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Chemical properties of elements and compounds refer to what they do when they
react with other elements and compounds. For example, sodium metal is highly
reactive. That is, it will change very willingly when placed with other chemicals.
Therefore a chemical property can be thought of as properties that change the
matter.
Physical properties are those which describe the nature of the element or compound
without changing its chemical structure. E.g. appearance, colour, smell etc. For
example, water is colourless and odourless. Therefore a physical property can be
thought of as one that describes rather than changes the matter.
An element consists of only ONE type of atom. A compound is made up of two or more
DIFFERENT types of atoms. E.g. O2 is an element and H2O is a compound. Both are molecules!
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1.2.1 Periods
An electron shell is a region of space around the nucleus of an atom where electrons can be
found. Two electrons can fit in the first shell, eight in the second and 18 in the third. The rule
that tells you how many electrons can fit into a shell is 2n 2 where n is the shell number.
There are only two elements in the first period. These are hydrogen (H) and helium (He).
The next element, lithium (Z=3) is located in the second period. As lithium has three
electrons, it needs two shells to fit them because the first electron shell can only have a
maximum of two electrons.
Lets examine the entire second period. Elements three (Li) through to 10 (Ne) are located in
this period. Neon has 10 electrons and is the last member of Period II. Sodium (Na, Z=11) is
the first member of Period III.
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1.2.2 Groups
A group is a column of elements that are also put there for a reason. Lets investigate the
first three members of Group I. They are Hydrogen (H), Lithium (Li) and Sodium (Na).
Many element symbols originate from the Latin or Greek meaning. For example, natrium is the
Latin word for sodium. This is why sodium has the symbol Na.
The corresponding atomic numbers for those elements are 1, 3 and 11. In addition to
starting a new period, each has something else in common.
What do H, Li and Na have in common that could be responsible for them being
placed in Group I of the Periodic Table?
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Group I metals are called the Alkali Metals because the form basic solutions when placed in
water. They are extremely reactive and most have to be stored in oil because they will react
with oxygen in the atmosphere. Reactivity increases down the group. That is, sodium is
http://www.vanderkrogt.net/elements/images/sodium.jpg
A basic solution is one that has a HIGH pH. An acidic solution is one that has a LOW pH.
Concentrated acidic and basic solutions are dangerous and can cause major damage to the
eyes and skin. They should never be ingested (eaten)!
Group II metals will also form a basic solution but they are less reactive and less soluble in
water than Group I. They are also harder than Group I metals.
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The Transition Elements can be thought of as being part of Group II. However, their
chemical and physical properties are quite different to those of the Alkaline Earth Metals.
They are hard, dense and relatively unreactive compared to the first two groups of metals.
The reason is to do with their different electron configuration. The value of these metals to
society cant be understated. They are used extensively in construction and engineering.
Iron is used in many industries and is used to make useful things like cars and bridges.
Copper is a very good electrical conductor and is used as telephone cabling as well.
Unfortunately, many years of price increases have seen the theft of copper become a major
problem. Even BHS has had copper plumbing stolen!
Transition elements form coloured compounds. In fact, one transition element can give off
many different colours. Again this is to do with their unique electron configuration.
Did you know that many of the precious gemstones people covet contain transition metal ions
that give off spectacular colour? Rubies are red and emeralds are green due to the presence of
chromium. Sapphires are blue due to the presence of titanium and iron.
An ion is an atom that has gained or lost electron(s) to become charged. Atoms that lose
electrons become positively charged and are called Cations (Cat-irons). Atoms that gain
electrons become negatively charged and are called anions (an-irons).
1.2.2.4 Halogens
The word halogen means to form a salt. They are very reactive and will react readily with
metals to form ionic compounds called salts. The most famous of course is sodium chloride
(NaCl).
An ionic compound is formed when metals give their electrons to non-metals. The positive and
negative ions that result attract strongly and join together. This force of attraction is called an
electrostatic force. Static means not moving.
Halogens are unique because they exist as solids, liquids and gases. They vary greatly in their
use. Fluorine is used in refrigeration while the fluoride ion helps form strong teeth. Chlorine
is used as an anti-bacterial agent in water supplies and in chemical warfare. Iodine is used as
an antiseptic and is an important part of peoples diets because it helps metabolic
processes.
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The noble gases get their name due to their inertness. This means they dont like to react
with other chemicals at all. They all, with the exception of helium, have eight electrons in
their outer shell so they are classified as Group VIII elements.
Helium (He) does not have eight electrons in it outer shell but is classified as a
Group VIII element. Why?
