Would you expect the same results if the experiment were done
in Saint Louis College, San Fernando City? Why or why not? (Chemistry
laboratories in SLU and SLC are not air conditioned.)
Graded Quiz #2: (Coverage: Module 2)

MIDTERM EXAM: (Coverage: Modules 1 & 2)

To be submitted together with all the other requirements for the

Midterm.

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Saint Louis University
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Department of Chemical Engineering

References:

Journal

Chemistry in Context, 8th Edition. American Chemical Society., Mc-Graw Hill Higher Education, 2015

Textbooks

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Department of Chemical Engineering

ENGGCHEM LAB, 1st Sem, 2020 - 2021 GRADED QUIZ #2

Name: _________________________________________ Score:

__________
INSTRUCTION: Use Separate Sheet of Bond Paper. Show your calculations/solution.

1. What is the oxidation number of the underlined element in the following compound?
a) KMnO4 f) K2Cr2O7
b) I2 g) O2
c) NH3 h) AsO4−3
d) KClO3 i) Fe(OH)3
e) K2CrO4 j) IO3−1

2. In the following unbalanced equations, identify the following

a) The oxidized element and the reduced element
b) The oxidizing agent and the reducing agent

A. AsH3 + Ag+ H2O → H3AsO4 + Ag + H+

B. Cl2 + NaBr → NaCl + Br2

Multiple Choice: Write the letter of the correct answer. Write E if the answer is not found within the choices.
(3 pts each)

3-12 Given the redox equation below: Balance in acidic medium.

Zn + HNO3 ↔ Zn(NO3)2 + NH4NO3

Choices for #s 1 – 10.
A. 0
B. 1
C. 2
D. 3

3. What is the absolute value of the oxidation state of nitrogen in ammonium ion?
4. elemental zinc?
5. How many water molecules are needed to balance the oxygen atoms in the oxidation reaction?
6. reduction reaction?
7. How many hydrogen ions are needed to balance the hydrogen atoms in the oxidation reaction?
8. reduction reaction?
9. How many electrons are needed to balance the charge of the oxidation reaction?
10. reduction reaction?
11. When correctly balanced, how many water molecules are present in the products’ side of the equation?
12. What is the sum of the charges in the reactant side of the equation?

Write the simplified balanced equation on the back part of your answer sheet. (10 pts.)

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Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

ENGGCHEM LAB, 1st Sem, 2020 - 2021 MIDTERM EXAM

Name: _________________________________________ Score:
__________
INSTRUCTION: Use a separate sheet of Bond Paper. Show your solution to the problems
(use separate sheet of paper for your solution).
I. MULTIPLE CHOICE / TRUE OR FALSE. Choose the correct/best answer.
1. Which of the following is not true about cleanliness in the laboratory?
A. The best cleaning agents are water and detergents.
B. Unnecessary breakages of glassware will be prevented if they are arranged neatly.
C. If a substance is spilled, clean it up immediately.
D. It is easier to locate things and continue interrupted work if everything is left in disorder.
2. Laboratory accidents are basically senseless. Which of the following could avert such accidents?
A. adequate anticipation and proper laboratory techniques
B. fast reflexes and survival instincts
C. common sense and personal protective equipment
D. not performing the experiment
3. In case of doubts, consult your __________.
A. lab manual B. groupmate C. instructor D. All of the above
4. Which of the following is not true when heating substances?
A. Never point a test tube towards yourself or to someone near you.
B. Never look directly down into the mouth of a flask, beaker, crucible.
C. Both A and B
D. Neither A nor B
5. All experiments that produce noxious, toxic fumes and gases must be performed under a ___________.
A. gas mask B. gas generator C. fume hood D. None of the above
6. Which is not true for tasting chemicals?
A. Allow the end of a glass rod to just touch the substance lightly then bring it to the tip of your tongue.
B. Do not taste any chemicals unless procedure tells you to do so.
C. Immediately wash mouth with water afterwards.
D. None of the above
7. Particular care should be exercised when dealing with
A. corrosive acids B. flammable materials C. poisonous gases D. All of the above
8. Which is true for safety inside the laboratory?

A. Do not eat or drink in the laboratory.

B. Fan the vapors with your hand towards your nose and sniff cautiously.
C. Double check the labels of bottles to be sure that you have the correct reagent.
D. All of the above
9. It helps prevent mistakes, loss of time and leads to a better understanding of the principle.
A. Sampling B. Recording C. Planning D. All of the above
10. Which of the following are not allowed inside the laboratory?
A. loud talking B. practical joking C. playing games D. All of the above
11. Treat spilled acids on hands or face with a large amount of water then with ____________________.

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Department of Chemical Engineering

A. ammonium hydroxide B. sodium bicarbonate C. Either A or B D. Neither A nor B

12. Treat spilled acids on clothing with ____________________.
A. ammonium hydroxide B. sodium bicarbonate C. Either A or B D. Neither A nor B
13. Treat spilled alkalis on clothing by pouring dilute __________ then neutralize with _______________ solution.

A. acetic acid; sodium bicarbonate C. sulfuric acid; calcium carbonate

B. sodium bicarbonate; acetic acid D. calcium carbonate; sulfuric acid
14. Whenever instructed to use water in the experiments, use __________ unless instructed to do otherwise.
A. tap water B. deionized water C. distilled water D. mineral water
15. Which of the following is true before leaving the laboratory?
A. Table top is clean
B. Gas and water are turned off.
C. Reagent bottles and special equipment/apparatus are returned to the stockroom.
D. All of the above
16. Which of the following should be done to avoid contamination of the reagents?
A. Lay the stopper directly at the back of the bottle when other bottles in the same row of reagents are used.
B. Do not pour material back into the reagent bottle.
C. For removing solid reagents from bottles, use a clean, dry spatula.
D. All of the above
17. Signing the Student Chemistry Laboratory Safety Agreement means
A. You recognize that it is your responsibility to read these general rules carefully, to understand them, and to
obey them completely and faithfully in order to ensure your own safety, and that of your fellow students and the
laboratory instructor.
B. You will follow all written and verbal instructions given by the instructor and ask questions if you do not
understand a direction or procedure.
C. You will cooperate to the fullest extent with your laboratory instructor and fellow students to maintain a safe
laboratory environment.
D. All of the above
18. When diluting an acid with water, always remember to
A. Pour water into acid C. Add both at the same time
B. Pour acid into water D. Any of the above
19. Report all accidents and injuries to the instructor after any urgent first aid.
A. True B. False
20. Waste solid chemicals, broken glasswares, paper, used matches, etc. should not be dumped into the sink because
these will plug the drain.
A. True B. False
21. Get into the habit of always washing your hands before leaving the laboratory.
A. True B. False
22. No unauthorized experiments should be performed.

A. True B. False
23. Students must assume personal responsibility in keeping reagents free from any other substances.
A. True B. False
24. Contamination will lead in inaccurate and misleading experimental results of a large number of students.

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Department of Chemical Engineering

A. True B. False
25. Do not weigh hot or warm objects. Objects should be at standard temperature.
A. True B. False
26. It is a tall, cylindrical vessels with graduations scribed along the side of the cylinder.

A. Erlenmeyer flask B. Pipet C. Graduated cylinder D. Beaker

27. It is a glass vessel calibrated so as to deliver a precisely known volume of liquid at a given temperature.
A. Erlenmeyer flask B. Pipet C. Graduated cylinder D. Beaker
28. It is a convenient source of heat in the laboratory.
A. Furnace B. Alcohol lamp C. Bunsen burner D. Hot plate
29. It is usually defined as a measure of the amount of matter in an object.
A. Mass B. Weight C. Specific gravity D. Specific weight
30. It is measure of the force of gravitational attraction between the object and significantly large objects.
A. Mass B. Weight C. Specific gravity D. specific weight

