RHENA S.

GADOR

Unit 4- Review on Basic Principles Applied

Analytical
in
Chemistry

This unit presents the basic guiding principles used in analytical

chemistry. These principles were discussed in previous chemistry courses. It
includes chemical reactions and mathematical manipulations in order to
quantify resu
lts from data given or obtained.

Learning Outcomes

 Demonstrate mathematical skills in solving problems of the different methods of expressing

concentration;
 Acquire laboratory skills in volumetric measurements and demonstrate proper techniques
applicable and
 Develop competency in preparing reagent solution according to required concentration.

Pretest

Test I. Match each item with the correct statement below.

a. Henry's law b. immiscible c. saturated solution

d. supersaturated solution e. concentration

__b__ 1. describes liquids that are insoluble in one another

__c__ 2. solution containing maximum amount of solute

__d__ 3. solution containing more solute than can theoretically dissolve at a given temperature

__a__ 4. At a given temperature, the solubility of a gas in a liquid is directly proportional to the pressure of the
gas above the liquid.

__e__ 5. measure of the amount of solute dissolved in a specified quantity of solvent

Match each item with the correct statement below.

a. molarity b. dilutions c. Henry’s law d. solute e. solvent

__a__ 6. number of moles of solute dissolved in 1 L of solution

__b__ 7. reduces the number of moles per solution

__c__ 8. directly proportional

__d__ 9. solid substance

Test II. Multiple Choice Identify the choice that best completes the statement or answers the question.

__a__ 10. Which of the following usually makes a substance dissolve faster in a solvent? a. agitating the
solution b. increasing the particle size of the solute c. lowering the temperature d. decreasing the number
of particles

___a_ 11. Which of the following pairs of factors affects the solubility of a particular substance?

a. temperature and the nature of solute and solvent

b. temperature and degree of mixing

c. particle size and degree of mixing

d. particle size and temperature

__b__ 12. In a concentrated solution there is ____.

a. no solvent b. a large amount of solute

c. a small amount of solute d. no solute _

__c__ 13. What does NOT change when a solution is diluted by the addition of solvent?

a. volume of solvent b. mass of solvent

c. number of moles of solute d. molarity of solution

___b_ 14. How many mL of a 2.0M NaBr solution are needed to make 200.0 mL of 0.50M NaBr?

a. 25 mL c. 100 mL b. 50 mL d. 150 mL
 Assessment

Test I. Solve the following problems:

Problem 1. A 5.0-g sample of spinal fluid contains 3.75 mg (0.00375 g) of glucose. What is the percent by mass of
glucose in spinal fluid?

 The spinal fluid sample contains roughly 4 mg of glucose in 5000 mg of fluid, so the mass fraction of
glucose should be a bit less than one part in 1000, or about 0.1%. Substituting the given masses into the
equation defining mass percentage yields:
1g
1000mg
3.75mg glucose x
%glucose=
=0.075%
5.0g spinal fluid

The computed mass percentage agrees with our rough estimate (it’s a bit less than 0.1%).
Note that while any mass unit may be used to compute a mass percentage (mg, g, kg, oz, and so on), the
same unit must be used for both the solute and the solution so that the mass units cancel, yielding a
dimensionless ratio. In this case, we converted the units of solute in the numerator from mg to g to
match the units in the denominator. We could just as easily have converted the denominator from g to
mg instead. As long as identical mass units are used for both solute and solution, the computed mass
percentage will be correct.

Problem 2. Concentrated hydrochloric acid is an aqueous solution of 37.2% HCl that is commonly used as a
laboratory reagent. The density of this solution is 1.19 g/mL. What mass of HCl is contained in 0.500 L of this
solution?

 The HCl concentration is near 40%, so a 100-g portion of this solution would contain about 40 g of HCl.
Since the solution density isn’t greatly different from that of water (1 g/mL), a reasonable estimate of
the HCl mass in 500 g (0.5 L) of the solution is about five times greater than that in a 100 g portion,
or 5×40=200g.5×40=200g. In order to derive the mass of solute in a solution from its mass percentage,
we need to know the corresponding mass of the solution. Using the solution density given, we can
convert the solution’s volume to mass, and then use the given mass percentage to calculate the solute
mass. This mathematical approach is outlined in the flow chart below:

Volume of Mass of solution

Mass of HCI (g)
solution (ml) (g)
Multiple by Multiple by
Density (g/mL) mass percent as ratio
(g HCI/g solution)

For proper unit cancellation, the 0.500-L volume is converted into 500 mL, and the mass percentage is
expressed as a ratio, 37.2 g HCl/g solution:

500 mL solution 1.19 g solution 37.2 g HCI

=221 g HCI
mL solution 100 g solution
Problem 3. A bottle of a tile cleanser contains 135 g of HCl and 775 g of water. What is the percent by mass of
HCl in this cleanser?

