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- 1. E-book biếu tặnghọc sinh, sinh viên Việt NamHội Khuyến Học Thanh Niên Việt NamDownload tại www.ttxva.org
- 2. Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco St. LouisBangkok Bogotá Caracas Lisbon London MadridMexico City Milan New Delhi Seoul Singapore Sydney Taipei TorontoCChheemmiissttrryyModern Analytical ChemistryDavid HarveyDePauw University1400-Fm 9/9/99 7:37 AM Page i
- 3. MODERN ANALYTICAL CHEMISTRYCopyright © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Printed inthe United States of America. Except as permitted under the United States Copyright Act of1976, no part of this publication may be reproduced or distributed in any form or by anymeans, or stored in a data base or retrieval system, without the prior written permission of thepublisher.This book is printed on acid-free paper.1 2 3 4 5 6 7 8 9 0 KGP/KGP 0 9 8 7 6 5 4 3 2 1 0ISBN 0–07–237547–7Vice president and editorial director: Kevin T. KanePublisher: James M. SmithSponsoring editor: Kent A. PetersonEditorial assistant: Jennifer L. BensinkDevelopmental editor: Shirley R. OberbroecklingSenior marketing manager: Martin J. LangeSenior project manager: Jayne KleinProduction supervisor: Laura FullerCoordinator of freelance design: Michelle D. WhitakerSenior photo research coordinator: Lori HancockSenior supplement coordinator: Audrey A. ReiterCompositor: Shepherd, Inc.Typeface: 10/12 MinionPrinter: Quebecor Printing Book Group/KingsportFreelance cover/interior designer: Elise LansdonCover image: © George Diebold/The Stock MarketPhoto research: Roberta Spieckerman AssociatesColorplates: Colorplates 1–6, 8, 10: © David Harvey/Marilyn E. Culler, photographer;Colorplate 7: Richard Megna/Fundamental Photographs; Colorplate 9: © Alfred Pasieka/SciencePhoto Library/Photo Researchers, Inc.; Colorplate 11: From H. Black, Environ. Sci. Technol.,1996, 30, 124A. Photos courtesy D. Pesiri and W. Tumas, Los Alamos National Laboratory;Colorplate 12: Courtesy of Hewlett-Packard Company; Colorplate 13: © David Harvey.Library of Congress Cataloging-in-Publication DataHarvey, David, 1956–Modern analytical chemistry / David Harvey. — 1st ed.p. cm.Includes bibliographical references and index.ISBN 0–07–237547–71. Chemistry, Analytic. I. Title.QD75.2.H374 2000543—dc21 99–15120CIPINTERNATIONAL EDITION ISBN 0–07–116953–9Copyright © 2000. Exclusive rights by The McGraw-Hill Companies, Inc. for manufactureand export. This book cannot be re-exported from the country to which it is consigned byMcGraw-Hill. The International Edition is not available in North America.www.mhhe.comMcGraw-Hill Higher EducationA Division of The McGraw-Hill Companies1400-Fm 9/9/99 7:37 AM Page ii
- 4. iiiContentsContentsPreface xiiChapter 1Introduction 11A What is Analytical Chemistry? 21B The Analytical Perspective 51C Common Analytical Problems 81D Key Terms 91E Summary 91F Problems 91G Suggested Readings 101H References 10Chapter 2Basic Tools of Analytical Chemistry 112A Numbers in Analytical Chemistry 122A.1 Fundamental Units of Measure 122A.2 Significant Figures 132B Units for Expressing Concentration 152B.1 Molarity and Formality 152B.2 Normality 162B.3 Molality 182B.4 Weight, Volume, and Weight-to-VolumeRatios 182B.5 Converting Between Concentration Units 182B.6 p-Functions 192C Stoichiometric Calculations 202C.1 Conservation of Mass 222C.2 Conservation of Charge 222C.3 Conservation of Protons 222C.4 Conservation of Electron Pairs 232C.5 Conservation of Electrons 232C.6 Using Conservation Principles inStoichiometry Problems 232D Basic Equipment and Instrumentation 252D.1 Instrumentation for Measuring Mass 252D.2 Equipment for Measuring Volume 262D.3 Equipment for Drying Samples 292E Preparing Solutions 302E.1 Preparing Stock Solutions 302E.2 Preparing Solutions by Dilution 312F The Laboratory Notebook 322G Key Terms 322H Summary 332I Problems 332J Suggested Readings 342K References 34Chapter 3The Language of Analytical Chemistry 353A Analysis, Determination, and Measurement 363B Techniques, Methods, Procedures, andProtocols 363C Classifying Analytical Techniques 373D Selecting an Analytical Method 383D.1 Accuracy 383D.2 Precision 393D.3 Sensitivity 393D.4 Selectivity 403D.5 Robustness and Ruggedness 423D.6 Scale of Operation 423D.7 Equipment, Time, and Cost 443D.8 Making the Final Choice 441400-Fm 9/9/99 7:37 AM Page iii
- 5. iv Modern Analytical Chemistry4E.4 Errors in Significance Testing 844F Statistical Methods for Normal Distributions 854F.1 Comparing–X to µ 854F.2 Comparing s2 to σ2 874F.3 Comparing Two Sample Variances 884F.4 Comparing Two Sample Means 884F.5 Outliers 934G Detection Limits 954H Key Terms 964I Summary 964J Suggested Experiments 974K Problems 984L Suggested Readings 1024M References 102Chapter 5Calibrations, Standardizations,and Blank Corrections 1045A Calibrating Signals 1055B Standardizing Methods 1065B.1 Reagents Used as Standards 1065B.2 Single-Point versus Multiple-PointStandardizations 1085B.3 External Standards 1095B.4 Standard Additions 1105B.5 Internal Standards 1155C Linear Regression and Calibration Curves 1175C.1 Linear Regression of Straight-Line CalibrationCurves 1185C.2 Unweighted Linear Regression with Errorsin y 1195C.3 Weighted Linear Regression with Errorsin y 1245C.4 Weighted Linear Regression with Errorsin Both x and y 1275C.5 Curvilinear and MultivariateRegression 1275D Blank Corrections 1285E Key Terms 1305F Summary 1305G Suggested Experiments 1305H Problems 1315I Suggested Readings 1335J References 1343E Developing the Procedure 453E.1 Compensating for Interferences 453E.2 Calibration and Standardization 473E.3 Sampling 473E.4 Validation 473F Protocols 483G The Importance of Analytical Methodology 483H Key Terms 503I Summary 503J Problems 513K Suggested Readings 523L References 52Chapter 4Evaluating Analytical Data 534A Characterizing Measurements and Results 544A.1 Measures of Central Tendency 544A.2 Measures of Spread 554B Characterizing Experimental Errors 574B.1 Accuracy 574B.2 Precision 624B.3 Error and Uncertainty 644C Propagation of Uncertainty 644C.1 A Few Symbols 654C.2 Uncertainty When Adding or Subtracting 654C.3 Uncertainty When Multiplying orDividing 664C.4 Uncertainty for Mixed Operations 664C.5 Uncertainty for Other MathematicalFunctions 674C.6 Is Calculating Uncertainty Actually Useful? 684D The Distribution of Measurements andResults 704D.1 Populations and Samples 714D.2 Probability Distributions for Populations 714D.3 Confidence Intervals for Populations 754D.4 Probability Distributions for Samples 774D.5 Confidence Intervals for Samples 804D.6 A Cautionary Statement 814E Statistical Analysis of Data 824E.1 Significance Testing 824E.2 Constructing a Significance Test 834E.3 One-Tailed and Two-Tailed SignificanceTests 841400-Fm 9/9/99 7:37 AM Page iv
- 6. Contents vChapter 7Obtaining and Preparing Samplesfor Analysis 1797A The Importance of Sampling 1807B Designing a Sampling Plan 1827B.1 Where to Sample the TargetPopulation 1827B.2 What Type of Sample to Collect 1857B.3 How Much Sample to Collect 1877B.4 How Many Samples to Collect 1917B.5 Minimizing the Overall Variance 1927C Implementing the Sampling Plan 1937C.1 Solutions 1937C.2 Gases 1957C.3 Solids 1967D Separating the Analyte fromInterferents 2017E General Theory of SeparationEfficiency 2027F Classifying Separation Techniques 2057F.1 Separations Based on Size 2057F.2 Separations Based on Mass or Density 2067F.3 Separations Based on ComplexationReactions (Masking) 2077F.4 Separations Based on a Changeof State 2097F.5 Separations Based on a Partitioning BetweenPhases 2117G Liquid–Liquid Extractions 2157G.1 Partition Coefficients and DistributionRatios 2167G.2 Liquid–Liquid Extraction with No SecondaryReactions 2167G.3 Liquid–Liquid Extractions InvolvingAcid–Base Equilibria 2197G.4 Liquid–Liquid Extractions Involving MetalChelators 2217H Separation versus Preconcentration 2237I Key Terms 2247J Summary 2247K Suggested Experiments 2257L Problems 2267M Suggested Readings 2307N References 231Chapter 6Equilibrium Chemistry 1356A Reversible Reactions and ChemicalEquilibria 1366B Thermodynamics and EquilibriumChemistry 1366C Manipulating Equilibrium Constants 1386D Equilibrium Constants for ChemicalReactions 1396D.1 Precipitation Reactions 1396D.2 Acid–Base Reactions 1406D.3 Complexation Reactions 1446D.4 Oxidation–Reduction Reactions 1456E Le Châtelier’s Principle 1486F Ladder Diagrams 1506F.1 Ladder Diagrams for Acid–Base Equilibria 1506F.2 Ladder Diagrams for ComplexationEquilibria 1536F.3 Ladder Diagrams for Oxidation–ReductionEquilibria 1556G Solving Equilibrium Problems 1566G.1 A Simple Problem: Solubility of Pb(IO3)2 inWater 1566G.2 A More Complex Problem: The Common IonEffect 1576G.3 Systematic Approach to Solving EquilibriumProblems 1596G.4 pH of a Monoprotic Weak Acid 1606G.5 pH of a Polyprotic Acid or Base 1636G.6 Effect of Complexation on Solubility 1656H Buffer Solutions 1676H.1 Systematic Solution to BufferProblems 1686H.2 Representing Buffer Solutions withLadder Diagrams 1706I Activity Effects 1716J Two Final Thoughts About EquilibriumChemistry 1756K Key Terms 1756L Summary 1756M Suggested Experiments 1766N Problems 1766O Suggested Readings 1786P References 1781400-Fm 9/9/99 7:38 AM Page v
- 7. vi Modern Analytical ChemistryChapter 8Gravimetric Methods of Analysis 2328A Overview of Gravimetry 2338A.1 Using Mass as a Signal 2338A.2 Types of Gravimetric Methods 2348A.3 Conservation of Mass 2348A.4 Why Gravimetry Is Important 2358B Precipitation Gravimetry 2358B.1 Theory and Practice 2358B.2 Quantitative Applications 2478B.3 Qualitative Applications 2548B.4 Evaluating Precipitation Gravimetry 2548C Volatilization Gravimetry 2558C.1 Theory and Practice 2558C.2 Quantitative Applications 2598C.3 Evaluating Volatilization Gravimetry 2628D Particulate Gravimetry 2628D.1 Theory and Practice 2638D.2 Quantitative Applications 2648D.3 Evaluating Precipitation Gravimetry 2658E Key Terms 2658F Summary 2668G Suggested Experiments 2668H Problems 2678I Suggested Readings 2718J References 272Chapter 9Titrimetric Methods of Analysis 2739A Overview of Titrimetry 2749A.1 Equivalence Points and End Points 2749A.2 Volume as a Signal 2749A.3 Titration Curves 2759A.4 The Buret 2779B Titrations Based on Acid–Base Reactions 2789B.1 Acid–Base Titration Curves 2799B.2 Selecting and Evaluating theEnd Point 2879B.3 Titrations in Nonaqueous Solvents 2959B.4 Representative Method 2969B.5 Quantitative Applications 2989B.6 Qualitative Applications 3089B.7 Characterization Applications 3099B.8 Evaluation of Acid–Base Titrimetry 3119C Titrations Based on Complexation Reactions 3149C.1 Chemistry and Properties of EDTA 3159C.2 Complexometric EDTA Titration Curves 3179C.3 Selecting and Evaluating the End Point 3229C.4 Representative Method 3249C.5 Quantitative Applications 3279C.6 Evaluation of Complexation Titrimetry 3319D Titrations Based on Redox Reactions 3319D.1 Redox Titration Curves 3329D.2 Selecting and Evaluating the End Point 3379D.3 Representative Method 3409D.4 Quantitative Applications 3419D.5 Evaluation of Redox Titrimetry 3509E Precipitation Titrations 3509E.1 Titration Curves 3509E.2 Selecting and Evaluating the End Point 3549E.3 Quantitative Applications 3549E.4 Evaluation of Precipitation Titrimetry 3579F Key Terms 3579G Summary 3579H Suggested Experiments 3589I Problems 3609J Suggested Readings 3669K References 367Chapter 10Spectroscopic Methodsof Analysis 36810A Overview of Spectroscopy 36910A.1 What Is Electromagnetic Radiation 36910A.2 Measuring Photons as a Signal 37210B Basic Components of SpectroscopicInstrumentation 37410B.1 Sources of Energy 37510B.2 Wavelength Selection 37610B.3 Detectors 37910B.4 Signal Processors 38010C Spectroscopy Based on Absorption 38010C.1 Absorbance of Electromagnetic Radiation 38010C.2 Transmittance and Absorbance 38410C.3 Absorbance and Concentration: Beer’sLaw 3851400-Fm 9/9/99 7:38 AM Page vi
- 8. Contents vii11B Potentiometric Methods of Analysis 46511B.1 Potentiometric Measurements 46611B.2 Reference Electrodes 47111B.3 Metallic Indicator Electrodes 47311B.4 Membrane Electrodes 47511B.5 Quantitative Applications 48511B.6 Evaluation 49411C Coulometric Methods of Analysis 49611C.1 Controlled-Potential Coulometry 49711C.2 Controlled-Current Coulometry 49911C.3 Quantitative Applications 50111C.4 Characterization Applications 50611C.5 Evaluation 50711D Voltammetric Methods of Analysis 50811D.1 Voltammetric Measurements 50911D.2 Current in Voltammetry 51011D.3 Shape of Voltammograms 51311D.4 Quantitative and Qualitative Aspectsof Voltammetry 51411D.5 Voltammetric Techniques 51511D.6 Quantitative Applications 52011D.7 Characterization Applications 52711D.8 Evaluation 53111E Key Terms 53211F Summary 53211G Suggested Experiments 53311H Problems 53511I Suggested Readings 54011J References 541Chapter 12Chromatographic and ElectrophoreticMethods 54312A Overview of Analytical Separations 54412A.1 The Problem with SimpleSeparations 54412A.2 A Better Way to Separate Mixtures 54412A.3 Classifying Analytical Separations 54612B General Theory of ColumnChromatography 54712B.1 Chromatographic Resolution 54912B.2 Capacity Factor 55012B.3 Column Selectivity 55212B.4 Column Efficiency 55210C.4 Beer’s Law and MulticomponentSamples 38610C.5 Limitations to Beer’s Law 38610D Ultraviolet-Visible and InfraredSpectrophotometry 38810D.1 Instrumentation 38810D.2 Quantitative Applications 39410D.3 Qualitative Applications 40210D.4 Characterization Applications 40310D.5 Evaluation 40910E Atomic Absorption Spectroscopy 41210E.1 Instrumentation 41210E.2 Quantitative Applications 41510E.3 Evaluation 42210F Spectroscopy Based on Emission 42310G Molecular PhotoluminescenceSpectroscopy 42310G.1 Molecular Fluorescence andPhosphorescence Spectra 42410G.2 Instrumentation 42710G.3 Quantitative Applications Using MolecularLuminescence 42910G.4 Evaluation 43210H Atomic Emission Spectroscopy 43410H.1 Atomic Emission Spectra 43410H.2 Equipment 43510H.3 Quantitative Applications 43710H.4 Evaluation 44010I Spectroscopy Based on Scattering 44110I.1 Origin of Scattering 44110I.2 Turbidimetry and Nephelometry 44110J Key Terms 44610K Summary 44610L Suggested Experiments 44710M Problems 45010N Suggested Readings 45810O References 459Chapter 11Electrochemical Methods of Analysis 46111A Classification of Electrochemical Methods 46211A.1 Interfacial Electrochemical Methods 46211A.2 Controlling and Measuring Current andPotential 4621400-Fm 9/9/99 7:38 AM Page vii
- 9. 12B.5 Peak Capacity 55412B.6 Nonideal Behavior 55512C Optimizing Chromatographic Separations 55612C.1 Using the Capacity Factor to OptimizeResolution 55612C.2 Using Column Selectivity to OptimizeResolution 55812C.3 Using Column Efficiency to OptimizeResolution 55912D Gas Chromatography 56312D.1 Mobile Phase 56312D.2 Chromatographic Columns 56412D.3 Stationary Phases 56512D.4 Sample Introduction 56712D.5 Temperature Control 56812D.6 Detectors for Gas Chromatography 56912D.7 Quantitative Applications 57112D.8 Qualitative Applications 57512D.9 Representative Method 57612D.10 Evaluation 57712E High-Performance LiquidChromatography 57812E.1 HPLC Columns 57812E.2 Stationary Phases 57912E.3 Mobile Phases 58012E.4 HPLC Plumbing 58312E.5 Sample Introduction 58412E.6 Detectors for HPLC 58412E.7 Quantitative Applications 58612E.8 Representative Method 58812E.9 Evaluation 58912F Liquid–Solid Adsorption Chromatography 59012G Ion-Exchange Chromatography 59012H Size-Exclusion Chromatography 59312I Supercritical Fluid Chromatography 59612J Electrophoresis 59712J.1 Theory of Capillary Electrophoresis 59812J.2 Instrumentation 60112J.3 Capillary Electrophoresis Methods 60412J.4 Representative Method 60712J.5 Evaluation 60912K Key Terms 60912L Summary 61012M Suggested Experiments 61012N Problems 615viii Modern Analytical Chemistry12O Suggested Readings 62012P References 620Chapter 13Kinetic Methods of Analysis 62213A Methods Based on Chemical Kinetics 62313A.1 Theory and Practice 62413A.2 Instrumentation 63413A.3 Quantitative Applications 63613A.4 Characterization Applications 63813A.5 Evaluation of Chemical KineticMethods 63913B Radiochemical Methods of Analysis 64213B.1 Theory and Practice 64313B.2 Instrumentation 64313B.3 Quantitative Applications 64413B.4 Characterization Applications 64713B.5 Evaluation 64813C Flow Injection Analysis 64913C.1 Theory and Practice 64913C.2 Instrumentation 65113C.3 Quantitative Applications 65513C.4 Evaluation 65813D Key Terms 65813E Summary 65913F Suggested Experiments 65913G Problems 66113H Suggested Readings 66413I References 665Chapter 14Developing a Standard Method 66614A Optimizing the Experimental Procedure 66714A.1 Response Surfaces 66714A.2 Searching Algorithms for ResponseSurfaces 66814A.3 Mathematical Models of ResponseSurfaces 67414B Verifying the Method 68314B.1 Single-Operator Characteristics 68314B.2 Blind Analysis of Standard Samples 68314B.3 Ruggedness Testing 68414B.4 Equivalency Testing 6871400-Fm 9/9/99 7:38 AM Page viii
- 10. Contents ix15D Key Terms 72115E Summary 72215F Suggested Experiments 72215G Problems 72215H Suggested Readings 72415I References 724AppendixesAppendix 1A Single-Sided Normal Distribution 725Appendix 1B t-Table 726Appendix 1C F-Table 727Appendix 1D Critical Values for Q-Test 728Appendix 1E Random Number Table 728Appendix 2 Recommended Reagents for Preparing PrimaryStandards 729Appendix 3A Solubility Products 731Appendix 3B Acid Dissociation Constants 732Appendix 3C Metal–Ligand Formation Constants 739Appendix 3D Standard Reduction Potentials 743Appendix 3E Selected Polarographic Half-Wave Potentials 747Appendix 4 Balancing Redox Reactions 748Appendix 5 Review of Chemical Kinetics 750Appendix 6 Countercurrent Separations 755Appendix 7 Answers to Selected Problems 762Glossary 769Index 78114C Validating the Method as a StandardMethod 68714C.1 Two-Sample Collaborative Testing 68814C.2 Collaborative Testing and Analysis ofVariance 69314C.3 What Is a Reasonable Result for aCollaborative Study? 69814D Key Terms 69914E Summary 69914F Suggested Experiments 69914G Problems 70014H Suggested Readings 70414I References 704Chapter 15Quality Assurance 70515A Quality Control 70615B Quality Assessment 70815B.1 Internal Methods of QualityAssessment 70815B.2 External Methods of QualityAssessment 71115C Evaluating Quality Assurance Data 71215C.1 Prescriptive Approach 71215C.2 Performance-Based Approach 7141400-Fm 9/9/99 7:38 AM Page ix
- 11. x Modern Analytical ChemistryA Guide to Using This Text. . . in ChapterRepresentative MethodsAnnotated methods of typicalanalytical procedures link theory withpractice. The format encouragesstudents to think about the design ofthe procedure and why it works.246 Modern Analytical ChemistryRepresentativeMethodsAn additional problem is encountered when the isolated solid is non-stoichiometric. For example, precipitating Mn2+ as Mn(OH)2, followed by heatingto produce the oxide, frequently produces a solid with a stoichiometry of MnOx,where x varies between 1 and 2. In this case the nonstoichiometric product resultsfrom the formation of a mixture of several oxides that differ in the oxidation stateof manganese. Other nonstoichiometric compounds form as a result of lattice de-fects in the crystal structure.6Representative Method The best way to appreciate the importance of the theoreti-cal and practical details discussed in the previous section is to carefully examine theprocedure for a typical precipitation gravimetric method. Although each methodhas its own unique considerations, the determination of Mg2+ in water and waste-water by precipitating MgNH4PO4 ⋅ 6H2O and isolating Mg2P2O7 provides an in-structive example of a typical procedure.Method 8.1 Determination of Mg2+ in Water and Wastewater7Description of Method. Magnesium is precipitated as MgNH4PO4 ⋅ 6H2O using(NH4)2HPO4 as the precipitant. The precipitate’s solubility in neutral solutions(0.0065 g/100 mL in pure water at 10 °C) is relatively high, but it is much less solublein the presence of dilute ammonia (0.0003 g/100 mL in 0.6 M NH3). The precipitant isnot very selective, so a preliminary separation of Mg2+ from potential interferents isnecessary. Calcium, which is the most significant interferent, is usually removed byits prior precipitation as the oxalate. The presence of excess ammonium salts fromthe precipitant or the addition of too much ammonia can lead to the formation ofMg(NH4)4(PO4)2, which is subsequently isolated as Mg(PO3)2 after drying. Theprecipitate is isolated by filtration using a rinse solution of dilute ammonia. Afterfiltering, the precipitate is converted to Mg2P2O7 and weighed.Procedure. Transfer a sample containing no more than 60 mg of Mg2+ into a600-mL beaker. Add 2–3 drops of methyl red indicator, and, if necessary, adjust thevolume to 150 mL. Acidify the solution with 6 M HCl, and add 10 mL of 30% w/v(NH4)2HPO4. After cooling, add concentrated NH3 dropwise, and while constantlystirring, until the methyl red indicator turns yellow (pH > 6.3). After stirring for5 min, add 5 mL of concentrated NH3, and continue stirring for an additional 10 min.Allow the resulting solution and precipitate to stand overnight. Isolate theprecipitate by filtration, rinsing with 5% v/v NH3. Dissolve the precipitate in 50 mLof 10% v/v HCl, and precipitate a second time following the same procedure. Afterfiltering, carefully remove the filter paper by charring. Heat the precipitate at 500 °Cuntil the residue is white, and then bring the precipitate to constant weight at1100 °C.Questions1. Why does the procedure call for a sample containing no more than 60 mg ofq yThere is a serious limitation, however, to an external standardization. Therelationship between Sstand and CS in equation 5.3 is determined when the ana-lyte is present in the external standard’s matrix. In using an external standardiza-tion, we assume that any difference between the matrix of the standards and thesample’s matrix has no effect on the value of k. A proportional determinate erroris introduced when differences between the two matrices cannot be ignored. Thisis shown in Figure 5.4, where the relationship between the signal and the amountof analyte is shown for both the sample’s matrix and the standard’s matrix. Inthis example, using a normal calibration curve results in a negative determinateerror. When matrix problems are expected, an effort is made to match the matrixof the standards to that of the sample. This is known as matrix matching. Whenthe sample’s matrix is unknown, the matrix effect must be shown to be negligi-ble, or an alternative method of standardization must be used. Both approachesare discussed in the following sections.5B.4 Standard AdditionsThe complication of matching the matrix of the standards to that of the samplecan be avoided by conducting the standardization in the sample. This is knownas the method of standard additions. The simplest version of a standard addi-tion is shown in Figure 5.5. A volume, Vo, of sample is diluted to a final volume,Vf, and the signal, Ssamp is measured. A second identical aliquot of sample ismatrix matchingAdjusting the matrix of an externalstandard so that it is the same as thematrix of the samples to be analyzed.method of standard additionsA standardization in which aliquots of astandard solution are added to thesample.Examples of Typical ProblemsEach example problem includes adetailed solution that helps students inapplying the chapter’s material topractical problems.Margin NotesMargin notes direct studentsto colorplates located towardthe middle of the bookBold-faced Key Terms with Margin DefinitionsKey words appear in boldface when they are introduced within the text.The term and its definition appear in the margin for quick review by thestudent. All key words are also defined in the glossary.110 Modern Analytical Chemistryeither case, the calibration curve provides a means for relating Ssamp to the ana-lyte’s concentration.EXAMPLE 5.3A second spectrophotometric method for the quantitative determination ofPb2+ levels in blood gives a linear normal calibration curve for whichSstand = (0.296 ppb–1) × CS + 0.003What is the Pb2+ level (in ppb) in a sample of blood if Ssamp is 0.397?SOLUTIONTo determine the concentration of Pb2+ in the sample of blood, we replaceSstand in the calibration equation with Ssamp and solve for CAIt is worth noting that the calibration equation in this problem includes anextra term that is not in equation 5.3. Ideally, we expect the calibration curve togive a signal of zero when CS is zero. This is the purpose of using a reagentblank to correct the measured signal. The extra term of +0.003 in ourcalibration equation results from uncertainty in measuring the signal for thereagent blank and the standards.An external standardization allows a related series of samples to be analyzedusing a single calibration curve. This is an important advantage in laboratorieswhere many samples are to be analyzed or when the need for a rapid throughput ofl i iti l t i i l f th t l t dCSAsampppb= = =– ... – ...–0 0030 2960 397 0 0030 2961 331ppbppb–1Color plate 1 shows an example of a set ofexternal standards and their correspondingnormal calibration curve.x1400-Fm 9/9/99 7:38 AM Page x
- 12. List of Key TermsThe key terms introduced within the chapter arelisted at the end of each chapter. Page referencesdirect the student to the definitions in the text.SummaryThe summary provides the student with a briefreview of the important concepts within the chapter.Suggested ExperimentsAn annotated list of representative experiments isprovided from the Journal of Chemical Education.. . . End of Chaptery y5E KEY TERMSaliquot (p. 111)external standard (p. 109)internal standard (p. 116)linear regression (p. 118)matrix matching (p. 110)method of standard additions (p. 110)multiple-point standardization (p. 109)normal calibration curve (p. 109)primary reagent (p. 106)reagent grade (p. 107)residual error (p. 118)secondary reagent (p. 107)single-point standardization (p. 108)standard deviation about theregression (p. 121)total Youden blank (p. 129)In a quantitative analysis, we measure a signal and calculate theamount of analyte using one of the following equations.Smeas = knA + SreagSmeas = kCA + SreagTo obtain accurate results we must eliminate determinate errorsaffecting the measured signal, Smeas, the method’s sensitivity, k,and any signal due to the reagents, Sreag.To ensure that Smeas is determined accurately, we calibratethe equipment or instrument used to obtain the signal. Balancesare calibrated using standard weights. When necessary, we canalso correct for the buoyancy of air. Volumetric glassware canbe calibrated by measuring the mass of water contained or de-livered and using the density of water to calculate the true vol-ume. Most instruments have calibration standards suggested bythe manufacturer.An analytical method is standardized by determining its sensi-tivity. There are several approaches to standardization, includingthe use of external standards, the method of standard addition,and the use of an internal standard. The most desirable standard-ization strategy is an external standardization. The method ofstandard additions, in which known amounts of analyte are addedto the sample, is used when the sample’s matrix complicates theanalysis. An internal standard, which is a species (not analyte)added to all samples and standards, is used when the proceduredoes not allow for the reproducible handling of samples andstandards.Standardizations using a single standard are common, but alsoare subject to greater uncertainty. Whenever possible, a multiple-point standardization is preferred. The results of a multiple-pointstandardization are graphed as a calibration curve. A linear regres-sion analysis can provide an equation for the standardization.A reagent blank corrects the measured signal for signals due toreagents other than the sample that are used in an analysis. Themost common reagent blank is prepared by omitting the sample.When a simple reagent blank does not compensate for all constantsources of determinate error, other types of blanks, such as thetotal Youden blank, can be used.5F SUMMARYCalibration—Volumetric glassware (burets, pipets, andvolumetric flasks) can be calibrated in the manner describedin Example 5.1. Most instruments have a calibration samplethat can be prepared to verify the instrument’s accuracy andprecision. For example, as described in this chapter, asolution of 60.06 ppm K2Cr2O7 in 0.0050 M H2SO4 shouldgive an absorbance of 0.640 ± 0.010 at a wavelength of350.0 nm when using 0.0050 M H2SO4 as a reagentblank. These exercises also provide practice with usingvolumetric glassware, weighing samples, and preparingsolutions.Standardization—External standards, standard additions,and internal standards are a common feature of manyquantitative analyses. Suggested experiments using thesestandardization methods are found in later chapters. A goodproject experiment for introducing external standardization,standard additions, and the importance of the sample’smatrix is to explore the effect of pH on the quantitativeanalysis of an acid–base indicator. Using bromothymol blueas an example, external standards can be prepared in a pH 9buffer and used to analyze samples buffered to different pHsin the range of 6–10. Results can be compared with thoseobtained using a standard addition.5G Suggested EXPERIMENTSThe following exercises and experiments help connect the material in this chapter to the analytical laboratory.Experiments1. When working with a solid sample, it often is necessary tobring the analyte into solution by dissolving the sample in asuitable solvent. Any solid impurities that remain areremoved by filtration before continuing with the analysis.In a typical total analysis method, the procedure mightreadAfter dissolving the sample in a beaker, remove anysolid impurities by passing the solution containingthe analyte through filter paper, collecting thesolution in a clean Erlenmeyer flask. Rinse the beakerwith several small portions of solvent, passing theserinsings through the filter paper, and collecting themin the same Erlenmeyer flask. Finally, rinse the filterpaper with several portions of solvent, collecting therinsings in the same Erlenmeyer flask.For a typical concentration method, however, the proceduremight state4. A sample was analyzed to determine the concentration of ananalyte. Under the conditions of the analysis, the sensitivity is17.2 ppm–1. What is the analyte’s concentration if Smeas is 35.2and Sreag is 0.6?5. A method for the analysis of Ca2+ in water suffers from aninterference in the presence of Zn2+. When the concentrationof Ca2+ is 50 times greater than that of Zn2+, an analysis forCa2+ gives a relative error of –2.0%. What is the value of theselectivity coefficient for this method?6. The quantitative analysis for reduced glutathione in blood iscomplicated by the presence of many potential interferents.In one study, when analyzing a solution of 10-ppbglutathione and 1.5-ppb ascorbic acid, the signal was 5.43times greater than that obtained for the analysis of 10-ppbglutathione.12 What is the selectivity coefficient for thisanalysis? The same study found that when analyzing asolution of 350-ppb methionine and 10-ppb glutathione thesignal was 0 906 times less than that obtained for the analysis3J PROBLEMSy yThe role of analytical chemistry within the broader discipline ofchemistry has been discussed by many prominent analyticalchemists. Several notable examples follow.Baiulescu, G. E.; Patroescu, C.; Chalmers, R. A. Education andTeaching in Analytical Chemistry. Ellis Horwood: Chichester,1982.Hieftje, G. M. “The Two Sides of Analytical Chemistry,” Anal.Chem. 1985, 57, 256A–267A.Kissinger, P. T. “Analytical Chemistry—What is It? Who Needs It?Why Teach It?” Trends Anal. Chem. 1992, 11, 54–57.Laitinen, H. A. “Analytical Chemistry in a Changing World,”Anal. Chem. 1980, 52, 605A–609A.Laitinen, H. A. “History of Analytical Chemistry in the U.S.A.,”Talanta 1989, 36, 1–9.Laitinen, H. A.; Ewing, G. (eds). A History of AnalyticalChemistry. The Division of Analytical Chemistry ofthe American Chemical Society: Washington, D.C.,1972.McLafferty, F. W. “Analytical Chemistry: Historic and Modern,”Acc. Chem. Res. 1990, 23, 63–64.1G SUGGESTED READINGS1. Ravey, M. Spectroscopy 1990, 5(7), 11.2. de Haseth, J. Spectroscopy 1990, 5(7), 11.3. Fresenius, C. R. A System of Instruction in Quantitative ChemicalAnalysis. John Wiley and Sons: New York, 1881.4. Hillebrand, W. F.; Lundell, G. E. F. Applied Inorganic Analysis, JohnWiley and Sons: New York, 1953.5. Van Loon, J. C. Analytical Atomic Absorption Spectroscopy. AcademicPress: New York, 1980.6. Murray, R. W. Anal. Chem. 1991, 63, 271A.7. For several different viewpoints see (a) Beilby, A. L. J. Chem. Educ.1970, 47, 237–238; (b) Lucchesi, C. A. Am. Lab. 1980, October,113–119; (c) Atkinson, G. F. J. Chem. Educ. 1982, 59, 201–202;(d) Pardue, H. L.; Woo, J. J. Chem. Educ. 1984, 61, 409–412;(e) Guarnieri, M. J. Chem. Educ. 1988, 65, 201–203; (f) de Haseth, J.Spectroscopy 1990, 5, 20–21; (g) Strobel, H. A. Am. Lab. 1990,October, 17–24.8. Hieftje, G. M. Am. Lab. 1993, October, 53–61.9. See, for example, the following laboratory texts: (a) Sorum, C. H.;Lagowski, J. J. Introduction to Semimicro Qualitative Analysis, 5th ed.Prentice-Hall: Englewood Cliffs, NJ, 1977.; (b) Shriner, R. L.; Fuson,R. C.; Curtin, D. Y. The Systematic Identification of OrganicCompounds, 5th ed. John Wiley and Sons: New York, 1964.1H REFERENCESProblemsA variety of problems, many basedon data from the analytical literature,provide the student with practicalexamples of current research.Suggested ReadingsSuggested readings give the studentaccess to more comprehensivediscussion of the topics introducedwithin the chapter.ReferencesThe references cited in thechapter are provided so thestudent can access them forfurther information.xi1400-Fm 9/9/99 7:38 AM Page xi
