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P
P R E P A R I N G
Here is a list of the “white” ionic powders (bolded) and the reagents (underlined) we will use for this lab
(including the flame test chlorides which are in italics). In a well organized table, write the name, the
chemical formula, and a common use of the compound for each reagent, household white powder, or
flame test white powder. To determine a household use, you will need to reference Wikipedia or
whatever other source on chemical compounds you choose.
As always, include an objective or essential question for this laboratory activity and share that objective
with a teammate or laboratory partner.
This lab will be set up a bit differently than your previous activities. Since there is so much material
packed into one forensic concept (identifying white powders), this experiment will be broken into four
sections for experimenting. An overall analysis will be required with the construction of a flow chart under
analyzing. The four critically thinking questions will also serve as the portion that unifies all four of these
different sections.
Part A: Flame Tests
See previous laboratory journal write up to reference this data. You do not need to enter anything
here, but you should remember that the first test you’d run on an unknown white powder is a
flame test.
Part B: Solubility
In this section you will determine whether each of the household white powders (bolded in the
preparing section) is soluble in water. This is a test of one of the physical properties of the
white ionic solids.
1. Take a pea-sized lump of each of the household white powders (small – about 0.20g) and
place it in a labeled test tube.
2. Fill the test tube ¾ of the way full with distilled water.
3. Mix the test tube with the firm flick method.
4. In your observation/results section, write what you observe.
5. Save these test tubes for Part C.
A
A N A L Y Z I N G
RE ADING • QUESTIONS
The key to identifying a white powder is testing properties that allow one powder to be differentiated
from another. For example, both sugar and salt dissolve easily in water. Therefore, testing a powder
that may be either sugar or salt by dissolving the powder in water would not help tell them apart. But
sugar melts at a relatively low temperature, while salt melts at a much higher temperature, so if our
white powder melts in a pan on the stove, we know that it cannot be salt. In other words, the tests
used in a qualitative analysis depend on the properties of the possible unknown substances. If the
number of possible substances is large or some of the possible substances have many physical and
chemical properties in common, a scientist might have to conduct several different tests before she
can accurately identify the unknown substance.
Chemical Formulas
The white powders you tested have different physical and chemical properties because they are each
unique chemical compounds with different names and chemical formulas. A chemical formula is
how chemists represent the chemical composition of a compound. They use the atomic symbols for
each element to represent the chemical makeup of the compound. For example NaCl is made up of
sodium and chloride. The subscripts represent the relative number of one element to another. For
example, in H2O there are two atoms of hydrogen for every one atom of oxygen.
Ionic compounds form on the basis that opposite charges attract. The positive sodium ion is attracted
to the negative chloride ion. This attraction between the positive ion (also called a cation) and the
negative ion (also called an anion) is called an ionic bond, and the substance formed by the bond is
the ionic compound. The sodium ion and chloride ion join to form the ionic compound sodium
chloride, NaCl, shown below.
+ -
Na + Cl NaCl
2+
In calcium chloride, CaCl2, there is one positive calcium ion (Ca ) for every two negative chloride
-
ions (again, Cl ).
+ -
Ca + 2Cl CaCl2
Notice since there are two chloride ions for every one calcium ion there is 2 in front of the chloride
ion. You must always have the same number of ions or atoms of each element on both sides of the
chemical equation due to the principle of the conservation of matter, which states that matter
cannot be created or destroyed. In other words, chloride ions must be equal in the reactants and
products, so there must be two on each side.
In an ionic compound the cations and take the name of the element. The anions take the name of the
element but the ending is changed to –ide. Notice that metals form positive ions and nonmetals form
negative ions.
Groups of atoms may act as a single ion in an ionic compound, like in calcium carbonate, CaCO3.
2-
There is one calcium cation (Ca2+) for every one carbonate anion (CO3 ). We call ions like
2- 2- - 2-
carbonate, (CO3 ), polyatomic ions. Sulfate (SO4 ), hydroxide (OH ), nitrate (NO3 ), acetate
-
(C2H3O2 ) and bicarbonate (HCO3) are other polyatomic anions found in the white powders and
reagents used in this lab.
This table can be used to predict if a given solid will dissolve in water. To determine if a solid is
soluble, look at the chemical formula for the solid, and identify which of the five negatively charged
ions listed in the above table the solid contains. Then read the rule for solids containing that ion and
the exceptions to the rule. For example, sodium carbonate, Na2CO3, contains the ion carbonate,
2-
CO3 . According to the table, all carbonates are insoluble except for the ones containing Group I
metals. Sodium is a Group I metal, so sodium carbonate is an exception to the general rule that
carbonates are insoluble. Therefore, sodium carbonate is soluble and dissolves in water. Other
examples are given below.
•KCl is soluble because all chlorides are soluble except those containing ions of silver, mercury (I),
and lead (II), and KCl does not contain any of the exceptions.
•Mg(OH)2 is insoluble because hydroxides are insoluble except for those containing Group I metals
and magnesium is not a Group I metal.
By examining the reaction, you can see that the metals, sodium (Na) and silver (Ag), exchange
places to form two new compounds. This reaction is called a double replacement reaction. You
can determine the identity of the milky white solid, called a precipitate, by looking at the two
products and using the solubility rules. The first product, sodium nitrate, dissolves in water because
all nitrates are soluble. The second product, silver chloride, is insoluble because all chlorides are
soluble with the exception of mercury (II), lead (II), and silver. Because of silver chloride’s insolubility,
soluble solid
The hydrogen ion in acetic acid trades places with the sodium ion in the sodium carbonate. The
carbonic acid product, H2CO3, immediately decomposes to produce carbon dioxide gas (the bubbles
in part A) and water.
H2CO3 H2O + CO2
gas
So whenever carbonic acid is a product in a chemical equation, we replace it with water and carbon
dioxide.
Generally, acetic acid and other acids react with carbonates and hydrogen carbonates to form carbon
dioxide gas. The gas is in the bubbles that form in the solution. A carbonate is a compound that
2-
contains the CO3 ion. Some common carbonates include sodium carbonate (Na2CO3) and calcium
-
carbonate (CaCO3). Hydrogen carbonates are compounds that contain the bicarbonate ion HCO3 .
The most common bicarbonate is sodium bicarbonate, NaHCO3, commonly known as baking soda.
Bicarbonates react with acids in a manner similar to carbonates.
Flow Charts
Now that you can identify each compound based on its solubility in water and reaction with the other
three reagents, you need a way to represent this simply. In this portion of the lab, you will learn how
to use a type of map called a flowchart. Flowcharts can be used to illustrate a deductive reasoning
process (remember Activity 1?!), so they can be very handy to a forensic scientist.
The following flowchart (next page) can be used to identify the six modes of transportation shown.
Choose a mode of transportation and see if the flowchart identifies it correctly. Choose a second one
and try it again. On this sheet, fill in all the blanks. Is each blank unique? If so, the flowchart works.
Notice that a flowchart does not need to be based on yes-or-no questions to work. For example, one
of the questions could have been, “How many wheels does it have?” Answers to this could have
been, “Two,” “Four,” and “More than four.”
3. Identify the double replacement reactions. For those that are not double replacement
reactions, write what type of reaction they are based on what we learned in the periodic table
unit.
a. AgNO3 + NaBr → NaNO3 + AgBr
b. CaCO3 → CaO + CO2
c. FeCl3 + 3KOH → 3KCl + Fe(OH)3
d. Zn + CuSO4 → ZnSO4 + Cu
4. Complete the word equations (in words!) for the following double replacement reactions.
a. potassium chloride + lead (II)nitrate →
b. iron (III) chloride + potassium hydroxide →
c. sodium hydroxide + calcium nitrate →
5. What are the precipitates that form in question number 4? Write their chemical formulae.
6. Name these acids or bases. What color would PHTH turn in a solution of each compound?
a. HCl
b. H2SO4
c. KOH
d. H2SO3
e. Mg(OH)2
How do I know?
Using terms such as chemical change, physical change, and the types of changes, explain how
someone could test to know they have discovered baking soda at a crime scene.
Why do I believe?
Are these tests presumptive or confirmatory tests? Explain by comparing and contrasting to other
activities in the unit.