6.1- Chemical vs. Physical - Pre-Lab Questions
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1 6.1- Chemical vs. Physical - Pre-Lab Questions Name: Instructor: Date: Section/Group: 1. Using the procedures for each station provided as a guide, predict which properties you will be looking for in each experiment to determine if the process is a physical or chemical change. Station Process (Physical or Chemical) Explanation Station 1: Sodium Polyacrylate and Water Station 2: Burning Magnesium Station 3: Milk of Magnesia Station 4: Invisible Ink Station 5: Disappearing Solution Station 6: Iron and Copper Station 7: Cornstarch and Iodine Station 8: Water and Sodium Bic arbonate
2 2. For each of the following processes, indicate whether the change is physical or chemical and explain your answer. a. Chocolate melts in your mouth but not in your hand. b. It rains. c. A banana ripens. 3. Choose one of the processes from Question 1 that you would like to test quantitatively as well as qualitatively. Propose the tests you would run and explain how the quantitative test would assist you in your assessment of the process as a physical or chemical change. Downloads
3 6.2 - Chemical vs. Physical - Introduction Chemistry is the study of matter and the changes it undergoes. These changes can be divided into two types: physical and chemical. In a physical change, one or more physical properties of a substance are altered. Physical properties include, but are not limited to, the size, shape, color, and state of matter. No new compounds are formed as a result of a physical change. A chemical change results in the formation of one or more new substances. These new products of a reaction differ in chemical properties and composition from the original substance. The ability to differentiate between these two types of change is the focus of this lab. Relevance We experience physical and chemical changes in our daily lives. For example, consider a loaf of bread. When you purchase a loaf of white bread, it has a particular shape, feel, color, and smell. After a few days at home, you might find that the bread has changed shape and appears distorted, crusty, or moldy. You are concerned it may have gone bad, but you don't want to throw it away, if it can still be used. So you ask yourself if the changes it has undergone only physical? How can you tell if it is safe to eat? As a chemist, you can run a series of qualitative tests: you squeeze it, you look it over, and you smell it. If it passes all those preliminary exams, then you taste it. If it still tastes good, you eat it; if not, you make a run to the store for more bread. Congratulations, you have just completed a qualitative analysis of bread! As you can see, a chemist's work is never done, and knowledge of the differences between physical and chemical changes has relevance both inside and outside the laboratory. Physical Changes Physical changes are changes that focus on the shape of a compound or the internal energy of a compound and its state. The change in a compound s shape is easy to understand. Examples of this type of change include crushing an aluminum can or slicing a stick of butter. A physical change, which does not create a new substance but changes the energy level of the molecules within the substance requires more explanation. Molecules of a substance that have a higher energy content tend to be gases or liquids. Those with a lower energy content are normally solids. In creating higher or lower energy states, a chemist can use either temperature or pressure to create these changes. Changes in energy level that result in changes of state or phase melting, freezing, vaporization, condensation, sublimation are physical changes. Some examples of physical changes that are the result of a change in energy include melting an ice cube, sublimating dry ice, and boiling water. Chemical Changes A chemical change takes place when a new compound forms or a compound decomposes. These changes take place at the molecular level and involve the exchange of elements. Examples of chemical changes include combustion (burning), cooking an egg, rusting of an iron nail, and mixing acids and bases to make salt and water. When a chemical change occurs, you may see the production of light or heat, smell an odor, or hear a sound. Unfortunately, like physical changes, a chemical change may also be identified by a change in shape or gas
4 production. This overlap in indicators often causes students problems in discerning the difference in the type of change that is taking place. This is why it is important to have a good qualitative analysis scheme in place as you approach the problem. Qualitative Analysis Qualitative analysis is used to observe and describe chemical properties and processes. When making observations a complete, detailed description is recorded that does not necessarily require a mathematical calculation or measurement. The advantage of qualitative analysis is that it collects ambiguous data that would be impossible to quantify. For example, terms that might be used for describing a precipitate forming in a reaction could be fluffy or gritty. While these terms are highly descriptive, they are very difficult to measure. Typically, qualitative analysis will not be done alone, but will be paired with quantitative analysis. Quantitative Analysis Quantitative analysis involves taking measurements. When quantifying a reaction or change taking place in the laboratory, a detailed calculation or measurement is recorded. The advantage of quantitative analysis is that it collects precise data that scientists can test and reproduce. For example, if a precipitate forms in a reaction we can calculate the theoretical amount of precipitate that is expected to form and compare that with the actual amount formed. To illustrate how a qualitative description differs from a quantitative one, consider the following statements: Qualitative: Magnesium burns in air with a brilliant white flame to form magnesium oxide. Quantitative: Ten grams (10g) of magnesium burns in air to form approximately g of magnesium oxide. Qualitative observations in the laboratory are a very good precursor for quantitatively examining a process or reaction. We use qualitative analysis to establish assumptions and test them through quantitative analysis.
