Final Inorganic Chem W Qa Laboratory

A Laboratory Experiments for
Inorganic Chemistry with

Qualitative analysis
Liezel G. Abellanosa,ME-Envi,ChE
Sajid S. Ingilan, MEAL
1|Page
PREFACE
The experiments’ illustrated in this manual is design to support the basic theories,
concepts and laws in chemistry and even relating its principles to daily activities. This will
serve as an introductory hands-on activity thereby conditioning the students to follow
procedures and develop a technique in dealing with laboratory operations.
The experimental procedures in this manual are easy to follow with precautions in
order to avoid or prevent a potential hazard. A series of questions are also included in every
experiment to measure the ability of the student to answer questions and create generalizations
to each and every concept.
It is the authors’ wishes that this could be an effective learning material enhancing
their skills and to develop an attitude of being patient in conducting the tasks assigned as well
having the opportunity to do a collaborative effort between team members and could highly
create an avenue to interact with each other effectively as a team.
L.G.A
S.S.I
2|Page
Table of Contents
CONTENT PAGE
Preface i
Table of Contents ii
Laboratory Rules iii
Safety Tips iv
The Bunsen burner viii
Common laboratory Operations x
Measurements ix
EXPERIMENT NO.
1. Measurements 20
2. Classification of Matter 25
3. Changes of Matter 29
4. Chemical Bonding 33
5. Types of Chemical Reactions 36
6. Rates of Chemical Reactions 40
7. Oxygen 45
8. Hydrogen 48
9. Water 53
10. Solutions 56
11. Colloids 60
12. Electrolytes 64
13. Classification of compounds 68
14. Titration 72
15. Flame Test 74
16. Relative Activity of some metals 77
3|Page
LABORATORY SAFETY RULES
Mr. Thackwray's
nobel.scas.bcit.ca
General Guidelines
1. Conduct yourself in a responsible manner at all times in

the laboratory.
2. Follow all written and verbal instructions carefully. If

you do not understand a direction or part of a procedure,
ASK YOUR TEACHER BEFORE PROCEEDING WITH THE
ACTIVITY.
3. Never work alone in the laboratory. No student may

work in the science classroom without the presence of the
teacher.
4. When first entering a science room, do not touch any

equipment, chemicals, or other materials in the laboratory
area until you are instructed to do so.
5. Perform only those experiments authorized by your

teacher. Carefully follow all instructions, both written and
oral. Unauthorized experiments are not allowed.
6. Do not eat food, drink beverages, or chew gum in the

laboratory. Do not use laboratory glassware as containers
for food or beverages.
4|Page
7. Be prepared for your work in the laboratory. Read all
procedures thoroughly before entering the
laboratory. Never fool around in the
laboratory. Horseplay, practical jokes, and pranks are
dangerous and prohibited.
8. Always work in a well-ventilated area.
9. Observe good housekeeping practices. Work areas should

be kept clean and tidy at all times.
10. Be alert and proceed with caution at all times in the

laboratory. Notify the teacher immediately of any unsafe
conditions you observe.
11. Dispose of all chemical waste properly. Never mix

chemicals in sink drains. Sinks are to be used only for
water. Check with your teacher for disposal of chemicals
and solutions.
12. Labels and equipment instructions must be read

carefully before use. Set up and use the equipment as
directed by your teacher.
13. Keep hands away from face, eyes, mouth, and body
while using chemicals or lab equipment. Wash your hands
with soap and water after performing all experiments.
14. Experiments must be personally monitored at all

times. Do not wander around the room, distract other
students, startle other students, or interfere with the
laboratory experiments of others.
15. Know the locations and operating procedures of all

safety equipment including first aid kit(s), and fire
extinguisher. Know where the fire alarm and the exits are
located.
16. Know what to do if there is a fire drill during a

laboratory period; containers must be closed, and any
electrical equipment turned off.
5|Page
Clothing 17. Any time chemicals, heat, or glassware are used,
students will wear safety goggles. NO EXCEPTIONS TO THIS
RULE!
18. Contact lenses may be not be worn in the laboratory.
19. Dress properly during a laboratory activity. Long hair,

dangling jewelry, and loose or baggy clothing are a hazard
in the laboratory. Long hair must be tied back, and
dangling jewelry and baggy clothing must be
secured. Shoes must completely cover the foot. No sandals
allowed on lab days.
20. A lab coat or smock should be worn during laboratory

experiments.
Accidents and Injuries 21. Report any accident (spill, breakage, etc.) or injury
(cut, burn, etc.) to the teacher immediately, no matter
how trivial it seems. Do not panic.
22. If you or your lab partner is hurt, immediately (and

loudly) yell out the teacher's name to get the teacher's
attention. Do not panic.
23. If a chemical should splash in your eye(s) or on your

skin, immediately flush with running water for at least 20
minutes. Immediately (and loudly) yell out the teacher's
name to get the teacher's attention.
6|Page
24. All chemicals in the laboratory are to be considered
dangerous. Avoid handling chemicals with fingers. Always
Handling Chemicals use a tweezers. When making an observation, keep at least
one foot away from the specimen. Do not taste, or smell
any chemicals.
25. Check the label on all chemical bottles twice before

removing any of the contents. Take only as much chemical
as you need.
26. Never return unused chemicals to their original

container.
27. Never remove chemicals or other materials from the

laboratory area.
Handling Glassware and 28. Never handle broken glass with your bare hands. Use a
Equipment brush and dustpan to clean up broken glass. Place broken
glass in the designated glass disposal container.
29. Examine glassware before each use. Never use chipped,

cracked, or dirty glassware.
30. If you do not understand how to use a piece of

equipment, ASK THE TEACHER FOR HELP!
31. Do not immerse hot glassware in cold water. The

glassware may shatter.
Heating Substances 32. Do not operate a hot plate by yourself. Take care that
hair, clothing, and hands are a safe distance from the hot
plate at all times. Use of hot plate is only allowed in the
presence of the teacher.
7|Page
33. Heated glassware remains very hot for a long
time. They should be set aside in a designated place to
cool, and picked up with caution. Use tongs or heat
protective gloves if necessary.
34. Never look into a container that is being heated.
35. Do not place hot apparatus directly on the laboratory

desk. Always use an insulated pad. Allow plenty of time
for hot apparatus to cool before touching it.
8|Page
LABORATORY SAFETY TIPS
www.genium.com/webclub
9|Page
THE BUNSEN BURNER
hrsbstaff.ednet.ns.ca
The Bunsen burner is used frequently in the laboratory as a source of heat. This
burner is designed so that gaseous fuel may be mixed with the correct amount
of air to yield the maximum amount of heat. In order to use this burner
properly and safely, it is essential that you understand its construction and the
adjustments that can be made.
The three principal parts of the burner are: barrel, needle valve, and base. The
quantity of gas admitted to the burner is controlled by the needle valve, while
the air needed for combustion is admitted at the small opening around the
bottom of the barrel. The air is controlled by turning the barrel so as to make
the air holes larger or smaller.
Always open the desk outlet valve fully and regulate the gas supply to the
burner by the needle valve. Always extinguish your burner by turning off the
desk outlet valve (and then closing the needle valve and barrel.) If there is an
accident always shut off the desk outlet valve immediately.
Steps to light a Bunsen burner:

1. Check connections to burner and desk outlet valve.
2. Close needle valve and barrel.
3. Open desk outlet valve fully.
4. Check for leaks with flame.
5. While holding flame above barrel, open needle valve 1/2 turn.
6. Adjust barrel and needle valve for blue in blue flame.
Always light burner in open space on lab counter. After you have adjusted it for
the flame needed move it into position. One person in lab group is always
responsible for maintaining the burner and flame.
10 | P a g e
Burner Procedure:
1. Light the burner according to our rules. Observe the yellow flame which is
produced because not enough air is admitted to give complete combustion. The
yellow color is caused by small particles of unburned carbon which become
incandescent.
2. Now rotate the barrel until the flame is entirely blue. Two different zones
should appear when the burner is correctly adjusted. Too much air should not
be admitted as it may cool the flame or blow it out entirely. After having the
teacher confirm a good hot, blue flame draw a diagram of the flame (use labels
and descriptions). Indicate on your diagram of the flame where the hottest
part of the flame is located.
SOURCE: ScienceByJones.com
11 | P a g e
COMMON LABORATORY OPERATIONS
The separation of mixtures into its constituents in a pure state is an important process
in chemistry. The constituents of any mixture can be separated on the basis of their
differences in their physical and chemical properties e.g., particle size, solubility,
effect of heat, acidity or alkalinity etc.
Some of the methods for separation of mixtures are:
 Sedimentation or Decantation method

