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Introduction

The purpose of this experiment is to determine the contents of nine unknown

solutions, using knowledge of redox reactions, and observations, such as the formation

of; colours, precipitate, solids and gases, to determine which element suits each

observation.1 By doing this experiment, it becomes simpler to differentiate different

elements from each other, given only a certain amount of information.

Experimental Method/ Procedure

Nine test tubes were used in this experiment. In each test tube there was a binary

combination of two unknown solutions.1 Two deviations that occurred in the lab from the

procedure was, 0.2 M of AgNO3 was used instead of 0.1 M, and not all 36 binary

combinations had to be performed, in order to solve the unknown solutions. For a

detailed procedural overview please consult the 2017 CHM110 Course Manual, "The

Problem of 9 Unknown Solutions", pages "41-48".

Results/ Calculations

It was necessary to balance and determine the products of thirty-six binary

combinations, in order to predict the nine possible unknown solutions. Below a sample

balanced chemical reaction is provided:

1. NH4+ (aq) + Cl- (aq) + Na+ (aq) + OH- (aq)  No Reaction

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The table shows what each unknown solution is in order:

Table 1: Identity of 9 Solutions

1. NH4Cl
2. AgNO3
3. NaOH
4. KClO3
5. KIO3
6. Na2S
7. Na2SO4
8. NaBr
9. BaCl2

Discussion

Two important concepts learned from the lecture in the lab:

1. Reactions: what products to expect with different chemical reactants:

Combination/ addition Reactions:

• Two elements (s) + (g)  (s)

• Compound + element (g) + (g)  (g)

• Two compounds (g) + (l)  (aq)

Precipitation Reactions: where the separation of a liquid solution occurs, in order to

create an insoluble product.3

These reactions assist in understanding, what results to expect from each binary

combination, which in turn helps identify the nine unknown solutions.

2. Qualitative analysis identifies the components in a mixture that are separated. In

this particular experiment, it was important to use qualitative analysis because, by

breaking down each solution, it becomes straightforward to determine which elements lie

within that particular unknown solution.2

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Two new concepts learned from the experiment:

1. AgNO3 is an extremely reactive compound. It was the one solution within

the experiment that reacted with every other compound. All binary combinations

preformed with AgNO3 formed a precipitate and a solid compound. The majority of the

precipitate was white in colour.

2. The importance of consistency and precision was a new concept learned from

the experiment. Throughout the experiment it was important to focus and remember

which two solutions were being added together, and to write down a precise observation

of what is being seen, so that it becomes easier to identify which compound is being

formed.

Once AgNO3 was identified, it became simple to differentiate the nine unknown

solutions. AgNO3 has a reaction with almost all the other unknown solutions, and creates

either a certain colour or precipitate when reacted with certain compounds. This allowed

the nine unknown solutions to be identify without having to perform all 36 binary

combinations.

Conclusion

The goal of the experiment was to determine the contents of nine unknown

solutions. This goal was achieved, as each solution was identified. One possible source of

error could have been, when cleaning the test tubes with distilled water, not all of the

previous chemicals could have been washed away properly, which in turn could have

altered the results. One way to improve the lab is to make sure that all test tubes are fully

clean.

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References

1. Introduction to Chemistry. Lab Manual. (Accessed January 23rd, 2017). Pages

41-48.
2. Zumdahl, S. Chemical Principles, 7th edition; Brooks/Cole: Belmont,CA; 2017; p
8.
3. OMICS International. Precipitation;
http://research.omicsgroup.org/index.php/Precipitation_(chemistry); Accessed
January 23rd, 2017.

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