NEW YORK SCHOOL

SCIENCE DEPARTMENT
TEACHER: LINA MARÍA MORA
CHEMISTRY LABORATORY
ACID AND BASE TITRATION
NINTH GRADE
2017

NAMES: María ORREGO and Yeimy AVENDAÑO GRADE: Ninth B DATE: 29/09/2017

CRITERION B: INQUIRING AND DESIGNING

Achievement level Description
The student is able to:
I. state a problem or question to be tested by a scientific investigation, with limited success
1-3 ii. state a testable hypothesis
iii. state the variables
iv. Design a method, with NO success or limited success.
The student is able to:
I. state a problem or question to be tested by a scientific investigation
4 ii. outline a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables, and state how relevant data will be collected
iv. Design a safe method in which he or she selects materials and equipment.
The student is able to:
I. outline a problem or question to be tested by a scientific investigation
5 ii. outline and explain a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be
collected
iv. design a complete and safe method
The student is able to:
I. describe a problem or question to be tested by a scientific investigation
ii. outline and explain a testable hypothesis using correct scientific reasoning
6-7 iii. describe how to manipulate the variables, and describe how sufficient, relevant data will
be collected
iv. Design a logical, complete and safe method in which he or she selects appropriate
materials and equipment.
CRITERION C: PROCESSING AND EVALUATING:
Achievement level Description
The student is able to:
I. collect and present data in numerical and/or visual forms
1-3 ii. accurately interpret data
iii. state the validity of a hypothesis with limited reference to a scientific investigation
iv. state the validity of the method with limited reference to a scientific investigation
V. state limited improvements or extensions to the method.
The student is able to:
I. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and describe results
4 iii. state the validity of a hypothesis based on the outcome of a scientific investigation
iv. state the validity of the method based on the outcome of a scientific investigation
V. state improvements or extensions to the method that would benefit the scientific
investigation.
The student is able to:
I. correctly collect, organize and present data in numerical and/or visual forms
ii. accurately interpret data and describe results using scientific reasoning
5 iii. outline the validity of a hypothesis based on the outcome of a scientific investigation
iv. outline the validity of the method based on the outcome of a scientific investigation
V. outline improvements or extensions to the method that would benefit the scientific
investigation.
 The student is able to:
I. correctly collect, organize, transform and present data in numerical and/ or visual forms
ii. accurately interpret data and describe results using correct scientific reasoning
6-7 iii. discuss the validity of a hypothesis based on the outcome of a scientific investigation
iv. discuss the validity of the method based on the outcome of a scientific investigation
V. describe improvements or extensions to the method that would benefit the scientific
investigation.

CRITERION D: REFLECTING ON THE IMPACTS OF SCIENCE:

Achievement level Description
The student is able to:
I. state the ways in which science is used to address a specific problem or issue
ii. state the implications of the use of science to solve a specific problem or issue,
1-3 interacting with a factor
iii. apply scientific language to communicate understanding but does so with limited
success
iv. Document sources, with limited success.
The student is able to:
I. outline the ways in which science is used to address a specific problem or issue
4 ii. outline the implications of using science to solve a specific problem or issue, interacting
with a factor
iii. sometimes apply scientific language to communicate understanding
iv. Sometimes document sources correctly.
The student is able to:
I. summarize the ways in which science is applied and used to address a specific problem
or issue
5 ii. describe the implications of using science and its application to solve a specific problem
or issue, interacting with a factor
iii. usually apply scientific language to communicate understanding clearly and precisely
iv. Usually document sources correctly.
The student is able to:
I. describe the ways in which science is applied and used to address a specific problem or
issue
6-7 ii. discuss and analyse the implications of using science and its application to solve a
specific problem or issue, interacting with a factor
iii. consistently apply scientific language to communicate understanding clearly and
precisely
iv. Document sources completely.
REFERENCES:
IBO. SCIENCES GUIDE. Evaluation Criteria year 5. January 2015.

ACID BASE TITRATION: A COMPARATIVE STUDY OF A NEUTRALIZATION REACTION

Objective:
 Prepare hydrochloric acid and sodium hydroxide base solutions in a specific molar concentration.
 Perform an acid-base titration using phenolphthalein as an indicator, identifying the equivalence and end
point.

Research question:
Why is it important to have an indicator in the reaction?

Hypothesis:
An indicator is needed in the reaction to identify the different stages of the reaction.
Background information:

The acid-base titration, in chemistry, is a neutralization reaction * used to determine the

concentration of a solution. For this process, we use a solution of unknown concentration, (It
could be either an acid or a base) and a solution of known concentration or also called, titrant.
This last solution is added to the titrand or analyte (The solution of unknown concentration). The
solution that is being added is the opposite of what the tested solution is: If one is a base, the
other is an acid. The amount that is required to neutralize the other tells when the amount of acid
and base are equal, so the known concentration can be used to calculate the unknown
concentration.
*
Neutralization reactions involve the reaction of a base and an acid to produce salt and water,
(Acid + Base Salt + Water)
Example:           HCl (aq) +  NaOH (aq) NaCl(aq)  +  H2O(l)
                                   
The end point in a titration is signalled by the colour change of an indicator and occurs when we
past the equivalence point.

An indicator is a substance that has distinctively different colours in acidic and basic solution.
Not all indicators change colour at the same pH, so the choice of indicator for a particular
titration depends on the strength of the acid and base.
The progress of an acid-base titration is often monitored by plotting the pH of the solution being
analysed as a function of the amount of titrant added (called a titration curve). (Cengage
Learning, 2016)

Some of the important concepts are:

End Point – The pH at which the indicator changes of colour.

Equivalence Point – The point at which the acid has completely reacted with or been
neutralized by the base.
Indicator – A substance (weak acid) that has distinctively different colours in acidic and basic
media.

