‫بكالوريوس العلوم في الكيمياء‬

‫ م‬2024 – 2020

Practical Part of General Chemistry 1

For

Common Year Students

------------------

Chemistry Department

2022/1443
 Contents

Part 1: Safety Rules in Lab

- General Safety rules
- General Lab Safety Symbols

Part 2: Common Laboratory equipment

Part 3: Qualitative analysis: Detection of acidic radical [anions] for

simple salt:
-Introduction to acidic radicals
- Experiments for acidic radicals detection of dil HCl group
-Experiments for acidic radicals detection of Conc. H2SO4 group
-Experiments for acidic radicals detection of Miscellaneous group

Part 4: Preparation and dilution of solutions

- Preparation of different solutions
- Dilution of solutions
 Part 1: Safety Rules in Lab

Safety Rules

Ensuring laboratory safety is not just the responsibility of the instructor; it is the
responsibility of everyone working in the laboratory. You are expected to be familiar
with the safety rules and to conduct your laboratory work in a safe manner at all times.
The laboratory instructor will reviewthe following safety rules and regulations with
you and will point out the location and operation of the safety equipment (e.g.
emergency eyewash station) and other available safety equipment.

Personal Protective Equipment and Proper Attire

1. You must wear approved safety goggles. It must always be worn while an
experiment is in progress. The goggles must have indirect ventilation which
conforms with ANSI Z87.1-2015 and with D3 marking. Contact lens are strongly
discouraged. Safety glasses are not acceptable. The safety goggles are available from
the bookstore (FAILURE TO WEAR SAFETY GOGGLES WILL RESULT IN
EXPULSION FROM THE LAB FOR THAT DAY!).
2. 100% cotton lab coat and nitrile gloves are highly recommended. They offer
additional protection against chemical splash or spill. They are either available from
the bookstore or online stores.
3. Wear full-length pants or full-length skirt.

4. Wear a shirt that completely covers your torso. Exposed shoulders, backs, abdomens,
and hips are not safe in the lab.
5. Wear close-toed shoes with back (e.g. sneakers). No open-toed shoes, flip-flops, or
sandals
6. Long hair must be pulled back and properly restrained, and jewelry should be worn
sparingly.

Safety Precautions
1. If you are pregnant or plan to become pregnant, please check with your OB/GYN
before enrolling in the lab.
2. If you have any medical condition that might be exacerbated by working closely
with chemicals, please consult with your doctor before enrolling in the lab.
3. Cell phone use is not allowed in the lab. Please turn the cell phone to vibration, silent,
or off. If you receive a call or need to make a call, please do so outside the lab.
1
4. Do not eat, drink, smoke or vape in the lab.
5. Always wipe down the counter area and stool with warm water before placing
notebooks and sitting down.
6. Sweep up broken glassware immediately and dispose of it in the RED metal broken
glassware receptacle. Do not take it to the Chemistry Stockroom.
7. Familiarize yourself with the experimental procedure before beginning work; take
notes of any procedure that might pose a safety problem. Your instructor should
point out all safety hazards before the beginning of each experiment.

8. No unauthorized experiments may be performed.

9. In case of an accident, summon the laboratory instructor immediately. If further
assistance is needed, notify the Stockroom personnel (EH2320, telephone
number 818-677-3371).
10. A First Aid Kit is available in the lab. Cover your wound(s) to avoid infection or
inflammation.
11. Treat all chemicals as if they were potentially dangerous. If a chemical comes into
contact with your skin or eyes, wash immediately with copious amounts of cold
water. Ask another student to summon the instructor. Seek additional medical
attention from the Student Health Center.

