CHM113L Lab1 Worksheet Fall20 PDF

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Download CHM113L Lab1 Worksheet Fall20 PDF

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CHM-113L Introduction to Chemistry Worksheet Packet Name: ____________________________________

Section: __________________

Directions: Please complete this worksheet packet and submit to your instructor as directed. This packet is not a replacement for attending lab during Week 1; however, some sections can be completed outside of the lab. This packet contains the following items for use during the lab: materials, procedure, data and analysis, and post lab questions. Part A: Lab Policies and Safety Worksheet 1. Equipment Scavenger Hunt Worksheet Part B: Measurement – week 4 Part C: Conversion Factors Worksheet 3: Converstion Factors Worksheet Part D: Chemical Information Worksheet 4: Chemical Information Activity Worksheet Post Lab Questions Worksheet 5: Significant Figures and Scientific Notation Worksheet

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Part A: Lab Policies and Safety This part must be completed while in lab

1. Watch “Arriving and Leaving Laboratory” video. https://youtu.be/7wZ02tD3Ins?list=PLfSk-dHOm3SDLmegOw-tJ6u0a84InqHC3 Safety Equipment Scavenger Hunt 2. Watch the “Safety Equipment in the Laboratory” video. https://youtu.be/7wZ02tD3Ins?list=PLfSk-dHOm3SDLmegOw-tJ6u0a84InqHC3 3. Complete the “Equipment Scavenger Hunt Worksheet.” PPE and Laboratory Equipment 4. Watch “PPE Personal Protective Equipment” video. https://youtu.be/SYq0GjvfXac?list=PLfSk-dHOm3SDtJWw0QNsYzG4r_6CkJGWo 5. Obtain the appropriate sized glove and practice removing the glove using the proper technique. 6. Watch the “Common Area Equipment” video. https://youtu.be/nrzhLnDzgbc?list=PLfSk-dHOm3SAhmJ8DfRcncqrMOwiIyyuR 7. Wearing gloves, complete the “Common Area Equipment Activity Worksheet”.

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Worksheet 1. Equipment Scavenger Hunt Worksheet 1. As you watch the safety videos, write down at least four pieces of safety equipment that you can expect to find in a chemistry lab: 1) ______________________ 2) ______________________ 3) ______________________ 4) ______________________ 2. What PPE will protect you from spashing a chemical in your eye?

3. If you get a chemical on your skin, what should you do?

4. What are four items not allowed in the lab?

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5. Virtual equipment scavenger hunt – complete outside of class. Name the following pieces of common lab equipment that you will be using this semester. Bunsen Burner

Striker

Micropipette

Beaker

Crucible and cover

Crucible tongs

Burette

Test tubes

Test tube brush

Support stand

Stand clamp

Funnel

Spatula

Glass stirring rod

Graduated cylinder

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Part B: Measurement – WEEK 4 Worksheet 2: Measurement Data Worksheet This part must be completed while in lab 1. Complete the notebook activities on the worksheet below. Starting with Lab 3, all data must be recorded directly into your laboratory notebook. See Notebook Formatting Guide and additional information from instructor regarding specific notebook requirements. You are encouraged to bring notebooks on Week 4 to begin formatting. Length 2. Watch the “Measuring Length” video. https://youtu.be/wqPXOPVEFLI?list=PLfSk-dHOm3SDrMx41u7U62Aec2RgAocfc 3. Obtain a metric ruler and measure the length of a pen or pencil three times. Try reposition the ruler, or flipping the item 180 degrees for each new measurement. Record the measured values below. Be sure to include units and correct significant figures, and circle the estimated digit. If a ruler is not available, use the virtual ruler here: https://www.ginifab.com/feeds/cm_to_inch/actual_size_ruler.html Item: _____________________ Measurements: ___________

___________

___________

Mass 5. Watch the “Measuring Mass” video. https://youtu.be/_Wb9G2d6OAw?list=PLfSk-dHOm3SDspQwnjQqhnXXaR08usdJT 6. Measure ~2 g of NaCl (sodium chloride) into a weigh boat using the proper technique as described by the instructor and video. Record the exact value on the worksheet. Be sure to include the uncertainty associated with the balance (±0.01 g). 7. Obtain a 150 mL beaker. Record the mass of the empty beaker, again including uncertainty associated with the balance. This should always be included in measurements of mass. 8. Transfer the solid to the beaker. Obtain the new mass of the beaker and solid together. Students should retain the beaker with salt, it will be used in the next part.