The coarse particles of the solid being heavier than the liquid (usually water), settle
down due to gravity. The clear upper layer of the liquid is then gently poured out into
another container. Settling down of the coarse particles due to the effect of gravity is
called sedimentation. The mechanical transfer of the clear upper liquid without
disturbing the settled solid particles is called decantation.
Process: The mixture is taken in a container and allowed to stand for some time. The
solid particles settle down with time. Settling down of the particles leaves the upper
layers of the liquid clearer. Bigger particles settle down faster than the finer
particles. Sometimes the sedimentation process is hastened by adding a small
quantity of alum. Al3+ ions in alum cause the coagulation of the fine particles by
undergoing hydrolysis to Al(OH)3 that has a strong tendency for adsorption.
dict.youdao.com
Figure1. Sedimentation/Decantation
 Filtration
The solvent molecules and the molecules/ions present in the solution can pass
through the porous membranes while the suspended particles cannot and are retained
on the porous membrane.
Process: The solution containing the suspended impurities is made to pass through
the porous membrane such as filter paper, filter cloth etc. The solvent or solution
containing dissolved substances passes through the porous membrane, which is called
filtrate. The insoluble solid suspended particles that remain on the porous membrane
12 | P a g e
is termed residue. When the suspended impurities are very fine, a small amount of
alum added to the suspension makes filtration faster.
Procedure for standard gravity filtration
1) Select and fold the filter paper
Select the size of filter paper that, when folded, will be a few millimeters below the
rim of your glass funnel. Fold the paper into a cone by first folding it in half, and then
in half again, as shown or you use the fluted filter paper method.
orgchem.colorado.edu
Figure2. Folding Filter Paper
2) Filter the solution
Support the glass funnel in a ring or place it in the neck of an Erlenmeyer flask. Wet
the filter paper with a few milliliters of the solvent to be used in the following
procedure. Wetting the paper holds it in place against the glass funnel. Pour the
mixture to be filtered through the funnel, in portions if necessary.
Figure3. Filtration
13 | P a g e
 Evaporation
Liquids evaporate at all temperatures. Evaporation becomes faster at higher

temperatures.
Process: The solution containing the mixture is taken in a china dish and heated
gently. Gradually the solvent evaporates and the solution containing the dissolved
solute becomes thicker. The semi-solid mass left on the china dish is slowly heated to
dryness.
Figure4. Evaporation
 Crystallization
This method is used to separate a solid compound in pure and geometrical form. A
nearly saturated solution of an impure substance is prepared in a hot solvent. The
prepared solution is quickly filtered and the filtrate is then allowed to cool slowly in a
china dish. The resulting pure crystals that form are removed with the help of a
spatula. They are dried by pressing them between the folds of filter papers and finally
put into a desiccator.
 Magnetic Separation
The magnetic component of the mixture is separated with the help of the magnetic
attraction.
Process: A magnet is moved over the mixture containing the magnetic substance e.g.,
iron filings. These get attracted to the magnet. The process is repeated until the
magnetic material is completely separated from the mixture.
14 | P a g e
separatewithmagnets.blogspot.com
Figure5. Separation of a magnetic substance by a magnet
 Sublimation
This method is used to separate volatile solids, from a non-volatile solid. The mixture
is taken in a china dish covered with a perforated filter paper on which an inverted
glass funnel is placed to collect the vapors. Upon heating, the substance vaporizes
and gets deposited on the walls of the funnel. The non-volatile substances are left in
the dish.
meritnation.com
figure6. Sublimation
 Distillation
Distillation is used for separating the constituents of a liquid mixture, which differ in
their boiling points. Depending upon the difference in the boiling points of the
constituents, different types of distillation like fractional distillation, steam
distillations etc. are employed.
15 | P a g e
Wikipedia.com
Figure7. Distillation Set-Up
 Chromatography
This technique is based on the differential adsorption of various components of a

mixture on a suitable adsorbent called the stationary phase while the liquid in which
the substance is dissolved is called the mobile or moving phase. Depending on the
nature of the two phases there are various types of chromatography. In the method of
adsorption chromatography used in column chromatography the adsorbent alumina is
packed in a column, which acts as a stationary phase. The mixture is dissolved in a
suitable solvent and the solution is poured on top of this column. The mixture moves
down and the different components of the mixture get adsorbed in different strengths
on the alumina surface. The adsorbed components are then eluted out by the mobile
phase (solvent).
dynamicscience.com.au
Figure8. Chromatography
 Solvent Extraction Method

Organic compounds, which are easily soluble in organic solvents but insoluble or
immiscible with water forming two separate layers, can be easily separated. The
aqueous solution of the mixture is mixed with a small quantity of organic solvent in a
separating funnel. The separating funnel is stoppered and shaken strongly. It is
16 | P a g e
allowed to stand for some time. The organic liquid and water form separate layers,
which are collected by opening the stop-cock. The aqueous layer is again transferred
to the separating funnel. The process is repeated with more organic solvent.
 Extraction
It is a technique used to separate and/or purify compounds. In this method, you can
separate a mixture of various immiscible compounds such as a mixture containing
anthracene, p-nitroaniline, and benzoic acid into the individual components based on
their differing solubilities in immiscible phases.
archives.library.illinois.edu umich.edu
Figure9. Separating Funnel
 Centrifugation
A centrifuge separates a heterogeneous mixture of solid and liquid by spinning it.

After a successful centrifugation, the solid precipitate settles to the bottom of the
test tube and the solution, called the cetrifugate, is clear.
ptbeach.com
Figure10. Centrifuge
17 | P a g e
MEASUREMENTS
 Titration
 Reading volume
mayshan2919.blogspot.com sciencetoolbox.com
18 | P a g e
 Measuring mass of an object
 Water displacement
learn.uci.edu
19 | P a g e
EXPERIMENT NO. 1
MEASUREMENTS
We frequently use measurement every day in our lives. We measure weights of cargoes,
census, driving distances, internet services, and the timing of favourite TV programs. A
measurement is consists of two parts: a number and a unit. A number is meaningless without
its unit. At present the international system SI or known as the metric system, originated in
France is now widely used to define the unit of measurements. However the English system of
units such as in pounds, miles, gallons, feet, yard, and so on is still used in the United States.
The fundamental unit of mass in kilogram, length in meter, time in seconds, temperature in
Kelvin “although degree Celsius is commonly used to forecast medical and weather conditions”,
amount of substance in moles, luminous intensity in candela, and electricity in Ampere are
commonly used today to express the unit used in measurement.
In this experiment it is important to learn how to use the data to derived mathematical
relationship between the two systems of units and to learn how to use the techniques which
are essential for successful completion of laboratory activity.
PROCEDURE:
A. LENGTH
1. Measure a book with a ruler. Determine its width, length, and thickness.
2. Measure the length of a glass rod.
B. VOLUME
In measuring volume of liquids in the laboratory, graduated cylinders, burets, and pipets
are used, beakers, Erlenmeyer, etc are used for approximate volume of liquids.
1. Fill a 250mL Erlenmeyer up to the brim, using the graduated cylinder. Measure
the volume it contains.
2. Repeat the procedure using a small test tube and a beaker.
C. MASS
The weight of an object is normally determined by the use of a balance. Operate the
balance properly to get appropriate weight of an object.
1. Weigh a spot plate in grams.
2. Weigh an evaporating dish in grams.
20 | P a g e
D. TEMPERATURE
1. Place chunks of ice in a beaker. Measure its temperature. Make sure that the bulb of
the thermometer will not touch the sides and bottom of the beaker.
2. Repeat the procedure using tap water.
3. Place 100mL water in a beaker and carefully bring to boil, measure its temperature.
Make sure that the bulb of the thermometer will not touch the sides and bottom of
the beaker.
E. DENSITY
1. Weigh a clean and dry empty 100mL graduated cylinder. Record its weight. Fill the
graduated cylinder with 50mL water. Record as the initial volume. Weigh again with
water. Record its weight.
2. Weigh a clean and dry pebble. Carefully drop it into a graduated cylinder containing
50 mL water. Read carefully the increase in volume of water (displacement method).
Calculate the density of the pebble and water.
21 | P a g e
ACTIVITY REPORT
EXPERIMENT NO.1 MEASUREMENTS
Rating: ________________
Name/Group no. _____________________________ Date Performed: ________
Course/Yr. /Sec.: ______________________________ Date Submitted: _________
DATA AND RESULTS:
BOOK GLASS ROD