12. Thermal Burn (Heat): Rinse the affected area with cold water for a minimum of 15
minutes. Seek additional medical attention from the Student Health Center.
13. Non-thermal Burn (Cold): Rinse the affected area with lukewarm water for a
minimum of 15 minutes. Seek additional medical attention from the Student
Health Center.
14. Report spilled mercury to your instructor so proper clean-up can be done
immediately.
15. Avoid distracting or startling other students. Practical jokes or horseplay will not be
tolerated at any time.
16. Wash your hands regularly, and thoroughly before leaving the lab.

Conduct of Experiments

1. When cutting glass tubing or inserting tubing into stoppers, protect your hands by
using a towel. Glass tubing should be lubricated with glycerol or water to aid
insertion of the tubing. To remove tubing from stoppers, cut the stoppers.
2. When heating or carrying out reactions in a test tube, never point the mouth of the
2
 tube at your neighbor or yourself.
3. Never taste a chemical; never smell a chemical unless instructed to do so. If
instructed to smell a chemical, fan vapors toward your nose and inhale cautiously.
4. Never pour water into acid; slowly add the acid to the water with constant stirring
in a Pyrex beaker or flask, not in a graduated cylinder. Pouring water into acid may
result in a violent reaction!
5. Never place hot glassware directly onto the lab bench.

6. Never pipet liquids by mouth; use a mechanical or safety pipet bulb.

7. Each student is responsible for cleaning up all spilled chemicals at his/her bench,
on the reagent shelves, in the hoods, and in and around the balances. Consult the
instructor if uncertain about the method of cleanup.
8. Always return securely capped reagent bottles in the lab to their proper place
immediately after use; never borrow chemicals from another lab. Never return
unused chemicals to a reagent bottle to avoid contamination of the entire bottle.
9. Always consult your instructor for the proper disposal of chemicals. Every lab has
a hood designated for the disposal of chemicals with a posted collection guideline.
Make sure you dispose of each chemical in the proper bottle. Placing a chemical in
the wrong bottle may result in undesirable chemical reactions (i.e. fire). ASK if
you are unsure!
10.Use equipment only for its designed purpose. Consult with your instructor for proper
handling procedure.
11.Wash your glassware at the end of the lab with hot and soapy water so that it will be
ready for use at the next period.
12.Use acetone sparingly. Dispose of rinsed acetone into the appropriate waste
container in the fume hood.

Stockroom Procedures

1. The Stockroom will issue no chemicals or equipment other than those specified
for a given experiment or stocked in the original student locker without a written
request from the instructor. All requests for additional unknown sample must be
accompanied by the written permission of the instructor.
2. Failure to check out of the laboratory on or before the last scheduled lab period
will result in a penalty fee. Students who drop the course are responsible for checking
out of the laboratory within one week of the time the course is dropped.

3
General Lab Safety Symbols

4
Part 2: Common Laboratory equipment

5
SCIENCE COMMON LABORATORY EQUIPMENT WS#3

Match the definition from the 1 st colum n to the best term in the 2 nd colum n and place the matching num ber in the space
provided. Not all the words will be used.

1. consists of a gas inlet, burner tube, air control vent and gas control A. beaker tongs

B. beakers
2. stand that provides a safe and convenient way to perform reactions that require
heating using a Bunsen burner C. Bunsen burner
3. connects to a ring stand to provide a stable, elevated platform for the reaction
D. buret
vessels
4. sits on the iron ring to provide a place to stand a beaker or an Erlenm eyer flask E. clay triangle
and spread the heat uniformly on the bottom of the glassware
F. crucible & cover
5. used for holding and organizing test tubes on the lab counter (plastic versions
may melt if they come in contact with very hot test tubes) G. crucible tongs
6. glass finger-length containers used for reacting and heating small amounts of
H. dropper/micropipets
chemicals
7. used to accurately measure volumes of liquids I. Erlenm eyer flask

J. evaporating dish
8. wide cylindrical glass container used to hold solids or liquids that are heated or
reacted K. file (triangular)
9. triangular shaped glass container used to hold solids or liquids that react without
L. forceps/tweezers
heating or react with gentle heating
10. used to measure temperature M. funnel