Mass of NaCl:

________ ± ______

Mass of empty beaker:

________± ______

Mass of beaker with NaCl in it:

________± ______

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Volume 9. Watch “Glassware and Volume” video. https://youtu.be/FZAq4SUnV_0?list=PLfSk-dHOm3SAgTDP1OFvYeKNu7u-QT9mI 10. Add water (tap is fine) to the beaker until the volume reaches approximately 100 mL. Stir the salt solution with a glass stirring rod until the salt dissolves completely. 11. Once the salt dissolves, record the volume of the solution using significant figures and include the uncertainty as noted on the beaker itself. This should be included in all volume measurements. 12. Record the mass of the beaker and solution. 13. Obtain a 100 mL graduated cylinder. Transfer ~50 mL of the salt solution from the beaker into the graduated cylinder. Use a plastic pipette to get as close to 50 mL as possible on the graduated cylinder. 14. Record the volume of the solution in the graduated cylinder, and record the volume of the remaining solution in the beaker using correct significant figures. 15. Obtain a 25 mL graduated cylinder, a 3 mL plastic pipette, and a 1 mL plastic pipette (if your kit contains only 1 mL pipettes, use just one 1 mL pipette). 16. Using the pipette/s, remove one 3mL portion and two 1 mL portions (or five 1 mL portions) from the beaker and place into the 25 mL graduated cylinder. Record the exact volumes taken by the pipette/s, using significant figures and uncertainty as expressed on the pipette. 17. Record the volume on the 25 mL graduated cylinder using significant figures and uncertainty. Starting volume of solution in beaker:

________± ______

Mass of beaker and solution:

________± ______

Volume of solution transferred into 100 mL cylinder:

________± ______

Volume of solution remaining in 150 mL beaker:

________± ______

Volume contained in 3 mL pipette (NA if not available):

________± ______

Volume contained in 1 mL pipette:

________± ______

Volume in 25 mL graduated cylinder:

________± ______

Temperature 18. Pour all of the salt solution back into the beaker. 19. Obtain a thermometer. 20. Measure and record the temperature of the solution in the beaker. Circle any estimated digits on the thermometer reading and include any information about its uncertainty. Temperature of solution:

________± ______

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Data and Analysis Questions for Part B: Measurement This part can be completed outside of lab Be sure to include the correct significant figures in all your calculations. 1. For the measurement of length a. Take the average of all the measurements for length.

b. Using the average as the actual value, determine the percent error for one of the three measurements.

c. Report at least two possible sources of random and systematic error in your measurement. Review the background section of the online lab manual for types of errors. Random errors: 1. 2. Systematic errors: 1. 2.

2. From steps 6-8, the mass of the salt and beaker could be determined either by measuring each item separately and adding the two values together, or by measure the beaker with the salt in it as one value. a. Copy your values from the mass activity below for comparison: Sum of individual masses (mass of empty beaker + mass NaCl): _________ Mass of beaker with NaCl in it:

_________

b. Are the values similar or different?

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c. Which method is more precise if you want to determine the mass of just the salt? d. List any random or systematic sources of error. Random errors:

Systematic errors:

3. This question addresses the volumetric measurement of the salt solution in the beaker and in the graduated cylinder. a. Copy the two ~50 mL values measured from the different equipment in the spaces below: Volume of solution transferred into 100 mL cylinder:

________± ______

Volume of solution remaining in 150 mL beaker:

________± ______

b. How do the values for the two measurements compare in value and precision? (Hint: they will not be exactly the same!)

c. Which measurement equipment provides a more accurate reading of volume?

4. Looking over all the methods of measuring volume (beaker, pipette, and 100 mL and 25 mL graduated cylinders), list each measurement in the order indicated below using less than (), or equal (=) signs between methods. a. From least precise to most precise (label each end)

b. From fastest to use to the slowest to use (label each end

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Part C: Conversion Factors Worksheet 3: Converstion Factors Worksheet For full credit on the following, you must show ALL work using dimensional analysis with correct units and significant figures. 1. 62 ½ cm  mm

2. 356 mL  L

3. 495 ng  g

4. 3.5 moles  moles

5. 94 F  C

6. 30.0 C   F

7. 2.7 C  K

8. 117 F  K

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9. In 2004, a roller coaster derailed at Tokyo Disneyland’s Space Mountain when an axle broke. Upon investigation, they found that when the bolts in the axle were replaced in 2002, the purchaser used metric units instead of English (imperial) units. Suppose that the specifications call for a bolt with a thread length of at least 1.5 inches.

a. Determine this value in cm.

b. Determine this value in mm.

c. Discuss the implications if the purchaser ordered a 1.50 cm thread length on the bolt.

