EXCELSIOR COMMUNITY

COLLEGE
SCHOOL OF NATURAL SCIENCE

CSEC CHEMISTRY LABORATORY MANUAL

 TABLE OF CONTENTS

To the students

Laboratory safety

Use of lab equipments

States of matter

Demonstration: Diffusion
Osmosis

Separation Techniques
Filtration
Paper Chromatography
Demonstration: Simple Distillation
Separating funnel

Solubility Curve

Acids, Bases and Salts

Preparation of salts
pH scale, litmus paper, universal indicator

Qualitative Analysis
known cations and anions
unknown cations and anions

Volumetric Analysis
Preparation of standard solutions
Acid-Base Titration
Acid-Base Titration

Redox reactions and Electrolysis

Redox Titration

Electrolysis

Rate of Reaction

Energetics
Endothermic reactions
Exothermic reactions

Organic Chemistry
Test for saturation and unsaturation

Planning and Designing Qualitative Analysis

Qualitative Analysis
Separation of Mixtures
Volumetric Analysis
Rate of Reaction
GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT

School-Based Assessment (SBA) is an integral part of student assessment in the course covered by
this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that
are critical to the subject. The activities for the School-Based Assessment are linked to the
“Suggested Practical Activities” and should form part of the learning activities to enable the student
to achieve the objectives of the syllabus.

During the course of study of the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their SBA assignments. These marks contribute to the final marks
and grades that are awarded to students for their performance in the examination.

School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet

the needs of students. It facilitates feedback to the students at various stages of the experience. This
helps to build the self-confidence of the students as they proceed with their studies. School-Based
Assessment further facilitates the development of essential investigative and practical skills that
allow the students to function more effectively in their chosen vocation and everyday life. School-
Based Assessment therefore, makes a significant and unique contribution to the development of
relevant skills of the students. It also provides an instrument for testing them and rewarding them for
their achievements.

PROCEDURES FOR CONDUCTING SBA

SBA assessments should be made in the context of normal practical coursework exercises. It is
expected that the exercises would provide authentic learning experiences. Assessments should only
be made after candidates have been taught the skills and given enough opportunity to develop them.
Sixteen practicals over the two-year period would be considered the minimum number for
candidates to develop their skills and on which to base realistic assessments.

These practicals MUST include all of the following:

1. separation techniques;
2. acids, bases and salts;
3. redox reactions and electrolysis;
4. qualitative analysis;
5. volumetric analysis;
6. rates of reaction;
7. energetics;
8. saturated and unsaturated hydrocarbons

Each skill must be assessed at least three times over the two-year period. Candidates should be
encouraged to do corrections so that misconceptions will not persist. As the assessment of certain
skills, especially those requiring on-the-spot observation or involve looking at several
behaviours or criteria, teachers are advised to select not more than two skills to be assessed in any
activity. The practical exercises selected to be used for assessment should make adequate demands
on the candidates and the skills assessed should be appropriate for the exercises done. For the
assessment of written work, the practical selected should be one that can be completed in the time
allotted for the class and the notebooks should be collected at the end of the period.
Candidates who have not been assessed over the two-year period will be deemed absent from the
whole examination. Under special circumstances, candidates who have not been assessed at all
points may, at the discretion of CXC, have their marks pro-rated (adjusted proportionately).

Each candidate is required to keep a practical workbook containing all practicals done over the two
year period prior to examination. Candidate’s work book should be durable and neatness should be
encouraged. The pages should be numbered and all exercises should be dated. The workbook should
contain a contents page providing the following information concerning the practicals:

1. page number:
2. date;
3. aim of practical;
4. an indication using an asterisk, of which practicals were assessed for CXC;
5. the skills assessed.
 To the students

The laboratory sessions are designed to assist students in making better scientific observations,
analysis and reporting.

Students must aim…..

1. To be self reliant. This means that students should read experiments in advance and do the
necessary research that would enable them to fully understand each topic.

2. To submit laboratory reports on time. Each laboratory report is due on the next scheduled
day for chemistry class. This means that for day school students the lab books are due the
Tuesday of the following week, and for evening school students, the Wednesday.

3. To complete identified tasks accurately and promptly in the laboratory sessions. For
each experiment 50% of the lab report must be done during the lab in the student’s lab book.
The lab book of each student must then be signed by the supervisor before exiting. Lab
reports which lack the signature of the supervisor will not be marked by the chemistry
teacher.

4. To be present and punctual at all Lab sessions. Students will not be allowed into the Lab
30 minutes after the stipulated lab time. The register will be marked for each lab session. Lab
reports will not be marked for those students who were absent from the lab session without a
valid written excuse. Students will not be allowed to continue lab sessions if they have been
absent for three. This would mean that the said student will also be ineligible for the written
exam in May/June.

