ACTIVITY 1: DETERMINING DENSITY

INTRODUCTION
Density is defined as the ratio between mass and volume or mass per unit volume. It is a
measure of how much stuff an object has in a unit volume (cubic meter or cubic centimeter).
Mass is the measure of how much stuff an object contains and volume is the measure of how
much space an object occupies in three dimensional space. The figure below shows a dense
object versus a less dense object.
As we discuss in other lessons, density is very important because it relates to whether
things rises or sinks. Less dense materials tends to rise compared to more dense materials,
particularly in the case of liquids and gases. This means that density has major implications for
the motions of materials and gases in the atmosphere and objects floating (or sinking) in water.
Density is the reason why some objects sink and other objects float. And it's the reason that
some clouds are high in the sky, while others are low down. The density of a material varies
with temperature and pressure. This variation is typically small for solids and liquids but much
greater for gases. Increasing the pressure on an object decreases the volume of the object and
thus increases its density. Increasing the temperature of a substance with a few exceptions
decreases its density by increasing its volume. In most materials, heating the bottom of a fluid
results in convection of the heat from the bottom to the top, due to the decrease in the density of
the heated fluid. This causes it to rise relative to more dense unheated material.
Density also means that if you take two cubes of the same size made out of different
materials and weigh them, they usually won't weigh the same. It also means that a huge cube of
Styrofoam can weigh the same as a tiny cube of lead.

MATERIALS AND METHODS

In the first experiment, ruler was used to measure the three dimensions of a wooden
block in centimeter, then calculated its volume in cm3. With the use of the triple beam balance
the mass in grams was measured, with a calculated density.
The second experiment followed the series of steps below:
a) In a beaker with a 10 mL water, a very small amount of food color was added. Triple beam
balance was used to clean the empty 10 mL graduated cylinder. Afterwards, the result of the
experiment was noted in grams. The result was 23 grams. From the pan of the triple beam
balance, remove the graduated cylinder. Using the same graduated cylinder,2.0 mL of food
color solution was exactly added. Weigh the graduated cylinder with a food color solution in a
triple beam balance. Same as before, the result was recorded which is 24.5 grams. To get the
mass of food color solution, subtract the mass of an empty graduated cylinder from the mass of
the graduated cylinder with a food color solution. The result was 1.5 grams. For the last part, the
density of the prepared food color aqueous solution was needed to calculate. b) follow and
repeat the procedure that you have in A.2 to A.7 instead of aqueous solution, use n-butanol. c)
Using a triple beam cylinder, weigh a clean empty 10 mL empty graduated cylinder. Record the
result in grams, then remove the graduated cylinder in the pan. After that, 2.0 mL of
dishwashing liquid in the graduated cylinder was added. The mass of the graduated cylinder
with a dishwashing liquid must be measured then subtract the mass of the graduated cylinder
from the mass given where you measured the mass of the graduated cylinder with dishwashing
liquid which is, the mass of the dishwashing liquid. Lastly,the dishwashing liquid's density was
calculated.
Third experiment, In a test tube, we layered the liquids based from the calculated density
of the three different liquids. The technique for a good layered liquids is the dropwise addition of
liquid to another liquid. In this way the liquid slides down the side of the container to prevent
disruption in the layer of the liquids.

RESULTS AND DISCUSSION

In finding the measurements of a regular solid we have used some wooden block. To get
its dimensions which is the length width and height we measured it using a ruler in cm. The
measuring shows height = 27 cm, width = 40 cm, and length = 1.80cm. To find the volume,
multiply all the provided measurements (height,length ,width) and the calculated volume is
194,400 cubic centimeter. The triple beam balance was used to measure the grams. To find the
density of the specific object, use the volume which is 194,400 cubic centimeter and mass of
wooden block which is 132.9grams by dividing the quantity of grams over volume which is
equivalent of 0.000683641 g/cubic centimeter.
Next experiment is finding the density of water in a food coloring solution. Using the
triple beam balance we weighted a clean empty 10ml water in a graduated cylinder and
recorded a grams of 23g. using the exact graduated cylinder we added 2.0ml of prepared food
color solution on it and also weighted on the triple beam balance and recorded a grams of
24.5g. by getting the mass of food color solution, subtract the 23g (mass of empty graduated
cylinder) from 24.5g (mass of graduated cylinder with food color solution) equivalent of 1.5g.
getting the amount of 4g for the mass and 2g/ml for the density. To get the density of alcohol
and the density of dish washing liquid we used the same instructions and procedures. The only
changes is that instead of water we added alcohol in getting the density of butanol and got a
1.8g/ml and for the density of dish washing liquid, we got a total of 2.2g/ml by adding an 2.0ml
of dish washing liquid in the graduated cylinder. The dishwashing liquid settled at the bottom of
the cylinder because it has the greatest density among the three solutions in the mixture.

