General Chemistry Laboratory 1

Experiment 3
Measurement and Density

Learning Objectives:
• To be able to measure the mass and volume of liquid samples using different
laboratory instruments
• To distinguish between accuracy and precision, and determine sources of errors
• To be able to generate individual density data, and obtain and analyze statistical
interpretations from class data

Experimental Objectives:
• To determine the density of a known liquid (Coca-Cola® variants) using several
different glassware and instrument
• To compare class data and examine the accuracy and precision of each technique
• To use deductive reasoning to identify an unknown liquid

Introduction:

Density

Matter has mass and volume. Mass is a measure of the amount of material an object has and is
usually given in grams (g) or kilograms (kg). Volume is defined as the amount of space an object
occupies and is usually expressed as the units liters (L), meters cubed (m 3), and gallons (gal).
Density is defined as the ratio of the mass of an object to the volume it occupies. Different
materials can have different densities and density can be used to identify a substance.

Mass (M)
Density (ρ) =
Volume (V)

Density is an intensive property, meaning it does not depend on the size of the object. A 1 mL
sample of water, for example, has the same density as 1 gal of water. Mass and volume are
extensive physical properties of matter, and vary with the size of the sample.

Measurement

The mass of a liquid or solid can be measured using a balance. There are 2 kinds of balances in
the general chemistry laboratory: the analytical balance and the top-loading balance. The
difference is in the uncertainty in the measurement displayed by the instrument (Table 1).

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Table 1. Uncertainties of instruments in the lab:

Instrument Uncertainty
Digital analytical balance ± 0.0001 g
Top-loading digital balance ± 0.01 g
25 mL graduated cylinder ± 0.3 mL
50 mL buret ± 0.05 mL
25 mL volumetric flask ± 0.08 mL
25 mL volumetric pipet ± 0.03 mL

When doing mass measurements, it is important that the substance is at room temperature
because substances that are not at room temperature can generate air currents that will affect
the measurement of sensitive balances (i.e., analytical balance).

Figure 1. A digital Analytical Balance (left) and a digital Top loading balance (right).

volume mark

Figure 2. 10 mL graduated pipette (left), 20 mL volumetric pipet (center) and a 50 mL volumetric flask
(right).

Several methods can be used to measure liquid volumes. The least accurate method is the use
of the marked graduations on a beaker or Erlenmeyer flask (Table 1). More commonly, a

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graduated cylinder is used, which has graduations in increments of 1 or 0.1 mL. More accurate
measurement of volume can be made using graduated pipets, volumetric pipets, and volumetric
flasks (Figure 2).

In order to measure the volume of a liquid precisely, the “top” of the liquid can be referenced
consistently by looking at the “meniscus” (usually a concave curve in the upper surface of the
liquid) at eye level (Figure 3).

Improper position

24 mL Proper position

Improper position

Figure 3. Reading the volume of a liquid in a graduated cylinder.

Experimental Errors

Chemistry is an experimental science, and experiments involve measurements. Experimentally

determined values for physical properties (like mass and volume of an object, heat produced from
a reaction) may differ from their “true” (i.e., correct) values because it is nearly impossible to
measure a “true” value. Experimental error is the difference between the true value and a value
that is determined by experimental neasurement. It is a natural consequence of the limitations of
the techniques, measurements, and interpretations of the results of an experiment. Experimental
error can never be eliminated; however, a thorough understanding of the experimental theories
and procedures will enable you to take proper steps to minimize errors. The most important factor
in performing experiments is to collect data as truthfully and reliably as humanly possible and to
report the data “as is.“

As discussed previously, there is uncertainty (error) with any measurement due to the inherent
limitations of the measuring equipment and the manner in which it is used (Table 1). Experimental
error can be divided into two broad categories that are associated with measurements:
systematic or determinate error and random or indeterminate error.

Systematic error has assignable causes and remains unchanged each time an experiment is
repeated. It can make all replicate measurements either too high or too low, but not both. This
may occur due to faulty or miscalibrated instrumentation, personal error (failure to use an

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instrument correctly) or reagent error (impurity, contamination, wrong concentration). In density

measurements, for example, systematic errors could arise from the repeated use of a
contaminated sample.

Random error is caused by unknown and unpredictable factors during an experiment. It affects
a measurement in both positive (high) and negative (low) directions with indeterminate probability.
An example is the error arising from the vibration of a table supporting an analytical balance.
Another source is an instrument is pushed to the extremes of its operating limits. Both of these
random error sources could cause an analytical balance, for example, to show differences in the
least significant digit of a 0.5040 g sample, by displaying weights of 0.5041 g, 0.5039 g and 0.5042
g. during repeated measurements. Unlike systematic errors, the effect of random errors can be
minimized by averaging many measurements.

Accuracy and Precision of Data

Data analysis is an integral aspect of laboratory experiments, and is a skill that will be taught and
emphasized throughout this course. To perform proficient data analysis, the measurements made
during an experiment must be accurate and precise. The accuracy of a measurement pertains
to how close the measured value is to the accepted or correct value. Precision refers to the
reproducibility of a measurement, comparing several measured values obtained in the same way.
For example, a student measured the volume of a liquid sample three times, using the same
instrument each time. She obtained values of 2.50, 2.53, and 2.52 mL. These measurements
are precise because there is only a 0.03 mL difference between the highest and lowest values.
However, if the correct volume of the sample was actually 3.50 mL, the accuracy of the data would
be low because the difference of 0.99 mL between the true value and the average of the three
measurements is relatively large.