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Helium Used with O2 for deep sea Low solubility of helium in the
dives blood.
Helium To fill airships and weather Low density, does not burn
balloons
All of the noble gases are colourless and odourless by themselves. It takes electricity to
make them glow.
1.3 Predicting Chemical & Physical Properties Using The Periodic Table
We will use period III to examine trends across a period. First of all we need to introduce
some new terms and definitions.
In addition to ionic bonding, metal atoms can bond with one another by still kicking out
electrons to become stable, but the electrons are not given to a non-metal rather they are still
held close to the positive metal nucleus.
Definitions
Boiling Point the temperature at which a chemical in a liquid state becomes a gas.
Bond the attractive force that hold two or more elements together
Trends
Name of Element Sodium Magnesium Aluminium Silicon Phosphorus Sulfur Chlorine Argon
Symbol Na Mg Al Si P S Cl Ar
Atomic Number, z 11 12 13 14 15 16 17 18
Electronic
2,8,1 2,8,2 2,8,3 2,8,4 2,8,5 2,8,6 2,8,7 2,8,8
Configuration
Atomic Radius
186 160 143 118 110 102 99 192
(picometers)
Boiling Point (oC) 883 1090 2467 2680 280 445 -35 -186
http://www.ausetute.com.au/trendpd3.html
As we move from left to right across a period, the atomic radius of each element decreases.
This is because the number of protons in the nucleus increases. Therefore there is a greater
overall positive charge in the nucleus. This increased positive charge pulls more strongly on
the electrons in the surrounding shells. So the space they occupy shrinks and makes the
element smaller.
Argon has more protons than all of the period III elements yet its atomic radius is
larger than all the elements in period III. Suggest a reason for this. [Hint: look at
the electron configuration of Ar]
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1.3.2 Electronegativity
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Metallic character (metal behaviour) decreases across a period. This is because it becomes
increasingly harder to remove electrons from the outer shell.
Why do you think it is harder to remover outer shell (valence) electrons moving
across a period from left to right?
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Covalent bonding is the name given to bonds where electrons are shared between atoms. This
bonding can be seen in bonds between non-metal atoms. Because electrons are being shared,
there is no charge on either atom
Metals have strong forces of attraction between the delocalised (kicked out) electrons and
the positive nucleus. This means a lot of energy has to be provided to break this attractive
force. This results in high melting points.
Ionic Compounds also have strong attractive forces but these are between the positive
and negative ions that form as a result of the transfer of electrons. Again it takes a lot of
energy to break these apart so these too have high melting points.
Covalent Molecules although strongly bonded within the molecule, the forces of
attraction between the molecules are small. This means a lot less energy is required to
overcome these attractive forces. This gives rise to relatively low melting and boiling points.
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PROPERTY EXPLANATION
Atomic radius
increases
Metallic
character
increases
Melting and
boiling points
Electronegativity
decreases
* 3d structure can affect the melting point of solids and elements also have a number of
structures.
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2. What are the differences and similarities between elements, compounds and
molecules?
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3. What are protons, neutrons and electrons and where in an atom are they found?
4. Explain how the modern Periodic Table uses atomic numbers, groups and periods to
organise elements.
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5. What are the similarities and differences between the Group I, II and transition
metals?
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6. Explain why halogens fluorine and chlorine are gases whereas bromine is a liquid and
iodine is a solid.
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Magnesium (Mg)
Fluorine (F)
Neon (Ne)
9. Sodium and potassium are both Group I metals. Explain why potassium has a higher
melting point than sodium, is less electronegative and is more reactive than sodium.
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10. Explain why, in theory, calcium has a higher melting point than magnesium.
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(a) Be________________________________________________________________
(b) BaCl2______________________________________________________________
12. Which of the elements/compounds in Question 11 would have the lowest melting
point?
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A skeleton equation has all reactants and products listed but they are not balanced.
In other words, there are not equal numbers of each element on both sides of the
equation.
A physical state is basically whether a chemical is in the solid state(s), liquid state(l),
gaseous state(g) or aqueous state(aq). Aqueous means dissolved in water. DO NOT
CONFUSE AQUEOUS WITH LIQUID. A liquid is a melted solid. It doesnt necessarily
mean it is water.