5. To dress appropriately for Lab sessions. Males are not allowed to wear sleeveless shirts,
caps, hats or any other head gear. Females are not allowed to wear sleeveless blouses, short
skirts or shorts. The hair must be properly contained and must not be loose. All students must
wear closed toed shoes. Lab coat and glasses must be worn at all times during the lab
sessions. The use of cell phones in the lab is prohibited. Students who are improperly dressed
will be asked to leave.

6. To apply knowledge, will and understanding for the purpose of getting fully
acquainted with experimental skills.

7. Chemicals and Laboratory equipment are expensive and should be treated as such.
Breakages MUST be reported.

8. Never bring food, drinks or smoking material into the laboratory. No chewing gums are
allowed as these food items are readily contaminated by chemicals.

9. To seek help and advice on how to overcome difficulties that may arise during practice
activity
 APPARATUS USES

Boiling/ TestTubes heating solids or liquids

Beakers holding liquids
Funnel filling burette and filtration
Watch Glass evaporating a small amount of solution
Burette delivering an accurate volume of liquid
Conical Flask holding liquids
Graduated Cylinder delivering an approximate volume of liquid
Tongs holding objects esp if hot
Volumetric Flask holding liquids
Retort Stand and
Clamp holding objects in position
Bunsen Burner heating
Petri Dish cultivating micro-organism
Spatula picking up small quantity of solids
supporting wire guaze and beakers when
Tripod heating
Evaporating Dish evaprating a solution
Crucible heating solids at high temperature
Pipette delivering a fixed volume of liquids
Wire Guaze spreading heat when heating a flask of beaker
Dropper moving small amount of liquid
Metal Test tube
holder holding tubes when heating
 Practical # 1
Title: States of Matter- Diffusion and Osmosis
Aim: To find the rate of diffusion of gases and liquids
Skilled assessed: ORR and AI
Apparatus/Material:
Activity A
Glass rod, metre rule, concentrated ammonia, concentrated hydrochloric acid, rubber stopper, tongs,
clamp stands, cotton balls.
Activity B
Petri dish, deionized water, white paper, forceps, Potassium iodide crystals, Lead nitrate crystals.
Activity C
Irish potato, Sugar, deionized water, petri dish.
Procedure:
Activity A (Demonstration)
1. Place a glass rod securely in two clamps stands.
2. Measure the length of the glass rod and place a mark at the centre with a glass marking
pencil.
3. Soak cotton balls in concentrated ammonia and concentrated hydrochloric then
simultaneously insert them on either side of the glass rod using the tongs.
4. Quickly stopper the glass rod with the rubber stoppers.
5. Record your observations

Activity B (Pairs)
1. Place a petri dish on a piece of white paper.
2. Cover the base of the petri dish with deionised water.
3. With the aid of forceps, simultaneously place a crystal of lead nitrate at one side of the petri
dish and a crystal of potassium iodide at the other end as indicated on the white paper.
4. Observe as the crystals begin to dissolve and a new compound is formed between them.

Activity C (2 groups)
1. Use a scalpel to peel and carve the potato into the shape of a cup.
2. Place the cup shaped potato in a petri dish containing water.
3. Add a spatula load of sugar into the cavity.
4. Record obervations
Treatment of Results:
Sketch labelled diagram of each of the activity before and after the reaction.

Questions:
Activity A
1. Which gas travelled faster and why?
2. Give the name the compound that was formed in the tube.
3. By what method was this compound formed?
Activity B
1. Which solid diffused faster and why?
2. Give the name of the compound that was formed?
Activity C
1. What happen to the crystals in the cavity of the potato?
2. Explain such phenomenon.
 Practical # 2
Title: Separation Techniques
Aim: A. To separate a mixture of sand and salt by a process of filtration, solution and
evaporation.
B. To separate a mixture of dyes using paper chromatography
Skilled assessed: ORR
Apparatus/Material:
A. sand and salt mixture, deionized water, stirring rod, filter funnel, filter paper, beaker,
evaporating dish, bunsen burner, tripod and wire gauze.
B. beaker, filter paper, watch glass, water, capillary tube, screened methyl orange

Procedure:
Activity A
1. Add 25 cm3 of water to the sand and common salt mixture
2. Stir the mixture
3. Filter the mixture and wash the residue
4. Draw a labelled diagram to show the separation at this stage. Name the residue and the
filtrate
5. Pour some of the filtrate into an evaporating dish and heat to dryness. Draw a labeled diagram to
show the separation at this stage.
6. Record all observations
Activity B
1. Take a piece of filter paper about 1.5 cm wide and slightly less than the height of the beaker.
2. About 1 cm from base of the filter paper a draw a horizontal line
3. Pour the solvent into the beaker to a depth of about 0.4 cm
4. Use the capillary tube to make an intense dot with the dye at the centre of the baseline.
5. Stand the paper in the beaker with the marked end to the bottom of the beaker.
6. Allow the beaker to stand undisturbed until the level of the ascending liquid is about 1 cm
from the top.
7. Remove the paper, place it on paper towel and allow it to air dry