31. It is a glass container used to hold, mix or heat small quantities of solids or liquids.
A. Watch glass B. Test tube C. Glass rod D. Pycnometer
32. It is a shallow glass dish that can be used as a lid for beakers and in evaporating solutions.
A. Watch glass B. Petri dish C. Evaporating dish D. All of the above
33. It is used for holding test tubes upright for hands free observation or for storing test tubes.
A. Test tube holder B. Test tube rack C. Both A and B D. Neither A nor B
34. The amount of air and gas mixed in the chamber of a Bunsen burner is varied by use of the __________
A. stopcock B. collar C. barrel D. air holes
35. Air intake in the chamber of a Bunsen burner is regulated by use of the __________.
A. stopcock B. collar C. barrel D. air holes
36. Holding the corner of a wire gauze at a region of a flame gave a no change in color. What is the approximate
temperature at that region?
A. below 500 0C B. 651 0C – 750 0C C. 751 0C – 900 0C D. 901 0C – 1100 0C
37. Holding the corner of a wire gauze at a region of a flame gave a yellow color. What is the approximate temperature
at that region?
A. below 500 0C B. 651 0C – 750 0C C. 751 0C – 900 0C D. 901 0C – 1100 0C
38. Holding the corner of a wire gauze at a region of a flame gave a cherry red color. What is the approximate
temperature at that region?
A. below 500 0C B. 651 0C – 750 0C C. 751 0C – 900 0C D. 901 0C – 1100 0C
39. Holding the corner of a wire gauze at a region of a flame gave an orange color. What is the approximate
temperature at that region?
A. below 500 0C B. 651 0C – 750 0C C. 751 0C – 900 0C D. 901 0C – 1100 0C
40. What is the basic unit of length in the SI system?
A. foot B. meter C. yard D. fathom
41. What is the basic unit of mass in the SI system?
A. pound B. grain C. gram D. slug

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Saint Louis University
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Department of Chemical Engineering

42. What is the basic unit of temperature in the SI system?

A. Kelvin B. Rankine C. Celsius D. Fahrenheit
43. How many distinct cones does a properly adjusted non-luminous flame have on a Bunsen burner?
A. one B. two C. three D. four
44. The closeness in value of a series of measurements of the same entity.
A. Accuracy B. Precision C. Yield D. Validity
45. How closely a measured value approaches the true value of a property.
A. Accuracy B. Precision C. Yield D. Validity
46. How many centimeters are there in a meter?

A. 10 B. 100 C 0.1 D. 1000

47. How many milliliters are there in a liter?
A. 10 B. 100 C 0.1 D. 1000
48. How many grams are there in a kilogram?
A. 10 B. 100 C 0.1 D. 1000
49. Which power of 10 does the prefix nano- refers to?
A. 10^(-3) B. 10^(-6) C. 10^(-9) D. 10^(-12)
50. Which power of 10 does the prefix pico- refers to?
A. 10^(-9) B. 10^(-12) C. 10^(-15) D. 10^(-18)
51. It is the quantity of heat required to raise the temperature of 1.0 gram of a substance by 1.0 °C.
A. Latent heat B. Heat capacity C. Specific heat D. Superheat
52. It is the amount of heat required to raise the temperature of 1.0 gram of water by 1.0°C.
A. Joule B. Calorie C. BTU D. All of the above
53. It states that the product of the atomic weight of an element and its specific heat is approximately 6.4.

A. Law of Dulong and Petit C. Law of Mass Action

B. Law of Conservation of Energy D. None of the above
54. There was heat loss by radiation from the calorimeter to the surroundings. Indicate what will be the change on the
calculated atomic weight of the unknown metal.
A. Increase B. Decrease C. No effect
55. The metal was transferred to the calorimeter before temperature of the metal and boiling water reached
equilibrium. Indicate what will be the change on the calculated atomic weight of the unknown metal.
A. Increase B. Decrease C. No effect
56. It is the amount of heat energy required to change one unit mass of the substance from the solid state to the liquid
state without changing the temperature of the substance.
A. Latent heat of vaporization C. Latent heat of fusion
B. Latent heat of sublimation D. Latent heat
57. What is the value of the latent heat of fusion of ice?
A. 335 J/g B. 345 J/g C. 445 J/g D. 455 J/g
58. What is the value of the latent heat of fusion of ice?
A. 60 cal/g B. 70 cal/g C. 80 cal/g D. 90 cal/g

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Saint Louis University
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Department of Chemical Engineering

59. A device used to measure the heat flow of a chemical reaction or physical change.
A. thermometer B. calorimeter C. barometer D. All of the above
60. How many Joules are there in a calorie?
A. 4.184 B. 8.144 C. 4.814 D. 1.484
61. A type of chemical reaction that involves a transfer of electrons between two species
a. oxidation
b. reduction
c. redox
d. electron transfer
62. An oxidizing agent will always
a. increase in mass
b. increase In oxidization number
c. lose electrons
d. be reduced
63. In a redox reaction, the species that lose electrons
a. is oxidized
b. is called the cathode
c. gains mass at the electrode
d. decrease in oxidation number
64. The reaction 2 NaCl → 2 Na + Cl2 is an example of
a. both an oxidation and reduction reaction
b. an oxidation reaction only
c. a reduction reaction only
d. neither an oxidation nor a reduction reaction
65. Oxidation-reduction reaction occurs because the competition between particles for
a. positrons
b. electrons
c. neutrons
d. protons
66. Mg + PbCl2 → MgCl2 + Pb. Which statement correctly describes the oxidation and reduction that occur
a. Mg is reduced and Cl- is oxidized
b. Mg is oxidized and Cl- is reduced
c. Mg is oxidized and Pb2+ is reduced
d. Mg is reduced and Pb2+ is oxidized
67. In the reaction Sn2+ + 2 Fe3+ → Sn4+ + 2 Fe2+, the reducing agent is
a. Fe3+
b. Fe2+
c. Sn2+
d. Sn4+
68. Pb + 2 Ag+ → Pb2+ + 2 Ag. The chemical species being reduced is
a. Pb2+
b. Ag+
c. Ag
d. Pb
69. The oxidation number of Mn in K2MnO4 is
a. +4
b. +2
c. +6
d. +7

70. The oxidation number of chromium in the dichromate ion, Cr2O72- is

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a. +2
b. +3
c. +4
d. +6
71. Rusting is a special term, given to the corrosion of which metal?
a. zinc
b. copper
c. tin
d. iron
72. The final product of rusting is usually a
a. ferrous oxide
b. ferric oxide
c. hematite
d. magnetite
73. Current flows more easily through water containing
a. impurities
b. electrolytes
c. free oxygen
d. all of the above
74. Ferricyanide indicator changes color in the presence of Fe2+ ions.
a. stays yellow
b. yellow to pink
c. yellow to blue
d. pink to yellow
75. Which chemical reagent would you use to check for rust on iron?
a. ferrocyanide
b. ferricyanide
c. phenolphthalein
d. salt solution
76. What effect does salt have on the rate of corrosion?
a. no effect
b. increases the rate
c. decreases the rate
77. Which of the following is not an example of physical protection against corrosion?
a. galvanising
b. tin-plating
c. painting
d. none of the above
78. Which of the following metals would protect iron by electrons flowing to the iron
a. magnesium
b. tin
c. copper
d. zinc
79. When objects are galvanized, what metal is used to protect iron?
a. copper
b. tin
c. zinc
d. lead
80. How does the transfer of electrons occur
a. from positive to negative
b. from negative to positive
c. both a and b
d. neither a nor b
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II. PROBLEM SOLVING:

1. A sample of unknown metal with a mass of 192 g heated to a temperature of 100 °C was immersed into a
brass calorimeter with a mass of 0.128 kg containing 240 g of water at a temperature of 8.4 °C. Provided
that the water temperature stabilized at 21.5 °C, calculate the specific heat capacity of the metal and, based
on this value of capacity, identify the metal by using the Law of Dulong and Petit. Assume that the specific
heat capacity of brass is 394 J kg−1K−1. (20 points)

2. In order to extract the maximum flavor in the shortest amount of time, your local fast food purveyor has
decided to brew its coffee at 90 °C and serve it quickly so that it has only cooled down to 85 °C. While this
may be economically sensible, it is negligent and dangerous from a health and safety standpoint. Water
(which is what coffee mostly is) at 85 °C is hot enough to cause third-degree burns (the worst kind) in two
to seven seconds. You decide to add ice cubes to your coffee to cool it down to a more reasonable 55 °C
so you will be able to drink it sooner. How many 23.5 g ice cubes at −18.5 °C should you add to your 355
ml cup of coffee to accomplish your thermal goal? (20 points)

3. Balance the following chemical reaction using Redox Method in basic conditions (10 points)
N2H4 + Fe(CN)63- + OH- → N2 + Fe(CN)64-

4. Given the data obtained from the voltmeter ranking of metals. Calculate the standard deviation for each.
(10 points)

METAL YOUR OTHER OTHER AVERAGE STANDARD

DATA DATA 1 DATA 2 DEVIATION
Zn 0.85 0.82 0.83
Cu 0.10 0.07 0.05
Mg 1.48 1.43 1.49
Al 0.58 0.51 0.58
Pb 0.37 0.28 0.35

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MODULE 3
This Module includes the following Units:

Unit 1: Nuclear Chemistry

Unit 2: Water: Its Properties and Purification
Unit 3: Determination of Dissolved Oxygen in Water

Unit 1: Nuclear Chemistry

UNIT LEARNING OUTCOME

● Explain the concept of nuclear reactions and the mechanics of alpha, beta and
gamma decay including the correlation between the half-lives

Explore/Explain

Nuclear Change VS Chemical Change; Radiation; Nuclear Decay; Half-Life

In 1895 Henri Becquerel discovered that uranium salts emits radiation which can cause
fogging of photographic plates. Subsequently it was shown that this radiation can ionize air,
it emitted from the element as well as its salt, and is not affected by temperature or the
source of uranium. The spontaneous emission of radiation by an element is called
radioactivity.
Nuclear change can be differentiated apart from a chemical change, as explained in
the table below:

Table C.1 Difference between Nuclear Change and Chemical Change

Nuclear Change Chemical Change
A Nuclear change is a change in which A chemical change is a change in
the nucleons (combination of protons which atoms join together, split apart,
and neutrons) change. For instance, if or rearrange.
the number of neutrons or protons in the
nucleus charges, that is nuclear A chemical change involves
change. breaking of forming bonds between
atoms
A nuclear change often turns one
element into another element.