Brackets are used when more than one polyatomic ion is in the formula. A polyatomic
ion is one that is made up at least two atoms. E.g. OH-, SO42-, NH4+.
calcium Ca 2+ lithium Li +
zinc Zn 2+
bicarbonate
(hydrogen HCO3 - iodide I-
carbonate)
bisulfate
(hydrogen HSO4 - nitrate NO3 -
sulfate)
bromide Br - hydride H-
chloride Cl - oxide O 2-
dihydrogen
H2PO4 - thiocyanate SCN -
phosphate
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The tables above are just some of the ions that form as a result of electron transfer. You
arent expected to remember all of these, however if you plan on doing VCE Chemistry, it
might be a good idea.
Lets have a go at a nice, easy one to begin with. Well write the formula for sodium iodide.
Locating each in the tables above shows us that sodium has a +1 charge and iodide has a -1
charge. When we put them together the number of positive charges equals the number of
negative charges ( they equal zero overall - +1 1 = 0 ). This means we need one of each.
Time to try a harder one! Lets write the formula for aluminium chloride. Locating each in
the table of ions above shows us that aluminium is +3 and chloride is -1. When we put them
together, there are two extra positive charges (+3 1 = +2). This means we need an extra
two negative charges. Since chloride has one negative charge, we need another two
chloride ions to balance the positive and negative charges (+3 3 = 0).
Al1Cl3 the 1 is left off the Al but the 3 remains of the Cl so its AlCl 3
Potassium is +1 and dichromate is -2. When we put them together, there is one extra
negative charge (+1 2 = -1). This means we need one extra potassium ion.
K2Cr2O7
Did you know that potassium dichromate was used by police in hand-held breathalysers for
many years; It would turn green if a driver had too much alcohol on their breath.
In our last example we will look at the formula for ammonium sulfate. When the two are
added together there is one extra negative charge. This means we need two ammonium
ions to balance it.
Copper(II)bromide
Calcium hydroxide
Magnesium sulfate
Barium bisulfate
Aluminium
carbonate
Table of prefixes
Examples
* simplified to carbon dioxide because only one carbon will bond with two oxygen atoms so
you dont have to specify it. This is often the case with many compounds.
**When the prefixes come before an element that starts with a vowel like oxide, the prefix
will drop its a or o as seen above.
NAME FORMULA
Carbon tetrachloride
OF2
N2O5
E.g. Write the skeleton equation for the reaction between a solution of silver nitrate and
a solution of sodium chloride to give solid silver chloride and aqueous sodium nitrate.
Eg2 Write the skeleton equation for hydrogen gas reacting with nitrogen gas to give
nitrogen trihydride gas
Remember gases like hydrogen, nitrogen, chlorine and oxygen dont exist as single
atoms. They are diatomic (two atoms) molecules. So hydrogen gas is H2 etc
Hydrogen H2
Nitrogen N2
Nitrogen trihydride NH3
Eg3 Write the skeleton equation for the reaction when solid carbon is burnt in excess
oxygen gas to produce carbon dioxide gas.
Carbon C
Oxygen O2
Carbon dioxide CO2
To balance an equation is to make sure there are equal numbers of each element in the
reactants AND products.
The crucial thing to remember when balancing equations is that you cannot change the
chemical formula of the reactants and products.
Therefore, you can only change the amount of each reactant and/or product by placing a
number in front. E.g. 2CO2(g)
This translates to two lots of CO2 that is 2 C atoms and 4 O atoms in total.
The number of hydrogen atoms (H) on the left is two and the number on the right is
two also. These are balanced.
The number of oxygen atoms (O) on the left is two but there is only one on the right.
These are NOT balanced.
This means there are two oxygens on the right so they are balanced. BUT now
there are four hydrogen atoms (2 2 = 4) on the right side.
To correct this, we will place a 2 in front of the H2 on the left to give four H atoms.
There is one I on the left but two on the right. We will place a 2 in front of the KI
on the left to correct this. This also means we have two K on the left.
There are two NO3 on the left and one on the right. We place a 2 in front of the
KNO3 on the right to correct this. This has also balanced the K on the right.
C3H8 is called propane gas. Propane gas is obtained by cracking (splitting up) large molecules
found in oil. Propane is a part of LPG and is a fuel for heating and BBQs.
NH4Cl C4H10
CuNO3 NH2
Ca(SCN)2 CS2
KMnO4 O2
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BOJ 2009 Page 24
(c) Liquid hydrogen peroxide (H2O2) decomposes into water and oxygen gas.
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(d) hydrogen and oxygen gas are reacted to together to make water vapour.
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Just about all consumer products have information on the packaging. Particularly important
is the nutritional information on food packaging. It is the job of a food chemist or analytical
scientist to test products to make sure the statement on the package is correct. This is called
Quality Assurance (QA). Companies are required to adhere to a set of standards issued by
the International Organization for Standardization (ISO). Companies that dont follow these
can be prosecuted or at least wont be in business very long!
