TABLE OF CONTENTS

Time Activity No. Title Allocation Rating

1 General Chemistry Lab Safety 2.0

2 Common Laboratory Apparatus 2.0

3 Common Laboratory Techniques 2.0 and Operations

4 Classes of Matter and Their 2.0 Properties

5 Changes of Matter 2.0

6 Naming and Writing Formulas of 2.0 Inorganic Compounds

7 Solutions 2.0

8 Balancing Chemical Equations 2.0

ACTIVITY 1GENERAL CHEMISTRY LAB SAFETY

Chemistry is exiting! Each day in the laboratory you are given the opportunity to confront the unknown, and to understand it. Each experiment holds many secrets. Look hard and you may see them .work hard and you can solve them. The word science comes from Latin word scire which means “to know” the goal of all science is knowledge. Scientist are men and women who devote their lives to the pursuit of knowledge.

SAFETY- Chemistry is a laboratory science. As part of your laboratory experience you will handle many chemical substances and manipulate laboratory equipment. Many of these substances pose a health risk handled improperly while some of the laboratory equipment and chemicals can cause severe injury if used improperly. This activity is a guide to the safe laboratory practices you will use through out this course.

PREPARATION- To get the most out of your laboratory experience, you must be well prepared for each experiment. This means that you read the experiment thoroughly before coming to the laboratory. Make sure you have clear idea of what the experiment is about. Be sure that you understand each step of the procedure. If you are unsure of any part of the experiment, ask your teacher for help before laboratory begins.

Preparation is important not only understanding, but also to safety. If you are well prepared for the laboratory, it is much less likely that an accident will occur. In the laboratory you are responsible no only for your safety, but also for the safety of your classmates. If an accident happens because you are not prepared, it can also affect your friends. This is all the more reasons for you take the time and make the effort to prepare for the laboratory .be sure to note the safety warnings listed in the safety section of this manual. Note that these warnings are emphasized by symbols. The symbols mark those parts of the activity procedure that may be hazardous. In addition be sure to observe the general safety precautions described in this activity.

Objectives:

Understand laboratory safety in order to minimize or eliminate exposure to hazardous materials Identify the hazard rations chemicals to b use and the risk associated with its manipulation Perform proper laboratory safety practices with due to attention to health Develop consciousness and positive attitudes regarding safety

Procedure

Simulate a laboratory activity as chosen. Demonstrated and explained by the instructor Evaluation and assessment of simulated laboratory activity shall base on the proper laboratory practice” to

with:Dress Code in the Laboratory Chemical Handling

Conduct Hygiene PracticesProcedure Housekeeping

Simulated laboratory activity will be performed in groups

Attire

Safety goggles must be worn at all times while in the laboratory. This rule must be followed whether you are actually working on an experiment or simply writing in your lab notebook. You must wear safety goggles provided by the chemistry department.

Contact lenses are not allowed. Even when worn under safety goggles, various fumes may accumulate under the lens and cause serious injuries or blindness.

Closed toe shoes and long pants must be worn in the lab. Sandals and shorts are not allowed. Long hair must be tied back when using open flames.

Conduct

Eating, drinking, and smoking are strictly prohibited in the laboratory. No unauthorized experiments are to be performed. If you are curious about trying a procedure not covered in

the experimental procedure, consult with your laboratory instructor. Never taste anything. Never directly smell the source of any vapour or gas; instead by means of your cupped

hand, waft a small sample to your nose. Do not inhale these vapors but take in only enough to detect an odor if one exists.

Coats, backpacks, etc., should not be left on the lab benches and stools. There is a hook rack along the back wall at either end of the lab. There are coat racks just inside the each entrance to the balance room at the back of the lab. Beware that lab chemicals can destroy personal possessions.

Always wash your hands before leaving lab. Learn where the safety and first-aid equipment is located. This includes fire extinguishers, fire blankets, and

eye-wash stations. Notify the instructor immediately in case of an accident.

Proper Handling of Chemicals and Equipment

Consider all chemicals to be hazardous unless you are instructed otherwise. Know what chemicals you are using. Carefully read the label twice before taking anything from a bottle.

Chemicals in the lab are marked with NFPA hazardous materials diamond labels. Learn how to interpret these labels.

Excess reagents are never to be returned to stock bottles. If you take too much, dispose of the excess. Many common reagents, for example, alcohols and acetone, are highly flammable. Do not use them anywhere

near open flames. Always pour acids into water. If you pour water into acid, the heat of reaction will cause the water to explode

into steam, sometimes violently, and the acid will splatter. If chemicals come into contact with your skin or eyes, flush immediately with copious amounts of water and

consult with your instructor. Never point a test tube or any vessel that you are heating at yourself or your neighbour--it may erupt like a

geyser. Dispose of chemicals properly. Waste containers will be provided and their use will be explained by your TA.