Treatment of Results:
1. Affix the chromatogram to the left and draw a labelled diagram of it to the right of the page.
2. Measure the following distances in mm on the chromatogram:
(i) origin to the solvent front
(ii) origin to nearer dye
(iii) origin to farther dye
Questions:
1. What is the colour of the screened methyl orange? [1 mark]
2. How many dyes are present in the screened methyl orange solution? Identify the colours present[1 mark]
3. You were told to draw the line labelled origin in pencil. Suggest a reason for this instruction. [1 mark]
4. Refer to your measurements done on the chromatogram
Give the colour of the dye:
(i) nearer to the origin [1 mark]
(ii) nearer to the solvent front [1 mark]
Suggest a reason for:
(i) one dye being nearer to the solvent front
(ii) one dye being nearer to the origin [1 mark]
5. Calculate the retention factor, Rf, for each compound present [2 marks]

The distance travelled relative to the solvent is called the Rf value. The Rf value can be calculated using the
formula:

6. From your experiment, would you describe the volume of solvent used for chromatography as large or
small? Give a reason for your answer. [2 marks]
 Practical # 3
Title: Solubility Curve
Aim: To determine the solubility of potassium nitrate (KNO3) at various temperatures and to
construct a solubility curve
Skilled assessed: AI, ORR

Background: Solubility is the amount of solute which will dissolve in a given amount of solvent.
For most solids solutes, the solubility increases with temperature. As this types of solution cools, the
solute will begin to crystallize when the solution become saturated. The purpose of this experiment
is to explore the solubility of a potassium nitrate and construct a solubility curve.

Apparatus/Material: Bunsen burner, wire gauze, tripod, thermometer, test tubes, test tube rack,
deionized water, 10 ml graduated cylinder, 400 ml beaker ,potassium nitrate, stirring rod.

Procedure:
1. Label the test tubes A-D and place in the test tube rack.
2. Measure out 2g, 4g, 6g, 8g of KNO3 in test tube A, B, C and D respectively.
3. Measure out exactly 5ml of deionized water and place in each tube.
4. Half fill the 400ml beaker with water and use it as a water bath. Place it on a Bunsen. Heat the
water to about 90 oC and maintain this temperature.
5. Using a test tube holder place test tube A into the water bath. Use a stirring rod to stir the
mixture until all solids dissolve completely.
6. Remove the test tube from the water bath and place in the test tube rack.
7. Place a dry thermometer in the test tube and at the first sign of crystallization record the
temperature to the nearest 1.0 oC.
8. Repeat steps 5-7 for test tube B-D.

Treatment of Results:
 Construct a solubility curve using the mass of solute that will dissolve in 100 g of water at a
specified temperature.
 In this lab, 5 ml of water used (assume 1.0 g/ml of water). Take the collected data make it
proportional to get the solubility of KNO3.
 Graph temperature versus solubility using a best-fit curve.
 Temperature in oC Mass of solute in 5 ml Mass of solute in 100 ml
2g
4g
6g
8g

 Plot the graph of solubility against temperature.

Questions:
1. According to your data, how is the solubility of KNO3 affected by an increase in the
temperature of the solvent? [1 mark]
2. According to your graph, will 120 g of KNO3 completely dissolve in 100 g of water at 40 oC?
Explain [2 marks]
3. According to your graph, about how many grams of KNO3 dissolve in 100 ml of water at
30 oC? [1 mark]
4. What is the relationship between solubility and temperature? [1mark]
5. Using your graph predict what the solubility would be at 50 oC [1 mark]

Conclusion:
 Practical # 4
Title: Acids, Bases and Salts- Preparation of salts
Aim: 1. To prepare a soluble salt by replacing hydrogen ions of an acid directly
2. To prepare an insoluble salt by precipitation
Skilled assessed: ORR
Apparatus/Material:
A. Copper (II) oxide (CuO), 2 mol/dm3 Sulphuric acid (H2SO4), measuring cylinder, beaker,
stirring rod, filter funnel, filter paper, conical flask, deionized water, evaporating dish, bunsen
burner, tripod stand, gauze
B. Lead (II) nitrate- Pb(NO3)2 , sodium chloride-NaCl, stirring rod, 10 ml beakers, measuring
cylinder, filter funnel, filter paper conical flask
Procedure:
Activity A
1. Measure out 10 ml of acid and transfer to the beaker
2. Add the metal oxide until no more dissolves
3. Filter the mixture and collect the filtrate
4. Evaporate the filtrate using a water bath and dry crystals between a filter paper
5. Record ALL observations appropriately