Unit Width Length Thickness Length
Cm
M
In
VOLUME OF WATER
Units ERLENMEYER BEAKER TESTUBE
mL
L
ounces
MASS OF AN OBJECT
Units SPOT PLATE EVAPORATING DISH
pounds
Grams
kilograms
22 | P a g e
TEMPERATURE OF WATER
Units TAP COLD HOT
DENSITY OF SUBSTANCE
water pebble
mass of empty cylinder mass of pebble
mass of cylinder with
water volume of water
volume of water with
volume of water pebble
mass of water increase volume of water
density of water density of pebble
Show computation on density in mg/mL and kg/L:
1. Density of Water
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Density of Pebble (water displacement method)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
23 | P a g e
QUESTIONS
1. What is the volume of the book in terms of cubic centimetre? Show computation.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Did the water boil at exactly 100oC? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Explain why should the bulb of the thermometer must not touch the sides or bottom
of the beaker?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. When a glass ware has its marked capacity, does it mean it should be full to the brim?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
24 | P a g e
EXPERIMENT NO. 2
CLASSIFICATION OF MATTER
Matter is simply all materials around the universe is composed. All matter is composed
of tiny particles called atom. According to Democritus atoms comes from the Greek word
atomos, meaning “not to cut” which are the basic unit of matter. Matter can either be a pure
substance or a mixture, and a pure substance could be either a compound or an element.
A compound is characterized by its chemical formula, which gives the ratio of compound
in its constituent element and identifies each element by its atomic symbol. An element is a
pure substance, which consist of identical atoms and classified as metal, non-metal and
metalloid according to its properties.
A mixture is made up of two or more pure substances, each having a different physical
property, either homogenous mixture which is uniform throughout and heterogeneous mixture
which is not uniform throughout. A mixture could be separated physically according to the
following methods: sublimation, filtration, decantation, distillation, evaporation,
chromatography, sublimation, or using a magnet, a separatory funnel, and a mechanical siever,
etc.
Matter undergoes changes according to its properties and the reaction it undergoes. A
chemical property can only be observed when a substance undergoes a chemical change or
when a substance is reacting or not. Physical properties on the other hand, are those properties
which can be observed such as color, odor, density, solubility, melting point, boiling point, etc.
A change of states of matter without altering its chemical component could be classified under
physical change.
PROCEDURES:
A. ELEMENTS
1. To a separate watch glass place half spatula of sulfur and iron fillings. Examine its
constituents using a hand lens.
2. Place a bar magnet under the watch glass on each of the two substances and set the
magnet in motion. Observe its effects.
3. Mix the iron fillings and sulfur powder on a watch glass. Again place a bar magnet
under the watch glass set in motion. Observe its effects on the mixture.
25 | P a g e
B. COMPOUNDS
Place 3mL of 6M HCl solution on a clean test tube. Add small size mossy zinc. Observe.
C. SEPARATION OF COMPONENT MIXTURE (using sublimation method)
Mix half spatula of benzoic acid and table salt in an evaporating dish. Cover with
filter paper. Using a pen, prick a small hole at the center of the filter paper, then cover
with an inverted funnel with cotton plug. Heat gently, with a medium flame. Cool the
mixture before examining the crystals. CAUTION: DO NOT INHALE THE VAPOR,
RESPIRATORY IRRITANTS.
To the following mixture design a method of separating these mixtures. Refer your
answer to the common laboratory methods.
a. Sand and iron fillings

b. Benzoic acid and salt
c. Starch and water
d. Alcohol and water
e. Oil and water
f. Salt and water
26 | P a g e
ACTIVITY REPORT
EXPERIMENT NO.2 CLASSIFICATION OF MATTER
Rating: ________________
Course/Yr. /Sec.: ______________________________ Date Submitted:_________
DATA AND RESULTS:
A. ELEMENTS
Substance Sulfur Iron fillings

chemical formula
physical property
effect on bar
magnet
B. COMPOUNDS
Observations
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. SEPARATING MIXTURES
MIXTURE CLASSIFICATION METHODS OF SEPARATION

Sand and iron fillings
Benzoic acid and salt
Starch and water
Alcohol and water
Oil and water
Salt and water
27 | P a g e
QUESTIONS
1. How matter is classified? Make a diagram of its classification. Paste a computerized

diagram.
2. Define each classification of matter and give at least two examples.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. In what way/s was Democritus’s atomic theory similar to Dalton’s theory?

___________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
28 | P a g e
EXPERIMENT NO. 3
CHANGES OF MATTER
Matter always undergoes changes whether it is physical or chemical. The change of

state of matter is called phase change, whether from solid to liquid, liquid to gas, solid to gas,
and etc, and is constantly changing.
A physical change is when there is no change in chemical composition although physical