CONCLUSIONS
Density is important in many aspects especially in the industry because the density of
measurement allow us to determine the characteristic of a one material, for example whether
the material will sink or float. And also by determining the density of a material can help in
knowing the mass and volume of a material, all of which is important in all aspect.
 ACTIVITY 2: PURIFICATION BY CHROMATOGRAPHY AND DISTILLATION

INTRODUCTION
Most compounds are rarely pure when it is isolated from natural sources; they are normally
contaminated with little amount of other compounds which are built along with the desired
product. One of the various step involved in the characterization of a compound is Purification, it
is the physical separation of a chemical substance of interest from foreign
or contaminating substances. The usual techniques used for the purification of a particular
compound are found on its nature and also on the nature of the impurities existing in it.
Chromatography and Distillation are two of the different method used for this purpose.
According to the study of Columbia University, Chromatography is one of the most
ubiquitous methods of analyzing and purifying organic compounds. Flash column
chromatography (occasionally CC) separates large quantities of compounds under air pressure
while thin layer chromatography (usually referred to as TLC) is more useful for qualitative
analysis and small-scale separations. Gas chromatography (usually called GC) is purely an
analytical technique. The fundamental principle of chromatography is the distribution equilibrium
that forms when a compound is either dissolved in a mobile phase or absorbed on a stationary
phase.
Distillation is a process of separating the component or substances from a liquid mixture by
selective evaporation and condensation. Distillation may result in essentially complete
separation (nearly pure components), or it may be a partial separation that increases the
concentration of selected components of the mixture. In either case the process exploits
differences in the volatility of the mixture's components. In industrial chemistry, distillation is
a unit operation of practically universal importance, but it is a physical separation process and
not a chemical reaction.

MATERIALS AND METHODS

In the first experiment, the distilling flask was assembled and a 50 mL water, 5 drops
food color and 1 gram of table sugar were prepared in the distilling flask. The position of
thermometer was at the top of the thermometer bulb just below the bottom of the distilling head
side arm. A length of rubber tubing was connected to the condenser inlet and another length of
tubing to the outlet. The lower end of the inlet tube was connected to a cod water supply and
placed the upper end of the outlet tube to a small sink. Afterwards, the water was slowly turn
and the water flow in the condenser was at the uphill direction. The distilling flask was heated
gently with heat source maintaining the temperature at 100C. The cooling water was run
through the condenser in at the bottom and out at the top. The liquid in the distilling flask is
heated to boiling, liquid/vapor interface began to climb up the still head as the boiling of the
liquid progressed with time. When the thermometer bulb reached the interface, the temperature
indicated on the thermometer had rapidly rise to its boiling point and liquid started to be
collected in the receiver. 5mL of the distillate was collected. The distillation discontinued. The
distilling flask cooled and the water in the condenser were turned off.
 In the second experiment, a line was drawn across 2 pieces 2 inches x 4 inch bond
paper about 10 cm from the top and bottom using a pencil. The primary colour pen markers on
the first bond paper and the other pen markers colours on the second bond paper to the line
from the bottom of the bond paper was blot. A 3mL water and 3mL 70% isopropyl alcohol was
mix in a 50mL beaker and a bond paper was placed inside a beaker with the mixture. The
blotted marker shouldn’t submerged in the mixture.
In the third experiment, a 3 drops of water was put into an evaporating dish and the
colored candy was placed in the water for about three minutes. After three minutes the candy
was flipped over to the other side of it and waited for another three minutes. Afterwards, the
candy was removed. A line was drawn across 2 pieces 2 inches x 4 inch bond paper about 10
cm from the top and bottom using a pencil. A bond paper was placed into an evaporating dish
with the colored drops of water. The steps were repeated with the other candy colors using
another bond paper.

