Unit 4 - Review on Basic Principles Applied in Analytical

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 results 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

____ 1. describes liquids that are insoluble in one another

____ 2. solution containing maximum amount of solute

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

____ 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.

____ 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

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

____ 7. reduces the number of moles per solution

____ 8. directly proportional

____ 9. solid substance

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

____ 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

____ 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

____ 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 _

____ 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

____ 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
 Content

1.1. Ionic Equations

These sample below was extracted from

http://dept.harpercollege.edu/chemistry/chm/100/dgodambe/thedisk/chemrxn/ionic2.htm

4.1.1 Write the molecular equation and balance it.

2 AgNO3 + Na2SO4 Ag2SO4 + 2 NaNO3

4.1.2. Determine the state of each substance (gas, liquid, solid, aqueous).

Soluble ionic are identified with an (aq), insoluble ones with an (s).

Most elements and covalent compounds are insoluble in water and should be shown with
an (s), (l) or (g).

2 AgNO3(aq) + Na2SO4(aq) Ag2SO4(s) + 2 NaNO3(aq)

4.1.3. Write the ionic equation by breaking all the soluble ionic compounds (those marked with an
(aq)) into their respective ions.

Each ion should be shown with its charge and an (aq) to show that it is present in solution.

Use coefficients to show the number of each ion present.

Rewrite the elements and covalent compounds as they appeared in the preceding step.

2 Ag+(aq) + 2 NO3-(aq) + 2 Na+(aq) + SO4-2(aq) Ag2SO4(s) + 2 Na+(aq) + 2 NO3-(aq)

4.1.4. Write the net ionic equation by removing the spectator ions.

Spectator ions are those ions that appear exactly the same on each side of the ionic
equation.

2 Ag+(aq) + SO4-2(aq) Ag2SO4(s)

 1.2. Methods of Expressing Concentrations

There are many ways in expressing concentrations and the following methods are the most commonly used.
Definition of the following terms and method were adopted from Quantitative Chemical Analysis, 12 th edition by
Hamilton and Simpson, 1973:

A. Gram per unit volume. This method expresses the concentration of solute in terms of grams (or
milligrams) in each liter (or millilitre) of solution.

B. Percentage composition. The concentration is expressed in terms of grams of solute per grams of
solution.

% solute = { wt. solute, g / ( wt. solute, g + wt. solvent, g ) } x 100

% Solvent = { wt. solvent, g / (wt. solute, g + wt. solvent, g) } x 100

C. Specific gravity. The specific gravity of a solution of a single solute is a measure of the concentration
of the solute in the solution.

D. Volume ratios. This method is used in a particular work requiring calculations from the volume used.
It given in terms of volume ratio of chemical reagent with high concentration and water.

Example: H2SO4 (1:3) means that for every volume of concentrated H2SO4 you have to add 3 volumes of water to
make a solution with the specified ratio.

E. Molar and Formal Solutions. A gram-molecular weight (or gram-mole, or simply mole) of a
substance is its molecular weight expressed in grams.

A formula weight is that weight in grams corresponding to the formula of the substance, thus, formula weight is
equal to gram-molecular weight.

A molar solution = gram-molecular wt. of solute / liter of solution

A formal solution = formula wt. of solute / liter solution

Molar solution = Formal solution

F. Normal solution (N) is one containing a gram-equivalent weight of solute in a liter of solution or
gram-milliequivalent weight in a milliliter of solution.

An equivalent weight of a substance is that weight which is directly or indirectly equivalent in reacting power of
an atom of hydrogen.

A milliequivalent weight is one thousandth of the equivalent weight.

A gram-equivalent weight is the equivalent weight express in grams and is therefore that weight equivalent to a
gram-atom (1.008) of hydrogen.

A gram milliequivalent weight is one thousandth of the gram equivalent weight.

The normality of the solution is its relation to the normal solution

Activity (a) of an ion or molecule can be found by multiplying its molar concentration(c) by an activity
coefficient (f). An activity coefficient is therefore a factor which converts molar concentration to a value which
expresses the true mass-action effect.

pH is defined as common logarithm of the reciprocal of the hydrogen ion concentration.

pH = log (1/H+) = - log [H+] = colog [H+]

pOH is the logarithm of the reciprocal of the hydroxyl ion concentration.

The pH value and the pOH value of pure water at 250C are each 7.0. In general, in any aqueous solution at 250C;

pH + pOH = 14

An acid solution has pH value less than 7.0; alkaline solutions pH values greater than 7.0

Buffered solutions are used to control the pH of a solution to a certain point where selective precipitation can
be made. They are also used in colorimetric determination of pH values by means of indicators.

Learning Activities:

Let’s do these…
 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?

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?

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?

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

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

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

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?

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?

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