Unless you are explicitly told otherwise, assume that only water may be put in the lab sinks. Clean up all broken glassware immediately and dispose of the broken glass properly. Contact the stockroom for clean-up of mercury spills. Never leave burners unattended. Turn them off whenever you leave your workstation. Be sure that the gas is

shut off at the bench rack when you leave the lab. Beware of hot glass--it looks exactly like cold glass.

Conclusion:

The chemistry laboratory can be a place of discovery and learning. However, by the very nature of laboratory work, it can be a place of danger if proper common-sense precautions aren't taken. While every effort has been made to eliminate the use of explosive, highly toxic, and carcinogenic substances from the experiments we perform, there is a certain unavoidable hazard associated with the use of a variety of chemicals and glassware. The purpose of this guide is to promote safety awareness and encourage safe work practices in the laboratory. These are guidelines; they should serve as a reminder of things you can do to work more safely.

ACTIVITY 2

COMMON LABORATORY APPARATUS

A chemistry laboratory is a place where you can perform in actual the different reactions that you had learnt in the books or heard in lectures. A good chemistry laboratory is fully equipped with the basic measuring and analytical chemistry laboratory apparatus that allows a good study of all the branches of chemistry. However all the different experiments should be performed under the supervision of the lab instructor only? Adhering to safety norms is of paramount importance in a chemistry lab. Chemistry lab equipment is used in school & college chemistry laboratories and chemical research laboratories. Chemistry laboratory equipment includes different types of chemistry apparatus.

Objectives:

Provide brief introduction to less frequently used apparatus which are generally available in a school laboratory

Promote familiarization of such equipment for possible use in design questions Encourage appreciation and reinforce understanding of laboratory equipment and their possible

uses/applications.

Beakers are useful as a reaction container or to hold liquid or solid samples. They are also used to catch liquids from titrations and filtrates from filtering operations.

Bunsen burners are sources of heat.

Burets are for addition of a precise volume of liquid. The volume of liquid added can be determined to the nearest 0.01 mL with practice.

Clay triangles are placed on a ring attached to a ring stand as a support for a funnel, crucible, or evaporating dish.

Droppers are for addition of liquids drop by drop

Glass funnels are for funnelling liquids from one container to another or for filtering when equipped with filter paper.

Graduated cylinders are for measurement of an amount of liquid. The volume of liquid can be estimated to the nearest 0.1 mL with practice.

Pipets are used to dispense small quantities of liquids.

Ring stand with rings or clamps are for holding pieces of glassware in place.

Test tubes are for holding small samples or for containing small-scale reactions.

Test tube holders are for holding test tubes when tubes should not be touched

Tongs are similar in function to forceps but are useful for larger items.

Volumetric flasks are used to measure precise volumes of liquid or to make precise dilutions.

Wash bottles are used for dispensing small quantities of distilled water.

Watch glasses are for holding small samples or for covering beakers or evaporating dishes.

Wire gauze on a ring supports beakers to be heated by Bunsen burners

Conclusion:

In a chemistry laboratory the most common and widely used equipment are those made of glass. With glassware it is easy to spot what is happening inside. At the same time it is essential to ensure the proper & careful use of chemistry laboratory equipment. The chemistry lab apparatus usually deals with different sorts of chemicals and so they are prone to chemical attacks and breakage. Some of the very common chemistry lab equipment includes beakers, test tubes, Bunsen burner etc. All apparatus should be kept at their proper places, after the experiment, so that whenever, any piece of apparatus is required it is easily available to you. All kinds of glass apparatus must be cleaned properly after use. Dirt and chemicals sticking inside the apparatus are found to affect the experiment. Cleaning with ordinary detergent is suggested. A solution of any available detergent is made and with its help and with the help of a brush, apparatus should be cleaned properly. In case of nasty or extremely dirty apparatus, dilute chromic-acid solution is suggested. Bottle brushes may be used to remove stains. After cleaning with detergent solution or dilute chromic acid, the apparatus should be washed in running water.

ACTIVITY 3

COMMON LABORATORY TECHNIQUES AND OPERATIONS

The laboratory Bunsen burner was invented by Robert Wilhelm Bunsen in 1855. Bunsen (March 31, 1811-August 16, 1899) was a German chemist and teacher. He invented the Bunsen burner for his research in isolating chemical substances - it has a high-intensity, non-luminous flame that does not interfere with the colored flame emitted by chemicals being tested. Peter Desaga was a University of Heidelberg (where Bunsen worked) mechanic who built the first Bunsen burner to Bunsen's specifications. Bunsen also invented the hydrojet filter pump, a photometer (to measure the intensity of light), and the Bunsen battery (a chemical battery).

Bunsen and the German physicist Gustav Robert Kirchhoff (1824-1887) developed the Bunsen-Kirchhoff spectroscope (to do spectral analysis of materials) in 1859 and used it to discover the elements Rubidium and Caesium (two alkali metals) in 1860. Early in his career, Bunsen was blinded in one eye when a chemistry experiment of his exploded.

