Chem

Table of Contents
Laboratory Waste Disposal..................................................................................................................................5

BASIC LABORATORY PROCEDURES.............................................................................................................7
Experiment No. 1.................................................................................................................................................17
MEASUREMENT: THE METRIC SYSTEM.....................................................................................................17
Experiment No. 2.................................................................................................................................................30
DENSITY: THE MASS – VOLUME RELATIONSHIP....................................................................................30
Experiment No. 3...............................................................................................................................................36
THE PHYSICAL STATES OF MATTER..........................................................................................................36
Experiment No. 4.................................................................................................................................................42
Elements Compounds and Mixtures.............................................................................................................42
Experiment No. 5.................................................................................................................................................47
PHYSICAL AND CHEMICAL CHANGES.......................................................................................................47
Experiment No. 6.................................................................................................................................................52
LAWS OF CHEMICAL COMBINATION...........................................................................................................52
Experiment No. 7.................................................................................................................................................57
DETERMINATION OF THE FORMULA OF A COMPOUND.......................................................................57
Experiment No. 8.................................................................................................................................................60
ACIDS, BASES AND SALTS: PREPARATION AND PROPERTIES.........................................................60
Experiment No. 9.................................................................................................................................................69
TYPES OF CHEMICAL REACTIONS..............................................................................................................69
Experiment No. 10...............................................................................................................................................75
STOICHIOMETRY...............................................................................................................................................75
Experiment No. 11...............................................................................................................................................81
CONDUCTIVITY OF SOLUTION OF IONI AND COVALENT COMPOUNDS...........................................81
Experiment No. 12...............................................................................................................................................87
ACTIVITY SERIES OF METALS......................................................................................................................87
Experiment No. 13...............................................................................................................................................89
BOYLE’S LAW....................................................................................................................................................89
Experiment No. 14...............................................................................................................................................93
WATER AND ITS PROPERTIES......................................................................................................................93
1
Preface
This objective of this manual is to Introduce students to Chemistry

as an important, useful, interesting and rewarding part of education. It also should
stimulate those students who are seeking the intellectual challenges and sense of
purpose they hope to attain.
To assist the students, the authors have included review questions

and exercises to be answered by the students after the experiments have been
conducted.
To the students, the only way to really learn Chemistry is by solving

problems and by participating in all the activities in class. You are going to collect
experimental data on your own and use your reasoning power to draw logical
conclusions about the meaning of the data. Thus, you should read and understand the
experimental procedures so that you can work in the laboratory room efficiently. When
activities are being performed, participate diligently.
Zenaida Glifonea
Ferie Oliva
2
A. Care of Laboratory Glassware
1. Keep all equipment and glassware in good condition. Clean glassware with brush, hot water
and detergent as soon as possible after use. They are then always ready for use and
contamination of reagents and samples are avoided.
2. Volumetric glassware should be sufficiently free of grease to drain smoothly and uniformly
without drops of solution adhering to interior the walls.
3. Burettes should be stored filled with distilled water or ups de down.
B. Handling of chemicals
1. Avoid contaminations of the stock solutions pouring the solution from the bottle into
smoother clean container.
2. Do not lay down the stopper of the reagent bottle just anywhere. It may pick up impurities;
thus, contaminate the solutions when the stopper is returned. Hold it by your fingers or place
it on top of a clean towel with top cover at the bottom. If necessary, clean first the outside of
the reagent bottles of accumulated dust, rinse the neck and stopper with dilute water, and
wipe dry before removing the stopper.
3. Do not withdraw more than you need, and never return any chemical to the bottle.
C. Weighing
The analytical balance is used for accurate and precise weighing measurements of materials.
Standards and samples are weighed accurately with the balance (mechanical or electronic).
The top load balance is used for approximate or rapid weighing of materials whose amounts
need not necessarily be accurately known (secondary standard reagents like NaOH and other
titrants for volumetric titrations and other solutions).
3
Use weighing containers when weighing samples. Do not place samples directly to the pan. The
samples to be weighed should have the same temperature as he room/balance where it is to be
weighed.
Selection of the method for weighing depends on the number and nature of samples. When
there are very few samples, direct weighing is preferable. When several samples are required,
weighing by difference is employed. The principal advantage of weighing by differences is that it
enables hydroscopic or volatile sample to be weighed with little exposure to the atmosphere.
For corrosive and volatile materials (like iodine and silver nitrate), if to be weighed in the
analytical balance, the procedure is as follows:
(1) The container is weighed first in the anal balance (rising a cover if the material is volatile).
(2) It is the brought to a top loading balance and weighed into the approximate amount of
material to be taken.
(3) The container is the reweighed in the analytical balance. Use forceps cots and other
protection.
Potential sources of errors in weighing: inaccurate weights, shift in balance zero or sensitivity, air
buoyancy (apparent weight in air is less than the true weight in air less that the true weight since the
sample in buoyed by air). Changes in the sample (due to absorption of moisture specially by the
hygroscopic samples, volatilization, air currents from hot sample or container, the static charge or
containers).
D. LABORATORY BURNERS
The Bunsen burners produced a bluish cone-shaped flame which is used for heating. Material to be
heated is just above the hottest portion (top of the inner come of the flame. The object to be heated
is placed about 1 cm above the grid.
E. Marketing Crucibles and Glassware

Crucibles are marked with 10% Co (II) chloride solution on the surface near the top and heated
strongly for 10-15 minutes over Bunsen burner.
Glassware (not heated) should be labeled properly using permanent ink or with a labeling paper
(labels written on ink).
F. Volumetric Measurements of Liquids

Volumetric measurements of liquids with graduated cylinders, burettes, or pipettes. For measuring
approximate volumes – graduated cylinders and for more precise measurements burettes and
pipettes – are used.
When filling burette, add 5-10 ml of portions of solution and rotate the burette so that the solutions
rinses the glassware completely.
Lubricate and clean to stopcock periodically. Fill burette from zero mark from the tip (check for air
space or bubbles).
The tip of the burette should be small enough so that the delivery time is not less than 90 seconds
for a 50 ml burette. If delivery time is faster, wait a few seconds (about 20 s) before taking a reading
(the eye level with the meniscus to prevent a parallax error) to allow the burette to drain.
4
During titration – you may add the solution form the burette quite rapidly until it is close to the
endpoint, but then reduce the flow (i.e. add drop wise until endpoint is reached).
Transfer pipette are used to deliver a single fixed volume of liquid (TD pipette). Normally, pipette
are calibrated at 20.0C. In every careful work. Temperature corrections are necessary if the solution
temperature is markedly different from the calibration temperature of the pipette.
Use your finger in controlling the flow of liquid. Wipe the outside of the pipette with a tissue or clean
towel, and then allow the solution to flow until the bottom of the meniscus is just at the calibration
ring. To pick off last drop at the tip, touch it to side of the flask. Allow the pipette to drain in a vertical
position with the tip against the outside of the container. Allow 15 to 20 seconds for drainage.
Laboratory Waste Disposal

1. Labeling of Water
a. If the components of the bottle are not listed, the next person to use the bottle
b. could accidentally combine incompatible chemicals, causing a fire and
explosion:
c. Storing waste in a bottle. If something isn’t really waste, don’t put the word
“waste” on the bottle. Label it used etc.
2. Remove or totally deface the old label so there is no confusion on over the contents.
“Waste” is an unacceptable term to the EPA or OSHA – the words “Hazardous Waste”
must appear on the bottle.
3. Improper Segregation of Waste
Typical examples include:
a. Storing acids and bases in the same cabinet. Leaking containers or a spill
could cause a violent reaction which would release large quantities of toxic
gases.
b. Storing acids and organic waste in the same cabinet. In the event of
accidental mixing, a catastrophic fire or explosion could result.
4. Mixing compatible chemicals in a waste container. For example, nitric acid and ethanol
can form an explosive mixture.
5. Improper Storage of Waste
Typical examples include:
5
a. Storage of waste in a fume hood where reactions are being carried out.
Always remove waste bottles from hoods where reactions are being
performed.
b. Using metal cans for waste. Even near neutral pH, solids and liquids can
easily corrode through metal can in a surprisingly short period of time. Use
only glass or polyethylene containers of waste.
c. Storing flammable waste containers on a bench or floor. Store your waste
containers in a cabinet, preferably an explosion-resistant solvent cabinet.
d. Storing waste bottles in or near a sink or floor drain. This could allow toxic
chemicals to enter the sewer.
How to Segregate Waste in The Laboratory
Proper segregation of wastes involves making sure that wastes within a bottle are compatible,
but it also means that you should NEVER store the following types of wastes near each
other.
- Acids and bases.

- Organics and acids.
- Cyanide, sulfide or arsenic compounds and acids.
- Alkali or alkali earth metals and combustible materials.
- Mercury or silver and ammonium containing compounds.
6
BASIC LABORATORY PROCEDURES
7
Always read the bottom of the meniscus.
A. READING VOLUMES IN THE GRADUATED CYLINDER.
8
B. POURING A LIQUID
NEVER set a stopper down.
The moistened neck and lip

prevent the first drops from
gushing out.
Pour down a glass rod when possible.
9
When pouring from beaker, the stirring rod can be held in this manner.
10
C. REMOVING THE STOPPER
First – Read the label twice.
Second – Hold the stopper in and tilt the bottle until the contents wet the stopper.
Third – Moisten the inside of the

neck and the lip with the wet stopper.
11
Fourth – Replace the stopper and withdraw it again with the back of the hand.
12
D. GETTING A SOLID SAMPLE
First – Roll and tilt the bottle until some o the contents enters the inside of the
plastic cap.
Second – Carefully remove the cap so that some of the contents remains in it.
Third – Tap the cap with a pencil until desired amount falls out.
13
First Method
Scoop out a little o the materials with the spatula provided.
Tap the spatula until the desired amount falls off.
Second Method
Roll and tilt the jar until the desired amount falls off.
Third Method
14
E. BREAKING A TUBE
First – Make a single scratch with the triangular file.
Second – Place the thumbs together opposite the scratch.
Third – Pull and bend quickly.
15
Trim a jagged edge by stroking it with wire screen.
F. MAKING A BEND
Roll the tube back and forth in the high part of a flat flame until it has become
quite soft.
Remove from the flame and hold for a couple of seconds to let the heat become
more uniform.
Bend quickly to the desired shape and hold until it hardens.
A GOOD BEND
INADEQUATE HEATING
LOCAL OVERHEATING
16
G. MAKING A CONSTUCTED TIP
Roll the tube in a Bunsen flame until

it softens. Don’t use a flame
spreader.
Allow the tube to become shorter as the walls thicken to about twice their original
thickness.
Remove from the flame and after a moment pull until the softened region is as
small as desired.
Cut to length
17
Fire polish, or file the tip.
18
H. USING A MEDICINE DROPPER
When putting contents of a medicine dropper into a test tube,
19
I. TITRATION
Adjust liquid flow by the

thumb and two lingers held
around the stopcock, with a
slight inward pressure on
the Teflon plug is prevent
leakage.
Swirl the liquid

during the titration,
and was the walls
with distilled water
from the wash bottle.
White paper
Recommended technique for manipulation of a burette stopcock. Most left-

handed students will manipulate the stopcock with the right hand (A), whereas
most right-handed students will prefer to manipulate it with the left hand (B).
J. USING A TRANSFER PIPET
Suction by bulb or
aspirator
After discharge, allow

a 20-s drainage period.
Touch tip to the

side of the flask.
20
Experiment No. 1
MEASUREMENT: THE METRIC SYSTEM
I. Objectives: 1. To learn the importance of measurement in chemistry

2. To become familiar with metric units of mass, length, and volume.
II. Apparatus: 1- 250 ml beaker, 3 one peso coin, 1-100 ml beaker, 1-50 ml beaker, 1-50
ml graduated cylinder, 1 – platform balance, 1 – thermometer, string, 1 hot plate.
I. Rules and Precautions
A. On the use of the platform balance.
1. Keep the balance pans clean and dry.