- 13. As currently taught, the introductory course in analytical chemistry emphasizesquantitative (and sometimes qualitative) methods of analysis coupled with a heavydose of equilibrium chemistry. Analytical chemistry, however, is more than equilib-rium chemistry and a collection of analytical methods; it is an approach to solvingchemical problems. Although discussing different methods is important, that dis-cussion should not come at the expense of other equally important topics. The intro-ductory analytical course is the ideal place in the chemistry curriculum to exploretopics such as experimental design, sampling, calibration strategies, standardization,optimization, statistics, and the validation of experimental results. These topics areimportant in developing good experimental protocols, and in interpreting experi-mental results. If chemistry is truly an experimental science, then it is essential thatall chemistry students understand how these topics relate to the experiments theyconduct in other chemistry courses.Currently available textbooks do a good job of covering the diverse range of wetand instrumental analysis techniques available to chemists. Although there is somedisagreement about the proper balance between wet analytical techniques, such asgravimetry and titrimetry, and instrumental analysis techniques, such as spec-trophotometry, all currently available textbooks cover a reasonable variety of tech-niques. These textbooks, however, neglect, or give only brief consideration to,obtaining representative samples, handling interferents, optimizing methods, ana-lyzing data, validating data, and ensuring that data are collected under a state of sta-tistical control.In preparing this textbook, I have tried to find a more appropriate balancebetween theory and practice, between “classical” and “modern” methods of analysis,between analyzing samples and collecting and preparing samples for analysis, andbetween analytical methods and data analysis. Clearly, the amount of material in thistextbook exceeds what can be covered in a single semester; it’s my hope, however,that the diversity of topics will meet the needs of different instructors, while, per-haps, suggesting some new topics to cover.The anticipated audience for this textbook includes students majoring in chem-istry, and students majoring in other science disciplines (biology, biochemistry,environmental science, engineering, and geology, to name a few), interested inobtaining a stronger background in chemical analysis. It is particularly appropriatefor chemistry majors who are not planning to attend graduate school, and who oftendo not enroll in those advanced courses in analytical chemistry that require physicalchemistry as a pre-requisite. Prior coursework of a year of general chemistry isassumed. Competence in algebra is essential; calculus is used on occasion, however,its presence is not essential to the material’s treatment.xiiPreface Preface1400-Fm 9/9/99 7:38 AM Page xii
- 14. Preface xiiiKey Features of This TextbookKey features set this textbook apart from others currently available.• A stronger emphasis on the evaluation of data. Methods for characterizingchemical measurements, results, and errors (including the propagation oferrors) are included. Both the binomial distribution and normal distributionare presented, and the idea of a confidence interval is developed. Statisticalmethods for evaluating data include the t-test (both for paired and unpaireddata), the F-test, and the treatment of outliers. Detection limits also arediscussed from a statistical perspective. Other statistical methods, such asANOVA and ruggedness testing, are presented in later chapters.• Standardizations and calibrations are treated in a single chapter. Selecting themost appropriate calibration method is important and, for this reason, themethods of external standards, standard additions, and internal standards aregathered together in a single chapter. A discussion of curve-fitting, includingthe statistical basis for linear regression (with and without weighting) also isincluded in this chapter.• More attention to selecting and obtaining a representative sample. The design of astatistically based sampling plan and its implementation are discussed earlier,and in more detail than in other textbooks. Topics that are covered includehow to obtain a representative sample, how much sample to collect, how manysamples to collect, how to minimize the overall variance for an analyticalmethod, tools for collecting samples, and sample preservation.• The importance of minimizing interferents is emphasized. Commonly usedmethods for separating interferents from analytes, such as distillation, masking,and solvent extraction, are gathered together in a single chapter.• Balanced coverage of analytical techniques. The six areas of analyticaltechniques—gravimetry, titrimetry, spectroscopy, electrochemistry,chromatography, and kinetics—receive roughly equivalent coverage, meetingthe needs of instructors wishing to emphasize wet methods and thoseemphasizing instrumental methods. Related methods are gathered together in asingle chapter encouraging students to see the similarities between methods,rather than focusing on their differences.• An emphasis on practical applications. Throughout the text applications fromorganic chemistry, inorganic chemistry, environmental chemistry, clinicalchemistry, and biochemistry are used in worked examples, representativemethods, and end-of-chapter problems.• Representative methods link theory with practice. An important feature of thistext is the presentation of representative methods. These boxed features presenttypical analytical procedures in a format that encourages students to thinkabout why the procedure is designed as it is.• Separate chapters on developing a standard method and quality assurance. Twochapters provide coverage of methods used in developing a standard methodof analysis, and quality assurance. The chapter on developing a standardmethod includes topics such as optimizing experimental conditions usingresponse surfaces, verifying the method through the blind analysis ofstandard samples and ruggedness testing, and collaborative testing usingYouden’s two-sample approach and ANOVA. The chapter on qualityassurance covers quality control and internal and external techniques forquality assessment, including the use of duplicate samples, blanks, spikerecoveries, and control charts.1400-Fm 9/9/99 7:38 AM Page xiii
- 15. • Problems adapted from the literature. Many of the in-chapter examples and end-of-chapter problems are based on data from the analytical literature, providingstudents with practical examples of current research in analytical chemistry.• An emphasis on critical thinking. Critical thinking is encouraged throughproblems in which students are asked to explain why certain steps in ananalytical procedure are included, or to determine the effect of an experimentalerror on the results of an analysis.• Suggested experiments from the Journal of Chemical Education. Rather thanincluding a short collection of experiments emphasizing the analysis ofstandard unknowns, an annotated list of representative experiments from theJournal of Chemical Education is included at the conclusion of most chapters.These experiments may serve as stand alone experiments, or as starting pointsfor individual or group projects.The Role of Equilibrium Chemistry in Analytical ChemistryEquilibrium chemistry often receives a significant emphasis in the introductory ana-lytical chemistry course. While an important topic, its overemphasis can cause stu-dents to confuse analytical chemistry with equilibrium chemistry. Although atten-tion to solving equilibrium problems is important, it is equally important for stu-dents to recognize when such calculations are impractical, or when a simpler, morequalitative approach is all that is needed. For example, in discussing the gravimetricanalysis of Ag+ as AgCl, there is little point in calculating the equilibrium solubilityof AgCl since the concentration of Cl– at equilibrium is rarely known. It is impor-tant, however, to qualitatively understand that a large excess of Cl– increases the sol-ubility of AgCl due to the formation of soluble silver-chloro complexes. Balancingthe presentation of a rigorous approach to solving equilibrium problems, this textalso introduces the use of ladder diagrams as a means for providing a qualitative pic-ture of a system at equilibrium. Students are encouraged to use the approach bestsuited to the problem at hand.Computer SoftwareMany of the topics covered in analytical chemistry benefit from the availability ofappropriate computer software. In preparing this text, however, I made a consciousdecision to avoid a presentation tied to a single computer platform or software pack-age. Students and faculty are increasingly experienced in the use of computers,spreadsheets, and data analysis software; their use is, I think, best left to the person-al choice of each student and instructor.OrganizationThe textbook’s organization can be divided into four parts. Chapters 1–3 serve as anintroduction, providing an overview of analytical chemistry (Chapter 1); a review ofthe basic tools of analytical chemistry, including significant figures, units, and stoi-chiometry (Chapter 2); and an introduction to the terminology used by analyticalchemists (Chapter 3). Familiarity with the material in these chapters is assumedthroughout the remainder of the text.Chapters 4–7 cover a number of topics that are important in understanding howa particular analytical method works. Later chapters are mostly independent of thematerial in these chapters. Instructors may pick and choose from among the topicsxiv Preface1400-Fm 9/9/99 7:38 AM Page xiv
- 16. Preface xvof these chapters, as needed, to support individual course goals. The statistical analy-sis of data is covered in Chapter 4 at a level that is more complete than that found inother introductory analytical textbooks. Methods for calibrating equipment, stan-dardizing methods, and linear regression are gathered together in Chapter 5. Chapter6 provides an introduction to equilibrium chemistry, stressing both the rigoroussolution to equilibrium problems, and the use of semi-quantitative approaches, suchas ladder diagrams. The importance of collecting the right sample, and methods forseparating analytes and interferents are covered in Chapter 7.Chapters 8–13 cover the major areas of analysis, including gravimetry(Chapter 8), titrimetry (Chapter 9), spectroscopy (Chapter 10), electrochemistry(Chapter 11), chromatography and electrophoresis (Chapter 12), and kinetic meth-ods (Chapter 13). Related techniques, such as acid–base titrimetry and redoxtitrimetry, or potentiometry and voltammetry, are gathered together in single chap-ters. Combining related techniques together encourages students to see the similar-ities between methods, rather than focusing on their differences. The first techniquepresented in each chapter is generally that which is most commonly covered in theintroductory course.Finally, the textbook concludes with two chapters discussing the design andmaintenance of analytical methods, two topics of importance to analytical chemists.Chapter 14 considers the development of an analytical method, including its opti-mization, verification, and validation. Quality control and quality assessment arediscussed in Chapter 15.AcknowledgmentsBefore beginning an academic career I was, of course, a student. My interest inchemistry and teaching was nurtured by many fine teachers at Westtown FriendsSchool, Knox College, and the University of North Carolina at Chapel Hill; their col-lective influence continues to bear fruit. In particular, I wish to recognize DavidMacInnes, Alan Hiebert, Robert Kooser, and Richard Linton.I have been fortunate to work with many fine colleagues during my nearly 17years of teaching undergraduate chemistry at Stockton State College and DePauwUniversity. I am particularly grateful for the friendship and guidance provided byJon Griffiths and Ed Paul during my four years at Stockton State College. At DePauwUniversity, Jim George and Bryan Hanson have willingly shared their ideas aboutteaching, while patiently listening to mine.Approximately 300 students have joined me in thinking and learning about ana-lytical chemistry; their questions and comments helped guide the development ofthis textbook. I realize that working without a formal textbook has been frustratingand awkward; all the more reason why I appreciate their effort and hard work.The following individuals reviewed portions of this textbook at various stagesduring its development.David BallantineNorthern Illinois UniversityJohn E. BauerIllinois State UniversityAli BazziUniversity of Michigan–DearbornSteven D. BrownUniversity of DelawareWendy ClevengerUniversity of Tennessee–ChattanoogaCathy CobbAugusta State UniversityPaul FlowersUniversity of North Carolina–PembrokeNancy GordonUniversity of Southern Maine1400-Fm 9/9/99 7:38 AM Page xv
- 17. Virginia M. IndiveroSwarthmore CollegeMichael JanusaNicholls State UniversityJ. David JenkinsGeorgia Southern UniversityRichard S. MitchellArkansas State UniversityGeorge A. Pearse, Jr.Le Moyne CollegeGary RaysonNew Mexico State UniversityDavid RedfieldNW Nazarene UniversityI am particularly grateful for their detailed written comments and suggestions forimproving the manuscript. Much of what is good in the final manuscript is the resultof their interest and ideas. George Foy (York College of Pennsylvania), John McBride(Hofstra University), and David Karpovich (Saginaw Valley State University) checkedthe accuracy of problems in the textbook. Gary Kinsel (University of Texas atArlington) reviewed the page proofs and provided additional suggestions.This project began in the summer of 1992 with the support of a course develop-ment grant from DePauw University’s Faculty Development Fund. Additional finan-cial support from DePauw University’s Presidential Discretionary Fund also isacknowledged. Portions of the first draft were written during a sabbatical leave in theFall semester of the 1993/94 academic year. A Fisher Fellowship provided releasetime during the Fall 1995 semester to complete the manuscript’s second draft.Alltech and Associates (Deerfield, IL) graciously provided permission to use thechromatograms in Chapter 12; the assistance of Jim Anderson, Vice-President,and Julia Poncher, Publications Director, is greatly appreciated. Fred Soster andMarilyn Culler, both of DePauw University, provided assistance with some of thephotographs.The editorial staff at McGraw-Hill has helped guide a novice through theprocess of developing this text. I am particularly thankful for the encouragement andconfidence shown by Jim Smith, Publisher for Chemistry, and Kent Peterson,Sponsoring Editor for Chemistry. Shirley Oberbroeckling, Developmental Editor forChemistry, and Jayne Klein, Senior Project Manager, patiently answered my ques-tions and successfully guided me through the publishing process.Finally, I would be remiss if I did not recognize the importance of my family’ssupport and encouragement, particularly that of my parents. A very special thanks tomy daughter, Devon, for gifts too numerous to detail.How to Contact the AuthorWriting this textbook has been an interesting (and exhausting) challenge. Despitemy efforts, I am sure there are a few glitches, better examples, more interesting end-of-chapter problems, and better ways to think about some of the topics. I welcomeyour comments, suggestions, and data for interesting problems, which may beaddressed to me at DePauw University, 602 S. College St., Greencastle, IN 46135, orelectronically at harvey@depauw.edu.xvi PrefaceVincent RemchoWest Virginia UniversityJeanette K. RiceGeorgia Southern UniversityMartin W. RoweTexas A&M UniversityAlexander ScheelineUniversity of IllinoisJames D. StuartUniversity of ConnecticutThomas J. WenzelBates CollegeDavid ZaxCornell University1400-Fm 9/9/99 7:38 AM Page xvi
- 18. CChhaapptteerr 11IntroductionChemistry is the study of matter, including its composition,structure, physical properties, and reactivity. There are manyapproaches to studying chemistry, but, for convenience, wetraditionally divide it into five fields: organic, inorganic, physical,biochemical, and analytical. Although this division is historical andarbitrary, as witnessed by the current interest in interdisciplinary areassuch as bioanalytical and organometallic chemistry, these five fieldsremain the simplest division spanning the discipline of chemistry.Training in each of these fields provides a unique perspective to thestudy of chemistry. Undergraduate chemistry courses and textbooksare more than a collection of facts; they are a kind of apprenticeship. Inkeeping with this spirit, this text introduces the field of analyticalchemistry and the unique perspectives that analytical chemists bring tothe study of chemistry.1400-CH01 9/9/99 2:20 PM Page 1
- 19. 2 Modern Analytical Chemistry*Attributed to C. N. Reilley (1925–1981) on receipt of the 1965 Fisher Award in Analytical Chemistry. Reilley, who wasa professor of chemistry at the University of North Carolina at Chapel Hill, was one of the most influential analyticalchemists of the last half of the twentieth century.1A What Is Analytical Chemistry?“Analytical chemistry is what analytical chemists do.”*We begin this section with a deceptively simple question. What is analytical chem-istry? Like all fields of chemistry, analytical chemistry is too broad and active a disci-pline for us to easily or completely define in an introductory textbook. Instead, wewill try to say a little about what analytical chemistry is, as well as a little about whatanalytical chemistry is not.Analytical chemistry is often described as the area of chemistry responsible forcharacterizing the composition of matter, both qualitatively (what is present) andquantitatively (how much is present). This description is misleading. After all, al-most all chemists routinely make qualitative or quantitative measurements. The ar-gument has been made that analytical chemistry is not a separate branch of chem-istry, but simply the application of chemical knowledge.1 In fact, you probably haveperformed quantitative and qualitative analyses in other chemistry courses. For ex-ample, many introductory courses in chemistry include qualitative schemes foridentifying inorganic ions and quantitative analyses involving titrations.Unfortunately, this description ignores the unique perspective that analyticalchemists bring to the study of chemistry. The craft of analytical chemistry is not inperforming a routine analysis on a routine sample (which is more appropriatelycalled chemical analysis), but in improving established methods, extending existingmethods to new types of samples, and developing new methods for measuringchemical phenomena.2Here’s one example of this distinction between analytical chemistry and chemi-cal analysis. Mining engineers evaluate the economic feasibility of extracting an oreby comparing the cost of removing the ore with the value of its contents. To esti-mate its value they analyze a sample of the ore. The challenge of developing and val-idating the method providing this information is the analytical chemist’s responsi-bility. Once developed, the routine, daily application of the method becomes thejob of the chemical analyst.Another distinction between analytical chemistry and chemical analysis isthat analytical chemists work to improve established methods. For example, sev-eral factors complicate the quantitative analysis of Ni2+ in ores, including thepresence of a complex heterogeneous mixture of silicates and oxides, the low con-centration of Ni2+ in ores, and the presence of other metals that may interfere inthe analysis. Figure 1.1 is a schematic outline of one standard method in use dur-ing the late nineteenth century.3 After dissolving a sample of the ore in a mixtureof H2SO4 and HNO3, trace metals that interfere with the analysis, such as Pb2+,Cu2+ and Fe3+, are removed by precipitation. Any cobalt and nickel in the sampleare reduced to Co and Ni, isolated by filtration and weighed (point A). Afterdissolving the mixed solid, Co is isolated and weighed (point B). The amountof nickel in the ore sample is determined from the difference in the masses atpoints A and B.%Ni =mass point A – mass point Bmass sample× 1001400-CH01 9/9/99 2:20 PM Page 2
- 20. Chapter 1 Introduction 3Original SamplePbSO4SandBasicferricacetateCuS1:3 H2SO4/HNO3 100°C (8–10 h)dilute w/H2O, digest 2–4 hCu2+, Fe3+Co2+, Ni2+Fe3+, Co2+, Ni2+Fe(OH)3CoS, NiSCuS, PbSCo(OH)2, Ni(OH)2CoO, NiOcool, add NH3digest 50°–70°, 30 minCo2+, Ni2+Fe3+WasteWasteCo2+, Ni2+aqua regiaheat, add HCl untilstrongly acidicbubble H2S (g)WasteCo2+SolidKeySolutionH2O, HClheatadd Na2CO3 until alkalineNaOHK3Co(NO3)5Ni2+neutralize w/ NH3Na2CO3, CH3COOHslightly acidify w/ HClheat, bubble H2S (g)HClheatCoas aboveCo, Niheat, H2 (g)HNO3K2CO3, KNO3CH3COOHdigest 24 hdilutebubble H2S(g)ABFigure 1.1Analytical scheme outlined by Fresenius3 for the gravimetric analysis of Ni in ores.1400-CH01 9/9/99 2:20 PM Page 3
- 21. The combination of determining the mass of Ni2+ by difference, coupled with theneed for many reactions and filtrations makes this procedure both time-consumingand difficult to perform accurately.The development, in 1905, of dimethylgloxime (DMG), a reagent that selec-tively precipitates Ni2+ and Pd2+, led to an improved analytical method for deter-mining Ni2+ in ores.4 As shown in Figure 1.2, the mass of Ni2+ is measured directly,requiring fewer manipulations and less time. By the 1970s, the standard method forthe analysis of Ni2+ in ores progressed from precipitating Ni(DMG)2 to flameatomic absorption spectrophotometry,5 resulting in an even more rapid analysis.Current interest is directed toward using inductively coupled plasmas for determin-ing trace metals in ores.In summary, a more appropriate description of analytical chemistry is “. . . thescience of inventing and applying the concepts, principles, and . . . strategies formeasuring the characteristics of chemical systems and species.”6 Analytical chemiststypically operate at the extreme edges of analysis, extending and improving the abil-ity of all chemists to make meaningful measurements on smaller samples, on morecomplex samples, on shorter time scales, and on species present at lower concentra-tions. Throughout its history, analytical chemistry has provided many of the toolsand methods necessary for research in the other four traditional areas of chemistry,as well as fostering multidisciplinary research in, to name a few, medicinal chem-istry, clinical chemistry, toxicology, forensic chemistry, material science, geochem-istry, and environmental chemistry.4 Modern Analytical ChemistryOriginal sampleResidueNi(DMG)2(s)HNO3, HCl, heatSolutionSolidKeySolution20% NH4Cl10% tartaric acidtake alkaline with 1:1 NH3YesNoAtake acid with HCl1% alcoholic DMGtake alkaline with 1:1 NH3take acid with HCl10% tartaric acidtake alkaline with 1:1 NH3 Issolidpresent?%Ni = × 100mass A × 0.2031g sampleFigure 1.2Analytical scheme outlined by Hillebrand andLundell4 for the gravimetric analysis of Ni inores (DMG = dimethylgloxime). The factor of0.2031 in the equation for %Ni accounts forthe difference in the formula weights ofNi(DMG)2 and Ni; see Chapter 8 for moredetails.1400-CH01 9/9/99 2:20 PM Page 4
- 22. Chapter 1 Introduction 5You will come across numerous examples of qualitative and quantitative meth-ods in this text, most of which are routine examples of chemical analysis. It is im-portant to remember, however, that nonroutine problems prompted analyticalchemists to develop these methods. Whenever possible, we will try to place thesemethods in their appropriate historical context. In addition, examples of current re-search problems in analytical chemistry are scattered throughout the text.The next time you are in the library, look through a recent issue of an analyti-cally oriented journal, such as Analytical Chemistry. Focus on the titles and abstractsof the research articles. Although you will not recognize all the terms and methods,you will begin to answer for yourself the question “What is analytical chemistry”?1B The Analytical PerspectiveHaving noted that each field of chemistry brings a unique perspective to the studyof chemistry, we now ask a second deceptively simple question. What is the “analyt-ical perspective”? Many analytical chemists describe this perspective as an analyticalapproach to solving problems.7 Although there are probably as many descriptionsof the analytical approach as there are analytical chemists, it is convenient for ourpurposes to treat it as a five-step process:1. Identify and define the problem.2. Design the experimental procedure.3. Conduct an experiment, and gather data.4. Analyze the experimental data.5. Propose a solution to the problem.Figure 1.3 shows an outline of the analytical approach along with some im-portant considerations at each step. Three general features of this approach de-serve attention. First, steps 1 and 5 provide opportunities for analytical chemiststo collaborate with individuals outside the realm of analytical chemistry. In fact,many problems on which analytical chemists work originate in other fields. Sec-ond, the analytical approach is not linear, but incorporates a “feedback loop”consisting of steps 2, 3, and 4, in which the outcome of one step may cause areevaluation of the other two steps. Finally, the solution to one problem oftensuggests a new problem.Analytical chemistry begins with a problem, examples of which include evalu-ating the amount of dust and soil ingested by children as an indicator of environ-mental exposure to particulate based pollutants, resolving contradictory evidenceregarding the toxicity of perfluoro polymers during combustion, or developingrapid and sensitive detectors for chemical warfare agents.* At this point the analyti-cal approach involves a collaboration between the analytical chemist and the indi-viduals responsible for the problem. Together they decide what information isneeded. It is also necessary for the analytical chemist to understand how the prob-lem relates to broader research goals. The type of information needed and the prob-lem’s context are essential to designing an appropriate experimental procedure.Designing an experimental procedure involves selecting an appropriate methodof analysis based on established criteria, such as accuracy, precision, sensitivity, anddetection limit; the urgency with which results are needed; the cost of a single analy-sis; the number of samples to be analyzed; and the amount of sample available for*These examples are taken from a series of articles, entitled the “Analytical Approach,” which has appeared as a regularfeature in the journal Analytical Chemistry since 1974.1400-CH01 9/9/99 2:20 PM Page 5