N. glass stirring rod

11. used to clean test tubes and graduated cylinders
O. graduated cylinder
12. has a spout that delivers a wash solution of water to a specific area
P. iron ring

13. used to manually stir solutions or transfer a single drop of a solution Q. mortar & pestle

R. pipet
14. used to transfer a small volume of liquid (has a bulb at one end)
S. reagent bottle
15. used to secure test tubes, and Erlenmeyer flasks to the ring stand
T. ring stand

16. used to perform many small scale reactions at one time U. rubber stoppers

V. safety goggles
17. used to pick up small objects
W. scoopula
18. used to ground up solids into fine powders
X. spot plate

19. used primarily to cut glass tubing Y. test tube rack

Z. test tube holder

20. used to protect your eyes during an experiment
AA. test tubes
21. used to handle beakers containing hot liquids (NOT to be used with crucibles)
BB. test tube brush

22. used to handle hot crucibles or other hot objects (NOT to be used with beakers) CC. thermometer

DD. utility clamp

23. used to hold a test tube which is too hot to handle
EE. wash bottle
24. used to help dispense solid chemicals from their containers
FF. watch glass

25. used to evaporate excess liquid from a solid GG. wire gauze

6
Part 3: Qualitative analysis: Detection of acidic radical [anions] for simple salt

Objectives:
1. To understand the rationale and the procedure behind the separation for various
cations and anions.
2. To perform qualitative analysis of two unknown solutions that contain various ions
(cations and anions) and positively identify these ions using established schemes

Detection of acidic radical [anions] for simple salt

The acidic radicals for simple salts were divided into 3 groups according how it
reacts with strong and diluted acids

1. Dilute HCl group:

Salts in this group produce specific gases when react with dil. HCl, Acidic radical
of this group:

Acidic radicals Symbol ‫الشق‬ Reaction of salt with group reagent

--
Carbonates CO3 ‫كربونات‬ Na2CO3 + 2HCl  2NaCl + H2O + CO2

-
Bicarbonates HCO3 ‫بيكربونات‬ NaHCO3 + HCl  NaCl + H2O + CO2

--
Sulphites S ‫الكبريتيد‬ FeS + 2HCl  FeCl2 + H2S

--
Sulphides SO3 ‫الكبريتيت‬ Na2SO3 + 2HCl  2NaCl + H2O + SO2

--
Thiosulphates S2O3 ‫الثيوكبريتات‬ Na2S3O3 + 2HCl  2NaCl + H2O + SO2+S

NaNO2 + HCl  NaCl + HNO2

-
Nitrites NO2 ‫النيتريت‬ 3HNO2  HNO3 + 2NO + H2O
2NO + O2  2NO2

Cyanides CN
-
‫السيانيد‬ KCN + HCl  KCl + HCN

Cyanates CNO
-
‫السيانات‬ NaCNO + HCl  HCNO + 2HO + NaCl

Chlorates ClO3
-
‫الكلورات‬ HClO3  HClO4 + H2O+ 2O2 + Cl2


7
 1. Dilute HCl group:

1. Carbonates CO3

All Carbonates are insoluble in water except those with Alkali metals and ammonium
soluble in water

To study chemical and nature characteristic of Carbonates start systematically the

write down your observations and conclusion on your note book

8
No. Experiment Observation conclusion

9
 --
2. Bicarbonates HCO3

All Bicarbonates are soluble in water.

