INORGANIC

AND ORGANIC
CHEMISTRY
Prepared by: Hyacinth Mae M. Ang, RMT & Joey S. Ramos, RMT

College of Health Sciences Education

University of Mindanao
DPT Building, Matina Campus, Davao City
A.Y. 2024 - 2025

Name:______________________________________________________

Room: _________________________ Time: ______________________

Instructor: __________________________________________________
 RATIONALE

The main objective of this laboratory manual is to offer a thorough and

organized instructional resource for students who are participating in a Medical
Laboratory Science Program. The objective is to connect theoretical knowledge with
practical abilities, which are necessary for comprehending and executing laboratory
techniques in both inorganic and organic chemistry. The manual aims to improve
practical skills by providing students with hands-on experience and technical expertise
required for precise and efficient laboratory work. Furthermore, it enhances theoretical
notions by combining academic knowledge with practical applications in order to
enhance comprehension of chemical principles and processes. Furthermore, it
provides safety and compliance by encouraging strict adherence to safety regulations
and correct handling of chemicals and laboratory equipment. It also develops
analytical thinking by strengthening critical thinking and problem-solving abilities
through well-organized experiments and thoughtful analysis.

The educational objectives of this manual are in line with the overarching
goals of the Medical Laboratory Science Program. The objective is to facilitate
students in attaining expertise in conventional laboratory techniques and procedures,
fostering comprehension of scientific literature, and developing the capacity to employ
scientific methods in laboratory investigations. Additionally, it aims to equip students
for professional positions in medical laboratories by emphasizing the importance of
accuracy, precision, and reliability in laboratory work.

By following to this laboratory manual, students will acquire self-

assurance in conducting laboratory experiments autonomously, cultivate a methodical
approach to scientific inquiry, improve their capacity to analyze and present scientific
data, and be more adequately equipped for advanced studies and professional
practice in the field of medical laboratory science. Overall, this laboratory manual is a
crucial asset for students, equipping them with the vital tools and information to thrive
in both academic and professional environments. This curriculum is meticulously
designed to guarantee that students get a comprehensive and pragmatic
comprehension of both inorganic and organic chemistry, which is essential for their
future achievements in the medical laboratory science domain.

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 STUDENT OUTCOMES
This course deals with the fundamental theories and integrated learning of both
inorganic and organic chemistry. By the time of graduation, the BS Medical
Technology/Medical Laboratory Science students should have the ability to:

a) Demonstrate both technical and administrative competence in the performance

of clinical laboratory tests that are helpful in the diagnosis, treatment, and
management of diseases biosafety and waste management;
b) Demonstrate analytical and critical thinking skills in the field of Medical
Technology/Medical Laboratory Science;
c) Engage in the collection, analysis, and projection of health information for
improving the health care management system;
d) Apply research skills in relevant areas of Medical Technology/Medical
Laboratory Science;

Upon completion of the course, the level I BSMT/MLS students will be able to:
a) Relate the basic concepts of Inorganic and Organic Chemistry in the field of
Medical Laboratory Science;
b) Utilize the fundamentals of Inorganic and Organic Chemistry in the practice of
Medical Laboratory Science;
c) Integrate the concepts of total quality management system utilizing MT/MLS
process

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 TABLE OF CONTENTS

Page

Title Page ………………………………………………………………. i

Rationale ………………………………………………………………. ii
Student Outcomes ………………………………………………………………. iii
Table of Contents ………………………………………………………………. iv
General Laboratory Procedures ………………………………………………. v
Laboratory Safety Measures ………………………………………………. vi
Good Laboratory Practices ………………………………………………. vii
General Laboratory Schedule ………………………………………………. viiii

EXPERIMENT/EXERCISES

Lab 1 ………………………………………………………………………. 1
Lab 2 ………………………………………………………………………. 14
Lab 3 ………………………………………………………………………. 18
Lab 4 ………………………………………………………………………. 25
Lab 5 ………………………………………………………………………. 30
Lab 6 ………………………………………………………………………. 35

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 GENERAL LABORATORY PROCEDURES