- 23. Figure 1.3Flow diagram for the analytical approach tosolving problems; modified after Atkinson.7canalysis. Finding an appropriate balance between these parameters is frequentlycomplicated by their interdependence. For example, improving the precision of ananalysis may require a larger sample. Consideration is also given to collecting, stor-ing, and preparing samples, and to whether chemical or physical interferences willaffect the analysis. Finally, a good experimental procedure may still yield useless in-formation if there is no method for validating the results.The most visible part of the analytical approach occurs in the laboratory. Aspart of the validation process, appropriate chemical or physical standards are usedto calibrate any equipment being used and any solutions whose concentrationsmust be known. The selected samples are then analyzed and the raw data recorded.The raw data collected during the experiment are then analyzed. Frequently thedata must be reduced or transformed to a more readily analyzable form. A statisticaltreatment of the data is used to evaluate the accuracy and precision of the analysisand to validate the procedure. These results are compared with the criteria estab-lished during the design of the experiment, and then the design is reconsidered, ad-ditional experimental trials are run, or a solution to the problem is proposed. Whena solution is proposed, the results are subject to an external evaluation that may re-sult in a new problem and the beginning of a new analytical cycle.6 Modern Analytical Chemistry1. Identify the problemDetermine type of information needed(qualitative, quantitative,characterization, or fundamental)Identify context of the problem2. Design the experimental procedureEstablish design criteria (accuracy, precision,scale of operation, sensitivity, selectivity,cost, speed)Identify interferentsSelect methodEstablish validation criteriaEstablish sampling strategy Feedbackloop3. Conduct an experimentCalibrate instruments and equipmentStandardize reagentsGather data4. Analyze the experimental dataReduce or transform dataAnalyze statisticsVerify resultsInterpret results5. Propose a solutionConduct external evaluation1400-CH01 9/9/99 2:20 PM Page 6
- 24. As an exercise, let’s adapt this model of the analytical approach to a real prob-lem. For our example, we will use the determination of the sources of airborne pol-lutant particles. A description of the problem can be found in the following article:“Tracing Aerosol Pollutants with Rare Earth Isotopes” byOndov, J. M.; Kelly, W. R. Anal. Chem. 1991, 63, 691A–697A.Before continuing, take some time to read the article, locating the discussions per-taining to each of the five steps outlined in Figure 1.3. In addition, consider the fol-lowing questions:1. What is the analytical problem?2. What type of information is needed to solve the problem?3. How will the solution to this problem be used?4. What criteria were considered in designing the experimental procedure?5. Were there any potential interferences that had to be eliminated? If so, howwere they treated?6. Is there a plan for validating the experimental method?7. How were the samples collected?8. Is there evidence that steps 2, 3, and 4 of the analytical approach are repeatedmore than once?9. Was there a successful conclusion to the problem?According to our model, the analytical approach begins with a problem. Themotivation for this research was to develop a method for monitoring the transportof solid aerosol particulates following their release from a high-temperature com-bustion source. Because these particulates contain significant concentrations oftoxic heavy metals and carcinogenic organic compounds, they represent a signifi-cant environmental hazard.An aerosol is a suspension of either a solid or a liquid in a gas. Fog, for exam-ple, is a suspension of small liquid water droplets in air, and smoke is a suspensionof small solid particulates in combustion gases. In both cases the liquid or solid par-ticulates must be small enough to remain suspended in the gas for an extendedtime. Solid aerosol particulates, which are the focus of this problem, usually havemicrometer or submicrometer diameters. Over time, solid particulates settle outfrom the gas, falling to the Earth’s surface as dry deposition.Existing methods for monitoring the transport of gases were inadequate forstudying aerosols. To solve the problem, qualitative and quantitative informationwere needed to determine the sources of pollutants and their net contribution tothe total dry deposition at a given location. Eventually the methods developed inthis study could be used to evaluate models that estimate the contributions of pointsources of pollution to the level of pollution at designated locations.Following the movement of airborne pollutants requires a natural or artificialtracer (a species specific to the source of the airborne pollutants) that can be exper-imentally measured at sites distant from the source. Limitations placed on thetracer, therefore, governed the design of the experimental procedure. These limita-tions included cost, the need to detect small quantities of the tracer, and the ab-sence of the tracer from other natural sources. In addition, aerosols are emittedfrom high-temperature combustion sources that produce an abundance of very re-active species. The tracer, therefore, had to be both thermally and chemically stable.On the basis of these criteria, rare earth isotopes, such as those of Nd, were selectedas tracers. The choice of tracer, in turn, dictated the analytical method (thermalionization mass spectrometry, or TIMS) for measuring the isotopic abundances ofChapter 1 Introduction 71400-CH01 9/9/99 2:20 PM Page 7
- 25. 8 Modern Analytical Chemistryqualitative analysisAn analysis in which we determine theidentity of the constituent species in asample.Nd in samples. Unfortunately, mass spectrometry is not a selective technique. Amass spectrum provides information about the abundance of ions with a givenmass. It cannot distinguish, however, between different ions with the same mass.Consequently, the choice of TIMS required developing a procedure for separatingthe tracer from the aerosol particulates.Validating the final experimental protocol was accomplished by running amodel study in which 148Nd was released into the atmosphere from a 100-MW coalutility boiler. Samples were collected at 13 locations, all of which were 20 km fromthe source. Experimental results were compared with predictions determined by therate at which the tracer was released and the known dispersion of the emissions.Finally, the development of this procedure did not occur in a single, linear passthrough the analytical approach. As research progressed, problems were encoun-tered and modifications made, representing a cycle through steps 2, 3, and 4 of theanalytical approach.Others have pointed out, with justification, that the analytical approach out-lined here is not unique to analytical chemistry, but is common to any aspect of sci-ence involving analysis.8 Here, again, it helps to distinguish between a chemicalanalysis and analytical chemistry. For other analytically oriented scientists, such asphysical chemists and physical organic chemists, the primary emphasis is on theproblem, with the results of an analysis supporting larger research goals involvingfundamental studies of chemical or physical processes. The essence of analyticalchemistry, however, is in the second, third, and fourth steps of the analytical ap-proach. Besides supporting broader research goals by developing and validating an-alytical methods, these methods also define the type and quality of informationavailable to other research scientists. In some cases, the success of an analyticalmethod may even suggest new research problems.1C Common Analytical ProblemsIn Section 1A we indicated that analytical chemistry is more than a collection ofqualitative and quantitative methods of analysis. Nevertheless, many problems onwhich analytical chemists work ultimately involve either a qualitative or quantita-tive measurement. Other problems may involve characterizing a sample’s chemicalor physical properties. Finally, many analytical chemists engage in fundamentalstudies of analytical methods. In this section we briefly discuss each of these fourareas of analysis.Many problems in analytical chemistry begin with the need to identify what ispresent in a sample. This is the scope of a qualitative analysis, examples of whichinclude identifying the products of a chemical reaction, screening an athlete’s urinefor the presence of a performance-enhancing drug, or determining the spatial dis-tribution of Pb on the surface of an airborne particulate. Much of the early work inanalytical chemistry involved the development of simple chemical tests to identifythe presence of inorganic ions and organic functional groups. The classical labora-tory courses in inorganic and organic qualitative analysis,9 still taught at someschools, are based on this work. Currently, most qualitative analyses use methodssuch as infrared spectroscopy, nuclear magnetic resonance, and mass spectrometry.These qualitative applications of identifying organic and inorganic compounds arecovered adequately elsewhere in the undergraduate curriculum and, so, will receiveno further consideration in this text.1400-CH01 9/9/99 2:20 PM Page 8
- 26. Perhaps the most common type of problem encountered in the analytical lab isa quantitative analysis. Examples of typical quantitative analyses include the ele-mental analysis of a newly synthesized compound, measuring the concentration ofglucose in blood, or determining the difference between the bulk and surface con-centrations of Cr in steel. Much of the analytical work in clinical, pharmaceutical,environmental, and industrial labs involves developing new methods for determin-ing the concentration of targeted species in complex samples. Most of the examplesin this text come from the area of quantitative analysis.Another important area of analytical chemistry, which receives some attentionin this text, is the development of new methods for characterizing physical andchemical properties. Determinations of chemical structure, equilibrium constants,particle size, and surface structure are examples of a characterization analysis.The purpose of a qualitative, quantitative, and characterization analysis is tosolve a problem associated with a sample. A fundamental analysis, on the otherhand, is directed toward improving the experimental methods used in the otherareas of analytical chemistry. Extending and improving the theory on which amethod is based, studying a method’s limitations, and designing new and modify-ing old methods are examples of fundamental studies in analytical chemistry.Chapter 1 Introduction 9characterization analysisAn analysis in which we evaluate asample’s chemical or physical properties.fundamental analysisAn analysis whose purpose is to improvean analytical method’s capabilities.quantitative analysisAn analysis in which we determine howmuch of a constituent species is presentin a sample.1D KEY TERMScharacterization analysis (p. 9)fundamental analysis (p. 9)qualitative analysis (p. 8) quantitative analysis (p. 9)Analytical chemists work to improve the ability of all chemists tomake meaningful measurements. Chemists working in medicinalchemistry, clinical chemistry, forensic chemistry, and environ-mental chemistry, as well as the more traditional areas of chem-istry, need better tools for analyzing materials. The need to workwith smaller quantities of material, with more complex materi-als, with processes occurring on shorter time scales, and withspecies present at lower concentrations challenges analyticalchemists to improve existing analytical methods and to developnew analytical techniques.Typical problems on which analytical chemists work includequalitative analyses (what is present?), quantitative analyses(how much is present?), characterization analyses (what arethe material’s chemical and physical properties?), and funda-mental analyses (how does this method work and how can it beimproved?).1E SUMMARY1. For each of the following problems indicate whether itssolution requires a qualitative, quantitative, characterization,or fundamental study. More than one type of analysis may beappropriate for some problems.a. A hazardous-waste disposal site is believed to be leakingcontaminants into the local groundwater.b. An art museum is concerned that a recent acquisition is aforgery.c. A more reliable method is needed by airport security fordetecting the presence of explosive materials in luggage.d. The structure of a newly discovered virus needs to bedetermined.e. A new visual indicator is needed for an acid–base titration.f. A new law requires a method for evaluating whetherautomobiles are emitting too much carbon monoxide.2. Read a recent article from the column “Analytical Approach,”published in Analytical Chemistry, or an article assigned byyour instructor, and write an essay summarizing the nature ofthe problem and how it was solved. As a guide, refer back toFigure 1.3 for one model of the analytical approach.1F PROBLEMS1400-CH01 9/9/99 2:20 PM Page 9
- 27. 10 Modern Analytical ChemistryThe role of analytical chemistry within the broader discipline ofchemistry has been discussed by many prominent analyticalchemists. Several notable examples follow.Baiulescu, G. E.; Patroescu, C.; Chalmers, R. A. Education andTeaching in Analytical Chemistry. Ellis Horwood: Chichester,1982.Hieftje, G. M. “The Two Sides of Analytical Chemistry,” Anal.Chem. 1985, 57, 256A–267A.Kissinger, P. T. “Analytical Chemistry—What is It? Who Needs It?Why Teach It?” Trends Anal. Chem. 1992, 11, 54–57.Laitinen, H. A. “Analytical Chemistry in a Changing World,”Anal. Chem. 1980, 52, 605A–609A.Laitinen, H. A. “History of Analytical Chemistry in the U.S.A.,”Talanta 1989, 36, 1–9.Laitinen, H. A.; Ewing, G. (eds). A History of AnalyticalChemistry. The Division of Analytical Chemistry of theAmerican Chemical Society: Washington, D.C., 1972.McLafferty, F. W. “Analytical Chemistry: Historic and Modern,”Acc. Chem. Res. 1990, 23, 63–64.Mottola, H. A. “The Interdisciplinary and MultidisciplinaryNature of Contemporary Analytical Chemistry and Its CoreComponents,” Anal. Chim. Acta 1991, 242, 1–3.Tyson, J. Analysis: What Analytical Chemists Do. Royal Society ofChemistry: Cambridge, England, 1988.Several journals are dedicated to publishing broadly in thefield of analytical chemistry, including Analytical Chemistry,Analytica Chimica Acta, Analyst, and Talanta. Other journals, toonumerous to list, are dedicated to single areas of analyticalchemistry.Current research in the areas of quantitative analysis, qualitativeanalysis, and characterization analysis are reviewed biannually(odd-numbered years) in Analytical Chemistry’s “ApplicationReviews.”Current research on fundamental developments in analyticalchemistry are reviewed biannually (even-numbered years) inAnalytical Chemistry’s “Fundamental Reviews.”1G SUGGESTED READINGS1. Ravey, M. Spectroscopy 1990, 5(7), 11.2. de Haseth, J. Spectroscopy 1990, 5(7), 11.3. Fresenius, C. R. A System of Instruction in Quantitative ChemicalAnalysis. John Wiley and Sons: New York, 1881.4. Hillebrand, W. F.; Lundell, G. E. F. Applied Inorganic Analysis, JohnWiley and Sons: New York, 1953.5. Van Loon, J. C. Analytical Atomic Absorption Spectroscopy. AcademicPress: New York, 1980.6. Murray, R. W. Anal. Chem. 1991, 63, 271A.7. For several different viewpoints see (a) Beilby, A. L. J. Chem. Educ.1970, 47, 237–238; (b) Lucchesi, C. A. Am. Lab. 1980, October,113–119; (c) Atkinson, G. F. J. Chem. Educ. 1982, 59, 201–202;(d) Pardue, H. L.; Woo, J. J. Chem. Educ. 1984, 61, 409–412;(e) Guarnieri, M. J. Chem. Educ. 1988, 65, 201–203; (f) de Haseth, J.Spectroscopy 1990, 5, 20–21; (g) Strobel, H. A. Am. Lab. 1990,October, 17–24.8. Hieftje, G. M. Am. Lab. 1993, October, 53–61.9. See, for example, the following laboratory texts: (a) Sorum, C. H.;Lagowski, J. J. Introduction to Semimicro Qualitative Analysis, 5th ed.Prentice-Hall: Englewood Cliffs, NJ, 1977.; (b) Shriner, R. L.; Fuson,R. C.; Curtin, D. Y. The Systematic Identification of OrganicCompounds, 5th ed. John Wiley and Sons: New York, 1964.1H REFERENCES1400-CH01 9/9/99 2:20 PM Page 10
- 28. CChhaapptteerr 211Basic Tools of Analytical ChemistryIn the chapters that follow we will learn about the specifics ofanalytical chemistry. In the process we will ask and answer questionssuch as “How do we treat experimental data?” “How do we ensure thatour results are accurate?” “How do we obtain a representativesample?” and “How do we select an appropriate analytical technique?”Before we look more closely at these and other questions, we will firstreview some basic numerical and experimental tools of importance toanalytical chemists.1400-CH02 9/8/99 3:47 PM Page 11
- 29. 12 Modern Analytical Chemistry2A Numbers in Analytical ChemistryAnalytical chemistry is inherently a quantitative science. Whether determining theconcentration of a species in a solution, evaluating an equilibrium constant, mea-suring a reaction rate, or drawing a correlation between a compound’s structureand its reactivity, analytical chemists make measurements and perform calculations.In this section we briefly review several important topics involving the use of num-bers in analytical chemistry.2A.1 Fundamental Units of MeasureImagine that you find the following instructions in a laboratory procedure: “Trans-fer 1.5 of your sample to a 100 volumetric flask, and dilute to volume.” How do youdo this? Clearly these instructions are incomplete since the units of measurementare not stated. Compare this with a complete instruction: “Transfer 1.5 g of yoursample to a 100-mL volumetric flask, and dilute to volume.” This is an instructionthat you can easily follow.Measurements usually consist of a unit and a number expressing the quantityof that unit. Unfortunately, many different units may be used to express the samephysical measurement. For example, the mass of a sample weighing 1.5 g also maybe expressed as 0.0033 lb or 0.053 oz. For consistency, and to avoid confusion, sci-entists use a common set of fundamental units, several of which are listed in Table2.1. These units are called SI units after the Système International d’Unités. Othermeasurements are defined using these fundamental SI units. For example, we mea-sure the quantity of heat produced during a chemical reaction in joules, (J), whereTable 2.2 provides a list of other important derived SI units, as well as a few com-monly used non-SI units.Chemists frequently work with measurements that are very large or very small.A mole, for example, contains 602,213,670,000,000,000,000,000 particles, and someanalytical techniques can detect as little as 0.000000000000001 g of a compound.For simplicity, we express these measurements using scientific notation; thus, amole contains 6.0221367 × 1023 particles, and the stated mass is 1 × 10–15 g. Some-times it is preferable to express measurements without the exponential term, replac-ing it with a prefix. A mass of 1 × 10–15 g is the same as 1 femtogram. Table 2.3 listsother common prefixes.1 J = 1m kg2s2Table 2.1 Fundamental SI UnitsMeasurement Unit Symbolmass kilogram kgvolume liter Ldistance meter mtemperature kelvin Ktime second scurrent ampere Aamount of substance mole molscientific notationA shorthand method for expressing verylarge or very small numbers byindicating powers of ten; for example,1000 is 1 × 103.SI unitsStands for Système International d’Unités.These are the internationally agreed onunits for measurements.1400-CH02 9/8/99 3:47 PM Page 12
- 30. 2A.2 Significant FiguresRecording a measurement provides information about both its magnitude and un-certainty. For example, if we weigh a sample on a balance and record its mass as1.2637 g, we assume that all digits, except the last, are known exactly. We assumethat the last digit has an uncertainty of at least ±1, giving an absolute uncertainty ofat least ±0.0001 g, or a relative uncertainty of at leastSignificant figures are a reflection of a measurement’s uncertainty. The num-ber of significant figures is equal to the number of digits in the measurement, withthe exception that a zero (0) used to fix the location of a decimal point is not con-sidered significant. This definition can be ambiguous. For example, how many sig-nificant figures are in the number 100? If measured to the nearest hundred, thenthere is one significant figure. If measured to the nearest ten, however, then two±× = ±0 00011 2637100 0 0079... %ggChapter 2 Basic Tools of Analytical Chemistry 13Table 2.2 Other SI and Non-SI UnitsMeasurement Unit Symbol Equivalent SI unitslength angstrom Å 1 Å = 1 × 10–10 mforce newton N 1 N = 1 m ⋅kg/s2pressure pascal Pa 1 Pa = 1 N/m2 = 1 kg/(m ⋅s2)atmosphere atm 1 atm = 101,325 Paenergy, work, heat joule J 1 J = 1 N ⋅m = 1 m2⋅kg/s2power watt W 1 W = 1 J/s = 1 m2⋅kg/s3charge coulomb C 1 C = 1 A ⋅spotential volt V 1 V = 1 W/A = 1 m2⋅kg/(s3⋅A)temperature degree Celsius °C °C = K – 273.15degree Fahrenheit °F °F = 1.8(K – 273.15) + 32Table 2.3 Common Prefixes for ExponentialNotationExponential Prefix Symbol1012 tera T109 giga G106 mega M103 kilo k10–1 deci d10–2 centi c10–3 milli m10–6 micro µ10–9 nano n10–12 pico p10–15 femto f10–18 atto asignificant figuresThe digits in a measured quantity,including all digits known exactly andone digit (the last) whose quantity isuncertain.1400-CH02 9/8/99 3:47 PM Page 13
- 31. significant figures are included. To avoid ambiguity we use scientific notation. Thus,1 × 102 has one significant figure, whereas 1.0 × 102 has two significant figures.For measurements using logarithms, such as pH, the number of significantfigures is equal to the number of digits to the right of the decimal, including allzeros. Digits to the left of the decimal are not included as significant figures sincethey only indicate the power of 10. A pH of 2.45, therefore, contains two signifi-cant figures.Exact numbers, such as the stoichiometric coefficients in a chemical formula orreaction, and unit conversion factors, have an infinite number of significant figures.A mole of CaCl2, for example, contains exactly two moles of chloride and one moleof calcium. In the equality1000 mL = 1 Lboth numbers have an infinite number of significant figures.Recording a measurement to the correct number of significant figures is im-portant because it tells others about how precisely you made your measurement.For example, suppose you weigh an object on a balance capable of measuringmass to the nearest ±0.1 mg, but record its mass as 1.762 g instead of 1.7620 g.By failing to record the trailing zero, which is a significant figure, you suggest toothers that the mass was determined using a balance capable of weighing to onlythe nearest ±1 mg. Similarly, a buret with scale markings every 0.1 mL can beread to the nearest ±0.01 mL. The digit in the hundredth’s place is the least sig-nificant figure since we must estimate its value. Reporting a volume of 12.241mL implies that your buret’s scale is more precise than it actually is, with divi-sions every 0.01 mL.Significant figures are also important because they guide us in reporting the re-sult of an analysis. When using a measurement in a calculation, the result of thatcalculation can never be more certain than that measurement’s uncertainty. Simplyput, the result of an analysis can never be more certain than the least certain mea-surement included in the analysis.As a general rule, mathematical operations involving addition and subtractionare carried out to the last digit that is significant for all numbers included in the cal-culation. Thus, the sum of 135.621, 0.33, and 21.2163 is 157.17 since the last digitthat is significant for all three numbers is in the hundredth’s place.135.621 + 0.33 + 21.2163 = 157.1673 = 157.17When multiplying and dividing, the general rule is that the answer contains thesame number of significant figures as that number in the calculation having thefewest significant figures. Thus,It is important to remember, however, that these rules are generalizations.What is conserved is not the number of significant figures, but absolute uncertaintywhen adding or subtracting, and relative uncertainty when multiplying or dividing.For example, the following calculation reports the answer to the correct number ofsignificant figures, even though it violates the general rules outlined earlier.101991 02= .22 91 015216 3020 21361 0 214. ... .×= =14 Modern Analytical Chemistry1400-CH02 9/8/99 3:48 PM Page 14
- 32. Chapter 2 Basic Tools of Analytical Chemistry 15Since the relative uncertainty in both measurements is roughly 1% (101 ±1, 99 ±1),the relative uncertainty in the final answer also must be roughly 1%. Reporting theanswer to only two significant figures (1.0), as required by the general rules, impliesa relative uncertainty of 10%. The correct answer, with three significant figures,yields the expected relative uncertainty. Chapter 4 presents a more thorough treat-ment of uncertainty and its importance in reporting the results of an analysis.Finally, to avoid “round-off” errors in calculations, it is a good idea to retain atleast one extra significant figure throughout the calculation. This is the practiceadopted in this textbook. Better yet, invest in a good scientific calculator that allowsyou to perform lengthy calculations without recording intermediate values. Whenthe calculation is complete, the final answer can be rounded to the correct numberof significant figures using the following simple rules.1. Retain the least significant figure if it and the digits that follow are less thanhalfway to the next higher digit; thus, rounding 12.442 to the nearest tenthgives 12.4 since 0.442 is less than halfway between 0.400 and 0.500.2. Increase the least significant figure by 1 if it and the digits that follow are morethan halfway to the next higher digit; thus, rounding 12.476 to the nearest tenthgives 12.5 since 0.476 is more than halfway between 0.400 and 0.500.3. If the least significant figure and the digits that follow are exactly halfway to thenext higher digit, then round the least significant figure to the nearest evennumber; thus, rounding 12.450 to the nearest tenth gives 12.4, but rounding12.550 to the nearest tenth gives 12.6. Rounding in this manner prevents usfrom introducing a bias by always rounding up or down.2B Units for Expressing ConcentrationConcentration is a general measurement unit stating the amount of solute presentin a known amount of solution2.1Although the terms “solute” and “solution” are often associated with liquid sam-ples, they can be extended to gas-phase and solid-phase samples as well. The actualunits for reporting concentration depend on how the amounts of solute and solu-tion are measured. Table 2.4 lists the most common units of concentration.2B.1 Molarity and FormalityBoth molarity and formality express concentration as moles of solute per liter of solu-tion. There is, however, a subtle difference between molarity and formality. Molarityis the concentration of a particular chemical species in solution. Formality, on theother hand, is a substance’s total concentration in solution without regard to its spe-cific chemical form. There is no difference between a substance’s molarity and for-mality if it dissolves without dissociating into ions. The molar concentration of a so-lution of glucose, for example, is the same as its formality.For substances that ionize in solution, such as NaCl, molarity and formality aredifferent. For example, dissolving 0.1 mol of NaCl in 1 L of water gives a solutioncontaining 0.1 mol of Na+ and 0.1 mol of Cl–. The molarity of NaCl, therefore,is zero since there is essentially no undissociated NaCl in solution. The solution,Concentrationamount of soluteamount of solution=molarityThe number of moles of solute per literof solution (M).formalityThe number of moles of solute,regardless of chemical form, per liter ofsolution (F).concentrationAn expression stating the relativeamount of solute per unit volume orunit mass of solution.1400-CH02 9/8/99 3:48 PM Page 15
- 33. instead, is 0.1 M in Na+ and 0.1 M in Cl–. The formality of NaCl, however, is 0.1 Fbecause it represents the total amount of NaCl in solution. The rigorous definitionof molarity, for better or worse, is largely ignored in the current literature, as it is inthis text. When we state that a solution is 0.1 M NaCl we understand it to consist ofNa+ and Cl– ions. The unit of formality is used only when it provides a clearer de-scription of solution chemistry.Molar concentrations are used so frequently that a symbolic notation is oftenused to simplify its expression in equations and writing. The use of square bracketsaround a species indicates that we are referring to that species’ molar concentration.Thus, [Na+] is read as the “molar concentration of sodium ions.”2B.2 NormalityNormality is an older unit of concentration that, although once commonly used, isfrequently ignored in today’s laboratories. Normality is still used in some hand-books of analytical methods, and, for this reason, it is helpful to understand itsmeaning. For example, normality is the concentration unit used in Standard Meth-ods for the Examination of Water and Wastewater,1 a commonly used source of ana-lytical methods for environmental laboratories.Normality makes use of the chemical equivalent, which is the amount of onechemical species reacting stoichiometrically with another chemical species. Notethat this definition makes an equivalent, and thus normality, a function of thechemical reaction in which the species participates. Although a solution of H2SO4has a fixed molarity, its normality depends on how it reacts.16 Modern Analytical ChemistryTable 2.4 Common Units for ReportingConcentrationName Unitsa Symbolmolarity Mformality Fnormality Nmolality mweight % % w/wvolume % % v/vweight-to-volume % % w/vparts per million ppmparts per billion ppbaFW = formula weight; EW = equivalent weight.moles soluteliters solutionnumber F soluteliters solutionWsnumber E soluteliters solutionWsm solutek solventolesgg solutesolutiong100m solutesolutionLmL100g solutesolutionmL100g solutesolutiong106g soluteg solution109normalityThe number of equivalents of solute perliter of solution (N).1400-CH02 9/8/99 3:48 PM Page 16
