• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Determination of Chlorine and Iodine in Water

Extracts from this document...

Introduction

Determination of Chlorine and Iodine in Water Noelle Carpenter Chemistry 131 TA: Adam Crain Introduction: The objectives of this lab were to standardize the sodium thiosulfate, because of microorganisms eating it the concentration changes over time and needs to be standardized each day it is used. The moles of KIO3 were found and from this moles and molarity of thiosulfate were calculated, the molarity was used for the rest of equations to measure chlorine in bathroom tap water and to measure iodine in water by finding the average molarity of iodine in the iodine treated water and the molarity of chlorine in the bathroom tap water. This could have important applications because too much chlorine in water can give it a bad taste so water purification plants must know how much chlorine is in the water after purification so be sure the right amount has been used. Procedure: The buret was filled with sodium thiosulfate, using a funnel to pour the solution. ...read more.

Middle

The solution was titrated and starch was again added once it lost its yellowish color, this turned the solution blue and the titration continued until it was clear. The final volume was recorded and volume used was found. The moles of thiosulfate was calculated by multiplying the molarity of thiosulfate by liters of thiosulfate, then to get moles of chlorine, moles of thiosulfate was divided by two because two moles of thiosulfate are required for each mole of chlorine, this was used to obtain the molarity of chlorine for bathroom water. This experiment was repeated an additional two times. The experiment was repeated with 4 iodine purification tablets dissolved in 2 liters of deionized water. The iodine water replaced the bathroom water in the last experiment, this was done three times. Data: Standardization of sodium thiosulfate solution First standardization Second standardization third standardization Initial Volume 0mL 3mL 4mL final Volume 23.5mL 26mL 25mL Volume used 23.5mL 23mL 21mL Concentration of sodium thiosulfate .001 .001 .001 First standardization = .000170 M x .0235 =3.995 10-6 mol KIO3 399.5 ...read more.

Conclusion

the solution yellow which disappeared once all the iodine had reacted, and starch was added to give a blue color to see more clearly if all the iodine had reacted. The volume of sodium thiosulfate used in the titration was used to find the average molarity of iodine in the iodine treated water and the molarity of chlorine in the bathroom tap water. The molarity of the chlorine in the bathroom water was much higher than in the iodine water this may have been caused from titrating to much of the sodium thiosulfate because once we added the starch it did not turn blue this must have meant that all the iodine was already reacted because too much was added. When doing the standardizations they all had the exact same concentration so those were most likely right and with the iodine everything seemed to go correctly and the averages were similar but with the chlorine experiment each titration was over the correct amount of sodium thiosulfate which most likely caused this large error. ?? ?? ?? ?? ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Classics section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Classics essays

  1. Determination of the Partition Coefficient of Ethanoic Acid between Water and Butan-1-ol

    Because butan-1-ol is slightly soluble in water. 4. The purpose of adding water and butan-1-ol is to leave the mixture to equilibrium and provide enough solvent for the titration. Also, volumes of water and butan-1-ol used are in the calculation of partition coefficient.

  2. Determining Freezing Point Depression Constant for Acetic Acid

    The freezing point depression constant is highly effected by the concentration of the solvent and solute and whether or not the solute is completely dissolved or not will greatly effect the calculations. The higher the concentration of solvent and the lower the concentration of solute the closer the solutions freezing temperature will be to the pure solvents freezing temperature.

  1. Chem Lab Report (Paper Chromatography)

    The solute particles are moved upwards with the solvent and distribute between the stationary phase and mobile phase. Paper chromatography can be used for analysis of solutes because at a constant temperature, each solute has a particular retention factor (Rf) in a particular set of mobile phase & stationary phase.

  2. Investigation of the effect of changes in ionic concentration on the e.m.f of a ...

    = +0.77 V and E0 Cu/Cu(II) = +0.34 V, Ecell = (0.77-0.34) + {0.059 log [Fe3+(aq)]2/ [Fe2+ (aq)] 2 } / n = 0.43 + {0.059 x2 x log [Fe3+(aq)]/ [Fe2+ (aq)] } / n When a graph of Ecell was plotted against log [Fe3+(aq)]/ [Fe2+ (aq)], the trend of

  1. To determine the indicator range of some acid-base indicators

    Minimum amount of indicator should be added A minimum amount of indicator should be added. This is because indicators are weak acid and weak base themselves that would dissociate slightly in the solution to give hydrogen ion or hydroxide ion.

  2. Analysis of Chlorine in Commercial Bleaching Solutions

    Stop the titration when the colour of solution in the conical flask just becomes pale yellow. o. Add 3 cm3 of starch indicator. p. Run the solution slowly form the burette until the solution in the flask turns from dark blue to colourless. q. Record the final burette reading.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work