1. Preparation and Setup

Prior to commencing any experiment, it is important to carefully read the
instructions and understand the theoretical foundation and objectives. Collect
each necessary chemicals, reagents, solvents, glassware, and equipment.
Ensure the use of suitable personal protection equipment (PPE), such as a
laboratory coat, gloves, and safety eyewear. Ensure that the workstation is
clean, organized, and free of any unnecessary objects. Check the need for
equipment calibration and ensure proper ventilation, particularly when handling
volatile or hazardous compounds.
2. Conducting Experiments
Use extreme caution when dealing with chemicals, utilizing fume hoods for
volatile or dangerous substances. Maintain accurate measurement and transfer
of chemicals by employing proper methods such as pipetting and weighing.
Construct the reaction apparatus in line with the experimental technique,
ensuring that all joints and connections are firmly fastened.
Use heating mantles, hot plates, oil baths, or Bunsen burners as needed, and
employ ice baths to cool reactions when required. Stir solutions using magnetic
stirrers or by hand as instructed. Thoroughly examine the responses, taking
note of any alterations such as changes in color, the production of solid
particles, the release of gas, the separation of different phases, or fluctuations
in temperature. Thoroughly document all observations in a laboratory notebook.
3. Post-Experiment Procedures
Follow to laboratory protocols for disposing chemical waste, assuring that trash
is segregated into appropriate containers based on whether it is hazardous or
non-hazardous. Thoroughly cleanse all glassware and equipment using
appropriate solvents and techniques, then ensuring they are completely dry
before returning them to their assigned storage areas. Write a comprehensive
laboratory report encompassing the objectives, methodology, observations,
results, and conclusions.

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 GENERAL LABORATORY SAFETY MEASURES

1. Personal Protective equipment (PPE)

• Laboratory Coats: Always wear a laboratory coat to safeguard your
skin and clothes from potential spills and splashes.
• Gloves: Use appropriate gloves to safeguard your hands from
hazardous chemicals. Replace gloves regularly and replace them
immediately if they become infected.
• Safety Googles: It is important that you always wear safety goggles in
order to shield your eyes from chemical splashes, fumes, and debris.
• Closed-Toe Shoes: It is important to wear closed-toe footwear in order
to safeguard your feet against any spills and falling objects.
2. General Safety Practices
• Read Instructions: Before starting any experiment, it is important to
carefully read and understand any experiment instructions and safety
data sheets (SDS) related to the chemicals being used.
• No Food or Drink: Avoid consuming or storing food and drinks in the
laboratory to prevent contamination and unintentional consumption of
chemicals.
• Labeling: Make sure that all containers, including reagents, solutions,
and garbage, are clearly marked with the contents and any potential
risks.
• Hygiene: Wash your hands thoroughly after handling chemicals, even if
you were wearing gloves.
3. Chemical Handling and Storage
• Fume Hoods: Use fume hoods when handling volatile, poisonous, or
dangerous chemicals to prevent inhalation of fumes and vapors.
• Proper Storage: Arrange chemicals based on their compatibility and
danger categorization. Store flammable, corrosive, and reactive
chemicals in specifically designated cabinets.
• Spill Kits: Familiarize yourself with the whereabouts and correct
utilization of spill kits in order to effectively and securely clean up
chemical spills.
4. Waste Disposal
• Chemical Waste: Follow laboratory protocols to properly dispose of
chemical waste. Use specialized containers for various categories of
trash, including organic solvents, acids, bases, and heavy metals.
• Sharp Objects: Dispose of broken glass, needles, and other sharp
objects in designated sharps containers.
5. Emergency Procedures
• Emergency Exits: Familiarize yourself with the location of emergency
exits, fire extinguishers, safety showers, and eye wash stations.

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 • Emergency Contacts: Know the emergency contact numbers and
procedures for your laboratory.
• First Aid: Be aware of the location and contents of the first aid kit and
know basic first aid procedures.
6. Behavioral Safety
• Supervision: Avoid working in the laboratory without any companions.
Ensure the presence of an instructor throughout laboratory activities,
particularly while handling dangerous substances or equipment.
• Concentration: Stay focused and avoid distractions while working in the
laboratory. Do not engage in horseplay or any behavior that could lead
to accidents.
7. Reporting and Documentation
• Incident Reporting: Immediately report any accidents, spills, or unsafe
conditions to the instructor or lab custodian.
• Documentation: Maintain accurate records of experiments, including
any incidents or deviations from standard procedures.