To study chemical and nature characteristic of Bicarbonates, start systematically,

then write down your observations and conclusion on your note book

No. Experiment Observation conclusion

10
 --
3. Sulphites SO3

To study chemical and nature characteristic of Sulphites, start systematically, then

write down your observations and conclusion on your note book

11
No. Experiment Observation conclusion

--
4. Sulphides S

To study chemical and nature characteristic of Sulphides, start systematically, then

write down your observations and conclusion on your note book

12
The precipitate soluble in dil. nitric acid

Na2S + (CH3COO)2Pb = PbS + 2CH3COONa

: into salt solution add drops of sodium

hydroxide, color of sodium nitroprusside solution will change into violet color

No. Experiment Observation conclusion

13
 --
5. Thiosulphates S2O3

To study chemical and nature characteristic of Thiosulphates, start systematically, then write
down your observations and conclusion on your note book

Potassium permanganate from violet to colorless

white ppt yellow orange brown black

14
 No. Experiment Observation conclusion

-
6. Nitrites NO2

To study chemical and nature characteristic of Nitrites, start systematically, then write down
your observations and conclusion on your note book

15
 No. Experiment Observation conclusion

Cyanates CNO-, Cyanides CN-, and Chlorates ClO3- salts are not suitable to study in this
laboratory course due to high risky.

16
 Student’s Name: ……………………………

Experiment No. 6

Laboratory Report:

1. Carbonates CO3

No. Experiment Observation conclusion

2. Bicarbonates HCO3

No. Experiment Observation conclusion

3. Thiosulphates S2O3
No. Experiment Observation conclusion

17
 ‫مثال على طريقة كتابة التقرير‬
‫يجب االستعانة بالقسم النظري للتجارب المرفقة سابقا‬

SULPHITE SO3

No. Experiment Observation Conclusion

Test: May be SO3

A colorless and pungent smelling gas
1
evolves
Take a pinch of- mixture and add
2-3 ml of dilute sulphuric acid

Confirmation .Test: A green color is obtained

SO3
2 (a) Take 1-2 ml of soda/water 3Na2SO3 + K2Cr2O7 + 4H2SO4
extract; add 2-3 ml of dilute Cr2(SO4)3 (Green color)+ 3Na2SO4 Confirmed
sulphuric acid and few drops of + 4H2O + K2SO4
potassium dichromate solution

18
 2. Concentrate Sulphuric acid group:

Salts of this group does not react with dil. HCl. It reacts with Concentrated Sulphuric
acid, these salts include the following acidic radicals:

-
NaCl +H2SO4 NaHSO4 + HCl
Chlorides Cl ‫الكلوريد‬
2NaCl +H2SO4 Na2SO4 + 2HCl
-
Bromides Br ‫البروميد‬ 2KBr+3H2SO42KHSO4+2H2O+SO2+Br2

-
Iodides I ‫اليوديد‬ 2KI+3H2SO42KHSO4+2H2O+SO2+I2

-
Nitrates NO3 ‫النترات‬ 4KNO3+4H2SO44KHSO4+2H2O+4NO2+O2

-
‫الثيوسيانات‬
Thiocyanates SCN


2. Concentrate H2SO4 group

Caution !: Be careful when you use conc. H2SO4 .

-
1. Chlorides Cl

To study chemical and nature characteristic of Chlorides, start systematically, then write
down your observations and conclusion on your note book

19
 No. Experiment Observation conclusion

-
2. Bromides Br

To study chemical and nature characteristic of Bromides, start systematically, then write
down your observations and conclusion on your note book

20
 No. Experiment Observation conclusion

-
3. Iodides I

To study chemical and nature characteristic of Iodides, start systematically, then write down
your observations and conclusion on your note book

21
 No. Experiment Observation conclusion

4. Nitrates NO3-

To study chemical and nature characteristic of Nitrates, start systematically, then write down
your observations and conclusion on your note book

22
the Ammonia fumes will turn red litmus paper blue.

No. Experiment Observation conclusion

Thiocyanates SCN-, salts are not suitable to study in this laboratory course due to high risky.

23
 Student’s Name: ……………………………

Experiment No. 7

Laboratory Report:
-
1. Chlorides Cl

No. Experiment Observation conclusion

-
2. Bromides Br

No. Experiment Observation conclusion

3. Iodide I
No. Experiment Observation conclusion

4. Nitrates NO3

No. Experiment Observation conclusion

24
 3. Miscellaneous group:

Salts don't react with conc. H2SO4 acid and dil. HCl, each one in different
identification test.