A nuclear change is a change that

occurs within the atom.

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Study of nuclear chemistry brought about the development of the following applications:
1. Nuclear Power by harnessing the energy stored in the powerful bonds between
protons and neutrons to turn the lights on in our houses.
2. Nuclear Weapons by harnessing the energy stored in the powerful bonds between
protons and neutrons to destroy a city in less than a second.
3. Archaeology using the fact that all living things contain radioactive carbon to
determine the age fossil. This is called carbon dating.
4. Radiochemistry and nuclear medicine as certain chemical reactions and lab test
make use of the fact that two different isotopes of the same element have the
same identical properties even though they have different nuclear properties.
5. Cosmochemistry or the study of the chemical composition of and change in the
universe utilizes principles from nuclear chemistry.

An atom is composed of three subatomic particles, the proton, electron and the neutron.
The protons and neutrons are located in the nucleus. The electrons are located outside the
nucleus in the electron probability cloud. Ordinary chemical change does not involve
protons and neurons
The atomic number of an element is the number of protons. The atomic number (Z) of an
element is shown in the lower left-hand corner of the element’s symbol. The mass number
(A) appears in the upper left-hand corner.

𝑧𝐴𝐸𝑙𝑒𝑚𝑒𝑛𝑡 𝑆𝑦𝑚𝑏𝑜𝑙
Atoms that have the same number of protons and neutrons are identical nuclides. Atoms
that have the same number of protons but different numbers of neutrons are isotopes of the
same element.

The following are the different kinds of ionizing radiation:

1. Alpha radiation: α particles are emitted or stream of Helium nuclei which can be
stopped by paper.

24𝐻𝑒 𝑜𝑟 24𝛼
2. Beta radiation: β particles are emitted – stream of high speed electrons by an
unstable nucleus which can be stopped by Aluminum.

−10𝑒 𝑜𝑟 − 10𝛽
3. Gamma radiation: γ rays, which consists of high energy photons (electromagnetic
radiation) of very short wavelengths, are emitted. This type of radiation is almost
accompanied by other radioactive emission and represents the energy lost when
remaining nucleons recognize into more stable arrangements. It result from an
energy release from the change of nucleus in an excited state to a more stable
state.

𝑜0𝛾 𝑜𝑟 𝛾
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4. Positron Emission: A particle that has the same mass as electron but an opposite
sign is emitted.

+10𝑒
5. Electron Capture: An electron is captured by the nucleus of an element from the
electron cloud surrounding the nucleus

3781𝑅𝑏 + −10𝑒 → 3681𝐾𝑟

6. X rays: This radiation results from an energy released when electrons transfer from
a higher to a lower energy state.
Radioactive decay can be classified as:
1. Alpha Decay: In the emission of α particles, the new element formed, in
comparison with the initial element, has a mass number decreased by 4 and the
atomic number decreased by 2.
𝑍𝐴𝑋 → 24𝛼 + 𝑧 − 2𝐴 − 4𝑌

82207𝑃𝑏 → 24𝛼 + 80203𝐻𝑔

2. Beta Decay: In the emission of β particles, the new element formed in which there
is no change in mass number but the atomic number increases by 1.
𝑍𝐴𝑋 → −10𝛽 + 𝑧 + 1𝐴𝑌

92238𝑈 → −10𝛽 + 93238𝑁𝑝

The patterns of nuclear stability are characterized:

1. Neutron to proton ratio: The more protons packed in a nucleus the more neutrons
are needed to bind the nucleus together. Nuclei of low atomic numbers have
approximately equal number of protons and neutrons. However, nuclei of low
atomic numbers have exceeded the amount of neutrons than protons. So, the
number on neutrons necessary to create a stable nucleus increases rapidly with
that of the number of protons. Thus, the neutron-to-proton ratio of stable nuclei
increases with increasing atomic number

2. Radioactive Series: The radioactive elements gain stability by single emission and
successive emission creates a series. For example:

92238𝑈 → 90234𝑇ℎ + 24𝐻𝑒 → −10𝑒 → 𝑡𝑜 𝑎 𝑠𝑡𝑎𝑏𝑙𝑒 𝑒𝑙𝑒𝑚𝑒𝑛𝑡 206𝑃𝑏

A series of nuclear reactions that begins with unstable nucleus and terminates
with a stable one (.nuclear disintegration series).
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3. Nuclear transmutation: It is fact that a nucleus can change identity whenever it is

struck by neutron or another nucleus. For example, the conversion of N-14 to O-
17 using high velocity alpha particles.

714𝑁 + 24𝐻𝑒 → 817𝑂 + 11𝐻

The rate of radioactive decay can be determined using the expression:

𝑁𝑡
𝑙𝑛 = −𝑘𝑡
𝑁𝑜
Where Nt is the remaining amount after time, t; and No is the initial amount. Half-life 𝑡1 , or
2
the time for ½ of the radioactive sample to decay, can be solved using the formula:
𝑙𝑛 𝑙𝑛 2
𝑡1 =
2 𝑘

Elaborate
Solving Half-life Problems
EXERCISE C
Watch the video:
Link: https://www.youtube.com/watch?v=WTQvfvoOF3g

⮚ Note: If you cannot access the video, review your notes in the lecture on how to
solve half-life problems.

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Evaluate

Assignment #8: (Answer in a separate sheet of Bond Paper)

After 119 days have elapse 1/21 of a radioisotope sample remains undecayed. What is
the half-life of the radioisotope?

How much of a 0.15 g sample of U-238 after the passage of 3200 years? Half-life is
4.01x109 years.

At what time in the future will only 30% of nature’s perfect supply of Rn-266 with a half-
life of 1.6x103 years, remains?

To be submitted together with all the other requirements for

the Finals.

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Unit 2: Water: Its Properties and Purification

UNIT LEARNING OUTCOME

● Know the physical and chemical properties of water and apply the physical
methods of water purification

Engage
Water
Water is the chemical substance with chemical formula H2O: one molecule of water
has two hydrogen atoms covalently bonded to a single oxygen atom. Water appears in
nature in all three common states of matter and may take many different forms on Earth:
water vapor and clouds in the sky; seawater and icebergs in the polar oceans; glaciers and
rivers in the mountains; and the liquid in aquifers in the ground. At high temperatures and
pressures, such as in the interior of giant planets, it is argued that water exists as ionic water
in which the molecules break down into hydrogen and oxygen ions, and at even higher
pressures as superionic water in which the oxygen crystallizes but the hydrogen ions float
around freely within the oxygen lattice. Water is a tasteless, odorless liquid at standard
temperature and pressure. The color of water and ice is, intrinsically, a very slight blue hue,
although water appears colorless in small quantities. Ice also appears colorless, and water
vapor is essentially invisible as a gas. Water is transparent, and thus aquatic plants can live
within the water because sunlight can reach them. Only strong ultraviolet (UV) light is slightly
absorbed. Since the water molecule is not linear and the oxygen atom has a higher
electronegativity than hydrogen atoms, it carries a slight negative charge, whereas the
hydrogen atoms are slightly positive. As a result, water is a polar molecule with an electrical
dipole moment. Water also can form an unusually large number of intermolecular hydrogen
bonds for a molecule of its size. These factors lead to strong attractive forces between
molecules of water, giving rise to water's high surface tension and capillary forces. The
capillary action refers to the tendency of water to move up a narrow tube against the force
of gravity. This property is relied upon by all vascular plants, such as trees. Water is a good
solvent and is often referred to as the universal solvent. Substances that dissolve in water,
e.g., salts, sugars, acids, alkalis, and some gases – especially oxygen, carbon dioxide
(carbonation) are known as hydrophilic (water-loving) substances, while those that do not
mix well with water (e.g., fats and oils), are known as hydrophobic (water-fearing)
substances. All the major components in cells (proteins, DNA and polysaccharides) are also
dissolved in water. Pure water has a low electrical conductivity, but this increases
significantly with the dissolution of a small amount of ionic material such as sodium chloride.
The boiling point of water (and all other liquids) is dependent on the barometric pressure. For
example, on the top of Mt. Everest water boils at 68 degrees Celsius, compared to 100
degrees Celsius at sea level. Conversely, water deep in the ocean near geothermal vents
can reach temperatures of hundreds of degrees and remain liquid. Water has the second
highest molar specific heat capacity of any known substance, after ammonia, as well as a
high heat of vaporization (40.65 kJ/mol), both of which are a result of the extensive hydrogen