- 34. The number of equivalents, n, is based on a reaction unit, which is that part ofa chemical species involved in a reaction. In a precipitation reaction, for example,the reaction unit is the charge of the cation or anion involved in the reaction; thusfor the reactionPb2+(aq) + 2I–(aq) tPbI2(s)n = 2 for Pb2+ and n = 1 for I–. In an acid–base reaction, the reaction unit is thenumber of H+ ions donated by an acid or accepted by a base. For the reaction be-tween sulfuric acid and ammoniaH2SO4(aq) + 2NH3(aq) t 2NH4+(aq) + SO42–(aq)we find that n = 2 for H2SO4 and n = 1 for NH3. For a complexation reaction, thereaction unit is the number of electron pairs that can be accepted by the metal ordonated by the ligand. In the reaction between Ag+ and NH3Ag+(aq) + 2NH3(aq) t Ag(NH3)2+(aq)the value of n for Ag+ is 2 and that for NH3 is 1. Finally, in an oxidation–reductionreaction the reaction unit is the number of electrons released by the reducing agentor accepted by the oxidizing agent; thus, for the reaction2Fe3+(aq) + Sn2+(aq) t Sn4+(aq) + 2Fe2+(aq)n = 1 for Fe3+ and n = 2 for Sn2+. Clearly, determining the number of equivalentsfor a chemical species requires an understanding of how it reacts.Normality is the number of equivalent weights (EW) per unit volume and,like formality, is independent of speciation. An equivalent weight is defined as theratio of a chemical species’ formula weight (FW) to the number of its equivalentsConsequently, the following simple relationship exists between normality andmolarity.N = n × MExample 2.1 illustrates the relationship among chemical reactivity, equivalentweight, and normality.EXAMPLE 2.1Calculate the equivalent weight and normality for a solution of 6.0 M H3PO4given the following reactions:(a) H3PO4(aq) + 3OH–(aq) t PO43–(aq) + 3H2O(l)(b) H3PO4(aq) + 2NH3(aq) t HPO42–(aq) + 2NH4+(aq)(c) H3PO4(aq) + F–(aq) t H2PO4–(aq) + HF(aq)SOLUTIONFor phosphoric acid, the number of equivalents is the number of H+ ionsdonated to the base. For the reactions in (a), (b), and (c) the number ofequivalents are 3, 2, and 1, respectively. Thus, the calculated equivalent weightsand normalities areEW =FWnChapter 2 Basic Tools of Analytical Chemistry 17equivalentThe moles of a species that can donateone reaction unit.equivalent weightThe mass of a compound containing oneequivalent (EW).formula weightThe mass of a compound containing onemole (FW).1400-CH02 9/8/99 3:48 PM Page 17
- 35. 18 Modern Analytical Chemistry2B.3 MolalityMolality is used in thermodynamic calculations where a temperature independentunit of concentration is needed. Molarity, formality and normality are based on thevolume of solution in which the solute is dissolved. Since density is a temperature de-pendent property a solution’s volume, and thus its molar, formal and normal concen-trations, will change as a function of its temperature. By using the solvent’s mass inplace of its volume, the resulting concentration becomes independent of temperature.2B.4 Weight, Volume, and Weight-to-Volume RatiosWeight percent (% w/w), volume percent (% v/v) and weight-to-volume percent(% w/v) express concentration as units of solute per 100 units of sample. A solution in whicha solute has a concentration of 23% w/v contains 23 g of solute per 100 mL of solution.Parts per million (ppm) and parts per billion (ppb) are mass ratios of grams ofsolute to one million or one billion grams of sample, respectively. For example, a steelthat is 450 ppm in Mn contains 450 µg of Mn for every gram of steel. If we approxi-mate the density of an aqueous solution as 1.00 g/mL, then solution concentrations canbe expressed in parts per million or parts per billion using the following relationships.For gases a part per million usually is a volume ratio. Thus, a helium concentrationof 6.3 ppm means that one liter of air contains 6.3 µL of He.2B.5 Converting Between Concentration UnitsThe units of concentration most frequently encountered in analytical chemistry aremolarity, weight percent, volume percent, weight-to-volume percent, parts per mil-lion, and parts per billion. By recognizing the general definition of concentrationgiven in equation 2.1, it is easy to convert between concentration units.EXAMPLE 2.2A concentrated solution of aqueous ammonia is 28.0% w/w NH3 and has adensity of 0.899 g/mL. What is the molar concentration of NH3 in this solution?SOLUTION28 01000 899 117 04100014 83 33. ...Lg NHg solutiong solutionm solutionmole NHg NHmLliterM× × × =ppm =mgliterppb =gliter==µµgmLngmL(a) EW =FW=97.9943= 32.665 N = M = 3 6.0 = 18 N(b) EW =FW=97.9942= 48.997 N = M = 2 6.0 = 12 N(c) EW = =97.9941= 97.994 N = M = 1 6.0 = 6.0 Nnnnnnn× ×× ×× ×FWmolalityThe number of moles of solute perkilogram of solvent (m).weight percentGrams of solute per 100 g of solution.(% w/w).volume percentMilliliters of solute per 100 mL ofsolution (% v/v).weight-to-volume percentGrams of solute per 100 mL of solution(% w/v).parts per millionMicrograms of solute per gram ofsolution; for aqueous solutions the unitsare often expressed as milligrams ofsolute per liter of solution (ppm).parts per billionNanograms of solute per gram ofsolution; for aqueous solutions the unitsare often expressed as micrograms ofsolute per liter of solution (ppb).1400-CH02 9/8/99 3:48 PM Page 18
- 36. Chapter 2 Basic Tools of Analytical Chemistry 19EXAMPLE 2.3The maximum allowed concentration of chloride in a municipal drinkingwater supply is 2.50 × 102 ppm Cl–. When the supply of water exceeds thislimit, it often has a distinctive salty taste. What is this concentration in molesCl–/liter?SOLUTION2B.6 p-FunctionsSometimes it is inconvenient to use the concentration units in Table 2.4. For exam-ple, during a reaction a reactant’s concentration may change by many orders of mag-nitude. If we are interested in viewing the progress of the reaction graphically, wemight wish to plot the reactant’s concentration as a function of time or as a functionof the volume of a reagent being added to the reaction. Such is the case in Figure 2.1,where the molar concentration of H+ is plotted (y-axis on left side of figure) as afunction of the volume of NaOH added to a solution of HCl. The initial [H+] is 0.10M, and its concentration after adding 75 mL of NaOH is 5.0 × 10–13 M. We can easilyfollow changes in the [H+] over the first 14 additions of NaOH. For the last ten addi-tions of NaOH, however, changes in the [H+] are too small to be seen.When working with concentrations that span many orders of magnitude, it isoften more convenient to express the concentration as a p-function. The p-func-tion of a number X is written as pX and is defined aspX = –log(X)Thus, the pH of a solution that is 0.10 M H+ ispH = –log[H+] = –log(0.10) = 1.00and the pH of 5.0 × 10–13 M H+ ispH = –log[H+] = –log(5.0 × 10–13) = 12.30Figure 2.1 shows how plotting pH in place of [H+] provides more detail about howthe concentration of H+ changes following the addition of NaOH.EXAMPLE 2.4What is pNa for a solution of 1.76 × 10–3 M Na3PO4?SOLUTIONSince each mole of Na3PO4 contains three moles of Na+, the concentration ofNa+ isand pNa ispNa = –log[Na+] = –log(5.28 × 10–3) = 2.277[ ] . .– –Namol Namol Na POM M++= × × = ×31 76 10 5 28 103 43 32 50 10 11135 4537 05 1023...– –––×× × = ×000 gmg ClLgmmole Clg ClMp-functionA function of the form pX, wherepX = -log(X).1400-CH02 9/8/99 3:48 PM Page 19
- 37. 20 Modern Analytical Chemistry0.120.100.080.060.040.020.00[H+](M)Volume NaOH (mL)0 20 40 60[H+]pH80pH14121086420Figure 2.1Graph of [H+] versus volume of NaOH andpH versus volume of NaOH for the reactionof 0.10 M HCl with 0.10 M NaOH.EXAMPLE 2.5What is the [H+] in a solution that has a pH of 5.16?SOLUTIONThe concentration of H+ ispH = –log[H+] = 5.16log[H+] = –5.16[H+] = antilog(–5.16) = 10–5.16 = 6.9 × 10–6 M2C Stoichiometric CalculationsA balanced chemical reaction indicates the quantitative relationships between themoles of reactants and products. These stoichiometric relationships provide thebasis for many analytical calculations. Consider, for example, the problem of deter-mining the amount of oxalic acid, H2C2O4, in rhubarb. One method for this analy-sis uses the following reaction in which we oxidize oxalic acid to CO2.2Fe3+(aq) + H2C2O4(aq) + 2H2O(l) → 2Fe2+(aq) + 2CO2(g) + 2H3O+(aq) 2.2The balanced chemical reaction provides the stoichiometric relationship betweenthe moles of Fe3+ used and the moles of oxalic acid in the sample being analyzed—specifically, one mole of oxalic acid reacts with two moles of Fe3+. As shown in Ex-ample 2.6, the balanced chemical reaction can be used to determine the amount ofoxalic acid in a sample, provided that information about the number of moles ofFe3+ is known.1400-CH02 9/8/99 3:48 PM Page 20
- 38. Chapter 2 Basic Tools of Analytical Chemistry 21EXAMPLE 2.6The amount of oxalic acid in a sample of rhubarb was determined by reactingwith Fe3+ as outlined in reaction 2.2. In a typical analysis, the oxalic acid in10.62 g of rhubarb was extracted with a suitable solvent. The completeoxidation of the oxalic acid to CO2 required 36.44 mL of 0.0130 M Fe3+. Whatis the weight percent of oxalic acid in the sample of rhubarb?SOLUTIONWe begin by calculating the moles of Fe3+ used in the reactionThe moles of oxalic acid reacting with the Fe3+, therefore, isConverting moles of oxalic acid to grams of oxalic acidand converting to weight percent gives the concentration of oxalic acid in thesample of rhubarb asIn the analysis described in Example 2.6 oxalic acid already was present in thedesired form. In many analytical methods the compound to be determined must beconverted to another form prior to analysis. For example, one method for the quan-titative analysis of tetraethylthiuram disulfide (C10H20N2S4), the active ingredient inthe drug Antabuse (disulfiram), requires oxidizing the S to SO2, bubbling the SO2through H2O2 to produce H2SO4, followed by an acid–base titration of the H2SO4with NaOH. Although we can write and balance chemical reactions for each of thesesteps, it often is easier to apply the principle of the conservation of reaction units.A reaction unit is that part of a chemical species involved in a reaction. Con-sider, for example, the general unbalanced chemical reactionA + B → ProductsConservation of reaction units requires that the number of reaction units associatedwith the reactant A equal the number of reaction units associated with the reactantB. Translating the previous statement into mathematical form givesNumber of reaction units per A × moles A= number of reaction units per B × moles B2.3If we know the moles of A and the number of reaction units associated with A andB, then we can calculate the moles of B. Note that a conservation of reaction units,as defined by equation 2.3, can only be applied between two species. There are fiveimportant principles involving a conservation of reaction units: mass, charge, pro-tons, electron pairs, and electrons.2.132 10 g CC–222×× =H Og rhubarbw w H O2 42 410 62100 0 201.. % /2 10 mol C90.03 g Cmol C= 2.132 10 oxalic acid–4222–2.369 2 42 42 4× × ×H OH OH Og4.737 10 mol Fe1 mol Cmol Fe= 2.369 10 mol C–4 3+ 23+–42× × ×H OH O2 42 420 01300 03644..mol FeLL = 4.737 10 Fe3+–4 3+× × mol1400-CH02 9/8/99 3:48 PM Page 21
- 39. 22 Modern Analytical Chemistry2C.1 Conservation of MassThe easiest principle to appreciate is conservation of mass. Except for nuclear reac-tions, an element’s total mass at the end of a reaction must be the same as that pres-ent at the beginning of the reaction; thus, an element serves as the most fundamen-tal reaction unit. Consider, for example, the combustion of butane to produce CO2and H2O, for which the unbalanced reaction isC4H10(g) + O2(g) → CO2(g) + H2O(g)All the carbon in CO2 comes from the butane, thus we can select carbon as a reac-tion unit. Since there are four carbon atoms in butane, and one carbon atom inCO2, we write4 × moles C4H10 = 1 × moles CO2Hydrogen also can be selected as a reaction unit since all the hydrogen in butaneends up in the H2O produced during combustion. Thus, we can write10 × moles C4H10 = 2 × moles H2OAlthough the mass of oxygen is conserved during the reaction, we cannot applyequation 2.3 because the O2 used during combustion does not end up in a singleproduct.Conservation of mass also can, with care, be applied to groups of atoms. Forexample, the ammonium ion, NH4+, can be precipitated as Fe(NH4)2(SO4)2 ⋅ 6H2O.Selecting NH4+ as the reaction unit gives2 × moles Fe(NH4)2(SO4)2 · 6H2O = 1 × moles NH4+2C.2 Conservation of ChargeThe stoichiometry between two reactants in a precipitation reaction is governed bya conservation of charge, requiring that the total cation charge and the total anioncharge in the precipitate be equal. The reaction units in a precipitation reaction,therefore, are the absolute values of the charges on the cation and anion that makeup the precipitate. Applying equation 2.3 to a precipitate of Ca3(PO4)2 formed fromthe reaction of Ca2+ and PO43–, we write2 × moles Ca2+ = 3 × moles PO43–2C.3 Conservation of ProtonsIn an acid–base reaction, the reaction unit is the proton. For an acid, the num-ber of reaction units is given by the number of protons that can be donatedto the base; and for a base, the number of reaction units is the number ofprotons that the base can accept from the acid. In the reaction between H3PO4and NaOH, for example, the weak acid H3PO4 can donate all three of its pro-tons to NaOH, whereas the strong base NaOH can accept one proton. Thus,we write3 × moles H3PO4 = 1 × moles NaOHCare must be exercised in determining the number of reaction units associ-ated with the acid and base. The number of reaction units for an acid, for in-stance, depends not on how many acidic protons are present, but on how many1400-CH02 9/8/99 3:48 PM Page 22
- 40. Chapter 2 Basic Tools of Analytical Chemistry 23of the protons are capable of reacting with the chosen base. In the reaction be-tween H3PO4 and NH3H3PO4(aq) + 2NH3(aq) t HPO4–(aq) + 2NH4+(aq)a conservation of protons requires that2 × moles H3PO4 = moles of NH32C.4 Conservation of Electron PairsIn a complexation reaction, the reaction unit is an electron pair. For the metal, thenumber of reaction units is the number of coordination sites available for bindingligands. For the ligand, the number of reaction units is equivalent to the number ofelectron pairs that can be donated to the metal. One of the most important analyti-cal complexation reactions is that between the ligand ethylenediaminetetracetic acid(EDTA), which can donate 6 electron pairs and 6 coordinate metal ions, such asCu2+; thus6 × mole Cu2+ = 6 × moles EDTA2C.5 Conservation of ElectronsIn a redox reaction, the reaction unit is an electron transferred from a reducingagent to an oxidizing agent. The number of reaction units for a reducing agent isequal to the number of electrons released during its oxidation. For an oxidizingagent, the number of reaction units is given by the number of electrons needed tocause its reduction. In the reaction between Fe3+ and oxalic acid (reaction 2.2), forexample, Fe3+ undergoes a 1-electron reduction. Each carbon atom in oxalic acid isinitially present in a +3 oxidation state, whereas the carbon atom in CO2 is in a +4oxidation state. Thus, we can write1 × moles Fe3+ = 2 × moles of H2C2O4Note that the moles of oxalic acid are multiplied by 2 since there are two carbonatoms, each of which undergoes a 1-electron oxidation.2C.6 Using Conservation Principles in Stoichiometry ProblemsAs shown in the following examples, the application of conservation principles sim-plifies stoichiometric calculations.EXAMPLE 2.7Rework Example 2.6 using conservation principles.SOLUTIONConservation of electrons for this redox reaction requires thatmoles Fe3+ = 2 × moles H2C2O4which can be transformed by writing moles as the product of molarity andvolume or as grams per formula weight.Mg C OFW C OFe Fe3 32 2 42 4+ +× =×VHH221400-CH02 9/8/99 3:48 PM Page 23
- 41. 24 Modern Analytical ChemistrySolving for g H2C2O4 givesand the weight percent oxalic acid isEXAMPLE 2.8One quantitative analytical method for tetraethylthiuram disulfide, C10H20N2S4(Antabuse), requires oxidizing the sulfur to SO2, and bubbling the resultingSO2 through H2O2 to produce H2SO4. The H2SO4 is then reacted with NaOHaccording to the reactionH2SO4(aq) + 2NaOH(aq) → Na2SO4(aq) + 2H2O(l)Using appropriate conservation principles, derive an equation relating themoles of C10H20N2S4 to the moles of NaOH. What is the weight percentC10H20N2S4 in a sample of Antabuse if the H2SO4 produced from a 0.4613-gportion reacts with 34.85 mL of 0.02500 M NaOH?SOLUTIONThe unbalanced reactions converting C10H20N2S4 to H2SO4 areC10H20N2S4 → SO2SO2 → H2SO4Using a conservation of mass we have4 × moles C10H20N2S4 = moles SO2 = moles H2SO4A conservation of protons for the reaction of H2SO4 with NaOH gives2 × moles H2SO4 = moles of NaOHCombining the two conservation equations gives the following stoichiometricequation between C10H20N2S4 and NaOH8 × moles C10H20N2S4 = moles NaOHNow we are ready to finish the problem. Making appropriate substitutions formoles of C10H20N2S4 and moles of NaOH givesSolving for g C10H20N2S4 gives180 02500 20 2 4( . M)(0.03485 L)(296.54 g/mol) = 0.032295 g C10H N Sg C W C10 10H N S M F H N SNaOH NaOH20 2 4 20 2 418= × × ×V8 20 2 420 2 4×= ×g CW C1010H N SF H N SMNaOH NaOHV2 132 1010 62100 0 20122 42 4... % /–×× =g CC22H Og rhubarbw w H OM FW C OC OFe Fe3 3 2 422 420 013022 132 10+ +× ×== ×V H M)(0.03644 L)(90.03 g/mole)g H22( .. –1400-CH02 9/8/99 3:48 PM Page 24
- 42. Chapter 2 Basic Tools of Analytical Chemistry 25The weight percent C10H20N2S4 in the sample, therefore, is2D Basic Equipment and InstrumentationMeasurements are made using appropriate equipment or instruments. The array ofequipment and instrumentation used in analytical chemistry is impressive, rangingfrom the simple and inexpensive, to the complex and costly. With two exceptions,we will postpone the discussion of equipment and instrumentation to those chap-ters where they are used. The instrumentation used to measure mass and much ofthe equipment used to measure volume are important to all analytical techniquesand are therefore discussed in this section.2D.1 Instrumentation for Measuring MassAn object’s mass is measured using a balance. The most common type of balanceis an electronic balance in which the balance pan is placed over an electromagnet(Figure 2.2). The sample to be weighed is placed on the sample pan, displacing thepan downward by a force equal to the product of the sample’s mass and the acceler-ation due to gravity. The balance detects this downward movement and generates acounterbalancing force using an electromagnet. The current needed to produce thisforce is proportional to the object’s mass. A typical electronic balance has a capacityof 100–200 g and can measure mass to the nearest ±0.01 to ±1 mg.Another type of balance is the single-pan, unequal arm balance (Figure 2.3). Inthis mechanical balance the balance pan and a set of removable standard weights onone side of a beam are balanced against a fixed counterweight on the beam’s otherside. The beam itself is balanced on a fulcrum consisting of a sharp knife edge. Addinga sample to the balance pan tilts the beam away from its balance point. Selected stan-dard weights are then removed until the beam is brought back into balance. The com-bined mass of the removed weights equals the sample’s mass. The capacities and mea-surement limits of these balances are comparable to an electronic balance.0 322950100 7 00120 2 420 2 4.. %g C.4613 samplew/w C1010H N SgH N S× =Detector Light sourceNS SBalancepanElectromagneticservomotorControlcircuitryFigure 2.2(a) Photo of a typical electronic balance.(b) Schematic diagram of electronic balance;adding a sample moves the balance pandown, allowing more light to reach thedetector. The control circuitry directs theelectromagnetic servomotor to generate anopposing force, raising the sample up untilthe original intensity of light at the detectoris restored.Photo courtesy of Fisher Scientific.(a) (b)balanceAn apparatus used to measure mass.1400-CH02 9/8/99 3:48 PM Page 25
- 43. The mass of a sample is determined by difference. If the material being weighedis not moisture-sensitive, a clean and dry container is placed on the balance. Themass of this container is called the tare. Most balances allow the tare to be automat-ically adjusted to read a mass of zero. The sample is then transferred to the con-tainer, the new mass is measured and the sample’s mass determined by subtractingthe tare. Samples that absorb moisture from the air are weighed differently. Thesample is placed in a covered weighing bottle and their combined mass is deter-mined. A portion of the sample is removed, and the weighing bottle and remainingsample are reweighed. The difference between the two masses gives the mass of thetransferred sample.Several important precautions help to minimize errors in measuring an object’smass. Balances should be placed on heavy surfaces to minimize the effect of vibra-tions in the surrounding environment and should be maintained in a level position.Analytical balances are sensitive enough that they can measure the mass of a finger-print. For this reason, materials placed on a balance should normally be handledusing tongs or laboratory tissues. Volatile liquid samples should be weighed in acovered container to avoid the loss of sample by evaporation. Air currents can sig-nificantly affect a sample’s mass. To avoid air currents, the balance’s glass doorsshould be closed, or the balance’s wind shield should be in place. A sample that iscooler or warmer than the surrounding air will create convective air currents thatadversely affect the measurement of its mass. Finally, samples dried in an ovenshould be stored in a desiccator to prevent them from reabsorbing moisture fromthe atmosphere.2D.2 Equipment for Measuring VolumeAnalytical chemists use a variety of glassware to measure volume, several examplesof which are shown in Figure 2.4. The type of glassware used depends on how exactthe volume needs to be. Beakers, dropping pipets, and graduated cylinders are usedto measure volumes approximately, typically with errors of several percent.Pipets and volumetric flasks provide a more accurate means for measuring vol-ume. When filled to its calibration mark, a volumetric flask is designed to contain aspecified volume of solution at a stated temperature, usually 20 °C. The actual vol-26 Modern Analytical ChemistryFulcrumBalance beamFulcrumRemovable weightsBalance panCounterweightFigure 2.3Schematic diagram of single-arm mechanicalbalance.volumetric flaskGlassware designed to contain a specificvolume of solution when filled to itscalibration mark.1400-CH02 9/8/99 3:48 PM Page 26
- 44. ume contained by the volumetric flask is usually within 0.03–0.2% of the statedvalue. Volumetric flasks containing less than 100 mL generally measure volumes tothe hundredth of a milliliter, whereas larger volumetric flasks measure volumes tothe tenth of a milliliter. For example, a 10-mL volumetric flask contains 10.00 mL,but a 250-mL volumetric flask holds 250.0 mL (this is important when keepingtrack of significant figures).Because a volumetric flask contains a solution, it is useful in preparing solu-tions with exact concentrations. The reagent is transferred to the volumetric flask,and enough solvent is added to dissolve the reagent. After the reagent is dissolved,additional solvent is added in several portions, mixing the solution after each addi-tion. The final adjustment of volume to the flask’s calibration mark is made using adropping pipet. To complete the mixing process, the volumetric flask should be in-verted at least ten times.A pipet is used to deliver a specified volume of solution. Several differentstyles of pipets are available (Figure 2.5). Transfer pipets provide the most accuratemeans for delivering a known volume of solution; their volume error is similar tothat from an equivalent volumetric flask. A 250-mL transfer pipet, for instance,will deliver 250.0 mL. To fill a transfer pipet, suction from a rubber bulb is used topull the liquid up past the calibration mark (never use your mouth to suck a solu-tion into a pipet). After replacing the bulb with your finger, the liquid’s level is ad-justed to the calibration mark, and the outside of the pipet is wiped dry. Thepipet’s contents are allowed to drain into the receiving container with the tip of thepipet touching the container walls. A small portion of the liquid remains in thepipet’s tip and should not be blown out. Measuring pipets are used to deliver vari-able volumes, but with less accuracy than transfer pipets. With some measuringChapter 2 Basic Tools of Analytical Chemistry 27Figure 2.4Common examples of glasswareused to measure volume:(a) beaker; (b) graduated cylinder;(c) volumetric flask; (d) pipet;(e) dropping pipet.Photos courtesy of Fisher Scientific. (b) (c)(d) (e)(a)pipetGlassware designed to deliver a specificvolume of solution when filled to itscalibration mark.1400-CH02 9/8/99 3:48 PM Page 27
- 45. pipets, delivery of the calibrated volume requires that any solution remaining inthe tip be blown out. Digital pipets and syringes can be used to deliver volumes assmall as a microliter.Three important precautions are needed when working with pipets andvolumetric flasks. First, the volume delivered by a pipet or contained by a volu-metric flask assumes that the glassware is clean. Dirt and grease on the innerglass surface prevents liquids from draining evenly, leaving droplets of the liquidon the container’s walls. For a pipet this means that the delivered volume isless than the calibrated volume, whereas drops of liquid above the calibrationmark mean that a volumetric flask contains more than its calibrated volume.Commercially available cleaning solutions can be used to clean pipets and volu-metric flasks.28 Modern Analytical Chemistry(a) (b)(c) (d)Figure 2.5Common types of pipets and syringes: (a) transfer pipet; (b) measuring pipet;(c) digital pipet; (d) syringe.Photos courtesy of Fisher Scientific.MeniscusCalibrationmarkFigure 2.6Proper means of reading the meniscus on avolumetric flask or pipet.1400-CH02 9/8/99 3:48 PM Page 28
- 46. Chapter 2 Basic Tools of Analytical Chemistry 29Figure 2.7Conventional laboratory oven used fordrying materials.Figure 2.8Example of a muffle furnace used forheating samples to maximum temperaturesof 1100–1700 °C.Courtesy of Fisher Scientific.(a) (b)Second, when filling a pipet or volumetric flask, set the liquid’s level exactlyat the calibration mark. The liquid’s top surface is curved into a meniscus, thebottom of which should be exactly even with the glassware’s calibration mark(Figure 2.6). The meniscus should be adjusted with the calibration mark at eyelevel to avoid parallax errors. If your eye level is above the calibration mark thepipet or volumetric flask will be overfilled. The pipet or volumetric flask will beunderfilled if your eye level is below the calibration mark.Finally, before using a pipet or volumetric flask you should rinse it with severalsmall portions of the solution whose volume is being measured. This ensures thatany residual liquid remaining in the pipet or volumetric flask is removed.2D.3 Equipment for Drying SamplesMany materials need to be dried prior to their analysis to remove residual moisture.Depending on the material, heating to a temperature of 110–140 °C is usually suffi-cient. Other materials need to be heated to much higher temperatures to initiatethermal decomposition. Both processes can be accomplished using a laboratoryoven capable of providing the required temperature.Commercial laboratory ovens (Figure 2.7) are used when the maximum de-sired temperature is 160–325 °C (depending on the model). Some ovens include theability to circulate heated air, allowing for a more efficient removal of moisture andshorter drying times. Other ovens provide a tight seal for the door, allowing theoven to be evacuated. In some situations a conventional laboratory oven can be re-placed with a microwave oven. Higher temperatures, up to 1700° C, can be achievedusing a muffle furnace (Figure 2.8).After drying or decomposing a sample, it should be cooled to room tempera-ture in a desiccator to avoid the readsorption of moisture. A desiccator (Figure 2.9)is a closed container that isolates the sample from the atmosphere. A drying agent,called a desiccant, is placed in the bottom of the container. Typical desiccants in-clude calcium chloride and silica gel. A perforated plate sits above the desiccant,providing a shelf for storing samples. Some desiccators are equipped with stopcocksthat allow them to be evacuated.Figure 2.9(a) Desiccator. (b) Desiccator with stopcock for evacuating the desiccator.Photos courtesy of Fisher Scientific.meniscusThe curved surface of a liquid containedin a tube.desiccatorA closed container containing adesiccant; used to store samples in amoisture-free environment.desiccantA drying agent.1400-CH02 9/8/99 3:48 PM Page 29