Materials and methods:

- Calibrated Pipette (25 ml)                                  -  HCl
- Beaker                                                               -  NaOH
- Burette                                                               -  Phenolphthalein
- Retort stand

1. Draw the montage of the laboratory labelling all the materials you are going to use:
 2. List the substances to be used and research the security files of each one: Attached more rows if required
Acid: HCl Inhalation may cause burning sensation, cough, laboured breathing, shortness of breath
and sore throat. Symptoms may be delayed, corrosive serious skin burns and blurred vision.
Base: NaOH Inhalation, ingestion, skin and/or eye contact, irritation in the eyes, skin, mucous
membrane, pneumonitis: eyes, skin, burns, temporary loss of hair.
Indicator: The exposure to this compound may cause: purging, collapse and erythematous, itching the skin
C20H14O4 rash that may progress to persistent ulceration. Eye contact may result in enema of the eyelids.

Reference: https://www.cdc.gov/niosh/ipcsneng/neng0163.html
                   https://www.cdc.gov/niosh/ipcsneng/neng0360.html  
                   https://cameochemicals.noaa.gov/chemical/20885

3. Describe the method you are going to perform in a paragraph

Before we begin our laboratory, we need to take into account our personal protective equipment such as:
gloves, goggles and a lab coat. After having all of these elements we begin rinsing all the materials that we
are going to use and then preparing the Base and Acid solutions. First we are going to fill the closed and
calibrated burette with the base solution (NaOH) and read its initial volume, then we measure 25 ml of
HCl with a pipette and pour it on the beaker below the burette with two to three drops of phenolphthalein.
To perform our titration we need to control the amount of base that is poured into the beaker with the
stopcock of the burette by slightly opening it and letting only pass a few drops. Every time we put more base
into the acid we need to spin the beaker so the solution can react and the pink colour fades.
When the pink colour stays even when we spin the solution, it has reached its end point and now we can
Read our final volume of base, calculate the exact amount of it poured on the solution and know the exact
concentration of HCl that we had on the beaker.

Results:
1. Preparation of solutions: show your calculations to prepare the solutions:

Acid: Base:
             100ml →0.1dm3
V1 = M2 x V2 M=     Mol NaOH  
      M1                     0.1 dm3
V1 =  
  0.5M x 100ml 0.5 M =  Mol NaOH
37M               0.1dm3
  
 0.5 M x 0.1dm3 =  Mol NaOH
V =    1.35ml
1
0.05 mol = Mol NaOH →2,0 grams of  NaOH

Volume added (ml) pH Discussion of results:

0 1.11 1. Analyse and describe the obtained results
1 1.10
2 1.09 HCl(aq)+NaOH(aq)→NaCl(aq)+H2O(l):
3 1.12 We didn’t got the results we wanted to, we overpass
4 1.15 the volume we needed to neutralize the solution. The
5 1.21 end point never was reached and the pale pink we
6 1.27 needed didn´t appear.
7 1.35
8 1.44 2. Which is the equivalence point in your titration? Explain.
9 1.59
10 1.74 The equivalence point is when you have neutralized both of the
11 2.10 solutions and the solution reaches pH 7, we couldn’t reach this
12 11.10 pH because the volume we added was greater than what we
--------------------------- ------------- needed. The volume we needed to reach pH 7 was   ml
0 1.05
3. Which is the end point in your titration? Explain.
1 1.07
The end point is when you have neutralized both of the
2 1.10
solutions and the indicator changes of colour, in our case
3 1.12
phenolphthalein should turn from uncoloured to pale pink. This
4 1.16
point was not exactly reached in our laboratory.
5 1.21 4. Why it is important the use of an acid base indicator? Explain.
5.5 1.25
6 1.28 The indicator in the solution is important because when the
6.5 1.32 indicator changes of colour we can know that both of the
7 1.37 solutions have the same exact concentration and we and
7.5 1.45 calculate the concentration of the analyte. It also indicates that
8 1.53 the solution is neutralized reaching a pH of 7 and that it is now
8.5 1.61 converted to water and salt.
9 1.74
9.5 1.91
10 2.13 5. Construct your titration curve using the collected data: plot pH vs
10.3 2.37 Volume added. Must be presented in a piece of graph paper.
10.6 3.46
10.9 5.20
11 11.69
11.2 11.92

Conclusions. Include the comparison and contrast of the results and theory. Suggest some improvement for future
titrations, mention and analyse error sources you may have. Explain in detail if you research question was
accomplished.

In conclusion, we reached only one of our objectives that was creating the base and the solution we needed with
the exact volume requested, but we couldn’t identify the end point in our reaction because we passed the volume
we needed. Our research question was answered and our hypothesis was accepted. Although our result wasn´t
the expected, we learned how to make a titration and what we needed to neutralize a solution.
We also learned the differences between acids and bases, the types of them and how they behave in different
situations. We identified the different processes we needed to make for our laboratory to work properly and
 finally we analysed the results to see how we can reach what we needed. We learned that in future situations
we have to add less volume, more slowly and be more careful with the quantity needed.

References or bibliography:

Cengage Learning. 2016. Chemistry. Chicago: Cengage Learning, 2016. p. 223. 1337515655
https://chem.libretexts.org/Core/Physical_and_Theoretical_Chemistry/Acids_and_Bases/Acid%2F
%2FBase_Reactions/Neutralization
https://sciencing.com/phenolphthalein-change-color-5271431.html
http://laboratoriotitulacionquimicaingcivil.blogspot.com.co/
http://olympic-construction.co.uk/salt-dampness/
http://www.chemguide.co.uk/physical/acidbaseeqia/phcurves.html
https://sciencing.com/acid-base-titration-theory-5534715.html