REACTIONS AND SOLUBILITY

ADDITIONAL READING The concepts in this experiment are also discussed in sections 4.5 4.7 of Principles of Chemistry A Molecular Approach, by Tro. ABSTRACT This experiment is divided into two parts. Students should work individually. In Part A you will prepare aqueous solutions consisting of acids, bases, or salts, and in Part B observe the results of mixing these solutions together. From your observations you will report which mixtures yield a reaction and write a balanced chemical equation, list the spectator ions involved in the system, and write a net ionic equation. In Part C you will be given the same solutions you used in Part B; however, in numbered bottles. You will attempt to identify each unknown solution by mixing it with the other unknowns and comparing your observations to those obtained in Part B. BACKGROUND REACTION TYPES Reactions can be categorized into five different classes: synthesis, decomposition, singledisplacement, double-displacement and combustion. It is useful to classify reactions in this way because it can assist you in the prediction of products. For example, if a reaction has only one reactant, it is likely to be a decomposition reaction; knowing this, you can predict the possible products. An example of each of the categories is given below. Synthesis: In a synthesis reaction, multiple reagents come together to form a single product. One of the most important examples of a synthesis reaction is the fixation of nitrogen (equation 1), which is used to make commercial fertilizers.
A  B o AB

N2(g) + 3 H2(g) 2 NH3(g)

(1)

Decomposition: A decomposition reaction is the reverse of a synthesis reaction; a single reactant is broken down in to two or more products. In a previous experiment, you carried out the decomposition of copper(II) sulfate pentahydrate through a process called dehydration. Another example (equation 2) is a decomposition reaction used in explosives and fireworks.
AB o A  B

2 KClO3(s) 2 KCl(s) + 3 O2(g)

(2)

Single Displacement: A single displacement reaction involves a more reactive element displacing a less reactive one. In equation 3, zinc is much more reactive than copper; therefore, it replaces the copper(II) ion in cupric chloride.
AB  X o XB  A

CuCl2(aq) + Zn(s) Cu(s) + ZnCl2(aq)

(3)

Double Displacement: A double displacement reaction involves the exchange of the anions and cations of two compounds. A reaction takes place between compounds AB and XY; AB and XY are usually aqueous ionic compounds (or acids) consisting of aqueous ions (A+ and B, X+ and Y ). When a double displacement reaction occurs, the cations and anions switch partners, resulting in the formation of two new ionic compounds AY and XB. This type of reaction usually results in the formation of a precipitate, a gas, or water.
AB  XY o AY  XB

ZnCl2(aq) + 2 AgNO3(aq) Zn(NO3)2(aq) + 2 AgCl(s)

(4)

In equation 4, zinc chloride reacts with silver nitrate and the resulting products are zinc nitrate and silver chloride. On the reactants side of the reaction, zinc cations (Zn2+) and chloride anions (Cl) are together in solution. The other reactant consists of silver cations (Ag+) and nitrate anions (NO3). Since this is a double displacement reaction, the zinc cations will switch partners and associate with the nitrate anions, giving the first product zinc nitrate, Zn(NO3)2(aq), which is soluble in water. Notice that there is not a one to one mole ratio for the product zinc nitrate and the reactant silver nitrate. When forming the products of a double displacement reaction, you must consider the charges on the individual ions and balance them appropriately to form a neutral compound. The cations of the second reactant were Ag+. These cations will react with the chloride anions to form silver chloride, AgCl(s); silver chloride is not soluble in water, as indicated by the solubility rules. It will precipitate from solution as indicated in the reaction. The reaction can be balanced after the correct chemical formulas for the products have been written. The reaction between HCl and NaOH (equation 5) is an acid-base reaction. As in the previous example, the cations on the reactants side (H+ and Na+) exchange with the anions (Cl and OH, respectively) to give the products NaCl and HOH (H2O). When an acid reacts with a base, the products are always a salt and water. The reaction of an acid with a base is simply a special case of a double displacement reaction, but is more commonly referred to as a neutralization reaction. HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l) (5) Combustion: A combustion reaction is where a hydrocarbon (e.g., methane or octane) or hydrocarbon derivative (e.g., glucose) is burned in the presence of oxygen. The characteristic products are always carbon dioxide and water (equation 6). hydrocarbon + O2(g) CO2(g) + H2O(g) (6)