5 6.3 - Chemical vs. Physical - Procedure The Experiment In today s lab, you will be presented with 8 stations that each contain an unknown process. You must identify each station as a physical or chemical change. Prior to coming to lab, you should create a list of criteria that you can use to distinguish these changes. A careful review of the eight procedures will assist you in creating these criteria. A small amount of preparation before lab will save you a lot of time in lab. Note: Each station has a waste container to collect the waste generated by each test. Be sure to leave the glassware and equipment at each station in the condition you found it. Be sure to clean and dry everything for the next student to use. Wash your hands thoroughly before leaving the lab as usual. Station 1: Sodium Polyacrylate and Water 1. Obtain a 100 ml beaker. 2. Measure a small scoop of sodium polyacrylate and place it into the beaker. 3. Add ~10 ml of water and observe the changes that take place. 4. Invert the beaker over the sink and record your observations. 5. Clean up: Dispose of the mixture in a plastic-lined wastebasket. Clean the beaker with soap and tap water. Station 2: Burning Magnesium Note: This station may be demonstrated by the instructor. 1. Obtain a small piece (1-2 cm) of magnesium ribbon. 2. With tongs, hold the ribbon in the hottest part of the flame (tip of inner blue cone) to ignite it. 3. Hold the ribbon in the hottest part of the Bunsen burner flame to ignite it. (Do not look directly at the burning magnesium!) 4. Record your observations. 5. Clean up: Once cooled to room temperature, the magnesium oxide solid from the ribbon should be discarded in a waste container. Station 3: Milk of Magnesia (Magnesium hydroxide formation from magnesium sulfate.) 1. Add 50 ml of water to a 100 ml beaker. 2. Add ~1 tsp of epsom salt to the water in the beaker. Stir to dissolve. 3. Add about 1-2 ml of commercial ammonia to the beaker. 4. Record your observations. 5. Clean up: Dispose of the resulting solution in the waste container provided. Station 4: Invisible Ink 1. Collect a toothpick and a small piece of paper. 2. Dip the toothpick into lemon juice and write your name on the piece of paper. 3. Allow the lemon juice to dry. 4. Pass the piece of paper over the warmed hot plate using tongs.
6 5. Record your observations. 6. Clean up: You can keep the paper or throw it away. Station 5: Disappearing Solution 1. Using a 10 ml graduated cylinder, measure out approximately 5 ml of rubbing alcohol (70% isopropyl alcohol). 2. Add distilled water (~ 5 ml) to fill the cylinder to the 10 ml calibration mark. 3. Record your observations of the resulting solution and its volume. 4. Clean up: Dispose of the solution in the waste container provided. Station 6: Iron and Copper 1. Obtain a clean, dry test tube. 2. Add a small scoop of iron filings to the test tube. 3. Using the dropper bottle provided, add ~20 drops of 1.0 M copper sulfate to the test tube. 4. Record your observations. 5. Clean up: Dispose of the waste in the container provided. Station 7: Cornstarch and Iodine 1. Obtain a small watch glass. 2. Place a scoop of cornstarch onto the watch glass and add a drop of iodine solution. 3. Record your observations. 4. Clean up: Rinse the waste into the container provided. Station 8: Water (H 2 O) and Sodium Bicarbonate (NaHCO 3 ) 1. Obtain a large test tube. 2. Fill the test tube with water until it is ¾ full. 3. Add several scoops of NaHCO Record your observations. 5. Clean up: Dispose of the solution down the sink with plenty of water.
7 6.4 - Chemical vs. Physical - Report Form Name: Instructor: Date: Section/Group: Data Record your observations for each process. Station 1: Sodium Polyacrylate and Water Station 2: Burning Magnesium Station 3: Milk of Magnesia Station 4: Invisible Ink Station 5: Disappearing Solution Station 6: Iron and Copper Station 7: Cornstarch and Iodine Station 8: Water and Sodium Bicarbonate Summary of Observations
8 Station Number Type of Change Explanation
9 6.5 - Chemical vs. Physical - Post-Lab Questions Name: Instructor: Date: Section/Group: Show all work for full credit. 1. Physical and chemical properties are not exactly the same as physical and chemical changes. Explain the differences. 2. When an acid is added to sodium bicarbonate, CO 2 gas is formed. When dry ice sublimes, gaseous CO 2 is formed. One process is chemical and the other is physical. Explain.
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