This means that there are set procedures for doing things. These are not negotiable.
In this topic, although largely doing bucket chemistry as our Lab Technician Leigh calls it,
you will look at some simple methods of analysis by mass.
Definitions
Relative Atomic Mass (Ar) the mass of an element relative to carbon twelve.
Carbon 12 has 6 protons and 6 neutrons.
Relative Molecular Mass (Mr) all the Ar in a molecule added together. (Note this is
called a formula mass in ionic compounds!)
One mole of carbon represent 6 1023 carbon atoms. Thats a six in front of 23 zeros. Quite a
large number!
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3.1.1 Calculating Mr
To calculate the Mr of a compound, we look at all the elements in its formula and add them
together.
Exercises
O ZnSO4
H2O ZnSO4.7H2O
O K2Cr2O7
This is the simplest gravimetric technique. Finding out the water content of something is
usually as simple as evaporating the water in an oven set to about 105-110OC. You compare
the mass of the sample before heating to that obtained after heating. The mass of water is
usually expressed as a percentage. It is important to weigh the final mass, heat it again and
reweigh until a constant value is achieved. This is done to make sure the sample is
completely dry.
E.g. A 5.00 g sample of cat food was placed in an oven at 110OC and weighed again after
20 minutes. This procedure was repeated until a constant mass of 3.15 g was recorded.
Calculate the percentage of water in the cat food.
Question
Which of the following brands of cat food represent the best value for money? Justify your
answer.
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The mole is a quantity, a number a very large number. In fact one mole is equal to 6.02
1023 (602 000 000 000 000 000 000 000). The mole is a significant number in chemistry
because 1mole of 12C weighs 12g exactly. This means 1 mole of any element is its relative
atomic mass in grams. Eg 1 mole of oxygen weighs 16 g; one mole of chlorine weighs 35.5g
and 1 mole of water weighs 18g. Water is made up of two hydrogen atoms plus one oxygen
atom. Therefore, water has a mass of 16 + 1 + 1 = 18g.
n moles (mol)
m grams (g)
M grams/mole (g/mol or gmol-1)
N and NA are numbers and have no units
The first step to solving this problem is to identify what quantity you need to find out and
what formula you need to use. The example asks you to calculate the number of moles. This
is lower case (little) n. The other information you are given in the example is the mass and
you can find the molar mass from the Periodic Table; therefore you will need to use n = m /
M.
n=m/M
n = 64 / (2 16)
n = 64 / 32
n = 2.0
This time you are required to convert moles into a mass, however you will use the same
formula rearranged. If n = m / M then m = n M. In other words, the mass is equal to the
number of moles multiplied by the mass of one mole of the chemical you have.
m=nM
m = 2.5 (12 + 1 + 1 + 1 + 1)
m = 2.5 16
m = 40 g
E.g.3 3.0 moles of a diatomic element (molecule made from two atoms) has a mass of 84
g. Write the formula of the molecule.
n = 3.0, m = 84, M = ?
M=m/n
M = 84 / 3
M = 28 g/mol
The molecule is N2
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a. 32 g of O2
b. 72 g of C
c. 0.44g of CO2
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3. Calculate the molar mass of a compound if 3.0 moles has a mass of:
a. 36g
b. 48g
c. 180g
Gravimetric analysis takes advantage of the solubility of chemicals, many of which you
explored in Experiment 1. Basically, you extract a soluble compound out of a sample and
then precipitate it with an excess amount of another chemical. Then you weigh it and
calculate the mass of the previously soluble chemical. One commonly used procedure is to
determine the mass of table salt (NaCl) in food.
E.g. A sausage roll was analysed for its salt content using gravimetric analysis. A 5.0 g
sample of sausage roll was mashed using a mortar and pestle. The mashed sample was then
placed in 50 ml of hot water to dissolve the salt. The mixture of sausage roll and water was
allowed to cool and then filtered. Excess silver nitrate (AgNO3) was added to the filtrate and
a grey/white precipitate was formed. The precipitate was filtered, dried and weighed to a
constant mass. This mass was 0.0300 g. Calculate the mass of salt in the 5.0 g sample.
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Answer
First of all, you need to identify the precipitate formed. Weve added AgNO 3 to precipitate
NaCl. However, Na is soluble all the time! So why does adding AgNO3 work? The answer is
that the Ag+ ions will precipitate the Cl- ions to form AgCl(s).