This experiment will focus on double displacement reactions. Given what you have learned regarding these types of reactions, predict the products (including their states) of a reaction between magnesium chloride and lead(II) nitrate (equation 7). MgCl2(aq) + Pb(NO3)2(aq) ?? (7) This reaction follows the AB + XY pattern; as shown above, we can exchange the anions and cations to get the products AY and XB. If we apply this procedure to the reaction shown in equation 7, the Mg2+ cation from the first reactant will combine with the NO3 anion from the second reactant. After taking the charges into consideration, we realize that Mg(NO3)2 is our first product. The cation from the second reactant (Pb2+) will combine with the anion from the first reactant (Cl) to form the second product, PbCl2. Therefore, we have determined that the reaction is: MgCl2(aq) + Pb(NO3)2(aq) Mg(NO3)2 + PbCl2 (8) The equation is balanced as written - a rare stroke of luck. Finally, we can consult the solubility rules (Table 4.1, page 154 of Tro) to determine the states that are appropriate for these products. The solubility rules state that lead chloride is insoluble in water. Therefore, the lead chloride will precipitate from the solution and settle at the bottom of the flask. The rules also state that all NO3 compounds are soluble. Therefore Mg2+ and NO3 will be present in the form of aqueous ions. We must indicate these phases in the balanced chemical equation (equation 9). MgCl2(aq) + Pb(NO3)2(aq) Mg(NO3)2(aq) + PbCl2(s) (9) When the two solutions in the above example are mixed, it is instantly apparent that a chemical reaction has occurred; a cloudy white precipitate forms. However, it is possible that mixing two chemicals will cause no obvious changes. This result might indicate that (a) no reaction occurred, or (b) a reaction produced soluble products (no precipitate). In this experiment you will need to make detailed observations as you mix the known solutions to help you determine if a reaction has occurred.

OBSERVATIONS You can tell that a reaction has occurred if you observe a change when the chemicals are mixed. We have discussed the formation of a precipitate, but other signs of reaction could be the generation of heat or gas (bubbles), a change in color, etc. However, in some cases it may be difficult to observe changes. Some reactions can be detected because they generate a gas or an odor. For example, when sodium carbonate reacts with any acid, carbon dioxide gas is produced. Consider the reaction of hydrochloric acid, HCl, and sodium carbonate, Na2CO3. Attempt to write the products of this reaction on your own before continuing (dont forget to balance equation 10 and identify the phase of the products). HCl(aq) + Na2CO3(aq) ? (10) This is a double displacement reaction, so after we have exchanged the ions and balanced their charges, the predicted products are NaCl and H2CO3. The compound H2CO3 is called carbonic acid, which is not a stable compound and undergoes spontaneous decomposition to form carbon dioxide and water. You will have to memorize this fact. If you forget to write the decomposition products for carbonic acid (equation 12) in the exercises in this lab you will not earn full credit. 2 HCl(aq) + Na2CO3(aq) 2 NaCl(aq) + H2CO3(aq) H2CO3(aq) CO2(g) + H2O(l) (11) (12)

Therefore, when solutions of hydrochloric acid and sodium carbonate are mixed, a change is observed in the form of bubbles. When performing this experiment in the lab, it is not possible to identify the bubbles that are produced; but, after writing the reaction, we could suggest that the gas produced is likely to be carbon dioxide. If two solutions that were odorless before a reaction now have a smell after mixing, a change has occurred, and therefore a reaction can be written. For example, ammonia, NH3, a common ingredient in household glass cleaners, is a very pungent smelling gas. If ammonia is generated in a reaction, one should be able to detect its odor. Consider a solution of ammonium chloride, NH4Cl and sodium hydroxide, NaOH (equation 13). If we exchange the ions we get the following products: NH4Cl(aq) + NaOH(aq) NH4OH(aq) + NaCl(aq) NH4OH(aq) NH3(g) + H2O(l) (13) (14)