Objectives:

To demonstrates the basic techniques in handling solids and liquid chemicals. To perform the different methods of separation of mixtures. Provide technical training in the use of common lab equipment and instruments. To observe proper safety technique with all laboratory equipment. To use laboratory apparatus skilfully and efficiently. To learn the names and functions of all the apparatus in the laboratory. To develop a positive approach toward laboratory safety.

 Materials:

Black Pen EraserPencil Liquid Soap10 Droppers’ 20 pcs VialMatches Tissue PaperWash Bottle Rag

       

Procedures:

The Bunsen or Tirrell burner is commonly used as a source of heat in the laboratory.  Although the details of construction vary among burners, each has a gas inlet located in the base, a vertical tube or barrel in which the gas is mixed with air, and adjustable openings or ports in the base of the barrel. These ports admit air to the gas stream.  The burner may have an adjustable needle valve to regulate the flow of gas.  In some models the gas flow is regulated simply by adjusting the gas valve on the supply line.  The burner is always turned off at the gas valve, never at the needle valve. 

CAUTION!  Before you light the burner, check to see that you and your partner have taken the following safety precautions against fires: Wear safety goggles, aprons, and gloves.  Confine long hair and loose clothing: Tie long hair at the back of the head and away from the front of the face, roll up long sleeves on shirts, blouses, and sweaters away from the wrists.  You should also know the locations of fire extinguishers ireblankets, safety showers, and sand buckets and how to use them in case of a fire.

Manipulating the Bunsen Burner

In lighting the burner, partially close the ports at the base of the barrel, turn the gas full on, hold the sparker about 5 cm above the top of the burner, and proceed to light.  The gas flow may then be regulated by adjusting the gas valve until the flame has the desired height.  If a very low flame is needed, remember that the ports should be partially closed when the gas pressure is reduced.  Otherwise the flame may burn inside the base of the barrel.  When improperly burning in this way, the barrel will get very hot, and the flame will produce a poisonous gas, carbon monoxide.

Weighing Using the Platform Balance

When a balance is required for determining mass, you will use a centigram balance.  The centigram balance is sensitive to 0.01 g. This means that your mass readings should all be recorded to the nearest 0.01 g. Before using the balance, always check to see if the pointer is resting at zero.  If the pointer is not at zero, check the slider weights.  If all the slider weights are at zero, turn the zero adjust knob until the pointer rests at zero.  The zero adjust knob is usually located at the far left end of the balance beam. Note: The balance will not adjust to zero if the movable pan has been removed.  Whenever weighing chemicals, always Use weighing paper or a glass container. Never place chemicals or hot objects directly on the balance pan.  They can permanently damage the surface of the balance pan and affect the mass weighing.

Decantation ProcessProcedures

Sometimes liquids contain particles of insoluble solids, present either as impurities or as precipitates formed by the interaction of the chemicals used in the experiment.  If the particles are denser than water, they soon sink to the bottom. Most of the clear, supernatant (floating above) liquid may be poured off without disturbing the precipitate. Such a method of separation is known as decantation. 

Filtration Process

Filtration, as a physical operation is very important in chemistry for the separation of materials of different chemical composition. A solvent is chosen which dissolves one component, while not dissolving the other. By dissolving the mixture in the chosen solvent, one component will go into the solution and pass through the filter, while the other will be retained. This is one of the most important techniques used by chemists to purify compounds.

Evaporation Process

Evaporation, in a technical sense, denotes the conversion of a liquid into a vapor for the purpose of separating it from another liquid of higher boiling point, or from a solid which is dissolved init. In the great majority of cases, the liquid evaporated is water. If the liquid evaporated is to be recovered, the vapors are condensed, and the process then becomes one of Distillation.

Conclusion:

Laboratory operations are the totality of procedures made useful in chemistry in conducting an experiment. They all follow the scientific method..There are a lot of laboratory operations, ranging from simple to complicated ones. Though the level of complexity differs among a collection of laboratory operations, all laboratory operations share the common feature of having to be done carefully and attentively in order to achieve desired goals and to bring about success to the ongoing experiment being carried out, either by an individual or a group. The term “clean laboratory” must be redundant since any area couldn’t actually be considered a laboratory if it is messy. Tidiness of the laboratory entails safety – no chemical spills or bits of broken glassware that may cause harm. Cleaning the laboratory, before and after conducting experiments, is a must and so is following the rules and guidelines in doing so.

ACTIVITY 4CLASSES OF MATTER AND THEIR PROPERTIES

Matter is anything that occupies space and has mass. It is classified into: pure substance and mixtures. Pure substance includes compounds and element; while mixtures may be homogenous or heterogeneous. Moreover, matter can be described or distinguished through its physical and chemical characteristics or properties. Physical properties are qualities that describe the physical appearance of matter. Examples are odor, colour, taste, size, and mass or weight. Chemical properties can only be determined through the interaction of two or more substance.

States of MatterSolids - fixed shape and volumeLiquids - fairly fixed volume, but shape varies with containerGases - both volume and shape are variablePlasma - ionized gas - both volume and shape are variable

Matter can be divided into two categories: Substances (or pure substances)Mixtures

SubstancesSubstances cannot be separated into different types of matter by any physical means. Atoms in a pure substance can be separated only by chemical changes.