Acidic
Symbol ‫الشق‬ AgNO3 , BaCl2 ‫تفاعل محلول الشق مع كل من‬
radicals

--
Sulphates SO4 ‫كبريتات‬ K2SO4+BaCl2BaSO4+2KCl

HNO3 ‫ أو‬HCl ‫راسب أبيض ال يذوب في حمض‬

K2SO4+2AgNO3Ag2SO4+KNO3

‫راسب أبيض‬

--
Borates B4O7 ‫بورات‬ Na2B4O7+3H2O+2AgNO32AgBO2+2H3BO3+2NaNO3

‫راسب أبيض يذوب في النشادر وحمض الخليك‬

Na2B4O7+3H2O+BaCl2Ba(BO2)2+2H3BO3+2NaCl

‫راسب أبيض يذوب في الزيادة من كلوريد البار يوم‬

Phosphate -- -
PO4 ‫فوسفات‬ 2Na3PO4+3BaCl2Ba3(PO4)2 + 6NaCl
s

HNO3 ‫ أو‬HCl ‫راسب أبيض يذوب في‬

--
HPO4 Na2HPO4+3AgNO3Ag3PO4+ 2NaNO3+HNO3

‫راسب أبيض مصفر يذوب في األحماض والنشادر‬

Arsenates AsO4
3-
‫زرنيخات‬ Na3AsO4+3AgNO3  Ag3AsO4+3NaNO3

‫راسب بني يذوب في هيدروكسيد األمونيوم واألحماض المعدنية‬

25
 3. Miscellaneous group:

--
1. Sulphates SO4

To study chemical and nature characteristic of Sulphates, start systematically, then write
down your observations and conclusion on your note book

No. Experiment Observation conclusion

26
 ---
2. Phosphates PO4
To study chemical and nature characteristic of Phosphates, start systematically, then write
down your observations and conclusion on your note book

27
No. Experiment Observation conclusion

28
 --
3. Borates B4O7

To study chemical and nature characteristic of Borates, start systematically, then write down
your observations and conclusion on your note book

No. Experiment Observation conclusion

AsO3--- and AsO4--- are not suitable to study in this laboratory course due to high risky.

29
 Student’s Name: ……………………………

Experiment No. 8

Laboratory Report:
--
1. Sulphates SO4

No. Experiment Observation conclusion

---
2. Phosphates PO4
No. Experiment Observation conclusion

--
4. Borates B4O7

No. Experiment Observation conclusion

30
Part 4: Preparation and dilution of solutions

OUTCOMES
Upon completion of this lab, the student should be able to proficiently calculate
molarities for solutions.
• Prepare a solution of known concentration.
• Prepare a dilute solution from a more concentrated one.
• Perform serial dilutions.
• Use volumetric and Mohr pipets and a volumetric flask.

DISCUSSION
Solutions are an important part of chemistry. In this lab you will practice
preparing solutions of different concentrations. The amount of solute that is
dissolved in a given quantity of solvent is expressed as the concentration of the
solution. A dilute solution contains only a small amount of solute in a given
amount of solution. The units chemists use most often to describe
concentration of solutions are molarity units. The molarity, M, of a solution is
the number of moles of solute in one liter of solution. To determine the
molarity of a solution, the following equation can be used:
Molarity (M) = moles of solute/ Liters of solution moles of solute

Example 1: How would 500.0 mL of a 0.6000 M NaCl solution be prepared?