Activity B
1. Measure out 10 ml of the given solution of Pb(NO3)2 and transfer to a 100 ml beaker.
2. Measure out 10 ml of NaCl solution in another measuring cylinder.
3. Gradually add the NaCl to the Pb(NO3)2 while stirring the mixture.
4. Filter and wash the residue
5. Allow the residue to dry on the filter paper
6. Record ALL observations appropriately

Treatment of Results:
Draw labelled diagrams showing the separation technique(s) for both activities, identifying the salts
found in the filtrate and the residue.
Discussion:
Activity A
1. What is the name of the filtrate obtained? [1 mark]
2. Describe the appearance of the solid formed. [1 mark]
2. What is the name of the solid which is formed when the filtrate was evaporated? [1 mark]
3. Write a balanced equation of the reaction which took place. [2 marks]

Activity B
1. What is the name and formula of the substance left on the filter paper? [2 mark]
2. What is the name of the filtrate obtained? [1 mark]
3. Write a balanced equation of the reaction which took place. [2 marks]

Conclusion: [2 marks]
Practical # 5
 Practical # 6
Title: Thermometric Titration
Aim: (deduce a suitable aim) [1 mark]
Skilled assessed: ORR; AI
Apparatus/Material: 25 cm3 pipette, polystyrene cup, thermometer, burette, test tube
sodium hydroxide (2.0 mol dm-3), hydrochloric acid (2.0 mol dm-3)

Procedure:

1. Transfer 25 cm3 of sodium hydroxide solution to the polystyrene cup. Record the temperature
of the solution.
2. Fill the burette with the hydrochloric acid.
3. Run 5.0 cm3 hydrochloric acid into the test tube. Pour the 5 cm3 hydrochloric acid, all at once
into the polystyrene cup. Stir the contents and record the highest temperature reached.
4. Immediately repeat part (c) until the total volume of hydrochloric acid added is 40 cm3.
Remember to record the highest temperature reached after each 5 cm3 portion of
hydrochloric acid is added.
5. Display your results in a suitable table.

Treatment of Results:

Using suitable axes, plot a graph of temperature against the volume of hydrochloric acid added

Questions: (12 marks)

From the graph find:
1. The volume of hydrochloric acid that corresponds to the highest temperature reached. [1 marks]
2. What is a neutralization reaction? [2 marks]
3. Identify 3 ways in which the point of neutralization can be determined in an acid-base reaction
[3 marks]

4. Explain:
Why the temperature of the solution increased. [2 marks]
Why the temperature of the solution stopped increasing [2 marks]
Why the temperature of the solution decreased. [2 marks]
 Practical # 7
Title: Volumetric Analysis
Aim: To prepare a standard solution of simple salts and to calculate their molarity.
Skilled assessed: MM; AI
Apparatus/Material: watch glass, 100 cm3 and 250 cm3 volumetric flask, spatula, stirring rod, wash
bottle, filter funnel, analytical balance, sodium carbonate, Na2CO3(s), sodium chloride, NaCl(s)
Procedure:

1. By means of weight difference measure 0.25g of sodium chloride, NaCl (s).

2. Carefully transfer the sodium chloride into the volumetric flask using a filter funnel.
3. Add 50 cm3 of water to the volumetric flask to dissolve the simple salt.
4. Once the salt completely dissolves fill the flask to within two centimeters of the etched
graduation mark with water.
5. Using a teat pipette, slowly add water until the bottom of the meniscus corresponds with the
plane of the graduation mark when at eye level. Do not allow drops to run down the inside of
the flask.
6. Put in the stopper and invert the flask several times so that the solution is thoroughly mixed.
7. Repeat the procedure using 2.50 g of pure anhydrous sodium carbonate, Na2CO3 (s).