property is usually altered significantly as matter undergoes physical change.
In any chemical change, on the other hand, one or more substances are used up, one or
more substances are formed, and energy is absorbed or release. All chemical change processes
are accompanied by an energy change.
Energy is always released or absorbed every time there is a chemical or physical changes
occur. When energy is released to the surroundings usually as heat energy, is called exothermic.
Some chemical reactions and physical changes, however, are endothermic; that is they absorb
energy from their surroundings.
PROCEDURES:
A. PHYSICAL CHANGE
1. Place a few solid calcium chloride in a watch glass let it stand for a few minutes or
until reaction has taken place. Observe and identify the phase change involve in this
procedure.
2. Place a few ice in a clean and dry beaker let it stand for 15 minutes. Observe its
effect at the sides of the beaker and identify the phase change involve in this
procedure.
3. Place 50mL tap water into an Erlenmeyer flask. Heat until it boils. Put off the flame
and immediately expose a clean and dry beaker close to its open end. Observe its
effect inside the beaker and identify the phase change involve in this procedure.
4. Place a few crystals of iodine in a dry test tube. Heat and observe its effects. Cool the
test tube. Examine its constituents using a hand lens and identify the phase change
involve in this procedure.
29 | P a g e
B. CHEMICAL CHANGE
1. Place 2mL of 6M Hydrochloric acid in a clean and dry test tube. Add a small piece of
mossy zinc. Observe.
2. Mix 1mL 1M Calcium chloride and 1mL of 1M Sodium carbonate in a clean and dry
test tube. Observe.
3. Place 1mL of 95% Ethyl alcohol in an evaporating dish. Carefully introduce a glowing
splinter or lighted matchstick. Observe.
4. Clean a strip copper wire with a sand paper. Hold the wire with a tong and heat over
an ignited Bunsen burner with a blue flame until red hot. Cool and examine the wire
using a hand lens.
5. Clean a strip of magnesium ribbon with a sand paper. Hold one end of the ribbon
with a tong. Heat over an ignited Bunsen burner. Carefully drop the ash into a dry
and clean evaporating dish. Save the ash to be used for procedure 6.
6. Place 1mL of 6M Hydrochloric acid in two test tubes. To the first tube, drop a small
piece of sand papered magnesium ribbon. To the second, add the ash obtained from
procedure 5. Compare the reaction of the two test tubes.
30 | P a g e
ACTIVITY REPORT
EXPERIMENT NO.3 CHANGES OF MATTER
Rating: ________________
DATA AND RESULTS:
A. PHYSICAL CHANGE
PHASE CHANGE ENERGY CHANGE
Procedure from to exothermic endothermic OBSERVATIONS
B. CHEMICAL CHANGE
TEST SUBSTANCE OBSERVATIONS
31 | P a g e
QUESTIONS
1. Identify all the physical change that took place in procedures 1 to 4?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Explain how does heat change the phases of matter?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Identify all the evidences that took place involving chemical change.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Identify which chemical change from the experiment. Illustrate how the change took
place.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
32 | P a g e
EXPERIMENT NO. 4
MOLECULAR SHAPED MODELS OF CHEMICAL BONDS
Chemical bonding refers to the attractive forces that hold atoms together in one
compound. It involves only the valence electrons, which are usually the electrons in the
outermost occupied shells, and is represented by Lewis dot formula to illustrate the shapes of
molecules, atoms, and ions. The stable balance of attractive and repulsive forces between
atoms when they share electrons is known as covalent bonding. There are two major classes of
bonding this atoms together, the ionic and covalent bond.
Ionic bonding results in the electrostatic interaction among ions which results from the
net transfer of electrons from one atom or group of atoms to another, compounds containing
this type of bond are ionic compounds.
Covalent bonding results from the sharing of one more electron pairs between two
atoms, compounds containing this type of bond are covalent compounds.
In this experiment, the student will made use of the modelling clay to construct a
molecular model.
PROCEDURES
Mold the clay into the desired round-shaped balls, one color per atom. To determine
the proportional size of each atoms refer to the atomic number of the element corresponding
to the molecular formula. Insert the stick on both ends of the balls. Refer to the table in the
activity sheet for the molecules to be constructed and the bond angles accuracy. Submit each
model to the instructor for approval. Complete the table. (Alternative solution refer to the
VSEPR theory in your reference book to predict the shape of the molecules)
33 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 4 CHEMICAL BONDS
Rating: ________________
DATA AND RESULTS:
Molecular Central Atom Bonded Lone Shape of Draw the Molecular

Formula Angle pairs Pairs molecules model
34 | P a g e
QUESTIONS
1. What is a molecule?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What are hybridized atomic orbital? How is the theory of hybridized atoms useful?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Discuss the basic idea of Valence Shell Electron-Pair Repulsion (VSEPR) theory.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. What type of chemical bond holds C and H atom together?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
35 | P a g e
EXPERIMENT NO. 5
TYPES OF CHEMICAL REACTIONS
Chemical reactions can result in the formation or dissociation of molecules, that is,
molecules breaking apart to form two or much smaller molecules, or rearrangement of atoms
within or across molecules. During chemical reactions, bonds between atoms break and form
another compound, resulting in different substances with different properties. Chemical
reactions are classified according to types of reactions. Combination, decomposition, single
replacement, and metathesis reactions, are the classification of chemical reactions.
Combination reaction occurs when two or more substances combine to form a

compound. They may involve the combination of two elements to form a compound, the
combination of an element and a compound to form a single new compound, and the
combination of two compounds to form a single new compound.
Decomposition reactions are those in which a compound decomposes to produce two

elements, one or more elements and one or more compounds, or two or more compounds.
Single displacement/replacement reactions are those in which one element displaces

another from a compound. These reactions are always oxidation-reduction reactions. All basic
reactions are based form the activity series of an element.
Metathesis/double replacement reactions are those two compounds in aqueous

solutions, the positive and the negative ions exchange their oxidation numbers. This also
involves neutralization reactions and precipitation reactions.
PROCEDURES:
A. COMBINATION REACTION
1. Clean an inch copper wire using a sand paper. Observe its physical appearance
before and after cleaning, using a tong heat the copper wire over the flame until its
red hot. Remove and allow to cool. Examine the effect using a hand lens.
2. Do the same for an inch magnesium ribbon, then drop the ash into a clean and dry
evaporating dish. Record all observations.
36 | P a g e
B. DECOMPOSITION REACTION
Heat 1 g of Potassium chlorate in a clean and dry test tube when it becomes foggy,
introduce a glowing splint or a lighted long steam match about an inch inside the
test tube. Observe the glow of the flame. Caution: Do not drop the match inside the
test tube.
C. SINGLE DISPLACEMENT REACTION

1. Place 5mL of Copper sulfate solution into a clean and dry test tube. Drop a clean iron
nail into the test tube. Observe for 20 minutes.
2. Place 2mL of 6N Hydrochloric acid into clean and dry a test tube. Drop a small piece
of aluminum churning into the test tube.
3. Place 5mL of Iron II sulfate solution into a clean and dry test tube. Drop a copper
wire and observe its effects after 20 mins.
D. METATHESIS OR DOUBLE DISPLACEMENT REACTION

1. Place 3mL Lead (II) nitrate in a clean and dry test tube. Add 3mL of Potassium
chromate. Observe for 3 minutes.
2. Place 2mL of Calcium chloride into a clean and dry test tube. Add 2mL of Sodium
carbonate. Record all observations.
3. Place 3mL of Calcium carbonate into a clean and dry test tube. Add 5mL 6N
Hydrochloric acid. Record all observations.
37 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 5 TYPES OF CHEMICAL REACTIONS

Rating:________________
Course/Yr./Sec.: ______________________________ Date Submitted:_________
DATA AND RESULTS:

REACTANTS PRODUCTS OBSERVATIONS
A. COMBINATION
1.
2.
B. DECOMPOSITION
C. SINGLE DISPLACEMENT
1.
2.
3.
D. METATHESIS
1.
2.
3.
38 | P a g e
QUESTIONS
1. What is a chemical reaction?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Write the chemical equations that represent each type of chemical reactions performed in
this experiment.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Which type of chemical equation generally involves oxidation-reduction reaction?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
39 | P a g e
EXPERIMENT NO. 6
RATES OF CHEMICAL REACTIONS
Often we want a reaction to take place rapidly enough to be practical but not so rapid to
be dangerous. On the other hand, we want some undesirable reactions, such as the spoiling of
foods to take place more slowly.
Chemical kinetics is the study of rates of chemical reactions, the factors that affect
reaction rates, and the mechanism by which the reaction occurs. The rate of chemical reactions
refers to the conversion of the amount of reactants to form products, some are fast and some
requires a longer time to complete.
The rates of reactions are usually expressed in units of moles per liter per unit time.
Such rates are influence by several factors. These are the (1) nature of the reactants, (2) the
presence of catalyst, (3) the concentration of reactants, and (4) the change in temperature.
PROCEDURES:
A. NATURE OF REACTANTS
1. Place 3mL of 6N HCl to each of five test tubes. Drop the following metals: Al, Zn, Mg, Cu,
and Pb to each of the test tube. Let it stand for 30 minutes or until noticeable reaction
took place.
2. Place 5mL of Copper (II) chloride into a clean and dry test tube. Drop Aluminum turning
let it stand until a noticeable reaction took place.
B. PRESENCE OF CATALYSTS
1. Place 1mL of acidified potassium permanganate to each three test tube. To the first add
3mL of hydrogen peroxide solution, to the second add 3mL of sodium oxalate solution,
and do not add anything on the third this will serve as your control solution. Place all
your test tubes in the test tube rack. Observe until changes occurs and compare the rates
of reaction that took place in the 3 test tubes.
2. Place 2mL of hydrogen peroxide into a clean and dry test tube. A micro spatula add a
pinch of manganese dioxide. Compare the rate of reaction to procedure one.
C. CONCENTRATION OF REACTANTS
Place 3mL of 1M HCl, 3M HCl, and 6M HCl in a separate test tubes. Add a strip of
magnesium ribbon to each test tube. Observe and compare the rates of reaction that
takes place in the 3 test tubes. Rank the rate of the 3 test tubes.
40 | P a g e
D. CHANGES IN TEMPERATURE
Place 1mL of acidified potassium permanganate to each three test tube. To the first add
3mL of sodium oxalate, place the test on a beaker with warm water previously boiled, to
the second add 3mL of sodium oxalate and let stand at room temperature, and do not
add anything on the third. Compare the rates of reaction that took place in the 3 test
tubes until the noticeable changes took place.
41 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 6 RATES OF CHEMICAL REACTIONS
Rating:________________
DATA AND RESULTS:

A. NATURE OF REACTANTS
Samples REACTIONS OBSERVATION
1.
2.
B. PRESENCE OF CATALYST
Samples OBSERVATION
1.
2.
42 | P a g e
C. CONCENTRATION OF REACTANTS
Samples OBSERVATION
1.
2.
3.
D. CHANGES IN TEMPERATURE
Samples OBSERVATION
1.
2.
3.
Note: for correct result to single displacement refer to metals activity series.
43 | P a g e
QUESTIONS
1. Rank the metals according to its reaction with hydrochloric acid.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What is the role of sodium oxalate, hydrogen peroxide, manganese (II) peroxide in
procedure B?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. How does, temperature affects the rate of chemical reactions?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
44 | P a g e
EXPERIMENT NO. 7
PROPERTIES OF OXYGEN
Oxygen is the most abundant chemical element, by mass, in our biosphere, air, sea and
land. Oxygen is the third most abundant chemical element in the universe, after hydrogen and
helium. Cold water holds more dissolved O2. The unusually high concentration of oxygen gas on
Earth is the result of the oxygen cycle, when plants, through the agency of chlorophyll, converts
carbon dioxide into carbohydrates and releases oxygen in the atmosphere, thereby replenishing
the oxygen that has been taken from the air.
Free oxygen also occurs in solution in the world's water bodies. The increased solubility
of O2 at lower temperatures has important implications for ocean life, as polar oceans support a
much higher density of life due to their higher oxygen content.
Elemental oxygen is an odorless and colorless gas that makes up about 21% by volume
of dry air. In liquid and solid state, it is pale blue. Oxygen readily forms oxides upon reaction of
metal and non-metal, and supports combustion.
PROCEDURES
A. TEST FOR THE PRESENCE OF OXYGEN

1. Place 1g of potassium chlorate in a clean and dry test tube. Heat the mixture over a
flame. Bring a glowing splinter or a lighted match to its mouth. Do not drop the lighted
match stick into the test tube. Observe.
2. Repeat the procedure using ferric oxide, calcium chloride and silicon dioxide “sand”.
B. REACTIONS OF OXYGEN
1. Place 1g of potassium chlorate in a clean and dry watch glass and a pinch of Manganese
dioxide. Mix and transfer to a large test tube. Cover the test tube with cork with hole.
Invert a test tube covering the hole of the cork. Heat the mixture until floggy in
appearance then cover the test tube with a cork. Collect at least two to three, save for
the next procedure.
2. Carefully open the cork. Quickly bring a glowing splinter or lighted match stick to its
mouth. Compare the result to procedure 1.
3. Ignite a magnesium ribbon. Quickly open the mouth of the second test tube and drop the
lighted magnesium ribbon add 1mL water to the test tube cover with cork and shake.
Drop a piece of lithmus paper. Observe.
45 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 7 PROPERTIES OF OXYGEN
Rating: ________________
DATA AND RESULTS:
A. TEST FOR THE PRESENCE OF OXYGEN
Sample REACTION OBSERVATION

Potassium
chlorate
Ferric oxide
Calcium
chloride
Sand
B. REACTIONS OF OXYGEN
Sample REACTION OBSERVATION
Test tube 1
Test tube 2
46 | P a g e
QUESTIONS
1. What indicates the presence of oxygen?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Give at least 5 properties of oxygen.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What is the role of manganese dioxide in the reaction?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. What do the change of lithmus paper indicates?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
47 | P a g e
EXPERIMENT NO. 8
PROPERTIES OF HYDROGEN
Hydrogen is the most abundant chemical element in the universe, making up 75% of
normal matter by mass and over 90% by number of atoms (most of the mass of the universe,
however, is not in the form of chemical-element type matter, but rather is postulated to occur
as yet-undetected forms of mass such as dark matter and dark energy). This element is found in
great abundance in stars and gas giant planets. Molecular clouds of H2 are associated with star
formation. Hydrogen plays a vital role in powering stars through proton-proton reaction and
CNO cycle nuclear fusion. Throughout the universe, hydrogen is mostly found in the atomic and
plasma states whose properties are quite different from molecular hydrogen. Molecular
hydrogen is colorless, odorless, and non-poisonous.
Under ordinary conditions on Earth, elemental hydrogen exists as the diatomic gas, H 2.
However, hydrogen gas is very rare in the Earth's atmosphere (1 ppm by volume) because of its
light weight, which enables it to escape from Earth's gravity. However, hydrogen is the third
most abundant element on the Earth's surface, mostly in the form of chemical compounds such
as hydrocarbons and water.
PROCEDURES
A. SOURCES OF HYDROGEN
Action of metals on acids
1. Place 5mL of 12M HCl in a test tube. Carefully add a piece of mossy zinc and cover the
test tube with another test tube by inverting it to the mouth, make sure that the test
tubes have same diameter. Remove the inverted test tube after gas is collected and
immediately bring a glowing splint or a lighted match stick at the mouth of the test
tube, record your observations. Be careful to place a glowing splinter or lighted match
stick since it will cause a very light explosion.
2. Repeat the procedure using the following metals: magnesium, aluminum, iron, lead, and
copper. Perform one test at a time.
Action of metal on different acids

3. Place 5mL 6N sulfuric acid on a clean and dry test tube. To another test tube place 6N
nitric acid. To each test tube add a piece of mossy zinc. Invert a clean and dry test tube.
48 | P a g e
Remove the inverted test tube and quickly bring a lighted match stick on the mouth its.
Observe and compare the reactions for each test tube.
B. PROPERTIES OF HYDROGEN
1. Place 10mL of 12M HCl to a clean and dry test tube. Add pieces of mossy zinc. Invert
a clean and dry empty test tube. Collect at least 3 test tubes of gas by the action of
the solution, cork the collected gas.
Test for the presence of hydrogen

2. Open another test tube of gas. Quickly insert a lighted match stick on its mouth.
3. Open another test tube upside down for 30 seconds then bring a lighted match stick
on its mouth.
Test for density of hydrogen

4. Hold an empty test tube upside down and open the last test tube of gas upside
down for 1 minute then bring a lighted match stick to the mouths to each of the test
tubes. Observe and compare the results.
49 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 8 PROPERTIES OF HYDROGEN
Rating: ________________
DATA AND RESULTS:

A. SOURCES OF HYDROGEN
OBSERVATIONS
Action of metals on acids
Samples Action to HCl Action to lighted match stick
Mg
Pb
Zn
Fe
Cu
Al
Action of metal on different acids
Action to Action to Action to lighted match stick
50 | P a g e
B. PROPERTIES OF HYDROGEN
OBSERVATIONS
Test for the presence of hydrogen
test tube 1
test tube 2
Test for the density of hydrogen
test tube 1
test tube 2
51 | P a g e
QUESTIONS
1. To which of the following solution shows displacement of hydrogen from acid? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. To which of the following solutions cannot displace hydrogen from acids? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Can sulfuric acid and nitric acid displaced hydrogen? Write the reaction involved.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. When the test tube of gas is left open for 1 minute, does it contain hydrogen? Compare it
to the empty test tube? What property of hydrogen is shown by this result? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
52 | P a g e
EXPERIMENT NO. 9
WATER AND ITS PROPERTIES
Water is a chemical substance with the chemical formula H2O. A water molecule
contains one oxygen and two hydrogen atoms connected by covalent bonds. It is a liquid at
ambient conditions, but it often co-exists on Earth with its solid state, ice, and gaseous state.
Water also exists in a liquid crystal state near hydrophilic surfaces. It covers 70.9% of the Earth's
surface, and is vital for all known forms of life. Water on Earth moves continually through the
hydrological cycle of evaporation and transpiration, condensation, precipitation, and runoff,
usually reaching the sea. Evaporation and transpiration contribute to the precipitation over
land.
Hard water is water that has high mineral content (in contrast with soft water). Hard
water has high concentrations of Ca2+ and Mg2+ ions. The hardness of water is often indicated
by the non-formation of suds when soap is agitated in the water sample. With hard water, soap
solutions form a white precipitate (soap scum) instead of producing lather. Water softening is
the reduction of the concentration of calcium, magnesium, and other ions in hard water.
When a solid ionic compound is added to water, water molecules surround the ions at
the surface of the crystals. The attraction between ions and water molecules is so strong in
some cases the water molecules forms an integral part of the crystal structure of the solids.
Water molecules in crystals are called water of hydration, crystals without its water is called
anhydrous. Some anhydrous crystals become hydrated upon standing in air, are called
hygroscopic.
PROCEDURES
A. TEST FOR HARDNESS OF WATER

1. In a separates test tube place 10mL of the following; tap water, distilled water, and
sodium chloride solution. Add 3 drops of silver nitrate solution to each test tube.
Compare the results.
2. Place 2mL of each of the following solution in a watch glass. Evaporate to dryness
over a beaker or water bath with boiling water. Observe.
B. HYDRATES
Place half spatula of copper II sulfate in a test tube. Heat over a flame until a
noticeable change occurs. Completely cool the test tube. Add 3 drops of water. Observe.
Use test tube holder for heating solutions on a test tube.
53 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 9 WATER AND ITS PROPERTIES
Rating: ________________
DATA AND RESULTS:
OBSERVATIONS
A. Test for Hardness of Water
Sample After adding silver nitrate After evaporation
tap water
distilled water
Sodium chloride
solution
B. Hydrates
Sample After heating After Cooling and Adding water
Copper II sulfate
54 | P a g e
QUESTIONS
1. To which of the following sample do water solutions considered as hard? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What is the role of silver nitrate in the test?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Is distilled water soft or hard?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Why do laboratory analyst use distilled water in preparing solutions?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
55 | P a g e
EXPERIMENT NO. 10
SOLUTIONS
A solution is a homogeneous mixture made up of solute dissolved in a solvent. Solutions

are clear, have variable composition, do not settle, may be separated by physical means, and
pass through filter papers. The most common units that are used to express the concentration
of solutions are percentage, molarity, dilution, parts per million, and parts per billion.
A solution may be described as soluble, slightly insoluble, not soluble, which is

dependent on the solute – solvent ratio, described as saturated, unsaturated, and
supersaturated. Whether a particular solute dissolves in a particular solvent it will depend on
the factors that affect its solubility. These are (1) the nature of the solute and solvent, (2) the
temperature of the mixture, and (3) pressure for gases. The effect of temperature of solubility
differs according to the state of solute, while pressure generally affects only those involving the
solution of gases.
Solubility of a solid or liquid is the maximum amount of the solid that will be dissolve in
a given amount of particular solvent at a given temperature. The general rule of solubility is
“like dissolves like”, meaning polar solute is dissolve in polar solvent and nonpolar solutes are
dissolve in nonpolar solvent. However there are nonpolar compound that are soluble on a polar
solvent, and depends on the reaction of hydrogen bond to the nonpolar molecules.
PROCEDURES:
A. SOLUBILITY OF SOLID IN LIQUIDS

1. Place a small amount the following substance in a separate test tube just enough to
be dissolved: sugar, cupric sulphate, sodium chloride, starch, naphthalene. Add 10mL
tap water, cover with cork and shake. Let it stand for 10 minutes. Record all
observations. Save the solution for the next procedure.
2. Place 200mL water in a beaker, this will serve as the water bath. Heat to boil. Set off
the flame and place all test tube with insoluble solution remove all the cork before
placing them in the water bath for 5 minutes, shake and record all observations.
B. SOLUBILITY OF LIQUIDS IN LIQUIDS

1. Place 2mL of distilled water in a clean and dry test tube. Add 3mL 95% ethyl alcohol
shake. Add 1mL more, shake and record all observations.
2. Place 3mL distilled water in a clean and dry test tube. Add 1mL of glycerine, shake
and record all observations.
56 | P a g e
C. SOLUBILITY OF GAS IN LIQUIDS
1. Open a canned soft drink, place at least 50mL in the beaker, record all observations .
2. Half fill a beaker with tap water. Invert a fully filled test tube in a beaker. Clamp the test
tube in a vertical position with the mouth below the surface of the water in a beaker.
Heat gently until a noticeable changes occur, and record all observations.
D. CLASSIFICATION OF SOLUTIONS
1. Dissolved 1g of sugar in 250mL beaker containing 15mL water. This is your first
solution. Record all observations.
2. Use the first solution. Add more sugar until no more dissolves. This is your second
solution. Record all observations.
3. . Add 5g of sugar.
4. Fill enough water into a water bath. Heat until boiling. Place the beaker containing
the second solution into the water bath continue stirring until all crystals disappear
from solution. Set off the flame and remove the solution. Completely cool the
solution. Record all observations. Do not place very hot glassware directly on the
table use a wooden place mat to avoid breakage, thermal shock causes crack on
the apparatus.
57 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 10 SOLUTIONS
Rating:________________
DATA AND RESULTS:
A. SOLUBILITY OF SOLIDS IN LIQUIDS

SOLUBILITY
Samples COLD HOT
1
2
3
4
5
B. SOLUBILITY OF LIQUIDS IN LIQUIDS

Samples SOLUBILITY
1
2
C. SOLUBILITY OF GAS IN LIQUIDS

Samples OBSERVATION
1.
2.
D. CLASSIFICATION OF SOLUTIONS
Samples CLASSIFICATION
1
2
3
58 | P a g e
QUESTIONS
1. Explain why are sugar and salt, more soluble at higher temperature?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Explain why some liquids are not soluble in water?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Define saturated, unsaturated and supersaturated?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Discuss what happened to the third solution in procedure D.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
59 | P a g e
EXPERIMENT NO. 11
COLLOIDS DISPERSION
Colloids or colloidal dispersion represents an intermediate kind of mixture in which the