Elements are pure substances that are made of only one type of matter.The smallest possible particle of an element is called an atom.Examples: Silver, copper, oxygen, carbon (as diamond or graphite), sulfur, etc.

Compounds are composed of more than one type of matter. The different substances cannot be separated without changing the substance.The smallest possible particle of a compound that retains the properties of a compound is called a molecule.

Examples: Table salt (sodium chloride). Salt is composed of two elements, sodium and chlorine. If you could

separate salt into its two elements, it would no longer be salt. Pure water (H2O). Pure sucrose or sugar (C6H12O6).

Law of Definite Proportions or Law of Constant Composition: a pure compound always contains the same proportions of elements by mass, regardless of the source of the compound. In other words, if you tested a sample of pure water (H2O), every sample would contain H and O atoms in a ratio of 2:1.

MixturesA mixture is a material made up of two or more substances. Mixtures are composed of more than one kind of matter, or more than one pure substance. Composition can vary between different samples. Pure substances in the mixture can be physically separated from each other by physical changes. There are two types of mixtures:

Homogeneous mixtures - A homogeneous mixture has two or more substances in it, but you cannot see them. They appear to be the same throughout. They may not look like mixtures, but if tested, they can be determined to be composed of more than one type of substance.   Examples:

Homogeneous mixture is sometimes called a solution. Cake batter (which is a mixture of butter, eggs, sugar, and flour), soft drinks, salt water, sugar water, tap water, and brass (which is a mixture of copper and zinc).  Salt water (or sugar water) would be a homogeneous mixture since you cannot actually see the salt in the water.

Heterogeneous mixtures - A heterogeneous mixture has two or more substances in it, and you can see what is inside of it. Different samples are not necessarily the same. These are easy to spot because they look like mixtures. They are clearly composed of more than one type of matter, and contain regions with different properties.Mixtures can be separated into different types of matter by some physical means, such as sorting, filtering, heating, cooling, freezing, melting, evaporation, settling, etc.   Examples:

Trail mix (which is a mixture of raisins, peanuts, and chocolate candy m & m's), crunchy peanut butter, chocolate chip cookies, vegetable soup, spaghetti sauce, concrete, granite, raisin bran.  Heterogeneous mixtures that are liquids can be subdivided into two types: colloids and suspensions.

 A colloid consists of solid particles in a liquid. These particles are usually very small, often less than 0.01 mm in diameter. A colloid is a heterogeneous mixture in which the contents do not settle over a long time. They tend to stay combined together. Paint, orange juice, ketchup, and most salad dressings are colloids.

 A suspension is a heterogeneous mixture in which the contents settle over a short period of time. Some examples of this may be muddy water or Italian salad dressing. Objectives:

Classify matter into pure substances and mixtures. Classify pure substances into elements and compounds. Classify mixtures into heterogeneous and homogeneous mixtures. Distinguish between chemical changes and physical changes in matter. Describe the difference between pure substances (elements and compounds) and mixtures. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling Point) or chemical (i.e., reactivity, combustibility). Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, Formation of precipitate, and change in colour) Identify and demonstrate the Law of Conservation of Matter.

Procedure:

A.1. Weigh 0.5 gram of sulphur and a pinch of iron filings in separate watch glasses. Examines the properties of

each.2. Mix the two substances in a mortar and grind well.3. Try the effect of magnet on the mixture.

Observation:The observation is that no matter sulphur and iron filings is been mixed when we put the u-shape magnet on

top of watch glass still iron filings will be going to that magnet the magnet pull up the iron filings that was putted on the watch glass.

B.1. Take a piece of magnesium ribbon and carefully examine its properties 2. Hold the Mg ribbon with crucible tongs and burn it on a flame.3. List down the properties.

Observation:The observations the Mg ribbon from bronze colour turn into dark white.

C.1. Half fill a 250 mL beaker with distilled water. Heat until it boils.2. Take the temperature reading of boiling water by immersing the thermometer bulb into liquid. (Note: Do not

let the bulb of the thermometer touch the bottom of the beaker). Record this as initial boiling temperature continue boiling for 5 minutes until such time the temperature reading does not change anymore. Record this as final boiling temperature.

3. Dissolve 5grams of sodium chloride crystals in the boiling water and once more bring the mixture to boiling.4. Take the initial temperature and final reading after 5 minutes.

Observation:When the boiling point reach we recorded and take the initial finding then after 5 minutes again we recorded

again the final temperature until such time the temperature does not change already. Because it reaches already the final pressure.