The predicted product from this double displacement reaction is ammonium hydroxide, which, like carbonic acid, is not a stable compound. A portion of it decomposes to form ammonia gas and water (equation 14). Again, you will have to memorize this phenomenon. This process is not as pronounced as it is for carbonic acid; you will not be able to detect the formation of bubbles. However, you should be able to detect the characteristic ammonia smell of the small amount of gas that escapes the solution. Temperature change is also an indicator that can be used to determine if a chemical reaction has occurred. For example, acid-base reactions are characteristically exothermic reactions, meaning they generate heat energy which can be observed as an increase in temperature using a thermometer or by the warming of the flask in your hand. Depending on conditions, it may be difficult to detect this temperature change.

Consider the reaction of a solution of sodium hydroxide and hydrochloric acid (equation 15). HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l) + heat (15) This is a double displacement reaction between an acid and a base; the characteristic products are a salt and water. The heat energy generated is proportional to the amount of acid or base present since heat is an extensive property. There are also chemical reactions that consume energy, causing a decrease in temperature. These reactions are called endothermic. A classic example is photosynthesis, the conversion of carbon dioxide and water into sugar by plants (equation 16). 6 CO2 + 6 H2O + energy C6H12O6 (16) Temperature changes are generally harder to detect when small amounts of reactants are used, since the energy produced or consumed is an extensive property. Beware this problem in this particular experiment, since it is run on such a small scale. The other indicators of reaction we have discussed above (precipitation, gas formation, color change) are easier to detect; they will be the predominant indicators used in this experiment. IONIC AND NET IONIC EQUATIONS Once you have determined that a reaction has occurred, you will need to write a chemical equation. This will be easier if you can identify which category the reaction falls into. After the reaction is written (and balanced), it can be trimmed down to include only the part that involves the observed change. That is the part we are most interested in. There are different forms of chemical equations. A molecular equation shows the reactants and products as if they were intact, undissociated compounds. A reaction that shows all of the soluble ionic substances dissociated into ions is known as a total ionic equation. The trimmed reaction is called the net ionic equation (NIE), and represents the actual chemical change taking place. The NIE does not include the ions that were unchanged in the chemical reaction. The unchanged ions are called spectator ions, since they stand by and watch the reaction. To write the net ionic equation, you begin with the balanced chemical equation. Examine the reactants and products to determine their phases. Determine if they are strong electrolytes, weak electrolytes, or non-electrolytes. Strong electrolytes are compounds that completely dissociate in water, forming many ions that can conduct electricity. Examples of strong electrolytes are soluble salts (NaBr and AlCl3), strong bases (NaOH and KOH), and strong acids (HCl, H2SO4, and HNO3). Weak electrolytes are compounds that only partially dissociate in water. There are only a few ions in the solution, thus the solution conducts electricity poorly. Examples of weak electrolytes are slightly soluble or insoluble salts and bases (BaSO4, PbI2, and Zn(OH)2) and weak acids (H2CO3, CH3COOH, and HCN). Non-electrolytes are compounds that do not dissociate in water. Since there are no ions present, the solution does not conduct electricity. Examples of non-electrolytes are soluble covalent compounds (C6H12O6, CO2, and H2O2). When writing these equations, you will need to consult the solubility rules and recall the common gases. Any compound that is a strong electrolyte should be broken into its constituent ions; for example, Ba(OH)2(aq) would be broken into Ba2+(aq) and 2 OH(aq). Any compound that is a weak or non-electrolyte should be left alone. Consider the following example. A student mixes silver nitrate with magnesium chloride and observes a white precipitate. The student is asked to write a balanced chemical equation (molecular equation) and a net ionic equation for this reaction. The student begins by writing reactants and categorizing the reaction. AgNO3(aq) + MgCl2(aq) ? In this case, it appears to be a double displacement reaction; the products will be silver chloride and magnesium nitrate. AgNO3(aq) + MgCl2(aq) AgCl + Mg(NO3)2 After balancing, the reaction becomes:

2 AgNO3(aq) + MgCl2(aq) 2 AgCl + Mg(NO3)2 Now the student uses solubility rules to determine the state of the products. 2 AgNO3(aq) + MgCl2(aq) 2 AgCl(s) + Mg(NO3)2(aq) The information about weak and non-electrolytes can be used to identify which compounds need to broken into ions. The silver nitrate, magnesium chloride, and magnesium nitrate are all strong electrolytes and should be broken into ions; however, silver chloride is insoluble (it is in the solid state), and should be left alone. 2 Ag+(aq) + 2 NO3(aq) + Mg2+(aq) + 2 Cl(aq) 2 AgCl(s) + Mg2+(aq) + 2 NO3(aq) From this total ionic equation, we conclude the nitrate and magnesium ions are the spectator ions, present on the reactants side as well as the products side of the equation, and can be canceled. The following net ionic equation remains: 2 Ag+(aq) + 2 Cl(aq) 2 AgCl(s) (spectator ions; Mg2+(aq) and NO3(aq)) The observation that the student made when these two solutions were mixed was the formation of the silver chloride precipitate. The other ions in the solution were not involved in the reaction. A useful trick to help you decide whether a compound dissociates is its phase. A compound that is a solid (s), liquid (l), or gas (g) does not dissociate. If the compound is aqueous (aq) it is possible that it will dissociate into its ions. However, there may be some instances in which you will not dissociate aqueous compounds, most notably, weak acids and other stable molecular substances. Remember that only electrolytes dissociate. Strong electrolytes dissociate completely. Weak electrolytes, such as weak acids and bases, do not dissociate to a notable extent. THE EXPERIMENT You will mix together a set of known solutions and will make detailed observations to help you determine if a reaction has occurred. For example, you may see a white precipitate form when the two solutions are mixed, or you may detect a temperature change. From these observations, you will write balanced chemical equations and net ionic equations. As in many experiments, some observations will be easy to detect, like a color change, or the formation of a precipitate, suggesting a reaction has occurred. However, some observations may be difficult to detect, so write detailed observations and keep an open mind when mixing the reactants. It is also important to give the mixture sufficient time to react. You will repeat the same procedure using the same chemicals, only this time in blind-coded (numbered) bottles. You will use what you have learned in the first part of the experiment to identify which chemical is in which bottle. Again, some of the observations may be obvious while others are more difficult to detect. This unknown part of the experiment will require some detective work, a little bit of logic, and in some cases, luck. Identifying the six solutions can be tricky, so dont give up. You will need to piece together your observations, what you know about solubility rules and reactions to help you match the correct chemical to the correct bottle. If you did not make careful observations, or a member of your class prepared the solution incorrectly, some of your data could be difficult to interpret. You can compare your results with predictions based on what you know about solubility rules and reactions. In essence, predict the outcome of the reactions from the solubility rules.