2. Clean up immediately any chemical that is spilled on the pans.
3. Check the rest point of the empty balance. To do this, first be
sure all movable beam weights are all in their zero positions.
4. Never weigh an object while it is warm, the convection currents
of warm air will affect the rest point.
5. After weighing, return the beam weights into zero position.
B. On the use of graduated cylinder.

1. Measure volumes at the eye level.
2. Avoid parallax error.
3. Note the position of the bottom of each meniscus.
II. General Discussion:

Chemistry is basically an experimental science. The establishment of the
basic laws and theories of the nature and behavior of matter relies on
careful measurements of several quantities such as volume, mass, length,
temperature, time and electrical magnitudes.
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The metric system of units is more convenient to use of its decimal system. Basically, the
standard
metric units were related to certain quantities in nature, and derives its name form the basic
unit, the meter. The standard meter was and is presently defined as 1,650,763.73 wavelengths
of a particular
orange-red line of the gas Krypton-86. This standard has the advantage that it permits
comparisons that are ten times more accurate than is possible with the standard platinum-
iridium bar of the past. It can also be precisely reproduced, so it is not subject to accidental
loss or destruction, as is the meter bar. Today, scientist of all nations uses the metric system.
Centimeter, cm, is the common unit length, the gram, g, for mass, the millimeter, ml, for
volume and seconds, s for time.
In determining the measurement of matter of any type, the following factors should be taken
with emphasis: PRECISION and ACCURACY, SIGNIFICANT and FIGURES and ROUNDING
OFF of FIGURES.
PRECISION and ACCURACY
The limitation of both precision and accuracy will contribute to uncertainty in the measurement.
The error in a measurement is the result in the difference between the true value of quantity
measured of the correctness of a measurement.
More often we do not know the true value of a measured quantity. If we do not, we can obtain
only the mean, or average, value of a number of measurements, and measure the dispersion
of the measurements. A measure of the dispersion of individual values form the mean value is
the deviation ơ – defined as the difference between the measured value x 1 ,and the arithmetic
mean, x of a number, n, of measurements. Ơ = x 1-x. The mean value, x is obtained by adding
all of the individual measurements and dividing by the total number of measurements .
22
−¿ x=
∑ xi
n
The smaller the deviation in a series of measurements, the more precise the measurements is
PRECISION, the measure of reproducibility of measurements.
SIGNIFICANT FIGURES
The limited precision creates uncertainty, which limits the conclusions that can be drawn
from measurements. Keeping track of this uncertainty would rather cumbersome if the
uncertainty needed to be reported or used in the calculations. Introducing the concept of
significant figures allows us to imply the precision of a measurement without having to explain
explicitly the uncertainty. Significant figures also allow us to estimate easily the precision of the
value that is calculated form a combination of different measured quantities.
V. Procedure:
A. Mass Measurement
1. Using a platform balance, weigh, separately 3 - one peso coin
2. Record the mass of each coin
3. Put all 3 – peso coins on the pan and weigh.
4. Record the total mass of the 3 – one peso coins.
B. Volume Measurement
1. Liquid
a. Using graduated cylinder, measure the capacity of a 50 ml beaker.
b. Fill the beaker with up to 50-ml level.
c. Pour contents into the graduated cylinder.
d. Record the volume that you have read in the graduated cylinder.
e. Repeat all these procedures, using this time a 250-l beaker.
23
2. Regular Shaped Solid
a. Using a metric ruler, measure the length of each of these edges of any tetra
pack juice container (Ignore the irregular portion of the tetra pack at the top).
b. Record these values (height, width and thickness).
c. Calculate the volume in cc, liters and quarts.
3. Irregular Shaped Solid
a. Place an initial volume of H 2 O in a graduated cylinder.
b. Immerse the irregular solid into the graduated cylinder.
c. Read the rise of the level of the water.
d. Record the initial and final volumes.
e. Calculate the volume of the irregular shaped solid.
C. Distance Measurement
1. Using a length of a string, measure circumference of four different sizes of

beakers.
2. Draw the string around the beaker.
3. Mark the overlapped ends of the string.
4. Measure the distance between the mark of the string to get the circumference.
5. Record this value.
6. Measure the diameter of each beaker. (An easy way to do this is to place the
edges of the two books against the beaker on opposite sides. Carefully remove
the beaker and measure the distance across the gap with a ruler). Record.
7. Make a graph of the circumference of the beakers (y-axis) versus their diameter
(x-axis).
8. Draw a line through a plotted point.
9. Pick any two points P1 , and P2 , on the line. (Choose points located near the
ends of the line).
24
10. Use the two points p1 , ( x 1 , y 1 ,) and p2 , ( x 2 , y 2 ,) in order to determine the slope of
the line.
change∈circumference
Slope = change∈diameter ¿
¿
Δy y 2− y 1
= =
Δx x 2−x 1
C. Temperature Measurement
1. Place approximately 50 ml of water in a 250-ml beaker.
2. Heat for 10 minutes or until it boils.
3. Carefully place the thermometer in water. (Note: Do not touch the side or
bottom of the beaker with the bulb of the thermometer).
4. Record the temperature in ℃ , ℉ and K.
25
Report Name:
No. 1 MEASUREMENT: THE

Course & Section Group No:
METRIC SYSTEM
Professor: Date:
Data and Calculations
A. Mass Measurements:
Coin Mass of the coin ( x 1)
1.
2.
3.
Calculate the sum ∑ = _______________________

Mass of 3- coins weighed together ______________________
B. Volume Measurement
1. Liquid
Beaker Measured Volume Difference

50 ml _____________ml ______ml
250 ml _____________ml ______ml
2. Regular Shaped Solid
Tetra – Pack Juice Container Dimensions:

Length ______cm Width ________cm Thickness ________cm
Calculate the volume in units of cubic centimeters:
V = ____________________________ cm 3
Calculations:
26
Convert this volume to units of liters: V = ____________________ liters
Calculations:
Convert the volume to quarts: V = __________________ qts.
27
Calculations:
Does the calculated volume agree with the value printed in the pack?
3. Irregular- Shaped Solid
Initial volume of water _____________________ml
Final volume of water _____________________ml
Volume of irregular solid _____________________ml
Calculations:
C. Length Measurements:
Beaker Circumference Diameter
1.
2.
3.
4.
28
Graph:
Calculate the slope of your graph
Discuss the significance of the numerical value of the slope.
D. Temperature Measurements
℃ ℉ K
Temperature of water
Calculations
29
If water boils, what is its boiling point? ________________ ℃
If boiling point is not exactly 100℃ , what is the reason behind this observation?
Explanation why the bulb of the thermometer should not touch the bottom or side of the
container.
30
Exercise Name:
No. 2 Course & Section: Group No.

SCIENTIFIC
MEASUREMENT Professor: Date:
1. Determine the number of significant figures in each of the following quantities
a. 55.9746 _____________ f. 1.8 x 10−4 ______________
b. 0.00495 _____________ g. 0.00680 ______________
c. 48,000 _____________ h. 1.00040 ______________
d. 83.00 _____________ i. 8.0000 ______________
e. 4.829 x 10−6 _____________ j. 48000 _____________
2. Round each of the following values to three significant figures
a. 1367 ________________
b. 0.0037421 ________________
c. 1.5587 ________________
d. 12.85 ________________
e. 1.6683 x 10−4 ________________
3. Perform each of the indicated operations and give the answer to the proper number of
significant figures.
a. 42.27 x 1.64 ______________________________
b. 3.68 / 0.07855 ______________________________
c. (3.2650 x 1024 ) x (4.85 x 103 ______________________________
d. 8.56 + 0.143 ____________________________
31
e. 7.2198 – 4.32 ____________________________
f. 6.75 x 10−8 + 5.43 x 10−7 ____________________________
g. (8.52 + 4.1586) x (18.73 + 153.2) ____________________________
h. √ 8.32 x 10−3 ____________________________
i. (3.84 x 10−2 ¿3 ____________________________
j. (0.000738 – 8.3 x 10−5 ) / (6.298 x 10−8) ____________________________
4. Convert the following:
a. 2.65 gal = _________________________cc
b. 5.6 m = __________________________in
c. 150 yr = __________________________mi
d. 220 g = __________________________oz
e. 12.5℉ = __________________________K
f. 30℃ = __________________________℉
g. 10.6 kg = __________________________lbs
h. -40℉ = __________________________℃
i. 39.2 mm = __________________________in
j. 560 gal = __________________________ml
32
5.
a. What are the basic unit of length, mass, volume and temperature in the SI system?
c. What is precision?
d. Why should you never weigh a hot object?
33
Experiment No. 2
DENSITY: THE MASS – VOLUME RELATIONSHIP
I. Objectives: To determine the densities of unknown solids and liquids.
II. Apparatus: 1 – 250 ml beaker, watch glass, platform balance, 1 – 50 ml graduated

cylinder
III. Reagents: unknown liquid, irregular shaped solid, regular shaped solid
IV. General Discussion:
One important physical property of matter is density. Its determination

requires measurements of two quantities the mass, m and the volume, v of a
given amount of a substance. The ratio of theses quantities, or mass per unit
volume is the density, expressed as gram per cubic centimeter (g/cc), or gram
per millimeter (g/ml) in the metric system.
In the science of chemistry the measurement of density is necessary for a

variety of important procedures, such as the determination of molar mass of a
substance from its gas density; the calculation of Avogadro’s number of unit –
cell dimensions of crystals; the conversion of mass to volume, the conversion of
hydrostatic pressure units; and the determination of the concentration of a solute
from density measurement.
34
Procedure:
A. Density of a liquid
1. Sample will be designed by your instructor.
2. Weigh a clean, dry 250 ml beaker and watch glass.
3. Place 25 ml of the unknown liquid in a graduated cylinder.
4. Record the volume of the liquid.
5. Transfer the liquid to the beaker.
6. Cover the beaker with the watch glass
7. Weigh again and record the mass.
8. Calculate the density.
9. Determine the percentage error.
10. Repeat the above procedure using different volumes of liquid.
B. Density of Solid
I. Irregular shape of Solid
1. Sample will be designated by your instructor.
2. Weigh the sample and record.
3. Place 20 ml of water in a graduated cylinder.
4. Tilt the graduated cylinder and carefully slide the weighed sample.
5. Read the volume and record.
6. Calculate the density.
7. Determine the percentage error.
8. Repeat all these procedures using different mass of the same solid.
II. Regular Shaped Solid

