Lab session Lab introduction and safety skills Introduction Practical work has Its own set of skills. A number of these are related to working safely. Working safely Is essential In getting the maximum advantage from your practical work, In each investigation involving practical work, you are expected to: wear eye protection, suchas safety goggles or safety spectacles (note tat gogses ve more protection’ ‘¢ the back long halr and make sure that Items of clothing are tucked in © wear gloves when welghing, pouring or filtering hazardous chemicals. Its also advisable to wear a laboratory coat to protect your clothing from chemical splashes, All chemicals should be treated as hazardous, If they are spilt on the skin you must wash them off immediately using plenty of water. You may not be aware of the dangers of particular chemicals and therefore using them ‘without safety precautions can lead to unforeseen problems, Remember that you should also think about the hazards ofall of the substances produced in a chemical reaction, especlally when a gas Is given off. Chemical reactions that produce hazardous gases should be done In’a fume cupboard or well-ventilated room. As a learner you should take responsiblity for working safely and you must learn the meanings of the safety symbols shown In the table below. Table S.1 shows the most common hazard symbols In school science laboratories. An up-to-date list of CLEAPPS hazards can be downloaded from the internet, Task 1: Fill out the table below Pr ont moraes Peres The substance is corrosive. It will | Always wear safety gogoles and, If damage your skin and tissues if t_ | possible, gloves when using comes into contact with them. corrosive substances. The Snbsttce. 15 irritant. <_| Aays wear safety spectacies wen Te ae lis Let | using iritents. spttyp ani he Gubctonce. io TORE, 1 | Wear aloves and eye protection. may, COWL distarce oF Fehrs Fetunsior\ Tre uoranes Gyrammanto ard 1 Put your boky and Chey aos} Acorn thé, forktus od fle fee ‘The material Is a biohazard. Seek advice about particular Examples are bacteria and fungi. | biohazards, ‘he Sibjonve «% on Bho Hp oy ban jgition bien, GK Table S.4: Explaining hazard symbolsTask 2: Task 2: Complete in your study time out of class Re ‘ead the following websites (link) and answer the following questions. 1. What is the difference between risk and hazard? [Hasan eg to ee far a Ride ~ he Cone of Cousieey hori - 2, What are fume cupboards used for in the laboratory? To keep har2ardous and Fale gas 3, Give 5 examples of corrosive chemicals and give the necessary precautions you should take when using such chemicals. fatty FOL | ASO, HC 4, Why are alkali metals classed as potential explosive reagents in the laboratory and how could you minimise the risk of them causing an explosive reaction? The Cae IY TxA OT PRE ER aL AA TET OF Hel tg l| exgfacion,Lab session week 1 Task 3 Preparing a standard solution A standard solution is one that has a known concentration. With a standard Solution, itis possible to investigate the concentration of other solutions of unknown concentration by titration. A standard solution is made by dissolving an accurate mass of solute into a known volume of water. The first step is to calculate the mass of solute required to make up a standard solution. For example, if asked to prepare 250cm? of 0.100 mol dm sodium carbonate solution, you must first calculate what mass of sodium carbonate you need to weigh out. In equations used for calculating amounts and concentrations, the symbols refer to the following quantities C= concentration (mol dm=3) n= number of moles v lume (dm?) m = mass (a) M, = molar mass (g mol~?) Please note that not all substances make good standard solutions. This is because some substances can be difficult to obtain in a completely pure form, are unstable in air or are not readily soluble in water. calculating the mass of solute required Part on Before you start to prepare solution, you need to calculate the mass of solute you will need to weigh out using the relationships ii Sims Cc and n = 37 ‘The calculations to work out the mass of sodium carbonate required to prepare 280 cm® of 0.100 M solution are shown below 1003 0.250 n=CxY | p> FaeuNge C= 4 AE | mam |m=nxM,| mmm | m= (250% 10-2) x106=2.65g Figure P.4: Calculating the mass of socium carbonateees Lab session week ] Part 2: Making 250cm! of the standard solution Apparatus required | Top pan balance and weighing boat 250cm? Beaker Glass stirring rod Filter funnel Plastic dropper for delivering small volumes 250cm® volumetric flask Eye Protection Access to distilled water Solute Method 1. Use the weighing boat to weigh out the required amount of solute. Empty it into a 250 cm® beaker. To ensure there is no solute remaining in the weighing boat, wash the weighing boat twice using distilled water from a wash bottle and pour the washings into the beaker. 