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 GENERAL LABORATORY PRACTICE
1. Always wear appropriate personal protective equipment (PPE) such as lab
coats, gloves, and safety goggles.
2. Thoroughly read the experimental procedure and safety data sheets (SDS)
before arriving at the lab. Understand the objectives and steps involved.
3. Handle all chemicals with care, using fume hoods when working with volatile or
hazardous substances. Avoid direct contact and inhalation.
4. Ensure all necessary reagents, solvents, glassware, and equipment are
available and properly labeled.
5. Keep the workspace clean and uncluttered. Arrange all materials and
equipment in a logical order to facilitate the workflow.
6. Arrive on time to ensure you have sufficient time to complete the experiment
without rushing.
7. Pay close attention to the task at hand. Avoid distractions and unnecessary
conversations while performing experiments.
8. Work cooperatively with lab partners or groups, sharing responsibilities and
ensuring clear communication.
9. Use appropriate techniques and instruments (e.g., pipettes, balances) for
precise measurement of chemicals.
10. Follow the experimental procedure step-by-step. Do not skip steps or modify
the procedure without consulting the instructor.
11. Maintain a detailed lab notebook, recording all observations, measurements,
and procedural steps. Date and label each entry clearly.
12. Be familiar with the locations of safety equipment such as fire extinguishers,
safety showers, and eye wash stations. Know emergency procedures.
13. Dispose of chemical waste in designated containers according to laboratory
protocols. Do not pour chemicals down the sink unless instructed. Dispose of
solid waste, including used gloves, paper towels, and broken glass, in
appropriate containers.
14. Clean the workspace thoroughly after completing the experiment. Return all
equipment and reagents to their proper storage locations.
15. Complete a detailed lab report, including objectives, methods, observations,
results, and conclusions.

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 GENERAL LABORATORY SCHEDULE

Outlined in this section is the general schedule of laboratory use; in this, the learner
will be able to track the laboratory activities that will be performed for the whole term.

Time Frame Laboratory Exercises

Week 1 Lab 1 Lab 2

Week 2 Lab 3

Week 3 Lab 4

Week 4 Lab 5

Week 5 Lab 6

Week 6

Week 7

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Name: Date:
Course number and code: Score:

Activity No. 1
Basic Laboratory Apparatus and Equipment

Introduction:
Mastery of scientific inquiry depends on a thorough understanding and efficient use of
essential laboratory apparatus and equipment. This laboratory experiment serves as a vital initiation
for students embarking on their scientific journey, aiming to equip them with the necessary knowledge
and skills to traverse the laboratory setting in a safe and effective manner. This activity provides the
foundation for all future laboratory work in various scientific disciplines by instructing on the essential
tools used in experimental research, comprising basic glassware like beakers and flasks, as well as
precision instruments such as pipettes and balances. The importance of this cannot be understated. A
comprehensive knowledge of laboratory apparatus is crucial for executing experimental methods with
accuracy and precision, while also highlighting the need of safety and adherence to suitable handling
standards. These laboratory activities will enable students to develop the skills to identify and
describe the function of various laboratory apparatus. Additionally, they will gain an understanding of
the vital importance of these tools in scientific research and progress.

Objectives:
At the end of this laboratory activity the students will be able to:
▪ Identify common laboratory apparatus and equipment by name
▪ To understand the specific functions of each piece of equipment
▪ To demonstrate the correct and safe handling of various laboratory apparatus
▪ To learn the proper cleaning, storage, and maintenance procedures for laboratory apparatus
to ensure their longevity and reliability

Materials:
▪ Laboratory apparatus (e.g., beaker, test tube, pipette, Bunsen burner, etc.)
▪ Drawing materials (pencils, erasers, rulers)
▪ Reference images of laboratory apparatus (optional)

Procedure:
1. Small groups of students rotate through stations, each of which has a different set of
apparatus.
2. At each station, students practice handling the apparatus, under the supervision of the
instructor or teaching assistants.
3. Students perform simple tasks, such as measuring a set volume of water or weighing a given
object, to practice precision.
4. The instructor demonstrates the correct cleaning and storage procedures for each type of
apparatus.
5. The students practice cleaning and storing the apparatus they used during hands-on session.
6. The instructor highlights the importance of respecting and properly maintaining laboratory
equipment for safety and accuracy in experiments.

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 Illustration:

Instruction: Illustrate each laboratory apparatus and provide a detailed explanation of its respective
functions.

