Abdulrazzaq Alnassar

Chemistry 181
Dr. Cynthia Spencer

Lab 1: Observations of Chemical Changes

Objectives

After the experiment, the students will be able to:

• Define chemical change and physical change, and identify similarities and
differences.

• Identify the relationship between a chemical change and a chemical reaction,

and describe reactants and products.
• Define a scientific observation and differentiate between an observation and a
conclusion.
• Perform a series of chemical reactions.
• Make scientific observations and use them to make scientific conclusions.
• Distinguish between heating and burning and demonstrate each.

Materials
Student Supplied

1 Aluminum pie pan

1 Bottle of distilled water

1 Box of matches or lighter

1 Box of toothpicks

1 Dish soap

1 Pair of scissors

1 Pair of sunglasses

1 Roll of paper towels

1 Sheet of black paper (or black tablecloth)

 1 Sheet of white paper

1 Source of tap water

1 Sunlight (bright sunlight needed for 30 min.)

HOL Supplied

1 Aluminum cup, 2 oz

1 Burner fuel

1 Metal tweezers

2 Pair of gloves

1 Pair of safety goggles

1 Short stem pipet

1 Spatula

1 Test tube clamp

1 Test tube cleaning brush

4 Test tube, 13 x 100 mm

1 Test tube rack, 6 x 13 mm

2 Well plate - 24

1 Experiment Bag: Observations of Chemical and Physical Changes

1 Ammonia, 1 M - 1 mL

1 Copper(II) carbonate in vial, 1/2 full

1 Copper(II) nitrate crystals in vial

1 Copper(II) sulfate, 0.2 M - 2 mL in pipet

1 Hydrochloric acid, 1.0 M - 1 mL

 1 IKI indicator, 1 mL, 2.1% in glass vial

1 Lead(II) nitrate, 0.2 M - in pipet

1 Magnesium metal - 8-10 pcs

1 Phenolphthalein solution 1% - 1 mL in pipet

1 Potassium iodide, 0.1 M - 2 mL in pipet

1 Silver nitrate, 0.1 M - 2 mL in dropper bottle

1 Sodium bicarbonate, 1 M - 2 mL in pipet

1 Sodium hydroxide, 1 M - 1 mL in pipet

1 Starch solution, 1% stabilized - 2 mL in pipet

1 Zinc, mossy - 6-8 pcs

Exercise 1 Observations of a Chemical Change

Objective: To perform a variety of chemical reactions and make scientific observations

to describe the chemical change.

Procedure
1. Set a sheet of black paper (or black tablecloth) and a sheet of white paper on a table.

2. Set one of the 24-well plates on the table, use scissors to carefully snip off the tips of
the pipets, and set them upright in the wells, using the well plate as a pipet holder. See
Figure 2.

Note: When snipping the pipets a drop of chemical may escape the pipet and
stick to the scissors. If this happens, dampen a paper towel and wipe the scissors
after each pipet is cut open. This will prevent any cross-contamination of the
chemical pipets.
 Figure 2.
Well plate with chemical pipets.

3. Set the second 24-well plate on the sheet of white paper and arrange the plate so that
the A1-well is in the upper left-hand corner. See Figure 3.

Figure 3.
Pipet well markings. The numbers and letters of the pipet well are highlighted in green to help
you identify where the markings are located. Note that well A1 is located in the top, left-hand
corner of the well.

4. Gather the NaHCO3 and HCl chemicals in their pipets. Observe the appearance of the
two chemicals (while still in their pipets). In Data Table 2, record the observations for
NaHCO3 and HCl, under the "Initial Observations of Reactants" column. Then, repeat
for all chemicals listed.
5. Observe the color of the solution of sodium bicarbonate (NaHCO3) and hydrochloric acid
(HCl)

6. Record you observation of the solution before mixing in Data Table 2 under the
appearance of the chemical.

7. In well A1, place 4 drops of sodium bicarbonate (NaHCO3) solution and then add 4
drops of hydrochloric acid (HCl) to the well.

8. Using a clean toothpick, stir the chemicals in the well until mixed.

9. Immediately observe the interaction between the chemicals (use the white and black
paper for backgrounds, as necessary) and record the observations in Data Table 1.

Note: Make sure to select words that precisely describe what is being observed,
as described in the discussion section of the experiment. Pay special attention to
changes in color, odor, light, temperature, formation of a solid, and formation of a
gas.

10. From the observations, make a conclusion (Yes or No) if a chemical change occurred.
Record the conclusion in Data Table 1.

11. Repeat steps 4–9 for the remaining 7 reactions in Data Table 1.

Note: Your chem bag may contain either IKI indicator or bleach/sodium
hypochlorite, follow the below instructions depending on the contents of your
chem bag:

If you chem bag contains IKI indicator:

• Add 5 drops of IKI indicator to well A2.

• Record you observation of the solution before mixing in Data Table 2 under the
appearance of the chemical.