2. Rdd more water to the beaker so that you have about 100 cm®. Stir the mixture with a stirring rod until all the sodium carbonate has dissolved. 3. Place the filter funnel into the neck of the 250 cm® volumetric flask and pour the contents of the beaker into the flask. 4. Using a wash bottle, rinse the beaker and pour the washings into the volumetric flask. Repeat this several times. You must also rinse the stirring rod. 8. When the level of the liquid is just a few cm® below the mark on the neck of the volumetric flask, take the dropper and with great care use it to add distilled water from the wash bottle to the solution one drop at a time until the lowest point of the meniscus is touching the line as shown in the figure below.Lab session week ] ‘meniscus line on neck of volumetic flask Figure P.2: Fling 2 volumeine tsk 2 dropping pipette 6. Place the stopper in the neck of the volumetric flask and, keeping the stopper firmly in the neck using your thumb, mix the solution by turning the flask upside down at least five or six times. If you move the flask and still see swirling currents in the liquid, you have not mixed enough- just turned upside down a few more times Figure $3 Shaking @ volumetric flaskLab session week 1 Task 4 Questions to complete in lab Anhydrous sodium carbonate can be used as a primary standard in acid-base titrations. In an experiment, a student weighed an empty weighing bottle on an analytical balance. She took the bottle off the balance pan added some anhydrous sodium carbonate and reweighed the bottle, after which she tipped the sodium carbonate into a 100 cm beaker and weighed the bottle again. Using a stirring rod, she dissolved the sodium carbonate in deionised water, and then poured the solution into a 250 cm? graduated volumetric flask. She washed the beaker and stirring rod with distilled water and transferred the washings also to the graduated flask. With more distilled water she made the solution up to the graduation mark, adding water dropwise at the end. Finally, she inserted the stopper and slowly inverted the flask about six times. Why did the student use an analytical balance? yo et The pIeLbe MNS; OF Pie Cokium Cour Bonet Why did she take the bottle off the balance pan before adding the sodium carbonate? Veda hy, ot Canter dligfurbing Fhe recta ek L Why did she reweigh the bottle after tipping the sodium carbonate into a beaker? Gubstiok fe Seon ocight hy frat veghy Belimvote wephe oF pliss Heoker C0 Gat the hess ch MeylOz. Why did she use deionised water rather than tap water? To make mie Pe ton ‘aside the wertey avd fH PH ts neutral ot 7 wists asad eaciie a im aLab session week } Why did she wash out the beaker and transfer the washings? | To pisshe the feadie oF pwher OF Mi, $0; foneke Swe cll Abe S02] Late thinskricA to fie_volumetyic fest « ene When filling the flask to the graduation mark, why did she add deionised water dropwise at the end? [To add He [ask few atop withart crosiany Ue fhe. Ine Of lane How did the student know when she had added the correct amount of water? DH pmike fare the lowest weber bru ey reaches fe Ine of finde aecded - Why did she invert the flask about six times? To. Gl Wank ASAE ord ve R Ve Gruesoree Why did she invert the flask slowly? Palue energy te overd PN oud What would the student have done if she had overfilled the graduated flask with deionised water? Restart the prepatetionThis will be completed in your study time This document has active links which will link to the stream site. Your teacher will send you the links via Teams. : Watch the below videos in your own time at home Standard solution preparation Lab safety video . Microsoft forms quiz Codes for quiz: Either scan the QR code with your smartphone or device to enter the quiz, Make sure you scan the class you are in, check your timetable AS.A.CHEM1 or ASA. CHEM2 to see the class When sitting the quiz make sure you complete it in one sitting. The quiz will be assessed and is compulsory that you complete it. You will get results as soon as you submit the quiz.