10. In 1983, a pilot miscalculated the fuel requirement for Air Canada Fight 143 from Montreal to Edmonton. Halfway through the flight, the plane ran out of fuel because of an Englishmetric conversion error. Suppose that based on the distance and conditions, the flight would require at least 2.2 x 104 kg of fuel. The plane took off having 5,756 liters in the tank. a. If there are 803 g of jet fuel in 1 liter, discuss if the flight would be successful. If more fuel is needed, discuss how much.

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Part E: Chemical Information Worksheet 4: Chemical Information Activity Worksheet This part can be completed outside of lab

Manufacturers are required to list the chemical substances used in health, beauty, food, and household cleaners. Most consumers pay little or no attention to the chemical and physical properties of these compounds. Using the list of sources found in the lab manual (Table 1.3), students locate information for a different chemical substance found in a health, beauty, food, and household cleaning product, then complete the table on the next page. DIRECTIONS: For each type of substance, select at least one chemical compound from the ingredient list (try finding active ingredients versus inactive ingredients). Identify the molecular formula, molar mass, synonyms, structure, safety, and boiling point for the selected ingredient. For each ingredient, a minimum of two sources must be used. A list of chemical sources is on the next page. Safety: For each chemical, draw both NFPA and GHS safety symbols. Synonyms: For each chemical list other names recognized for this chemical compound.

Wikipedia note on WikiProject Chemicals. There are ratings to indicate the reliability of information for a particular substance. However, over one-fourth of the chemical shave not been assessed, which means that the information is not verifiable. For this reason, students should not use Wikipedia as their source.

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List of Chemical Information Sources Merck Index www.rsc.org/merck-index Descriptive chemical, drug, and biological information including synonyms for drug names (trade, chemical, generic, and research codes), CAS Registry Numbers, physical data, patent information, uses, toxicity, and bibliographic citations on synthesis, pharmacology, and toxicology. www.chemnetbase.com CHEMnetBASE Links to online references including CRC Handbook, natural products, organics, inorganics, polymers, drugs, and organometallics. webbook.nist.gov/chemistry NIST Chemistry WebBook Physical property data from collections maintained by the National Institute of Standards (NIST) Standard Reference Data Program and outside contributors. ChemSpider www.chemspider.com Chemical structure database. Sigma-Aldrich Product Central Basic chemical property data.

www.sigmaaldrich.com/united-states.html

NIOSH Pocket Guide to Chemical Hazards www.cdc.gov/niosh/npg/ Industrial hygiene information for hundreds of chemicals including some key data for chemicals and substance groupings. PubChem pubchem.ncbi.nlm.nih.gov/ A database of chemical molecules and their activities against biological assays. Safety Data Sheet (SDS) online search using name of chemical plus SDS in search box Comprehensive information about a substance or mixture used in the laboratory or workplace.

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Name of Household Cleaner: _____________________________________________________ Single Chemical Ingredient: _____________________________________________________ Source #1: ____________________________ Source #2: ___________________________ Formula: ______________ Structure

Name of Health Product:

Molar Mass: ______________

Boiling Point: __________

Safety

Synonyms

______________________________________________________

Single Chemical Ingredient: _____________________________________________________ Source #1: ____________________________ Source #2: ___________________________ Formula: ______________ Structure

Molar Mass: ______________

Boiling Point: __________

Safety

Synonyms

Name of Food Product: __________________________________________________________ Single Chemical Ingredient: _____________________________________________________ Source #1: ____________________________ Source #2: ___________________________ Formula: ______________ Structure

Molar Mass: ______________

Boiling Point: __________

Safety

Synonyms

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Post Lab Questions Worksheet 5: Significant Figures and Scientific Notation Worksheet This part can be completed outside of lab

1. Determine the number of significant figures Number Significant Figures 707 123.06

Number 0.0402 338.00

Significant Figures

2. Perform the calculations and report answers to the correct number of significant figures. Calculation Answer Calculation Answer 15.6 +29.4 + 215.83 + 98.1 211.5 x 2.48 125.957 – 331.22 3.68  0.94 3. Round the following numbers to three significant figures. Number 12805 0.54607 31,892,000 0.00056459 4. Express the following numbers in scientific notation. Number 5429.5 32.5678 0.000561 0.2541 5. Express the following numbers in standard notation. Number 7.66 x 10-2 7.8 x 105 4.75 x 10-4 6 x 10-3

Answer

Answer

Answer

6. Perform the indicated calculation and express the answer in scientific notation. Calculation Answer 9.620 x 103 + 4.21 x 102 9.60 x 101 – 6.91 x 10-2 (5.0 x 103)2 x (8.15 x 10-2) (8.40 x 10-3)  (9.551 x 10-8)

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