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bonding between its molecules. These two unusual properties allow water to moderate
Earth's climate by buffering large fluctuations in temperature. The maximum density of water
occurs at 3.98 degrees Celsius. It has the anomalous property of becoming less dense, not
more, when it is cooled down to its solid form, ice. It expands to occupy 9 percent greater
volume in this solid state, which accounts for the fact of ice floating on liquid water.
Water purification is the process of removing undesirable chemicals, biological
contaminants, suspended solids and gases from water. The goal is to produce water fit for a
specific purpose. Most water is disinfected for human consumption (drinking water), but
water purification may also be designed for a variety of other purposes, including fulfilling
the requirements of medical, pharmacological, chemical and industrial applications.
The methods used include physical processes such as filtration, sedimentation,
and distillation; biological processes such as slow sand filters or biologically active carbon;
chemical processes such as flocculation and chlorination and the use of electromagnetic
radiation such as ultraviolet light. Purifying water may reduce the concentration of
particulate matter including suspended particles, parasites, bacteria, algae, viruses, fungi,
as well as reducing the concentration of a range of dissolved and particulate matter.
Filtration is used to separate particles and fluid in a suspension, where the fluid can be
a liquid, a gas or a supercritical fluid. Depending on the application, either one or both of
the components may be isolated. Filtration, as a physical operation is very important in
chemistry for the separation of materials of different chemical composition. A solvent is
chosen which dissolves one component, while not dissolving the other. By dissolving the
mixture in the chosen solvent, one component will go into the solution and pass through the
filter, while the other will be retained. This is one of the most important techniques used by
chemists to purify compounds. Filtration is also important and widely used as one of the unit
operations of chemical engineering. It may be simultaneously combined with other unit
operations to process the feed stream, as in the biofilter, which is a combined filter and
biological digestion device.
Filtration differs from sieving, where separation occurs at a single perforated layer
(a sieve). In sieving, particles that are too big to pass through the holes of the sieve are
retained. In filtration, a multilayer lattice retains those particles that are unable to follow the
tortuous channels of the filter. Oversize particles may form a cake layer on top of the filter
and may also block the filter lattice, preventing the fluid phase from crossing the filter
(blinding). Commercially, the term filter is applied to membranes where the separation
lattice is so thin that the surface becomes the main zone of particle separation, even though
these products might be described as sieves. Filtration differs from adsorption, where it is not
the physical size of particles that causes separation but the effects of surface charge. Some
adsorption devices containing activated charcoal and ion exchange resin are
commercially called filters, although filtration is not their principal function. Filtration differs
from removal of magnetic contaminants from fluids with magnets (typically lubrication oil,
coolants and fuel oils), because there is no filter medium. Commercial devices called
‘magnetic filters’ are sold, but the name reflects their use, not their mode of operation.
Sedimentation is a physical water treatment process using gravity to
remove suspended solids from water. Solid particles entrained by the turbulence of moving
water may be removed naturally by sedimentation in the still water of lakes and
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oceans. Settling basins are ponds constructed for the purpose of removing entrained solids
by sedimentation. Clarifiers are tanks built with mechanical means for continuous removal
of solids being deposited by sedimentation. Suspended solid (or SS), is the mass of dry solids
retained by a filter of a given porosity related to the volume of the water sample. This
includes particles 10 μm and greater. Colloids are particles of a size between 0.001 µm and
1 µm depending on the method of quantification. Because of Brownian
motion and electrostatic forces balancing the gravity, they are not likely to settle naturally.
The limit sedimentation velocity of a particle is its theoretical descending speed in clear and
still water. In settling process theory, a particle will settle only if :
1. In a vertical ascending flow, the ascending water velocity is lower than the limit
sedimentation velocity.
2. In a longitudinal flow, the ratio of the length of the tank to the height of the tank is
higher than the ratio of the water velocity to the limit sedimentation velocity.
Removal of suspended particles by sedimentation depends upon the size and specific
gravity of those particles. Suspended solids retained on a filter may remain in suspension if
their specific gravity is similar to water while very dense particles passing through the filter
may settle. Settleable solids are measured as the visible volume accumulated at the bottom
of an Imhoff cone after water has settled for one hour. Gravitational theory is employed,
alongside the derivation from Newton's second law and the Navier–Stokes equations.
Stokes' law explains the relationship between the settling rate and the particle diameter.
Under specific conditions, the particle settling rate is directly proportional to the square of
particle diameter and inversely proportional to liquid viscosity. The settling velocity, defined
as the residence time taken for the particles to settle in the tank, enables the calculation of
tank volume. Precise design and operation of a sedimentation tank is of high importance in
order to keep the amount of sediment entering the diversion system to a minimum threshold
by maintaining the transport system and stream stability to remove the sediment diverted
from the system. This is achieved by reducing stream velocity as low as possible for the
longest period of time possible. This is feasible by widening the approach channel and
lowering its floor to reduce flow velocity thus allowing sediment to settle out of suspension
due to gravity. The settling behavior of heavier particulates is also affected by the
turbulence.
Distillation is the process of separating the components or substances from a
liquid mixture by selective boiling and condensation. Distillation may result in essentially
complete separation (nearly pure components), or it may be a partial separation that
increases the concentration of selected components of the mixture. In either case the
process exploits differences in the volatility of the mixture's components. In industrial
chemistry, distillation is a unit operation of practically universal importance, but it is a physical
separation process and not a chemical reaction. Distillation has many applications. For
example:
1. Distillation of fermented products produces distilled beverages with
high alcohol content, or separates out other fermentation products of commercial
value.
2. Distillation is an effective and traditional method of desalination.

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3. In the fossil fuel industry, distillation is a major class of operation at oil refineries for
transforming crude oil into fuels and chemical feed stocks.
4. Cryogenic distillation permits separation of air into its components –
notably oxygen, nitrogen, and argon – for industrial use.
5. In the field of industrial chemistry, large amounts of crude liquid products of chemical
synthesis are distilled to separate them, either from other products, or from impurities,
or from unreacted starting materials.
The application of distillation can roughly be divided in four groups: laboratory
scale, industrial distillation, distillation of herbs for perfumery and medicinals (herbal distillate),
and food processing. The latter two are distinctively different from the former two in that in
the processing of beverages and herbs, the distillation is not used as a true purification
method but more to transfer all volatiles from the source materials to the distillate. The main
difference between laboratory scale distillation and industrial distillation is that laboratory
scale distillation is often performed batch-wise, whereas industrial distillation often occurs
continuously. In batch distillation, the composition of the source material, the vapors of the
distilling compounds and the distillate change during the distillation. In batch distillation, a
still is charged (supplied) with a batch of feed mixture, which is then separated into its
component fractions which are collected sequentially from most volatile to less volatile, with
the bottoms (remaining least or non-volatile fraction) removed at the end. The still can then
be recharged and the process repeated. In continuous distillation, the source materials,
vapors, and distillate are kept at a constant composition by carefully replenishing the source
material and removing fractions from both vapor and liquid in the system. This results in a
more detailed control of the separation process.
It’s a sad fact to face, but not all water on Earth is clean. Sometimes, there are clear
signifiers that show us whether the water is clean or not; signifiers such as pollution, a scummy
foam, or the presence of insects on the water’s surface. But what if the seemingly clear and
“clean” water running from your tap is not as clean as you think? We review the difference
between distilled water and regular tap water, so that you can understand why distilled
water is the preferred water of choice for companies involved in chemical manufacturing,
medicines, syrups and other industries. The water that pours through the taps of your home
or office, can broadly be defined as tap water the local authorities deem safe to drink. And
while in most developed countries, this is indeed the case, this cannot be guaranteed.
Drawn from natural reservoirs, the regular tap water is rendered “safe to drink” after
undergoing various treatment and water treatment plants. This means that the water running
from your tap can contain trace amounts of the chemicals that are used to treat it, such as
fluoride, microorganisms and nitrates. In this way, it’s the government that regulates the
purity and content of your tap water, meaning its ‘drinkability’ will fluctuate from place to
place. On the other hand, distillated water is water that has undergone distillation. This
process removes nearly all contaminants from the water by boiling it in a container with a
curved lid that extends beyond the container. The steam of the boiled water condenses on
the lid and runs off into a second container. The distillation process ensures that
contaminants are left in the boiling vessel, which results in a cleaner and more pure water in
the collection vessel. That’s why distilled water is the water of choice when the process
requires a water of an absolute known quality that is pure and clean. It is clear that distilled
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water doesn’t contain any impurities, whereas tap water does. And because we can’t be
certain what chemicals water treatment plants are using to treat their tap water, or whether
there remain traces of it in the water that comes out of our taps, it’s clear why distilled water
is used in the processes that it is used. The purity and cleanliness of distilled water remains
constant no matter where you get it from, because of the process it has undergone.
The standards for drinking water quality are typically set by governments or by
international standards. These standards usually include minimum and maximum
concentrations of contaminants, depending on the intended purpose of water use. Visual
inspection cannot determine if water is of appropriate quality. Simple procedures such
as boiling or the use of a household activated carbon filter are not sufficient for treating all
the possible contaminants that may be present in water from an unknown source. Even
natural spring water – considered safe for all practical purposes in the 19th century – must
now be tested before determining what kind of treatment, if any, is
needed. Chemical and microbiological analysis, while expensive, are the only way to
obtain the information necessary for deciding on the appropriate method of purification.