RESULTS AND DISCUSSION

The distillation process in the first experiment resulted into a clear solution which is
water. The mixture of sugar, food color and water was used for distillation. The original solution
was colored yellow-orange but it became transparent after conducting distillation. Evaporation
took place and condensed into a clear solution.
The paper chromotography wherein we used colored pens as the main tools for the
experiment. The dots left on the center of the coffee filter had separated into its component
colors. The colors we used were yellow which separated into light green and light yellow; violet
which separated into light blue, indigo and purple; and brown wherein it separated into
brownish-black, maroon and light pink. The separation of colors was very evident with the
variety of colors that was observed. The appearance and the separation of the colors occurred
because of the solubility in water and the isopropyl alcohol present. The absorption of the filter
paper was also a factor.
For the candy chromotography, the candies left in the petri dish shown their component
colors. The red candy was seen with its component colors which is mainly red and a little of
pinkish in color while the purple candy resulted into an indigo or purple/violet component colors.

CONCLUSIONS
Chromotography is a significant process in chemistry. It involves separating compounds
into its component elements which helps in determining the elements present in one compound
and widen what is known with the compounds consequently. This process is an effective
method of determining the elemental make-up of a compound. On the other hand, the distillation
process involves a process wherein two liquids with different boiling points can be separated
from each other as what it is seen from the experiment conducted. As the mixture was heated,
one of the components boils first then turns into vapor and the component left was the other
element purified. The vapor undergoes into condensation to return into its liquid state. The
implication of distillation is defined as the most useful form of separating substances dissolved
in liquids. The technique is widely used in industry, for example in the manufacture and
purification of nitrogen, oxygen and the rare gases.

ACTIVITY 3 : TYPES OF CHEMICAL REACTIONS

 INTRODUCTION
Basic structural differences among substances have enabled us to classify them
accordingly. Matter have been classified into solid, liquid or gas. Changes in matter can be
grouped into two, physical and chemical change. Chemical change occur as chemical reactions
wherein it is represented using chemical equations. Chemical reactions are the heart of
chemistry. The early people have always known their existence. Ancient Greeks have pioneered
the investigation of the composition of matter. Their works and findings have greatly contributed
in providing knowledge in this area. How matter changes around us have been explained
clearer through their works.
According to Brittanica.com, chemical reaction is an re-arrangement of the atoms to form a
new substance. It follows the law of conservation of mass in which it is stated that mass of
the products in a chemical reaction must equal the mass of the reactants. (Lavoiser, 1789)
Chemical changes have been playing a large part in the course of our daily lives, from aiding
plants in growing to producing medicines for curing different diseases.
A chemical reaction is presented using equations for easier interpretation in which in the left
side of the arrow shows the starting substances called reactants and the resulting substances
on the right side called products. Chemists have classified chemical reactions into groups for
easier recognizing and describing reactions. The first type is the combination reaction or the
synthesis reaction where two reactants combine to form a product. The second type is the
decomposition reaction in which a compound is separated into its component elements to form
simpler substances. The third type is the single replacement wherein an element in a compound
is being replaced by another pure element and form new compound and a new free element.
The fourth type of reaction is the double displacement reaction where two elements from
different compounds switch places to form new compounds. Additionally, precipitation, acid-
base and combustion reactions are also types of double-displacement reactions in which a
solid, a gas or a stable molecular compound is formed.

MATERIALS AND METHODS

In the first experiment, 2 grams of calcium oxide was placed in a beaker and 15 mL water
was slowly added. There must be enough water that will make the calcium oxide submerged.
The temperature was checked for an increase by touching the beaker with the fingers and
afterwards it must be left undisturbed for two minutes. There was a settling of the slaked lime at
the bottom. Afterwards, the solution was filtered with a paper towel and a glass funnel to
separate the clear solution from the slaked lime. The solution was then placed in a test tube. In
this experiment, a combination reaction was demonstrated based on the observed results.
For the second experiment, a 250 mL soda bottle was placed in a water trough. In a
beaker, a 15 mL of hydrogen peroxide, 7mL of dishwashing liquid and 3 drops of food color was
combineda and was poured into the empty soda bottle. Afterwards, 2 grams of active yeast with
15 mL of warm water was mixed in a test tube and was left undisturbed for 1 minute. Then the
contents of the test tube was added slowly into the soda bottle. The results were observed and
noticed a decomposition reaction occurred.
 The third experiment started with a test tube filled with 3 mL of copper(II) sulfate and a gram
of iron fillings and was left to sit for 2 minutes and was observed afterwards.
The fourth experiment was for a double-displacement reaction. A small sized balloon was
prepared and was filled with 15 mL of baking soda using a spatula. On the other hand, an empty
250 mL soda bottle was filled with 50 ml of white vinegar. Then the balloon was carefully
stretched over the mouth of the bottle. The reaction began when the baking soda was slowly
dropped down into the vinegar by lifting the balloon.