solute-like particles or dispersed phase, are suspended in the solvent-like phase, or dispersing
medium. Like solutions, colloid is a combination of solid, liquids, and gas. It is classified as
hydrophilic, “water loving” (gels, gelatinous substance, etc) or hydrophobic “water hating”
(milk, mayonnaise, etc) based on the surface characteristics of the dispersed particles. Colloidal
dispersion is generally prepared by two methods: condensation of particles of molecular or
ionic dimensions into colloidal size, and dispersion, which is the integration of large masses into
colloidal dimensions.
Colloidal particles has the property to scatter light in all directions this phenomenon is
called Tyndall effect. A typical cone shape light created by a light of a vehicle at night is an
example of colloidal dispersion in air. Another property of colloid is its ability to adsorbed ions
or another charge particles, as well as gases and liquids, it is called adsorption. The process of
adsorption involves adhesion of any species to the surface of particles.
A colloidal system is said to be stable when the particles remains suspended and do not
settle down, this due to the presence of charge ions which results in the agglomeration of the
colloidal system. The coagulating power of an ion increases as its charge increases.
PROCEDURES
A. TYNDALL EFFECT
Place 100mL of the following solution: milk, soap solution, cupric sulfate, sugar and ferric
oxide sol in a beaker. Using a pin light, pass a light with the correct angle and observe the
beam of light passing through each solution.
B. ADSORPTION
Place 50mL of ferric chloride solution in a beaker. Heat the solution for 10 minutes. Set off
flame. Add half spatula of activated charcoal. Stir and cool the solution before filtration.
Observe the filtrate in the beaker.
60 | P a g e
C. COAGULATION
Place 5mL of hydrous ferric oxide sol in each three test tubes. To the first add 2 drops of 0.5N
aluminium chloride. To the second add two drops of 0.5N Sodium chloride. To the third add
2 drops of 0.5N Sodium sulfate. Cover with cork and shake each test tube. Let it stand for 15
minutes. Record all observations.
61 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 11 COLLOIDS DISPERSION
Rating:________________
DATA AND RESULTS:
A. TYNDALL EFFECT
Samples
B. ADSORPTION
Sample OBSERVATION
C. COAGULATION
Samples OBSERVATION
62 | P a g e
QUESTIONS
1. To which of the following test solutions do you observe the beam of light passing
through?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Enumerate the importance of colloids.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What is the role of activated charcoal?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Define coagulation and give several example.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
63 | P a g e
EXPERIMENT NO. 12
ELECTROLYTES
Electrolytes are solutions of acids, bases or salts. Furthermore, some gases may act as
electrolytes under conditions of high temperature or low pressure. Electrolytes dissociate in
water because water molecules are dipoles and the dipoles orient in an energetically favorable
manner to solvate the ions.
The term electrolyte means that this ion is electrically-charged and moves to either
a negative (cathode) or positive (anode) electrode. Ions that move to the cathode (cations) are
positively charged. Ions that move to the anode (anions) are negatively charged.
Electrolyte solutions are normally formed when a salt is placed into a solvent such as
water and the individual components dissociate due to the thermodynamic interactions
between solvent and solute molecules, in a process called solvation. An electrolyte in a solution
may be described as concentrated if it has a high concentration of ions, or dilute if it has a low
concentration. If a high proportion of the solute dissociates to form free ions, the electrolyte is
strong; if most of the solute does not dissociate, the electrolyte is weak. The properties of
electrolytes may be exploited using electrolysis to extract constituent elements and compounds
contained within the solution.
Electrolysis is the process in which electrical energy is used to cause a nonspontaneous

chemical reaction to occur. The quantitative treatment of electrolysis was developed by
Faraday. He observed that the mass of the product formed at an electrode is proportional to
both the electricity transferred at the electrode and the molar mass of the test substance.
In other systems, the electrode reactions can involve the metals of the electrodes as
well as the ions of the electrolyte. When electrodes are placed in an electrolyte and a voltage is
applied, the electrolyte will conduct electricity. Lone electrons normally cannot pass through
the electrolyte; instead, a chemical reaction occurs at the cathode consuming electrons from
the anode. Another reaction occurs at the anode, producing electrons that are eventually
transferred to the cathode. As a result, a negative charge cloud develops in the electrolyte
around the cathode, and a positive charge develops around the anode. The ions in the
electrolyte neutralize these charges, enabling the electrons to keep flowing and the reactions to
continue.
64 | P a g e
PROCEDURES:
1. Place the 2/3 of solutions into a small beaker (50mL) if available; sugar, sodium chloride,
potassium hydroxide, vinegar, orange fruit extract, tap water, distilled water, oil, energy
drinks, tetra pack juice, calcium carbonate, sodium iodide, sprite, shampoo, and oxalic
acid.
2. Using a conductivity apparatus test the solution one by one by dipping the electrode to
each solution. Make sure to wash the electrodes with distilled water before and after
dipping it to each solution.
3. Observe the brightness of the bulb and classify the compounds tested as strong, weak
and nonelectrolytes. Be careful not to touch the electrode or cross the electrode
together it will cause electrical shock and short circuit.
65 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 12 ELECTROLYTES
Rating: ________________
DATA AND RESULTS:
Test Solution Brightness of the bulb Classification

Sugar
Sodium chloride
Potassium hydroxide
Vinegar
Orange fruit extract
Tap water
Distilled water
Oil
Energy drink
Tetra pack juice
Calcium carbonate
Sodium iodide
Shampoo
Oxalic acid
Sprite
Classify brightness as: strong, weak, faint, or no glow.

Classification: strong electrolyte, weak electrolyte, or nonelectrolyte
66 | P a g e
QUESTIONS
1. Is there any current passing through the bulb when the circuit is closed?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Why do electrolytes conduct electricity?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What evidence shows that a solution is classified as nonelectrolyte?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Give some examples of strong, weak and nonelectrolytes.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
67 | P a g e
EXPERIMENT NO. 13
CLASSIFICATION OF COMPOUNDS
A substance can often be classified as an acid or a base. There are several different
theories which explain acid-base behavior. According to Brønsted–Lowry acid-base theory,
acids are substances that donate a positive hydrogen ion to another substance in a chemical
reaction, and a base is a substance that accepts a proton.
Acid strength is commonly measured by two methods. One measurement, based on the
Arrhenius definition of acidity, is pH, which is a measurement of the hydronium ion
concentration in a solution, as expressed on a negative logarithmic scale. Thus, solutions that
have a low pH have a high hydronium ion concentration, and can be said to be more acidic. The
other measurement, based on the Brønsted–Lowry definition, is the acid dissociation constant
(Ka), which measure the relative ability of a substance to act as an acid under the Brønsted–
Lowry definition of an acid. That is, substances with a higher K a are more likely to donate
hydrogen ions in chemical reactions than those with lower K a values.
Like acid strength, the strength of a base is also based on the pH and Ka values, the
higher value, indicates a strong alkaline/basic solution.
Salts are ionic compounds which results from the neutralization reaction of an acid and
a base. Salts are strong electrolytes that completely dissociate into ions in water. The term salt
hydrolysis describes the reaction of an anion or a cation of a salt, or both, with water. Salt
hydrolysis affects the pH of the solution, in which a salt may likewise produces a neutral
solution, a basic solution, and an acidic solution.
PROCEDURES
A. ACIDS AND BASES

1. Place 1mL of 1M Potassium hydroxide in a watch glass. Add a piece of red and blue
lithmus paper, then dip a paper strip and determine the pH value by reading it in the
scale. Remove the litmus paper then add 2 drops of phenolphthalein. Record the
color reaction of both lithmus paper, reaction to phenolphthalein, and the pH value
of each solution using a pH paper.
2. Repeat the above procedure using solutions of hydrochloric acid, laundry soap, bath
soap, calamansi juice, sprite, liquid soap, vinegar, and tetra pack juice.
3. SALTS
68 | P a g e
1. Place 5mL of 1M sodium hydroxide in a clean evaporating dish. Add two drops of
phenolphthalein. Add 2mL of 1M hydrochloric acid into the evaporating dish slowly while
stirring; if the color does not disappear add more acid drop by drop until it becomes clear.
2. Heat the mixture over a flame, evaporate to dryness. Let it cool and feel the residue left
on the evaporating dish. Dissolve the residue in 2mL of distilled water. Taste the product.
3. To the solution, drop both red and blue lithmus paper. Observe.
69 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 13 CLASSIFICATIONS OF COMPOUNDS
Rating: ________________
DATA AND RESULTS:
A. ACIDS AND BASES