Explore
Watch the videos of EXPERIMENT 5 and accomplish the Report Sheet at the end of this
section. You are advised to read the procedures below so you can follow the video. Also,
you are tasked to do the necessary observations and record the data based on what will
be showed in the video of the activity.

EXPERIMENT 5 (Video of the Experiment will be sent to your e-mail)

PROCEDURES
A. Physical Properties of Water
1. List the following physical properties of water:
Color Boiling Point

Odor Freezing
Point

Taste Density

2. Determination of temperature and pH of water sample

i. Calibrate the pH meter using solutions of known pH.
ii. Rinse the beaker with deionized water then with the water sample twice.
iii. Place approximately 75mL of the water sample in a100mL beaker.
iv. Wash the electrode of the pH meter using deionized water.
v. Place (dip) the electrode of the pH meter in the water sample. Record pH
and temperature displayed in the pH meter.

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3. Determination of the conductivity of water sample

i. Rinse the beaker with deionized water then with the water sample twice.
Place approximately 75mL of the water sample in a 100mL beaker.
ii. Wash the electrode of the conductivity meter using deionized water.
iii. Place (dip) the electrode of the conductivity meter in the water sample.
iv. Record the conductivity displayed on the conductivity meter.

Note: Adjust the setting of the conductivity meter according to the range
where the conductivity of the water sample is most probably expected
in order to have an accurate reading. This is done by shifting to the next
setting from the default setting which can read only low conductivities
until a stable conductivity reading will be displayed.

B. Chemical Properties of Water

1. Action on metals
Caution: Metallic sodium reacts violently with water and hence is kept
under oil or kerosene. DO NOT HANDLE SODIUM METAL WITH BARE HANDS.
It causes painful blisters on the skin.
a. To 5mL of water in a test tube, drop a piece of sodium metal about the size of
a rice grain. Bring a lighted splinter near the mouth of the tube.
b. Place a pinch of magnesium powder in a test tube. Add 10mL of water and
note whether a reaction takes place. If none, boil the mixture. Test the evolved
gas with a burning splinter.
c. Test the resulting solution with litmus paper.
d. Place 2mL of dilute hydrochloric acid in each of 6 test tubes. Add to each test
tube a small piece of each of the following metals:
Magnesium Aluminum Zinc
Iron Copper Mercury

Test the issuing gas, if any, by inserting a burning splint into the mouth of each test
tube. Note also the speed of each reaction.

a. In 4 test tubes, put 3mL each of dilute hydrochloric acid, dilute sulfuric acid,
dilute nitric acid, and acetic acid. Add to each tube a small piece of mossy
zinc and test the evolved gas with a burning splint. Note also the rate of
reaction in each tube.

2. Action on oxides
a. Place a very small amount of phosphorus pentoxide in a test tube and add
2mL of water to it. Test the resulting solution with litmus paper.
Caution: Do not touch phosphorus pentoxide with bare hands. It is corrosive!

b. Place a small amount of calcium oxide in another test tube. Add 2mL of
water and test the resulting solution with litmus paper.

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3. Action on salts
a. In 5mL of water in separate test tubes, dissolve a pinch of sodium carbonate
and borax. Test each solution with blue and red litmus paper.
b. Repeat the procedure using cupric sulfate and cupric chloride instead of
sodium carbonate and borax.
c. Repeat the same procedure using sodium chloride and sodium sulfate.

4. Water as reaction medium

a. Mix a pinch of dry solid ferrous sulfate and a pinch of dry potassium
ferricyanide in a dry test tube.
b. Add 5mL of water to the mixture. Note the reaction.

C. Methods of Purification
1. Sedimentation
Prepare a sample of muddy water by stirring in 250mL of water in a beaker some
mud and some sand. Let this sample stand for 5 minutes. Observe the set-up

2. Filtration
a. Without disturbing the mixture in Procedure (1), filter 50mL of it through a filter
paper. Note the appearance of filtrate.
b. Filter another 50mL through a sand filter which is made by placing a piece of
cotton in a funnel and putting clean sand in it to form a layer about 1cm
thick. Pour water repeatedly over the filter to make it compact before using
it. Observe the set-up.

3. Distillation
a. Set up a distillation apparatus as shown in Figure 5.1. Without disturbing the
impure water prepared in Procedure (1), transfer about 100mL to another
beaker and add to it 3 drops of methyl-violet and 1 gram of salt. Pour the
mixture into the distilling flask. HAVE THE SET-UP CHECKED BY THE INSTRUCTOR.
Heat the mixture. Discard the first 5mL portion collected and then collect the
succeeding 10mL portion. Compare the collected portion from the mixture in
the distilling flask.
b. Add 5 drops of silver nitrate to 5mL of the collected portion. Note the reaction.

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Figure 5.1 Simple distillation set-up

D. Comparison of Tap Water and Distilled Water

On a clean watch glass, place 1mL of tap water and evaporate it over a water bath.
When the water has evaporated, remove the watch glass and set aside. On a second
clean watch glass, place 1mL of the water collected by distillation and evaporate on
the water bath as in the case of the tap water. Compare the residues on the two
watch glasses when dry.

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Experiment 05(Accomplish this Report Sheet and submit together with all the other requirements for Finals)
Water: Its Properties and Purification
Name: ___________________________________________

Date:_ Laboratory Instructor: __________

REPORT SHEET
A. Physical Properties of Water
1.
Color Boiling Point

Odor Freezing Point

Taste Density

2. Determination of temperature and pH of water sample

pH Temperature

3. Determination of conductivity of water sample

Conductivity

B. Chemical Properties of Water

1. Action on metals
a. Result: _______________________________________________________________

Equation for the reaction of sodium metal with water: ___________________________________

What are the products formed when a metal reacts with water? _________________________
What will be the change in the color of litmus paper in this solution? _______________________
Name two other metals which react with water at ordinary temperature.
____________________________________________________________________________
b. Result: _______________________________________________________________
c. Result: _______________________________________________________________
Does magnesium react with water with litmus paper? ___________________________________
Equation: _______________________________________________________________________
Name two other metals which react with water only when heated.
______________________________________________________________________________
d. Which metals give off hydrogen?
_____________________________________________________________________
Write equations for the reactions of these metals with HCl:
____________________________________________________________________________

List the six metals in their increasing order of activity.