Conclusions:

There are three states or phases in which matter exists: solid, liquid and gaseous. Most materials can go from one state to another, depending on the temperature. The difference between a solid, liquid and gas is very apparent when you look and even touch the materials. In most cases, they don't even look related. A solid has a specific shape. If you put a liquid in a container, it will normally stay in the container and take the shape of the container. A gas will also take the shape of its container, but it will not normally stay in the container. Most substances expand when heated and contract when cooled. For example, water will contract until it starts to freeze and turn into ice. It then starts to expand and get larger. Ice will expand until the temperature reaches about -3° C, after which is will start to contract again with lowering temperatures. When you try to boil water, the energy you apply to the water is spent rising its temperature. Once the temperature reaches 212° F (100° C), the temperature stays constant and all of the energy is used to change the water into steam. In conclusion most materials will change their states from solid to liquid to gas, as the temperature increases. This is caused by the energy of the moving molecules overcoming the molecular attraction forces.

ACTIVITY 5CHANGES OF MATTER

Matter is any object that takes up space. Matter can be looked at based on its composition or its properties. Composition defines what makes up the matter. Properties are the characteristics for each piece of matter, based on their physical or chemical qualities. A physical change has no effect on the identity of the substance whereas a chemical change creates a new substance. A physical property is based on observations that don't change the identity and a chemical property is based on the substances ability to become something else.

Matter is frequently undergoing change. These changes can be classified as physical or chemical.

PHYSICAL change there is a change in the appearance of the substance but not its identity. It is often referred to as a change of state (although also includes dissolving and the formation of suspensions etc). New substances are not formed and we do not change the chemical nature of the substances involved. Physical changes are reversible and this fact is important in things such as the hydrolytic cycle where water is able to change between states in a continuous cycle.

Examples: Boiling of water (liquid water, ice and steam are just the liquid, solid and gas forms of H2O) Freezing of water to form ice Chewing of food Sharpening of a pencil Crystallization of sugar from a sugar solution Melting of gold

CHEMICAL change the matter is changed chemically and irreversibly into a new substance, which may or may not be the same state as the starting materials. The substances are transformed into something new and there are often indicators that a chemical change is occurring such as a change in temperature, formation of a precipitate (solid), colour change, formation of a gas (fizzing) or evolution of light (ie a glow stick). Chemical changes occur in everyday life in processes.

Examples: Digestion of food Combustibility = the ability to react with oxygen (e.g., burning a candle or a match, burning of fuel).  Methane

reacts with oxygen to form carbon dioxide and water Electrolysis of water (breaking water up into hydrogen and oxygen) Reactivity = The ability to be changed chemically because of a reaction with another chemical substance, such

as the development of a gas (e.g., from the reaction of vinegar and baking soda) Formation of a precipitate (e.g., silver nitrate and salt water, or cooling a solution of sodium nitrate and water) Change in colour (such as burning toast, or reaction of chlorox bleaching colored cloth, or cooking of an egg) Oxidation (or rusting) of steel wool in water

Objectives:

Describes the changes observed and the conditions necessary for changes to occur. Compare the characteristics of substances before and after undergoing changes. Identify the type of changes involved in each case as to physical and chemical and energy changes.

Reagents:

1g Naphthalene Powder 1ml Pb (CH3CO2)1g urea 1ml K2CRO4

1g NaOH pellet 1ml HCL1g NaHCO3 2ml CUSO4

5 pcs. Staple Wire 2cm Magnesium Ribbon

Apparatus/Materials:

Crucible Tong Stirring Rod 7- Test Tubes (15ml)Alcohol Lamp Spatula Test Tube HolderTest - tube Rack Tripod Graduated CylinderWire Gauze Funnel Filter PaperTest Tube Brush Evaporating Dish 2 Watch Glass

Procedure:

Place a pinch of powdered naphthalene or benzoic acid in an evaporating dish cover the dish with a cone shaped filter paper and heat gently.

Observation:

When we put a pinch of naphthalene powder in an evaporating dish and we wait the naphthalene powder to evaporate and when it’s already evaporated, we observe that there is a presence of some crystals like in the funnel and there is the presence of foul smell from that evaporating dish.

Place 3ml of 0.1m NaOH in test tube and add 1 ml of 0.1m FeCL3.

Observation:

Place 1ml of 0.1% starch solution in a test tube and add 2 drops of iodine solution.

Observation:

Place 10 drops of ethyl alcohol in a watch glass set aside. Observe the change after few minutes.

Observation:

When we put the rubbing alcohol to a watch glass and we wait for a few minutes to dry of the rubbing alcohol in the watch glass.

Place another 10 drops of ethyl alcohol in an evaporating dish and ignite using alighted matchstick note the change.

Observation:

When we ignite the alcohol the non luminous fame come out.

Place a pinch of baking soda in an evaporating dish continue 2ml water note the change. Observation:

Add 1 ml of concentrated HCL into test tube containing 2ml of water. Feel the bottom of test tube.

Observation:

Repeat procedure no.8 using a gram of u8rea instead of HCL.

Observation:

Repeat procedure no. 8 using 1 or 2 pellets of NaOH

Observation:It is endothermic when we mix the two chemical when we hold the bottom of the test tube it turns to cold.