Apparatus/Equipment Illustration Main function

Analytical balance

Top loading balance

Beaker

2
Beral pipette

Bunsen burner

Burette

3
Apparatus/Equipment Illustration Main function

Burette clamp

Crucible with cover

Crucible tongs

4
 Erlenmeyer flask

Evaporating dish

Hot plate

Apparatus/Equipment Illustration Main function

Fume hood

5
 Funnel

Graduated cylinder

Hot plate

6
 Iron ring

Iron stand

Apparatus/Equipment Illustration Main function

Mortar and pestle

7
 Pasteur
pipette/dropper pipette

Serological pipette

Spatula

Stirring rod

8
 Test tube

Apparatus/Equipment Illustration Main function

Test tube holder

Test tube rack

9
 Thermometer

Volumetric flask

Wash bottle

10
Watch glass

Wire gauze

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 Guide Questions:

1. Analyze and differentiate the applications of a beaker and a graduated cylinder. Under what
circumstances would one method be favored over the over when measuring liquid volumes?
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2. What are the most important safety rules to remember when working with test tubes, flasks,
and other glassware during an experiment? Give some detailed examples.
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3. Explain how to use a pipette and a burette, highlighting the differences in their mechanisms.
Why is it important to use these apparatuses correctly for precise measurements?
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4. Reflect on the ethical considerations in the use and disposal of laboratory apparatus and
chemicals. How do these considerations impact laboratory practices?
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References:

Conclusion:
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Name: Date:
Course number and code: Score:

Activity No. 2
Flame Test

Introduction:

The flame test is a method employed by chemists to identify the existence of particular
metal ions in compounds by analytical means. When a metal ion is subjected to heat in a
flame, the electrons within the ion absorb energy and move to a more elevated energy state.
Upon reverting to their initial energy states, they emit energy in the form of light. The color of
the emitted light is determined by the energy differential between the high and low energy
levels, which is distinct for each element. The flame test is a valuable technique for identifying
metallic ions by observing the color of the flame they emit.

Objectives:
At the end of this laboratory activity, the students will be able to:
▪ Learn how to conduct flame tests safely using common laboratory chemicals
▪ Observe and record the colors produced by various metal ions when placed in a flame
▪ Used the observed colors to identify unknown metal ions in given samples

Materials:
▪ LiCl, NaCl, CaCl2, SrCl2, CuCl2, BaCl2 solutions
▪ Nichrome wire
▪ Small test tubes for the metal ion solutions

Procedure:
1. Fill the test tubes with 5-10 drops of each metal ion solution.
2. Dip a wire loop into a metal ion solution.
3. Hold the wire loop in the Bunsen burner flame and observe the color of the flame.
Record your observations in the data table.
4. Be sure the loop is clean for the next sample (no more flame color).
5. Option: Watch the flame through a diffraction grating slide to see the bright-line
emission spectrum.

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 Data Table:

# Compound name Compound Metal ion Color of the Flame color

formula solution

Lithium chloride

Sodium chloride

Potassium chloride

Strontium chloride

Calcium chloride

Barium chloride

Copper (II) chloride

Guide Questions:

1. What is ion?
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2. Explain what happen to an atom's electrons when they take in heat from a spark. What
makes this create a bright-line emission spectrum instead of a continuous spectrum?
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3. How does the shape of an atom explain the fact that each metal ion makes a flame of
a different color?
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4. What challenges arise when attempting to identify metal ions using a flame test? What
methods could be employed to enhance the precise detection of metal ions in a flame
test?
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5. What might be some practical applications of metal containing compounds that create
different colors of light while burning? Explain.
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References:

Conclusion:
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Name: Date:
Course number and code: Score:

Activity No. 3
Chemical Reactions in Aqueous Solution

Introduction:

Aqueous solutions are solutions prepared using water as solvent. Reactions that
occur in aqueous solutions include acid-base reactions, precipitation reactions, and
oxidation-reduction reactions. These reactions are represented by formula equation,
complete ionic equation, and net ionic equation. In the formula equation, all reactants and
products are written as complete formulas. In the complete ionic equation, reactants and
products are represented as separated ions, which are their actual forms in solution. Lastly,
in the net ionic equation, only the ions directly involved in the reaction are included and the
spectator ions are removed from the equation.

In the acid-base reaction, an acid reacts with a base to form water and salt. Based on
the Bronsted-Lowry definition, an acid is a proton donor and a base is a proton acceptor.
The acids and bases are classified as either weak or strong. Strong acids and bases are
strong electrolytes whereas weak acids and bases are weak electrolytes. The acid-base
reaction is also called neutralization reaction because an acid is neutralized by base and
vice versa.