_______________________________________________________________________________
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e. Which acids give off hydrogen? ___________________________________________

List the acid in their decreasing order of activity. _______________________________________

2. Action on oxides
a. Result: _______________________________________________________________
Equation: ______________________________________________________________________
Name two other oxides which will show a similar reaction. _____________________________
b. Result: _______________________________________________________________
Equation: ______________________________________________________________________
Name two other oxides which will show a similar reaction. _______________________________
3. Action on Salts
a. Result: ______________________________________________________________
To what is this due? _____________________________________________________________
Equations: ____________________________________________________________________
b. Result: _______________________________________________________________
To what is this due? ______________________________________________________________
Equations: ____________________________________________________________________
c. Result: _______________________________________________________________
To what is this due? ______________________________________________________________
Equations: ______________________________________________________________________
Define hydrolysis. _____________________________________________________________
What three classes of salts are hydrolyzed when in solution with water?
_______________________________________________________________________________
4. Water as Reaction Medium
a. Is there any chemical reaction between the two dry solids? ____________________
b. Result: _______________________________________________________________
What is the role of water in this case?
_______________________________________________________________________________
Equation: _______________________________________________________________________

C. Methods of Purification
1. Sedimentation
Observation: ________________________________________________________
Define sedimentation. ____________________________________________________________
What kind of impurity can be removed by this method? ________________________________

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2. Filtration
a. Note the appearance of the filtrate. _____________________________________
__________________________________________________________________
b. Observation: _______________________________________________________
__________________________________________________________________
__________________________________________________________________
What kind of impurity can be removed by this method?
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________
Is this method sufficient to make water suitable for drinking? Why?
________________________________________________________________________________________
____________________________________________

3. Distillation
a. Compare the appearance of this collected portion with the mixture in the distilling flask.
_____________________________________________________________
What is the term given to the collected portion? __________________________
b. Result: ____________________________________________________________
What does this show? ________________________________________________
What impurities are removed by distillation?
___________________________________________________________________

D. Comparison of Tap Water and Distilled Water

Which leaves the most residue? ___________________________________________
What substances may be present in this residue?
_____________________________________________________________________

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Evaluate

Assignment #9: (Answer in a separate sheet of Bond Paper)

Name and describe three (3) ways of making water safe for
drinking?
What kind of water must be used for the following purposes and
why?
Medical preparations
Industrial purposes
Household purposes
Chemical analyses purposes
Distilled water has a flat taste while drinking water has a
pleasant taste. What gives the taste of drinking water?

To be submitted together with all the other requirements for

the Finals.

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Unit 3: Determination of Dissolved Oxygen in Water

UNIT LEARNING OUTCOME
● Apply laboratory techniques and analytical measurements to determine the
dissolved oxygen in water

Engage/Explain
What is dissolved oxygen?
Dissolved oxygen (DO) refers to the level of free, non-compound oxygen present in
water or other liquids. It is an important parameter in assessing water quality because of its
influence on the organisms living within a body of water. In limnology (the study of lakes),
dissolved oxygen is an essential factor second only to water itself. A dissolved oxygen level
that is too high or too low can harm aquatic life and affect water quality.
Non-compound oxygen, or free oxygen (O2), is oxygen that is not bonded to any
other element. Dissolved oxygen is the presence of these free O2 molecules within water. The
bonded oxygen molecule in water (H2O) is in a compound and does not count toward
dissolved oxygen levels. One can imagine that free oxygen molecules dissolve in water
much the way salt or sugar does when it is stirred.
Dissolved oxygen is necessary to many forms of life including fish, invertebrates,
bacteria and plants. These organisms use oxygen in respiration, similar to organisms on land.
Fish and crustaceans obtain oxygen for respiration through their gills, while plant life and
phytoplankton require dissolved oxygen for respiration when there is no light for
photosynthesis. The amount of dissolved oxygen needed varies from creature to creature.
Bottom feeders, crabs, oysters and worms need minimal amounts of oxygen (1-6 mg/L), while
shallow water fish need higher levels (4-15 mg/L).
Microbes such as bacteria and fungi also require dissolved oxygen. These organisms
use DO to decompose organic material at the bottom of a body of water. Microbial
decomposition is an important contributor to nutrient recycling. However, if there is an excess
of decaying organic material (from dying algae and other organisms), in a body of water
with infrequent or no turnover (also known as stratification), the oxygen at lower water levels
will get used up quicker.
Dissolved oxygen enters water through the air or as a plant byproduct. From the air,
oxygen can slowly diffuse across the water’s surface from the surrounding atmosphere, or
be mixed in quickly through aeration, whether natural or man-made. The aeration of water
can be caused by wind (creating waves), rapids, waterfalls, ground water discharge or other
forms of running water. Man-made causes of aeration vary from an aquarium air pump to a
hand-turned waterwheel to a large dam. Dissolved oxygen is also produced as a waste
product of photosynthesis from phytoplankton, algae, seaweed and other aquatic plants.
While most photosynthesis takes place at the surface (by shallow water plants and
algae), a large portion of the process takes place underwater (by seaweed, sub-surface
algae and phytoplankton). Light can penetrate water, though the depth that it can reach
varies due to dissolved solids and other light-scattering elements present in the water. Depth
also affects the wavelengths available to plants, with red being absorbed quickly and blue

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light being visible past 100 m. In clear water, there is no longer enough light for photosynthesis
to occur beyond 200 m, and aquatic plants no longer grow. In turbid water, this photic (light-
penetrating) zone is often much shallower.
Regardless of wavelengths available, the cycle doesn’t change. In addition to the
needed light, CO2 is readily absorbed by water (it’s about 200 times more soluble than
oxygen) and the oxygen produced as a byproduct remains dissolved in water. The basic
reaction of aquatic photosynthesis remains: CO2 + H2O → (CH2O) + O2
As aquatic photosynthesis is light-dependent, the dissolved oxygen produced will
peak during daylight hours and decline at night.
In a stable body of water with no stratification, dissolved oxygen will remain at 100%
air saturation. 100% air saturation means that the water is holding as many dissolved gas
molecules as it can in equilibrium. At equilibrium, the percentage of each gas in the water
would be equivalent to the percentage of that gas in the atmosphere – i.e. its partial
pressure. The water will slowly absorb oxygen and other gasses from the atmosphere until it
reaches equilibrium at complete saturation. This process is sped up by wind-driven waves
and other sources of aeration.
In deeper waters, DO can remain below 100% due to the respiration of aquatic
organisms and microbial decomposition. These deeper levels of water often do not reach
100% air saturation equilibrium because they are not shallow enough to be affected by the
waves and photosynthesis at the surface. This water is below an invisible boundary called
the thermocline (the depth at which water temperature begins to decline).
The dissolved oxygen content is an important index when considering its suitability for
town supply. Good clean potable water will give dissolved oxygen value close to the
theoretical value for the saturated solution of oxygen in water. When there is pollution from
organic matter and other trade effluents, the dissolved oxygen is up in various biochemical
oxidation processes and it is only slowly replaced through surface absorption. Such water
will give low dissolved oxygen content until oxidation is completed. Adequate dissolved
oxygen is necessary for the life of fish and other aquatic organisms.
The methods described below for the determination of oxygen in water is based on that
devised by Winkler. When manganese hydroxide is precipitated in the water sample it is
quickly oxidized to higher hydrated oxides (probably in the four valent state) by the dissolve
oxygen. Iodine, equivalent to the dissolved oxygen content, is then liberated on
acidification in the presence of iodine, and it may be titrated with standard thiosulfate.

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Explore
Watch the video of EXPERIMENT 6 and accomplish the Report Sheet at the end of this section.
You are advised to read the procedures below so you can follow the video. Also, you are
tasked to do the necessary observations and record the data based on what will be showed
in the video of the activity.

EXPERIMENT 6 (Video of the Experiment will be sent to your e-mail)

PROCEDURES
A. Collection of sample
Collect the sample in a narrow necked 200‐300 mL glass bottle having an accurately
fitting ground glass stopper. If the water from a tap, pass the water down a glass tube to
the bottom of the bottle and allow water to overflow for 2‐3 minutes before insertion of the
stopper. When sampling stream water, displace the water in the bottle several times,
before collecting the sample. The water temperature, weather conditions and nature of
the water sample at the time of sampling should be recorded. Avoid inclusion of air
bubbles in the sample bottle.
B. Determination of Dissolved Oxygen in Water
Carefully remove the stopper from the sample bottle and add in turn 1mL manganous
sulfate solution followed by 1mL alkaline‐iodide‐azide solution. When introducing various
reagents into the full bottle of sample, the tips of the pipettes should be well below the
surface of the liquid. Replace the stopper carefully after each addition so as to avoid
inclusion of air bubbles. Thoroughly mix the contents by inversion and rotation until a clear
supernatant water is obtained. Add 1mL concentrated sulfuric acid with the tip of the
pipette below the level of solution and again replace the stopper. Mix well by rotation until
the precipitate has completely dissolved.
Pipette into a 250-mL conical flask 100mL of the solution and immediately titrate it
against standard sodium thiosulfate (0.0125 mol/L) using freshly prepared starch solution as
the indicator (add when solution becomes pale yellow).
Establish the relationship: 10 mL of 0.0125 mol/L sodium thiosulfate = 1 mg O2. Report
the result in mg/L and as percentage saturation.
Table 6.1 Dissolved Oxygen in Water at Specified Temperatures

Temperatur
e 10 15 20 25 30 35
(°C)

O2 content
11.2 10.2 9.1 8.3 7.6 7.1
(mg/kg)

C. Standardization of Sodium Thiosulfate

Mix 5mL of potassium iodide solution (10% w/v) and 10mL of the dilute sulfuric acid
(1:3 v/v ) and add 2mL of 0.025 mol/L potassium iodate solution in that order in a glass‐
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stoppered flask. Add about 100mL of distilled water. Titrate immediately with sodium
thiosulfate solution until the color is pale yellow. Add 2 or 3 drops of starch solution (freshly
prepared) and continue the titration until the blue color just disappears.