• Add 2 drops of starch solution to well A2.

• Using a clean toothpick, stir the chemicals in the well until mixed.
 • Immediately observe the interaction between the chemicals (use the white and
black paper for backgrounds, as necessary) and record the observations in Data
Table 2.

If you chem bag contains bleach/sodium hypochlorite:

• Add 2 drops of KI to well A2, and 3 drops of bleach/sodium hypochlorite

• Using a clean toothpick, stir the chemicals in the well until mixed.

• Record the observation of the solution under IKI indicator in Data Table 2.

• Add 2 drops of starch solution to well A2.

• Using a clean toothpick, stir the chemicals in the well until mixed.

• Immediately observe the interaction between the chemicals (use the white and
black paper for backgrounds, as necessary) and record the observations in Data
Table 2.

Note: The reactions in well B1 require 2 steps. For well B1: In the first step,
combine 4 drops of each chemical and make an observation. Then, absorb the
chemical into a paper towel and expose the chemical-soaked paper towel to
bright sunlight for approximately 30 minutes. Continue with other reactions
during the 30 minute waiting period. Use the empty short-stem pipet as needed.
Then make the second set of observations.

Cleanup:
• Use paper towels to blot up any chemicals that remain in the well plates, or pour
the chemical mixtures down the sink and flush with a lot of water. Thoroughly
rinse out and wash the 24-well plates, use distilled water for a final rinse, and dry
them with paper towels. Place the paper towels in the garbage. Wash your hands
thoroughly with soap and water.

• Properly dispose of used chemical pipets.

• Place all equipment back into the lab kit for future use.
 Exercise 2 Heating and Combustion

Objective: To investigate the results of heating an object and burning an object.

Procedure
1. Put on your safety goggles and gloves.

2. Gather the magnesium metal, copper(II) carbonate (CuCO3), copper(II) nitrate (Cu(NO3)2), and
mossy zinc.

3. Observe the physical properties of the 4 chemicals (color and state of matter) and record
in Data Table 2 under the "Initial Observations" column.

4. Place the 4 test tubes into empty wells of the test tube rack.

5. Use the tweezers to put 1 piece of magnesium into a test tube and 1 piece of mossy
zinc into another test tube.

6. Use the spatula to add a pea-sized amount of CuCO3 into a test tube and a pea-sized
amount of Cu(NO3)2 into another test tube.

7. Place the burner fuel on the pie plate.

8. Uncap the burner fuel and light the wick with the matches or lighter.

9. Use the test tube clamp to pick up the test tube containing the piece of magnesium
metal and hold it over the flame to heat the metal in the tube. HOLD THE TEST TUBE
SO THE OPENING OF THE TEST TUBE FACES AWAY FROM YOURSELF
AND OTHERS.

10. Observe the effects of heating the magnesium in the test tube and record the
observations in Data Table 2.

11. Repeat steps 9 and 10 for the remaining three chemicals listed in Data Table 2.

12. Read all of the rest of the steps before moving on to Step 13.

13. Using the spatula (for the powders) or the tweezers (for the metal pieces), hold a
chemical in the flame. Hold the tweezers and/or spatula at their farthest points, away
from the flame. Keep all loose clothing and hair away from the flame and substances,
and keep flame away from your face.
 a. For powder: Only use a small amount (approximately half the size of a pea) of the
chemical on the end of the spatula. See Figure 4. Leave the spatula in the flame until all
of the powder has reacted.

Figure 4.
Small amount of powder over the flame.
b. For metal pieces: Only use 1 piece of metal, squeezing each with the tweezers, at the very
end of the tweezers. When burning the magnesium, wear sunglasses under your goggles to
protect your eyes. Ensure that each piece of metal is kept over the aluminum foil or pie plate.
See Figure 5.

14. Wash the spatula and tweezers after each use, and remember that the spatula and
tweezers will be very hot after putting them in the flame. Ensure that they have cooled
before touching them with your gloved hand.

15. Record the observations for burning each chemical in Data Table 2.

16. Use the small, 2 oz. aluminum cup to extinguish the burner fuel flame. See Figure 6.

a. Place the aluminum cup directly over the flame to smother it. The cup should rest on
top of the fuel canister, with little or no smoke escaping.
b. Once all equipment is completely cool, remove the aluminum cup and place the
plastic cap back on the fuel. Ensure that the plastic cap “snaps” into place to prevent
fuel leakage and evaporation. The aluminum cup, fuel, and all other materials may be
used in future experiments.

Figure 6.
Extinguishing burner.