1. Measure the dimensions of solid.
2. Calculate the volume of the solid.
3. Weigh the solid sample.
4. Calculate its density.
35
Report Name:
No. 2 DENSITY Course & Section Group No:
Professor: Date:
Data and Calculations:
A. Density of a liquid
TRIAL
Mass of beaker and cover 1 2
G G
Mass of beaker, cover and G G

liquid
Mass of liquid G G
Volume of liquid Ml Ml
Density (Calculated) g/ml g/ml
Density (True Value) g/ml g/ml
Percentage Error % %
Calculations:
B. Density of Solid
I. Irregular Shaped Solid
Mass of solid ______________________________________g
Volume of water ______________________________________ml
Volume of water and solid ______________________________________ml
Volume of solid ______________________________________ml
Density (Calculated) ______________________________________g/ml
Density (True Value) ______________________________________g/ml
Percentage Error ______________________________________%
36
Calculations:
II. Regular Shaped Solid

Mass of solid __________________________________g
Volume of solid __________________________________ml
Density of Solid __________________________________g/ml
Calculations:
V. Application of Principle:
If your irregular solid is soluble water, and you wish to determine the density, how would you
modify the procedure of part B-I?
37
Exercise Name:
No. 3 Density Course & Section: Group

No.
Professor: Date:
1. What is the density of a metal Alloy of 50.0 g of course turnings, which when placed in a
graduated cylinder containing 20.3 ml of water, raises level of the meniscus to a reading of 26.2
ml?
2. A block of wood measuring 10 in c 8 in x 2 in, weighs 3 lb. 10 oz. What is the density of wood in
kg/m 3?
3. What is the mass in milligram of lead ball whose radius or 1.01 inches (density is 11.4 g/cc).
38
4. An electroplating tin-planting process gives coating 30 micrometers thick. How many square
matters can be coated with one kilogram of tin (density = 7,300 kg/m3)?
5. A gallon of paint will cover an area of 200o square centimeters. What is the thickness on
millimeters if it is brushed uniformly?
6. A Cylindrical Alloy has a radius of 15 millimeters and has a height of 28 millimeter. What is the
density in kg/1 if it weighs 100 g?
39
Experiment No. 3
THE PHYSICAL STATES OF MATTER
I. Objective: To study the different states of matter.
II. Reagents: Ice, distilled water, iodine crystals
III. Apparatus thermometer, 250 ml beaker, graduated cylinder, stirring rod
Tripod, test tube holder, test tube, wire gauze, alcohol lamp
States of Matter
Matter exists in three states or forms: solid, liquid and gas. The three states of
matter are characterized by the properties given below:
A. Solids have definite volume and definite shape

B. Liquids have definite volume and no definite shape
C. Gases have no definite volume and no definite shape
These properties are explained by kinetic theory of matter. According to this

theory, molecules (or atoms for non molecular substances like helium) of matter
are in constant motion and the distance between these molecules also increases
from solid to liquid to gas. The opposite trend for the intermolecular forces of
attraction (attractive forces between molecules) it decreases from solid to liquid
to gas.
V. Procedure:
A. Solid to Liquid
1. Place crushed ice in a beaker
2. Add 5 ml of distilled water.
40
3. Stir the ice and take the temperature (Do not let the thermometer touch
the sides of the beaker)
4. After one minute, read the temperature again.
5. Continue to read the temperature until 3 consecutive readings are the

same.
6. Record the changes as they are taken.
B. Solid to Gas
1. Place a few crystals of iodine in a day test tube.
2. Heat the test tube and notice the change.
3. Cool the tube.
C. Liquid to Gas
1. Place 50 ml of water in an Erlenmeyer flask.
2. Fit a one holed stopper with a short glass tubing.
3. Insert the stopper into the neck of the Erlenmeyer flask.
4. Heat the H 2 O
5. When the H 2 O boils, place a dry beaker near the end of the glass tubing.
6. Observe.
D. Gas to Liquid
1. Place 5ml of H 2 O in a test tube.
2. Add a few chunks of ice.
3. Allow it to stand for a minute in the rack.
4. Observe.
41
Report Name:
No. 3 THE PHYSICAL Course & Section Group No.

STATES OF
Professor: Date:
MATTER
Data and Observation
A. Solid to Liquid
Time Temperature
1. What have you measured?
2. When solid melts, does it absorb or give off heat?
3. Define: Melting Point
B. Solid to Gas
1. What is the purple gas which fills the test tube?
42
2. Does an Iodine melt?
3. What is formed on cooling the tube?
4. Define: Sublimation.
C. Liquid to Gas
1. What comes out of a glass when the water boils?
2. Is it in the form of a gas or liquid?
3. Define: Boiling Point.
4. What do you observe on the side of the beaker?
D. Gas to Liquid
1. What collects on the outside of the tube?
2. Does any iodine melt?
43
3. What is formed on cooling the tube?
4. Define: Sublimation.
E. Liquid to Gas
1. What comes out of a glass tubing when the water boils?
2. Is it in the form of a gas or liquid?
3. Define: Boiling Point.
4. What do you observe on the side of the beaker?
F. Gas to Liquid
1. What collects on the outside of the tube?
2. Where did it come from?
44
3. Why did the moisture form on the tube?
4. When the gas condenses to liquid, does it absorb or evolve heat?
45
Experiment No. 4
Elements Compounds and Mixtures
I. Objectives:
1. To distinguish elements from other pure substances
2. To demonstrate some ways of separations techniques
II. Apparatus:
3 – watch glass, mortar and pestle, soft drink bottle caps, glass rod, evaporating
dish, tripod, alcohol lamps, wire gauze, spatula, funnel, bar magnet, 1 set of test
tube, test tube holder, test tube brush, magnifying glass, platform balance,
beaker.
III. Reagents and Safety Precautions:
Sand, Sugar, Starch, Flour, Congo Red, Sulfur, Sodium Chloride, Silver Nitrate,
Benzoic Acid, Iron Filings, Hydrochloric Acid, Silicone Carbide.
Hydrochloric Acid (HCL)

 May liberate heat upon contact with moisture, combustible materials or
water.
 Corrodes tissues on contact.
 Concentrated acids forms corrosive fumes.
Elements cannot be broken down into simpler substance, nor can they be
prepared.
By the combination of two (2) or more simpler substances, elements may be
further classified in to two (2) main groups METALS and NON METALS.
COMPOUNDS can be formed from 2 or more elements chemically
combined in a definite proportion by weight. The composition of a compound may
be altered by chemical means.
46
MIXTURES are composed of pure substances in varying proportion. Each of the components
retains its original properties and may be separated from each other by physical or mechanical
means.
Pure substances are either element or compounds. Compounds have fixed composition but
mixtures can have virtually any combination of the different pure substances which make them
up. For example, brass is composed of about 70% copper and 30% zinc, but the proportions of
each metal can vary, and still be called brass. In contrast, a pure substance, such as water (
H 2 O ) always has the same composition – two atoms of hydrogen are combined with one atom
of oxygen – never any other combination (the Law of Constant Composition). As long as you
do not perform a chemical reaction to change the chemical nature of the components of a
mixture, you can usually separate the different components of the mixture into pure
substances.
V. Procedure:
A.
1. Weigh in separate watch glass 1.5 gras of Iron filings and 1.0 gram of Sulfur.
2. Observe and test their properties.
3. Try the effect of a magnet on the iron filings and Sulfur.
4. Mix and examine the product with magnifying glass.
5. Place in mixture in a soft drink bottle cap.
6. Heat gently at first, then strongly for about three minutes.
7. Cool and Examine. Observe the properties of the resulting substance and
compare with those of the original substances.
B.
1. Weigh 1 gram of Sodium Chloride, 1 gram Silicone Carbide and 1 gram Iron
filings on separate watch glass, observe each of them. Identify the properties
of each.
2. Combine the three components on a beaker add 115 ml of water.
3. Filter and observe the filtrate.
4. Evaporate the filtrate.
5. Observe the remaining residue
6. Add water to the residue.
7. Devise a way of separating the other two components.
47
C. Examine the following mixtures:
Identify whether homogeneous or heterogeneous.
Describe the method of separating the component.
1. 1.0 g iron filing and 1.0 g of sulfur
2. 3.0 ml of silver nitrate (Ag NO 3) solution and 1 ml of hydrochloric acid (HCI)
3. 2.0 g of sugar and 2.0 g of sand
4. 1.0 g of sand and 15.0 ml of water
5. 1.0 g of flour and 1.0 g of starch
6. 1.0 g of iron filings and 1.0 g of sand
7. Pinch of Congo red and 5 ml of water
8. 1.0 g of sodium chloride and 5 ml of water
48
Report Name:
No. 4 ELEMENTS, Course & Section: Group No.