Red Blue
Test solution Lithmus Lithmus pH Phenolphthalein Classification
Laundry soap
Calamansi juice
Sprite
Liquid soap
Bath soap
vinegar
Tetra pack juice
B. SALTS
Red Blue
Test solution Lithmus Lithmus Taste Classification
70 | P a g e
QUESTIONS
1. Identify the reactions of phenolphthalein in the presence of strong acids and strong base.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What is the role of phenolphthalein in procedure B?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Write the equation for the reaction of sodium hydroxide and hydrochloric acid.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Identify some reactions of acid and base. Give 3 examples.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
71 | P a g e
EXPERIMENT NO. 14
ACID-BASE TITRATION
A quantitative study of acid-base neutralization reactions are most conveniently carried

out using a technique known as titration. In titration, a solution of accurately known
concentration called standard solution is added gradually to another solution of known
concentration, until a chemical reaction between the two solutions is complete.
Equivalence point, is the point at which acid is completely reacted or been neutralized
by the base. It is signalled by a change in color of an indicator. An indicator, are substances that
have distinctly different colors in acidic and basic media. One commonly used is
phenolphthalein, which is colorless in acidic and neutral solutions but reddish pink in basic
solutions.
Sodium hydroxide is one of the bases commonly used in the laboratory.
PROCEDURES
1. Rinse a base buret with distilled water. Drain the wash solution with the control knob of
the buret. Repeat washing the buret using the standard solution of 0.25M sodium
hydroxide. Fill the buret with 0.25M sodium hydroxide using a clean funnel to its
marked capacity. Make sure to lock the control knob of the base buret.
2. Place 5mL of commercial vinegar to an Erlenmeyer flask. Add 10mL of distilled water.
Mix by swirling. Add 2 drops of phenolphthalein, mix again by swirling.
3. Titrate with the standard solution adding drop by drop, keeping a swirling motion, until
a permanent lightest pink is obtained.
4. Make two trials for comparison.
72 | P a g e
ACTIVITY REPORT # 14
ACID-BASE TITRATION
Rating: ________________
DATA AND RESULTS:
1st Trial 2nd Trial

Normality of NaOH
Volume of NaOH consumed
Volume of vinegar w/water
Normality of vinegar
Show computations:
Normality of vinegar
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
73 | P a g e
EXPERIMENT NO. 15
FLAME TEST
A flame test is a procedure used in chemistry to detect the presence of certain metal
ions, based on each element's characteristic emission spectrum. The color of flames in general
also depends on temperature. Metal gives off certain colors or when an element are energized
by heat over a flame such characteristics makes fireworks more interesting to watch.
How can atoms of different elements give off or absorbed light only on characteristic
colors? The knowledge of the arrangement of electrons in atoms is derived from the atomic
emission spectra. These are bright lines or bands produced by refracting electrically or
thermally excited atoms. The nature of the atomic spectra is described by electromagnetic
radiation. Different elements emit different emission spectra when they are excited, because
each type of element has a unique energy shell or energy level system and each element has a
different set of emission color because of the different energy level spacing.
A flame tests, is used in the identification of certain metals. It is based on the

observation that light emitted by any element gives a unique spectrum when passed through a
spectroscope. When a salt of the metal is introduced into a Bunsen burner flame, the metallic
ion produces characteristic color in the flame.
PROCEDURES:
1. Prepare a wooden splint / popsicle stick. Soak the wooden splint in distilled water
overnight. Pour out the water and rinse the splints with distilled water, being careful to
avoid contamination with sodium (as from sweat on your hands).
2. Place some salt crystals containing the following metal: of Na, K, Ba, Ca, Sr , Li, Cu, Al,
and Fe in a watch glass.
3. Take a damp splint that has been moistened in water, dip it in the sample to be tested,
and wave the splint through the flame.
4. Do not hold the sample steady in the flame as this would cause the splint to ignite.
5. Make sure that you use new wooden splinter for each crystals to avoid mixture of
colors.
74 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 15 FLAME TEST
Rating: ________________
Course/Yr. /Sec.: ______________________________ Date Submitted:_________
DATA AND RESULTS:
Test substance Ion tested COLOR OF FLAME

1
2
3
4
5
6
7
8
9
75 | P a g e
QUESTIONS
1. What instrument measures accurately the color of metal ion?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What is the use of a flame test?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Identify the factors why the flame test does not give an accurate color of metal ion.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Why do atom emits a definite line spectrum of only certain energies of a continuous
spectrum of all energies?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
76 | P a g e
EXPERIMENT NO. 16
RELATIVE ACTIVITY OF SOME METALS
Elements in the periodic table are arranged according to their periodic properties and
behaviour. The most common type of reaction that is involved in the relative activities of some
metals is the replacement reaction. This occurs when metal replaces another metal ion from a
solution. For the reaction to take place the free metal must be more active than the metal that
is in the solution.
The electromotive series or activity series of some metals is the arrangement of metals
according to its activity in the solution. This is useful in predicting whether products could form
or no reaction at all. However there are also non-metals involving replacement reaction
particularly for the halogen family.
PROCEDURES:
1. Place 3mL of distilled water in each of 6 test tubes. Add a bright piece of sandpapered
polished metals to each of the test tube: iron, magnesium, zinc, aluminium and lead. Let it
stand until noticeable reaction occurs. Do not dispose all metals place it to its designated
vessel to be saved for the next experiment.
2. Repeat the procedure using 6M HCl, 1M ferrous sulfate and 1 M cupric nitrate.
77 | P a g e
ACTIVITY REPORT
EXPERIMENT NO. 16 RELATIVE ACTIVITY OF SOME METALS
Rating:________________
DATA AND RESULTS:
Reagents Mg Fe Zn Cu Pb Al Sn
water
6N HCl
1M FeSO4
1M Cu(NO3)2
Legend:
Write a. (+) if reaction occurs
b. (-) if no reaction
78 | P a g e
QUESTIONS
1. From the results obtained. Which from the given metal is more reactive and the least
reactive?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Explain why copper is not reactive to cupric nitrate?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Do metals react with each other? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
79 | P a g e

Final Inorganic Chem W Qa Laboratory

Uploaded by

Copyright:

Available Formats

Final Inorganic Chem W Qa Laboratory

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Inorganic Chem W Qa Laboratory

Uploaded by

Copyright:

Available Formats

A Laboratory Experiments for

Inorganic Chemistry with

1. Conduct yourself in a responsible manner at all times in

2. Follow all written and verbal instructions carefully. If

3. Never work alone in the laboratory. No student may

4. When first entering a science room, do not touch any

5. Perform only those experiments authorized by your

6. Do not eat food, drink beverages, or chew gum in the

8. Always work in a well-ventilated area.

9. Observe good housekeeping practices. Work areas should

10. Be alert and proceed with caution at all times in the

11. Dispose of all chemical waste properly. Never mix

12. Labels and equipment instructions must be read

14. Experiments must be personally monitored at all

15. Know the locations and operating procedures of all

16. Know what to do if there is a fire drill during a

18. Contact lenses may be not be worn in the laboratory.

19. Dress properly during a laboratory activity. Long hair,

20. A lab coat or smock should be worn during laboratory

22. If you or your lab partner is hurt, immediately (and

23. If a chemical should splash in your eye(s) or on your

25. Check the label on all chemical bottles twice before

26. Never return unused chemicals to their original

27. Never remove chemicals or other materials from the

29. Examine glassware before each use. Never use chipped,

30. If you do not understand how to use a piece of

31. Do not immerse hot glassware in cold water. The

34. Never look into a container that is being heated.

35. Do not place hot apparatus directly on the laboratory

Steps to light a Bunsen burner:

Some of the methods for separation of mixtures are:

 Sedimentation or Decantation method

Procedure for standard gravity filtration

1) Select and fold the filter paper

2) Filter the solution

Liquids evaporate at all temperatures. Evaporation becomes faster at higher

This technique is based on the differential adsorption of various components of a

 Solvent Extraction Method

A centrifuge separates a heterogeneous mixture of solid and liquid by spinning it.

EXPERIMENT NO.1 MEASUREMENTS

DATA AND RESULTS:

BOOK GLASS ROD

Show computation on density in mg/mL and kg/L:

2. Density of Pebble (water displacement method)

2. Did the water boil at exactly 100oC? Explain.

C. SEPARATION OF COMPONENT MIXTURE (using sublimation method)

a. Sand and iron fillings

EXPERIMENT NO.2 CLASSIFICATION OF MATTER

DATA AND RESULTS:

Substance Sulfur Iron fillings

MIXTURE CLASSIFICATION METHODS OF SEPARATION

1. How matter is classified? Make a diagram of its classification. Paste a computerized

2. Define each classification of matter and give at least two examples.

3. In what way/s was Democritus’s atomic theory similar to Dalton’s theory?

Matter always undergoes changes whether it is physical or chemical. The change of

A physical change is when there is no change in chemical composition although physical

EXPERIMENT NO.3 CHANGES OF MATTER

DATA AND RESULTS: