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Analytical Chemistry
for Technicians
Fourth Edition
John Kenkel
Analytical
Chemistry
for
Technicians
Fourth Edition
Analytical
Chemistry
for
Technicians
Fourth Edition
John Kenkel
This book contains information obtained from authentic and highly regarded sources. Reasonable efforts have been
made to publish reliable data and information, but the author and publisher cannot assume responsibility for the valid-
ity of all materials or the consequences of their use. The authors and publishers have attempted to trace the copyright
holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this
form has not been obtained. If any copyright material has not been acknowledged please write and let us know so we may
rectify in any future reprint.
Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced, transmitted, or uti-
lized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopy-
ing, microfilming, and recording, or in any information storage or retrieval system, without written permission from the
publishers.
For permission to photocopy or use material electronically from this work, please access www.copyright.com (http://
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Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for
identification and explanation without intent to infringe.
Visit the Taylor & Francis Web site at
http://www.taylorandfrancis.com
and the CRC Press Web site at
http://www.crcpress.com
This book is dedicated to the hundreds of hardworking students
that have passed through my classroom and laboratory over
the past 36 years. Without them, the wonderful career that has
defined my professional life would have been a mere dream.
This book is also dedicated to the precious women in my personal life that
I dearly love—my wife, Lois, and my daughters, Sister Emily, Jeanie, and
Laura. May God bless you and keep you forever in the palm of His hand.
vii
viii Contents
2.8 Fusion............................................................................................................... 30
2.9 Sample Preparation: Liquid Samples, Extracts, and Solutions of Solids......... 30
2.9.1 Extraction from Liquid Solutions........................................................ 30
2.9.2 Dilution, Concentration, and Solvent Exchange................................. 32
2.9.3 Sample Stability.................................................................................. 32
2.10 Liquid–Liquid Extraction................................................................................. 32
2.10.1 Introduction......................................................................................... 32
2.10.2 The Separatory Funnel........................................................................ 33
2.10.3 Theory.................................................................................................34
2.10.4 Calculations Involving Equation 2.2................................................... 35
2.10.5 Calculations Involving Equation 2.3................................................... 36
2.10.6 Calculations Involving a Combination of Equations 2.3 (or 2.7)
and 2.4................................................................................................. 37
2.10.7 Calculation of Percent Extracted (Equation 2.5)................................ 37
2.10.8 Evaporators.......................................................................................... 38
2.11 Solid–Liquid Extraction................................................................................... 38
2.12 Distillation of a Mixture of Liquids................................................................. 39
2.13 Reagents Used in Sample Preparation.............................................................. 41
2.14 Labeling and Record Keeping.......................................................................... 41
14.6.2 Amperometry....................................................................................406
14.7 Karl Fischer Titration.....................................................................................406
14.7.1 End Point Detection..........................................................................406
14.7.2 Elimination of Extraneous Water......................................................407
14.7.3 The Volumetric Method....................................................................407
14.7.4 The Coulometric Method..................................................................409
xvii
xviii List of Experiments
• Over 150 new photographs and either new or reworked drawings spanning every chapter
to assist the visual learner.
• A new chapter on mass spectrometry.
• Thirteen new laboratory experiments, including nine “design an experiment” exercises.
• An “Introduction to Laboratory Work” section before Chapter 1 to give students a pre-
view of general laboratory considerations, safety, laboratory notebooks, and instrumental
analysis.
• “Application Notes” in each chapter. A few of these are carryovers of the “Workplace
Scenes” in the third edition, but most are new. The intent is to give students a larger hint of
how specific techniques may be routinely used in the laboratory.
• Calculation summary tables in Chapters 3 and 4.
• Relevant section headings in the end-of-chapter Questions and Problems section to help
better organize the material for students.
• An appendix providing a glossary of quality assurance and good laboratory practice (GLP)
terms.
• More end-of-chapter problems in Chapters 1, 2, 3, 6, and 14 covering statistics, liquid–liquid
extraction, gravimetric analysis, post-run instrumental analysis, and electrode potential.
• More examples of calculations covering liquid–liquid extraction theory and post-run
instrumental analysis in Chapters 2 and 6.
• The topic of refractometry has been moved to Chapter 7 from Chapter 15 since it repre-
sents a basic technique involving light.