Since NaCl is a solid, its mass must be measured on a balance. The first step is
to calculate the mass of solute needed. The molar mass for NaCl is 58.44 g/mol.
500.0mL solution х 1L solution /1000mL solution 0.6000mol NaCl /1L
solution х 58.44 g NaCl /1molNaCl = 17.53 g NaCl
Answer: Using a balance, measure out 17.53 g of NaCl into a small beaker and
transfer it to a 500-mL volumetric flask. A funnel may be necessary to transfer
the solid into the flask. Rinse the beaker and funnel with a small amount of

31
deionized water into the flask. Then add deionized water to the flask until it is
about ½ full. Cap the flask and invert it several times to dissolve the solid.
Next, add water until the liquid is just below the etched line on the neck of the
flask. Bring the water to the line by adding the last few drops of water drop-
by-drop using either a wash bottle or dropper. Again, cap and invert the flask
several times to ensure proper mixing. The final volume of the solution is 500.0
mL. See Figure 1 on the next page.

Figure 1. Preparing a solution of known concentration using a solid solute.

Experiments often require a solution that is more dilute than the stock solution
or solution on hand. The following equation can be used to determine the
amount of concentrated solution needed to carry out the dilution:
Molarity concentrated solution × Volume concentrated solution = Molarity
dilute solution × Volume dilute solution
The equation is commonly written as: M1V1 = M2V2
Example 2: Suppose that an experiment required that 500.0 mL of a 0.200 M
NaCl solution be prepared from the 0.6000 M NaCl solution prepared in the
first example. What volume of the concentrated (0.6000 M) solution would be
needed?
M1V1/M1= M2V2/M1 or V1 = M2V2/M1= 0.200 M NaCl 500.0ML / 0.6000 M
NaCl = 167 mL

32
To prepare this solution, 167 mL of the 0.6000 M NaCl would be measured
and transferred into a 500-mL volumetric flask. Deionized water would then
be added up to the etched line on the neck of the flask and mixed thoroughly.
See Figure 2 to the right.

Figure 2. Diluting a solution.

The previous example is one kind of dilution. A serial dilution is a dilution
where a series of dilutions are conducted, each one may be one-tenth as
concentrated as the previous. This procedure is repeated until the desired
concentration is reached. Serial dilutions are commonly used in microbiology
where the solution being diluted contains bacterial colonies. See Figure 3
below.

To prepare solutions through serial dilution, 1.00 mL of a stock solution is

removed using a pipet and added to a 10 mL graduated cylinder. Water is added
33
so that the final volume is 10.00 mL. The solution is mixed and then poured
into test tube #2. To prepare the next solution, 1.00 mL of solution from test-
tube #2 is removed using a pipet and added to a 10 mL graduated cylinder.
Again, deionized water is added to the graduated cylinder until the final
volume is 10.00 mL. The solution is mixed and then poured into test tube #3.
Note: Since volumes are not additive, you will not actually be measuring 9.0
mL of water to add to the concentrated solution. Instead, the correct procedure
is to use a pipet to measure 1.00 mL of concentrated solution into a 10 mL
graduated cylinder, then add deionized water to the graduated cylinder so that
the final volume of the diluted solution is precisely 10.00 mL.
Recall the proper pipet procedure you learned in experiment 2. The pipet must
be kept vertical at all times when it has liquid in it (to prevent liquid from
getting into the pump). When dispensing from a pipet, you must either stop at
a certain volume marking, or, on pipets with markings all the way down to the
tip, you must allow the liquid to drain out by gravity only. In either case,
forcing all of the liquid out of the pipet will dispense too much.