In a precipitation reaction, an insoluble salt product is formed when two solutions are
mixed. The formation of a precipitate depends on its solubility in water. If the product is
soluble in water, then no precipitate is observed after the reaction. However, if the product is
insoluble in water, then a precipitate is observed upon mixing of the two solutions. The
prediction of precipitate formation required following the rules in solubility of salts in water.

An oxidation-reduction (redox) reaction involves transfer of one or more electrons.

Here, an element changes its oxidation number or oxidation state after the transfer of
electrons. When the element loses one or more electrons, its oxidation state increases, and
the process is called oxidation. When the element gains one or more electrons, its oxidation
state decreases, and the process is called reduction. The compound that contains the
element that gains or more electrons is called the oxidizing agent while the compound that
contains the element that loses one or more electrons is called the reducing agent.

Objectives:

At the end of this laboratory activity, the students will be able to:
▪ Identify the three types of chemical reactions in aqueous solutions based on the
reactants used
▪ Describe the products formed by the three chemical reactions
▪ Illustrate reactions in aqueous solutions by writing unit equations, total ionic
equations, and net ionic equations

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Materials:
▪ Red and blue litmus paper
▪ 0.1 M HCl ▪ Pasteur pipettes
▪ 0.1 M NaOH ▪ 100-mL beaker
▪ 0.1 M CaCl2 ▪ Test tubes
▪ 0.1 M Na2CO3 ▪ Evaporating dish
▪ 0.005 M KMnO4 ▪ Hot plate
▪ 0.005 M C6H12O6 ▪ Test tube rack

Procedure:

A. Acid-Base Reaction
1. Test one drop of 0.1 M HCl with red and blue litmus papers and take note of
the color changes. Repeat with 0.1 M NaOH.
2. Mix 5 mL of 0.1 HCl and 5 mL of 0.1 NaOH in a clean 100-mL beaker.
3. Test the acidity/basicity of the mixture using red and blue litmus paper.
4. Transfer the mixture into the evaporating dish and evaporate to dryness over
a hot plate.
5. Record the color of the residue observed.

B. Precipitation Reaction
1. Prepare 3 test tubes each containing 1 mL of 0.10 M CaCl2 and 1 mL of 0.10
M Na2CO3. Record the color of the precipitate formed.
2. Add dropwise 1 mL of 0.1 M HCl to the second test tube. Record the changes
observed.
3. Add dropwise 1 mL of 0.1 M NaOH to the third test tube. Record the changes
observed.

C. Oxidation-Reduction Reaction
1. Place 10 mL of 0.005 M KMnO4 solution in a test tube.
2. Measure 5 mL of 0.005 M glucose solution in another test tube and add 3
drops of 0.10 M NaOH.
3. Combine the 2 solutions and mix. Record the color changes observed.
References:

Dan Science (2011, Feb 23). The Chemical Chameleon. Retrieved from
http://www.sciencebrothers.org/the-chemical-chameleon/

Zumdahl, S.S., & Zumdahl, S. A. (2016). Chemistry (2nd edition). USA: Cengage Learning.

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 Guide Questions:

1. Give an example for each type of chemical reactions. Write the formula, complete
ionic and net ionic equations.
a. Acid-Base Reaction

b. Precipitation Reaction

c. Oxidation-Reduction Reaction

2. Provide a real-life example of each of the three types of chemical reactions.

a. Acid-Base Reaction

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 b. Precipitation Reaction

c. Oxidation-Reduction Reaction

B. Precipitation Reaction

Observation

CaCl2 solution

Na2CO3 solution

CaCl2 + Na2CO3 solution

CaCl2 + Na2CO3 + HCl

CaCl2 + Na2CO3 + NaOH

1. Write the formula, complete ionic, and net ionic equations involved in the reaction.
Formula equation:

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Complete ionic equation:

Net ionic equation:

2. What is the chemical formula of the precipitate?

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3. What happened to the precipitate when the acid was added? Explain.
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4. What happened to the precipitate when the base was added? Explain.
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C. Oxidation-Reduction Reaction

Observation

KMnO4 solution

KMnO4 solution + glucose solution

(enumerate the colors observed)

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 1. Write the formula, complete ionic, and net ionic equations involved in the reaction.
Formula equation:

Complete ionic equation:

Net ionic equation:

Guide Questions:

2. What is the oxidizing agent in the reaction?

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3. What is the reducing agent in the reaction?

