Basic Science Chemistry Laboratory Manual (Maharashtra State Board, 2023 PDF)

SCHEME :K LABORATORY MANUAL FOR BASIC SCIENCE (CHEMISTRY) (311305) FIRSTYEARENGINEERING MAHARASHTRA STATE BOARD OFTECHNICAL EDUCATION, MUMBAI (Autonomous) (ISO9001:2015) (ISO/IEC27001:2013) To ensure that the Diploma level Technical Education cons...

SCHEME :K LABORATORY MANUAL FOR BASIC SCIENCE (CHEMISTRY) (311305) FIRSTYEARENGINEERING MAHARASHTRA STATE BOARD OFTECHNICAL EDUCATION, MUMBAI (Autonomous) (ISO9001:2015) (ISO/IEC27001:2013) To ensure that the Diploma level Technical Education constantly matches the latest requirements of technology and industry and includes the all-round personal development of students including social concerns and to become globally competitive, technology led organization. To provide high quality technical and managerial manpower, information and consultancy services to the industry and community to enable the industry and community to face the changing technological and environmental challenges.  A Laboratory Manual for Basic Science-Chemistry (311305) Semester-I Diploma in Engineering and Technology (All Programme) Maharashtra State Board of Technical Education, Mumbai (Autonomous) (ISO9001:2015) (1SO/IEC27001:2013)  Maharashtra State Board of Technical Education, (Autonomous)(ISO9001:2015)(ISO/IEC27001:2013) 4th Floor, Government Polytechnic Building, 49, Kherwadi, Bandra (East), Mumbai - 400051. (Printed on August, 2023)  MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION Certificate This is to certify that Mr. /Ms........................................................................... Roll No.................of First Semester of Diploma in............................................ of Institute..................................................................................(Code:.............) has completed the term work satisfactorily in the Course Basic Science- Chemistry (311305) for the Academic Year 20.........to 20..........as prescribed in the curriculum. Place:....................... Enrollment No:............................. Date:...................... Exam Seat No:................................... Course coordinator Head of the Department Principal Seal of Institution Basic Science- Chemistry (311305) Preface The need and importance of fundamental or basic sciences have been established in all walks of technology and everyone has experienced that the most important components of basic science are Physics and Chemistry. The role of Physics and Chemistry are well accepted in the development of future technology. Therefore it has become essential for every diploma student irrespective of their core discipline to acquire basic knowledge and skills to develop insight not only into its potential and application but also to utilize technology effectively. Focus in writing this manual has been on developing highly readable experiments that will provide learner with a successful learning experience. Method for developing laboratories begins with identifying concepts that are of particular interest or challenge to students and which would benefit from clarification through laboratory work. From this, experimental learning outcomes are developed and which serve as a key focus point for all aspects of the given experiment. The pedagogical approach of the laboratory is then chosen to make the most of the topics are trying to be learn. For example, some laboratories benefit from a discovery type approach while others are best taught following a more traditional expository approach. In particular through this course the students acquire knowledge and skills related to basic chemistry and physics that equip them with the ability to measure, observe keenly, analyze critically, creates the documents for various purpose. The laboratory manual provides detailed guidance to perform the practical in the right way with necessary resources required to achieve desired outcome. This lab manual is designed in a way that it is helpful to both the instructors and the students. The manual provides guidelines to help instructors effectively facilitate student- centered activities to be carried out in the lab through practical thus arranging and managing necessary resources, practical outcomes, skills to be achieved through given practical, and let students follow the procedures and precautions ensuring the achievement of outcomes and assessing the performance of students. For students it gives complete guidance regarding minimum theoretical background required to undertake the practical, skills they achieve through the given practical, procedure and necessary precautions to be followed by them. Students can use the acquired knowledge and skills achieved through hands on to solve real-world problems in their professional life. To do this, students must first understand the topic and acquire sufficient background knowledge, and the implications and limitations of this knowledge. ______________________________________________________________________________________________ Maharashtra State Board of Technical Education (‘K Scheme’) i  Basic Science- Chemistry (311305) Programme Outcomes (POs) to be achieved through Practical’s 1. Basic and Discipline specific knowledge: Apply knowledge of basic mathematics, science and engineering fundamentals and engineering specialization to solve the engineering problems. 2. Problem analysis: Identify and analyse well-defined engineering problems using codified standard methods. 3. Design/ development of solutions: Design solutions for well-defined technical problems and assist with the design of systems components or processes to meet specified needs. 4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools and appropriate technique to conduct standard tests and measurements. 5. Engineering practices for society, sustainability and environment: Apply appropriate technology in context of society, sustainability, environment and ethical practices. 6. Project Management: Use engineering management principles individually, as a team member or a leader to manage projects and effectively communicate about well-defined engineering activities. 7. Life-long learning: Ability to analyse individual needs and engage in updating in the context of technological changes. ________________________________________________________________________________________________ Maharashtra State Board of Technical Education (‘K’ Scheme) ii  Basic Science- Chemistry (311305) List of relevant skills 1. Intellectual Skills: Critical thinking & problem solving are keys of intellectual skills across various disciplines. 