COMPOUNDS AND
MIXTURES Professor: Date:
I. Data and Observation

A.
Iron Filing Sulfur Heated (Iron + Sulfur)

1. Color
2. Odor
3. magnetic
properties
B.
Substance Properties
1.
2.
3.
C.
Mixture Type Method of Separation
1.
2.
3.
4.
5.
6.
7.
8.
49
Questions to Answer:
1. List down the elements, compound and mixtures that you encounter in the experiment.
2. Explain the difference between homogeneous and heterogeneous mixtures.
3. Which explains can be separated by simple distillation?

a. A mixture of two (2) insoluble liquids
b. A mixture of a liquid
c. A mixture of two liquid and an insoluble solid
d. A mixture of two (2) soluble liquids
4. How would you separate the components of the following mixtures?

a. Carbon powder with sodium chloride
b. Finely divided sulfur suspended in water
5. What individual or separate particles exists in samples of elements? Of compounds? Of

mixtures?
50
Experiment No. 5
PHYSICAL AND CHEMICAL CHANGES
I. Objectives:
1. To study the different kinds of matter.
2. To know the difference between Physical change and Chemical
change.
3. To observe the changes that a substance undergoes and to
explain why the change occurred.
II. General Discussion:
There are two kinds of changes of matter, namely:
1) Physical Change – It refers to those changes that can be observed without a
change in the composition of the substance taking place or a change in form or
state without change in composition. In this type of change, no new products are
formed.
Examples:
a. Chopping of wood
b. Dissolving of NaCl with water
c. Deformation
d. Melting
e. Evaporation
2) Chemical Change – It refers to those changes that can be observed only when a
change in the composition of the substance is occurring or a substance loses the
properties by which we recognize it and produces a new product.
Examples:
a. Burning of wood
b. Decaying of foods
c. Corrosion
d. Photosynthesis
51
Chemical changes are accompanied by the absorption or liberation of energy, usually in the
form of heat. When substances burn, heat is liberated. If sufficient heat is liberated, light may
also be emitted.
III. Apparatus:
Test tube, balance, evaporating dish, test tube brush, spatula, test tube holder,
alcohol lamp, graduated cylinder, glass rod
IV. Chemical:
Iodine crystal, chloroform, Mg ribbon, alcohol, zinc dust, sugar, Cu SO4, Copper
wire, baking powder, NaCl, conc, HCI, Silver nitrate, dilute HCI, NaOH, conc, H2
SO4, Cu SO4, solution
V. Procedure:
Determine the changes before and after each of the following processes:
1. Place a few crystals of Iodine in a dry test tube and heat gently the crystals.
Examine the appearance. Cool and add 2 ml of chloroform.
2. In 3 separate test tubes, each containing 3 ml of water, add 1.0 gm sugar, 1.0
gm Sodium Chloride and 1.0 gm Sodium Hydroxide. Stir one test tube at a
time until the solute dissolves. Observe any temperature changes that may
occur.
3. Heat a small amount of sugar in a damaged test tube. Examine the
appearance.
4. Heat a few crystals of Copper Sulfate in a test tube. Examine the appearance
before and after heating.
5. Heat a piece of Copper wire in the upper part of the non-luminous flame.
Observe the changes. Allow it to cool and examine it again.
6. Pour 3 ml of alcohol in an evaporating dish carefully ignite the alcohol with a
lighted match stick.
52
Report Name:
No. 5 PHYSICAL AND Course & Section Group

CHEMICAL CHANGES No.
Professor: Date:
Observation Classification Reason

1.
2.
3, a.
b.
c.
4.
5.
6.
7.
8.
9.
10.
11.
12.
53
Questions:
1. What is Physical and Chemical changes have you observed in all the preceding
experiments?
2. Describe the physical properties of iodine?
3. What can you say about the property of a mixture in the preceding experiments?
4. Give the reason/s why the color of sugar changed to darker color when it was heated?
54
VI. CONCLUSION:
55
Experiment No. 6
LAWS OF CHEMICAL COMBINATION
I. Objectives:
1. To study the different laws of chemical combination such as law of conversion

of mass, law of definite proportion and law of multiple proportion.
2. To know what is limiting reagent.
II. Apparatus:
250 ml. Erlenmeyer flask, balance, vial, graduated cylinder, 250 ml. beaker, 1 set
test tube.
III. Reagents:
Baking powder, vinegar, Potassium Iodine, Lead Nitrate solution, 1 M HCI, Ca

CO 3, NH 4OH, Cu SO4 Solution.
Lavoisier wrote in 1785:
“Nothing is created, either in the operations of art or in those of

nature, and it may be considered as a general principle that in every
operation there exists an equal quantity of matter before and after the
operation; that the quality and quantity of the constituents is the same, and
that what happens is only changes, modifications. It is on this principle
that is founded all the art of performing chemical experiments, in all such
must be assumed a true equality or equation between constituents of
substances examined, and those resulting from their analysis.”
Lavoisier was able to establish that the heat played no role

in adding or decreasing weigh, as had been claimed by the phlogiston
theory. This is not the place to discuss phlogiston, except to say that it
was a chemical theory that had lasted about 100 years and was decisively
destroyed by the work of LAVOISIER (Lavoisier’s prime scientific rival,
Joseph Priestly of England, accepted the phlogiston theory.)
56
Lavoisier was able to assemble a number of experiments, all done
in closed vessels, in which the weight remained constant, within
experimental error.
In a chemical reaction, matter is neither created nor destroyed. It is

the Law of CONSERVATION OF MASS, Antoine Laurent Lavoisier is its
discoverer.
V. Procedure:
Note: Before you begin with this experiment you should have a clear understanding
of the ff. concepts.
1. What is the measurement precision of the balance that you are using;
in other words, what is the measurement uncertainly in each reading
made on your balance?
2. Why is it crucial to make your observations in closed system, and what

are the elements of the closed system in these experiments?
3. OPTIONAL: It is useful, indeed preferred, that the results of this

experiments be collected form a large sample of experiment as
possible. For example in a class of 30 students, working in pairs it
would o combine 15 data sets from which both the standard duration
and the probable error could be calculated.
57
VI. Procedure:
A. Law of conservation of mass
Procedure 1:
1. Weigh 1 gram of baking powder in the Erlenmeyer flask.

2. Pour 5 ml of vinegar in a vial
3. Carefully put the vial into the Erlenmeyer flask with the baking powder. Make sure
that no vinegar is spilled in the process.
4. Cover the Erlenmeyer flask from the pan of the balance.
5. Weigh the whole system
6. Remove the Erlenmeyer flask from the pan of the balance.
7. Tilt the flask so that the vinegar comes in contact with the baking powder.
8. Observe.
9. After the reaction has subsided, reweigh the system
10. Compare the mass before and after the reaction.
B. Law of Definite Proportions
1. Get 6 equal bore test tubes.

2. To each of these test tubes, add 5 ml of 1 M Ammonium Hydroxide.
3. Add to each test in succession 1, 2, 3, 4, 5, & 6 ml. of 1 M Copper Sulfate
solution.
4. Set aside for about 15 minutes.
5. Observe the formation of white precipitate.
6. Measure the height of the precipitate in each test tube.
7. Observe the color of the supernatant liquid in each tube.
Report Name:
58
No. 6 LAW OF CHEMICAL Course & Section: Group No.
COMBINATION
Professor: Date:
Data and Calculations
A. Law of Conservation of Mass
Weigh in grams
Loss in weight in
Reactants Before After grams
1. Baking powder
+ vinegar
2. Potassium
Iodine sol ‘n +
Lead Nitrate
solution
3. Calcium
Carbonate +
HCI
B. Law of Definite Proportion
Test tube Height of ppt (mm) Color of Supernatant Liquid
Questions:
59
A. Law of Conservation of Mass
1. How do you know that a chemical reaction took place?
1.
2.
3.
2. Write a word equation and the chemical equation for this reaction?
1.
2.
3.
3. Was there a change in mass when this chemical reaction took place?
1.
2.
3.
4. State the Law of Conservation of Mass.
B. Law of Definite Proportion

1. Is there any difference on the height of the precipitate formed? Why?
2. Is there any difference on the color of the supernatant liquid? Why?
3. Write the equation involved in this procedure.
60
Experiment No. 7
DETERMINATION OF THE FORMULA OF A COMPOUND
I. Objectives: To experimentally establish the chemical formula of a compound.
II. Apparatus: Crucible with cover, Bunsen burner, crucible tong, clay triangle,
tripod, platform balance.
III. Reagents and Precautions:

Copper turnings, powdered Sulfur
Do not handle hot crucible and cover with your bare hands. Clean crucible with
Carbon Disulfide. Avoid inhaling Sulfur Dioxide fumed emitted by the process.
Empirical formula of a compound is said to be the simplest atomic ratio of the

elements that are composed the compound. Empirical formula can be determined
experimentally by combination reaction or decomposition. From this, the number of
grams – atom or molecules that reacted or decomposed obtain is reduced to the
nearest whole number. These whole numbers become the subscript of the elements
forming the compound.
V. Procedure:
1. Clean a crucible and cover thoroughly. Heat without non-luminous flame on a

clay triangle placed over a tripod. Allow it to cool and weigh. (Use crucible tongs
in holding the crucible).
2. Place 2-3 grams of copper powder in the crucible. Weigh the crucible, cover and
the sample. Record the weight.
61
3. Add enough Sulfur powder to cover the copper powder. Place cover of the
crucible.
4. Heat the crucible gently for a few minutes. Heating must be done in a hood. Heat
strongly until the excess Sulfur has burned off. This can be determined by
removing the lid once in a while and watching the disappearance of the purple
flame of burning Sulfur. If the acid fumes of Sulfur Dioxide are still perceptible,
eat the mixture further for several minutes.
5. When the odor of SO 2can not be detected anymore, remove the flame and allow
the crucible to cool with lid in place.
6. Weigh the crucible with contents and the lid.
62
Report Name:
No. 7 DETERMINATION OF THE Course & Section Group No.