Treatment of Results:
1. From the mass of sodium chloride dissolved in 100 cm3 of solution, calculate the molarity of
your sodium chloride solution.
2. From the mass of sodium carbonate dissolved in 250 cm3 of solution, calculate the molarity of
your sodium carbonate solution.
 Practical # 8
Title: Acid-Base Titration
Aim: To find the concentration of the acid
Skilled assessed: MM; AI
Apparatus/Material: Clamp and stand, burette, conical flask, beakers, funnel, pipette, pipette filler,
sodium carbonate (from last lab), sulphuric acid, methyl orange.
Procedure:
1. Fill the burette with oxalic acid
2. Pipette 25.00 cm3 of Na2CO3 (aq) into a conical flask and add two drops of methyl orange
indicator.
3. Titrate using acid from the burette until the end point is reached. Note the colour change and
record all values to two decimal places.
4. Repeat the titration twice to obtain values within ± 0.10 cm3 and record your results in the table
below.
Rough Titration 1 2
3
Final burette reading (cm )
Initial burette reading (cm3)
Volume of acid used (cm3)

Average volume used: (show working) [2 marks]

Questions:
1. Write a balanced equation for the reaction [2 marks]
2. How many moles of Na2CO3 (aq) are present in the volume used? [1 mark]
3. What is the mole ratio of the acid to the base? [1 mark]
4. How many mole of H2SO4 (aq) are present in the volume used? [1 mark]
5. What is the molar concentration of the acid? [1 mark]
6. What is the mass concentration of the acid? [2 mark]
 Practical # 9
Title: Acid-Base Titration
Aim: To find the concentration of sodium hydroxide
Skilled assessed: MM; AI
Apparatus/Material: Clamp and stand, burette, conical flask, beakers, funnel, pipette, pipette filler,
0.05 mol/dm3 oxalic acid dihydrate, sodium hydroxide, phenolphthalein
Procedure:
1. Fill the burette with sodium hydroxide.
2. Pipette 25.00 cm3 of H2C2O4. H2O (aq) into a conical flask and add two drops of phenolphthalein
indicator.
3. Titrate using the base from the burette until the end point is reached
4. Repeat the titration twice and record your results in the table below
Rough Titration 1 2
Final burette reading (cm3)
Initial burette reading (cm3)
Volume of base used (cm3)

Average volume used: (show working) [2 marks]

Questions:
1. Write a balanced equation for the reaction [2 marks]
2. How many moles of H2C2O4. H2O (aq) are present in the volume used? [1 mark]
3. What is the mole ratio of the acid to the base? [1 mark]
4. How many mole of NaOH (aq) are present in the volume used? [1 mark]
5. What is the molar concentration of the base? [1 mark]
6. What is the mass concentration of the base? [2 marks]
 Practical # 11
Qualitative Analysis on Compound X in order to identify cations and anions present

Aim / Objective:
To perform qualitative analysis tests on compound X in order to identify cations and anions present.
Introduction:
Qualitative analysis is a technique that is used to separate and detect cations and anions in a sample.
Anions are atoms or groups of atoms that have gained an electron or electrons. Most anions are
composed from multiple atoms, and are called polyatomic ions.
Cations are atoms that have lost an electron to become positively charged.
Materials/ Apparatus:
Bunsen burner, red litmus paper, blue litmus paper, distilled water, test tube rack, test tubes, glass
stirring rod, metal test tube holder, dilute nitric acid (HNO3), sodium hydroxide (NaOH), potassium
iodide (KI), barium chloride (BaCl2), ammonia solution (NH3 (aq), lead nitrate (Pb(NO3)2), silver
nitrate (AgNO3), dilute hydrochloric acid (HCl), dropper, solution of compound X.
Method / Procedure:
1a. To approximately 2ml of the unknown, add NaOH dropwise then in excess and record
observations.
1b. Heat the mixture in the test tube moderately and test the gas given off with the litmus paper
provided. Record your observations.
2. To a fresh sample of the unknown, add aqueous ammonia dropwise then in excess and note
the results.
3. Add approximately 2ml of solution X to a test tube and add KI(aq). Record the observations.
4. To a fresh sample of compound X in a test tube add dilute HNO3, followed by
AgNO3 and note observations.
5. Add approximately 2ml of solution X to a test tube, then add dilute HCl and BaCl2 to the
mixture. Record the observations.
6. Add solution X to a test tube and heat the test tube moderately. Add dilute HNO3 and
Pb(NO3) to the heated mixture. Record the observations.
13. Tabulate ALL results
Common Lab Test for Gases Results
 Practical # 14
Title: Oxidation and Reduction

Aim: To perform and describe tests for oxidation and reducing agents using solutions of acidified
potassium iodide, acidified potassium permanganate(VII), hydrogen peroxide and household bleach.
Reagents: Hydrogen Peroxide (H2O2), household bleach (NaClO),acidified potassium
mangante(VII) (KMnO4), sulphuric acid (H2SO4), acidified potassium dichromate (VI) (K2Cr2O7),
acidified potassium iodide (KI), acidified iron (II) sulphate (FeSO4)
Skilled assessed: MM; AI
Procedure:
Using a dropper:
1. Add acidified K2CrO7 to a test tube containing a solution of KI and note colour change.
2. Add acidified KMnO4 to a test tube containing a solution of KI and note colour change.
3. Add acidified KMnO4 to a test tube containing a solution of H2O2 and note colour change.
4. Add acidified NaClO to a test tube containing a solution of KI and note colour change.
5. Add acidified H2O2 to a test tube contain a solution of KI and note colour change.
6. Add acidified K2Cr2O7 to a test tube containing a solution of H2O2 and note colour change.
7. Add acidified K2Cr2O7 to a test tube containing a solution FeSO4, then add NaOH to the
solution of FeSO4 and note the colour change. Record the readings in a table like one below;