Assuming that all the Cl- ions come from NaCl, if you can work out the mass of Cl- you can
work out the mass of NaCl. Heres how you do it!
3. Work out the percentage by mass of Cl- in NaCl. Remember that all of the Cl- has
come from NaCl.
This means 60.65% of the NaCl in the 5.0 g sample = 0.007467 g. So what does 100%
equal?
4. Its a ratio calculation like the ones you did in maths last year.
Dont be too concerned if you found this difficult. It is a calculation normally associated with
students enrolled in Unit 3 Chemistry.
Exercises
A food chemist was asked to determine the mass of salt in a 25 g biscuit. She decided to use
gravimetric analysis to find the answer.
(a) Describe the steps she would take to determine the salt content of the biscuit.
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(b) The dried and weighed precipitate of AgCl was 125 mg. Calculate the mass of NaCl in
the biscuit.
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Definitions
Mass/mass (w/w) mass of solute compared to the total mass of the solution. Expressed in
grams per kilogram (g/kg), milligrams per gram (mg/g), milligrams per kilogram (mg/kg).
Parts Per Million (ppm) an old measure of concentration. It means how many parts of a
solute are in a million parts of the solution. E.g. a 10 ppm solution of mercury in sea water
means 10 mg/L*.
* 1 mL of water weighs 1 gram. Therefore one litre of water (1000 mL) weighs 1000 grams (1
kg). There are 1 million milligrams in 1 kilogram.
Calculations
25 : 250 as x : 1000
3.4.2 Titration
Titrations involve reacting a precise volume of a reactant of known concentration to an
analyte of unknown concentration. If you know the reaction that takes place, it is possible to
work out exactly how much of the analyte is present, and therefore the concentration.
Titrations are often used for acid-base reactions. A known amount of acid will neutralise a
known amount of base.
Definitions
Indicator a chemical that changes colour according to pH.
Burette a glass cylinder that delivers precise volumes of solution.
End point the point at which there is slightly excess acid or base in a solution.
Meniscus the curved shape associated with the level of solution in a burette.
Pipette apparatus designed to transfer an exact volume of solution.
pH a scale from 0-14 indicating how acidic a solution is. 1 is very acidic.
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VOLUMETRIC FLASK again another very important
piece of glassware. These flasks are very accurate
and hold a specific volume of solution. At the
bottom of the meniscus, you can see a thin line
etched into the glass. This line is the 250 ml line.
There are no other measuring lines. So its 250 or
nothing! They are primarily used in titrations to
dilute solutions. A known volume of a solution is
added to a volumetric flask by a bulb pipette and
the volume is made up to the mark with distilled
water.
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CONICAL (Erlenmeyer) FLASK holds either the
known or unknown concentration solution. They
require constant swirling to ensure the chemical
from the burette mixes quickly with the solution in
the conical flask. A white tile is placed underneath
the conical flask so that colour changes by the
indicator are noticed easily.
www.sci-journal.org
E.g. 20.0 ml of NaOH (concentration unknown) is placed in a conical flask. Three drops of
methyl orange indicator is added to the conical flask. A burette was filled with hydrochloric
acid. The concentration of hydrochloric acid was 3.55 mg/ml. It is known that 1.00 mg of HCl
reacts with 1.13 mg of NaOH.
Slowly the acid in the burette was added to the NaOH in the conical flask. After 28.50 ml of
HCl was added to the conical flask, the indicator changed to a bright pink/red colour.
(a) Calculate the mass in milligrams of NaOH in the conical flask.
(b) What is the concentration of NaOH in mg/ml?
Answer
(a) Before we can calculate the mass of NaOH in the flask, we need to calculate what
mass of HCl was added from the burette. We can do this because we know the
concentration of HCl. For every 1.00 ml of acid we add from the burette, we are
adding 3.55 mg of HCl.
Therefore, mass(HCl) = 28.50 ml 3.55 mg/ml = 101.175 mg.
Now if 1.00 mg of HCl reacts with 1.13 mg of NaOH, the mass of NaOH = 1.13
101.175 = 114 mg.
Exercises
1. 20.0 ml of HCl (concentration unknown) is placed in a conical flask with three drops
of indicator. 18.00 ml of NaOH (5.0 mg/ml) was added from a burette and the colour
changed from clear to pink.
(a) Calculate the mass of HCl in the conical flask. (1 mg NaOH reacts with 0.885 mg HCl).
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(b) Calculate the concentration of HCl (mg/ml) in the conical flask.
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(c) What was the indicator used in this titration?
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Colorimetry is a technique that takes advantage of the fact that many solutions absorb light.