Conclusion:

In general all forms mater undergo changes, physical and chemical. A change is physical if only the extrinsic properties of matter change such as the shape and the state but the identity of matter is unchanged. A chemical change, on the other hand, involves the change in the intrinsic properties, as when it undergoes chemical reaction leading to the formation of a new substance; hence the composition of matter is altered.

ACTIVITY 6NAMING AND WRITING FORMULAS OF INORGANIC COMPOUNDS

Writing Formulas for Compounds

1. Ionic Compound: Contains a Metal Ion and a Non-metal Ion

Write the symbol for the metal ion. Write the symbol formula for the non metal or polyatomic an ion. Check the oxidation numbers of each ion: if they add up to zero, this is the formula. Use the proper subscripts after the symbols for each ion so that when we multiplied times the ox. No. the

algebraic sum of each is zero. Roman numeral after the name of the metal ion denotes its oxidation number.

Examples:Sodium Chloride NaClCopper (II) Is CuC03

Aluminum Oxide Is Al2O3

Strontium Nitrate is Sr (NO3)2

2. Binary Covalent: contain two non-metals or a metalloid and non metal

Write the symbol for the first element named: if a prefix accompanies the name place subscripts equal to the prefix after the symbol.

Write the symbol of the seconds element: place the subscript after its symbol if the prefix means two or higher

Examples:Carbon Monoxides is COSulfur Dioxides is SO2

Phosphorus Trichloride PCl3Nitrogen tetra Oxide is NO4

Naming Compounds from Their Formulas

1. Ionic Compound

Write the name of cat ion ( the metal or ammonium ion) Write the name of anion (he non metal or poly atomic ion If the metal ion can have more than one charge (ox. no.)place a roman numeral after its name to denote the

charges

Examples:NaBr Is Sodium BromideCaSO4 Is Calcium SulfateFe (NO3) Is Iron III) Nitrate

2. Binary Compounds

Write the name of the first element. If the symbol is follow by subscripts 2 or more, use the appropriate prefix to denote the number. Write the root of the name of the 2nd element with an -ide ending. Use appropriate prefix to denote the number or the 2nd element (1 or more).

ExamplesCO2 is Carbon DioxidePCL3 Is Phospurus TrichlorideAsP is Diarsenic Pentaoxide

Number of Atoms Can Be Used In Naming Polyatomic Anions

Oxidation State −1 +1 +3 +5 +7

Anion Name chloride hypochlorite chlorite chlorate perchlorate

Formula Cl− ClO− ClO2− ClO3

− ClO4−

Structure

Names of Ionic Compounds

Ionic Compound Compound SymbolsSodium And Phosphorus Sodium phosphide NaPMagnesium And Fluorine Magnesium fluoride MgFAluminum And Sulfur Aluminum sulfide AlSCalcium And Nitrogen Calcium Nitride CaNBarium And Iodine Barium Iodide Bal

Nomenclature of Simple Covalent or Molecular Compounds

Compound NameNO Nitrogen monoxideN2O Dinitrogen monoxideNO2 Nitrogen dioxideN2O3 Dinitrogen trioxideN2O4 Dinitrogen tetraoxide

Nomenclature of Acids

Formula NameHF(aq) - hydrofluoric acidHCl(aq) - hydrochloric acid

HBr(aq) - hydrobromic acidHI(aq) - hydriodic acid

H2S(aq) - hydrosulfuric acid

Nomenclature of hydrates

Formula NameCa(ClO3)2.H20 Calcium Chlorate DihydrateSn(SO4)2.2H20 Tin (IV) SulfatedihydrateNiSO4.7H20 Nickel (II) SulfateheptahydrateCo(C2H3O2)2.4H20 Cobalt (II) Acetate TetrahydrateFeBr3.6H20 Iron (III) Bromide Hexahydrate

Common and Chemicals Names of Some Compounds

Common Name Chemical Name Chemical Formula

Dry Ice Solid Carbon dioxide CO2

Slaked Lime Calcium Hydroxide Ca (OH)2

Bleaching Powder Calcium Oxychloride CaOCl2

Nausadar Ammonium Chloride NH4Cl

Caustic Soda Sodium Hydroxide NaOH

Rock Salt Sodium Chloride NaCl

Some Inorganic Compounds and Their Uses

Potassium chloride

Is a chemical compound symbolized by KCI. It is a metal halide (binary compound) made up of potassium and chlorine. According to Chemistry Daily, potassium chloride is a colorless crystal that has a face-centered cubic structure. It is naturally occurring in the mineral sylvite, and is a soluble ionic chloride. It is used to treat potassium deficiency, which, according to Drugs.com, has a variety of medical effects, including weakness, fatigue, drowsiness, low blood pressure, muscle cramps, abnormal heart rate and nausea.

Lithium

Today is used mainly to help patients manage manic-depressive illness, also known as bipolar disorder. In drug forms such as Eskalith or Lithobid, lithium can cut down on a patient's number of manic and depression states and can make the occurrences of those states less severe. The drug gives patients more emotional control and a better ability to cope with problems by acting on the body's nervous system, according to the Mayo Clinic. Lithium medication requires a doctor's prescription and comes in the form of solutions, capsules, syrups and tablets.