Observation: TABLE SHOWING TESTS FOR OXIDIZING AND REDUCING AGENTS

Test Observation Inference
K2Cr2O7 and KI
KMnO4 and KI
KMnO4 and H2O2
NaClO and KI
KI and H2O2
H2O2 and K2Cr2O7
K2Cr2O7, NaOH and FeSO4
Questions:
1. Define oxidation and reduction in terms of oxidation number and state.
2. In the table above, in the column names inference, state the reagents that act as reducing or
oxidizing agent. Write half equation for each mentioned above.
3. Identify a reagent that is used commercially that can act as both an oxidizing and reducing
agent.
 Practical # 15
Title: Rate of Reaction
Aim: To investigate the effect of concentration on the rate of reaction
Skilled assessed: MM/AI
Abstract: The experiment employed the use of varying concentration of sodium thiosulphate on the
rate of reaction. As concentration decreases then the rate of reaction will decreases as well over time.
Introduction:
The rate of a chemical reaction is the time required for a given quantity of reactant(s) to be changed
to product(s). The unit of time may be seconds, minutes, hours, days or years.

The rate is affected by several factors, some of which are listed as follows:

(1) Nature of the reactants, i.e., one metal may react vigorously with acid while another does not
react.

(2) The particle size of the reactants, i.e., a lump of coal burns slowly but powdered coal may
explode.

(3) Temperature increases in general increase the rate of reaction, i.e., a 2O°C rise in temperature
doubles the reaction rate.

(4) Catalysts affect the rate by using or allowing a different pathway for the reaction to follow.

(5) Concentration affects the rate of reaction, i.e., if the concentration of one of the reactants is
doubled and is an integral part of the reaction then rate increases appropriately.

Some reactions are fast and other reactions are slow. The rate of a specific reaction can be found
only by experiment.

Apparatus/Material: stop watch, measuring cylinders, conical flask, 0.1 mol dm-3 sodium
thiosulphate (Na2S2O3), 0.5 mol dm-3 sulphuric acid (H2SO4), and white paper marked with an ‘X’.

Procedure:
1. Use a measuring cylinder to place 50.00 cm3 of Na2S2O3 into a conical flask.
2. Place the conical flask on the white paper over the cross (X).
3. Add 50.00 cm3 of H2SO4 solution to this solution, swirl and simultaneously start the reaction
time.
4. Record the time taken for the ‘X’ to disappear.
5. Discard the mixture and wash the conical flask.
6. Repeat steps 1-3 using the mixture of Na2S2O3 and water as shown in the table below.
 Experiment Volume/cm3 Time/s 1/t s-1
water acid thiosulphate
1 00 50 50
2 05 50 45
3 10 50 40
4 15 50 35
5 20 50 30
6 25 50 25
7 30 50 20

Treatment of Results:
Plot a graph of volume (concentration) Na2S2O3 against time [7 marks]
Plot a graph of volume (concentration) Na2S2O3 against 1/time [7 marks]

Questions:
1. Explain why the cross disappears. [1 mark]
2. Write a balanced equation for reaction with state symbols [2 marks]
3. Write a balanced ionic equation for the reaction with state symbols [2 marks]
4. Account for the shape of the graph of volume (concentration) Na2S2O3 against time
[1 mark]
5. What is the relationship between volume (concentration) Na2S2O3 and 1/time [1 mark]
6. Is the reaction rate affected by the concentration of sulphuric acid if it varied? Explain your
reason. [2 marks]
7. What is the
(i) controlled
(ii) manipulated
(iii) responding variable? [3 marks]
8. How could the temperature be kept constant? [1 mark]
 Practical # 16
Title: Electrolysis
Aim: To determine the electrolysis of copper sulphate using carbon and copper electrodes
Skills Assessed:
Analysis and Interpretation (AI) &Manipulation and Measurement (MM)

Materials: Carbon electrodes, copper electrodes, crocodile clips, Electrolytic cell,bulb,power supply,
copper sulphate solution.