PROCEDURE
⚠ Eye protection, as directed by your instructor, must be worn for this
experiment.
PART A. Preparing a 0.10 M sucrose solution in a volumetric flask.
1. Check your calculations from question #2 in the prelab exercises. Calculate
the mass of sucrose, C12H22O11, required to make 100.0 mL of a 0.10 M
solution. Measure out the required amount of sucrose into a new plastic
weighing boat.
2. Transfer the sucrose into a 100 mL volumetric flask, using a wash bottle to
rinse any solid remaining on the weighing boat. Add water to the flask until it
is one-half to two-thirds full. Add 10 drops of food coloring to the solution.
3. Cap the flask and invert the flask gently several times until the solid
dissolves completely. Use your thumb or forefinger to secure the cap onto the
flask while inverting. Do not shake the flask hard as the glass neck may break.
4. Continue (slowly) adding deionized water until the water level is near the

34
etched line on the neck of the flask. Add water more carefully, drop-by-drop,
until the bottom of the meniscus is on the etched line.
5. Cap the flask and invert the flask gently 3 to 4 more times. Do not shake the
flask hard as the glass neck may break.
6. Once the solution is thoroughly mixed and all solid has been dissolved,
transfer it to the labeled plastic bottle. Cap the bottle to prevent contamination
or evaporation. This is the 0.10 M sucrose stock solution.
PART B. Preparing Serial Dilutions.
1. Place 5 clean, dry test tubes in a test tube rack and label the test tubes 1-5
with labeling tape.
2. Fill a 250-mL beaker about half full with deionized water. This water will
be used to rinse the pipet after each use. This will ensure the pipet is clean and
not a cause of contamination. Label this beaker as the “rinse beaker.”
3. Pour your 0.10 M sucrose stock solution into a 10-mL graduated cylinder.
The final volume of liquid in the graduated cylinder should be precisely 10.00
mL. Pour this solution into the first test tube. Rinse the graduated cylinder with
deionized water. Invert the cylinder and try to get as much water out as
possible.
⚠ Use a pipet pump or bulb to draw liquid into the pipet. Never pipet by mouth.
4. Using a rinse beaker, rinse a 1 mL volumetric pipet, by drawing in water
followed by a small amount of the solution that you intend to use and then
discard it into a labeled “waste” beaker. This “seasons” the pipet with the liquid
that you will be using and removes traces of the liquid previously in the pipet.
Use this procedure for rinsing the pipet for the remainder of the lab. Be careful
not to draw liquid up into the pipet bulb. Discard the contents of your waste
beaker.
5. Using the clean sucrose pipet, transfer 1.00 mL of sucrose solution to the 10
mL graduated cylinder. Add deionized water so that the final volume on the
cylinder is 10.00 mL. Mix this solution by drawing a small amount of the
solution into the pipet and returning the solution back to the cylinder, or
alternatively, you may carefully use a clean stirring rod. Transfer this solution

35
to test tube #2. Rinse the pipet in the rinse beaker and rinse the 10 mL graduated
cylinder with deionized water.
6. Repeat step 5 by adding 1.00 mL of the sucrose solution from test tube # 2
to the graduated cylinder. Add deionized water so that the final volume is 10.00
mL. Agitate the solution and add this newly mixed solution to test tube #3.
Repeat the dilution process for test tubes #4 and #5. Don’t forget to rinse your
pipet and graduated cylinder out between steps.
7. Compare the color of the stock solution and each of the subsequent dilutions
in test tubes 1-5. Rank these solutions in order of color intensity from the
darkest to the lightest color (the most concentrated solution will have the
highest number).
⚠ Empty each test tube into the designated waste container.
8. Rinse each test tube with deionized water

PART C. Preparing Solutions of a Given Molarity.

1. Place the 5 labeled test tubes back into the test tube rack. Using the 10 mL
graduated cylinder, pour 10.00 mL of the stock solution into test tube #1.
Record the necessary data in the data table for test tube #1.
2. Rinse a graduated Mohr pipet. Use this pipet to add 3.80 mL of the sucrose
stock solution to the 10 mL graduated cylinder. Now fill the graduated cylinder
to the 10 mL mark with deionized water. Mix the solution by agitating with the
pipet or a clean stirring rod. Transfer this solution to test tube #2. Rinse the
pipet and graduated cylinder as directed earlier. Record the necessary data in
the chart for test tube #2.
3. Again, using the graduated Mohr pipet, add 2.40 mL of sucrose stock
solution to the 10 mL graduated cylinder. Now fill the graduated cylinder to
the 10 mL mark with deionized water. Mix the solution by agitating with the
pipet or a clean stirring rod. Transfer the solution to test tube #3. Rinse the
pipet and graduated cylinder as directed earlier. Record the necessary data in
the chart for test tube #3