SAFETY/HYGIENE/WASTE DISPOSAL 1. Always wear your goggles! 2. Caution: many chemicals, in particular sodium hydroxide pellets and conc. sulfuric acid, are corrosive. You should wear gloves and be sure your skin is not exposed. Discard the gloves after use, and wash your hands. Acid or base exposure may result in an itchy sensation. If you have any sensation of itching, burning, or tingling, start to thoroughly flush the area with water and inform your lab instructor. Continue flushing until several minutes after the sensation has subsided. Inform your lab instructor. Nitric acid will temporarily discolor the skin (yellow-brown), even in lower concentrations. 3. Never raise containers of solution, especially corrosive solutions, to eye level or above. 4. Never weigh chemicals directly on a balance pan. Use weighing paper, glassware, or other secondary container. 5. Waste solutions from this experiment should be disposed of in the waste container. PROCEDURE Part A: Preparation of Known Solutions 1. There are a total of 6 solutions that must be prepared by several students for use by the entire class. Note it is important that you prepare the solution correctly since it will affect the results of the entire class. Your instructor will assign solutions. If you have not been assigned a solution, you will assist in the clean up and disposal at the end of the class. 2. About 100 mL of the following solutions are to be prepared: 1.50 M ammonium sulfate, (NH4)2SO4 (MM = 132.14 g/mol) 0.100 M magnesium nitrate hexahydrate, Mg(NO3)2.6H2O (MM = 256.41 g/mol) 3.0 M sodium hydroxide, NaOH (MM = 40.00 g/mol) 1.00 M sodium carbonate, Na2CO3 (MM = 105.99 g/mol) 0.100 M strontium chloride hexahydrate, SrCl2.6H2O (MM = 266.62 g/mol) 1.50 M sulfuric acid, H2SO4 (MM = 98.08 g/mol) from a 98% concentrated solution of density 1.84 g/mL

3. To prepare the solution you must first calculate the mass, or volume, of the solute. Do this calculation in your lab notebook and check your answer with your instructor before proceeding. 4. Weigh the solids on a top loading balance, and measure out the concentrated acid (carefully) using a graduated cylinder. Dissolve the solute in 100 mL of DI-water in a 150-mL or 250-mL labeled beaker and place it in the hood area as indicated by your instructor. Be sure to retrieve your beaker at the end of class. 5. Obtain 6 plastic dropping pipets. Label the dropping pipets as follows: (NH4)2SO4, Mg(NO3)2, NaOH, Na2CO3, SrCl2, and H2SO4. 6. Fill each plastic dropper pipet with the appropriate solution. This will take approximately one squeeze of the pipet bulb. It is convenient to carry your set of six plastic dropper pipets in a 100 mL beaker--tips pointing up to prevent contamination.

Part B: Reactions of Known Solutions 1. Each pair of students will need to obtain a transparency cover from their instructor. Remove the data sheet page of this manual and slide it into the transparency cover. Note that in each cell the solution for that column should be mixed with the solution for that row. 2. Prepare a similar data sheet in your lab notebook. 3. Place 1-2 drops of each solution in the gray cells only (the white cells are duplicates). It will be easier to detect a light-colored precipitate against a dark background. Work in a row or column format. Complete one column or row first before proceeding. Record detailed observations in your lab notebook. Be sure to record your observations carefully. Note that not every cell will yield a reaction. 4. After you have completed all of the solution combinations there will likely be two cells in which a reaction has actually occurred but you were unable to detect it. These involved H2SO4/NaOH and (NH4)2SO4/NaOH. 5. Obtain two small test tubes from your drawer and place 15-20 drops of NaOH into both. While holding the test tube in your fist, quickly and carefully add 15-20 drops (or one squirt of the remaining contents of the pipet) of H2SO4. Does the test tube get warmer/cooler? Record your observations. Carefully smell the contents of the test tube by using your other hand to gently waft the fumes from the mouth of the test tube toward your nose. The test tube should be about a foot away. Do not directly inhale from the mouth of the test tube. Record your observations. Repeat for the (NH4)2SO4/NaOH mixture. You may need a refill of (NH4)2SO4, NaOH, and H2SO4 6. From your observations you should be able to write a balanced chemical reaction for each cell as well as the ionic equation and net ionic equation. If no reaction occurred write NR. 7. Properly dispose of the solutions in your dropper pipets. Use a damp paper towel to clean and dry your reaction grid. If you were responsible for preparing a solution, be sure to reclaim your beaker from the hood area. Part C: Identifying Unknown Solutions 1. Obtain one set of unknown solutions and record the letter in your lab notebook. 2. Place 1-2 drops of each solution in the appropriate cell as you did in part A. It is easiest to work in a row or column format. Complete one column or row first before proceeding. Record detailed observations in your lab notebook. Be sure to record your observations carefully. You may wish to carry out some of the reactions in test tubes. 3. From your observations you should be able to identify each solution. 4. Hand in the yellow copy of your data sheets to your instructor before you leave the lab.