Arsenic Trioxide

Has been approved to treat a specific type of leukaemia called acute promyelocytic leukaemia, where the undeveloped blood cells found in the bone marrow and blood are in excessive numbers. When doctors turn to arsenic trioxide, it typically means that chemotherapy has not worked. Its part of a list of drugs called anti-neoplastics, and it is believed to slow or stop cancerous cells from growing.

Calcium Chloride

Is used to treat calcium deficiencies, hypocalcaemia, magnesium intoxication, cardiac failure and hyperkalemia. In some cases, it is also used to treat drug overdoses.In terms of its use in food, calcium chloride is included in the Food and Drug Administration's list of food additives "generally regarded as safe." Calcium chloride is commonly included in food and animal feed as a drying agent or filler.

Magnesium Chloride

May be prescribed to treat hypomagnesaemia, or low magnesium. It may also be used for a variety of other medical conditions like gastric and duodenal ulcers, gastroesophageal reflux disease and constipation in adults and children. Other conditions magnesium oxide may be used for include renal stones and pathological hypersecretory disorder such as Zollinger-Ellison syndrome.

Conclusion:

In chemistry we will work with several different compounds.  For this reason, it is important that we are able to write the names and formulas for these compounds. In order to name inorganic compounds, it is important that we know something about the periodic table. First of all the vertical columns on the periodic table are called groups or families.  Where Group I A elements are referred to as Alkali Metals.  Group II A elements are referred to as Alkaline-Earth Metals.  Group VII A elements are referred to as Halogens and Group VIII A elements are referred to as the Nobel Gases.  The Group B elements are all referred to as Transition Metals.  The horizontal rows are referred to as periods.

ACTIVITY 7SOLUTIONS

Solutions and MixturesBefore we dive into solutions, let's separate solutions from other types of mixtures. Solutions are groups of molecules that are mixed up in a completely even distribution. Not the easiest way to say it. Scientists say that solutions are homogenous systems. Other types of mixtures can have a little higher concentration on one side of the liquid when compared to the other side. Solutions have an even concentration throughout the system. An example: Sugar in water vs. Sand in water. Sugar dissolves and is spread throughout the glass of water. The sand sinks to the bottom. The sugar-water could be considered a solution. The sand-water is a mixture.

Can Anything Be In Solution?

Solutions can be solids dissolved in liquids. They could also be gases dissolved in liquids (such as carbonated water). There can also be gases in other gases and liquids in liquids. If you mix things up and they stay at an even distribution, it is a solution. You probably won't find people making solid-solid solutions in front of you. They start off as solid/gas/liquid-liquid solutions and then harden at room temperature. Alloys with all types of metals are good examples of a solid solution at room temperature. A simple solution is basically two substances that are going to be combined. One of them is called the solute. A solute is the substance to be dissolved (sugar). The other is a solvent. The solvent is the one doing the dissolving (water). As a rule of thumb, there is usually

more solvent than solute.

Objectives:

Explain the effect of nature of solvent and solute temperature and pressure solubility. Explain the effect of stirring temperature and particle size on the rates of dissolution Differentiated saturated, unsaturated and super saturated solutions And calculate the concentrations of the prepared solutions in different ways. To determine the effects of different factors on the solubility of substances; To determine the effects of various factors on the rate at which a solute dissolves in a solvent To measure the solubility of some solutes in water and express them in proper units, To construct the solubility curve of a solute and predict the solubility of the solute at different temperatures. To qualitatively and quantitatively describe concentrations of solutions.

Reagents:

20g Sucrose 250 ml Distilled Water1g Naphthalene 1g CaCO3 5g CUsO4.5H2O 1ml ethyl alcohol

Apparatus/Materials:

Graduated cylinder 10ml mortal and pestle Test tube holderErlenmeyer flask 250 ml beaker 250 ml Test tube brush12 test tubes15 ml alcohol lamp Spatula2 watch glass funnel Platform balanceStirring rod test tube rack

Procedures:

Factors affecting the rate of dissolution

1. Add approximately 0.5g of sucrose crystals into 2 separate test tubes containing 10ml of H20set aside one test tubes and allow the solute to dissolve. Stir the other test tubes with stirring rod w/ test tubers did the crystals dissolve faster

Observation:The faster to dissolve is the test tubes that we use a stirring rod stir than the other test tubes with a stirring rod stir than other test tubes that we don’t stir

2. Place 10 ml H20 into 2 test tubes .heat one test tubes to almost boinling.add0.5g of cuso4 into both test tubes. In which test tubes did the crystals dissolve faster?

Observation:The faster to dissolve is the test tubes that contain hot water.

3. Weigh 0.5 g of cuso4 in two separate watch glass. Grind the cuso4 from one watch glasses. Pour the 2 potions of cuso4 into 2 separate test tubes containing 10 ml of water. In which test tubes did the crystals dissolve faster?