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4. Identify the chemical species responsible for the colors observed. What is the
oxidation numbers of manganese in each chemical species?
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5. What is the function of NaOH in the reaction?

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References:

Conclusion:

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Name: Date:
Course number and code: Score:

Activity No. 4
Equilibrium

Introduction:

Chemical equilibrium is the state in which the rates of the forward and reverse
reactions are equal and the concentration of the reactants remains unchanged with time. Le
Chatelier’s principle states that when a stress is applied to a system in equilibrium, the
system will adjust in a way that relieves the stress. Changes in the concentration of
reactants or products, changes in temperature, and changes in pressure will affect the
system in equilibrium.

An ionic equilibrium may be established between unionized molecules of a molecular

solute and the ions in solution or between undissociated ions of an ionic solute and the ions
in solution (homogeneous equilibrium). An equilibrium exists in a saturated solution between
undissolved particles or precipitate and particles in solution (homogenous equilibrium). The
effect of adding ions common to those in solution is an increase in the concentration of the
molecular solute or the undissolved particles.

Chemical reactions in which product is essentially unionized, precipitated, or given off

as a gas may be thought of as going into completion and often referred to as end of reaction.

Objectives:

At the end of this laboratory activity, the students will be able to:

▪ Observe color changes as indicators of shifts in equilibrium

▪ Predict shifts in equilibrium by applying Le Chatelier’s principle

Materials:

▪ 0.1 M CH3COOH ▪ 0.025 M KSCN

▪ 2 M HCl ▪ 0.025 M FeCl2
▪ 0.1 M CoCl2 ▪ KCl crystals
▪ Methyl red indicator
▪ 0.1 M AgNO3
▪ Test tube
▪ NaCH3COO crystals
▪ Test tube rack
▪ Fe (NO3)3 crystals
▪ Distilled water
▪ Na2HPO4 crystals
▪ KSCN crystals

Procedure:

A. Common Ion Effect

1. Place 10 drops of 0.1 M CH3COOH in a test tube. Add 1 drop of methyl red indicator
solution. Observe the color formed.
2. Add a small crystal of NaCH3COOH. Note the changes in the color of the solution.

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 B. Le Chatelier’s Principle
1. Place 5 drops of 0.1 M CoCl2 in each of the 4 labeled test tubes. Use the 1st test tube
as standard color for comparison.
2. To the 2nd, 3rd, and 4th test tubes, add 12 M HCl until a change in color is observed.
Use the 2nd test tube as another standard color for comparison.
3. Add water dropwise to the 3rd test tube until a change in color is observed.
4. Add 0.1 M AgNO3 to the 4th test tube until no further color change is observed.

C. Solubility Equilibria
1. Place 1 drop of 0.1 M AgNO3 and 5 drops of 2 M HCl into each of the 3 test tubes.
2. To the 2nd test tube, add 1 drop of 12 M HCl. Compare the result with that of the first
test tube.
3. To the 3rd test tube, add 1 dropwise 6 M NH4OH until the precipitate disappears.
Divide it into two portions.
4. To the 1st portion, add 5 drops of conc. HCl and compare the result with that of the
2nd portion.

D. Complex Ion Equilibrium

1. Place 5 drops of 0.025 M FeCl3 and 5 drops of 0.025 M KSCN into each of the 5
labeled test tubes. Mix thoroughly. Add 10 drops of distilled water. Use the 1st test
tube standard for color comparison.
2. To the 2nd test tube, add a crystal Fe (NO3)3. Observed the color change.
3. To the 3rd test tube, add KCl a crystal. Observe for any change in color.
4. To the 4th test tube, add a Na2HPO4 crystal. Observe for any change in color.

References:

Chang, R. (2012). Chemistry (11th ed.) New York, NY: McGraw-Hill Higher Education.

Lange, N. (1984). Handbook of chemistry. Ohio: Handbook Publishing Inc.

Maranan, Sevilla, Rabor, & Jaramillo. (1984). Laboratory manual in college chemistry. UST:
Manila

Masterson, W. & Smith, S. R. (1984). Laboratory manual for introduction to chemistry. New
York. NY: CBS College Publishing.

Whitten, K. W., Davis, R. E., Reck, L. & Stanley, G. G. (2014). Chemistry (10th ed.). Belmont,
CA, USA: Brooks/Cole.