Ammonium Sulfate Mg(NO3)2 NaOH Na2CO3 SrCl2 H2SO4

Magnesium Nitrate

Sodium Hydroxide

Sodium Carbonate

Strontium Chloride

Sulfuric Acid

Name:

DATA SHEET KNOWN SOLUTIONS

Room:

(NH4)2SO4

_________________________

103

Ammonium Sulfate

109

(NH4)2SO4

117

125

Magnesium Nitrate

Mg(NO3)2

Lab Day:

Sodium Hydroxide

NaOH

Lab Time: _______________

Sodium Carbonate

Na2CO3

Strontium Chloride

SrCl2

Sulfuric Acid

Instructor: __________________

H2SO4

Note: When recording your observation be as detailed as possible. For example slightly cloudy white may mean something different than white.

Confirm your experimental results by predicting the products using the solubility rules. Not all cells will produce a reaction. Two of the reactions may be invisible.

DATA SHEET UNKNOWN SOLUTIONS _____________ _____________ _____________ _____________ _____________ _____________ _____________

Unknown Letter

Name: Room:

_________________________ 103 109 117 125

Lab Day:

Instructor: __________________

Lab Time: _______________

POST-LAB QUESTIONS 1. Use your knowledge about solubility rules and reactions to write (1) a balanced chemical equation (molecular equation), (2) a total ionic equation, and (3) a net ionic equation for the reactions below. Include the appropriate phase for each species. Do your experimental observations match your predictions? Write neatly! (a) Example: (NH4)2SO4(aq) + Mg(NO3)2(aq) 2 NH4NO3(aq) + MgSO4(aq)

2 NH4+(aq) + SO42 (aq) + Mg2+(aq) + 2 NO3(aq) 2 NH4+(aq) + 2 NO3(aq) + Mg2+(aq) + SO42(aq) No Reaction - Experimental observations matched predictions (b) (NH4)2SO4(aq) + NaOH(aq)

(c) (NH4)2SO4(aq) + Na2CO3(aq)

Name: Room:

_________________________ 103 109 117 125

Lab Day:

Instructor: __________________

Lab _______________

10

(d) (NH4)2SO4(aq) + SrCl2(aq)

(e) (NH4)2SO4(aq) + H2SO4(aq)

(f) Mg(NO3)2(aq) + NaOH(aq)

Name: Room:

_________________________ 103 109 117 125

Lab Day:

Instructor: __________________

Lab _______________

11

(g) Mg(NO3)2(aq) + Na2CO3(aq)

(h) Mg(NO3)2(aq) + SrCl2(aq)

(I) Mg(NO3)2(aq) + H2SO4(aq)

Name: Room:

_________________________ 103 109 117 125

Lab Day:

Instructor: __________________

Lab _______________

12

(j) NaOH(aq) + Na2CO3(aq)

(k) NaOH(aq) + SrCl2(aq)

(l) NaOH(aq) + H2SO4(aq)

Name: Room:

_________________________ 103 109 117 125

Lab Day:

Instructor: __________________

Lab Time: _______________

13

(m) Na2CO3(aq) + SrCl2(aq)

(n) Na2CO3(aq) + H2SO4(aq)

(o) SrCl2(aq) + H2SO4(aq)

Name: Room:

_________________________ 103 109 117 125

Lab Day:

Instructor: __________________

Lab _______________

14

2. Were there any cell(s) in which you did not observe a reaction but think a reaction did occur? What reagents were used in the reaction(s)?

3. What are the identities of the six unknown solutions? You will need to apply logic in order to answer this question. Start by identifying the one reaction (or cell) that is different from all of the others. From that one reaction you should be able to piece together the puzzle. Assigned unknown letter __________ (1) __________ (2) __________ (3) __________ (4) __________ (5) __________ (6) __________

Name: Room:

_________________________ 103 109 117 125

Lab Day:

Instructor: __________________

Lab _______________

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