Observation:The faster to dissolve in the test tubes that contain water which grind cuso4 while the other test tubes contain water with cuso4 it dissolves but it take a few second or minutes to dissolve.

4. Preparation of normal saline solution

1) Weight 2.08 g of NaCl in a dry 250 ml beaker.2) Add approximately 100 ml distilled h20 in the beaker and stir to dissolve the NaCl crystals.3) Transfer the solutions into a 250mlvolumetric flask and add h20 until the volume reaches the 250ml

mark.4) Transfer the solutions into the 250m beaker and weigh.5) Complete for the % by mass % mass volume molarity, and molality, of the solutions.

Given:

Sucrose 2.25gErlenmeyer flask 120.0gVolume of solution 200mlMass of solution 328g

2.25 g x = 1.11% present /mass 202 g

2.25 g x = 1.12%present/mass volume 200ml

Mol = given mass Sucrose - C6 H12 O6 = 1 Molecular mass C6 – 6 x 12 = 72

H12 -12 x1 = 12 2.25 g = 0.0125 mol O6 – 6 x16 = 96

180 g/mol 180 g/mol

M = 0.0125 mol = 0.0625 L Molarity 0.2 L

M = 0.0125 mol = 0.05 Molality

0.202 kg

Conclusion:

Two or more substances mixed to form a single, homogenous phase. One of the substances is the solvent and the others solutes are said to be dissolved in it. The constituents of a solution may be solid, liquid, or gaseous. The solvent is normally the substance that is present in greatest quantity; however, if one of the constituents is a liquid this is considered to be the solvent even if it is not the major substance.

ACTIVITY 8BALANCING CHEMICAL EQUATIONS

When a chemical reaction occurs, it can be described by an equation. Reactants on the left-hand side, and the chemicals that they produce called the Products on the right-hand side. The chemicals can be represented by their names or by their chemical symbols. Unlike mathematical equations, the two sides are separated by an arrow, which indicates that the reactants form the products and not the other way round.

When we delve deeper into the study of chemistry, we find that there are several different types of reactions. There are several different ways to classify these reactions, mainly based on the patterns of similarity among them. There are 5 basic types of reactions we will be studying, and the way they are classified is based on how atoms or groups of atoms are rearranged during a particular reaction. These reactions are:

      

 

Combination reactions Decomposition reactions Displacement reactions Metathesis reactions Combustion reactions

Objectives:

Identify all reactants and products involved in chemical reactions. Write the correct formula to represents substances on the left and right of the equations Balance the equations by using suitable coefficients to give the same number of atoms of each element on both

sides of the equations.

In general a balance equation is written into 2 steps:

1. Write the correct formulas and state or phases of reactants and produce to:2. Balance the number of atoms each kind of using coefficient in simple reactions balancing by inspections is

easily accomplished.Example: Write the balancing equations for the reactions of magnesium with oxygen to form magnesium oxide.

Step 1: Identify the reactants and the productsMagnesium and oxygen

Step 2: Write the formulas and sates of reactants and producesMg(s) +02 (g) = MgO(s)

Step 3: Balance the number of atoms this can be accomplished by adjusting the coefficients. Chemical formulas must not be changed. It will take some practice for you to determine which atom should be balanced first. In the example, the easiest way to start in which oxygen thus.

Mg (s) + 02 (s) - MgO (s)

Mg 1 1O 2 1

3 2The table above the oxygen is coefficient on the right side to balance oxygen the coefficient 2 is written before MgO in equations becomes.

Mg (s) + 02 (s) - 2MgO (s)

Left RightMg 1 2O 2 2

This time as shown in the table, Mg is undefined deficient on the left side. Mg is balanced by writing the coefficient 2 before the element on the left sides the equations becomes;

2Mg + O2 (s) ---- 2Mg O(s)

Left RightMg 2 2

O 2 2

Under the number of atoms in the left side of the equations is equal the right side, the chemical equations is finally balances.

1. H2O + SO3 = H2SO4 = Composition Of Synthesis = Balanced

Reactant ProductsH 2 2O 4 4S 1 1

2. 2KCl3 + O2 = 2KCl + 3O2 = Decomposition

Reactant ProductsK 1 1Cl 1 1O 3 2

3. Zn + O2 = 2ZnO =Composition of Synthesis = Balanced

Reactant ProductsZn 1 2O 2 1

4. N2OH + FeCl3 –NaCl + Fe (OH) 3 = 3NaCl+FeCl = Double Displacement

Reactant ProductsNa 1 1O 1 3H 1 3Fe 1 1Cl 2 1

5. Ca +CO3 = Ca CO2 = Decomposition = Balanced

Reactant ProductsCa 1 1C 1 1O 3 3

Conclusion:

To review, a balanced chemical equation gives both the ingredients and the proportions for combining the reactants into the products. You can balance a chemical equation by adjusting the number of molecules on either side of the reaction until the number of each type of atom is the same on both sides.