The reason this occurs is beyond the scope of this course, however most materials absorb
some light. This is why they appear coloured.
E.g. What mass of NaCl would be required to make a 5% w/v standard solution using a
250 ml volumetric flask?
Answer
5% w/v means 5 grams in 100 ml. However, we are using a 250 ml flask. 250 ml is 2.5 times
greater than 100 ml. To keep the concentration at 5%, you need 2.5 times the mass of NaCl.
E.g. 2 What volume of ethanol would be required to make a 40% v/v solution using a 25.0
ml volumetric flask?
Answer
40% v/v means 40 ml in 100 ml. However, this flask only contains 25.0 ml one quarter of
100 ml. To keep the concentration we would add one quarter of 40 ml, i.e. 8 ml of ethanol.
Exercise
What mass of NaCl should be added to an 80.0 ml volumetric flask to make a 12.0% w/v
standard solution?
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Visible light (all the colours) is made up of different wavelengths. The wavelength of light is
measured in nanometres (nm). I nm = 0.000000001 m. Red light has a wavelength of around
650 nm. Blue light has a shorter wavelength of around 475 nm.
Chemical compounds absorb many wavelengths of light but they absorb some better than
others. Lets look at copper(II)sulfate as an example. In the visible spectrum of light, copper
sulfate absorbs orange light the best and blue light the worst.
What evidence is there to suggest that copper sulfate absorbs blue light the worst
out of the visible colours?
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So when analysing the concentration of a copper sulfate solution, we would set the colour
of light to orange. If this is not available, red would be the next best choice.
What colour of light would you use to analyse orange potassium dichromate?
What could you do to prove you are correct?
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www.epa.gov
Using the graph above, suggest an absorbance reading for a 0.24 mg/L
phosphorus solution.
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Absorbance is proportional to concentration. That is, the higher the concentration the
higher the absorbance and the greater the intensity of the colour. So provided you know the
colour produced by the standards, you can even just by looking at the solutions roughly
estimate the concentration. A colorimeter however gives you a greater accuracy.
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13. What is the percentage by mass (w/v) of phosphorus in the detergent sample from Q.12?
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Qualitative Analysis is done nowadays using sophisticated and very expensive machines that
can detect parts per billion (ppb) of a substance in an analyte. Many of these machines
perform qualitative and quantitative analysis simultaneously.
We however will only be looking at a few techniques. These are:
Flame tests
Atomic Emission Spectroscopy (AES)
Chromatography TLC, HPLC and GC
Photon comes from the Greek language meaning light. Think of a photon as a particle of light,
or a piece of light that has energy.
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barium green
calcium orange/red
copper blue/green
lead blue/white
potassium lilac
sodium orange
Strontium red
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Definitions
Emission spectrum all the colours (wavelengths) of light emitted by an element
Spectroscope an optical device that allows you to see an emission spectrum
Spectroscopy name given to the method of obtaining a spectrum light in this case
Spectrometer a machine that can use spectroscopy as an analytical technique to
perform qualitative or quantitative analysis (spectrometry) or both.
intro.chem.okstate.edu
4.3 - Chromatography
To write with colours -- literally translated from its Greek roots chroma and graphein ,
chromatography was first developed by the Russian botanist Mikhail Tswett in 1903 as he
produced a colourful separation of plant pigments through a column of calcium carbonate.
Chromatography has since developed into an invaluable laboratory tool for the separation and
identification of compounds. Although colour usually no longer plays a role in the process, the
same principles of chromatography still apply. 1
Definitions
Mobile phase the solvent used to transport chemical components through the
stationary phase. It is sometimes referred to as the eluent.
Stationary phase a medium of which chemical components and the solvent move
through.
Solvent front the first part, or front part, of the mobile phase working its way
through the stationary phase.
Chromatogram a graph/data block/Rf calculations based on a chromatography
experiment.
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1
http://www.umich.edu/~orgolab/Chroma/chromahis.html
Rf values are used to catalogue if you like, how far a chemical component moves up the
stationary phase compared to the mobile phase in a TLC setup.
The Rf is measured by dividing the distance travelled by a component (measurement taken
from the middle of the component) by the distance travelled by the mobile phase.
www.instructables.com
Exercise
Calculate the Rf values of the three components above.
Red (Highest)___________________
Green (middle)_________________
Blue (lowest)___________________
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What might happen to the TLC chromatogram if the mobile phase was changed
from water to oil?