• The topics of liquid–liquid extraction, solid–liquid extraction, and distillation–deionization
have been moved to Chapter 2 from Chapter 11 as sample and solution preparation tech-
niques rather than analytical separation techniques. Chapter 11 has become Chapter 10 and
is now dedicated to chromatography, and this is reflected in the chapter title “Introduction
to Chromatography.”
xix
© 2010 Taylor & Francis Group, LLC
xx Preface
• The topic of capillary electrophoresis has been moved from the former Chapter 11 to the
new Chapter 12 and expanded.
• Chapter 1 has been expanded to include more information on statistics.
• Expanded end-of-chapter “report”-type questions have been included in Chapters 5, 7, 8, 9,
11, 12, and 14 to give improved guidance to students as to how to answer these questions.
• De-emphasis of the Kjeldahl method in Chapter 5.
• Appendix 1 has been reworked to include the percent unit and deleting standardization and
percentages of analyte formulas.
• The material from the former Chapter 10 (“Other Spectroscopic Methods”) has been
moved to the new mass spectrometry chapter and to a new Chapter 15, “Miscellaneous
Instrumental Technique.”
• Coverage of the mathematical relationships involving wavelength, frequency, energy, and
wavenumber have been retained, but the calculations involving these relationships have
been deleted.
• The first few sections of Chapter 11, “Gas Chromatography,” have been rewritten to reflect
the popularity of capillary columns and to include more information about injectors.
GC-MS coverage has been moved to Chapter 13, “Mass Spectrometry.”
• The chapters on bioanalysis and physical testing methods have been deleted. Approximately
25% of this latter chapter is in the new Chapter 15, “Miscellaneous Instrumental Technique.”
• Coverage of recrystallization has been deleted.
One of the biggest changes is the introduction of an entirely new chapter on mass spectrometry,
Chapter 13, which includes coverage of GC-MS, LC-MS, LC-MS-MS, and ICP-MS. This chapter
follows other chapters on basic quantitative analysis, atomic and molecular spectroscopy, and gas
and liquid chromatography. It comes in the third course in the analytical chemistry sequence at
Southeast Community College, and while the students’ background is far from advanced at that
point, I find that they are well prepared for an illustrated but limited discussion of this important
topic.
What do I mean by illustrated? Reading this text, students will see dozens of new illustrative
drawings and photographs throughout, not just in Chapter 13. I find that most of my students learn
and I can teach best from illustrations. Whether the topic is laboratory glassware, spectrophotom-
eters, gas chromatographs, mass spectrometers, or electrodes, students are visual learners, and all
the drawings and photographs were created by me. I had no outside artist or photographer for this
text. Over the years, I have learned to use the drawing tools in PowerPoint to great advantage. I have
also learned how to use digital photography to great advantage. The drawings and photographs are
exactly as I intended them to appear because I created them. Some were done over the last 10 years
of teaching and others were done as I sat at my desk or laboratory bench the past 2 years and con-
templated how best to convey the information in this fourth edition.
From monochromators to capillary columns, from absorption spectra to standard curves, from
titration curves to electrodes, from double-beam spectrophotometers to quadrupole mass analyzers,
and from flame atomic absorption to ICP-MS, there are many new and, I trust, improved illustra-
tions and photographs for students to ponder.
Of course, I am anxious for students to get their hands on this fourth edition and to begin to
peruse its contents. It comes to you after 36 years of practice, and it has evolved considerably since
the first edition appeared in 1988. Good luck to you!
John Kenkel
Southeast Community College
I am indebted to my wife, Lois, for her superior proofreading skills. One thing I have learned
during my various writing projects over the years is that many errors seem to creep in unno-
ticed despite a seemingly thorough review by the author. For this project, Lois’ help was greatly
appreciated.
John Kenkel
Southeast Community College
xxi
© 2010 Taylor & Francis Group, LLC
Author
John Kenkel is a chemistry instructor at Southeast Community College (SCC) in Lincoln,
Nebraska. Throughout his 36-year career at SCC, he has been directly involved in the education of
chemistry-based laboratory technicians in a vocational program. He has also been heavily involved
in chemistry-based laboratory technician education on a national level, having served on a num-
ber of American Chemical Society (ACS) committees, including the Committee on Technician
Activities and the Coordinating Committee for the Voluntary Industry Standards project. In addi-
tion to these, he has served a 5-year term on the ACS Committee on Chemistry in the Two-Year
College, the committee that administers the Two-Year College Chemistry Consortium (2YC3) con-
ferences. He was the general chair of this committee in 1996. He later served a 3-year term on this
committee as the Industrial Sponsor Chair (2006–2008).