36
4. Using your calculations from question number 3 in the prelab, prepare 10.00
mL of a 0.050 M sucrose solution by dilution using the stock solution. Transfer
this solution to test tube #4 and record the necessary data for test tube #4.
5. Using your calculations from question number 4 in the prelab, prepare 10.00
mL of a 0.015 M sucrose solution by dilution using the stock solution. Transfer
this solution to test tube #5 and record the necessary data for test tube #5.
6. Compare the color of the stock solution and each of the subsequent dilutions
in test tubes 1-5. Rank these solutions in order of color intensity from the
darkest to the lightest color (the most concentrated solution will have the
highest number).
⚠ Empty each test tube into the designated waste container.
7. After completing the data table, wash the test tubes and graduated cylinder,
and rinse with deionized water. Invert the test tubes in the rack so that they dry
for the next lab class. Make sure that you have washed and dried all your
equipment (the insides of test tubes and graduated cylinders do not need to be
dried) so that it is scrupulously clean for the next lab group. Make sure balances
and surrounding bench areas are clean as well.

Name__________________________________________ Section_________
PRELAB QUESTIONS
1. What is the molar mass of sucrose, C12H22O11?

2. How many grams of sucrose would be needed to prepare 100. mL of a

solution of 0.10 M sucrose? Show your calculations.

37
3. Calculate the volume of 0.10 M sucrose solution, in mL, that must be diluted
to prepare 10.00 mL of a 0.050 M sucrose solution. Show your work. 36

4. Calculate the volume of 0.10 M sucrose solution that must be diluted to

prepare 10.00 mL of a 0.015 M sucrose solution. Show your work.

5. Look at the procedure for using a pipet. Why should you not force the last
remaining amount of liquid out of the pipet?

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POST LAB QUESTIONS
Name_________________________________________ Section__________
Lab Partner’s Name_____________________________
DATA
Part B:
Test tube Test tube Test Test tube Test tube
#1 #2 tube # 3 #4 #5
M1 Concentration 0.10 M
of
Concentrated
x Solution
Volume (in 10.00 mL
V1 mL) of
Concentrated
Solution
= added
Concentration 0.10 M
of Dilute (no water
M2
Solution was
added to
x this test
tube
Volume (in 10.00 mL
V2 mL) of Dilute (no water
Solution was
added to
this test
tube
Color observations
Rank solutions 1-5
lightest = 1

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darkest = 5

Part C:
Test tube Test Test Test tube Test tube
#1 tube # 2 tube # 3 #4 #5
M1 Concentration 0.10 M
of
Concentrated
x Solution
Volume (in 10.00 mL
V1 mL) of
Concentrated
Solution
= added
Concentration 0.10 M
of Dilute (no water
M2
Solution was added
to this test
x tube
Volume (in 10.00 mL
mL) of Dilute (no water
V2 Solution was added
to this test
tube
Color observations
Rank solutions 1-5
lightest = 1
darkest = 5

40
QUESTIONS
1. Compare the concentrations of each of the serial dilutions to the color
rankings. What is the relationship between concentration and color intensity?

2. Calculate the number of grams of potassium iodide (KI), needed to prepare

500.0 mL of a 0.125 M KI. Show your work.

3. Suppose you took 1.00 mL of the KI solution from question #2 above and
diluted it to 50.0 mL, what would be the concentration of the new solution?
Show your work.

4. 25.0 mL of 0.50 M solution of NaOH was diluted to a final volume of 200.0

mL. What is the new concentration of this solution?

41