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Experiment 06(Accomplish this Report Sheet and submit together with all the other requirements for Finals)

Determination of Dissolved Oxygen in Water

Name: ___________________________________________

Date:_ Laboratory Instructor: __________

REPORT SHEET

Explain the reaction involved in the determination of dissolved oxygen in water using Winkler methods.

_______________________________________________________________________________

Amount of Oxygen in sample: _______________________ mg O2

Concentration of DO in sample: _________________________ mg/L

% saturation of O2 in sample: _________________ %

Show calculations (in a separate page).

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Evaluate

Assignment #10: (Answer in a separate sheet of Bond Paper)

What is the importance of dissolved oxygen level?
From Table 6.1, estimate the dissolved O2 of water at 100%
saturation at temperatures; 13 0C, 18 0C, 23 0C, 28 0C, and 33
0C.

How can water be more than 100% saturated?

What is supersaturation?
The volume of 0.0125 mol/L sodium thiosulfate used for
titration is 98.7 ml. What is the amount of dissolved O2 (mg/L)
in the sample?
What affects oxygen solubility in water?
Where does dissolved oxygen come from?
What are the consequences of unusual dissolved oxygen
levels in bodies water?
FINAL EXAM: (Coverage: Module 3)

To be submitted together with all the other requirements for the Finals.

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ENGGCHEM LAB, 1st Sem, 2020 - 2021 GRADED QUIZ #3

Name: _________________________________________ Score: __________
INSTRUCTION: Use a separate sheet of Bond Paper. Show your calculations/solution.
PART I.
1-5 Given the different chocolates listed below, answer the following questions. Support your answers with
necessary calculations/solution.

Flexural Strength, MPa

A 25.4
B 13.2
C 38.2
D 22.9

1. If the length and width of the given chocolates above are the same, which among the following is the
thickest? (5 points)
2. Which is the thinnest? (3 points)
3. If the dimensions were all the same, which chocolate can withstand the greatest load? (5 points)
4. Which has the least load? (3 points)
5. Chocolates A and B are of the same type. Which do you think has almonds? (4 points)

PART II.
Problem Solving: Solve systematically. Round all answers to 4 decimal places. (5 points each)
1. Plutonium-239 produced in breeder reactors has a half-life of 24,100 years. How long will it take for a
sample of plutonium-239 to decay to 10% of its original value?

2. The half-life of Oxygen-15 is 2 minutes. What fraction of a sample of O-15 will remain after 5 half-lives?

3. What is the mass in grams of a sample of Ra-226 that has activity of 1.00x109 atoms/min and rate
constant, k = 1.37x10-11/s. (Atomic weight of Ra = 226 g/mole)?

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ENGGCHEM LAB, 1st Sem, 2020 - 2021 FINAL EXAM

Name: _________________________________________ Score: __________
INSTRUCTION: Use a separate sheet of Bond Paper. Show your calculations/solution.

I. Multiple Choice. Write the letter of the correct/best answer. USE CAPITAL LETTERS ONLY. NO
ERASURES & SUPERIMPOSITIONS. (1 point each)

1. Fracture load has a unit of

a. Newton
b. kg
c. m
d. m/s2
2. What is the value of gravitational acceleration used in the experiment?
a. 32.2 ft/s
b. 9.81 m/s
c. 9.81 m/s2
d. 32.2 ft/s2
3. Stress is defined as
a. force per unit length
b. force per unit area
c. force per unit volume
d. force per unit mass
4. Stress is analogous to
a. pressure
b. strain
c. fracture
d. moment
5. Which material can withstand the maximum stress?
a. metal
b. chocolate
c. ceramics
d. plastics
6. It involves either splitting of the nucleus of an atom, or combining of neutrons and protons to form
heavier atoms.
A. Nuclear change
B. Fission
C. Fusion
D. All of the above
7. Which is not a nuclear reaction?
a. Fission
b. Fusion
c. Decay
d. Transmission
8. It is the study of the chemical composition of and change in the universe utilizes principles from
nuclear chemistry.
a. Astrochemistry
b. Cosmochemistry

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c. Radiochemistry
d. Physiochemistry
9. It is a method for determining the age of an object containing organic material by using the
properties of radiocarbon, a radioactive isotope of carbon.
a. Radiocarbon dating
b. Carbon dating
c. Carbon-14 dating
d. All of the above
10. The ability of radiation to damage molecules is analyzed in terms of what is called __________.
a. Penetration power
b. Ionizing power
c. Radioactivity
d. Dissociation power
11. These can travel only a few inches through air and can be easily stopped with a sheet of paper.
a. Alpha particle
b. Beta particle
c. Gamma ray
d. X-ray
12. Beta particles have an intermediate penetrating and ionizing power. It can be best shielded by
what material?
a. Paper
b. Skin
c. Aluminum
d. Lead

13. Classify which type of radioactive emission is depicted by the equation below.
92238𝑈 → 24𝐻𝑒 + 90234𝑇ℎ
a. Alpha radiation
b. Beta radiation
c. Gamma radiation
d. X-ray

14. It results from an energy release from the change of nucleus in an excited state to a more stable
state.
a. Alpha radiation
b. Beta radiation
c. Gamma radiation
d. X-ray
15. __________ discovered that __________ emits radiation which can cause fogging of
photographic plates.
a. Marie Curie; pitchblende
b. Henri Becquerel; uranium salt
c. Hennig Brand; philosopher’s stone
d. Wilhelm Roentgen; x-rays
16. Which of the following is not a pair?
a. Chadwick, neutron
b. Rutherford, electron
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c. Goldstein, proton
d. Anderson, positron
17. Who brought about transmutation and the splitting of the atom?
a. Ernest Rutherford
b. Glenn Seaborg
c. Georgy Flyorov
d. Yuri Oganessian
18. Classify which type of radioactive emission is depicted by the equation below.
90234𝑇ℎ → −10𝑒 + 91234𝑃𝑎
a. Alpha radiation
b. Beta radiation
c. Gamma radiation
d. X-ray
19. A particle that has the same mass as electron but an opposite sign is emitted.
a. Positron
b. Moron
c. Nucleon
d. Proton
20. Which of the following represents a beta particle?
a. 24𝐻𝑒
b. 10𝑒
c. −10𝑒
d. 10𝛽
21. Such as in the interior of giant planets, it is argued that water exists as ionic water in which the
molecules break down into hydrogen and oxygen ions. What conditions are required for water to
exist in its ionic form?
a. High temperature, low pressure
b. Low temperature, low pressure
c. High temperature, high pressure
d. Low temperature, high pressure
22. Water is a polar molecule with an electrical dipole moment. The polarity of water is due to
a. Higher electronegativity of oxygen atoms
b. Hydrogen atoms are slightly positive
c. Oxygen carries a slight negative charge
d. All of the above
23. Pure water has a __________ electrical conductivity, but this __________ significantly with the
dissolution of a small amount of ionic material
a. Low; increases
b. High; increases
c. Low; decreases
d. High, decreases

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24-25 Refer to the diagram above

24. Which part of the water treatment plant does sedimentation occur?
A. 1
B. 2
C. 3
D. 4
25. Which part of the water treatment plant does filtration occur?
A. 3
B. 4
C. 5
D. 6
26. __________ is oxygen that is not bonded to any other element.
a. Dissolved oxygen
b. Free oxygen
c. Theoretical oxygen
d. Excess oxygen
27. It refers to the level of free, non-compound oxygen present in water or other liquids.
a. Dissolved oxygen
b. Free oxygen
c. Theoretical oxygen
d. Excess oxygen.
28. The bonded oxygen molecule in water (H2O) is in a compound and does count toward dissolved
oxygen levels.
a. True
b. False
c. It depends
d. Insufficient data
29. It is the study of lakes
a. Hydrology
b. Limnology
c. Ichthyology
d. Aqua geology
30. These organisms use DO to decompose organic material at the bottom of a body of water.
a. Fish
b. Aquatic plants
c. Microbes
d. Marine viruses
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31. Plant life and phytoplankton require dissolved oxygen for respiration when there is no light for
__________.
a. Photosynthesis
b. Decomposition
c. Hydrolysis
d. Deposition
32. While most photosynthesis takes place at the surface, a large portion of the process takes place
underwater by
a. Seaweed
b. Sub-surface algae
c. Phytoplankton
d. All of the above
33. CO2 is readily absorbed by water. It’s about __________ more soluble than oxygen.
a. 2 times
b. 20 times
c. 200 times
d. 2000 times
34. The basic reaction of aquatic photosynthesis.
a. CO2 + H2O → (CH2O) + O2
b. CO2 + H2O → C6H12O6 + O2
c. CO2 + H2O → C12H22O11 + O2
d. CO2 + H2O → C12H22O12 + O2
35. As aquatic photosynthesis is light-dependent, the dissolved oxygen produced will peak during
__________ hours and decline at __________.
a. Daylight, afternoon
b. Daylight, night
c. Nightlight, day
d. Nightlight, dawn
36. ___________ air saturation means that the water is holding as many dissolved gas molecules as
it can in equilibrium.
a. 25%
b. 50%
c. 75%
d. 100%
37. A good clean potable water will give dissolved oxygen value close to the theoretical value for the
saturated solution of oxygen in water.
a. True
b. False
c. Sometimes
d. Insufficient data
38. It is a method used for the determination of oxygen in water.
a. Wilier Method
b. Winkler Method
c. Winter Method

