Learning Objectives:

Upon completion of this experiment, students will:

1. (CLO) Analyze evidence to decide if generalizations or conclusions based on the obtained data are warranted 

2. (MLO1-1) Utilize algebraic methods, scientific notation, rounding numbers, and significant figure rules in calculations 

3. (MLO1-2)Apply units of mass, temperature, time, length, and derived units, such as volume and density using dimensional analysis to solve problems with single or multiple steps or conversions.  Recall the common base SI units of measurement, prefixes, and their associated symbols

4. (MLO1-3) Evaluate the uncertainty, accuracy, and precision of measurements. 

5. Use best practices to maintain a safe laboratory environment 

6. Interpret a Safety Data Sheet and chemical hazard label.

7. Recognize common glassware and equipment used to make measurements with proper significant figures and units

8. Become familiar with the safe operation of a Bunsen burner

Procedure and Reports

Complete the individual parts of this laboratory using the resources given below and in the laboratory assignment.  

Part II: SDS and Labels

Complete the Experiment 0 Part II Report 

Teachers, students, custodians, and other staff may be exposed to hazardous materials at any time. Such exposure can cause or contribute to serious health effects, such as effects on the nervous systems, kidney or lung damage, sterility, cancer, burns, and rashes. In addition, some hazardous materials may pose immediate physical or chemical risks, such as causing a fire or an explosion. There are three major components to understanding the chemical you will use 

• • • Labels applied to containers of hazardous materials.  The labels alert the user to the dangers of the product and to the essential precautions for its safe use.

    • Safety Data Sheets (SDS) must be prepared by the product supplier and supplied to the user. These sheets provide detailed information about product composition, reactivity, health effects, protective equipment and procedures, and emergency procedures. 

    • Education and Training related to hazards and associated safe work procedures is mandatory for those either working with or working in the proximity of the controlled product. 

Part III:  Common Glassware and Equipment

Complete the Glassware and Equipment quiz in Canvas.  

Glassware and equipment is essential to the successful completion of the laboratory assignments.   Part II of this lab focuses on the types of glassware or equipment used in the lab.     In the laboratory, we use tools, glassware and equipment regularly. The student should be familiar with all the equipment and how to use it properly.   

There are five basic types of measurement we will perform in the lab.

• • • • mass

      • volume

      • length

      • temperature

      • time  

The equipment and glassware we will use in the lab to make these measurements is described in the laboratory assignment.  There are many assessments and resources online to help you identify the glassware and equipment we will be using in the laboratory, 

Part IV.B.  Mass:   

Using a single object, weigh the object on 4 different balances, Determine the average and average deviation of the four masses. Consider: Are all the masses the same? Why are there differences? A balance has precision based upon the number of decimal places it displays for the mass, but the precision of the mass is determined by the average deviation which shows how close each mass is to the average value or to each other. 

The proper use of the analytical balance will be described by your instructor.  Every balance should always be left clean, any materials spilled wiped up.   The doors on an analytical balance should be closed during and after your measurement.   Obtain an object and measure the mass on each of the analytical or pan balances provided.   Report the mass to the proper significant figures.    Compare the mass taken on each balance; calculate a mean or average mass and the average deviation.  Report the answer to the proper significant figures.

Calculate the average and average deviation of your four masses.  

Part IV.C.  Meniscus:  

Add water to a graduated cylinder and study the features of the water’s surface.  State a hypothesis for the reason the meniscus forms.  Remember a hypothesis is a supposition or proposed explanation made on the basis of limited evidence as a starting point for further investigation.

Part IV.D.  Volume: 

We will determine the volume of liquid in several different glassware items.  Record each volume measurement with the correct number of significant figures and units. Remember to observe the water level at eye level

Volume measurements use various tools, but to make precise measurements we use the following tools.  

• • • Using a Buret or a pipet:  https://youtu.be/Asg55fFt4zk

    • how to read a graduated cylinder:  https://youtu.be/7ewRaV5baik

    • Buret Tutorial:  https://drive.google.com/open?id=1RgFQPJyeiAMbCiXRn21_U2X2XpeKyyqWDHVzVts2As

    • In this simulation (https://teachchemistry.org/classroom-resources/measuring-volume-simulation), students will participate in a 10 question quiz. The quiz questions are each made of two parts, with the first part requiring the student to analyze an image of a graduated cylinder in order to report an accurate measurement. Students must use the correct number of significant digits based on the markings presented on the cylinder when reporting the measurement. In the second portion of the question the students will determine the uncertainty value of the graduated cylinder, again by analyzing its markings. The simulation is made up of several different sizes of graduated cylinders, each containing unique markings, so students will be challenged to analyze each individually. 

    • Measuring Volume simulation:   https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1048

Part IV.F.  Temperature: 

• • We can use several types of thermometers, digital, mercury or alcohol thermometers.  

  • Most thermometers that we have in the lab can often read temperature in both the Celsius or the Fahrenheit scales but generally, we always use the Celsius scale in science.   

  • Measure the temperature of water in a beaker using a thermometer.  

  • If you read the Fahrenheit scale, we would need to convert that temperature into Celsius.   

  • The third temperature scale we use in science is Kelvin.   The Kelvin scale or Absolute temperature measures the energy of the particles and becomes extremely important when we are looking at the atomic scale of matter.  I want you to convert this temperature into Kelvin.