Mr. Kenkel has authored several popular textbooks for chemistry-based technician education.
Three editions of Analytical Chemistry for Technicians preceded the current edition, the first pub-
lished in 1988, the second in 1994, and the third in 2003. In addition, he has authored five other
books: Basic Chemistry Concepts and Exercises, published in 2011, Chemistry: An Industry-Based
Introduction and Chemistry: An Industry-Based Laboratory Manual, both published in 2000–
2001, Analytical Chemistry Refresher Manual, published in 1992, and A Primer on Quality in the
Analytical Laboratory, which was published in 2000. All were published through CRC Press/Lewis
Publishers.
Mr. Kenkel has been the principal investigator for a series of curriculum development project
grants funded by the National Science Foundation’s Advanced Technological Education Program,
from which four of his nine books evolved. He has also authored or coauthored four articles on the
curriculum work in the Journal of Chemical Education and has presented this work at more than
20 conferences.
In 1996, Mr. Kenkel won the prestigious National Responsible Care Catalyst Award for excel-
lence in chemistry teaching sponsored by the Chemical Manufacturer’s Association. He has a mas-
ter’s degree in chemistry from the University of Texas at Austin (1972) and a bachelor’s degree in
chemistry (1970) from Iowa State University. His research at the University of Texas was directed by
Professor Allen Bard. He was employed as a chemist from 1973 to 1977 at Rockwell International’s
Science Center in Thousand Oaks, California.
xxiii
© 2010 Taylor & Francis Group, LLC
Introduction to Laboratory Work
GENERAL CONSIDERATIONS
There is laboratory work, and then there is laboratory work! No doubt you have had a general
chemistry course before enrolling in the course for which this textbook is used. And no doubt there
was a laboratory section included in this general chemistry course. In this general chemistry labo-
ratory section, you paid attention to detail to the extent that you were able to pass the class with a
satisfactory grade. Perhaps you worked as part of a group of other students and never were quite on
your own for any of the tasks involved. You probably used ordinary laboratory balances, prepared
solutions in Erlenmeyer flasks or beakers, and used graduated cylinders to transfer volumes of solu-
tions from one container to another. In short, you did the work, but it was not important to strive for
highly precise measurements or results nor perhaps even highly accurate measurements or results.
All of that is about to change.
Perhaps you wondered about the nature of laboratory work in the real world. Perhaps you thought
about the analysis of pharmaceutical, food, or beverage samples, that is, samples that represent
products consumed by the general public. Or perhaps you thought about the analysis of a hospital
patient’s blood or urine. Would a supervisor demand more careful attention to detail in these situ-
ations? Indeed, the answer is a resounding “yes.” In this textbook, high precision and high accu-
racy are the name of the game. You will usually be working by yourself on a given analysis in the
laboratory and striving to meet the demands of your instructor to develop your analytical skill and
technique so you will be qualified to work in a real-world analytical laboratory. After all, you will
be using balances where the weight of your fingerprint is measureable and where you strive to keep
containers to be weighed free of fingerprints. You will be using glassware where a fraction of a drop
will make a difference in the position of a meniscus on a calibration line and make a difference in
the results. In short, when you complete the class for which this textbook is used and you enter the
real world, you will have the confidence to be successful no matter what demands are thrown at
you. You will be an analytical laboratory technician who works at a high level of analytical skill to
complete the tasks assigned.
xxv
© 2010 Taylor & Francis Group, LLC
xxvi Introduction to Laboratory Work
to establish safety ground rules for the particular laboratory in which they will be working. Total
awareness of hazards and dangers and what to do in case of an accident is the responsibility of each
student and the instructor.
1. Safety glasses must be worn at all times by students and instructors. Visitors to the labora-
tory must be appropriately warned and safety glasses made available to them.
2. Fume hoods must be used when working with chemicals that may produce hazardous
fumes.
3. The location of fire extinguishers, safety showers, and eyewash stations must be known.
4. All laboratory workers must know how and when to use the items listed in number 3.
5. There must be no unsupervised or unauthorized work in the laboratory.
6. A laboratory is never a place for practical jokes or pranks.
7. The toxicity of all the chemicals you will be working with must be known. Consult the
instructor, material safety data sheets (MSDSs), safety charts, and container labels for
safety information about specific chemicals. Recently, many common organic chemicals,
such as benzene, carbon tetrachloride, and chloroform, have been deemed unsafe. Eating,
drinking, or smoking in the laboratory is never allowed.