FORMULA OF A
Professor: Date:
COMPOUND
Data:
A. Weight of crucible, cover and copper

_____________________________g.
B. Weight of crucible and copper _____________________________g.
C. Weight of copper (A-B) _____________________________g.
D. Weight of crucible, copper and copper sulfide _____________________________g.
E. Weight of Copper Sulfide (D-B) _____________________________g.
F. Weight of sulfur in compound (E-C)
_____________________________g.
G. Percentage of copper in compound (C/E x 100) _____________________________g.
H. Percentage of sulfur in compound (F/E x 100) _____________________________g.
I. Formula of the compound _____________________________g.
Calculation
63
Experiment No. 8
ACIDS, BASES AND SALTS: PREPARATION AND

PROPERTIES
I. Objective: 1. To learn the preparation and properties of acids, bases and salts.
2. To be able to identify acids, bases, and salts.
II. Apparatus: 12 – sets of test tube, platform balance, medicine dropper, 10ml
graduated cylinder, evaporating dish, wire gauze, tripod, alcohol lamp, spatula.
NaCl, conc. H 2 SO4 , 6 M HNO3, 6 M HC 2 H 3 H 3 O2, Na2 CO 3, lime water(clear),

calcium oxide Mg ribbon, 6 M NaOH, 6 M NH 4 O H , 6 M KOH, ferric chloride
solution, NH 4 Cl, Ca ¿¿, K 2 SO4 and litmus paper (red and blue), 6 M HCl, 6 M
H 2 SO4
The laboratory reagent solutions 6 M HCl, 6 M H 2 SO4 , 6 M HNO3, 6 M KOH, 6 M

NH 4 OH are corrosive and irritation to the skin especially to the eyes. If you spill any of there
reagents on your skin, immediately rinse the affected area with water for several minutes.
Neutralize any acid or base spill with sodium carbonate ( NA 2 CO3) and clean them up
immediately.
Mg ribbon burns so brightly that its light can do damage to your eyes. Do not stare
directly at the burning ribbon.
64
General Discussion:
Acids are among the most important compounds. Many acids possess the corrosive
properties generally associated with the term “acid”. Other such as citric acid, acetic acid and
tartaric are common constituents of our food. All acids, however, when dissolved in water do
have a common property. Structurally, the familiar acids containing the element hydrogen.
Bases are special forms of compounds. They are proton acceptors and when in
aqueous solution yield hydroxide ions. Bases commonly found in the home are milk of
magnesia – the medicine we take when we have an upset stomach; lye or sodium hydroxide –
the substance we use to clean clogged sink drains; ammonia water or ammonium hydroxide –
which we use to clean glass windows and mirrors; and aluminum hydroxide or alumina gel
which is used as an antidote for internal acid burns.
Salt, to most people means table salt. In mineral chemistry, however, salt is an
electrolyte consisting of a positively charge ion other than hydrogen and a negatively charge
ion other than hydroxide (OH). Salts are in the form of carbonates, chlorides, sulphates, and
nitrates, among others.
IV. Procedures:
A. Preparations:
Acids
a. Place 1.0 gram of sodium chloride in a test tube.
b. Add 5 ml of concentrated sulfuric acid.
c. Expose over the mouth of the test tube moistened blue litmus paper.
d. Blow across the mouth of the test tube.
e. Observe.
65
Bases
I. From the metallic oxide (basic anhydride)

a. Place 1.0 of calcium oxide in a test tube.
b. Add 5 ml of water.
c. Shake the test tube thoroughly.
d. Test the solution with red litmus paper.
e. Observe.
II. From an active metal
a. Recall the reaction of the metallic sodium with water.
Salts
1. From a base and an acid

a. Place 5 ml of NH 4OH in an evaporating dish
b. Pour, drop by drop, approximately 5 ml of 6 N HCl until the blue litmus paper
turns red.
c. Evaporate the mixture until it is almost dry.
d. Examine the residue.
e. Scrape it into a dry clean test tube.
f. Add small amount of water and shake vigorously.
2. From a metal and acid
a. Place a piece of Mg ribbon in a test tube.
b. Add 5 ml of 6 N HCl.
c. When the reaction has subsided, decant the solution into a clean evaporating
dish.
d. Evaporate to dryness.
e. Place the residue in a clean and dry test tube.
66
B. Properties
Acids
1. Place a drop of each of the acid solutions on separate pieces of the blue litmus paper
laid on a clean watch glass.
2. Recall the reaction of magnesium ribbon on acids.
3. Place 3 ml of 6 N HCl in a test tube. Add a small amount of sodium carbonate and
expose a drop of clear lime water suspended at the end of a glass tubing. Repeat the
foregoing procedure using the other acids in separate test tube.
Bases
1. Test each of the solution with red litmus paper.

2. Add 2 drops of ferric chloride solution to each of the basic solutions.
Salts
1. Weigh two grams each of sodium chloride, ammonium chloride, sodium carbonate,
calcium nitrate and potassium sulphate in separate test tubes.
2. Add 10 ml of water into each of the salts. Shake thoroughly and note their solubilities.
3. In separate test tubes, place 5 ml of the following solutions: sodium chloride, ammonium
chloride, sodium carbonate, calcium nitrate and potassium sulphate. Test each solution
with litmus paper.
67
Name:
Report ACIDS, BASES AND
SALTS: PREPARATION Course & Section: Group No.
No. 8 AND PROPERTIES
Professor: Date:
I. Preparation
A. Acids
Salt with strong acid
a. What is the reason why blue litmus paper should be moistened?
b. What happened to blue litmus paper when you blow across the mouth of the
test tube?
c. Write the chemical reaction involved.
68
B. Bases
1. Metallic Oxide and Water
a. What did you observe when the solution is tested with red litmus paper?
b. What is the product produced?
3. Active metal with water
a. What base is produced?
b. Write the chemical reaction involved.
69
C. Salts
1. Bases and Acid
a. What salt is produced?
2. Metal and Acid
a. What salt is produced?
b. Write the chemical reaction involved.
70
Properties
A. Acids
1. What is the reaction of the blue litmus paper to each acid?
2. What gas is produced when a metal reacts with an acid?
3. Do all metals produce hydrogen gas with acid?
4/ What gas is produced when sodium carbonate reacts with HCl, HNO3, H 2 SO4 and
HC 2 H 3 O2? Write the equation involved.
71
C. Salts
1. Solubility
a. Are all salts soluble in water?
b. Reaction of salts in water
a. Based on the reaction of each salt with litmus paper, are all salts eutral?
b. What is hydrolysis?
72
Experiment No. 9
TYPES OF CHEMICAL REACTIONS
I. Objective: To be able to know the different types of chemical reactions.
II. Apparatus: Evaporating dish, graduated cylinder, stirring rod, Bunsen burner or
alcohol lamp, tripod, clay triangle, platform balance, 1 set of test tube, test
tube brush, wire gauze, crucible and cover.
III. Reagents: Litmus paper(red), magnesium ribbon, CuSO 4 solution, FeSO 4solution, 6 M
HCl, Sn metal, nail, Zn metal, potassium chlorate AgNO3solution, NH 4 Cl
solution, CaCl 2 solution and Na2 CO 3 solution.
Direct combination, displacement, decomposition and double

decomposition are the four (4) types of chemical reactions.
DIRECT COMBINATION involves the combination of two (2) substances

or more.
DECOMPOSITION occurs when a compound is broken down into its

elements or simpler substances. Some compounds easily do this and are
regarded as UNSTABLE while STABLE compounds may only
decompose upon the application of head and electricity.
DISPLACEMENT reaction occurs commonly between a metal and an

acid. In this reaction, hydrogen gas is given off. Metals and hydrogen are
arranged in an activity series. Metals above hydrogen would release it
from gaseous solutions acids, but less active metals like copper will not.
73
A DOUBLE DECOMPOSITION occurs when two (2) compounds react such that the cation of
one will combine with the anion of the other and vise-versa, thus
producing two (2) new compounds.
V. Procedure:
A. Combination
1. Ignite a small piece of magnesium ribbon and drop the glowing piece of
magnesium in an evaporating dish quickly
2. Add 2 ml of water.
3. Stir and place a piece of red litmus paper.
4. Note the change.
B. Decomposition
1. Heat the crucible and its cover for about 10 minutes. Cool.
2. Half fill the crucible with potassium chlorate. Weigh.
3. After weighing, heat over a strong flame for one (1) hour.
4. Cool the crucible and keep it well covered.
5. Weigh again.
6. Compare the weight before and after heating.
C. Replacement
Mix the following substances in separate test tubes. Observe the changes that
takes place.
a. 5 ml of M Cu SO4 and a piece of Mg ribbon
b. 5 ml of M FeSO 4 and a piece of tin metal
c. 5 ml of 6 M HCl and a piece of Zn metal
74
d. 5 ml of 6 M HCl and a piece of nail.
D. Double Decomposition
1. Pour 5 ml of AgNO3 solution to a test tube and add 3 ml of N H 2 Cl solution.
2. Pour 5 ml of CaCl2 solution in test tube and add 5 ml of Na2 CO 2 solution.
75
Name:
Report
TYPES OF CHEMICAL
Course & Section: Group No.
REACTIONS
No. 9
Professor: Date:

A. Combination
before ignition __________________________

after ignition __________________________
after adding water __________________________
with red litmus paper __________________________
B. Decomposition
weight before heating __________________________

weight after heating __________________________
difference in weight __________________________
C. Replacement
CuSO 4 + Mg ribbon __________________________

FeSO 4 + Sn metal __________________________
HCl + Zn metal __________________________
HCl + Nail __________________________
1. AgNO3 (aq) + NH 3 Cl (aq)
2. CaCl2 (aq) + Na2 CO 3 (aq)
76
Questions:
A. Combination
1. Has it changed in appearance?
2. Is there any evidence of a chemical reaction? Why?
3. Write the equation that took place.
B. Decomposition
1. What is the gas evolved?
2. Could the substances left in the test tube be the same potassium chlorate? Why?
3. Write the equation for the reaction after heating.
77
4. What substances are formed after heating?
C. Replacement
1. In which of the four (4) combinations did a reaction takes place?
2. Why did displacement not take place when some of the substances were combined?
3. Write the equations for the reactions that took place.
1. Write the equation for the reaction that took place.
2. Are there any precipitate formed? What substances are they?
78
Experiment No. 10
STOICHIOMETRY
I. Objectives: To determine the relationship between the amounts of reactants

used and the quantities of products formed in a chemical reaction.
II. Apparatus: platform balance, 2 – 150 ml beaker, watch glass, spatula,

graduated cylinder, stirring rod
NaHCO 3, 3 M HCl
In diluting or mixing acids, always pour the acid to water to avoid minor skin burns.
To prepare 3 M HCl, pour 25 ml of concentrated HCl to a beaker containing 75 ml of

water to make 100 ml solution.
Nothing in this world is permanent except change. We are constantly surrounded

by changes – iron rusts, fruits ripen, organic substances decay, ice melts, leaves
fall...
Some of these changes are physical – that it, they occur without any inherent
alternation in the chemical composition of the substances originally present. Many of
these changes we face daily are however, chemical. In a chemical change, a
transformation occurs and the original substances are changed into new
substances.
Chemical changes are presented by chemical equations. These equations clearly

pinpoint the substances which may change (reactants) and those which are formed
(products). It has been established that a quantitative relationship exists between
79
reactants and product in a chemical change. The study of the quantitative
relationships embodied in chemical reactions is termed STOICHIOMETRY.
80
Procedures:
Part A
1. Weigh exactly -.5 gram of NaHCO 3 and transfer it into a beaker.