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 Observation:

A. Common Ion Effect

CH3COOH CH3COO- + H+

CH3COONa CH3COO- + Na+

Reactants Color Conclusion

1. CH3COOH + Methyl red

2. NaCH3COO

B. Le Chatelier’s Principle

Test tube Reagents Color Conclusion

1 Ions present is Co (H2O)6+2

2 + HCl

3 + H2O

4 + AgNO3

C. Solubility Equilibria

Test tube Reagents Color and Nature of Product Conclusion

1 AgNO3 + HCl

2 + HCl

3 + NH4OH

4 + HCl

D. Complex Ion Equilibrium

Test tube Reagents Color Conclusion

1 FeCl3 + KSCN

2 + Fe (NO3)3

3 + KCl

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 4 + Na2HPO4

Guide Questions:

1. Explain the color changes when NaCH3COO was added.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________

2. Balance this equation:

_____ Co (H2O)6+2 + _____ Cl- → _____ CoCl4-2 + ______ H2O

3. Based on the above equation, explain where the equilibrium shifted when the
following reagents were added:
a. H2O:
______________________________________________________________
b. HCl:
______________________________________________________________
c. AgNO3:
______________________________________________________________

4. Based on this equation:

Ag+ + Cl- → AgCl

State where the equilibrium shifted when the following reagents were added. Explain your
answer.

a. HCl:
________________________________________________________________
b. NH4OH:
________________________________________________________________

5. Based on this equation:

Fe+3 + SCN- → Fe (SCN)+2

State where the equilibrium shifted when the following reagents were added:

a. Fe (NO3)3:
________________________________________________________________
b. KCl:
________________________________________________________________

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 c. Na2HPO4:
________________________________________________________________

References:

Conclusion:
______________________________________________________________________
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Name: Date:
Course number and code: Score:

Activity No. 5
Study of Acid-Base Titrations in Aqueous Solutions

Introduction:

Acid-base titrations are essential analytical methods employed to determine the

concentration of unknown acid or base solutions. The process of determining the unknown
concentration of an acid or base involves the accurate application of a titrant with a known
concentration. This allows for the identification of the equivalence point, which is the point of
neutralization. This is commonly identified by a change in color of a suitable pH indicator or
by measuring the pH using a pH meter.

Acid-base titrations play a crucial role in aqueous solutions, being of great importance
in various scientific disciplines such as chemistry, biology, environmental science, and
especially in medical laboratory research. These titrations are used to accurately determine
chemicals such as medications, blood and urine samples, and other biological fluids, providing
important data for diagnostics and research.

Acid-base titrations are based on the principle of neutralization, where hydrogen ions
(H⁺) from the acid combine with hydroxide ions (OH⁻) from the base to produce water. The
stoichiometry of the reaction, along with the given concentration and volume of the titrant,
enables the determination of the unknown concentration.

Objectives:

At the end of this laboratory activity, the students will be able to:
▪ Acquire a thorough understanding of the theoretical principles that form the basis of
acid-base titrations, encompassing neutralization processes, stoichiometry, and the
significance of pH indicators.
▪ Learn the knowledge of determining the concentration of unknown acid or base
solutions by utilizing titration data and the titration formula.
▪ Develop the skills needed to perform acid-base titrations with precision and accuracy,
ensuring reproducible and consistent outcomes.

Materials:

▪ Burette
▪ Pipette and pipette filler
▪ Conical flask
▪ Beakers
▪ pH meter or pH indicator paper
▪ Standard sodium hydroxide (NaOH) solution
▪ Hydrochloric acid (HCl) solution of unknown concentration
▪ Phenolphthalein indicator
▪ Distilled water

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Procedure:

A. Preparation of Apparatus:

1. Clean and rinse the burette with distilled water and then with the standard NaOH
solution.
2. Fill the burette with the NaOH solution, ensuring no air bubbles are present in the
burette tip.
3. Note the initial volume of the NaOH solution in the burette.
B. Preparation of Sample:

1. Pipette 25.00 mL of the HCl solution into a clean conical flask.

2. Add 2-3 drops of phenolphthalein indicator to the HCl solution in the conical flask.
C. Titration Process:

1. Place the conical flask under the burette on a white tile (to better observe the color
change).
2. Slowly add the NaOH solution from the burette to the HCl solution while continuously
swirling the conical flask.
3. Observe for a color change from colorless to pale pink, indicating the endpoint.
4. As you approach the endpoint (when the color change starts to persist), add the NaOH
solution dropwise.
5. Stop adding the NaOH solution when a permanent pale pink color persists for at least
30 seconds.
6. Record the final volume of the NaOH solution the burette.
7. Calculate the volume of NaOH solution used by subtracting the initial volume from the
final volume.
8. Use the titration formula to determine the concentration of the HCl solution.
9. Repeat the titration at least three times to ensure accuracy and obtain consistent
results.
10. Calculate the average volume of NaOH used in the titrations.
D. Titration Curve:

1. If using a pH meter, record the pH of the solution after each addition of a known volume
of NaOH.
2. Plot the titration curve with pH on the y-axis and the volume of NaOH added on the x-
axis.
3. Identify the equivalence point on the titration curve.

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 Data Collection:

Trial Initial volume of NaOH (mL) Final volume of NaOH Volume of NaOH Used
(mL) (mL)

Show your solution:

Guide Questions:

1. What is the principle behind acid-base titration?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Why is it important to rinse the burette with the titrant solution before filling it?
_________________________________________________________________________
_________________________________________________________________________

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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. What is the significance of adding the titrant slowly as you approach the endpoint?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. How do you calculate the concentration of the unknown solution using titration data?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5. What other types of titrations are commonly used in analytical chemistry?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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References:

Conclusion:
______________________________________________________________________
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Name: Date:
Course number and code: Score:

Activity No. 6
Preparation of Soap (Saponification)

Introduction:

Soap-making, or saponification, is a well-established chemical process that involves

the hydrolysis of fats or oils with a strong base to produce glycerol and soap. This reaction,
which has been utilized for centuries, is both practical and educational, providing insights into
organic chemistry and chemical reactions. In the laboratory, saponification not only
demonstrates the conversion of triglycerides into useful products but also highlights the
principles of acid-base chemistry and the importance of chemical processes in daily life. By
engaging in this experiment, students can explore the molecular structure of fats and oils, the
nature of bases like sodium hydroxide, and the resultant properties of the soap they create,
thereby gaining a deeper appreciation for the science behind every day cleaning agents.

Objectives:
By the end of this laboratory activity, students will be able to:
▪ Understand the saponification reaction and its chemical equation.
▪ Perform the saponification process to prepare soap.
▪ Explain the role of each reactant in the saponification reaction.
▪ Analyze the physical and chemical properties of the soap produced.
▪ Discuss the practical applications of soap and the importance of saponification in
everyday life.

Materials:
▪ Vegetable oil or animal fat (e.g., olive oil, coconut oil, or lard)
▪ Sodium hydroxide (NaOH)
▪ Hot plate
▪ Beakers (250 mL and 500 mL)
▪ Stirring rod
▪ Thermometer
▪ pH indicator paper or pH meter
▪ Weighing scale
▪ Molds for soap (optional)

Procedure:
1. Weigh approximately 10 grams of NaOH pellets using a weighing balance.
2. Carefully dissolve the NaOH pellets in 50 mL of distilled water in a 250 mL beaker. Stir
the solution until all the NaOH is dissolved. This will form a caustic soda solution.
(Caution: This reaction is exothermic and releases heat, handle with care).
3. Slowly add the NaOH solution to the heated oil while continuously stirring. The mixture
will start to thicken as the saponification reaction occurs.

35
 4. Continue stirring the mixture for about 20-30 minutes until it reaches a thick, pudding
consistency.
5. Once the mixture has thickened, pour it into molds to shape the soap. If molds are not
available, a shallow dish can be used.
6. Allow the soap to set for 24-48 hours at room temperature.
7. After the initial setting period, remove the soap from the molds and cut it into bars if
necessary.
8. Place the soap bars on a rack and allow them to cure for 2-4 weeks. This curing allows
excess water to evaporate and the soap to harden.
9. Test the pH of the soap using pH indicator paper or a pH meter. The pH should be
around 8-10, indicating mild alkalinity.
10. Observe the physical properties of the soap, such as texture, hardness, and lathering
ability.

Guide Questions:

1. Write the balanced chemical equation for the saponification reaction.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Explain the roles of triglycerides and sodium hydroxide in the reaction.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. What is the pH of the soap, and why is it important for soap to have a mild alkalinity?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Describe the texture and hardness of the soap produced.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. How can different oils and fats affect the properties of the soap produced?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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References:

Conclusion:
______________________________________________________________________
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