Mass
 Percent by mass = part
Mass X 100
whole %

135 g HCI
Percent by mass =
X g)
(135 g HCI + 775 100 %

135 g
Percent by mass = HCI
910 g X 100 %
Percent by mass = 14.835…% or 14.8 % HCI

Test II – Perform Laboratory Activity on Volumetric Measurement

Accuracy in volume measurements Requirements

● 50 mL burette ● Burette clamp and stand ● Funnel ● Water

● 100 mL graduated cylinder ● 100 mL beaker

Health and safety Outline instructions

1. Set up a burette on a stand assembly (see Figure 4.1)

2. Fill the empty burette with water. Make sure the meniscus of the water in the burette rests on the 0.00
mL line at the top of the burette (see Figure 4.2).

Figure 4.1. Burette assembly set up retrieved from

https://www.rsc.org/cpd/teachers/content/filerepository/frg/pdf/Accuracyinvolumemeasurements.pdf
Figure 4.2. Burette filling and stopcock open and close positions

3. Place a 100 mL graduated cylinder beneath the tip of the burette. Open the stopcock and slowly release
about 40 mL of water from the burette into the graduated cylinder. Record the exact volume of water
dispensed from the burette in the appropriate column of the results table. In this experiment the
volume released from the burette will represent the accepted value.

4. Read the volume of water in the graduated cylinder by observing the markings on the side of the
cylinder. Be sure to read the volume at the bottom of the meniscus. Record the volume of water in the
graduated cylinder in the correct column of the results table.

5. Pour the water in the measuring cylinder into the beaker. Read the volume of water in the beaker by
observing the markings on the side of the beaker. Record this volume in the correct column of the
results table.

6. 6. Calculate the difference in the volume read from the graduated cylinder and the volume read from
the burette. Enter the difference in the “Difference” column of the results table.

7. Calculate the difference in the volume read from the beaker and the volume read from the burette.
Enter the difference in the “Difference” column of the results table

Table 4.1. Table of volumetric data and results

 Results
Volume (mL) of water Difference
Volume dispensed from burette Accepted value = 40 mL 0.0 mL
Volume in graduated cylinder 40.3 mL 0.3 mL
Volume in beaker 40.5 mL 0.5 mL

The accuracy of a piece of laboratory glassware is often expressed in terms of its percentage error. The lower the
percentage error, the more accurate the piece of glassware.

Percentage error can be calculated using the expression:

% error = [(difference between measured value and accepted value)/accepted value] × 100

Use your experimental results to calculate the percentage error of:

(i) the 100 mL measuring cylinder

40.3 mL – 40 mL
% error = X 100
40 mL
% error = 0.3 mL
X 100
40 mL
% error = 0. 75

(ii) the 100 mL beaker Notes/observations/questions

40.5 mL – 40 mL
% error = X 100
40 mL
% error = 0.5 mL
40 mL X 100
% error = 1.25

1. Based on your calculations, which of the two (the beaker or the measuring cylinder) is the more accurate
piece of apparatus when measuring volume?

 Measuring cylinders are more accurate at reading the liquid's volumes, whereas Glass Beakers are
better for stirring and mixing liquids and solids in liquids.
2. Look closely at the calibration markings on each of the three pieces of equipment. Why do you think the
burette reading was chosen as the accepted value?

 I think it is because it consists of a graduated glass tube with a stopcock (turning plug, or spigot) at
one end. On a liquid burette, the stopcock is at the bottom, and the precise volume of the liquid
dispensed can be determined by reading the graduations marked on the glass tube at the liquid level
before and after dispensing it.

3. Which piece of glassware should not be used in a quantitative experiment? Give reasons for your choice.

 The glassware should not be used in a quantitative experiment is beakers because their accuracy for
volume measurements is so poor. They can hold a much larger volume than any of the other types of
glassware, however, which makes them useful for mixing solutions.