2. Measure 20 ml of 3 M HCl and pour into another beaker.
3. Put the two beakers on the balance pan and record the weight of the whole
system.
4. Carefully pour the HCl into the beaker containing NaHCO 3. Wait for the evolution
of the gas to cease. Reweigh the whole system and note the difference in weight.
5. Repeat the above procedures using 1.0 g, 1.5 g ,2.0 g and 2.5 g NaHCO 3
6. Tabulate the results.
Part B
1. Repeat the same procedures as in Part A, this time use 2.0 g of NaHCO 3
2. Use the following volumes of 3 M HCl: 4 ml, 6 ml, 8 ml, 10 ml and 12 ml. Dilute
each acid example with enough water to make 20 ml of solution.
3. Tabulate the results.
81
Name:
Report
STOICHIOMETRY Course & Section: Group No.
No. 10
Professor: Date:
I. Data and Results
Fill up the following charts.
Part A.
Wt. NaHCO 3 Volume of HCl Wt. CO 2
Part B.
Wt. NaHCO 3 Volume of HCl Wt. CO 2
82
Graphical representation of the stoichiometric relationship
A. Graph the weight of NaHCO 3 (abscissa) against the weight of CO 2 (ordinate)
B. Graph the volume of HCl used (abscissa) against the change in weight observed
(ordinate).
83
___________________________________________________________________________
No. _____________________________________________Date_______________________
84
Questions:
1. Write the reaction involved. Under the corresponding formula in the reaction, indicate
the g-formula weights of the substances involved.
2. Why was there a change in weight before and after the reaction?
3. Based on the graph for Part A, how is the weight of the product related to the weight of
the reactant?
4. What an you say about the different weight ratios and mole ratios obtained?
5. With the amounts expressed in the balance equation, which ratio is consistent?
6. Relate the trend of the graph with the mole ratios obtained for the two reactants.
85
Experiment No. 11
CONDUCTIVITY OF SOLUTION OF IONI AND COVALENT

COMPOUNDS
I. Objectives 1. To measure the electrical conductivity of a number of substances, both

in the pure state and in solution.
To measure changes in conductivity the result from the reaction of ionic

substances to form products that are weakly iodized or insoluble.
II. Apparatus: 1 – conductivity apparatus, 15 – 100 ml beaker, 1- 50ml graduated

cylinder, 1 – stirring rod
III. Chemicals: distilled water, tap water, Sodium Chloride, solution, Barium Hydroxide
solution, sugar solution, Ethyl Alcohol, Sodium Hydroxide solution, lime water, Sodium
Carbonate, Glycerin, Hydrochloric Acid, Sulfuric Acid, Phosphoric Acid, Nitric Acid, Acetic
Acid, Potassium Hydroxide, Ammonium Hydroxide, Calcium Hydroxide.

Solute in aqueous solution can be divided into two classes: electrolytes and Non-
electrolytes.
Substances whose aqueous solutions or melted salts conduct an electric current are
called Electrolytes, while those who do not conduct an electric current are referred to as Non-
Electrolytes.
Electrolytes can be further subdivided into:
1. Strong Electrolytes – the standard light bulb glows brightly. Such solutions are
considered to be 75-100 percent dissociated or ionized into ions in aqueous solutions.
86
2. Weak Electrolytes – the standard bulb has only a dull glow. Such substances consist
mostly of molecules containing covalent bonds in equilibrium with a few ions in aqueous
solution.
To determine whether a substance is an electrolyte or a non-electrolyte, an aqueous solution

of the substance is prepared, and the solution is tested with two electrodes connected to a
source of electric current with a standard light bulb in the circuit. If the bulb glows, the
substance is an electrolyte, and if it does not glow, it is a non-electrolyte.
V. Procedure:
I. Prepare a simple conductivity apparatus consisting of 100 – watt bulb, electrodes a
switch and a power source.
II. Dip the electrodes into a beaker half-filled with distilled water and connect the
apparatus to the light circuit.
III. Rinse the electrodes with distilled water between each measurement and dry the
electrodes with tissue paper.
IV. Test using the following substances:
Use a 50 ml sample of each:
1. Salt solution
2. Sugar solution
3. Ethyl alcohol
4. Limewater
5. Glycerin
6. Sodium hydroxide solution
7. Glacial acetic acid
8. Sodium carbonate solution
9. Tap water
10. Distilled H 2 O
87
V. Repeat the test using 5N solution of the following acids:
1. Hydrochloric Acid
2. Sulfuric Acid
3. Nitric Acid
VI. Repeat the test using 5N solution of the following bases:
1. Sodium Hydroxide
2. Potassium Hydroxide
3. Ammonium Hydroxide
VII. Repeat the test using 3M solution of the following salts:
1. Ammonium Acetate
2. Sodium Carbonate
3. Potassium Chloride
4. Ammonium Sulfate
88
CONDUCTIVITY OF Name:
Report
SOLUTIONS OF IONS
AND COVLENT
No. 11
COMOUNDS Professor: Date:
I.Data and Observation
Compound Intensity of Brightness Classification

(Weak or strong
classification)
1. NaCl Solution
2. Sugar solution
3. Ethyl Alcohol
4. Lime water
5. Glycerin
6. NaOH solution
7. Glacial Acetic Acid
8. Na2 CO 3 solution
9. Tap water
10. Distilled H 2 O
89
Acids:
Acid Intensity of Brightness Classification

(Weak or strong
classification)
1. Hydrochloric Acid
2. Sulfuric Acid
3. Nitric Acid
Bases:
Base Intensity of Brightness Classification

(Weak or strong
classification)
1. NaOH
2. KOH
3. NH 4 OH
Salts:
Salt Intensity of Brightness Classification

(Weak or strong
classification)
1. NH 4 C2 H 3 O2
2. Na2 CO 3
3. KCl
4. ( NH 4 )2 SO 4
90
Questions:
1. Why is tap water more conductive than distilled water?
2. What is ionization?
3. What is an electrolyte?
4. Differentiate strong electrolyte from weak electrolyte from the point of view of
ionization?
5. What is non-electrolyte?
6. Describe the intensity of brightness between the Acids and Bases.
7. In general, what do you say about the conductivity of most salt solution?
91
Experiment No. 12
ACTIVITY SERIES OF METALS
I. Objective: To identify the activity series of common metals.
II. Apparatus: 1 set of test tube, spatula, graduated cylinder, platform balance

Magnesium ribbon, aluminum turnings, iron filings, mossy Zinc, mossy tin,
Copper wire, 6 N HCl, dilute HNO3
Handle dilute Acids properly. Remember to add the acid to water in all acid-
dilution process.
Metals may be arranged according to their readiness to displace Hydrogen from

acids. Such arrangements is known as the activity series. All metals above
Hydrogen series are unable to do so. In the following activity, you will arrange six
metals to their reactivity with dilute acids and their readiness to displace
Hydrogen gas. Pay close attention to the rate of bubbling observed in each
reaction.
V. Procedure:
In six test tubes, place 0.25 g each iron filings, Aluminum turnings, mossy Zinc,
Antimony, Copper wire and Magnesium ribbon. Pour 5 ml of 6 N HCl to each of
the test tubes. Observe the rate at which Hydrogen is evolved, and list their order
of activity.
In a separate test tube, add 5 ml of dilute HNO3 to mossy Zinc. Observe what
happens.
92
Name:
Report THE ACTIVITY
SERIES OF Course & Section: Group No.
No. 12 METALS
Professor: Date:
1. Please fill up the following table
Metal Observation on reaction with HCl

Magnesium
Iron
Aluminum
Zinc
Antimony
Copper
2. Write the equation for each of the above reactions
3. How does the reaction of Zinc with HCl differ from its reaction with HNO3 ? Explain the
cause for the difference.
4. Arrange the six metals in order of their decreasing activity (decreasing ability to displace
Hydrogen from acid solution)
5. What is the activity series? What is the significance of this series?
93
Experiment No. 13
BOYLE’S LAW
I. Objective To determine the relationship between the volume and the

pressure of air at constant temperature.
II. Apparatus J-tube, iron stand, iron clamp, medicine dropper, ruler
III. Reagent: Mercury metal
The relationship between the pressure and the volume of the gas was first shown
in 11660 by Robert Boyle and this known as the Boyle’s Law.
The law state that at constant temperatures, pressure of the gas occupying a
certain quantity is inversely proportion to the volume, and this means that if we
lowered the volume b half, the pressure is doubled.
Mathematically it is expressed as:
1
V=Kx (Temperature constant)
P
An equation can be written by introducing a constant of proportionality (K), the
value of which depends upon the units of P and V as well as the quantity of gas
being measured.
1
V=Kx
P
The equation may be then expressed as:
PV = K
94
95
Since P x V is equal to a constant (K), then the different conditions of pressure and
volume may be expressed for the same mass of gas at constant temperature.
PxV=K=PxV
new new old old
V. Procedure:
1. Clamp the J-tube to iron stand.
2. Place the mercury metal at the open end of the tube using a medicine dropper.
(Note: Place a clean container below the tube to recover mercury that might spill
out.) Stop adding mercury if a difference in the mercury level at the arms of the J-
tube is noted.
3. Using as ruler, measure the length of the air in the J-tube. Measure the
difference in the mercury levels as well. The pressure of the gas is equal to the
total of the barometric pressure and the difference in mercury level.
4. Add mercury again until a new level of mercury is observed. (continue the same
process until 6 observations have been recorded).
5. Graph the volume of the gas (ordinate) against its pressure (abscissa).
6. Make another graph, this time between pressure and the reciprocal of volume
(I/V). Start at zero value.
96
Name:
Report
BOYLE’S LAW Course & Section: Group No.
No. 13
Professor: Date:
I.Data
Trials Vol. Of Air Pressure PV I/V

