Chemistry Lab Project – Base Identification Project

 

Determining the Concentration of Oxalic Acid Hydrate Solution 

  

Introduction: 

In this lab, we will determine the concentration of an oxalic acid hydrate solution through a titration process. Oxalic acid is a diprotic acid that forms a hydrate compound with water molecules. By titrating the solution with sodium hydroxide (NaOH) solution, we can determine the concentration of oxalic acid hydrate. 

  

Materials: 

  1. Oxalic acid hydrate (C2H2O4·nH2O) – 0.4 g 
  2. Unknown base – 10 mL
  3. Phenolphthalein indicator solution
  4. Burette
  5. Pipette
  6. Beakers
  7. Flask
  8. H2O 100 mL
  9. Graduated cylinder
  10. Magnetic stirrer
  11. Safety goggles

 

Procedure: 

  

  1. Safety Precautions:

   – Put on safety goggles throughout the experiment. 

   – Handle all chemicals with caution and avoid contact with eyes or skin. 

   – Be careful walking around when bringing chemicals to your station (be aware of your surroundings) 

  1. Preparation of Oxalic Acid Hydrate Solution: 

Weigh 0.4 g of oxalic acid hydrate (C2H2O4·H2O).  

Dissolve the weighed oxalic acid in 100mL of H2O to make a solution with the concentration of 0.04  

Make sure to weigh the 100 mL of H2O  in a beaker 

Stir the solution until the compound is completely dissolved. 

Note the volume and calculate the molarity (concentration) of the oxalic acid hydrate solution. 

   

  1. 3. Titration Procedure:

   – Rinse a burette with a small amount of unknown base, making sure it is filled with the solution. 

   – Using a pipette, measure 10 mL of the prepared oxalic acid hydrate solution into a clean flask. 

   – To do this add a small amount of acid and roll in around the flask to clean it. 

   – Add a few drops of phenolphthalein indicator to the flask. 

   – Place the flask on a white tile or a piece of white paper to easily observe color changes. 

   – Start the titration by adding base drop by drop into the conical flask while swirling the flask gently. 

   – Continue adding the unknown base until a permanent pink color is obtained, indicating the completion of the reaction. 

   – Note the volume of unknown base used. 

 

Table: 

  Trial 1  Trial 2  Trial 3 
How many mL are in the burette  40 ml of unknown base  27.5 mL  34.5 mL 
Final reading of the burette  27.5 ml  44.9 mL  51.8 
Amount of acid used  10 mL  10 ml  10 mL 
Volume of  base  used  12.5 mL  17.9 mL  17.3 mL 
Amount of phenolphthalein indicator solution drops used  3 drops  4 drops  4 drops 
Average volume of base in mL  15.9 mL     

  

  

  1. 4. Repeat:

   – Repeat the entire titration procedure two more times to obtain a reliable average value for the concentration of oxalic acid hydrate. 

0.4g C2H204 (2H2O) × 1 mol ÷ 126g = 0.00317 mol ÷ 0.100L = 0.03 

  • Identifying The Base Lab  
    • Bunsen burner 
  • Materials: 
    • Q-tips 
    • Flint striker 
    • Tweezers 
    • Beaker 
    • 20mL of unknown solution

    Safety Procedure: 

    • Always wear safety glasses 
    • Tie up hair and roll up sleaves if necessary  

    Preparation:  

    • Set up Bunsen burner on a empty countertop and connect it to the gas. 
    • Turn on gas. 
    • Light burne4r with flint striker 
    • Make the flame your desired height.  

    Actual Identification Process:  

    • Take a Q-tip and dip it in the dissolved acid that’s in the beaker. 
    • Carefully use the tweezers to pick up the Q-tip and hold it over the flame. 
    • Once it starts burning identify and record the colour the flame changes to
      • 20mL of unknown solution with Q-tips over Bunsen burner 
    • Notes: 
      • The flame had turned orange/red (brick red) which means it is Calcium

 

pictures during

Circle Work

When learning about new things, especially about people, we should recognize that there is a certain level of trust in it because they are opening and telling us something personal. Even when it comes to small things, we should still respect the person and show that it was the right decision to trust us with this information. For example, when some of my classmates were sharing about what elders they wanted to honour they had told stories about their elders. When this information is sacred it is meant for only a few people who are trusted and is intended to be kept that way unless it is permitted for you. Another thing is some of this information is very personal to that person or people, hence keeping this information private can show that they can trust you. When I share something personal with people, I care about whether I wouldn’t want them to share it with other people. It’s important to learn that learning does involve recognizing that some knowledge is sacred and only should be shared when giving permission.   

In this exercise, we were able to listen and share with our peers. We might have known some of the people in our class and some we were just meeting that day. In my experience I have noticed if you know more about a person the more you trust and feel comfortable around them. For example, when I first meet people, I tend to be more closed off but still friendly. As we learn new things about each other I get more open and talk more. As we were all sharing, we were learning new things about each other and slowly we went from strangers to classmates. While I was listening, I learned that some of my classmates and I have a lot of things in common. When I was listening to the first round of questions, I noticed that a lot of people didn’t know where a lot of their family was from and all though I couldn’t relate to it I could understand how they didn’t know. On the last round of the questions, I could relate to a lot of what my classmates were saying about missing our childhoods and wishing we could go back to it. In that I was able to relate to a lot of the words they were saying about how they were like when they were younger. From this exercise we were able to start building a community in our classroom.