Diagram: DIAGRAM SHOWING THE ELECTROLYSIS OF COPPER SULPHATE USING

INERT AND ACTIVE ELECTRODE USING AN ELECROLYTIC CELL

Observation:

1. Colour of the copper sulphate solution.

2. Cell 1 – bubbles coming off a anode.
3. Cell 1-reddish-brown solid formed on the cathode.
4. Cell 2- break down of anode.
5. Cell 2- reddish brown solid formed on the cathode.

Questions and Analysis:

1. Define the terms:

a. Electrolysis
b. Electrodes
c. Electrolyte .
2. Explain the direction in which current flows in an electrolytic cell.
 Practical # 16
Title: Electrolysis
Aim: To demonstrate that the amount of a substance liberated at an electrode is proportional to the
quantity of electricity passing through the electrolyte.
Skill Assessed:

Apparatus/materials: Two copper electrodes, Ammeter, power source wire, electrolytic cell.

Reagents Copper (II) sulphate solution.

Method:
1) Set up apparatus as shown in the diagram below.
2) Weigh the cathode and anode and place in the circuit.
3) Allow current of 0.24 to run the circuit.
4) Remove the cathode and rinse with a little alcohol and then allow to dry then weigh
5) Replace the cathode in the circuit and repeat steps 3 and 4 three times.
6) Weigh the anode.

Diagrams: DIAGRAM SHOWING THE ELECTRODE AND THE ELECTROLYSIS OF

COPPER SULPHATE USING ACTIVE ELECTRD USING AN ELECTROLYTIC
CELL.

OBSERVATION: TABLE SHOWING THE RESULTS OF ELECTROLYSIS

Current/ Time/s Quantity of Mass of Mass of copper

Ampere electricity (C) cathode/g deposited on
the cathode/g
0 0
0.24 900
0.24 1800
0.24 2700
0.24 3600

Questions and Analysis:

1. Calculate the quantity of electricity and the mass of cathode
2. Plot a graph of quantity of electricity (C) against mass of cathode
3. What deduction can be made about the shape of the (linear) curve?
4. Describe how you could determine a value of Avogardo’s constant by electrolysis. You
should describe the apparatus and chemicals that you would use, the measurements you
would make, any other data you need to know, and the calculations you would carry out.
 Practical 17
Title:
The Effect of Heat on Copper (II) Carbonate (CuCO3), Calcium Hydroxide Ca(OH)2, Zinc II oxide
(ZnO), Ammonium chloride (NH4Cl), Hydrated Copper (II) Sulphate (CuSO4.5H2O)
Aim / Objective:

To observe the effect of heat on five (5) substances

Apparatus/ Materials:

5 test tubes, cobalt chloride paper, samples of copper (II) carbonate (CuCO3), calcium hydroxide
Ca(OH)2, Zinc II oxide (ZnO), Ammonium chloride (NH4Cl), Hydrated Copper (II) sulphate
(CuSO4.5H2O), Bunsen burner, delivery tube, test tube holder, matches,

Method / Procedure:

1. Place a sample of CuCO3 into a test tube and heat carefully.

Test the gas evolved with lime water by placing a glass stirring rod dipped in lime water into
the gas. Record your observations.
2. Place a sample of Ca(OH)2 into a test tube and heat carefully. Test the gas evolved with
cobalt chloride paper by placing it at the mouth of test-tube. Note results.
3. Place a sample of CuSO4 into a test tube and heat carefully. Test the gas evolved with cobalt
chloride paper by placing it at the mouth of test-tube. Note results.
4. Place a sample of ZnO into a test tube and heat carefully. Note your observations
5. Place a sample of NH4Cl into a test tube and heat carefully. Note observations.
6. Place a sample of Pb(NO3)2 into a test tube and heat carefully. Note Observations
7. Tabulate your results.

Discussion

1. List the substances that decomposed and the substances which did not
2. Write the decomposition equation for the reactions
3. Write equations to show the reactions with Lime Water and Cobalt Chloride paper
4. Write equations for the reaction of heat on Na2CO3 and Mn(NO3)2.
 Practical 18

Title: Energy and Energetics

Aim: To determine the enthalpy change for a reaction between a strong acid and a strong alkali.
Skills Assessed:

Aparatus: 2 burettes, 2 retort stand,1 funnel, 2 beakers, 1 thermometer, 1 stirring rod, 2 styrofoam
cup

Method:

1. Measure 40 cm3 of alkali NaOH in the first burette and pour into a Styrofoam cup.
Record the temperature
2. Measure 40cm3 of acid HCl in the second burette and pour into another Styrofoam.
Record the temperature
3. Add the contents of the first cup (40cm3 of alkali NaOH) to that of the 40 cm3 of acid
HCl, and stir the mixture using the glass rod. Record the temperature.
4. Repeat the experiment two more times and record the results