1
2
3
4
5
6
II. Computations:
97
III. Questions:
1. Based on your computations, what is the relationship between pressure and
volume at constant temperature?
2. Based on the first graph, do your results conform with the law? If not why?
3. What does the second graph mean? Does it answer your expectations?
Why?
98
Experiment No. 14
WATER AND ITS PROPERTIES
I. Objective: To learn some methods of purifying water and some properties of water.
II. Apparatus: graduated cylinder, 1 set of test tubes, filter paper, funnel, beaker, 2- test
tube holder, mortar & pestle, alcohol lamp, blue and red litmus paper, medicine dropper,
stirring rod.
III. Reagents: powdered chalk, cotton, fine salt, NaCO3,CaCl2,, CuSO 4, P2 O5 ,CaO , NH 4 CL,,
Water is the most abundant liquid on earth. It is one major factor why life exists on this
planet. We drink 1.5 L of water a day. We need more to take a bath, wash our dishes,
water our plants, and clean our surrounding. From your everyday activities and your
biology course, you know how important it is. In this experiment, we will learn more
about water and its properties.
Properties of Water
Most matters are denser when they are in the solid state. (Density normally
decreases from solid to liquid to gas.) Water, however, is an exemption to the rule.
Liquid water is denser than ice. This is because the crystal structure of ice has big holes
in them.
This unique property of water makes life underwater possible in very cold places.
Water that freezes on top insulates the water underneath where marine animals take
refuge during cold water. If liquid water where denser than ice, it will settle at the bottom
and expose the water below to the cold atmosphere. The whole body of water will soon
freeze.
V. Procedure:
1. Purification of H 2 O ,
99
I.
1. Pour 20 ml of water in a test tube
2. Add 1 g of powdered chalk.
3. Shake the mixture.
4. Filter and note the appearance of the filtrate.
II. Efflorescence and Deliquescence

1. Place small amount of NaCO3 in a water glass
2. In another water glass place CaCl2,
3. Set them aside and labelled them properly until the next laboratory
period.
4. Examine the crystal.
III. Hydrates:
1. Grind a crystal of Cupric sulfate
2. Transfer into a dry test tube.
3. Heat strongly. (Hold the test tube in such a way that the mouth is
lower than the other end)
4. Cool and carefully add 2 drops of water through the side of the test
tube.
IV. Action on Oxides:

1. Place a small amount of P3 O 5 in a test tube.
2. In another test tube, place small amount of CaO.
3. Place a few drops of water to each test tube.
4. Note the temperature of each mixture.
5. Test each with red and blue litmus paper.
V. Action on Salts:
1. Place 1 gram of NH 4 Cl,
2. Add 10 ml of H 2 O ,
3. Stir until all NH 4 Cl is dissolved
4. Test the solution with red and blue litmus paper.
100
Name:
Report
WATER AND ITS
PROPERTIES
No. 13
Professor: Date:
I.Purification of water
Observation:
II.Efflorescence and Deliquescence:
1. What happened to each of the crystals?
2. What became of the water in the Na2 CO 3 crystals?
3. Write the equation for any reaction which has occurred.
4. How could the removal of water be hastened?
101
5. Where did the water come from in the case of the Calcium
Chloride?
6. Write the equation.
7. How could this substance be kept in its original conditions?
8. Give the difference between a deliquescent and efflorescent

substance and cite one example of each.
III. Hydrates:
1. What changes have you observed on the Cupric Sulfate?
2. What is the cause of each change?
3. Write the equations showing the changes?
102
IV. Action on Oxides:
1. Observation
2. Write the equations involved.
V. Action on Salts:
1. How will you account for observation?
2. Equation:
3. Define Hydrolysis.
Exercise Name:
103
No. 1 COMMON Course & Section: Group No.
LABORATORY
APPARATUS AND Professor: Date:
THEIR USES
1 Beaker 2 Test Tube Brush 3 Clamp Holder
4 Clay Triangle 5 Condenser 6 Distilling Flask
7 Medicine Dropper 8 Evaporating Dish 9 Funnel
I, Draw the following apparatus.
104
10 Glass Rod 11 Graduated Cylinder 12 Iron Stand
13 Iron Ring 14 Mortar and Pestle 15 Crucible and Cover
16 Rubber Tubing 17 Separatory Funnel 18 Test Tube
19 Test Tube Rack 20 Test Tube Holder 21 Laboratory Thermometer
105
22 Thistle Tube 23 Tripod 24 Watch Glass
25 Wire Gauze 26 Burette 27 Platform Balance
28 Buchner Funnel 29 Florence Flask 30 Bunsen Burner
31 Burette Holder 31 Pipet 33 Filter Flask
106
II, Write the functions of the Apparatus:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
107
26.
27.
28.
29.
30.
31.
32.
33.
108
Exercise Name:
No. 4 ATOMIC STRUCTURE Course & Section: Group No.
Professor: Date:
1. Which of the following sets of quantum numbers cannot exist in any atom?
3
(a) n = 2 , 1=1 , m =-1 , s=+
2
1
(b) n = 3 , 1=2 , m=0 , s=+
2
1
(c) n = 3 , 1=3 , m = -2 , s=-
2
1
(d) n = 4 , 1=1 , m =-2 , s=+
2
1
(e) n = 27 , 1 = 14 , m=8 , s=-
2
2. Give the electronic configuration of the last electron in each of the following
Atoms:
(A) 13 Al 27
(B) 18 Ar 40
(C) 25 Mn 55
(D) 33 As75
(E) 50 Sn119
3. List the quantum numbers of each of the twelve electrons of magnesium.
109
4. Which of the following sets of quantum numbers describe the most easily removed electron in a
boron atom in its ground state? Which of the electrons described Is the most difficult to remove?
1
(a) n=1 1=0 m=0 s=-
2
1
(b) n=2 1=1 m=0 s=-
2
1
(c) n=2 1=0 m=0 s=+
2
1
(d) n=3 1=0 m=1 s=-
2
1
(e) n=4 1=1 m=1 s=+
2
5. Describe the noble glass, representative elements, inner transition elements and transition
elements in terms of filling of s, p d and f subshells.
6. Which groups in the periodic table have the following electronic structures inn their valence
shells? (n is the principal quantum number)
(a) ns 2
(b) ns 2 np 1
(c) ns 2 np 3
7. Why is the radius of an Atom larger than the radius of a positive ion formed from it?
110
8. Explain the increasing radius of the ions F, O 2−¿¿, N 3−¿¿
9. Which of the following would have the higher ionization energy:
(a) K or Ca
(b) S or Cl
(c) Sr or Ba
10. What type of orbital is occupied by an electron with the quantum number n = 3, 1 = 2? How
many degenerate orbitals of this type are formed in an Atom?
111
Exercise Name:
No. 5 PERIODICITY OF THE Course & Section: Group No.

ELEMENTS
Professor: Date:
A Plot of the properties (Y-axis) of the elements against their atomic number (X-axis).
Graph 1: IONIZATION POTENTIAL VS. ATOMIC NO.
2: ELECTRONEGATIVITY VS ATOMIC NO.
3: ATOMIC SIZE VS. ATOMIC NO.
B Connect consecutive points with a solid line. If the data or an element are missing, use
A broken line to connect the elements that precedes and the elements that follow.
ATOMIC NAME IP ELECTRONEGATIVITY ATOMIC
NO. (EV) SIZE
1 Hydrogen 8.6 2.1 0.3
2 Helium 24.5 2.7
3 Lithium 5.4 1.0 1.33
4 Beryllium 9.3 1.5 0.9
5 Boron 8.3 2.0 0.8
6 Carbon 11.3 2.5 0.77
7 Nitrogen 14.5 3.0 0.73
8 Oxygen 13.6 3.5 0.74
9 Fluorine 17.4 4.0 0.71
112
10 Neon 21.5 4.4
11 Sodium 5.1 0.9 1.54
12 Magnesium 7.6 1.2 1.36
13 Aluminum 6.0 1.5 1.25
14 Silicon 8.1 1.8 1.15
15 Phosphorous 10.5 2.1 1.10
16 Sulfur 10.3 2.1 1.10
17 Chlorine 13.0 3.0 0.99
18 Argon 15.8 3.5
19 Potassium 4.3 0.8 1.96
20 Calcium 6.1 1.0 1.74
21 Scandium 6.5 1.3 1.44
22 Titanium 6.8 1.5 1.32
23 Vanadium 6.7 1.6 1.22
24 Chromium 6.7 1.6 1.18
25 Manganese 7.4 1.5 1.17
26 Iron 7.9 1.8 1.17
27 Cobalt 7.9 1.8 1.16
28 Nickel 7.9 1.8 1.16
29 Copper 7.6 1.8 1.15
30 Zinc 9.4 1.6 1.25
31 Gallium 6.9 1.6 1.25
32 Germanium 7.9 1.8 1.22
33 Arsenic 9.8 2.0 1.19
34 Selenium 9.8 2.4 1.16
35 Bromine 11.8 2.8 1.14
113
36 Krypton 14.0 3.0
37 Rubidium 4.2 0.8 1.25
38 Strontium 5.7 1.0 1.92
39 Yttrium 6.4 1.2 1.62
40 Zirconium 6.8 1.4 1.45
41 Niobium 6.9 1.6 1.34
42 Molybdenum 7.1 1.8 1.30
43 Technetium
44 Ruthenium 7.4 2.2 1.25
45 Radium 7.5 2.2 1.25
46 Palladium 8.3 2.2 1.28
47 Silver 7.6 1.9 1.34
48 Cadmium 9.0 1.7 1.48
49 Indium 5.8 1.7 1.44
50 Tin 7.3 1.8 1.41
114
__________________________________________________________________________________
No.___________________________________________________________________Date:________
115
Exercise Name:
No. 6 EMPIRICAL AND Course & Section: Group No.