Cleanup:
• Clean all equipment and return to the lab kit for future use.
Data and Results

Exercise 1

Chemical Chemical Chemical

Well Chemical 1 Chemical 2 Observations
Appearance Appearance Change?
White Colorless,
Hydrochloric No color change, bubbling
A1 NaHCO3 Crystal Transparent Y
Acid and fizzing occurred
Liquid
Sodium White Gray Potassium White
A2 No Change N
Hypochlorite Powder Iodide Crystalline
White
White Changed to yellow and
A3 Potassium Iodide Crystalline Lead Nitrate Y
Powder became cloudy
Solid
White White
A4 Sodium Hydroxide Phenolphthalein Became bright pink Y
Flakes Flakes
Colorless, White
A5 Hydrochloric Acid transparent Phenolphthalein Powder No Change N
liquid
White White
Became brown, clumpy,
A6 Sodium Hydroxide Flakes Silver Nitrate Crystalline Y
and cloudy
Solid
White Became white and cloudy Y
Aqueous Colorless
B1 Silver Nitrate crystalline Became a brown, rusty
Ammonia liquid Y
solid color
Colorless Blue Became clumpy and gel-
B2 Aqueous Ammonia Copper Sulfate Y
liquid Crystalline like

Exercise 2

Initial
Chemical Heating Observations Burning Observations
Observations

Solid, silver, Stayed the same Glowed red, then turned into a bright
Mg
shiny white flame, then turned into ash

Melted into a liquid, glowed red. Had

Zn Solid, Silver Become liquid it stayed in flame it would’ve changed
into a liquid

Solid, sea-foam The flame creates glowed blue light

CuCO3 Turned black/grey color
green and turned black

Reaction is exothermic, Melted,

Solid, Dark blue, Green light appeared with a gas like
Cu(NO3)2 turned green, and then blue upon
salt like smell
cooling
Analysis Questions:

Exercise 1
1. Add hydrocholoric acid. In well A1, there is a reaction between hydrochloric acid and
sodium bicarbonate. If some drops of hydrochloric acid is added to the material and
bubbles appeared in the result, then that indicates the presence of sodium
bicarbonate.
2. AgNO3 (aq) + NaOH (aq)  AgOH (s) + NaNO3 (aq)
3. The reaction occurred in well A1. Carbon Dioxide (CO2) was formed when Sodium
Bicarbonate (NaHCO3) and Hydrochloric Acid (HCl) were mixed.
4. The solution is in fact not vinegar because vinegar is acidic in nature and
phenolphthalein turns pink when poured in base.
5. As compared to the other 4 cookies, the fifth cookie seems to have a lower amount
of starch in it.
6. Suppose a new brand of hair tonic contains lead. Then I would mix the same amount
of potassium iodide into the hair tonic and observe what happens to the reaction. If
the substance turns into a yellow color similar to A-3, then I would confirm the
presence of lead in that hair tonic.
7. Cutting a cake into 8 pieces is a physical change because after cutting a cake into 8
pieces, it will still remain as a cake, and no new substance is formed. The only thing
that changed is its appearance but not its ingredients or its taste. There is no
chemical reaction that took place in simply cutting the cake.
8. When a soda is poured into a glass and the soda bubbles, the result is a chemical
change. When soda is mixed with air, a gas with bubbles is released. The gas
separates from the water, which causes it to bubble. A chemical reaction takes place
and a new substance is formed, indicating a chemical change.
9. In well B1, the reactant in the second step was the direct sunlight. This reactant
caused a chemical change because it turned the chemical into a dark brown color on
the paper towel similar to rust.
10. My observations in well A5 support that HCl is an acid. Phenolphthalein remains
clear and colorless when comes into contact with an acid, while it turns pink when
comes into contact with a base. The solution remains clear, indicating that HCl is an
 acid.
Exercise 2

1. Heating of Mg and burning of Mg are two different scenarios. Heating of Mg did

not do anything in the test tube, while burning of Mg produces a while bright light,
and then turns into powder. Heating of magnesium produced a physical change,
while burning of magnesium produced a chemical change because it became a
powder and a new substance is formed.
2. The similarity between heating and burning of zinc is that the mossy zinc turns
into a liquid in both cases. The difference is that with burning of zinc, it
completely turned to liquid. With just heating of zinc, it remained in the test tube
and turned solid once removed from the heat. A chemical change occurred in
both cases because a new substance was formed after heating and burning the
zinc.
3. When heating and burning the Cu(NO3)2, the chemical turns into a liquid then
solidifies (turns into a black solid). This is an evidence of a chemical change
because a new substance has been formed, which is different from its original
solid, dark blue initially observed.
4. When heating the CuCO3, the powder turned fully black and gas was released.
There was no reaction after that. When burning the chemical, the powder still
turned black, but the gas that was released caused the flame to glow bright blue.
5. When the chemical is heated, it is exposed directly to the flame. Heating can be
both physical and chemical change, depending on the substance. Burning a
chemical will always be a chemical change. When the chemical is burned, it is
exposed to and able to react with oxygen, which produces a chemical change.
6. Only heating the magnesium produced a chemical change. Pretty much the
substance stayed the same and no new substance was formed. On the other
hand, none of the other chemicals that was heated produced a physical change.
The remaining ones are all chemical changes because a new substance was
formed (for instance, color changes).