- 47. 30 Modern Analytical Chemistry2E Preparing SolutionsPreparing a solution of known concentration is perhaps the most common activityin any analytical lab. The method for measuring out the solute and solvent dependon the desired concentration units, and how exact the solution’s concentrationneeds to be known. Pipets and volumetric flasks are used when a solution’s concen-tration must be exact; graduated cylinders, beakers, and reagent bottles suffice whenconcentrations need only be approximate. Two methods for preparing solutions aredescribed in this section.2E.1 Preparing Stock SolutionsA stock solution is prepared by weighing out an appropriate portion of a pure solidor by measuring out an appropriate volume of a pure liquid and diluting to aknown volume. Exactly how this is done depends on the required concentrationunits. For example, to prepare a solution with a desired molarity you would weighout an appropriate mass of the reagent, dissolve it in a portion of solvent, and bringto the desired volume. To prepare a solution where the solute’s concentration isgiven as a volume percent, you would measure out an appropriate volume of soluteand add sufficient solvent to obtain the desired total volume.EXAMPLE 2.9Describe how you would prepare the following three solutions: (a) 500 mL ofapproximately 0.20 M NaOH using solid NaOH; (b) 1 L of 150.0 ppm Cu2+using Cu metal; and (c) 2 L of 4% v/v acetic acid using concentrated glacialacetic acid.SOLUTION(a) Since the concentration only needs to be known to two significant figures,the mass of NaOH and volume of solution do not need to be measuredexactly. The desired mass of NaOH isTo prepare the solution we place 4.0 g of NaOH, weighed to the nearest tenthof a gram, in a bottle or beaker and add approximately 500 mL of water.(b) Since the concentration of Cu2+ needs to be exact, the mass of Cu metaland the final solution volume must be measured exactly. The desired massof Cu metal isTo prepare the solution we measure out exactly 0.1500 g of Cu into a smallbeaker. To dissolve the Cu we add a small portion of concentrated HNO3and gently heat until it completely dissolves. The resulting solution ispoured into a 1-L volumetric flask. The beaker is rinsed repeatedly withsmall portions of water, which are added to the volumetric flask. Thisprocess, which is called a quantitative transfer, ensures that the Cu2+ iscompletely transferred to the volumetric flask. Finally, additional water isadded to the volumetric flask’s calibration mark.11 00050.0 mgLL = 150.0 mg = 0.1500 g× .0 20 40 00 50. ..molLgmolL = 4.0 g× ×stock solutionA solution of known concentration fromwhich other solutions are prepared.quantitative transferThe process of moving a sample fromone container to another in a mannerthat ensures all material is transferred.1400-CH02 9/8/99 3:48 PM Page 30
- 48. Chapter 2 Basic Tools of Analytical Chemistry 31(c) The concentration of this solution is only approximate, so volumes do notneed to be measured exactly. The necessary volume of glacial acetic acid isTo prepare the solution we use a graduated cylinder to transfer 80 mL ofglacial acetic acid to a container that holds approximately 2 L, and we thenadd sufficient water to bring the solution to the desired volume.2E.2 Preparing Solutions by DilutionSolutions with small concentrations are often prepared by diluting a more concen-trated stock solution. A known volume of the stock solution is transferred to a newcontainer and brought to a new volume. Since the total amount of solute is thesame before and after dilution, we know thatCo × Vo = Cd × Vd 2.4where Co is the concentration of the stock solution, Vo is the volume of the stocksolution being diluted, Cd is the concentration of the dilute solution, and Vd is thevolume of the dilute solution. Again, the type of glassware used to measure Vo andVd depends on how exact the solution’s concentration must be known.EXAMPLE 2.10A laboratory procedure calls for 250 mL of an approximately 0.10 M solutionof NH3. Describe how you would prepare this solution using a stock solution ofconcentrated NH3 (14.8 M).SOLUTIONSubstituting known volumes in equation 2.414.8 M × Vo = 0.10 M × 0.25 Land solving for Vo gives 1.69 × 10–3 L, or 1.7 mL. Since we are trying to make asolution that is approximately 0.10 M NH3, we can measure the appropriateamount of concentrated NH3 using a graduated cylinder, transfer the NH3 to abeaker, and add sufficient water to bring the total solution volume toapproximately 250 mL.As shown in the following example, equation 2.4 also can be used to calculate asolution’s original concentration using its known concentration after dilution.EXAMPLE 2.11A sample of an ore was analyzed for Cu2+ as follows. A 1.25-g sample of the orewas dissolved in acid and diluted to volume in a 250-mL volumetric flask. A20-mL portion of the resulting solution was transferred by pipet to a 50-mLvolumetric flask and diluted to volume. An analysis showed that theconcentration of Cu2+ in the final solution was 4.62 ppm. What is the weightpercent of Cu in the original ore?42000mL CH100 mLmL = 80 mL CH COOH33COOH×dilutionThe process of preparing a lessconcentrated solution from a moreconcentrated solution.1400-CH02 9/8/99 3:48 PM Page 31
- 49. 32 Modern Analytical ChemistrySOLUTIONSubstituting known volumes (with significant figures appropriate for pipetsand volumetric flasks) into equation 2.4(ppm Cu2+)o × 20.00 mL = 4.62 ppm × 50.00 mLand solving for (ppm Cu2+)o gives the original solution concentration as 11.55ppm. To calculate the grams of Cu2+ we multiply this concentration by the totalvolumeThe weight percent Cu is then given by2F The Laboratory NotebookFinally, we cannot end a chapter on the basic tools of analytical chemistry withoutmentioning the laboratory notebook. Your laboratory notebook is your most im-portant tool when working in the lab, providing a complete record of all your work.If kept properly, you should be able to look back at your laboratory notebook sev-eral years from now and reconstruct the experiments on which you worked.Your instructor will probably provide you with detailed instructions on how heor she wants you to maintain your notebook. Of course, you should expect to bringyour notebook to the lab. Everything you do, measure, or observe while working inthe lab should be recorded in your notebook as it takes place. Preparing data tablesto organize your data will help ensure that you record the data you need and thatyou can find the data when it is time to calculate and analyze your results. Writing anarrative to accompany your data will help you remember what you did, why youdid it, and why you thought it was significant. Reserve space for your calculations,for analyzing your data, and for interpreting your results. Take your notebook withyou when you do research in the library.Maintaining a laboratory notebook may seem like a great deal of effort, but ifyou do it well you have a permanent record of your work. Scientists working in aca-demic, industrial, and governmental research labs rely on their notebooks to pro-vide a written record of their work. Questions about research carried out at sometime in the past can be answered by finding the appropriate pages in the laboratorynotebook. A laboratory notebook is also a legal document that helps establishpatent rights and proof of discovery.2.888 10 g Cu1.25 g sampleCu–3 2+×× =100 0 231. % /w w11 55250 0..CumLmL1 g10= 2.888 10 g Cu2+6–3 2+µµgg× × ×2G KEY TERMSbalance (p. 25)concentration (p. 15)desiccant (p. 29)desiccator (p. 29)dilution (p. 31)equivalent (p. 17)equivalent weight (p. 17)formality (p. 15)formula weight (p. 17)meniscus (p. 29)molality (p. 18)molarity (p. 15)1400-CH02 9/8/99 3:48 PM Page 32
- 50. Chapter 2 Basic Tools of Analytical Chemistry 33normality (p. 16)parts per billion (p. 18)parts per million (p. 18)p-function (p. 19)pipet (p. 27)quantitative transfer (p. 30)scientific notation (p. 12)significant figures (p. 13)SI units (p. 12)stock solution (p. 30)volume percent (p. 18)volumetric flask (p. 26)weight percent (p. 18)weight-to-volume percent (p. 18)There are a few basic numerical and experimental tools withwhich you must be familiar. Fundamental measurements in ana-lytical chemistry, such as mass and volume, use base SI units, suchas the kilogram (kg) and the liter (L). Other units, such as power,are defined in terms of these base units. When reporting measure-ments, we must be careful to include only those digits that are sig-nificant and to maintain the uncertainty implied by these signifi-cant figures when transforming measurements into results.The relative amount of a constituent in a sample is expressed asits concentration. There are many ways to express concentration,the most common of which are molarity, weight percent, volumepercent, weight-to-volume percent, parts per million, and parts perbillion. Concentrations also can be expressed using p-functions.Stoichiometric relationships and calculations are important inmany quantitative analyses. The stoichiometry between the reac-tants and products of a chemical reaction is given by the coeffi-cients of a balanced chemical reaction. When it is inconvenient tobalance reactions, conservation principles can be used to establishthe stoichiometric relationships.Balances, volumetric flasks, pipets, and ovens are standardpieces of laboratory instrumentation and equipment that areroutinely used in almost all analytical work. You should be fa-miliar with the proper use of this equipment. You also shouldbe familiar with how to prepare a stock solution of known con-centration, and how to prepare a dilute solution from a stocksolution.2H SUMMARY1. Indicate how many significant figures are in each of thefollowing numbers.a. 903 b. 0.903 c. 1.0903d. 0.0903 e. 0.09030 f. 9.03 × 1022. Round each of the following to three significant figures.a. 0.89377 b. 0.89328 c. 0.89350d. 0.8997 e. 0.089073. Round each of the following to the stated number ofsignificant figures.a. The atomic weight of carbon to four significant figuresb. The atomic weight of oxygen to three significant figuresc. Avogadro’s number to four significant figuresd. Faraday’s constant to three significant figures4. Report results for the following calculations to the correctnumber of significant figures.a. 4.591 + 0.2309 + 67.1 =b. 313 – 273.15 =c. 712 × 8.6 =d. 1.43/0.026 =e. (8.314 × 298)/96485 =f. log(6.53 × 10–5) =g. 10–7.14 =h. (6.51 × 10–5) (8.14 × 10–9) =5. A 12.1374-g sample of an ore containing Ni and Co wascarried through Fresenius’ analytical scheme shown in Figure1.1. At point A the combined mass of Ni and Co was found tobe 0.2306 g, and at point B the mass of Co was found to be0.0813 g. Report the weight percent Ni in the ore to thecorrect number of significant figures.6. Hillebrand and Lundell’s analytical scheme (see Figure 1.2)for the analysis of Ni in ores involves precipitating Ni2+ usingdimethylgloxime. The formula for the precipitate isNi(C4H7N2O2)2. Calculate the precipitate’s formula weight tothe correct number of significant figures.7. An analyst wishes to add 256 mg of Cl– to a reaction mixture.How many milliliters of 0.217 M BaCl2 should be added?8. A solution of 0.10 M SO42– is available. What is the normalityof this solution when used in the following reactions?a. Pb2+(aq) + SO42–(aq) t PbSO4(s)b. HCl(aq) + SO42–(aq) t HSO4–(aq) + Cl–(aq)c. SO42– + 4H3O+(aq) + 2e– t H2SO3(aq) + 5H2O(l)9. The concentration of lead in an industrial waste stream is 0.28ppm. What is its molar concentration?10. Commercially available concentrated hydrochloric acid is37.0% w/w HCl. Its density is 1.18 g/mL. Using thisinformation calculate (a) the molarity of concentrated HCl,and (b) the mass and volume (in milliliters) of solutioncontaining 0.315 mol of HCl.11. The density of concentrated ammonia, which is 28.0% w/w NH3,is 0.899 g/mL. What volume of this reagent should be dilutedto 1.0 × 103 mL to make a solution that is 0.036 M in NH3?2I PROBLEMS1400-CH02 9/8/99 3:49 PM Page 33
- 51. 34 Modern Analytical Chemistry12. A 250.0-mL aqueous solution contains 45.1 µg of a pesticide.Express the pesticide’s concentration in weight percent, partsper million, and parts per billion.13. A city’s water supply is fluoridated by adding NaF. Thedesired concentration of F– is 1.6 ppm. How many milligramsof NaF should be added per gallon of treated water if thewater supply already is 0.2 ppm in F–?14. What is the pH of a solution for which the concentration ofH+ is 6.92 × 10–6 M? What is the [H+] in a solution whose pHis 8.923?15. Using conservation principles, write stoichiometricrelationships for the followinga. The precipitation of Mg2+ as Mg2P2O7b. The acid–base reaction between CaCO3 and HCl in whichH2CO3 is formedc. The reaction between AgCl and NH3 to form Ag(NH3)2+d. The redox reaction between Cr2O72– and Fe2+ to form Cr3+and Fe3+16. Calculate the molarity of a potassium dichromate solutionprepared by placing 9.67 g of K2Cr2O7 in a 100-mLvolumetric flask, dissolving, and diluting to the calibrationmark.17. For each of the following, explain how you would prepare 1.0L of a solution that is 0.10 M in K+. Repeat for concentrationsof 1.0 × 102 ppm K+ and 1.0% w/v K+.a. KCl b. K2SO4 c. K3Fe(CN)618. A series of dilute NaCl solutions is prepared, starting with aninitial stock solution of 0.100 M NaCl. Solution A is preparedby pipeting 10 mL of the stock solution into a 250-mLvolumetric flask and diluting to volume. Solution B isprepared by pipeting 25 mL of solution A into a 100-mLvolumetric flask and diluting to volume. Solution C isprepared by pipeting 20 mL of solution B into a 500-mLvolumetric flask and diluting to volume. What is the molarconcentration of NaCl in solutions A, B, and C?19. Calculate the molar concentration of NaCl, to the correctnumber of significant figures, if 1.917 g of NaCl is placed in abeaker and dissolved in 50 mL of water measured with agraduated cylinder. This solution is quantitatively transferredto a 250-mL volumetric flask and diluted to volume. Calculatethe concentration of this second solution to the correctnumber of significant figures.20. What is the molar concentration of NO3– in a solutionprepared by mixing 50.0 mL of 0.050 M KNO3 with 40.0 mLof 0.075 M NaNO3? What is pNO3 for the mixture?21. What is the molar concentration of Cl– in a solution preparedby mixing 25.0 mL of 0.025 M NaCl with 35.0 mL of 0.050 MBaCl2? What is pCl for the mixture?22. To determine the concentration of ethanol in cognac a 5.00-mLsample of cognac is diluted to 0.500 L. Analysis of the dilutedcognac gives an ethanol concentration of 0.0844 M. What is themolar concentration of ethanol in the undiluted cognac?Two useful articles providing additional information on topicscovered in this chapter areMacCarthy, P. “A Novel Classification of Concentration Units,”J. Chem. Educ. 1983, 60, 187–189.Schwartz, L. M. “Propagation of Significant Figures,” J. Chem.Educ. 1985, 62, 693–697.A useful resource for information on maintaining a usefullaboratory notebook isKanare, H. M. Writing the Laboratory Notebook, AmericanChemical Society: Washington, DC; 1985.2J SUGGESTED READINGS1. American Public Health Association. Standard Methods for theAnalysis of Waters and Wastewaters, 19th ed., Washington, DC. 1995.2K REFERENCES1400-CH02 9/8/99 3:49 PM Page 34
- 52. CChhaapptteerr 335The Language ofAnalytical ChemistryAnalytical chemists converse using terminology that conveysspecific meaning to other analytical chemists. To discuss and learnanalytical chemistry you must first understand its language. You areprobably already familiar with some analytical terms, such as“accuracy” and “precision,” but you may not have placed them in theirappropriate analytical context. Other terms, such as “analyte” and“matrix,” may be less familiar. This chapter introduces many importantterms routinely used by analytical chemists. Becoming comfortablewith these terms will make the material in the chapters that followeasier to read and understand.1400-CH03 9/8/99 3:51 PM Page 35
- 53. 36 Modern Analytical ChemistryanalysisA process that provides chemical orphysical information about theconstituents in the sample or the sampleitself.analytesThe constituents of interest in a sample.matrixAll other constituents in a sample exceptfor the analytes.determinationAn analysis of a sample to find theidentity, concentration, or properties ofthe analyte.measurementAn experimental determination of ananalyte’s chemical or physical properties.3A Analysis, Determination, and MeasurementThe first important distinction we will make is among the terms “analysis,” “deter-mination,” and “measurement.” An analysis provides chemical or physical infor-mation about a sample. The components of interest in the sample are called ana-lytes, and the remainder of the sample is the matrix. In an analysis we determinethe identity, concentration, or properties of the analytes. To make this determina-tion we measure one or more of the analyte’s chemical or physical properties.An example helps clarify the differences among an analysis, a determination,and a measurement. In 1974, the federal government enacted the Safe DrinkingWater Act to ensure the safety of public drinking water supplies. To comply withthis act municipalities regularly monitor their drinking water supply for potentiallyharmful substances. One such substance is coliform bacteria. Municipal water de-partments collect and analyze samples from their water supply. To determine theconcentration of coliform bacteria, a portion of water is passed through a mem-brane filter. The filter is placed in a dish containing a nutrient broth and incu-bated. At the end of the incubation period the number of coliform bacterialcolonies in the dish is measured by counting (Figure 3.1). Thus, municipal waterdepartments analyze samples of water to determine the concentration of coliformbacteria by measuring the number of bacterial colonies that form during a speci-fied period of incubation.3B Techniques, Methods, Procedures, and ProtocolsSuppose you are asked to develop a way to determine the concentration of lead indrinking water. How would you approach this problem? To answer this question ithelps to distinguish among four levels of analytical methodology: techniques, meth-ods, procedures, and protocols.1A technique is any chemical or physical principle that can be used to study ananalyte. Many techniques have been used to determine lead levels.2 For example, ingraphite furnace atomic absorption spectroscopy lead is atomized, and the ability ofthe free atoms to absorb light is measured; thus, both a chemical principle (atom-ization) and a physical principle (absorption of light) are used in this technique.Chapters 8–13 of this text cover techniques commonly used to analyze samples.A method is the application of a technique for the determination of a specificanalyte in a specific matrix. As shown in Figure 3.2, the graphite furnace atomic ab-sorption spectroscopic method for determining lead levels in water is different fromthat for the determination of lead in soil or blood. Choosing a method for deter-mining lead in water depends on how the information is to be used and the estab-lished design criteria (Figure 3.3). For some analytical problems the best methodmight use graphite furnace atomic absorption spectroscopy, whereas other prob-lems might be more easily solved by using another technique, such as anodic strip-ping voltammetry or potentiometry with a lead ion-selective electrode.A procedure is a set of written directions detailing how to apply a method to aparticular sample, including information on proper sampling, handling of interfer-ents, and validating results. A method does not necessarily lead to a single proce-dure, as different analysts or agencies will adapt the method to their specific needs.As shown in Figure 3.2, the American Public Health Agency and the American Soci-ety for Testing Materials publish separate procedures for the determination of leadlevels in water.techniqueA chemical or physical principle that canbe used to analyze a sample.methodA means for analyzing a sample for aspecific analyte in a specific matrix.procedureWritten directions outlining how toanalyze a sample.1400-CH03 9/8/99 3:51 PM Page 36
- 54. Chapter 3 The Language of Analytical Chemistry 37Figure 3.1Membrane filter showing colonies of coliformbacteria. The number of colonies are counted andreported as colonies/100 mL of sample.PourRite™ is a trademark of Hach Company/photocourtesy of Hach Company.Graphite furnaceatomic absorption spectroscopyPb inSoilProceduresTechniquesMethodsProtocolsPb inBloodPb inWaterEPAAPHA ASTM1. Identify the problemDetermine type of informationneeded (qualitative,quantitative, or characterization)Identify context of the problem2. Design the experimentalprocedureEstablish design criteria(accuracy, precision, scale ofoperation, sensitivity,selectivity, cost, speed)Identify interferentsSelect methodEstablish validation criteriaEstablish sampling strategyFigure 3.2Chart showing hierarchical relationship among a technique, methods using that technique,and procedures and protocols for one method. (Abbreviations: APHA = American PublicHealth Association, ASTM = American Society for Testing Materials, EPA = EnvironmentalProtection Agency)Figure 3.3Subsection of the analytical approach toproblem solving (see Figure 1.3), ofrelevance to the selection of a method andthe design of an analytical procedure.protocolA set of written guidelines for analyzinga sample specified by an agency.signalAn experimental measurement that isproportional to the amount of analyte (S).Finally, a protocol is a set of stringent written guidelines detailing the proce-dure that must be followed if the agency specifying the protocol is to accept the re-sults of the analysis. Protocols are commonly encountered when analytical chem-istry is used to support or define public policy. For purposes of determining leadlevels in water under the Safe Drinking Water Act, labs follow a protocol specifiedby the Environmental Protection Agency.There is an obvious order to these four facets of analytical methodology. Ide-ally, a protocol uses a previously validated procedure. Before developing and vali-dating a procedure, a method of analysis must be selected. This requires, in turn, aninitial screening of available techniques to determine those that have the potentialfor monitoring the analyte. We begin by considering a useful way to classify analyti-cal techniques.3C Classifying Analytical TechniquesAnalyzing a sample generates a chemical or physical signal whose magnitude is pro-portional to the amount of analyte in the sample. The signal may be anything wecan measure; common examples are mass, volume, and absorbance. For our pur-poses it is convenient to divide analytical techniques into two general classes basedon whether this signal is proportional to an absolute amount of analyte or a relativeamount of analyte.Consider two graduated cylinders, each containing 0.01 M Cu(NO3)2 (Fig-ure 3.4). Cylinder 1 contains 10 mL, or 0.0001 mol, of Cu2+; cylinder 2 contains20 mL, or 0.0002 mol, of Cu2+. If a technique responds to the absolute amount ofanalyte in the sample, then the signal due to the analyte, SA, can be expressed asSA = knA 3.1where nA is the moles or grams of analyte in the sample, and k is a proportionalityconstant. Since cylinder 2 contains twice as many moles of Cu2+ as cylinder 1, an-alyzing the contents of cylinder 2 gives a signal that is twice that of cylinder 1.1400-CH03 9/8/99 3:51 PM Page 37
- 55. 38 Modern Analytical Chemistrytotal analysis techniquesA technique in which the signal isproportional to the absolute amount ofanalyte; also called “classical” techniques.concentration techniquesA technique in which the signal isproportional to the analyte’sconcentration; also called “instrumental”techniques.Figure 3.4Graduated cylinders containing 0.01 MCu(NO3)2. (a) Cylinder 1 contains 10 mL, or0.0001 mol, of Cu2+. (b) Cylinder 2 contains20 mL, or 0.0002 mol, of Cu2+.© David Harvey/Marilyn Culler, photographer.(a) (b)accuracyA measure of the agreement between anexperimental result and its expectedvalue.A second class of analytical techniques are those that respond to the relativeamount of analyte; thusSA = kCA 3.2where CA is the concentration of analyte in the sample. Since the solutions in bothcylinders have the same concentration of Cu2+, their analysis yields identical signals.Techniques responding to the absolute amount of analyte are called totalanalysis techniques. Historically, most early analytical methods used total analysistechniques, hence they are often referred to as “classical” techniques. Mass, volume,and charge are the most common signals for total analysis techniques, and the cor-responding techniques are gravimetry (Chapter 8), titrimetry (Chapter 9), andcoulometry (Chapter 11). With a few exceptions, the signal in a total analysis tech-nique results from one or more chemical reactions involving the analyte. These re-actions may involve any combination of precipitation, acid–base, complexation, orredox chemistry. The stoichiometry of each reaction, however, must be known tosolve equation 3.1 for the moles of analyte.Techniques, such as spectroscopy (Chapter 10), potentiometry (Chapter 11),and voltammetry (Chapter 11), in which the signal is proportional to the relativeamount of analyte in a sample are called concentration techniques. Since mostconcentration techniques rely on measuring an optical or electrical signal, they alsoare known as “instrumental” techniques. For a concentration technique, the rela-tionship between the signal and the analyte is a theoretical function that depends onexperimental conditions and the instrumentation used to measure the signal. Forthis reason the value of k in equation 3.2 must be determined experimentally.3D Selecting an Analytical MethodA method is the application of a technique to a specific analyte in a specific matrix.Methods for determining the concentration of lead in drinking water can be devel-oped using any of the techniques mentioned in the previous section. Insoluble leadsalts such as PbSO4 and PbCrO4 can form the basis for a gravimetric method. Leadforms several soluble complexes that can be used in a complexation titrimetricmethod or, if the complexes are highly absorbing, in a spectrophotometricmethod. Lead in the gaseous free-atom state can be measured by an atomic ab-sorption spectroscopic method. Finally, the availability of multiple oxidation states(Pb, Pb2+, Pb4+) makes coulometric, potentiometric, and voltammetric methodsfeasible.The requirements of the analysis determine the best method. In choosing amethod, consideration is given to some or all the following design criteria: accuracy,precision, sensitivity, selectivity, robustness, ruggedness, scale of operation, analysistime, availability of equipment, and cost. Each of these criteria is considered inmore detail in the following sections.3D.1 AccuracyAccuracy is a measure of how closely the result of an experiment agrees with the ex-pected result. The difference between the obtained result and the expected result isusually divided by the expected result and reported as a percent relative error% Error =obtained result – expected resultexpected result× 1001400-CH03 9/8/99 3:51 PM Page 38
- 56. Figure 3.5Two determinations of the concentration ofK+ in serum, showing the effect of precision.The data in (a) are less scattered and,therefore, more precise than the data in (b).Analytical methods may be divided into three groups based on themagnitude of their relative errors.3 When an experimental result iswithin 1% of the correct result, the analytical method is highly ac-curate. Methods resulting in relative errors between 1% and 5%are moderately accurate, but methods of low accuracy produce rel-ative errors greater than 5%.The magnitude of a method’s relative error depends on howaccurately the signal is measured, how accurately the value of k inequations 3.1 or 3.2 is known, and the ease of handling the samplewithout loss or contamination. In general, total analysis methodsproduce results of high accuracy, and concentration methods rangefrom high to low accuracy. A more detailed discussion of accuracyis presented in Chapter 4.3D.2 PrecisionWhen a sample is analyzed several times, the individual results are rarely the same.Instead, the results are randomly scattered. Precision is a measure of this variability.The closer the agreement between individual analyses, the more precise the results.For example, in determining the concentration of K+ in serum, the results shown inFigure 3.5(a) are more precise than those in Figure 3.5(b). It is important to realizethat precision does not imply accuracy. That the data in Figure 3.5(a) are more pre-cise does not mean that the first set of results is more accurate. In fact, both sets ofresults may be very inaccurate.As with accuracy, precision depends on those factors affecting the relationshipbetween the signal and the analyte (equations 3.1 and 3.2). Of particular impor-tance are the uncertainty in measuring the signal and the ease of handling samplesreproducibly. In most cases the signal for a total analysis method can be measuredwith a higher precision than the corresponding signal for a concentration method.Precision is covered in more detail in Chapter 4.3D.3 SensitivityThe ability to demonstrate that two samples have different amounts of analyte is anessential part of many analyses. A method’s sensitivity is a measure of its ability toestablish that such differences are significant. Sensitivity is often confused with amethod’s detection limit.4 The detection limit is the smallest amount of analytethat can be determined with confidence. The detection limit, therefore, is a statisti-cal parameter and is discussed in Chapter 4.Sensitivity is the change in signal per unit change in the amount of analyte andis equivalent to the proportionality constant, k, in equations 3.1 and 3.2. If ∆SA isthe smallest increment in signal that can be measured, then the smallest differencein the amount of analyte that can be detected isSuppose that for a particular total analysis method the signal is a measurementof mass using a balance whose smallest increment is ±0.0001 g. If the method’s∆∆∆∆nSkCSkAAAA==( )( )total analysis methodconcentration methodChapter 3 The Language of Analytical Chemistry 395.8(a)(b)5.9 6.0ppm K+6.1 6.25.8 5.9 6.0ppm K+6.1 6.2precisionAn indication of the reproducibility of ameasurement or result.sensitivityA measure of a method’s ability todistinguish between two samples;reported as the change in signal per unitchange in the amount of analyte (k).detection limitA statistical statement about the smallestamount of analyte that can bedetermined with confidence.1400-CH03 9/8/99 3:51 PM Page 39
