Experiment Number 15

Determination of pH

Julia Lersch

CH101-02 Chemical Principles Laboratory

November 16, 2017

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I. Title:

Experiment #15, Determination of pH

II. Objectives:

This experiment involves learning how to calibrate a pH meter in order to make accurate pH

measurements, as well as learning the uses of buffer solutions. The main goal of the experiment

is to determine the pH of numerus liquids and solutions.

III. Theory:

The pH of a solution determines how acidic or basic the solution is. As seen on a pH scale, the

pH of a solution normally will not be less than zero or greater than fourteen. The more acidic a

solution is the lower the number on the pH scale, the more basic a solution is the higher the

number is on the pH scale. A neutral solution has a pH of seven, a common example of this is

pure water. Within the categories of acids and bases are subcategories that specify the strength of

the solutions basic or acidic nature. Acids have a pH under seven, within this range are weak

acids and strong acids. Strong acids are completely ionized and form hydrogen ions and anions,

weak acids are only partially ionized. Bases have a pH of greater than seven, in which weak

bases are closer to seven and strong bases are closer to the maximum possible pH. Strong bases

are completely ionized like strong acids, but unlike strong acids a strong base forms hydroxide

ions and anions. Weak bases do produce hydroxide ions, but react with water molecules-- thus

gaining hydroxide ions, while leaving behind hydroxide ions. The pH of a solution is calculated,

by taking the negative logarithm of the concentration of hydronium ions. Beyond this calculation

there are multiple ways to determine the pH of an aqueous solution or liquid experimentally.
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To determine pH experimentally, there are three main techniques that one can utilize, as

demonstrated in this experiment. These three techniques include the use of indicator paper, a

universal indicator, and a pH meter. One technique is to use an indicator. Indicators are normally

exceedingly weak acids that change color upon being neutralized by a basic solution. This

technique though is not the most accurate, providing only rough values for pH. A conventional

form of an indicator is Litmus paper—a common indicator. Litmus paper usually comes in thin

strips that change color upon contact with a solution. If this common indicator becomes red the

pH is indicated to be below 4.5, but if the litmus paper turns a shade of blue the pH is above 8.5.

Another type of indicator is a universal indicator, which is a mixture of several indicators that

also change color to indicate different pH ranges. Universal indicators can be utilized in a paper

form like Litmus paper, but as seen in the Determination of pH experiment, it can be dissolved

into an indicator solution and added to the solution being tested in drops. Besides the use of

indicators, pH can be determined the most accurately by a pH meter. A pH meter can provide a

pH reading that is extremely accurate, as it is given in decimals. A pH meter works by using an

electrode to determine the hydrogen ion concentration of a solution, converting this information

into a number that can be read on either a digital display or on a meter.

IV. Procedure:

Upon retrieval of the necessary safety gear—glove, a lab coat, and safety glasses, the solutions

were poured into test tubes. These solutions included: tap water, distilled water, 0.1 M HCl, 0.1

M acetic acid, household vinegar, 0.1 M NaOH, 0.1 M ammonia, household ammonia, soap

solution, saliva, lemon-lime Gatorade, and electrolyte water. The molarity of HCL, acetic acid,

NaOH, and ammonia were changed from the original handout from 0.01 M to 0.1 M to improve

the measuring of the pH of those solutions. The lemon-lime Gatorade and electrolyte water were
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additional solutions added by choice to the experiment. The pH meter was utilized first. It was

calibrated by placing the electrode in solutions in which the pH was known and then adjusting

the knob for each reading. Once calibrated, the electrode was cleaned in distilled water and dried.

The electrode was then dipped in the first solution and held in the solution for 90 seconds. Then

the reading on the pH meter was recorded. The electrode thus was withdrawn from the solution,

cleaned with distilled water, and dried. This procedure occurred for all twelve solutions. Then

the pH of each solution was measured using the Indicator Paper, in this experiment it was Litmus

paper. A dropper was used to drop about 0.5 mL of a solution onto one strip. Once a solution was

applied, the paper changed color. This color then was correlated to a number on the scale. The

number would be recorded and this process continued for all twelve solutions. The pH was then

determined by the Universal Indicator Solution. One drop of the solution was administered to all

twelve of the depressions in the cleaned and dried spot plate. Then a dropper was used to

administer 1 mL of each solution to each depression filled with indicator solution. The color of

each solution changed and was matched to the corresponding scale. The pH of all twelve

solutions was thus recorded. The spot plate was then cleaned with soap and dried.

V. Data:

Table 1. pH data from indicator paper, universal indicator, and pH meter reading

Solutions or Substance Color and pH using: pH meter reading

Indicator paper Universal

indicator
1 Tap water 7 7.0 6.7

2 Distilled water 7 7.0 7.0

3 0.1 M HCl 1 4.0 1.2

4 0.1 M acetic acid 3 5.0 2.8

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5 Household vinegar 2 4.0 2.3

6 0.1 M NaOH 12 10.0 11.7

7 0.1 M ammonia 11 10.0 11.0

8 Household ammonia 11 10.0 10.9

9 Soap solution 8 7.0 7.9

10 saliva 8 8.0 8.6

11 Electrolyte water (Smart 7 7.0 6.5

Water)
12 Lemon-lime Gatorade 4 5.0 3.5

VI. Discussion:

The experiment showed that many solutions have different pH levels. As seen in the data table

above-- 0.1 M NaOH, 0.1 M ammonia, household ammonia, soap solution, and saliva were all

established to be bases. Tap water, distilled water, and electrolyte water were found to be mostly

neutral. The established acids from the experiment were 0.1 M HCl, 0.1 M acetic acid, household

vinegar, and lemon-lime Gatorade. It was interesting to see that many drinks that humans ingest

are close in pH to several hazardous solutions, as seen with acetic acid and the lemon-lime

Gatorade. Another interesting finding is despite the fact that hydrochloric acid and acetic acid are

both acidic solutions, even having acid in their name, they do not have the same pH. This is

because hydrochloric acid has a higher concentration of hydrogen ion than acetic acid, making it

the stronger acid. Within the substances of bases, a similar conclusion can be made—not all

bases have the same strength. This can be seen with the substances sodium hydroxide and

ammonia. Though their pH levels are similar, sodium hydroxide has a slightly higher pH making

it the stronger base. This is because sodium hydroxide dissociates more than ammonia.
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Though many of the results recorded in the table appeared accurate, the findings could have had

better credibility if they had been replicated. Each substance, though tested in three different

ways, was only tested once with each technique. If the experiment were to include a second or

even third trial for each technique, this could assure that error would be minimized if the findings

could be reproduced throughout each trial. Another place where error could be minimized is with

the use of droppers to extract the substance for testing. During the experiment, the same dropper

was used, then cleaned thoroughly before being used in another substance. Though the droppers

were cleaned well, it is still possible that part of the substance from the previous test could have

been left in the dropper, which could have affected results slightly. Cleanliness is very important

in assuring that the results are accurate and not unintendedly tampered with.

Another possible error could have been made when using the pH meter. Numerous factors

contribute to an accurate reading of this meter including calibration, cleanliness, and time. To

calibrate the meter, the knobs of the pH meter had to be adjusted to the pH of the buffer solution

the electrode was placed in. Buffer solutions are solutions that can withstand small changes in

pH. If the known pH for these solutions were not accurate, or the knobs were not adjusted

correctly, this would cause the rest of the pH readings for other solutions to be inaccurate. Also,

when testing the solutions, the electrode of the pH meter has to be in the solution for 90 seconds

to get an accurate reading. If this time is cut short there is also a possibility for error present.

After measuring the pH of a solution, the electrode needs to be cleaned with distilled water and

dried well. If his does not occur, it can cause an inaccurate reading for the next substance if

remnants from the previous substance were still present on the electrode.
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In the future, it would be interesting to test other substances’ pH levels that were not tested in

this experiment. As noted previously it was fascinating to see that substances utilized in

everyday life could have such a comparable pH to substances that are hazardous if used

improperly. I enjoyed being able to bring in other solutions besides the ones in the lab handout.

This added diversity to the experiment, allowing the students to make their own inquiries into the

experiment. It was also interesting to see how there are multiple ways to find one type of

measurement. This idea of multiple techniques leading to one answer, is a principle that was not

only relevant to this experiment, but will be relevant in many experiments and scientific inquiries

to come.