Observation: TABLE SHOWING TEMPERATURE CHANGE WHEN STRONG ACID AND

STRONG ALKALI WERE MIXED

Experiment No. Initial Temperature/oC Final

temperature/ o C

NaOH HCl NaOH + HCl

1
2
3
Average

Questions and Analysis:

1. Define the heat of neutralization.

2. Determine the heat of neutralization
3. Was the reaction exothermic or endothermic? Explain.
4. Write the molecular and ionic equations for the reactions.
5. What precaution was taken in the experiment to reduce heat loss to the atmosphere?
6. Draw the energy profile diagram for the reaction.
 Practical 19

Title: Energy and Energetics

Aim: Using temperature to determine the neutralization point of a reaction between diluted
hydrochloric acid and sodium hydroxide.
Apparatus: Beaker, Measuring cylinder, thermometer, pipette, stryrotex cup, stirring rod
Reagents: 30cm3 of 0.1 moldm3 hydrochloric acid 5cm3 portion of 0.1 mol dm3 sodium hydroxide.
Method:
1. Measure 30cm3 of 0.1M hydrochloric acid using a pipette and place in a styrotex cup.
2. Measure the initial temperature of hydrochloric acid.
3. Add 5cm3 portion of 0.1M sodium hydroxide to the hydrochloric acid.
4. Gently swirl the mixture and record its high temperature reached.
5. Repeat steps three and four until 40 cm3 of alkali has been added.
6. Record the readings in the table shown below and plot a graph of temperature against
volume of sodium hydroxide.

Observation: TABLE SHOWING THE RESULTS OF TEMPERATURE CHANGE FOR THE

REACTION BETWEEN NaOH AND HCL

Vol. HCl/ cm3 Vol. NaOH/cm3 Temperature / o C

30 0
30 5
30 10
30 15
30 20
30 25
30 30
30 35
30 40
Questions and Analysis:

1. Explain the meaning of the terms:

a. Enthalpy of a reaction
b. Heat of solution
c. Heat of neutralization

2. Plot a graph of temperature against time and comment on its shape.

3. State whether the reaction is endothermic or exothermic, giving reasons for your choice.
4. State the volume of acid required to neutralize the alkali
5. Calculate from results the concentration of the acid in mol dm-3 and g dm-3
 Practical # 20
Title: Energy and Energetics
Aim: To determine the enthalpy change when 1 mole of ammonium nitrate dissolves in water
(Enthalpy of solution)
Skilled assessed: MM; AI
Apparatus/Material: Measuring cylinder, beaker stryotex cup, thermometer, stirring rod, analytical
balance.
Reagents: Distilled water, ammonium nitrate salt.
Procedure:
1. Using a measuring cylinder, place 25cm3 of water into a styrotex cup
2. Note and record the steady temperature (01)
3. Weigh out 4.0 g of ammonium nitrate.
4. Add he ammonium nitrate crystals all at once, stirring to dissolve them.
5. Record the lowest temperature attained by the solution ( 02) and calculate the value of 0 = 02-
01
6. Calculate the heat change when 8g of ammonium nitrate dissolves in 50cm3of water.

Questions and Analysis:

Use the relationship:
Heat energy absorbs or releases = mass of solute (kg) x specific heat capacity if the solution (KJ Kg -
1
K-1) x temperature change.

E=mxCx 0
1. Calculate the heat change of the reaction
2. Calculate the heat change that occurs when one mol of ammonium nitrate dissolves in water.
3. Determine whether the reaction is exothermic or endothermic. Explain your answer.
4. Use and energy profile to illustrate.
 Practical 21

Title: Organic Chemistry

Aim: to produce soap in the laboratory

Apparatus: Triprod and wire gauze, large beaker, Bunsen burner, evaporating dish, 2 measuring
cylinders, glass stiring rod, spatula, castor oil, distilled water, dye, perfume.

Reagents: Concentrated sodium hydroxide (NaOH), saturated solution of sodium chloride (NaCl)

Method:
1. Half- fill a beaker with tap water and set to boil.
2. Place 2cm3 of castor oil into the evaporating dish. Use a measuring cylinder to pour 10cm3 of
concentrated NaOH into the castor oil.
3. Place the evaporating dish atop the beaker of boiling water.
4. Stir the mixture of alkali and oil with a glass rod for 10-15 minute.
5. Add 10cm3 of the saturated solution to the basin and stir the mixture.
6. Turn off the Bunsen burner and let the evaporating dish cool for 3-5 hours
7. Use a spatula to scrape off the crust of soap which formed in the evaporating dish.
8. Add water to the skimmed off material and then heat in a beaker. Add a few drops of dye and perfume.

Questions and Analysis

1. What is the name given to that process?
2. Write the word equation for this process.
3. Explain the principle upon which this phenomenon is based.