- 57. 40 Modern Analytical ChemistryselectivityA measure of a method’s freedom frominterferences as defined by the method’sselectivity coefficient.selectivity coefficientA measure of a method’s sensitivity foran interferent relative to that for theanalyte (KA,I).sensitivity is 0.200, then the method can conceivably detect a difference of aslittle asin the absolute amount of analyte in two samples. For methods with the same ∆SA,the method with the greatest sensitivity is best able to discriminate among smalleramounts of analyte.3D.4 SelectivityAn analytical method is selective if its signal is a function of only the amount of an-alyte present in the sample. In the presence of an interferent, equations 3.1 and 3.2can be expanded to include a term corresponding to the interferent’s contributionto the signal, SI,Ssamp = SA + SI = kAnA + kInI (total analysis method) 3.3Ssamp = SA + SI = kACA + kICI (concentration method) 3.4where Ssamp is the total signal due to constituents in the sample; kA and kI are thesensitivities for the analyte and the interferent, respectively; and nI and CI are themoles (or grams) and concentration of the interferent in the sample.The selectivity of the method for the interferent relative to the analyte is de-fined by a selectivity coefficient, KA,I3.5which may be positive or negative depending on whether the interferent’s effect onthe signal is opposite that of the analyte.* A selectivity coefficient greater than +1 orless than –1 indicates that the method is more selective for the interferent than forthe analyte. Solving equation 3.5 for kIkI = KA,I × kA 3.6substituting into equations 3.3 and 3.4, and simplifying givesSsamp = kA(nA + KA,I × nI) (total analysis method) 3.7Ssamp = kA(CA + KA,I × CI) (concentration method) 3.8The selectivity coefficient is easy to calculate if kA and kI can be independentlydetermined. It is also possible to calculate KA,I by measuring Ssamp in the presenceand absence of known amounts of analyte and interferent.EXAMPLE 3.1A method for the analysis of Ca2+ in water suffers from an interference in thepresence of Zn2+. When the concentration of Ca2+ is 100 times greater thanthat of Zn2+, an analysis for Ca2+ gives a relative error of +0.5%. What is theselectivity coefficient for this method?KkkA,IA= I∆nA =0.0001 g0.2000.0005 g±= ±*Although kA and kI are usually positive, they also may be negative. For example, some analytical methods work bymeasuring the concentration of a species that reacts with the analyte. As the analyte’s concentration increases, theconcentration of the species producing the signal decreases, and the signal becomes smaller. If the signal in the absenceof analyte is assigned a value of zero, then the subsequent signals are negative.1400-CH03 9/8/99 3:51 PM Page 40
- 58. Chapter 3 The Language of Analytical Chemistry 41SOLUTIONSince only relative concentrations are reported, we can arbitrarily assignabsolute concentrations. To make the calculations easy, let CCa = 100 (arbitraryunits) and CZn = 1. A relative error of +0.5% means that the signal in thepresence of Zn2+ is 0.5% greater than the signal in the absence of zinc. Again,we can assign values to make the calculation easier. If the signal in the absenceof zinc is 100 (arbitrary units), then the signal in the presence of zinc is 100.5.The value of kCa is determined using equation 3.2In the presence of zinc the signal isSsamp = 100.5 = kCaCCa + kZnCZn = (1)(100) + kZn(1)Solving for kZn gives a value of 0.5. The selectivity coefficient, therefore, isKnowing the selectivity coefficient provides a useful way to evaluate an inter-ferent’s potential effect on an analysis. An interferent will not pose a problem aslong as the term KA,I × nI in equation 3.7 is significantly smaller than nA, or KA,I × CIin equation 3.8 is significantly smaller than CA.EXAMPLE 3.2Barnett and colleagues5 developed a new method for determining theconcentration of codeine during its extraction from poppy plants. As part oftheir study they determined the method’s response to codeine relative to thatfor several potential interferents. For example, the authors found that themethod’s signal for 6-methoxycodeine was 6 (arbitrary units) when that for anequimolar solution of codeine was 40.(a) What is the value for the selectivity coefficient KA,I when6-methoxycodeine is the interferent and codeine is theanalyte?(b) If the concentration of codeine is to be determined with anaccuracy of ±0.50%, what is the maximum relative concentrationof 6-methoxycodeine (i.e., [6-methoxycodeine]/[codeine]) thatcan be present?SOLUTION(a) The signals due to the analyte, SA, and the interferent, SI, areSA = kACA SI = kICISolving these two expressions for kA and kI and substituting into equation3.6 givesKS CS CA II IA A,//=KkkCa Zn/ = =.= 0.5ZnCa0 51kSCCaCaCa= = =10010011400-CH03 9/8/99 3:51 PM Page 41
- 59. Since equimolar concentrations of analyte and interferent were used(CA = CI), we have(b) To achieve an accuracy of better than ±0.50% the term KA,I × CI inequation 3.8 must be less than 0.50% of CA; thus0.0050 × CA ≥ KA,I × CISolving this inequality for the ratio CI/CA and substituting the value forKA,I determined in part (a) givesTherefore, the concentration of 6-methoxycodeine cannot exceed 3.3% ofcodeine’s concentration.Not surprisingly, methods whose signals depend on chemical reactivity are oftenless selective and, therefore, more susceptible to interferences. Problems with selec-tivity become even greater when the analyte is present at a very low concentration.63D.5 Robustness and RuggednessFor a method to be useful it must provide reliable results. Unfortunately, methodsare subject to a variety of chemical and physical interferences that contribute uncer-tainty to the analysis. When a method is relatively free from chemical interferences,it can be applied to the determination of analytes in a wide variety of sample matri-ces. Such methods are considered robust.Random variations in experimental conditions also introduce uncertainty. If amethod’s sensitivity is highly dependent on experimental conditions, such as tem-perature, acidity, or reaction time, then slight changes in those conditions may leadto significantly different results. A rugged method is relatively insensitive to changesin experimental conditions.3D.6 Scale of OperationAnother way to narrow the choice of methods is to consider the scale on which theanalysis must be conducted. Three limitations of particular importance are theamount of sample available for the analysis, the concentration of analyte in thesample, and the absolute amount of analyte needed to obtain a measurable signal.The first and second limitations define the scale of operations shown in Figure 3.6;the last limitation positions a method within the scale of operations.7The scale of operations in Figure 3.6 shows the analyte’s concentration inweight percent on the y-axis and the sample’s size on the x-axis. For convenience,we divide analytes into major (>1% w/w), minor (0.01% w/w – 1% w/w), trace(10–7% w/w – 0.01% w/w) and ultratrace (<10–7% w/w) components, and wedivide samples into macro (>0.1 g), meso (10 mg – 100 mg), micro (0.1 mg –10 mg) and ultramicro (<0.1 mg) sample sizes. Note that both the x-axis and they-axis use a logarithmic scale. The analyte’s concentration and the amount ofCC KIA A I≤ = =0 0050 0 00500 150 033. ...,KSSA IIA, .= = =6400 1542 Modern Analytical ChemistryruggedA method that is insensitive to changesin experimental conditions is consideredrugged.robustA method that can be applied to analytesin a wide variety of matrices isconsidered robust.1400-CH03 9/8/99 3:51 PM Page 42
- 60. Figure 3.6Scale of operation for analytical methods.Adapted from references 7a and 7b.sample used provide a characteristic description for an analysis. For example,samples in a macro–major analysis weigh more than 0.1 g and contain more than1% analyte.Diagonal lines connecting the two axes show combinations of sample size andconcentration of analyte containing the same absolute amount of analyte. As shownin Figure 3.6, for example, a 1-g sample containing 1% analyte has the sameamount of analyte (0.010 g) as a 100-mg sample containing 10% analyte or a 10-mgsample containing 100% analyte.Since total analysis methods respond to the absolute amount of analyte in asample, the diagonal lines provide an easy way to define their limitations. Consider,for example, a hypothetical total analysis method for which the minimum de-tectable signal requires 100 mg of analyte. Using Figure 3.6, the diagonal line repre-senting 100 mg suggests that this method is best suited for macro samples andmajor analytes. Applying the method to a minor analyte with a concentration of0.1% w/w requires a sample of at least 100 g. Working with a sample of this size israrely practical, however, due to the complications of carrying such a large amountof material through the analysis. Alternatively, the minimum amount of requiredanalyte can be decreased by improving the limitations associated with measuringthe signal. For example, if the signal is a measurement of mass, a decrease inthe minimum amount of analyte can be accomplished by switching from a con-ventional analytical balance, which weighs samples to ±0.1 mg, to a semimicro(±0.01 mg) or microbalance (±0.001 mg).Chapter 3 The Language of Analytical Chemistry 43UltratraceTraceMinorgmgµgng1 g sample, 1% analyteppmppb100mg10mg1mg100µg10µg1µg0.1 g sample, 10% analyte0.01 g sample, 100% analyteMacroMicroMesoUltramicroMajor10–10%10–9%10–8%10–7%10–6%10–5%10–4%10–3%10–2%0.1%1%10%100%–log(%analyteas%w/w)–log(Weight of sample)1 0.1 0.010.1 0.010.1 0.01100 10 11001001010111400-CH03 9/8/99 3:51 PM Page 43
- 61. Concentration methods frequently have both lower and upper limits for theamount of analyte that can be determined. The lower limit is dictated by the small-est concentration of analyte producing a useful signal and typically is in the partsper million or parts per billion concentration range. Upper concentration limitsexist when the sensitivity of the analysis decreases at higher concentrations.An upper concentration level is important because it determines how a sam-ple with a high concentration of analyte must be treated before the analysis. Con-sider, for example, a method with an upper concentration limit of 1 ppm (micro-grams per milliliter). If the method requires a sample of 1 mL, then the upperlimit on the amount of analyte that can be handled is 1 µg. Using Figure 3.6, andfollowing the diagonal line for 1 µg of analyte, we find that the analysis of an ana-lyte present at a concentration of 10% w/w requires a sample of only 10 µg! Ex-tending such an analysis to a major analyte, therefore, requires the ability to ob-tain and work with very small samples or the ability to dilute the original sampleaccurately. Using this example, analyzing a sample for an analyte whose concen-tration is 10% w/w requires a 10,000-fold dilution. Not surprisingly, concentra-tion methods are most commonly used for minor, trace, and ultratrace analytes,in macro and meso samples.3D.7 Equipment, Time, and CostFinally, analytical methods can be compared in terms of their need for equipment,the time required to complete an analysis, and the cost per sample. Methods relyingon instrumentation are equipment-intensive and may require significant operatortraining. For example, the graphite furnace atomic absorption spectroscopicmethod for determining lead levels in water requires a significant capital investmentin the instrument and an experienced operator to obtain reliable results. Othermethods, such as titrimetry, require only simple equipment and reagents and can belearned quickly.The time needed to complete an analysis for a single sample is often fairly simi-lar from method to method. This is somewhat misleading, however, because muchof this time is spent preparing the solutions and equipment needed for the analysis.Once the solutions and equipment are in place, the number of samples that can beanalyzed per hour differs substantially from method to method. This is a significantfactor in selecting a method for laboratories that handle a high volume of samples.The cost of an analysis is determined by many factors, including the cost ofnecessary equipment and reagents, the cost of hiring analysts, and the number ofsamples that can be processed per hour. In general, methods relying on instrumentscost more per sample than other methods.3D.8 Making the Final ChoiceUnfortunately, the design criteria discussed earlier are not mutually independent.8Working with smaller amounts of analyte or sample, or improving selectivity, oftencomes at the expense of precision. Attempts to minimize cost and analysis time maydecrease accuracy. Selecting a specific method requires a careful balance amongthese design criteria. Usually, the most important design criterion is accuracy, andthe best method is that capable of producing the most accurate results. When theneed for results is urgent, as is often the case in clinical labs, analysis time may be-come the critical factor.The best method is often dictated by the sample’s properties. Analyzing a sam-ple with a complex matrix may require a method with excellent selectivity to avoid44 Modern Analytical Chemistry1400-CH03 9/8/99 3:51 PM Page 44
- 62. Chapter 3 The Language of Analytical Chemistry 45interferences. Samples in which the analyte is present at a trace or ultratrace con-centration usually must be analyzed by a concentration method. If the quantity ofsample is limited, then the method must not require large amounts of sample.Determining the concentration of lead in drinking water requires a methodthat can detect lead at the parts per billion concentrations. Selectivity is also im-portant because other metal ions are present at significantly higher concentrations.Graphite furnace atomic absorption spectroscopy is a commonly used method fordetermining lead levels in drinking water because it meets these specifications. Thesame method is also used in determining lead levels in blood, where its ability todetect low concentrations of lead using a few microliters of sample are importantconsiderations.3E Developing the ProcedureAfter selecting a method, it is necessary to develop a procedure that will accomplishthe goals of the analysis. In developing the procedure, attention is given to compen-sating for interferences, selecting and calibrating equipment, standardizing themethod, acquiring a representative sample, and validating the method.3E.1 Compensating for InterferencesThe accuracy of a method depends on its selectivity for the analyte. Even the bestmethods, however, may not be free from interferents that contribute to the mea-sured signal. Potential interferents may be present in the sample itself or thereagents used during the analysis. In this section we will briefly look at how to mini-mize these two sources of interference.In the absence of an interferent, the total signal measured during an analy-sis, Smeas, is a sum of the signal due to the analyte, and the signal due to the rea-gents, SreagSmeas = SA + Sreag = knA + Sreag (total analysis method) 3.9Smeas = SA + Sreag = kCA + Sreag (concentration method) 3.10Without an independent determination of Sreag, equation 3.9 or 3.10 cannot besolved for the moles or concentration of analyte. The contribution of Sreag is deter-mined by measuring the signal for a reagent or method blank that does not containthe sample. Consider, for example, a procedure in which a 0.1-g sample is dissolvedin 100 mL of solvent. After dissolving the sample, several reagents are added, andthe signal is measured. The reagent blank is prepared by omitting the sample andadding the reagents to 100 mL of solvent. When the sample is a liquid, or is in solu-tion, an equivalent volume of an inert solvent is substituted for the sample. OnceSreag is known, it is easy to correct Smeas for the reagent’s contribution to the overallsignal.Compensating for an interference in the sample’s matrix is more difficult. If theidentity and concentration of the interferent are known, then it can be added to thereagent blank. In most analyses, however, the identity or concentration of matrixinterferents is not known, and their contribution to Smeas is not included in Sreag. In-stead, the signal from the interferent is included as an additional termSmeas = kAnA + kInI + Sreag (total analysis method) 3.11Smeas = kACA + kICI + Sreag (concentration method) 3.12method blankA sample that contains all componentsof the matrix except the analyte.1400-CH03 9/8/99 3:51 PM Page 45
- 63. 46 Modern Analytical ChemistrySolving either equation 3.11 or 3.12 for the amount of analyte can be accomplishedby separating the analyte and interferent before the analysis, thus eliminating theterm for the interferent. Methods for effecting this separation are discussed inChapter 7.Alternatively, equations 3.11 or 3.12 can be solved for the amounts of both theanalyte and the interferent. To do so, however, we must obtain two independentvalues for Smeas. Using a concentration method as an example, gives two equationsSmeas,1 = kA,1CA + kI,1CI + Sreag,1Smeas,2 = kA,2CA + kI,2CI + Sreag,2that can be solved simultaneously for CA and CI. This treatment is general. Thecomposition of a solution with a total of n analytes and interferents can be deter-mined by measuring n independent signals, and solving n independent simultane-ous equations of the general form of equation 3.11 or 3.12.EXAMPLE 3.3A sample was analyzed for the concentration of two analytes, A and B, undertwo sets of conditions. Under condition 1, the calibration sensitivities arekA,1 = 76 ppm–1 kB,1 = 186 ppm–1and for condition 2kA,2 = 33 ppm–1 kB,2 = 243 ppm–1The signals under the two sets of conditions areSmeas,1 = 33.4 Smeas,2 = 29.7Determine the concentration of A and B. You may assume that Sreag is zerounder both conditions.SOLUTIONUsing equation 3.12, we write the following simultaneous equations33.4 = (76 ppm–1)CA + (186 ppm–1)CB29.7 = (33 ppm–1)CA + (243 ppm–1)CBMultiplying the first equation by the ratio 33/76 gives the two equations as14.5 = (33 ppm–1)CA + (80.8 ppm–1)CB29.7 = (33 ppm–1)CA + (243 ppm–1)CBSubtracting the first equation from the second gives15.2 = (162.2 ppm–1)CBSolving for CB gives the concentration of B as 0.094 ppm. Substituting thisconcentration back into either of the two original equations gives theconcentration of A, CA, as 0.21 ppm.1400-CH03 9/8/99 3:51 PM Page 46
- 64. 3E.2 Calibration and StandardizationAnalytical chemists make a distinction between calibration and standardization.9Calibration ensures that the equipment or instrument used to measure the signal isoperating correctly by using a standard known to produce an exact signal. Balances,for example, are calibrated using a standard weight whose mass can be traced to theinternationally accepted platinum–iridium prototype kilogram.Standardization is the process of experimentally determining the relation-ship between the signal and the amount of analyte (the value of k in equations3.1 and 3.2). For a total analysis method, standardization is usually defined bythe stoichiometry of the chemical reactions responsible for the signal. For a con-centration method, however, the relationship between the signal and the ana-lyte’s concentration is a theoretical function that cannot be calculated withoutexperimental measurements. To standardize a method, the value of k is deter-mined by measuring the signal for one or more standards, each containing aknown concentration of analyte. When several standards with different concen-trations of analyte are used, the result is best viewed visually by plotting Smeasversus the concentration of analyte in the standards. Such a plot is known as acalibration curve. A more detailed discussion of calibration and standardizationis found in Chapter 5.3E.3 SamplingSelecting an appropriate method helps ensure that an analysis is accurate. It doesnot guarantee, however, that the result of the analysis will be sufficient to solve theproblem under investigation or that a proposed answer will be correct. These latterconcerns are addressed by carefully collecting the samples to be analyzed.A proper sampling strategy ensures that samples are representative of the mate-rial from which they are taken. Biased or nonrepresentative sampling and contami-nation of samples during or after their collection are two sources of sampling errorthat can lead to significant errors. It is important to realize that sampling errors arecompletely independent of analysis errors. As a result, sampling errors cannot becorrected by evaluating a reagent blank. A more detailed discussion of sampling isfound in Chapter 7.3E.4 ValidationBefore a procedure can provide useful analytical information, it is necessary todemonstrate that it is capable of providing acceptable results. Validation is an eval-uation of whether the precision and accuracy obtained by following the procedureare appropriate for the problem. In addition, validation ensures that the writtenprocedure has sufficient detail so that different analysts or laboratories following thesame procedure obtain comparable results. Ideally, validation uses a standard sam-ple whose composition closely matches the samples for which the procedure wasdeveloped. The comparison of replicate analyses can be used to evaluate the proce-dure’s precision and accuracy. Intralaboratory and interlaboratory differences in theprocedure also can be evaluated. In the absence of appropriate standards, accuracycan be evaluated by comparing results obtained with a new method to those ob-tained using a method of known accuracy. Chapter 14 provides a more detailed dis-cussion of validation techniques.Chapter 3 The Language of Analytical Chemistry 47standardizationThe process of establishing therelationship between the amount ofanaltye and a method’s signal.calibration curveThe result of a standardization showinggraphically how a method’s signalchanges with respect to the amount ofanalyte.validationThe process of verifying that a procedureyields acceptable results.calibrationThe process of ensuring that the signalmeasured by a piece of equipment or aninstrument is correct.1400-CH03 9/8/99 3:51 PM Page 47
- 65. 48 Modern Analytical Chemistry3F ProtocolsEarlier we noted that a protocol is a set of stringent written guidelines, specifying anexact procedure that must be followed if results are to be accepted by the agencyspecifying the protocol. Besides all the considerations taken into account when de-signing the procedure, a protocol also contains very explicit instructions regardinginternal and external quality assurance and quality control (QA/QC) procedures.10Internal QA/QC includes steps taken to ensure that the analytical work in a givenlaboratory is both accurate and precise. External QA/QC usually involves a processin which the laboratory is certified by an external agency.As an example, we will briefly outline some of the requirements in the Envi-ronmental Protection Agency’s Contract Laboratory Program (CLP) protocol forthe analysis of trace metals in aqueous samples by graphite furnace atomic ab-sorption spectrophotometry. The CLP protocol (Figure 3.7) calls for daily stan-dardization with a reagent blank and three standards, one of which is at the labo-ratory’s contract required detection limit. The resulting calibration curve is thenverified by analyzing initial calibration verification (ICV) and initial calibrationblank (ICB) samples. The reported concentration of the ICV sample must fallwithin ±10% of the expected concentration. If the concentration falls outside thislimit, the analysis must be stopped and the problem identified and corrected be-fore continuing.After a successful analysis of the ICV and ICB samples, standardization is rever-ified by analyzing a continuing calibration verification (CCV) sample and a contin-uing calibration blank (CCB). Results for the CCV also must be within ±10% of theexpected concentration. Again, if the concentration of the CCV falls outside the es-tablished limits, the analysis must be stopped, the problem identified and corrected,and the system standardized as described earlier. The CCV and the CCB are ana-lyzed before the first and after the last sample, and after every set of ten samples.Whenever the CCV or the CCB is unacceptable, the results for the most recent setof ten samples are discarded, the system is standardized, and the samples are reana-lyzed. By following this protocol, every result is bound by successful checks on thestandardization. Although not shown in Figure 3.7, the CLP also contains detailedinstructions regarding the analysis of duplicate or split samples and the use of spiketesting for accuracy.3G The Importance of Analytical MethodologyThe importance of analytical methodology is evident when examining the resultsof environmental monitoring programs. The purpose of a monitoring programis to determine the present status of an environmental system and to assess long-term trends in the quality of the system. These are broad and poorly definedgoals. In many cases, such studies are initiated with little thought to the ques-tions the data will be used to answer. This is not surprising since it can be hardto formulate questions in the absence of initial information about the system.Without careful planning, however, a poor experimental design may result indata that has little value.quality assurance and quality controlThose steps taken to ensure that thework conducted in an analytical lab iscapable of producing acceptable results;also known as QA/QC.1400-CH03 9/8/99 3:51 PM Page 48
- 66. Chapter 3 The Language of Analytical Chemistry 49Figure 3.7Schematic diagram of a portion of the Contract Laboratory Program protocol for the analysis of trace metals by graphite furnace atomicspectrophotometry, as specified by the Environmental Protection Agency. (Abbreviations: ICV = initial calibration verification; ICB = initial calibration blank,CCV = continuing calibration verification, CCB = continuing calibration blank)StandardizationRun 10samplesDiscard resultsfor last set ofsamplesIdentifyandcorrectproblemYesNoYesYesYesNoNoNoICV, ICBOK?CCV, CCBOK?CCV, CCBOK?Moresamples?StartEnd1400-CH03 9/8/99 3:51 PM Page 49
- 67. 50 Modern Analytical ChemistryEvery discipline has its own terminology. Your success in studyinganalytical chemistry will improve if you master the language usedby analytical chemists. Be sure that you understand the differencebetween an analyte and its matrix, a technique and a method, aprocedure and a protocol, and a total analysis technique and aconcentration technique.An analytical method is selected on the basis of criteria such asaccuracy, precision, sensitivity, selectivity, robustness, ruggedness,the amount of available sample, the amount of analyte in the sam-ple, time, cost, and the availability of equipment. These criteria arenot mutually independent, and it often is necessary to find an ac-ceptable balance among them.In developing a procedure or protocol, consideration is givento compensating for interferences, calibrating equipment andstandardizing the method, obtaining an appropriate sample, andvalidating the analysis. Poorly designed procedures and protocolsproduce results that are insufficient to meet the needs of theanalysis.3I SUMMARY3H KEY TERMSaccuracy (p. 38)analysis (p. 36)analytes (p. 36)calibration (p. 47)calibration curve (p. 47)concentration techniques (p. 38)detection limit (p. 39)determination (p. 36)matrix (p. 36)measurement (p. 36)method (p. 36)method blank (p. 45)precision (p. 39)procedure (p. 36)protocol (p. 37)quality assurance and qualitycontrol (p. 48)robust (p. 42)rugged (p. 42)selectivity (p. 40)selectivity coefficient (p. 40)sensitivity (p. 39)signal (p. 37)standardization (p. 47)technique (p. 36)total analysis techniques (p. 38)validation (p. 47)These concerns are illustrated by the Chesapeake Bay monitoring program.This research program, designed to study nutrients and toxic pollutants in theChesapeake Bay, was initiated in 1984 as a cooperative venture between the fed-eral government, the state governments of Maryland, Virginia, and Pennsylvania,and the District of Columbia. A 1989 review of some of the problems with thisprogram highlights the difficulties common to many monitoring programs.11At the beginning of the Chesapeake Bay monitoring program, little attentionwas given to the proper choice of analytical methods, in large part because theintended uses of the monitoring data were not specified. The analytical methodsinitially chosen were those standard methods already approved by the EPA. Inmany cases these methods proved to be of little value for this monitoring project.Most of the EPA-approved methods were designed to detect pollutants at theirlegally mandated maximum allowed concentrations. The concentrations of thesecontaminants in natural waters, however, are often well below the detection limitof the EPA methods. For example, the EPA-approved standard method for phos-phate had a detection limit of 7.5 ppb. Since actual phosphate concentrations inChesapeake Bay usually were below the EPA detection limit, the EPA methodprovided no useful information. On the other hand, a nonapproved variant ofthe EPA method commonly used in chemical oceanography had a detection limitof 0.06 ppb. In other cases, such as the elemental analysis for particulate forms ofcarbon, nitrogen, and phosphorus, EPA-approved procedures provided poorerreproducibility than nonapproved methods.1400-CH03 9/8/99 3:51 PM Page 50