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d. Wincher Method
39. When __________ is precipitated in the water sample it is quickly oxidized to higher hydrated
oxides by the dissolve oxygen.
a. Manganous ion
b. Manganate ion
c. Manganese dioxide
d. Manganese hydroxide
40. What is the chemical formula of sodium thiosulfate?
a. Na2S2O3
b. Na2SO4
c. Na2S2O4
d. NaS4O6

II. Identification. Identify the word or group of words described by each of the statements.
STRICTLY NO ERASURES. (1 point each)

1. Write the chemical formula of water.

2. It usually referred to as the universal solvent.
3. It is the process if removing undesirable chemicals, biological contaminants, suspended solids
and gases.
4. A physical water treatment process using gravity to remove suspended solids from water.
5. It explains the relationship between the settling rate and the particle diameter.
6. It is used to separate particles and fluid in a suspension, where the fluid can be a liquid, a
gas or a supercritical fluid.
7. It is the mass of dry solids retained by a filter of a given porosity related to the volume of the
water sample.
8. This process removes nearly all contaminants from the water by boiling it in a container with
a curved lid that extends beyond the container.
9. It is liberated upon the reaction of a metal with water.
10. Compared at sea level, water boils at _______ temperature on top of Mt. Everest.
11. It is an important parameter in assessing water quality because of its influence on the
organisms living within a body of water.
12. Fish and crustaceans obtain oxygen for __________ through their gills.
13. It is caused by wind, rapids, waterfalls, ground water discharge or other forms of running
water.
14. Another term for light-penetrating.
15. It is an important contributor to nutrient recycling.

III. Enumeration.
List five (5) physical properties of water. (5 points)

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IV. Problem Solving. Show all pertinent solutions. Round off final answers to four (4) decimal places.
(5 points each)

5. A three-point bending test is performed on a chocolate bar having a rectangular cross section of thickness
= 10 mm, width = 1.5 inch, and length = 15 cm. Compute for the flexural strength if the load at fracture
is 5.65 N. (5 points)

6. Two beams, A and B, made with the same material are to be subjected to a three-point bending test. Beam
A has a dimension of 1.25 in x 2.5 in x 0.5 in while Beam B has a dimension of 1.5 in x 1.5 in x 0.75 in.
Compare the respective fracture loads that will cause the beams to fail. (10 points)

3. The amount of phosphorus present in a sample at a given time is given by the following equation:
𝑄𝑡 = 𝑄0 𝑒 −0.03𝑡
What percent of the initial amount of phosphorus is left after 25 days of decay?
4. If there are 37 kg of the element left after 25 days, what was the initial amount of the element?
5. At what time in the future will only 50% of nature’s perfect supply of Rn-266, with a half-life of
1.6x103 years, remains?
6. What volume of a 1.7 N H2SO4 solution is required to completely neutralize 50 mL of a 1.3 N
NaOH?
7. A 25 mL sample of H3PO4 requires 31.15 mL of 0.242 N KOH for its titration. What is the normality
of this H3PO4 (aq) if it is always to be used in reaction?

87
Saint Louis University
SCHOOL OF ENGINEERING AND ARCHITECTURE
Department of Chemical Engineering

RUBRIC
This rubric will be used in grading all your REPORT SHEETS.
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describe the observations the required
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Answers to Clear and Indirect Answered No answers
Questions direct answers to the question to questions
answers to questions incorrectly;
the questions totally
unrelated
answer
Computations Computations Computations Incorrect No
(if are correct; with computation computations
applicable) presented incomplete presented
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Offline Module - Enggchem Lab

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Offline Module - Enggchem Lab

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Saint Louis University

SCHOOL OF ENGINEERING AND ARCHITECTURE

Unit 1: General Rules in Laboratory

Unit 1: General Rules in Laboratory

UNIT LEARNING OUTCOME

1. In every experiment, follow the procedures carefully and intelligently. Many

RESPONSIBILITY FOR REAGENTS, APPARATUS, EQUIPMENT AND FACILITIES

DISPOSAL OF WASTE MATERIALS

Assignment #1: (Answer in a separate sheet of Bond Paper)

Unit 2 Basic Laboratory Techniques

UNIT LEARNING OUTCOME

EXERCISE A (Videos for this Exercise will be sent to your e-mail)

Examine the burner and locate the

1. Connect the gas inlet to the gas

Figure 1.4 Regions of the flame for temperature measurement.

no change below 500 0C

dull red 501 0C – 650 0C

cherry red 651 0C – 750 0C

orange 751 0C – 900 0C

yellow 901 0C – 1100 0C

C. Using the balance to calibrate your 10-mL pipet

5. Return all weights to zero position after weighing.

Basic Laboratory Techniques

Date: ____________________Laboratory Instructor: ____________________________________

a. Region 1: Center of the inner cone _________________ 0C

3. What is the color of the flame? ___________________

Does it form a deposit on the test tube? ___________________________________

How long does it take to boil the water? ___________________________________

What conclusion can be drawn from this result? _____________________________

5. Which part of the cardboard burns first? ___________________________________

What conclusion can be drawn from this result? _____________________________

Table 1.1 Units of Measurement in the Metric System

Specific gravity Sp gr, dimensionless

Table 1.2 The Meaning of Prefixes in the Metric System

Table 1.3 Comparison of SI, Metric, and English Units

LABORATORY APARATUS and EQUIPMENT

Figure1.2 A typical volumetric pipet and rubber bulbs

The approximate accuracy of some of the equipment is given in Table 1.4.

Table 1.4 Equipment Accuracy

The precision of a measurement is a statement about the internal agreement among

Assignment #2: (Answer in a separate sheet of Bond Paper)

What are the basic units of length, mass, volume, and

Unit 3: Specific Heat of Metal

EXPERIMENT 1 (Video of the Experiment will be sent to your e-mail)

The negative sign represents the opposite direction of heat flow.

B. Determination of Approximate Atomic Weight of Metal

Specific Heat of a Metal

Date:_______________________ Laboratory Instructor: ________________________________

Unknown Number: ________

A. Determination of the Specific Heat of a Metal

B. Determination of the Approximate Weight of a Metal

Mass of unknown metal grams

Original temperature of water °C

Original temperature of metal °C

Final temperature of metal °C

Temperature loss of metal °C

Mass of water grams

Specific heat of metal J/g∙°C

Approximate atomic weight of metal g/mol

Assignment #3: (Answer in a separate sheet of Bond Paper)

Refer to approximate tables (from chemistry handbooks) for the

To be submitted together with all the other requirements for

Unit 4: Latent Heat of Fusion of Ice

EXPERIMENT 2 (Video of Experiment will be sent to your e-mail)

Latent Heat of Fusion of Ice

Date:_______________________ Laboratory Instructor: ________________________________

Mass of calorimeter, cup, and cover: grams

Initial temperature of warm water: °C

Mass of calorimeter, cup, and warm water: grams

Mass of warm water alone: grams

Mass of calorimeter, cup, cover, warm water, and ice: grams

Mass of ice alone: grams

Initial temperature of ice: °C

Final temperature of warm water and ice: °C

Assignment #4: (Answer in a separate sheet of Bond Paper)

ENGGCHEM LAB, 1st Sem, 2020 - 2021 GRADED QUIZ #1

Date: Laboratory Instructor: ________________

Date:_ Laboratory Instructor: __________

Date:_ Laboratory Instructor: __________

Name: _______________________________ Score:

Date: Laboratory Instructor: ____

Date: Laboratory Instructor: ____