8. Never use laboratory containers (beakers or flasks) to drink beverages.
9. Shoes (not open-toed) must always be worn; hazardous chemicals may be spilled on the
floor or feet.
10. Long hair should always be tied back.
11. Mouth pipetting is never allowed.
12. Cuts and burns must be immediately treated. Use ice on new burns and consult a doctor for
serious cuts.
13. In the event of acid spills on one’s person, flush thoroughly with water immediately. Be
aware that acid–water mixtures will produce heat. Removing clothing from the affected
area while water flushing may be important so as to not trap hot acid–water mixtures
against the skin. Acids or acid–water mixtures can cause very serious burns if left in con-
tact with skin, even if only for a very short time.
14. Weak acids (such as citric acid) should be used to neutralize base spills, and weak bases
(such as sodium carbonate) should be used to neutralize acid spills. Solutions of these
should be readily available in the laboratory in case of emergency.
15. Dispose of all waste chemicals from the experiments according to your instructor’s
directions.
16. In the event of an accident, report immediately to your instructor, regardless of how minor
you perceive it to be.
17. Always be watchful and considerate of others working in the laboratory. It is important not
to jeopardize their safety or yours.
18. Always use equipment that is in good condition. Any piece of glassware that is cracked or
chipped should be discarded and replaced.
It is impossible to foresee all possible hazards that may manifest themselves in an analytical
laboratory. Therefore, it is very important for all students to listen closely to their instructor and
obey the rules of their particular laboratory in order to avoid injury. Neither the author of this text
nor its publisher assumes any responsibility whatsoever in the event of injury.
good analytical science. Not only must data obtained from samples and analytes be recorded, but it
must be recorded with diligence and with considerable thought being given to integrity and purpose.
Accordingly, an analytical laboratory will usually have strict guidelines with respect to labora-
tory notebooks. The following typifies what these guidelines might be.
I. General Guidelines
A. All notebooks must begin with a table of contents. All pages must be numbered, and
these numbers must be referenced in the table of contents. The table of contents must
be updated as projects are completed and new projects begun.
B. All notebook entries must be made in ink. Use of graphite pencils or other erasable
writing instruments is strictly prohibited.
C. No data entries will be erased or made illegible. If an error was made, a single line is
drawn through the entry. Do not use correction fluid. Initial and date corrections and
indicate why the correction was necessary.
D. Under no circumstances will the notebook be taken or otherwise leave the laboratory
unless there are data to be recorded at a remote site, such as a remote sampling site, or
unless special permission is granted by the supervisor.
E. The following notebook format should be maintained for each project undertaken:
(1) title and date; (2) purpose or objectives statement; (3) data entries; (4) results;
(5) conclusions. Each of these are explained below. In each case, write out and under-
line the words “title and date,” “objective,” “data,” etc. to clearly identify the beginning
of each section.
F. Make notebook entries for a given project on consecutive pages where practical. Begin
a new project on the front side of a new page. You may skip pages only in order to
comply with this guideline.
G. Draw a single diagonal line through blank spaces that consist of four or more lines
(including any pages skipped according to guideline “F” above). These spaces should
be initialed and dated.
H. Never use a highlighter in a notebook.
I. Each notebook page must be signed, dated, and possibly witnessed.
II. Title and Date
A. All new experiments will begin with the title of the work and the date the work is per-
formed. If the work was continued on another date, that date must be indicated at the
point the work was restarted.
B. The title will reflect the nature of the work or shall be the title given to the project by
the study director.
III. Purpose or Objectives Statement
A. Following the title and date, a statement of the purpose or objective of the work will be
written. This statement should be brief and to the point.
B. If appropriate, the standard operating procedure (SOP) will be referenced in this
statement.
IV. Data Entries
A. Enter data into the notebook as the work is being performed. This means that loose
pieces of paper used for intermediate recordings are prohibited. Entries should be
made in ink only.
B. If there is any deviation from the SOP, permission must be obtained from the study
director, and this must be thoroughly documented by indicating exactly what the devi-
ation is and why it occurred.
C. The samples analyzed must be described in detail. Such descriptions may include the
source of the sample, what steps were taken to ensure that the sample represents the
whole (reference SOP if appropriate), and what special coding may be assigned and
"Vivien,"
"The Guarded Flame," etc.
"A Confession,"
"The Widow," etc.