- 68. Chapter 3 The Language of Analytical Chemistry 511. When working with a solid sample, it often is necessary tobring the analyte into solution by dissolving the sample in asuitable solvent. Any solid impurities that remain areremoved by filtration before continuing with the analysis.In a typical total analysis method, the procedure mightreadAfter dissolving the sample in a beaker, remove anysolid impurities by passing the solution containingthe analyte through filter paper, collecting thesolution in a clean Erlenmeyer flask. Rinse the beakerwith several small portions of solvent, passing theserinsings through the filter paper, and collecting themin the same Erlenmeyer flask. Finally, rinse the filterpaper with several portions of solvent, collecting therinsings in the same Erlenmeyer flask.For a typical concentration method, however, the proceduremight stateAfter dissolving the sample in a beaker, removeany solid impurities by filtering a portion of thesolution containing the analyte. Collect and discardthe first several milliliters of solution before collectinga sample of approximately 5 mL for further analysis.Explain why these two procedures are different.2. A certain concentration method works best when the analyte’sconcentration is approximately 10 ppb.a. If the sampling volume for the method is 0.5 mL, aboutwhat mass of analyte is being measured?b. If the analyte is present at 10% w/v, how would youprepare the sample for analysis?c. Repeat for the case in which the analyte is present at10% w/w.d. Based on your results, comment on the suitability of thismethod for the analysis of a major analyte.3. An analyst needs to evaluate the potential effect of aninterferent, I, on the quantitative analysis for an analyte, A. Shebegins by measuring the signal for a sample in which theinterferent is absent and the analyte is present with aconcentration of 15 ppm, obtaining an average signal of 23.3(arbitrary units). When analyzing a sample in which theanalyte is absent and the interferent is present with aconcentration of 25 ppm, she obtains an average signal of 13.7.a. What is the analyte’s sensitivity?b. What is the interferent’s sensitivity?c. What is the value of the selectivity coefficient?d. Is the method more selective for the analyte or theinterferent?e. What is the maximum concentration of interferent relativeto that of the analyte (i.e., [interferent]/[analyte]), if theerror in the analysis is to be less than 1%?4. A sample was analyzed to determine the concentration of ananalyte. Under the conditions of the analysis, the sensitivity is17.2 ppm–1. What is the analyte’s concentration if Smeas is 35.2and Sreag is 0.6?5. A method for the analysis of Ca2+ in water suffers from aninterference in the presence of Zn2+. When the concentrationof Ca2+ is 50 times greater than that of Zn2+, an analysis forCa2+ gives a relative error of –2.0%. What is the value of theselectivity coefficient for this method?6. The quantitative analysis for reduced glutathione in blood iscomplicated by the presence of many potential interferents.In one study, when analyzing a solution of 10-ppbglutathione and 1.5-ppb ascorbic acid, the signal was 5.43times greater than that obtained for the analysis of 10-ppbglutathione.12 What is the selectivity coefficient for thisanalysis? The same study found that when analyzing asolution of 350-ppb methionine and 10-ppb glutathione thesignal was 0.906 times less than that obtained for the analysisof 10 ppb-glutathione. What is the selectivity coefficient forthis analysis? In what way do these interferents behavedifferently?7. Oungpipat and Alexander described a new method fordetermining the concentration of glycolic acid (GA)in a variety of samples, including physiological fluidssuch as urine.13 In the presence of only GA, the signalis given asSsamp,1 = kGACGAand in the presence of both glycolic acid and ascorbic acid(AA), the signal isSsamp,2 = kGACGA + kAACAAWhen the concentration of glycolic acid is 1.0 × 10–4 M andthe concentration of ascorbic acid is 1.0 × 10–5 M, the ratio ofthe two signals was found to bea. Using the ratio of the two signals, determine the value ofthe selectivity ratiob. Is the method more selective toward glycolic acid orascorbic acid?c. If the concentration of ascorbic acid is 1.0 × 10–5 M,what is the smallest concentration of glycolic acid thatcan be determined such that the error introduced byfailing to account for the signal from ascorbic acid is lessthan 1%?KkkGA AAAAGA, =SSsampsamp,,211 44= .3J PROBLEMS1400-CH03 9/8/99 3:51 PM Page 51
- 69. 8. Ibrahim and co-workers developed a new method for thequantitative analysis of hypoxanthine, a natural compound ofsome nucleic acids.14 As part of their study they evaluated themethod’s selectivity for hypoxanthine in the presence ofseveral possible interferents, including ascorbic acid.a. When analyzing a solution of 1.12 × 10–6 M hypoxanthine,the authors obtained a signal of 7.45 × 10–5 amperes (A).What is the sensitivity for hypoxanthine? You mayassume that the signal has been corrected for the methodblank.b. When a solution containing 1.12 × 10–6 M hypoxanthineand 6.5 × 10–5 M ascorbic acid was analyzed a signal of4.04 × 10–5 A was obtained. What is the selectivitycoefficient for this method?c. Is the method more selective for hypoxanthine or forascorbic acid?d. What is the largest concentration of ascorbic acid that maybe present if a concentration of 1.12 × 10–6 Mhypoxanthine is to be determined within ±1%?52 Modern Analytical ChemistryThe following papers provide alternative schemes for classifyinganalytical methodsBooksh, K. S.; Kowalski, B. R. “Theory of Analytical Chemistry,”Anal. Chem. 1994, 66, 782A–791A.Phillips, J. B. “Classification of Analytical Methods,” Anal. Chem.1981, 53, 1463A–1470A.Valcárcel, M.; Luque de Castro, M. D. “A Hierarchical Approach toAnalytical Chemistry,” Trends Anal. Chem., 1995, 14, 242–250.Further details on evaluating analytical methods may be found inWilson, A. L. “The Performance-Characteristics of AnalyticalMethods,” Part I-Talanta, 1970, 17, 21–29; Part II-Talanta,1970, 17, 31–44; Part III-Talanta, 1973, 20, 725–732; Part IV-Talanta, 1974, 21, 1109–1121.Several texts provide numerous examples of analytical proceduresfor specific analytes in well-defined matrices.Basset, J.; Denney, R. C.; Jeffery, G. H.; et al. Vogel’s Textbook ofQuantitative Inorganic Analysis, 4th ed. Longman: London, 1981.Csuros, M. Environmental Sampling and Analysis for Technicians,Lewis: Boca Raton, 1994.Keith, L. H., ed. Compilation of EPA’s Sampling and AnalysisMethods, Lewis: Boca Raton, 1996.Rump, H. H.; Krist, H. Laboratory Methods for the Examination ofWater, Wastewater and Soil. VCH Publishers: New York, 1988.Standard Methods for the Analysis of Waters and Wastewaters,19th ed. American Public Health Association: Washington,DC, 1995.3K SUGGESTED READINGS1. Taylor, J. K. Anal. Chem. 1983, 55, 600A–608A.2. Fitch, A.; Wang, Y.; Mellican, S.; et al. Anal. Chem. 1996, 68,727A–731A.3. Basset, J.; Denney, R. C.; Jeffery, G. H.; et al. Vogel’s Textbook ofQuantitative Inorganic Analysis, 4th ed. Longman: London,1981, p. 8.4. Ingle, J. D.; Crouch, S. R. Spectrochemical Analysis. Prentice-Hall:Englewood, NJ, 1988, pp. 171–172.5. Barnett, N. W.; Bowser, T. A.; Gerardi, R. D.; et al. Anal. Chim. Acta1996, 318, 309–317.6. Rogers, L. B. J. Chem. Ed. 1986, 63, 3–6.7. (a) Sandell, E. B.; Elving, P. J. In Kolthoff, I. M.; Elving, P. J., eds.Treatise on Analytical Chemistry, Interscience: New York; Part 1, Vol. 1,Chapter 1, pp. 3–6; (b) Potts, L. W. Quantitative Analysis—Theory andPractice. Harper and Row: New York, 1987, p. 12.8. Valcárcel, M.; Ríos, A. Anal. Chem. 1993, 65, 781A–787A.9. Valcárcel, M.; Ríos, A. Analyst, 1995, 120, 2291–2297.10. (a) Amore, F. Anal. Chem. 1979, 51, 1105A–1110A; (b) Taylor, J. K.Anal. Chem. 1981, 53, 1588A–1593A.11. D’Elia, C. F.; Sanders, J. G.; Capone, D. G. Environ. Sci. Technol. 1989,23, 768–774.12. Jiménez-Prieto, R.; Velasco, A.; Silva, M.; et al. Anal. Chim. Acta 1992,269, 273–279.13. Oungpipat, W.; Alexander, P. W. Anal. Chim. Acta 1994, 295, 36–46.14. Ibrahim, M. S.; Ahmad, M. E.; Temerk, Y. M.; et al. Anal. Chim. Acta1996, 328, 47–52.3L REFERENCES9. A sample was analyzed for the concentration of two analytes,C and D, under two sets of conditions. Under condition 1 thecalibration sensitivities arekC,1 = 23 ppm–1 kD,1 = 415 ppm–1and for condition 2kC,2 = 115 ppm–1 kD,2 = 45 ppm–1The signals under the two sets of conditions areSmeas,1 = 78.6 Smeas,2 = 47.9Determine the concentration of C and D. You may assumethat Sreag is zero under both conditions.10. Examine a procedure from Standard Methods for the Analysisof Waters and Wastewaters (or another manual of standardanalytical methods), and identify the steps taken tocompensate for interferences, to calibrate equipment andinstruments, to standardize the method, and to acquire arepresentative sample.1400-CH03 9/8/99 3:51 PM Page 52
- 70. CChhaapptteerr 453Evaluating Analytical DataAproblem dictates the requirements we place on ourmeasurements and results. Regulatory agencies, for example, placestringent requirements on the reliability of measurements and resultsreported to them. This is the rationale for creating a protocol forregulatory problems. Screening the products of an organic synthesis,on the other hand, places fewer demands on the reliability ofmeasurements, allowing chemists to customize their procedures.When designing and evaluating an analytical method, we usuallymake three separate considerations of experimental error.1 First, beforebeginning an analysis, errors associated with each measurement areevaluated to ensure that their cumulative effect will not limit the utilityof the analysis. Errors known or believed to affect the result can then beminimized. Second, during the analysis the measurement process ismonitored, ensuring that it remains under control. Finally, at the endof the analysis the quality of the measurements and the result areevaluated and compared with the original design criteria. This chapteris an introduction to the sources and evaluation of errors in analyticalmeasurements, the effect of measurement error on the result of ananalysis, and the statistical analysis of data.1400-CH04 9/8/99 3:53 PM Page 53
- 71. 54 Modern Analytical ChemistrymeanThe average value of a set of data (–X).4A Characterizing Measurements and ResultsLet’s begin by choosing a simple quantitative problem requiring a single measure-ment. The question to be answered is—What is the mass of a penny? If you thinkabout how we might answer this question experimentally, you will realize that thisproblem is too broad. Are we interested in the mass of United State pennies or Cana-dian pennies, or is the difference in country of importance? Since the composition ofa penny probably differs from country to country, let’s limit our problem to penniesminted in the United States. There are other considerations. Pennies are minted atseveral locations in the United States (this is the meaning of the letter, or absence of aletter, below the date stamped on the lower right corner of the face of the coin).Since there is no reason to expect a difference between where the penny was minted,we will choose to ignore this consideration. Is there a reason to expect a differencebetween a newly minted penny not yet in circulation, and a penny that has been incirculation? The answer to this is not obvious. Let’s simplify the problem by narrow-ing the question to—What is the mass of an average United States penny in circula-tion? This is a problem that we might expect to be able to answer experimentally.A good way to begin the analysis is to acquire some preliminary data. Table 4.1shows experimentally measured masses for seven pennies from my change jar athome. Looking at these data, it is immediately apparent that our question has nosimple answer. That is, we cannot use the mass of a single penny to draw a specificconclusion about the mass of any other penny (although we might conclude that allpennies weigh at least 3 g). We can, however, characterize these data by providing ameasure of the spread of the individual measurements around a central value.4A.1 Measures of Central TendencyOne way to characterize the data in Table 4.1 is to assume that the masses of indi-vidual pennies are scattered around a central value that provides the best estimate ofa penny’s true mass. Two common ways to report this estimate of central tendencyare the mean and the median.Mean The mean,–X, is the numerical average obtained by dividing the sum of theindividual measurements by the number of measurementswhere Xi is the ith measurement, and n is the number of independent measurements.XXniin= =∑ 1Table 4.1 Masses of Seven United StatesPennies in CirculationPenny Mass (g)1 3.0802 3.0943 3.1074 3.0565 3.1126 3.1747 3.1981400-CH04 9/8/99 3:53 PM Page 54
- 72. Chapter 4 Evaluating Analytical Data 55EXAMPLE 4.1What is the mean for the data in Table 4.1?SOLUTIONTo calculate the mean, we add the results for all measurements3.080 + 3.094 + 3.107 + 3.056 + 3.112 + 3.174 + 3.198 = 21.821and divide by the number of measurementsThe mean is the most common estimator of central tendency. It is not consid-ered a robust estimator, however, because extreme measurements, those muchlarger or smaller than the remainder of the data, strongly influence the mean’svalue.2 For example, mistakenly recording the mass of the fourth penny as 31.07 ginstead of 3.107 g, changes the mean from 3.117 g to 7.112 g!Median The median, Xmed, is the middle value when data are ordered from thesmallest to the largest value. When the data include an odd number of measure-ments, the median is the middle value. For an even number of measurements, themedian is the average of the n/2 and the (n/2) + 1 measurements, where n is thenumber of measurements.EXAMPLE 4.2What is the median for the data in Table 4.1?SOLUTIONTo determine the median, we order the data from the smallest to the largestvalue3.056 3.080 3.094 3.107 3.112 3.174 3.198Since there is a total of seven measurements, the median is the fourth value inthe ordered data set; thus, the median is 3.107.As shown by Examples 4.1 and 4.2, the mean and median provide similar esti-mates of central tendency when all data are similar in magnitude. The median,however, provides a more robust estimate of central tendency since it is less sensi-tive to measurements with extreme values. For example, introducing the transcrip-tion error discussed earlier for the mean only changes the median’s value from3.107 g to 3.112 g.4A.2 Measures of SpreadIf the mean or median provides an estimate of a penny’s true mass, then the spread ofthe individual measurements must provide an estimate of the variability in the massesof individual pennies. Although spread is often defined relative to a specific measureof central tendency, its magnitude is independent of the central value. Changing allX = =21 82173 117.. gmedianThat value for a set of ordered data, forwhich half of the data is larger in valueand half is smaller in value (–Xmed).1400-CH04 9/8/99 3:53 PM Page 55
- 73. 56 Modern Analytical Chemistrymeasurements in the same direction, by adding or subtracting a constant value,changes the mean or median, but will not change the magnitude of the spread. Threecommon measures of spread are range, standard deviation, and variance.Range The range, w, is the difference between the largest and smallest values inthe data set.Range = w = Xlargest – XsmallestThe range provides information about the total variability in the data set, but doesnot provide any information about the distribution of individual measurements.The range for the data in Table 4.1 is the difference between 3.198 g and 3.056 g;thusw = 3.198 g – 3.056 g = 0.142 gStandard Deviation The absolute standard deviation, s, describes the spread ofindividual measurements about the mean and is given as4.1where Xi is one of n individual measurements, and–X is the mean. Frequently, therelative standard deviation, sr, is reported.The percent relative standard deviation is obtained by multiplying sr by 100%.EXAMPLE 4.3What are the standard deviation, the relative standard deviation, and thepercent relative standard deviation for the data in Table 4.1?SOLUTIONTo calculate the standard deviation, we obtain the difference between the meanvalue (3.117; see Example 4.1) and each measurement, square the resultingdifferences, and add them to determine the sum of the squares (the numeratorof equation 4.1)(3.080 – 3.117)2 = (–0.037)2 = 0.00137(3.094 – 3.117)2 = (–0.023)2 = 0.00053(3.107 – 3.117)2 = (–0.010)2 = 0.00010(3.056 – 3.117)2 = (–0.061)2 = 0.00372(3.112 – 3.117)2 = (–0.005)2 = 0.00003(3.174 – 3.117)2 = (+0.057)2 = 0.00325(3.198 – 3.117)2 = (+0.081)2 = 0.006560.01556The standard deviation is calculated by dividing the sum of the squares byn – 1, where n is the number of measurements, and taking the square root.s.=−=0 015567 10 051.ssXr =sX Xniin=−=∑ ( – )121standard deviationA statistical measure of the “average”deviation of data from the data’s meanvalue (s).rangeThe numerical difference between thelargest and smallest values in a data set(w).1400-CH04 9/8/99 3:53 PM Page 56
- 74. Chapter 4 Evaluating Analytical Data 57sr = =0 0513 1170 016...The relative standard deviation and percent relative standard deviation aresr (%) = 0.016 × 100% = 1.6%It is much easier to determine the standard deviation using a scientificcalculator with built-in statistical functions.*Variance Another common measure of spread is the square of the standard devia-tion, or the variance. The standard deviation, rather than the variance, is usually re-ported because the units for standard deviation are the same as that for the meanvalue.EXAMPLE 4.4What is the variance for the data in Table 4.1?SOLUTIONThe variance is just the square of the absolute standard deviation. Using thestandard deviation found in Example 4.3 gives the variance asVariance = s2 = (0.051)2 = 0.00264B Characterizing Experimental ErrorsRealizing that our data for the mass of a penny can be characterized by a measure ofcentral tendency and a measure of spread suggests two questions. First, does ourmeasure of central tendency agree with the true, or expected value? Second, why areour data scattered around the central value? Errors associated with central tendencyreflect the accuracy of the analysis, but the precision of the analysis is determined bythose errors associated with the spread.4B.1 AccuracyAccuracy is a measure of how close a measure of central tendency is to the true, orexpected value, µ.† Accuracy is usually expressed as either an absolute errorE =–X – µ 4.2or a percent relative error, Er.4.3EXr =−×µµ100*Many scientific calculators include two keys for calculating the standard deviation, only one of which corresponds toequation 4.3. Your calculator’s manual will help you determine the appropriate key to use.†The standard convention for representing experimental parameters is to use a Roman letter for a value calculated fromexperimental data, and a Greek letter for the corresponding true value. For example, the experimentally determinedmean is–X, and its underlying true value is µ. Likewise, the standard deviation by experiment is given the symbol s, andits underlying true value is identified as σ.varianceThe square of the standard deviation (s2).1400-CH04 9/8/99 3:53 PM Page 57
- 75. Although the mean is used as the measure of central tendency in equations 4.2 and4.3, the median could also be used.Errors affecting the accuracy of an analysis are called determinate and are char-acterized by a systematic deviation from the true value; that is, all the individualmeasurements are either too large or too small. A positive determinate error resultsin a central value that is larger than the true value, and a negative determinate errorleads to a central value that is smaller than the true value. Both positive and nega-tive determinate errors may affect the result of an analysis, with their cumulative ef-fect leading to a net positive or negative determinate error. It is possible, althoughnot likely, that positive and negative determinate errors may be equal, resulting in acentral value with no net determinate error.Determinate errors may be divided into four categories: sampling errors,method errors, measurement errors, and personal errors.Sampling Errors We introduce determinate sampling errors when our samplingstrategy fails to provide a representative sample. This is especially important whensampling heterogeneous materials. For example, determining the environmentalquality of a lake by sampling a single location near a point source of pollution, suchas an outlet for industrial effluent, gives misleading results. In determining the massof a U.S. penny, the strategy for selecting pennies must ensure that pennies fromother countries are not inadvertently included in the sample. Determinate errors as-sociated with selecting a sample can be minimized with a proper sampling strategy,a topic that is considered in more detail in Chapter 7.Method Errors Determinate method errors are introduced when assumptionsabout the relationship between the signal and the analyte are invalid. In terms of thegeneral relationships between the measured signal and the amount of analyteSmeas = knA + Sreag (total analysis method) 4.4Smeas = kCA + Sreag (concentration method) 4.5method errors exist when the sensitivity, k, and the signal due to the reagent blank,Sreag, are incorrectly determined. For example, methods in which Smeas is the mass ofa precipitate containing the analyte (gravimetric method) assume that the sensitiv-ity is defined by a pure precipitate of known stoichiometry. When this assumptionfails, a determinate error will exist. Method errors involving sensitivity are mini-mized by standardizing the method, whereas method errors due to interferentspresent in reagents are minimized by using a proper reagent blank. Both are dis-cussed in more detail in Chapter 5. Method errors due to interferents in the samplecannot be minimized by a reagent blank. Instead, such interferents must be sepa-rated from the analyte or their concentrations determined independently.Measurement Errors Analytical instruments and equipment, such as glassware andbalances, are usually supplied by the manufacturer with a statement of the item’smaximum measurement error, or tolerance. For example, a 25-mL volumetricflask might have a maximum error of ±0.03 mL, meaning that the actual volumecontained by the flask lies within the range of 24.97–25.03 mL. Although expressedas a range, the error is determinate; thus, the flask’s true volume is a fixed valuewithin the stated range. A summary of typical measurement errors for a variety ofanalytical equipment is given in Tables 4.2–4.4.58 Modern Analytical Chemistrysampling errorAn error introduced during the processof collecting a sample for analysis.heterogeneousNot uniform in composition.method errorAn error due to limitations in theanalytical method used to analyze asample.determinate errorAny systematic error that causes ameasurement or result to always be toohigh or too small; can be traced to anidentifiable source.measurement errorAn error due to limitations in theequipment and instruments used tomake measurements.toleranceThe maximum determinatemeasurement error for equipment orinstrument as reported by themanufacturer.1400-CH04 9/8/99 3:53 PM Page 58
- 76. Chapter 4 Evaluating Analytical Data 59Table 4.2 Measurement Errors for Selected GlasswareaMeasurement Errors forVolume Class A Glassware Class B GlasswareGlassware (mL) (±mL) (±mL)Transfer Pipets 1 0.006 0.0122 0.006 0.0125 0.01 0.0210 0.02 0.0420 0.03 0.0625 0.03 0.0650 0.05 0.10Volumetric Flasks 5 0.02 0.0410 0.02 0.0425 0.03 0.0650 0.05 0.10100 0.08 0.16250 0.12 0.24500 0.20 0.401000 0.30 0.602000 0.50 1.0Burets 10 0.02 0.0425 0.03 0.0650 0.05 0.10aSpecifications for class A and class B glassware are taken from American Society for Testing andMaterials E288, E542 and E694 standards.Table 4.4 Measurement Errorsfor Selected Digital PipetsVolume Measurement ErrorPipet Range (mL or µL)a (±%)10–100 µLb 10 1.050 0.6100 0.6200–1000 µLc 200 1.51000 0.81–10 mLd 1 0.65 0.410 0.3aUnits for volume same as for pipet range.bData for Eppendorf Digital Pipet 4710.cData for Oxford Benchmate.dData for Eppendorf Maxipetter 4720 with Maxitip P.Table 4.3 Measurement Errorsfor Selected BalancesCapacity MeasurementBalance (g) ErrorPrecisa 160M 160 ±1 mgA & D ER 120M 120 ±0.1 mgMetler H54 160 ±0.01 mg1400-CH04 9/8/99 3:53 PM Page 59
- 77. Volumetric glassware is categorized by class. Class A glassware is manufacturedto comply with tolerances specified by agencies such as the National Institute ofStandards and Technology. Tolerance levels for class A glassware are small enoughthat such glassware normally can be used without calibration. The tolerance levelsfor class B glassware are usually twice those for class A glassware. Other types of vol-umetric glassware, such as beakers and graduated cylinders, are unsuitable for accu-rately measuring volumes.Determinate measurement errors can be minimized by calibration. A pipet canbe calibrated, for example, by determining the mass of water that it delivers andusing the density of water to calculate the actual volume delivered by the pipet. Al-though glassware and instrumentation can be calibrated, it is never safe to assumethat the calibration will remain unchanged during an analysis. Many instruments,in particular, drift out of calibration over time. This complication can be minimizedby frequent recalibration.Personal Errors Finally, analytical work is always subject to a variety of personalerrors, which can include the ability to see a change in the color of an indicatorused to signal the end point of a titration; biases, such as consistently overestimat-ing or underestimating the value on an instrument’s readout scale; failing to cali-brate glassware and instrumentation; and misinterpreting procedural directions.Personal errors can be minimized with proper care.Identifying Determinate Errors Determinate errors can be difficult to detect.Without knowing the true value for an analysis, the usual situation in any analysiswith meaning, there is no accepted value with which the experimental result can becompared. Nevertheless, a few strategies can be used to discover the presence of adeterminate error.Some determinate errors can be detected experimentally by analyzing severalsamples of different size. The magnitude of a constant determinate error is thesame for all samples and, therefore, is more significant when analyzing smaller sam-ples. The presence of a constant determinate error can be detected by running sev-eral analyses using different amounts of sample, and looking for a systematic changein the property being measured. For example, consider a quantitative analysis inwhich we separate the analyte from its matrix and determine the analyte’s mass.Let’s assume that the sample is 50.0% w/w analyte; thus, if we analyze a 0.100-gsample, the analyte’s true mass is 0.050 g. The first two columns of Table 4.5 givethe true mass of analyte for several additional samples. If the analysis has a positiveconstant determinate error of 0.010 g, then the experimentally determined mass for60 Modern Analytical ChemistryTable 4.5 Effect of Constant Positive Determinate Error on Analysisof Sample Containing 50% Analyte (%w/w)Mass Sample True Mass of Analyte Constant Error Mass of Analyte Determined Percent Analyte Reported(g) (g) (g) (g) (%w/w)0.100 0.050 0.010 0.060 60.00.200 0.100 0.010 0.110 55.00.400 0.200 0.010 0.210 52.50.800 0.400 0.010 0.410 51.21.000 0.500 0.010 0.510 51.0constant determinate errorA determinate error whose value is thesame for all samples.personal errorAn error due to biases introduced by theanalyst.1400-CH04 9/8/99 3:53 PM Page 60
- 78. any sample will always be 0.010 g, larger than its true mass (column four of Table4.5). The analyte’s reported weight percent, which is shown in the last column ofTable 4.5, becomes larger when we analyze smaller samples. A graph of % w/w ana-lyte versus amount of sample shows a distinct upward trend for small amounts ofsample (Figure 4.1). A smaller concentration of analyte is obtained when analyzingsmaller samples in the presence of a constant negative determinate error.A proportional determinate error, in which the error’s magnitude depends onthe amount of sample, is more difficult to detect since the result of an analysis is in-dependent of the amount of sample. Table 4.6 outlines an example showing the ef-fect of a positive proportional error of 1.0% on the analysis of a sample that is50.0% w/w in analyte. In terms of equations 4.4 and 4.5, the reagent blank, Sreag, isan example of a constant determinate error, and the sensitivity, k, may be affectedby proportional errors.Potential determinate errors also can be identified by analyzing a standard sam-ple containing a known amount of analyte in a matrix similar to that of the samplesbeing analyzed. Standard samples are available from a variety of sources, such as theNational Institute of Standards and Technology (where they are called standardreference materials) or the American Society for Testing and Materials. For exam-ple, Figure 4.2 shows an analysis sheet for a typical reference material. Alternatively,the sample can be analyzed by an independentmethod known to give accurate results, and the re-sults of the two methods can be compared. Onceidentified, the source of a determinate error can becorrected. The best prevention against errors affect-ing accuracy, however, is a well-designed procedurethat identifies likely sources of determinate errors,coupled with careful laboratory work.The data in Table 4.1 were obtained using acalibrated balance, certified by the manufacturer tohave a tolerance of less than ±0.002 g. Suppose theTreasury Department reports that the mass of a1998 U.S. penny is approximately 2.5 g. Since themass of every penny in Table 4.1 exceeds the re-ported mass by an amount significantly greaterthan the balance’s tolerance, we can safely concludethat the error in this analysis is not due to equip-ment error. The actual source of the error is re-vealed later in this chapter.Chapter 4 Evaluating Analytical Data 61Amount of sample%w/wanalyteNegative constant errorPositive constant errorTrue % w/w analyteFigure 4.1Effect of a constant determinate error on the reported concentration ofanalyte.Table 4.6 Effect of Proportional Positive Determinate Error on Analysisof Sample Containing 50% Analyte (%w/w)Mass Sample True Mass of Analyte Proportional Error Mass of Analyte Determined Percent Analyte Reported(g) (g) (%) (g) (%w/w)0.200 0.100 1.00 0.101 50.50.400 0.200 1.00 0.202 50.50.600 0.300 1.00 0.303 50.50.800 0.400 1.00 0.404 50.51.000 0.500 1.00 0.505 50.5proportional determinate errorA determinate error whose valuedepends on the amount of sampleanalyzed.standard reference materialA material available from the NationalInstitute of Standards and Technologycertified to contain knownconcentrations of analytes.1400-CH04 9/8/99 3:53 PM Page 61