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Exercises
1. A TLC plate is made from glass with a coating of aluminium oxide. A sample of plant
pigment is spotted on to the plate. The plate is then placed in a shallow reservoir of
ethanol. After five minutes the ethanol has stopped moving up the aluminium oxide
coated plate. The ethanol has climbed a height of 10 cm. Also on the plate were
three coloured bands. Band A had climbed 3 cm, Band B 5 cm and Band C 7.5 cm.
www.malariajournal.com
1:___________
2:___________
3:___________
4:___________
The simplest type of column chromatography involves a glass tube (burettes are often used)
packed with a stationary phase like powdered aluminium oxide. The mobile phase (eluent) is
poured into the top and gravity causes the mobile phase and sample to head down the
column. Separation is the same as for TLC, that is, components that are more attracted to
the aluminium oxide stationary phase will not move as far down the column as those less
attracted or more attracted to the mobile phase.
www.ipfw.edu
How would changing the particle size of the stationary phase impact the
separation of components if at all?
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www.waters.com
The chromatogram produced in this instance is a graph of peak area versus retention time.
What are they you may ask?
Peak area, as the name suggests, is the area underneath a peak. Peak area is
proportional to concentration. In simple terms the more there is of something the
larger the peak area. Peak area is used for quantitative analysis.
Retention time (RT) refers to how long it takes a component to come out of (elute)
the column. The printout is read from left to right. So those peaks on the left took
less time than those on the right to come out the end of the column. RT is used for
qualitative analysis because different components spend different amounts of time
coming through the column.
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Can you think of any alterations you could do to an HPLC setup to change the R T
(separation) of components?
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commons.wikimedia.org
Why do you think an inert gas like nitrogen is used as the mobile in a GC as
opposed to other gases like oxygen and chlorine etc?
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(a) KNO3________________________________________________________________
(b) CuSO4_______________________________________________________________
(c) Cu(NO3)2____________________________________________________________
2. Is a magnesium atom with the electron configuration 2,8,2 in its ground state or an
excited state?
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3. What is a spectrum?
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4. Provide two reasons as to why AES is a better qualitative technique than flame
testing.
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5. What is the difference between the mobile phase and stationary phase used in
chromatography?
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6. What are the reasons that components in sample can be separated using a
chromatographic technique?
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7. How is an Rf value calculated?
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www.lipidlibrary.co.uk
(a) Circle the peak that has the least affinity (attraction) for the stationary phase.
(b) Using the peak area numbers at the top of each peak, what is the approximate
retention time for the component in greatest concentration?
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(c) If the flow rate of the carrier gas was decreased, what would you expect to happen
to the retention time of each component?
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BOJ 2009 Page 58
EXPERIMENT 1
Equipment: test tubes, test tube rack, pipettes (eye dropper), various ionic solutions
Procedure:
1. Place six clean test tubes into a test tube rack.
2. Place a small amount (2-3 mL) of one solution in each tube.
3. Place the same amount of different solutions in each of the six test tubes.
4. Record your observations in the results table below.
5. Wash your test tubes and repeat 1-5 using a different starting solution. Continue
using new solutions until the table below is complete.
Discussion:
1. What do you notice, in terms of solubility, about salts that have sodium and
potassium in them?
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4. Are there any patterns to be observed in terms of the solubility of both the cations
and anions in your experiment?
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Conclusion: Write a conclusion on the solubility of various ions based upon your research.
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EXPERIMENT 2
WATER CONTENT DETERMINATION OF GARDEN SOIL
AND COMMERCIAL POTTING MIX
Modified from http://www.uic.edu/classes/cemm/cemmlab/Experiment%201-Water%20Content.pdf
Aim:
This test is performed to determine the water (moisture) content of soils. The
water content is the ratio, expressed as a percentage, of the mass of pore or
free water in a given mass of soil to the mass of the dry soil solids.
Standard Reference:
BOJ 2009 Page 60
ASTM D 2216 - Standard Test Method for Laboratory Determination of
Water (Moisture) Content of Soil, Rock, and Soil-Aggregate Mixtures
Significance:
For many soils, the water content may be an extremely important index used
for establishing the relationship between the way a soil behaves and its properties. The
consistency of a fine-grained soil largely depends on its water content.
Equipment: Drying oven, Balance, Moisture can, Gloves, Spatula.
Procedure:
(1) Record the moisture can and lid number. Determine and record the
mass of an empty, clean, and dry moisture can with its lid (MC)
(2) Place the moist soil in the moisture can and secure the lid.
Determine and record the mass of the moisture can (now containing
the moist soil) with the lid (MCMS).