2. Psychomotor Skills: Executing precise hands on while performing practicals demonstrate, involve in psychomotor skills. 3. Affective Domain Skills: The affective domain includes the feelings, emotions and attitudes of the individual. 4. Teamwork: Teamwork in laboratory creates an environment where lab partners can learn from each other's experiences and expertise, enhancing to personal growth and skill development. 5. Prioritisation: Prioritizing in lab ensures a systematic & efficient approach to experimental procedures. 6. Communication: Communication in laboratory helps everyone to share information & work together smoothly. 7. Interpersonal skills: Positive relationships & understanding your partners in lab are key aspects of strong Interpersonal skills. 8. Research skills: Effective research skills involve collecting information, analyzing data & meaningful conclusions to contribute to more understanding of a subject. ________________________________________________________________________________________________ Maharashtra State Board of Technical Education (‘K’ Scheme) iii  Basic Science- Chemistry – (313305)_____________________________________________________________ Practical-Course Outcome Matrix CO CO CO Sr. No. Title of the Practical 4. 5. 6. - - 1. Identification of cation in given ionic solutions. - - 2. Identification of anion in given ionic solutions. - - 3. Identification of states of matter. 4. Determination of electrode potential of copper. - - - - 5. Determination of electrode potential of Iron metal. Determination of the voltage generated from chemical - - 6. reaction using Daniel Cell. Determination of electrochemical equivalent of Cu metal - - 7. using Faraday’s first law. Determination of equivalent weight of metal using - - 8. Faraday’s second law. Preparation of corrosive medium for Aluminium at - - 9. different temperature. Determination of rate of corrosion at different temperatures - - 10. for Aluminium. Determination of effect of temperature on viscosity for - - 11. given lubricating oil using Redwood viscometer-I. Determination of the steam emulsification number of given - - 12. lubricating oil. Determination of flash and fire point of given lubricating - - 13. oils using Cleveland open cup apparatus. - - Determination of flash point of given lubricating oil using 14. Abel's closed cup apparatus. - - 15. Determination of thinner content in oil paint. ________________________________________________________________________________________________ Maharashtra State Board of Technical Education (‘K’ Scheme) iv  Basic Science- Chemistry – (313305)_____________________________________________________________ Guidelines to Course Coordinator 1. For incidental writing on the day of each practical session every student should maintain a dated log book for the whole semester, apart from this laboratory manual which s/he has to submit for assessment to the Course Coordinator in the next practical session. 2. There will be two sheets of blank pages after every practical for the student to report other matters which are not mentioned in the printed practicals. 3. For difficult practicals if required, Course Coordinator could provide the demonstration of the practical emphasizing of the skills which the student should achieve. 4. Course Coordinatorshouldgiveopportunitytostudentsforhands-onafterthedemonstration. 5. Assess the skill achievement of the students and CO’s of each unit. Instructions for Students 1. For incidental writing on the day of each practical session every student should maintain a dated log book for the whole semester, apart from this laboratory manual which s/he has to submit for assessment to the Course Coordinator in the next practical session. 2. Students should read the precaution carefully before start of experiment. ________________________________________________________________________________________________ Maharashtra State Board of Technical Education (‘K’ Scheme) v  Basic Science- Chemistry – (313305)_____________________________________________________________ Content Page List of Practical’s and Formative Assessment Sheet Sr. Page Date of Date of Assessment Dated Sign Remarks Practical Outcome No. No. Performance Submission Marks of Faculty if any *Identification of cation in given 1 1 ionic solutions. *Identification of anion in given 2 13 ionic solutions. 3 Identification of states of matter. 21 *Determination of electrode 4 26 potential of copper. Determination of electrode 5 32 potential of Iron metal. Determination of the voltage 6 generated from chemical reaction 38 using Daniel Cell. *Determination of 7 electrochemical equivalent of Cu 44 metal using Faraday’s first law. Determination of equivalent 8 weight of metal using Faraday’s 49 second law. Preparation of corrosive medium 9 for Aluminium at different 54 temperature. *Determination of rate of 10 corrosion at different 59 temperatures for Aluminium. *Determination of effect of temperature on viscosity for 11 65 given lubricating oil using Redwood viscometer-I. Determination of the steam 12 emulsification number of given 71 lubricating oil. *Determination of flash and fire point of given lubricating oils 13 76 using Cleveland open cup apparatus. Determination of flash point of 14 given lubricating oil using Abel's 81 closed cup apparatus. *Determination of thinner 15 86 content in oil paint. Total Marks  To be transferred to Proforma of Assessment Norms (K3) '*' Marked Practicals (LLOs) are mandatory. ________________________________________________________________________________________________ Maharashtra State Board of Technical Education (‘K’ Scheme) vi Basic Science- Chemistry- 311305 PracticalNo.1: Identification of Cations I Practical Significance The ionization phenomenon, the characteristics of solutions, and the concentration of ions are crucial factors influencing various chemical processes, catalysis, reactions, and industrial product outcomes. In the sector of chemical and allied engineering, diploma engineers are actively involved in handling diverse solutions containing specific cations and anions. Their responsibilities creates conducting sample testing in industrial settings and utilizing the resulting data. In this particular experiment, students are tasked with determining the quantity and types of cations present in a provided sample. This information is instrumental in the context of industrial sample testing; enabling engineers to better understand and manipulate chemical processes for optimal outcomes. II Industry/ Employer Expected Outcome 1. Handling glass wares. 2. Handling reagents. 3. Observation. III Relevant course outcome CO4- Predict the structure, properties and behaviour of molecules and compounds based on the types of chemical bond. IV Practical Learning Outcome Identify cations in the given ionic solutions. V Laboratory Learning Outcome(s) Identify cation in given ionic solutions by performing selective test.. VI Relevant Affective domain related Outcomes 1. Follow safety practices. 2. Practice good housekeeping. VII Relevant Theoretical Background When acids, bases, and salts dissolve in water, they undergo a process of dissociation, breaking down into two distinct types of ions. Cations, which are positively charged ions, are formed by the loss of electrons from metallic atoms. On the other hand, anions are created by the gain of Maharashtra State Board of Technical Education (‘K’ Scheme) 1 Basic Science- Chemistry- 311305 electrons by non-metallic radicals or groups of non-metals. The charges carried by cations and anions correspond to the valency of the respective elements giving rise to these ions. It is noteworthy that the total positive charges present on cations always equal the total negative charges present on anions. As a result, the overall solution maintains electrical neutrality. This balance in charges ensures that the dissolved substances in the solution collectively possess a net electric charge of zero. (Neutral) VIII Resources required Sr. No. Resources Specification Quantity Remark 1. Test tube 15 ml 6 each 2. Test tube holder Steel with wooden 1 each 3. Test tube stand Wooden handle / Plastic 1 each 4. Chemicals As per requirement 5. Beaker 100 ml 1 each IX Precautions 1. Use test tube holder. 2. Use funnel for transfer of solution and reagents. 3. Turn off the gas burners after use. X Procedure 1. Ensure the test tube is thoroughly cleaned using water. 2. Using a dropper, transfer 2-3 ml of the provided solution into the test tube. 3. Add an equivalent quantity of appropriate reagents based on the qualitative analysis chart provided below. Table for qualitative analysis: A. Identification of Cations Sr. No. Test Observation Inference I group present i. e White ppt. 1 O.S. + dil. HC1 Pb2+may be present. No ppt. I group is absent ppt. obtained II Group Present O.S.+ dil. HC1 +H2S 1.Black ppt. of CuS Cu2+ may be present 2 gas 2.Brown ppt. of SnS Sn2+ may be present 3.Yellow ppt. of SnS2 Sn4+ may be present Maharashtra State Board of Technical Education (‘K’ Scheme) 2 Basic Science- Chemistry- 311305 No ppt. II group is absent ppt. obtained III A Group present. 1. White gelatinous A13+ may be present. ppt. of Al(OH)3 2. Dirty green ppt. of O.S.+ NH4C1 (excess) Fe2+ may be present Fe(OH)2 3 + NH4OH (till alkaline) 3.Reddish brown ppt. Fe3+ may be present of Fe(OH)3 4. Bluish green ppt. of Cr3+ may be present Cr(OH)3 No ppt. III A group is absent ppt. obtained III B Group Present 1.White ppt. ZnS Zn2+ may be present O.S.+ NH4C1 (excess) 2.Faint pink ppt. of + NH4OH (till Mn2+ may be present MnS alkaline)+ H2S 3.Black ppt. of NiS or Ni2+ or Co2+ may be 4 CoS present No ppt. III B group is absent Above Black ppt. Green solution Ni2+ present obtained + Conc. HNO3 Blue Solution Co2+ present IV group is present White ppt. of CaCO3 O.S.+ NH4C1 (excess) i.e.Ba2+ or Ca2+ may be + NH4OH (till or BaCO3 No ppt. present alkaline)+(NH4)2CO3 5 No ppt. IV group is absent Yellow ppt. Ba2+ may be present O.S. +K2CrO4 No ppt. Ca2+ may be present 6 O.S.+ NH4C1 (excess) White ppt. V Group present Maharashtra State Board of Technical Education (‘K’ Scheme) 3 Basic Science- Chemistry- 311305 + NH4OH (till i.e. Mg2+ may be present alkaline) + NaH2PO4 No ppt. V group is absent If all the above groups are absent then proceed for detection of Na+, K+ and NH4+ Sr. No. Test Observation Inference Smell of ammonia gas or NH4+ May be present turns moist red litmus blue O.S.+ NaOH 1. (Boil) No smell of ammonia does not turns moist red litmus Na+ or K+ may be present blue O.S.+ Sodium Yellow ppt. K+ may be present 2. cobaltinitrite [fresh solution] No ppt. Na+ may be present B. Confirmatory Test (C.T.) for cations C.T. for GROUP I cations C. T. for Pb2+ Sr. No. Test Observation Inference 1. O.S + dil. H2SO4 White ppt. Pb2+ confirmed 2. O.S + KI Deep yellow ppt. Pb2+ confirmed 3. O.S.+ K2CrO4 Yellow ppt. Pb2+ confirmed C. T. For GROUP II cations C.T. for Cu2+ Sr. No. Test Observation Inference 1. O.S. + K4 [Fe(CN)6] Chocolate red ppt. Cu2+ Confirmed 2. O.S.+ KI Brown ppt. Cu2+ Confirmed 3. O.S.+ NaOH Blue ppt. Cu2+ Confirmed Maharashtra State Board of Technical Education (‘K’ Scheme) 4 Basic Science- Chemistry- 311305 C.T. for Sn2+ Sr. No. Test Observation Inference 1 O.S.+ HgC12 White ppt. turns gray Sn2+ confirmed 2. O.S. + NaOH White ppt. Soluble in Sn2+ confirmed excess of NaOH 3. O.S.+Iodine Decolourisation of Sn2+ confirmed solution iodine solution C.T. for GROUP III A cations C.T. for A13+ Sr. No. Test Observation Inference 1. O.S.+ NaOH White gelatinous ppt. Al3+ confirmed No PPT. in cold but O.S.+ Ammonium 2. gives white gelatinous Al3+ confirmed acetate solution ppt. on boiling white gelatinous ppt. 3. O.S.+NaH2PO4 Al3+ confirmed soluble in dil. HC1 C.T. for Fe2+ [Ferrous] Sr. No. Test Observation Inference 1. O.S.+K3[Fe(CN6)] Deep Blue ppt. Fe2+ confirmed 2. O.S.+ NaOH Dirty green ppt. Fe2+confirmed O.S.+ dil. H2SO4 + Pink colour of KMnO4 3. 1% KMnO4 Fe2+confirmed decolorizes solution. C.T. for Fe3+[Ferric] Sr. No. Test Observation Inference 1. O.S.+ K4[Fe(CN)6] Deep Blue ppt. Fe3+ confirmed 2. O.S. + NaOH Reddish brown ppt. Fe3+ confirmed O.S. + Ammonium 3. Blood red ppt. Fe3+ confirmed thiocynate solution Maharashtra State Board of Technical Education (‘K’ Scheme) 5  Basic Science- Chemistry- 311305 C.T. for Cr3+ Sr. No. Test Observation Inference 1. O.S.+ NaOH Bluish Green ppt. Cr3+ confirmed O.S. + PbO2 + NaOH Boil collect supernatant 2. Yellow ppt. Cr3+ confirmed solution in another test tube and add acetic acid C.T. for Group III (B) cations C.T. for Zn2+ Sr. No. Test Observation Inference White ppt. insoluble in 1. O.S.+ NaOH Zn2+ Confirmed dil. HC1 2. O.S.+NaH2PO4 White ppt. Zn2+ Confirmed 3. O.S.+ K4[Fe(CN)6] White ppt. Zn2+ Confirmed C.T. for Mn2+ Sr. No. Test Observation Inference 1. O.S.+ NaOH White ppt. soluble in Mn2+ confirmed excess of NaOH 2. O.S.+NaOH+Br2 Black ppt. Mn2+ confirmed water 3. O.S.+ K4[Fe(CN)6] Pinkish white ppt. Mn2+ confirmed soluble in dil. HC1 C.T. for Ni2+ Sr. No. Test Observation Inference O.S.+ NaOH + 1. Black ppt. Ni2+ confirmed Br2 water Pale green ppt. Soluble in 2. O.S.+NH4OH Ni2+ confirmed excess giving blue solution O.S.+Dimethyl 3. Scarlet red ppt. Ni2+ confirmed glyoxime Maharashtra State Board of Technical Education (‘K’ Scheme) 6  Basic Science- Chemistry- 311305 C.T. for Co2+ Sr. No. Test Observation Inference Blue ppt. turns Brown 1. O.S.+NH4OH Co2+ confirmed in Excess O.S.+ Ammonium 2. thiocynate Black ppt. Co2+ confirmed (NH4CNS) 3. K4[Fe(CN)6] Reddish ppt. Co2+ confirmed C.T. for Group IV cations C.T. for Ba 2+ Sr. No. Test Observation Inference O.S.+K2CrO4 1. Yellow ppt. Ba2+ Confirmed (potassium chromate) O.S.+ Ammonium 2. White ppt. Ba2+ Confirmed oxalate 3. O.S. + dil. H2SO4 White ppt. Ba2+ Confirmed C.T. for Ca2+ Sr. No. Test Observation Inference O.S.+K2CrO4 1. No ppt. Ca2+ confirmed (potassium chromate) O.S.+ Ammonium White ppt. insoluble in 2. Ca2+ confirmed oxalate acetic acid O.S. 3. +NH4C1(crystals) + White ppt. Ca2+ confirmed K4 [Fe(CN)6] Brick Red coloured 4. Flame Test Ca2+Confirmed flame Maharashtra State Board of Technical Education (‘K’ Scheme) 7 Basic Science- Chemistry- 311305 C.T. for Group V cations C.T. for Mg2+ Sr. Test Observation Inference No. 1. O.S.+ NaOH White ppt. Mg2+ confirmed O.S.+ Hypoiodide Reddish brown 2. Mg2+ confirmed solution ppt. C.T. for NH4+ Sr. Test Observation Inference No. 1. O.S.+ Nessler's reagent Brown ppt. NH4+ Confirmed 2. O.S.+ Picric acid Yellow crystalline NH4+ Confirmed (alcoholic) ppt. C.T. for K+ Sr. Test Observation Inference No. O.S.+ Sodium 1. cobaltinitrite Solution Yellow ppt. K+ Confirmed (freshly prepared) O.S.+ Picric acid 2. Yellow ppt. K+ Confirmed (alcoholic) 3. O.S.+ Perchloric acid White ppt. K+ Confirmed C.T. for Na+ Sr. Test Observation Inference No. O.S. + Sodium 1. Yellow ppt. Na+ Confirmed cobaltinitrite solution Golden yellow 2. Flame test Na+ Confirmed flame O.S. = Original water solution of given inorganic salt, ppt. = Precipitate. Dil = Dilute, Conc. = Concentrated, C.T.= Confirmatory test Maharashtra State Board of Technical Education (‘K’ Scheme) 8  Basic Science- Chemistry- 311305 XI Observations Sample Solution 1 A. Identification of Cation Sr. No. Test Observation Inference B. Confirmatory Test (C.T.) for cation Sr. Test Observation Inference No. Sample Solution 2 A. Identification of Cation Sr. No. Test Observation Inference Maharashtra State Board of Technical Education (‘K’ Scheme) 9  Basic Science- Chemistry- 311305 B. Confirmatory Test (C.T.) for Cation Sr. No. Test Observation Inference XII Results 1. Cation identified in sample solution 1 is ……………. that can be obtained by dissolving ………….salt in water. 2. Cation identified in sample solution 2 is ……………. that can be obtained by dissolving ………….salt in water. XIII Interpretation of results …………………………………………………………………………………… …………………………………………………………………………………… XIV Conclusions and Recommendations …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………….. XV Practical Related Questions 1. Identify the basic radical present in the given solution 'A' by observing the formation of a black precipitate with diluted hydrochloric acid (HCl) and the evolution of hydrogen sulfide (H2S) gas. 2. Explain the process for identifying either the Ba2+ or Ca2+ radical in the unknown solution. 3. Identify the cation in solution 'X' by recognizing its pale green colouration, and when combined with sodium hydroxide, observe the formation of a dirty green-coloured precipitate. Maharashtra State Board of Technical Education (‘K’ Scheme) 10 Basic Science- Chemistry- 311305 XVI References/Suggestions for further Reading Sr. Title Author Publisher No. Engineering National Council of Education Research 1 Jain and Jain and Training, New Delhi, 2010,ISBN : Chemistry 8174505083 Engineering National Council of Education Research 2 Dara, S. S. and Training, New Delhi, 2015,ISBN : Chemistry 8174505660 Anju Rawlley, Khanna Book Publishing Co. (P) Ltd. Applied Chemistry 3 DevdattaV. New Delhi, 2021, ISBN- 978-93-91505- with Lab Manual Saraf 44-8 Engineering Wiley India Pvt. Ltd. New Delhi, 2013, 4 Vairam S. Chemistry ISBN: 978812654334 XVII Assessment Scheme Sr. No. Process related Weightage (60%) 1 Process for detection of cation l 15% 2 Process for detection of cation 2 15% 3 Confirmatory test for cation l 15% 4 Confirmatory test for cation 2 15% Product related assessment scheme Sr. Product related Weightage (40%) No.1 Identification of cation l 10% 2 Identification of cation 2 10% 3 Answer to sample questions 10% 4 Submission of report in time 10% Marks Obtained Dated Signature Process Related Product Related of Faculty Total (25) (15) (10) [Space to Write Answers] ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Maharashtra State Board of Technical Education (‘K’ Scheme) 11 Basic Science- Chemistry- 311305 ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Maharashtra State Board of Technical Education (‘K’ Scheme) 12 Basic Science- Chemistry- 311305 Practical No.2: Identification of anions I Practical Significance The way ions form, the type of solution, and the amount of ions are crucial factors in many chemical processes, catalysis, and reactions that occur in industries. In the field of chemical and allied engineering, diploma engineers deal with various solutions and their negative ions. They are involved in conducting sample tests in industries and utilizing the information obtained from these tests. In this specific experiment, students will determine the size and kinds of negative ions present in a provided sample, which is valuable for conducting sample tests in industrial settings. II Industry/ Employer Expected Outcome 1. Handling glass wares. 2. Handling reagents. 3. Observation III Relevant Course Outcome CO4-Predict the structure, properties and behaviour of molecules and compounds based on the types of chemical bond. IV Practical Learning Outcome Identify anion in given ionic solutions. V Laboratory Learning Outcome(s) Identify anion in given ionic solutions by performing selective test. VI Relevant Affective domain related Outcomes 1. Follow safety practices. 2. Practice good housekeeping. VII Relevant Theoretical Background When acids, bases, and salts dissolve in water, they break down into two types of ions. Cations, which are positively charged ions, result from the loss of electrons by metallic atoms. On the other hand, anions are created through the gain of electrons by non-metallic radicals or groups of non-metals. The charges carried by cations and anions reflect the valency of the elements involved in the ion formation. Importantly, the total positive charges on cations always equal the total negative charges on anions, ensuring that the entire solution remains electrically neutral. Maharashtra State Board of Technical Education (‘K’ Scheme) 13 Basic Science- Chemistry- 311305 VIII Resources required Sr. Resources Specification Quantity Remark No. 1. Test tube 15 ml 6 each 2. Test tube holder Steel with wooden handle 1 each 3. Test tube stand Wooden / Plastic 1 each 4. Chemicals As per requirement 5. Beaker 100 ml 1 each IX Precautions 1. Use test tube holder. 2. Use funnel for transfer of solution and reagents. 3. Turn off the gas burners after use. X Procedure 1. Ensure the test tube is thoroughly cleaned using water. 2. Using a dropper, transfer 2-3 ml of the provided solution into the test tube. 3. Add an equivalent quantity of appropriate reagents based on the qualitative analysis chart provided below. Table for qualitative analysis: A. Identification of anions Sr. Test Observation Inference No. Effervescence of CO2 CO3- - may be gas which turns lime present 1 O.S.+ dil.HNO3 water milky No Effervescence of CO3- - is absent CO2 gas. White ppt. insoluble in Cl-, Br - or I- may be dil. HNO3 present O.S.+AgNO3 Cl-, Br - or I- is No White ppt. absent 2 1. Lower chloroform Cl- may be present layer colourless O.S.+ Chloroform+ 2. Lower chloroform Br - may be present Chlorine water layer yellow/ brown 3. Lower chloroform I- May be present layer pink/violet 1. White ppt. insoluble SO4- - may be 3 O.S.+ Ba(NO3)2 in dil. HNO3 present Maharashtra State Board of Technical Education (‘K’ Scheme) 14 Basic Science- Chemistry- 311305 No ppt. NO3- may be present B. Confirmation of Anions C.T. for CO3- - Sr. No. Test Observation Inference CO3- - 1. O.S.+ Ba(NO3)2 White ppt. confirmed CO3- - 2. Pink colouration O.S. + Phenolphthalein confirmed C.T. for Cl- Inferenc Sr. No. Test Observation e - 1. O.S. + Lead acetate solution White ppt. Cl confirmed Brown gas evolved when O.S. + K2Cr2O7 + Conc. passed through water 2. Cl- confirmed H2SO4 turns yellow which gives PPT with lead acetate. Green fumes changes 3. O.S. +MnO2 + Conc. H2SO4 moist blue litmus red and Cl- confirmed then bleaches. C.T. for Br - Sr. Test Observation Inference No. 1. O.S. + Lead acetate solution Brown ppt. Br -confirmed O.S. + Chloroform + Chloroform layer 2. Br -confirmed Chlorine water yellowish brown O.S.+ MnO2 + Conc. H2SO4 3. Brown fumes Br -confirmed (Heat) C.T. for I- Sr. No. Test Observation Inference 1. O.S. + Lead acetate solution Yellow ppt. I - confirmed O.S. + Chloroform + Chlorine Chloroform layer pink 2. I - confirmed water or violet O.S. + MnO2 + Conc. 3. Violet fumes I - confirmed H2SO4(Heat) C.T. for SO4 - - Sr. No. Test Observation Inference SO4 - - 1. O.S. + Lead acetate solution White ppt. confirmed SO4 - - 2. O.S. + BaC12 White ppt. confirmed 3. O.S. + HgNO3 Yellow ppt. SO4 - - Maharashtra State Board of Technical Education (‘K’ Scheme) 15  Basic Science- Chemistry- 311305 confirmed C.T. for NO3- Sr. No. Test Observation Inference Evolution of brown O.S. + Copper fillings + NO3- 1. fumes, leaving blue Conc. H2SO4 (Heat) confirmed coloured solution. O.S. + Conc. H2SO4 + freshly prepared A brown ring FeSO4solution (Add slowly appears at the NO3- 2. from the side of the test tube junction of the two confirmed without disturbing the solutions. solution in the test tube ) XI Observations Sample Solution 1 A. Identification of Anion Sr. No. Test Observation Inference B. Confirmatory Test (C.T.) for Anion Sr.B.No. Test Observation Inference Maharashtra State Board of Technical Education (‘K’ Scheme) 16  Basic Science- Chemistry- 311305 Sample Solution 2 A. Identification of Anion Sr. No. Test Observation Inference B. Confirmatory Test (C.T.) for Anion Sr. No. Test Observation Inference XII Results 1. Anion identified in sample solution 1 is.............. , that can be obtained by dissolving...................salt in water. 2. Anion identified in sample solution 2 is.............. , that can be obtained by dissolving……………salt in water. XIII Interpretation of results ………………………………………………………………………………… ………………………………………………………………………………… ……………………………………………………………………………… XIV Conclusions and Recommendations ………………………………………………………………………………… ………………………………………………………………………………… Maharashtra State Board of Technical Education (‘K’ Scheme) 17 Basic Science- Chemistry- 311305 XV Practical Related Questions 1. Identify the acidic radical in solution 'A' by observing the release of CO2 gas upon reacting with diluted nitric acid (HNO3). 2. Write the procedure for separating halides in a sample solution through a separation test. 3. Identify the anion in solution 'X' when mixed with barium nitrate which gives white ppt. XVI References/Suggestions for further Reading Sr. Title Author Publisher No. National Council of Education Research Engineering 1 Jain and Jain and Training, New Delhi, 2010, ISBN : Chemistry 8174505083 National Council of Education Research Engineering 2 Dara, S. S. and Training, New Delhi, 2015, ISBN : Chemistry 8174505660 Anju Rawlley, Khanna Book Publishing Co. (P) Ltd. Applied Chemistry 3 DevdattaV. New Delhi, 2021, ISBN- 978-93-91505- with Lab Manual Saraf 44-8 Engineering Wiley India Pvt. Ltd. New Delhi, 2013, 4 Vairam S. Chemistry ISBN: 978812654334 XVII Assessment Scheme Process related assessment scheme Sr. No. Process related Weightage (60%) 1. Process for detection of anion 1 15% 2. Process for detection of anion 2 15% 3. Confirmatory test for anion 1 15% 4. Confirmatory test for anion 2 15% Product related Weightage (40%) 1. Identification of anion 1 10% 2. Identification of anion 2 10% 3. Answer to sample questions 10% 4. Submission of report in time 10% Marks Obtained Dated Signature of Process Related Product Related Faculty Total (25) (15) (10) Maharashtra State Board of Technical Education (‘K’ Scheme) 18 Basic Science- Chemistry- 311305 List of Student Team Members 1. …………………………………… 2. …………………………………… 3. …………………………………… 4. …………………………………… [Space to Write Answers] …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ……………………………………………………………………..................................... Maharashtra State Board of Technical Education (‘K’ Scheme) 19 Basic Science- Chemistry- 311305 Practical No.3: Identification of States of Matter I Practical Significance It's essential to recognize that each form of matter possesses distinct heat storage capacities, and the transition between different states of matter necessitates the input or release of energy. II Industry/ Employer Expected Outcome 1. Observation 2. Calculation III Relevant Course Outcomes CO 4- Predict the structure, properties and behavior of molecules and compounds based on the types of chemical bond. IV Practical Learning Outcome Identification of states of matter. V Laboratory Learning Outcome(s) 1. Identify states of matter of materials by using simulation by applying heating and cooling Techniques. 2. Relate temperature-pressure diagram. VI Relevant Affective domain related Outcomes 1. Identify states of matter of materials by using simulation by applying heating and cooling Techniques. 2. Relate temperature-pressure diagram. VII Relevant Theoretical Background There are three common states of matter: 1. Solids exhibit a characteristic rigidity and maintain both a definite volume and shape. The constituent atoms and molecules are tightly bound, undergoing vibrational motions within fixed positions without significant translational movement. 2. Liquids possess a definite volume but have the ability to change shape by flowing. The intermolecular bonds in liquids are less restrictive, allowing atoms and molecules to move more freely while remaining in close proximity to one another. 3. Gases lack a definite volume or shape, as the atoms and molecules move freely and disperse from one another. The weak intermolecular forces in gases result in a state where particles have the freedom to travel independently. This unique characteristic sets it apart from the conventional solid, liquid, and gas phases. The transition between these states is governed by Maharashtra State Board of Technical Education (‘K’ Scheme) 20 Basic Science- Chemistry- 311305 the temperature and surrounding pressure of the matter. As temperature increases or decreases under constant pressure, the phase may shift from solid to liquid, liquid to gas, or undergo a reverse transformation. The melting point signifies the temperature at which a material undergoes the transition from a solid to a liquid state, while the boiling point is the temperature at which the saturated vapor pressure of a liquid equals the atmospheric pressure, resulting in the transformation from liquid to gas. VIII Resources required Sr. Qua Resources Software Link No. ntity https://phet.colorado.edu/en/simulations/filter? Simulation 1. subjects=chemistry&type=html,prototype NA Software IX Precautions While conducting experiment follow the steps included in simulation software. X Procedure 1. Access the simulation program through the designated pathway on your computer. 2. Select the desired substance from the given alternatives; for example, water from the available options. 3. Observe the initial state of the selected substance (water) under standard room temperature and pressure conditions. 4. Write down the substance's physical characteristics, particle arrangement, and behavioral observations. 5. Gradually apply heat to the simulation, raising the substance's temperature step by step. 6. Observe and record any changes in visual appearance and the movement of its particles as the temperature increases. 7. Analyse the specific temperature at which the substance undergoes a transition from one state to another. 8. To start cooling, reduce the temperature using a cooling source. 9. Record any alterations in the substance's appearance and the movement of its particles as the temperature decreases, observing the changes as they occur during the cooling process. XI Observations Sate of matter Temperature Pressure Observation Initial State Heating Cooling Maharashtra State Board of Technical Education (‘K’ Scheme) 21 Basic Science- Chemistry- 311305 1. Plot the recorded temperature and pressure data from the simulation on a temperature pressure diagram. 2. Determine Melting Point, Boiling Point of water form temperature pressure diagram. XII Results 1. Melting Point of Ice is ……………… 2. Boiling Point of Water is ……………… XIII Interpretation of results ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… XIV Conclusions and Recommendations ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… XV Practical Related Questions 1. Write the characteristics of particles of matter. 2. Write the factors that determine the physical state exhibited by a substance. 3. Write the physical state of water at 0oC, 100oC. Maharashtra State Board of Technical Education (‘K’ Scheme) 22 Basic Science- Chemistry- 311305 XVI References/Suggestions for further Reading Sr. Title Author Publisher No. National Council of Engineering Education Research and 1 Jain and Jain Chemistry Training, New Delhi, 2010, ISBN : 8174505083 National Council of Engineering Education Research and 2 Dara, S. S. Chemistry Training, New Delhi, 2015, ISBN : 8174505660 Khanna Book Publishing Applied Chemistry Anju Rawlley, Co. (P) Ltd. New Delhi, 3 with Lab Manual DevdattaV.Saraf 2021, ISBN- 978-93-91505- 44-8 Wiley India Pvt. Ltd. New Engineering 4 Vairam S. Delhi, 2013, ISBN: Chemistry 978812654334 https://phet.colorado.edu/en/simulations/ 5 Simulation Software filter?subjects=chemistry&type=html,protot ype XVII Assessment Scheme Process related assessment scheme Sr. No. Process related Weightage (60%) 1. Observation of initial state 20% 2. Handling of Software 30% 3. Analyzing the changes in reading 10% Product related assessment scheme Sr. No. Product related Weightage (40%) 1. Determination of M. P. and B. P. of water & 20% water substances 2. Answer to sample questions 10% 3. Submission of report in time 10% Marks Obtained Product Dated Signature of Process Related (15) Total(25) Related (10) Faculty Maharashtra State Board of Technical Education (‘K’ Scheme) 23 Basic Science- Chemistry- 311305 List of Student Team Members 1. ………………………………… 2. …………………………………… 3. …………………………………… 4. …………………………………… [Space for Answers] …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Maharashtra State Board of Technical Education (‘K’ Scheme) 24 Basic Science- Chemistry- 311305 Practical No.04 Electrode Potential of Copper Metal I Practical Significance When we determine the electrode potential of a metal, it helps us figure out where that metal stands in the electrochemical series. Think of it like a position of metals based on their electrical behavior. Knowing this position is useful because it allows students to design structures using two different metals in a way that protects them from corrosion. This knowledge can be applied to solve various engineering problems, especially those related to preventing metal from getting damaged over time. II Industry/ Employer Expected Outcome 1. Handling glass wares. 2. Handling reagents. 3. Observation. III Relevant Course Outcomes CO5- Apply the concepts of electrochemistry and corrosion preventive measures in industry IV Practical Learning Outcome Determine the electrode potential of copper. V Laboratory Learning Outcome(s) 1. Determine the electrode potential of copper metal by setting Electrochemical Cell. 2. Measure electrode potential of Cu Using Voltmeter. 3. Measure the cell potential for various conditions VI Relevant Affective domain related Outcomes 1. Determine the electrode potential of copper metal by setting Electrochemical Cell. 2. Measure electrode potential of Cu Using Voltmeter. 3. Measure the cell potential for various conditions VII Relevant Theoretical Background When a metal reacts with a solution, a special layer forms around it, creating a kind of electrical double layer. This results in a potential difference between the metal and the solution, which we call electrode potential. Electrode potential basically tells us how eager a metal is to either lose or gain electrons when it's in contact with a solution of its own salt at a specific temperature (25°C). Now, there are two sides to this electrode potential. Oxidation Potential: The tendency of electrode to lose electrons is Maharashtra State Board of Technical Education (‘K’ Scheme) 25 Basic Science- Chemistry- 311305 direct measure of its tendency to get oxidized. Reduction Potential: The tendency of electrode to gain electrons is direct measure of its tendency to get reduced. To find out the electrode potential of a metal, we set up an electrochemical cell. One half of the cell has a reference electrode with a known electrode potential. In the world of metal corrosion, electrodes like the hydrogen electrode, zinc-zinc sulphate electrode, calomel, and silver- silver chloride electrode are commonly used as reference points. Potassium -2.92 Calcium Potassium -2.87 -2.92 Sodium -2.71 Magnesium -2.37 Aluminium -1.66 Zinc -0.76 Iron -0.44 Metal Activity Increasing Tin -0.14 Lead -0.13 Hydrogen 0 Copper 0.34 Silver 0.8 Mercury +0.85 VIII Circuit diagram / Experimental set-up / Work Situation Maharashtra State Board of Technical Education (‘K’ Scheme) 26  Basic Science- Chemistry- 311305 IX Recourses required Sr. No. Resources Specifications Quantity Remark 1 Beakers Capacity -250 ml 2 per group 2 Salt Bridge / porous 'U’ shaped glass tube 1 per group pot with KC1 solution Voltmeter / 3 1 per group multimeter 4 Electrodes Zn (Rod/Plate), Cu 1 per group (Rod/Plate) Sample Copper salt solution, As per 5 material/chemicals zinc salt solution, requirement connecting wires X Precautions 1. When setting up connections, make sure the wires are securely attached and properly connected to avoid any issues. 2. Check the voltmeter or multimeter before using. XI Procedure 1. Make surface of zinc rod and copper rod smooth by using polish paper, then clean with dilute HC1 and then with water. 2. Take two beakers, each with a 1 M solution – one with ZnSO4 and the other with CuSO4. 3. Place zinc rod in ZnSO4 solution and copper rod CuSO4 solution. 4. Connect zinc rod to negative terminal (anode) and copper rod to positive terminal (cathode) of digital multimeter/ voltmeter. 5. Insert a salt bridge into both solutions. This helps maintain a balance between the two halves of the experiment. 6. Note down the cell EMF (ECell) in volts displayed by the digital multimeter. 7. Use the recorded values to figure out the electrode potential of copper following the provided calculations. XII Observations for determination reduction potential of copper electrode (ECu) 1. Temperature =.............................. ° C. 2. Theoretical value of reduction potential of Zn= - 0.76 volts. 3. Electrode potential of cell =……….. V XIII Calculations E Cell = E Reduction (Cu) +E Oxidation (Zn) E Reduction (Cu) = E Cell – E Oxidation (Zn) E Reduction (Cu) = …………. – (+0.76) Maharashtra State Board of Technical Education (‘K’ Scheme) 27  Basic Science- Chemistry- 311305 (∵ Oxidation Potential of Zn = +0.76 Volts) E Reduction (Cu) = …………. – 0.76 E Reduction (Cu) = …………….Volts XIV Results 1. Reduction electrode potential of Cu =..................... Volts. 2. Reduction electrode potential of Zn =....................... Volts. XV Interpretation of results In the electrochemical series, zinc is placed…………. (above/before) copper. XVI Conclusions and Recommendations Zinc is ………. (more/less) electropositive than copper. Therefore, undergoes corrosion in preference to ……… XVII Practical Related Questions: 1. Describe the chemical reactions at the cathode and anode in the experiment. 2. Explain the relation between the reduction electrode potential of a metal electrode and its tendency towards corrosion. 3. Identify the cathode and anode in the given electrochemical cell. XVIII References / Suggestions for further Reading Sr. Title Author Publisher No. National Council of Education Research Engineering 1 Jain and Jain and Training, New Delhi, 2010, ISBN : Chemistry 8174505083 National Council of Education Research Engineering 2 Dara, S. S. and Training, New Delhi, 2015, ISBN : Chemistry 8174505660 Anju Rawlley, Khanna Book Publishing Co. (P) Ltd. Applied Chemistry 3 Devdatta V. New Delhi, 2021, ISBN- 978-93-91505- with Lab Manual Saraf 44-8 Engineering Wiley India Pvt. Ltd. New Delhi, 2013, 4 Vairam S. Chemistry ISBN: 978812654334 7 Active https://youtu.be/gdrRSUdGUuI?si=tggG Technology 5 You-Tube link N3UkH4AjkG5R Solutions Pvt.Ltd. Maharashtra State Board of Technical Education (‘K’ Scheme) 28 Basic Science- Chemistry- 311305 XIX Assessment Scheme Process related assessment scheme Sr. No. Process related Weightage (60%) 1. Cleaning of cathode and anode 20% 2. Assembly set up 30% 3. Reading of electrode potential 10% Product related assessment scheme Sr. Product related Weightage (40%) No. 1. Calculation for electrode potential of copper 20% 2. Answer to sample questions 10% 3. Submission of report in time 10% Marks Obtained Dated Process Related Product Related Total(25) Signature of (15) (10) Faculty List of Student Team Members 1. …………………………………… 2. …………………………………… 3. …………………………………… 4. …………………………………… [Space to Write Answers} …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Maharashtra State Board of Technical Education (‘K’ Scheme) 29 Basic Science- Chemistry- 311305 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ……………………………………………………………………………………………. …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Maharashtra State Board of Technical Education (‘K’ Scheme) 30  Basic Science- Chemistry- 311305 Practical No. 5: Electrode potential of Iron Metal I Practical Significance When we determine the electrode potential of a metal, it helps us figure out where that metal stands in the electrochemical series. Think of it like a ranking of metals based on their electrical behavior. Knowing this ranking is useful because it allows students to design structures using two different metals in a way that protects them from corrosion. This knowledge can be applied to solve various engineering problems, especially those related to preventing metal from getting damaged over time. II Relevant Industry or employer expected outcomes 1. Measurement 2. Calculation III Relevant Course Outcomes CO5- Apply the concepts of electrochemistry and corrosion preventive measures in industry. IV Practical Learning Outcome Determine the electrode potential of Iron. V Laboratory Learning Outcomes 1. Determine the electrode potential of iron metal by setting Electrochemical Cell. 2. Measure electrode potential of Fe Using Voltmeter. 3. Measure the cell potential for various conditions. VI Relevant Affective domain related Outcomes: 1. Follow safety practices. 2. Maintain tools and equipment. 3. Follow ethical practices. VII Relevant Theoretical Background When a metal reacts with a solution, a special layer forms around it, creating a kind of electrical double layer. This results in a potential difference between the metal and the solution, which we call electrode potential. Electrode potential basically tells us how eager a metal is to either lose or gain electrons when it's in contact with a solution of its own salt at a specific temperature (25°C). Now, there are two sides to this electrode potential. Oxidation Potential: The tendency of electrode to lose electrons is direct measure of its tendency to get oxidized. Reduction Potential: The tendency of electrode to gain electrons is direct measure of its tendency to get reduced. To find out the electrode potential of a metal, we set up an electrochemical cell. One half of the cell has a reference electrode with a known electrode potential. In the world of metal corrosion, electrodes like the hydrogen electrode, zinc-zinc sulphate electrode, calomel, and silver-silver chloride electrode are commonly used as reference points. Maharashtra State Board of Technical Education (‘K’ Scheme) 31  Basic Science- Chemistry- 311305 Electro-chemical Series Potassium -2.92 Calcium -2.87 Sodium -2.71 Magnesium -2.37 Metal Activity Increasing Aluminium -1.66 Zinc -0.76 Iron -0.44 Tin -0.14 Lead -0.13 Hydrogen 0 Copper 0.34 Silver 0.8 Mercury +o.85 VIII Circuit diagram / Experimental set-up / Work Situation Maharashtra State Board of Technical Education (‘K’ Scheme) 32  Basic Science- Chemistry- 311305 IX Resources required Sr. No. Resources Specifications Quantity Remark 1 Beakers Capacity -250 ml 2 per group 'U’ shaped glass tube 2 Salt Bridge / porous pot 1 per group with KC1 solution 3 Voltmeter / multimeter 1 per group Zn(Rod/Plate), 4 Electrodes 1 per group Fe(Rod/Plate) Iron salt solution, zinc As per 5 Sample material/chemicals salt solution, requirement connecting wires X Precautions 1. After setting up connections, make sure the wires are securely attached and properly connected to avoid any issues. 2. Check the voltmeter or multimeter before using. XI Procedure 1. Make surface of zinc rod and iron rod smooth by using polish paper, then clean with dilute HC1 and then with water. 2. Take two beakers, each with a 1 M solution – one with ZnSO4 and the other with FeSO4. 3. Place zinc rod in ZnSO4 solution and copper rod FeSO4 solution. 4. Connect zinc rod to negative terminal (anode) and iron rod to positive terminal (cathode) of digital multimeter/ voltmeter. 5. Insert a salt bridge into both solutions. This helps maintain a balance between the two halves of the experiment. 6. Note down the cell EMF (E Cell) in volts displayed by the digital multimeter. 7. Use the recorded values to figure out the electrode potential of iron following the provided calculations. XII Observations and Calculations 1. Temperature =........................................... ° C. 2. Theoretical value of reduction potential of Zn = - 0.76 volts. 3. Electrode potential of cell =.......... …….. V XIII Calculation for determination reduction potential of Iron electrode (EFe) E Cell = E Reduction (Fe) + E Oxidation (Zn) E Reduction (Fe) =E Cell –E Oxidation (Zn) E Reduction (Fe) = …………. – (+0.76) (∵ Oxidation Potential of Zn = +0.76 Volts) E Reduction (Fe) = …………. – 0.76 E Reduction (Fe) = …………….Volts Maharashtra State Board of Technical Education (‘K’ Scheme) 33  Basic Science- Chemistry- 311305 XIV Result 1. Reduction electrode potential of Fe =…………. Volts. 2. Reduction electrode potential of Zn =…………. Volts. XV Interpretation of result In the electrochemical series, zinc is placed……. (above / before) iron. XVI Conclusions and Recommendations Zinc is ……. (more/less) electropositive than iron therefore, undergoes corrosion in preference to …….. XVII Practical Related Questions: 1. Define De-electronation & Electronation. 2. Write the factors influence the electrode potential of iron. 3. Write the applications of the electrode potential of iron in industries or technologies. XVIII References / Suggestions for further Reading Sr. Title Author Publisher No. National Council of Education Engineering 1 Jain and Jain Research and Training, New Delhi, Chemistry 2010, ISBN : 8174505083 National Council of Education Engineering 2 Dara, S. S. Research and Training, New Delhi, Chemistry 2015, ISBN : 8174505660 Anju Rawlley, Khanna Book Publishing Co. (P) Ltd. Applied Chemistry 3 Devdatta V. New Delhi, 2021, ISBN- 978-93- with Lab Manual Saraf 91505-44-8 Engineering Wiley India Pvt. Ltd. New Delhi, 2013, 4 Vairam S. Chemistry ISBN: 978812654334 XIX Assessment Scheme Process related assessment scheme Sr. No. Process related Weightage (60%) 1. Cleaning of cathode and anode 20% 2. Assembly set up 30% 3. Reading of electrode potential 10% Maharashtra State Board of Technical Education (‘K’ Scheme) 34 Basic Science- Chemistry- 311305 Product related assessment scheme Sr. Product related Weightage (40%) No. 1. Calculation for electrode potential of copper 20% 2. Answer to sample questions 10% 3. Submission of report in time 10% Marks Obtained Process Related Product Related Dated Signature of Total (25) (15) (10) Faculty List of Student Team Members 1. …………………………………… 2. …………………………………… 3. …………………………………… 4. …………………………………… [