DISCUSSIONS AND RESULTS

The first experiment demonstrated a combination reaction and can be represented by:
CaO + H2O ---> Ca(OH)2
Wherein the calcium oxide and water as the reactants of the chemical reaction and
Ca(OH)2 or calcium hydroxide as the product. The slaked lime obtained a creamy or milky
consistence because of the combination of the quick lime and water. However, the filtrated
solution has resulted into a clear soluion which is also calcium hydroxide called lime water but is
a diluted solution.

A decomposition reaction has occurred in the second experiment. After the yeast was
added into the bottle, the mixture began producing bubbles. The bubbles were produced as
oxygen gas was trapped by the dishwashing liquid from the decomposition of hydrogen
peroxide into water and oxygen gas which are its component elements. The yeast did not react
with the hydrogen peroxide but rather acted as a catalyst to speed up the reaction, producing
more oxgen gas therefore producing more bubbles. The food coloring on the other hand added
much prominence in the formation of bubbles. The chemical reaction can be represented by:
2H2O2 ---> 2H2o + O2
Wherein the reactant is the hydrogen peroxide and the products are oxygen gas and water.

For the third experiment which is a single replacement reaction, as the copper sulfate was
added into the iron fillings, the filling slowly became brownish in color and the blue color of the
solution fades. The color fades because of the formation of a new product which is copper. The
visible pink-brown precipitate that formed on the unreacted mass of solid iron left over was the
copper displaced by iron. As per definition of single displacement reactions, a new compound is
formed. The displacement reaction was possible due to the lower electronegativity of iron than
copper and has a greater attraction to the oppositely charged SO4 ion. The reaction is
represented as:
3CuSO4 + 2Fe ---> Fe2 (SO4)3 + 3Cu
Wherein the reactants are copper sulfate and iron while the products are iron sulfate/ferrous
sulfate and copper.
 The fourth experiment showed a double-displacement reaction specifically acid-base
reaction. As the baking soda came in contact with the vinegar, the balloon inflated. The
formation of a gas was very prominent in this experiment. The reaction was prompted by the
exchange of atoms of the reactants . The vinegar is an acid and the baking soda is a base,
when combined they release gas and water because of the received proton of the baking soda.
The transferred hydrogen by the acid to the base formed a new compound which is the carbonic
acid. Carbonic acid is a product of the reaction and is unstable. This compound further
undergoes a decomposition reaction. The products of the decomposition reaction are water and
carbon dioxide. The reaction can be represented by:
NaHCO3 (aq) + HC2H3O2 (aq) → NaC2H3O2 (aq) + H2CO3 (aq)
The decomposition of carbonic acid into water and carbon dioxide is represented by:
H2CO3 (aq) ---> H2O (l) + CO2 (g)

CONCLUSIONS
Simple chemical compounds exist around us therefore chemical reactions occur around us
without us being aware. These reactions plays very important roles in our everyday lives.
Different type of these reactions gives us the idea how chemical reactions differ and how one
reaction occurs.
Until today, chemists are still trying to further analyze the nature of matter. Chemical
reactions are continually played by scientists. Though this endeavor leads to the discovery of
certain substances and provides opportunities for invention of new scientific methods that will
consequently help and improve the life of humans. As what is said earlier, chemical reactions
plays a large part in chemistry. Conitnuous learning and exploring more about them will have a
large effect on what scientists can do in the future.
 General Chemistry 1
Caratao, Rhaisen
Garcia, Krizzi
Mallari, Christine
Sama, Monica
Serrano, Hannah

General Chemistry 1
Caratao, Rhaisen
 Garcia, Krizzi
Mallari, Christine
Sama, Monica
Serrano, Hannah
 General Chemistry 1
Caratao, Rhaisen
Garcia, Krizzi
Mallari, Christine
Sama, Monica
Serrano, Hannah
 General Chemistry 1
Caratao, Rhaisen
Garcia, Krizzi
Mallari, Christine
Sama, Monica
Serrano, Hannah
 General Chemistry 1
Caratao, Rhaisen
Garcia, Krizzi
Mallari, Christine
Sama, Monica
Serrano, Hannah