MOLECULAR FORMULA
Professor: Date:
1, Derive the empirical formula of the substances having the following percentage compositions.
a. Fe = 63.53%
S = 36.47%
b. Fe = 46.55%
S = 53.45%
c. Cu = 50.26%
P = 16.23%
O = 35.51%
d. Na = 36.5%
H = 0.8%
P = 24.6%
O = 38.1%
116
2. A Borane (a compound containing only Boron and Hydrogen) analyzed 88.45% of
Boron. What is its empirical formula?
3. A compound of Aluminum and Chlorine is composed of 9.0 grams of Aluminum and

35.5 g of Chlorine. What is the empirical formula of the compound?
4. If a compound Y contains 2.98 carbon per gram of Hydrogen, what is its empirical
formula?
5. The complete combination of a Hydrocarbon is Oxygen produced 176 mg of CO 2

AND 108 mg H 2 O . Find the empirical formula.
6. A 1.5 gram sample of a compound containing only C, H and O was burned

completely. The only combustion products were 1.739 g CO 2 and 0.711 g of H 2 O .
What is the empirical formula of the compound?
7. Elementary analysis showed that an organic compound contained C, H and O as its

only elementary constituents. S 1.279 g sample was burned completely, as a result
of which 1.6 g of CO 2 and 0.770 g of H 2 O were obtained. A separately weighed
1.625 g sample contained 0.216 Nitrogen. What is the empirical formula of the
compound?
117
8. A molecular compound contains 92.3% Carbon and 7.7% Hydrogen. If the molecular
weight of the compound is 78.1 g/mole, what is the molecular formula?
9. A compound contains weight, 40.0% Carbon, 6.7% Hydrogen and 53.3% Oxygen. A
0.10-mole sample of his compound weight 6.0 g. Find the molecular formula of the
compound.
10. A certain compound of C and O has an approximately molecular weight of 290 and
by analysis is found to contain almost exactly 50% by the weight of each constituent.
What is the molecular formula of the compound?
11. A local anesthetic known as novocaine has the following analysis: 66.0% C, 8.47%
H, 11.9% N and 13.6% O. Find the molecular formula of novocaine if is molecular
mass is 236 g/mole.
12. A sample of aniline which contains Carbon, Hydrogen and Nitrogen was burned and
the masses of CO 2 and H 2 O formed were measured. A 1.00 g sample of Aniline
yields 2.84 g of CO 2 and 0.677 of H 2 O . The percent Nitrogen is determined by
difference. The molecular mass of Aniline is 93 g/mole. What is its molecular
formula?
118
Exercise Name:
No. 7 FORMULA WRITING AND Course & Section: Group No.

NAMING
Professor: Date:
A, Write the formula of the following compound:
1, Arsenic (III) Sulfate

2, Potassium Ferricyanide
3, Calcium Acetate
4, Ammonium Dichromate
5, Lead (II) Oxalate
6, Lithium Phosphate
7, Potassium Thiosulfate
8, Barium Arsenate
9, Hydrogen Peroxide
10, Magnesium Hydroxide
11, Aluminum Oxide
12, Copper (I) Sulfate
13, Sodium Carbonate
14, Zinc Chlorate
15, Mercury (II) Iodide
16, Antimonous Chromate
17, Hydrogen Nitrate
18, Cadmium Sulfite
19, Iron (II) Bicarbonate
20, Potassium Permanganate
21, Manganese (II) Bisulfate
22, Bismuth Iodate
23, Silver Phosphate
24, Chromium (III) Chloride
25, Strontium Sulfide
119
Exercise Name:
No. 8
CHEMICAL REACTIONS Course & Section: Group No.
Professor: Date:
1, Define:
Combination
Decomposition
Replacement
Double Decomposition
2, Complete and balance the following equations and state the type of chemical reaction each
belongs:
1, Zn + HCI
elec. current
2, NaCl
3, Na + O 2
4, BaCl 2 + Na2 SO4
120
5, KNO3
6, MgO + H 2O
7, AlCl3 + NH 4 OH
8, AgNO3 + NaCl
9, Mg + H 2 SO 4
10, HgO
3, Practice Exercises: Balance the following equations:
1, C2 H4 + O2 CO 2 + H2O
2, Al + HCI AlCl3 + H 2
3, CH 3 OH + O2 CO 2 + H2
4, C 2 H 5 OH + O2 CO 2 + H2O
5, N 2 O5 + H2O HNO3
6, KCIO 3 KCI + O2
7, FeS + O2 Fe2 O 3 + SO 2
8, Mg 3 N 2 + HCI MgCl 2 + NH 4 Cl
9, C6 H6 + O2 CO 2 + H2O
10, Fe(OH )3 + H 2 SO 4 Fe2 ( SO 4 ) 3 +

H2O
121
Exercise Name:
No. 9 STOICHIOMETRY Course & Section: Group No.
Professor: Date:
1, Calculate the number of the moles of Nitrogen required to react with 45 moles of Hydrogen to
form Ammonia. ( NH 3)
2, From the equation:
P + Cl 2 PCI 3
How many grams of Phosphorus Trichloride can be formed from 2.5 of moles of Chlorine?
3, Consider the question:
C2 H6 + O2 CO 2 + H2O
Calculate the number of moles of oxygen required to burn 72.0 grams of C 2 H 6 to form C O 2 and H 2 O .
4, For the complete combustion of 1.5 liters of Ethane, calculate the volume of O 2 required and the
volume of C O 2 and H 2O formed, all volumes being measured at 400℃ and 760 torr.
5, a) Calculate the number of moles of Oxygen produced by heating 2.75 grams of KCIO 3.
122
KCIO 3 KCIO + O 2
b) How many grams of KCI will be formed?
6, Using the same equation as in problem 5
Calculate the number of liters of Oxygen at STP produced by heating 0.480 mole of Potassium
Chlorate.
7, How many kilograms of Ferric oxide can be obtained by roasting 795 grams of Ferrous Sulfide?
FeS + O2 Fe2 O 3 + SO 2
8, Calculate the number of liters of Hydrogen gas at STP that could be produced by the reaction of
3.50 grams of Magnesium with excess Hydrochloric Acid.
Mg + HCI MgCl 2 + H2
9, Calculate the volume of Oxygen measured at STP which could be obtained by heating 30.0
grams of Potassium Nitrate, ( KNO3)
KNO3 O2 + KNO2
10, 5.0 grams of Iron (III) are reacted with 6.0 grams of Copper (II) Sulfate to produce Iron (III)
Sulfate and Copper Metal.
a. How many grams of Copper are formed?
b. Which is the limiting reactant?
123
Fe + CuSO 4 Fe2 ¿ + Cu
Exercise Name:
No. 10 GAS LAWS Course & Section: Group No.
Professor: Date:
Solve the following:
1, The volume of a sample of CO is 1.41 at 2.25 atm and 467K. What volume will it occupy at 4.5 atm
and 467K?
2, A sample of Oxygen, O 2 occupies 38.91 at ℃ and 917 mmHg. What volume will it occupy at STP?
3, A sample of N 2 occupies a volume of 1.941 at pressure of 98.84 kPa. What volume will it occupy at
the same temperature if the pressure is 452 ton?
4, A cylinder of Oxygen for medical use contains 35.41 of Oxygen at a pressure of 150 tm What is the
volume of this Oxygen at a pressure of 4.50 atm and the same temperature?
5, A 784 ml volume of Hydrogen measured at the normal boiling point of Nitrogen, -210℃ is warmed to
the normal boiling point of water, 100℃ . Calculate the new volume of the gas, assuming ideal behavior
and no change in pressure.
124
6, A gas occupies a volume of 46.25 ml at 726 125℃
a, calculate its volume at 705 mmHg and 125℃
b, calculate its volume at STP
7, How many moles of Cl 2 are contained in a 10.31 tank 21.2℃ if the pressure is 50.2 atm?
8, What is the temperature of 0.274 g sample of Methane, CH 4, confirmed in a 300 ml bulb at a

pressure of 105 atm?
9, What is the volume of a bulb that contains 9.15 g of Helium, He heat at 15℃ and pressure of 9.25
atm?
10, Assume that 453.6 g of dry ice, CO 2(s)is placed in an evacuated 3.7851 closed tank. What is the
pressure in the tank at a temperature of 33℃ after all the CO 2(s) has been converted to gas?
125
126

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Table of Contents

Laboratory Waste Disposal..................................................................................................................................5

This objective of this manual is to Introduce students to Chemistry

To assist the students, the authors have included review questions

To the students, the only way to really learn Chemistry is by solving

E. Marketing Crucibles and Glassware

F. Volumetric Measurements of Liquids

Laboratory Waste Disposal

How to Segregate Waste in The Laboratory

- Acids and bases.

A. READING VOLUMES IN THE GRADUATED CYLINDER.

NEVER set a stopper down.

The moistened neck and lip

Pour down a glass rod when possible.

First – Read the label twice.

Third – Moisten the inside of the

Scoop out a little o the materials with the spatula provided.

Tap the spatula until the desired amount falls off.

First – Make a single scratch with the triangular file.

Second – Place the thumbs together opposite the scratch.

Third – Pull and bend quickly.

Bend quickly to the desired shape and hold until it hardens.

Roll the tube in a Bunsen flame until

Adjust liquid flow by the

Swirl the liquid

Recommended technique for manipulation of a burette stopcock. Most left-

J. USING A TRANSFER PIPET

After discharge, allow

Touch tip to the

I. Objectives: 1. To learn the importance of measurement in chemistry

I. Rules and Precautions

A. On the use of the platform balance.

1. Keep the balance pans clean and dry.

B. On the use of graduated cylinder.

II. General Discussion:

PRECISION and ACCURACY

1. Using a platform balance, weigh, separately 3 - one peso coin

2. Record the mass of each coin

3. Put all 3 – peso coins on the pan and weigh.

4. Record the total mass of the 3 – one peso coins.

a. Using graduated cylinder, measure the capacity of a 50 ml beaker.

b. Fill the beaker with up to 50-ml level.

c. Pour contents into the graduated cylinder.

e. Repeat all these procedures, using this time a 250-l beaker.

b. Record these values (height, width and thickness).

c. Calculate the volume in cc, liters and quarts.

3. Irregular Shaped Solid

a. Place an initial volume of H 2 O in a graduated cylinder.

b. Immerse the irregular solid into the graduated cylinder.

c. Read the rise of the level of the water.

d. Record the initial and final volumes.

e. Calculate the volume of the irregular shaped solid.

1. Using a length of a string, measure circumference of four different sizes of

2. Draw the string around the beaker.

3. Mark the overlapped ends of the string.

5. Record this value.

8. Draw a line through a plotted point.

No. 1 MEASUREMENT: THE

Data and Calculations

Coin Mass of the coin ( x 1)

Calculate the sum ∑ = _______________________

Beaker Measured Volume Difference

2. Regular Shaped Solid

Tetra – Pack Juice Container Dimensions:

a. 55.9746 _ f. 1.8 x 10−4 __

b. 0.00495 _ g. 0.00680 __

c. 48,000 _ h. 1.00040 __

d. 83.00 _ i. 8.0000 __

e. 4.829 x 10−6 _ j. 48000 _