The accuracy and precision of data and measurements depend on an experimenter’s techniques
and on the quality of the measuring tools. One of the goals of this class is to teach students how
to acquire data in the laboratory that are as accurate and as precise as possible, using the
techniques and equipment that are available. In any experiment, data collected are evaluated by
comparison with known and established values (“true” values), by doing a literature search and
comparison with previously obtained data, by employing experimental techniques to decrease
uncertainty sources, and by using statistical methods to analyze and manipulate collected data.

This first laboratory experiment will demonstrate the measurement of mass and volume using
different types of equipment, demonstrate the difference between precision and accuracy, and use
these skills to determine and calculate the density of an unknown substance.

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Materials:
• 2 plastic bottles with cap
• 25 mL graduated cylinder
• 2 - 25 mL volumetric flask
• Bulbs or pumps
• 100 mL Erlenmeyer flask

Chemicals:
• Coca-Cola ®
• Coke Zero ®

Safety

Laboratory safety is one of the most important lessons you will learn from the general chemistry
laboratory classes. Practicing effective safety procedures protects yourself and the people
around you. At all times, appropriate personal protective equipment (PPE), which include eye
goggles, long pants, closed-toed shoes, and shirts covering your shoulders/neck/back must be
worn. Occasionally, you will use gloves to handle certain chemicals. Throughout the semester,
you will learn about the potential hazards in a chemistry laboratory (e.g., toxic and/or caustic
chemicals, fires, poisonous gases, very hot or cold apparatus, and broken glassware), and how
to perform experiments safely.

The first part of this lab session will consist of an introduction and safety training in the laboratory,
and demonstrations of important safety equipment for use in case of an emergency (e.g., fire
extinguishers, eyewash fountains, fire blankets, and safety showers). At all times, handle all
chemicals carefully. If you come into contact with any chemical, flush any affected
exposed area of your body with large amounts of water (15 minutes) and alert your TA.
All chemical wastes must be disposed of in the appropriately labeled waste containers.
If any solids or liquids are spilled on or around the balances, clean it up!

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Experimental Procedure:

Part I: Determining the Densities of Coke© and Coke Zero©

• Use the analytical balance and the top-loading balance for all weight measurements. If
possible, use the same balance of each type for all measurements.
• Get two of the plastic bottles with cap, and label each for Coke and Coke Zero
• Do the following procedures first, using Coke.

1. Put ~80 mL of the sample into a suitable beaker. The actual volume is not very
important.
2. Rinse the inside of one of the plastic bottles with water. Make sure that the outside of
the bottle is dry. The inside of the bottle does not have to be completely dry.
3. Cap the bottle and weigh the empty container using both balances. Record your
“empty” mass.
4. Measure 25 mL of the Coke using the graduated cylinder and transfer to the bottle.
5. Cap the bottle containing the Coke and get the new mass using both balances. Record
the mass of container + sample.
6. Dispose of the soda down the drain. Rinse the bottle several times with water and
dry the outside of the bottle.
7. Cap the bottle and weigh the empty container using both balances. Record the empty
mass again.
8. Measure 25 mL of the Coke using the Volumetric flask and transfer to the bottle.
9. Cap the bottle containing the Coke and measure the new mass using both balances.
Record the mass of container + sample.
10. Dispose of the soda down the drain. Rinse the bottle several times with water and
dry the outside of the bottle.
11. Repeat steps # 7-10 using the 40 mL Erlenmeyer Flask for measuring the volumes.
Ask your teacher for help if you need assistance using the bulb or pump.
12. Repeat steps #1-11 using the Coke Zero sample.
13. When finished, you should have 24 mass measurements in your notebook.
14. Record all measurements in your notebook using the sample table below (Table 2).
15. Calculate the mass and density of the samples.

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Part 2: Is density an intensive or extensive property?

1. Using your assigned volume (between 2 and 30 mL), measure the density of Coke and
Coke Zero, using the glassware and instrument that displayed the most precision
according to the class data.
2. Write your obtained values on your notebook.
3. Plot mass vs volume for each soda (post-lab).
Is density an intensive or extensive property?

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Data and Analysis:

Table 2. Mass and Density Data for Coke and Diet Coke

Analytical Balance Top-loading balance

Glassware Coke Coke Zero Coke Coke Zero
GRAD. Mass of empty
CYL. bottle (g)
Mass of bottle +
sample (g)
Mass of 25 mL
sample (g)
Density (g/mL)

VOL. Mass of empty

FLASK bottle (g)
Mass of bottle +
sample (g)
Mass of 25 mL
sample (g)
Density (g/mL)

ERLEN. Mass of empty

FLASK bottle (g)
Mass of bottle +
sample (g)
Mass of 25 mL
sample (g)
Density (g/mL)

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Data for Part 2:

1. Assigned volume: mL

Coke Coke Zero

Mass of empty bottle (g)

Mass of empty bottle +

sample (g)
Mass of sample (g)

Density of sample (g/mL)

Post Lab Exercises and Questions:

1. From Part 1, using the class data, calculate the average and standard deviation of the
densities of Coke and Diet Coke.
2. Using the data of the class from Part 2, plot mass vs volume for the Coke and the
Coke Zero samples.
3. Is density an intensive or extensive property? Explain your answer.
4. Comparing the graduated cylinder and volumetric flask, which is more accurate? Why?
5. Comparing the graduated cylinder and volumetric flask, which is more precise? Why?
6. Special calibration weights with very precisely known masses are used to calibrate the
analytical balances in the lab. If you measure a 10.0000-gram calibration mass three
times and get values of 10.0010, 10.0009, and 10.0011 grams, is the balance more
accurate or more precise? Why? Is this an example of systematic or random error?
7. What are the possible sources of error in determining the identity of your unknown
solutions?