(3) Remove the lid and place the moisture can (containing the moist
soil) in the drying oven that is set at 105 C. Leave it in the oven
overnight.
(4) Remove the moisture can. Carefully but securely, replace the lid on
the moisture can using gloves, and allow it to cool to room
temperature. Determine and record the mass of the moisture can
and lid (containing the dry soil) (MCDS).
(5) Repeat Steps 1-4 for the supplied potting mix.
(6) Empty the moisture cans and clean the cans and lids.
w = Water content, w%
Discussion
1. Using your analysis results, comment on the ability of potting mix to hold water
compared to the garden soil.
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2. What are some of the errors associated with the experiment and how do they
impact on your results?
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Conclusion
Write a brief conclusion you have drawn from comparing the ability of soil and potting mix
to hold water.
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Aim: To determine the ethanoic acid concentration of white vinegar using acid-base
titration.
Procedure:
1. Using a 20.0 ml pipette, take 20.0 ml of vinegar and place in into a 250 ml volumetric
flask. Fill the rest of the flask up to the line with water.
2. Using a new 20.0 ml pipette, take 20.0 ml of the dilute vinegar from the volumetric
flask and place it in a conical flask.
3. Fill your burette with 0.10 M sodium hydroxide (NaOH) solution.
4. Add three drops of phenolphthalein indicator to the conical flask.
5. Place the conical flask on a white tile and put it directly under the opening of the
burette.
6. Add NaOH from the burette to the dilute vinegar until the colour changes to a
permanent pink. (Remember to slow down when the colour starts to linger!)
7. Repeat steps 1-6 another two times so you have three results in total.
Theory:
According to the chemical equation that shows the reaction of ethanoic acid with sodium
hydroxide:
One mole of ethanoic acid reacts with one mole of sodium hydroxide. So lets say that you
added 15.0 ml of 0.10 M NaOH from the burette before the colour changed to a permanent
pink. If we work out the number of moles of NaOH by using the formula n = c v, we can
work out the number of moles of ethanoic acid.
So the number of moles of NaOH = 0.10 0.015 = 0.0015 mol. Therefore the amount of
ethanoic acid in the dilute vinegar is also 0.0015 mol.
BUT THIS IS NOT THE TOTAL NUMBER OF MOLES FROM THE UNDILUTED VINEGAR!
Remember, you took 20.0 ml out of a total of 250 ml of the original vinegar sample so you
allow for this in your calculation by multiplying 0.0015 by (250/20). So in this example the
total number of moles of ethanoic acid in the original 20.0 ml sample of vinegar is 0.01875
mol.
To change this into a mass, you use the formula m = n M;
Therefore m = 0.01875 (12 + 3 + 12 + 16 + 16 + 1)
= 0.01875 60
= 1.125 grams in 20.0 ml of vinegar
Therefore the concentration of ethanoic acid (w/v) is:
1.125/20 100%
= 5.6% w/v
Discussion:__________________________________________________________________
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Conclusion:__________________________________________________________________
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Procedure:
Part A
1. Record the brand and phosphorous content of the fertiliser.
2. Accurately weigh about 0.0310 g of finely ground fertiliser into a 100 ml beaker and
record the mass.
3. Add about 20 ml of hot water and stir to dissolve the powder.
4. Transfer the solution from the beaker into a 250 ml volumetric flask and make up to
the mark with water. Invert the flask back and forth a few times to ensure the
concentration is even.
5. Take 25 ml of the fertiliser solution using a 100 ml measuring cylinder and place it
into a clean 250 ml measuring cylinder. Make up to 250 ml with water.
6. Label six test tubes as follows: 10 mg/L, 7.5 mg/L, 5.0 mg/L, 2.5 mg/L and 0.0 mg/L
and unknown.
7. Place about 20 ml of the dilute fertiliser solution into the test tube labelled
unknown.
8. Use the following table to make the right concentrations for your remaining test
tubes:
Test Tube (mg/L) Volume of 10.0 mg/L Volume of water (ml)
phosphate solution
10.0 20 0
7.5 15 5
5.0 10 10
2.5 5 15
0.0 0 20
9. Add 2 ml ammonium molybdate reagent and a few crystals of ascorbic acid to each
of the six test tubes. Stir each test-tube to dissolve the crystals.
10. Place the six test-tubes in a 600 ml beaker containing 200 ml of boiling water. Heat
them for 5 minutes. The solutions should turn blue upon heating.
11. Remove all test-tubes at the same time and allow to cool.
12. Compare the colour of the unknown with the colour of the standards and estimate
the concentration of phosphate in the fertiliser. Record this estimation.