- 79. 4B.2 PrecisionPrecision is a measure of the spread of data about a central value and may be ex-pressed as the range, the standard deviation, or the variance. Precision is commonlydivided into two categories: repeatability and reproducibility. Repeatability is theprecision obtained when all measurements are made by the same analyst during asingle period of laboratory work, using the same solutions and equipment. Repro-ducibility, on the other hand, is the precision obtained under any other set of con-ditions, including that between analysts, or between laboratory sessions for a singleanalyst. Since reproducibility includes additional sources of variability, the repro-ducibility of an analysis can be no better than its repeatability.Errors affecting the distribution of measurements around a central value arecalled indeterminate and are characterized by a random variation in both magni-tude and direction. Indeterminate errors need not affect the accuracy of an analy-sis. Since indeterminate errors are randomly scattered around a central value, posi-tive and negative errors tend to cancel, provided that enough measurements aremade. In such situations the mean or median is largely unaffected by the precisionof the analysis.Sources of Indeterminate Error Indeterminate errors can be traced to severalsources, including the collection of samples, the manipulation of samples duringthe analysis, and the making of measurements.When collecting a sample, for instance, only a small portion of the availablematerial is taken, increasing the likelihood that small-scale inhomogeneities in thesample will affect the repeatability of the analysis. Individual pennies, for example,are expected to show variation from several sources, including the manufacturingprocess, and the loss of small amounts of metal or the addition of dirt during circu-lation. These variations are sources of indeterminate error associated with the sam-pling process.62 Modern Analytical ChemistrySRM Type Unit of issue2694a Simulated rainwater Set of 4: 2 of 50 mL at each of 2 levelsConstituent element parameter 2694a-I 2694a-IIpH, 25°C 4.30 3.60Electrolytic Conductivity (S/cm, 25°C) 25.4 129.3Acidity, meq/L 0.0544 0.283Fluoride, mg/L 0.057 0.108Chloride, mg/L (0.23)* (0.94)*Nitrate, mg/L (0.53)* 7.19Sulfate, mg/L 2.69 10.6Sodium, mg/L 0.208 0.423Potassium, mg/L 0.056 0.108Ammonium, mg/L (0.12)* (1.06)*Calcium, mg/L 0.0126 0.0364Magnesium, mg/L 0.0242 0.0484* Values in parentheses are not certified and are given for information only.Figure 4.2Analysis sheet for Simulated Rainwater (SRM2694a). Adapted from NIST SpecialPublication 260: Standard ReferenceMaterials Catalog 1995–96, p. 64; U.S.Department of Commerce, TechnologyAdministration, National Institute ofStandards and Technology.Simulated Rainwater (liquid form)This SRM was developed to aid in the analysis of acidic rainwater by providing a stable,homogeneous material at two levels of acidity.repeatabilityThe precision for an analysis in whichthe only source of variability is theanalysis of replicate samples.reproducibilityThe precision when comparing resultsfor several samples, for several analystsor several methods.indeterminate errorAny random error that causes somemeasurements or results to be too highwhile others are too low.1400-CH04 9/8/99 3:53 PM Page 62
- 80. During the analysis numerous opportunities arise for random variations in theway individual samples are treated. In determining the mass of a penny, for exam-ple, each penny should be handled in the same manner. Cleaning some pennies butnot cleaning others introduces an indeterminate error.Finally, any measuring device is subject to an indeterminate error in reading itsscale, with the last digit always being an estimate subject to random fluctuations, orbackground noise. For example, a buret with scale divisions every 0.1 mL has an in-herent indeterminate error of ±0.01 – 0.03 mL when estimating the volume to thehundredth of a milliliter (Figure 4.3). Background noise in an electrical meter (Fig-ure 4.4) can be evaluated by recording the signal without analyte and observing thefluctuations in the signal over time.Evaluating Indeterminate Error Although it is impossible to eliminate indetermi-nate error, its effect can be minimized if the sources and relative magnitudes of theindeterminate error are known. Indeterminate errors may be estimated by an ap-propriate measure of spread. Typically, a standard deviation is used, although insome cases estimated values are used. The contribution from analytical instrumentsand equipment are easily measured or estimated. Inde-terminate errors introduced by the analyst, such as in-consistencies in the treatment of individual samples,are more difficult to estimate.To evaluate the effect of indeterminate error onthe data in Table 4.1, ten replicate determinations ofthe mass of a single penny were made, with resultsshown in Table 4.7. The standard deviation for thedata in Table 4.1 is 0.051, and it is 0.0024 for thedata in Table 4.7. The significantly better precisionwhen determining the mass of a single penny sug-gests that the precision of this analysis is not limitedby the balance used to measure mass, but is due to asignificant variability in the masses of individualpennies.Chapter 4 Evaluating Analytical Data 63SignalTimeFigure 4.4Background noise in a meter obtained bymeasuring signal over time in the absence ofanalyte.Table 4.7 Replicate Determinations of theMass of a Single United StatesPenny in CirculationMassReplicate Number (g)1 3.0252 3.0243 3.0284 3.0275 3.0286 3.0237 3.0228 3.0219 3.02610 3.024Figure 4.3Close-up of buret, showing difficulty inestimating volume. With scale divisions every0.1 mL it is difficult to read the actualvolume to better than ±0.01 – 0.03 mL.30311400-CH04 9/8/99 3:53 PM Page 63
- 81. 64 Modern Analytical ChemistryuncertaintyThe range of possible values for ameasurement.4B.3 Error and UncertaintyAnalytical chemists make a distinction between error and uncertainty.3 Error is thedifference between a single measurement or result and its true value. In otherwords, error is a measure of bias. As discussed earlier, error can be divided into de-terminate and indeterminate sources. Although we can correct for determinateerror, the indeterminate portion of the error remains. Statistical significance testing,which is discussed later in this chapter, provides a way to determine whether a biasresulting from determinate error might be present.Uncertainty expresses the range of possible values that a measurement or resultmight reasonably be expected to have. Note that this definition of uncertainty is notthe same as that for precision. The precision of an analysis, whether reported as arange or a standard deviation, is calculated from experimental data and provides anestimation of indeterminate error affecting measurements. Uncertainty accounts forall errors, both determinate and indeterminate, that might affect our result. Al-though we always try to correct determinate errors, the correction itself is subject torandom effects or indeterminate errors.To illustrate the difference between precision and un-certainty, consider the use of a class A 10-mL pipet for de-livering solutions. A pipet’s uncertainty is the range ofvolumes in which its true volume is expected to lie. Sup-pose you purchase a 10-mL class A pipet from a labora-tory supply company and use it without calibration. Thepipet’s tolerance value of ±0.02 mL (see Table 4.2) repre-sents your uncertainty since your best estimate of its vol-ume is 10.00 mL ±0.02 mL. Precision is determined ex-perimentally by using the pipet several times, measuringthe volume of solution delivered each time. Table 4.8shows results for ten such trials that have a mean of 9.992mL and a standard deviation of 0.006. This standard devi-ation represents the precision with which we expect to beable to deliver a given solution using any class A 10-mLpipet. In this case the uncertainty in using a pipet is worsethan its precision. Interestingly, the data in Table 4.8 allowus to calibrate this specific pipet’s delivery volume as 9.992 mL. If we use this vol-ume as a better estimate of this pipet’s true volume, then the uncertainty is ±0.006.As expected, calibrating the pipet allows us to lower its uncertainty.4C Propagation of UncertaintySuppose that you need to add a reagent to a flask by several successive transfersusing a class A 10-mL pipet. By calibrating the pipet (see Table 4.8), you know thatit delivers a volume of 9.992 mL with a standard deviation of 0.006 mL. Since thepipet is calibrated, we can use the standard deviation as a measure of uncertainty.This uncertainty tells us that when we use the pipet to repetitively deliver 10 mL ofsolution, the volumes actually delivered are randomly scattered around the mean of9.992 mL.If the uncertainty in using the pipet once is 9.992 ± 0.006 mL, what is the un-certainty when the pipet is used twice? As a first guess, we might simply add the un-certainties for each delivery; thus(9.992 mL + 9.992 mL) ± (0.006 mL + 0.006 mL) = 19.984 ± 0.012 mLTable 4.8 Experimentally DeterminedVolumes Delivered by a 10-mLClass A PipetVolume VolumeDelivered DeliveredTrial (mL) Trial (mL)1 10.002 6 9.9832 9.993 7 9.9913 9.984 8 9.9904 9.996 9 9.9885 9.989 10 9.999errorA measure of bias in a result ormeasurement.1400-CH04 9/8/99 3:54 PM Page 64
- 82. Chapter 4 Evaluating Analytical Data 65It is easy to see that combining uncertainties in this way overestimates the total un-certainty. Adding the uncertainty for the first delivery to that of the second deliveryassumes that both volumes are either greater than 9.992 mL or less than 9.992 mL.At the other extreme, we might assume that the two deliveries will always be on op-posite sides of the pipet’s mean volume. In this case we subtract the uncertaintiesfor the two deliveries,(9.992 mL + 9.992 mL) ± (0.006 mL – 0.006 mL) = 19.984 ± 0.000 mLunderestimating the total uncertainty.So what is the total uncertainty when using this pipet to deliver two successivevolumes of solution? From the previous discussion we know that the total uncer-tainty is greater than ±0.000 mL and less than ±0.012 mL. To estimate the cumula-tive effect of multiple uncertainties, we use a mathematical technique known as thepropagation of uncertainty. Our treatment of the propagation of uncertainty isbased on a few simple rules that we will not derive. A more thorough treatment canbe found elsewhere.44C.1 A Few SymbolsPropagation of uncertainty allows us to estimate the uncertainty in a calculated re-sult from the uncertainties of the measurements used to calculate the result. In theequations presented in this section the result is represented by the symbol R and themeasurements by the symbols A, B, and C. The corresponding uncertainties are sR,sA, sB, and sC. The uncertainties for A, B, and C can be reported in several ways, in-cluding calculated standard deviations or estimated ranges, as long as the same formis used for all measurements.4C.2 Uncertainty When Adding or SubtractingWhen measurements are added or subtracted, the absolute uncertainty in the resultis the square root of the sum of the squares of the absolute uncertainties for the in-dividual measurements. Thus, for the equations R = A + B + C or R = A + B – C, orany other combination of adding and subtracting A, B, and C, the absolute uncer-tainty in R is4.6EXAMPLE 4.5The class A 10-mL pipet characterized in Table 4.8 is used to deliver twosuccessive volumes. Calculate the absolute and relative uncertainties for thetotal delivered volume.SOLUTIONThe total delivered volume is obtained by adding the volumes of each delivery;thusVtot = 9.992 mL + 9.992 mL = 19.984 mLUsing the standard deviation as an estimate of uncertainty, the uncertainty inthe total delivered volume issR = + =( . ) ( . ) .0 006 0 006 0 00852 2s s s sR A B C= + +2 2 21400-CH04 9/8/99 3:54 PM Page 65
- 83. 66 Modern Analytical ChemistryThus, we report the volume and its absolute uncertainty as 19.984 ± 0.008 mL.The relative uncertainty in the total delivered volume is4C.3 Uncertainty When Multiplying or DividingWhen measurements are multiplied or divided, the relative uncertainty in the resultis the square root of the sum of the squares of the relative uncertainties for the indi-vidual measurements. Thus, for the equations R = A × B × C or R = A × B/C, or anyother combination of multiplying and dividing A, B, and C, the relative uncertaintyin R is4.7EXAMPLE 4.6The quantity of charge, Q, in coulombs passing through an electrical circuit isQ = I × twhere I is the current in amperes and t is the time in seconds. When a currentof 0.15 ± 0.01 A passes through the circuit for 120 ± 1 s, the total charge isQ = (0.15 A) × (120 s) = 18 CCalculate the absolute and relative uncertainties for the total charge.SOLUTIONSince charge is the product of current and time, its relative uncertainty isor ±6.7%. The absolute uncertainty in the charge issR = R × 0.0672 = (18) × (±0.0672) = ±1.2Thus, we report the total charge as 18 C ± 1 C.4C.4 Uncertainty for Mixed OperationsMany chemical calculations involve a combination of adding and subtracting, andmultiply and dividing. As shown in the following example, the propagation of un-certainty is easily calculated by treating each operation separately using equations4.6 and 4.7 as needed.sR..R= + = ±0 010 1511200 06722 2.sRsAsBsCR A B C= + +2 2 20 008519 984100 0 043... %× =1400-CH04 9/8/99 3:54 PM Page 66
- 84. Chapter 4 Evaluating Analytical Data 67EXAMPLE 4.7For a concentration technique the relationship between the measured signaland an analyte’s concentration is given by equation 4.5Smeas = kCA + SreagCalculate the absolute and relative uncertainties for the analyte’s concentrationif Smeas is 24.37 ± 0.02, Sreag is 0.96 ± 0.02, and k is 0.186 ± 0.003 ppm–1.SOLUTIONRearranging equation 4.5 and solving for CAgives the analyte’s concentration as 126 ppm. To estimate the uncertainty inCA, we first determine the uncertainty for the numerator, Smeas – Sreag, usingequation 4.6The numerator, therefore, is 23.41 ± 0.028 (note that we retain an extrasignificant figure since we will use this uncertainty in further calculations). Tocomplete the calculation, we estimate the relative uncertainty in CA usingequation 4.7, givingor a percent relative uncertainty of 1.6%. The absolute uncertainty in theanalyte’s concentration issR = (125.9 ppm) × (0.0162) = ±2.0 ppmgiving the analyte’s concentration as 126 ± 2 ppm.4C.5 Uncertainty for Other Mathematical FunctionsMany other mathematical operations are commonly used in analytical chemistry,including powers, roots, and logarithms. Equations for the propagation of uncer-tainty for some of these functions are shown in Table 4.9.EXAMPLE 4.8The pH of a solution is defined aspH = –log[H+]where [H+] is the molar concentration of H+. If the pH of a solution is 3.72with an absolute uncertainty of ±0.03, what is the [H+] and its absoluteuncertainty?sR...R= + =0 02823 410 0030 1860 01622 2..s . .R = + =( ) ( ) .0 02 0 02 0 0282 2CS SkAmeas reagppmppm=−=−=24 37 0 960 186125 9. ...-11400-CH04 9/8/99 3:54 PM Page 67
- 85. SOLUTIONThe molar concentration of H+ for this pH is[H+] = 10–pH = 10–3.72 = 1.91 × 10–4 Mor 1.9 × 10–4 M to two significant figures. From Table 4.9 the relativeuncertainty in [H+] isand the absolute uncertainty is(1.91 × 10–4 M) × (0.069) = 1.3 × 10–5 MWe report the [H+] and its absolute uncertainty as 1.9 (±0.1) × 10–4 M.sRsR= × = × =2 303 2 303 0 03 0 069. . . .A68 Modern Analytical ChemistryTable 4.9 Propagation of Uncertaintyfor Selected FunctionsaFunction sRR kA s ksR A B s s sR A B s s sR A BsRsAsBRABsRsAsBR A ssAR A sR AR A BR A BR AR ARAR== + += += × = += = +=======22222 22 2–ln( )log( )BB0.43430.4343 ×= == == =sAR esRsRsRsR AsRksAAA RAA RAk R A10 2 303.aThese equations assume that the measurements A and B areuncorrelated; that is, sA is independent of sB.4C.6 Is Calculating Uncertainty Actually Useful?Given the complexity of determining a result’s uncertainty when several mea-surements are involved, it is worth examining some of the reasons why such cal-culations are useful. A propagation of uncertainty allows us to estimate an ex-1400-CH04 9/8/99 3:54 PM Page 68
- 86. Chapter 4 Evaluating Analytical Data 69pected uncertainty for an analysis. Comparing the expected uncertainty to thatwhich is actually obtained can provide useful information. For example, in de-termining the mass of a penny, we estimated the uncertainty in measuring massas ±0.002 g based on the balance’s tolerance. If we measure a single penny’s massseveral times and obtain a standard deviation of ±0.020 g, we would have reasonto believe that our measurement process is out of control. We would then try toidentify and correct the problem.A propagation of uncertainty also helps in deciding how to improve the un-certainty in an analysis. In Example 4.7, for instance, we calculated the concen-tration of an analyte, obtaining a value of 126 ppm with an absolute uncertaintyof ±2 ppm and a relative uncertainty of 1.6%. How might we improve the analy-sis so that the absolute uncertainty is only ±1 ppm (a relative uncertainty of0.8%)? Looking back on the calculation, we find that the relative uncertainty isdetermined by the relative uncertainty in the measured signal (corrected for thereagent blank)and the relative uncertainty in the method’s sensitivity, k,Of these two terms, the sensitivity’s uncertainty dominates the total uncertainty.Measuring the signal more carefully will not improve the overall uncertaintyof the analysis. On the other hand, the desired improvement in uncertaintycan be achieved if the sensitivity’s absolute uncertainty can be decreased to±0.0015 ppm–1.As a final example, a propagation of uncertainty can be used to decide whichof several procedures provides the smallest overall uncertainty. Preparing a solu-tion by diluting a stock solution can be done using several different combina-tions of volumetric glassware. For instance, we can dilute a solution by a factorof 10 using a 10-mL pipet and a 100-mL volumetric flask, or by using a 25-mLpipet and a 250-mL volumetric flask. The same dilution also can be accom-plished in two steps using a 50-mL pipet and a 100-mL volumetric flask for thefirst dilution, and a 10-mL pipet and a 50-mL volumetric flask for the second di-lution. The overall uncertainty, of course, depends on the uncertainty of theglassware used in the dilutions. As shown in the following example, we can usethe tolerance values for volumetric glassware to determine the optimum dilutionstrategy.5EXAMPLE 4.9Which of the following methods for preparing a 0.0010 M solution from a1.0 M stock solution provides the smallest overall uncertainty?(a) A one-step dilution using a 1-mL pipet and a 1000-mL volumetricflask.(b) A two-step dilution using a 20-mL pipet and a 1000-mL volumetric flaskfor the first dilution and a 25-mL pipet and a 500-mL volumetric flask forthe second dilution.0 0030 1860 016 1 6... , . %= ± ±or0 02823 410 0012 0 12... , . %= ± ±or1400-CH04 9/8/99 3:54 PM Page 69
- 87. 70 Modern Analytical ChemistrySOLUTIONLetting Ma and Mb represent the molarity of the final solutions from method(a) and method (b), we can write the following equationsUsing the tolerance values for pipets and volumetric flasks given in Table 4.2,the overall uncertainties in Ma and Mb areSince the relative uncertainty for Mb is less than that for Ma, we find that thetwo-step dilution provides the smaller overall uncertainty.4D The Distribution of Measurements and ResultsAn analysis, particularly a quantitative analysis, is usually performed on severalreplicate samples. How do we report the result for such an experiment when resultsfor the replicates are scattered around a central value? To complicate matters fur-ther, the analysis of each replicate usually requires multiple measurements that,themselves, are scattered around a central value.Consider, for example, the data in Table 4.1 for the mass of a penny. Reportingonly the mean is insufficient because it fails to indicate the uncertainty in measuringa penny’s mass. Including the standard deviation, or other measure of spread, pro-vides the necessary information about the uncertainty in measuring mass. Never-theless, the central tendency and spread together do not provide a definitive state-ment about a penny’s true mass. If you are not convinced that this is true, askyourself how obtaining the mass of an additional penny will change the mean andstandard deviation.How we report the result of an experiment is further complicated by the needto compare the results of different experiments. For example, Table 4.10 shows re-sults for a second, independent experiment to determine the mass of a U.S. pennyin circulation. Although the results shown in Tables 4.1 and 4.10 are similar, theyare not identical; thus, we are justified in asking whether the results are in agree-ment. Unfortunately, a definitive comparison between these two sets of data is notpossible based solely on their respective means and standard deviations.Developing a meaningful method for reporting an experiment’s result requiresthe ability to predict the true central value and true spread of the population underinvestigation from a limited sampling of that population. In this section we will takea quantitative look at how individual measurements and results are distributedaround a central value.sR. .sR. . . .RMRM = + = = + + + =ab0 0061 0000 31000 00 0060 0320 000 0325 000 2500 00 31000 00 0022 22 2 2 2. ... . . ..MMabMM mLmLMM mL mLmL mL= == =0 00101 0 1 0001000 00 00101 0 20 00 25 001000 0 500 0.( . )( . )..( . )( . )( . )( . )( . )1400-CH04 9/8/99 3:54 PM Page 70
- 88. 4D.1 Populations and SamplesIn the previous section we introduced the terms “population” and “sample” in thecontext of reporting the result of an experiment. Before continuing, we need to un-derstand the difference between a population and a sample. A population is the setof all objects in the system being investigated. These objects, which also are mem-bers of the population, possess qualitative or quantitative characteristics, or values,that can be measured. If we analyze every member of a population, we can deter-mine the population’s true central value, µ, and spread, σ.The probability of occurrence for a particular value, P(V), is given aswhere V is the value of interest, M is the value’s frequency of occurrence in the pop-ulation, and N is the size of the population. In determining the mass of a circulatingUnited States penny, for instance, the members of the population are all UnitedStates pennies currently in circulation, while the values are the possible masses thata penny may have.In most circumstances, populations are so large that it is not feasible to analyzeevery member of the population. This is certainly true for the population of circulatingU.S. pennies. Instead, we select and analyze a limited subset, or sample, of the popula-tion. The data in Tables 4.1 and 4.10, for example, give results for two samples drawnat random from the larger population of all U.S. pennies currently in circulation.4D.2 Probability Distributions for PopulationsTo predict the properties of a population on the basis of a sample, it is necessary toknow something about the population’s expected distribution around its centralvalue. The distribution of a population can be represented by plotting the frequencyof occurrence of individual values as a function of the values themselves. Such plotsare called probability distributions. Unfortunately, we are rarely able to calculatethe exact probability distribution for a chemical system. In fact, the probability dis-tribution can take any shape, depending on the nature of the chemical system beinginvestigated. Fortunately many chemical systems display one of several commonprobability distributions. Two of these distributions, the binomial distribution andthe normal distribution, are discussed next.P VMN( ) =Chapter 4 Evaluating Analytical Data 71Table 4.10 Results for a SecondDetermination of the Mass of aUnited States Penny in CirculationPenny Mass(g)1 3.0522 3.1413 3.0834 3.0835 3.048–X 3.081s 0.037populationAll members of a system.sampleThose members of a population that weactually collect and analyze.probability distributionPlot showing frequency of occurrencefor members of a population.1400-CH04 9/8/99 3:54 PM Page 71
- 89. 72 Modern Analytical Chemistrybinomial distributionProbability distribution showing chanceof obtaining one of two specificoutcomes in a fixed number of trials.*N! is read as N-factorial and is the product N × (N – 1) × (N – 2) × . . . × 1. For example, 4! is 4 × 3 × 2 × 1, or 24.Your calculator probably has a key for calculating factorials.Binomial Distribution The binomial distribution describes a population in whichthe values are the number of times a particular outcome occurs during a fixed num-ber of trials. Mathematically, the binomial distribution is given aswhere P(X,N) is the probability that a given outcome will occur X times during Ntrials, and p is the probability that the outcome will occur in a single trial.* If youflip a coin five times, P(2,5) gives the probability that two of the five trials will turnup “heads.”A binomial distribution has well-defined measures of central tendency andspread. The true mean value, for example, is given asµ = Npand the true spread is given by the varianceσ2 = Np(1 – p)or the standard deviationThe binomial distribution describes a population whose members have onlycertain, discrete values. A good example of a population obeying the binomial dis-tribution is the sampling of homogeneous materials. As shown in Example 4.10, thebinomial distribution can be used to calculate the probability of finding a particularisotope in a molecule.EXAMPLE 4.10Carbon has two common isotopes, 12C and 13C, with relative isotopicabundances of, respectively, 98.89% and 1.11%. (a) What are the mean andstandard deviation for the number of 13C atoms in a molecule of cholesterol?(b) What is the probability of finding a molecule of cholesterol (C27H44O)containing no atoms of 13C?SOLUTIONThe probability of finding an atom of 13C in cholesterol follows a binomialdistribution, where X is the sought for frequency of occurrence of 13C atoms, Nis the number of C atoms in a molecule of cholesterol, and p is the probabilityof finding an atom of 13C.(a) The mean number of 13C atoms in a molecule of cholesterol isµ = Np = 27 × 0.0111 = 0.300with a standard deviation of(b) Since the mean is less than one atom of 13C per molecule, mostmolecules of cholesterol will not have any 13C. To calculateσ = − =( )( . )( . ) .27 0 0111 1 0 0111 0 172σ = −Np p( )1P X, NNX N Xp pX N X( )!!( )!( )=−× × − −1homogeneousUniform in composition.1400-CH04 9/8/99 3:54 PM Page 72
- 90. the probability, we substitute appropriate values into the binomialequationThere is therefore a 74.0% probability that a molecule of cholesterol willnot have an atom of 13C.A portion of the binomial distribution for atoms of 13C in cholesterol isshown in Figure 4.5. Note in particular that there is little probability of findingmore than two atoms of 13C in any molecule of cholesterol.P( , )!!( )!( . ) ( . ) .0 27270 27 00 0111 1 0 0111 0 7400 27 0=−× × − =−Chapter 4 Evaluating Analytical Data 73ProbabilityNumber of atoms of carbon-13 in a molecule of cholesterol00.80.70.60.50.40.30.20.101 2 3 4 5Figure 4.5Portion of the binomial distribution for thenumber of naturally occurring 13C atoms in amolecule of cholesterol.Normal Distribution The binomial distribution describes a population whosemembers have only certain, discrete values. This is the case with the number of 13Catoms in a molecule, which must be an integer number no greater then the numberof carbon atoms in the molecule. A molecule, for example, cannot have 2.5 atoms of13C. Other populations are considered continuous, in that members of the popula-tion may take on any value.The most commonly encountered continuous distribution is the Gaussian, ornormal distribution, where the frequency of occurrence for a value, X, is given byThe shape of a normal distribution is determined by two parameters, the first ofwhich is the population’s central, or true mean value, µ, given aswhere n is the number of members in the population. The second parameter is thepopulation’s variance, σ2, which is calculated using the following equation*4.8σµ2 12=−=∑ ( )XniiNµ = =∑ XniiN1f XX( ) exp( )=− −12 2222πσµσnormal distribution“Bell-shaped” probability distributioncurve for measurements and resultsshowing the effect of random error.*Note the difference between the equation for a population’s variance, which includes the term n in the denominator,and the similar equation for the variance of a sample (the square of equation 4.3), which includes the term n – 1 in thedenominator. The reason for this difference is discussed later in the chapter.1400-CH04 9/8/99 3:54 PM Page 73
- 91. 74 Modern Analytical Chemistryf(x)Value of x–50 –40 –30 –20 –10 0(a)(b)(c)10 20 30 40 50Figure 4.6Normal distributions for (a) µ = 0 andσ2 = 25; (b) µ = 0 and σ2 = 100; and(c) µ = 0 and σ2 = 400.Examples of normal distributions with µ = 0 and σ2 = 25, 100 or 400, areshown in Figure 4.6. Several features of these normal distributions deserve atten-tion. First, note that each normal distribution contains a single maximum corre-sponding to µ and that the distribution is symmetrical about this value. Second,increasing the population’s variance increases the distribution’s spread while de-creasing its height. Finally, because the normal distribution depends solely on µand σ2, the area, or probability of occurrence between any two limits defined interms of these parameters is the same for all normal distribution curves. For ex-ample, 68.26% of the members in a normally distributed population have valueswithin the range µ ±1σ, regardless of the actual values of µ and σ. As shown inExample 4.11, probability tables (Appendix 1A) can be used to determine theprobability of occurrence between any defined limits.EXAMPLE 4.11The amount of aspirin in the analgesic tablets from a particular manufacturer isknown to follow a normal distribution, with µ = 250 mg and σ2 = 25. In arandom sampling of tablets from the production line, what percentage areexpected to contain between 243 and 262 mg of aspirin?SOLUTIONThe normal distribution for this example is shown in Figure 4.7, with theshaded area representing the percentage of tablets containing between 243 and262 mg of aspirin. To determine the percentage of tablets between these limits,we first determine the percentage of tablets with less than 243 mg of aspirin,and the percentage of tablets having more than 262 mg of aspirin. This isaccomplished by calculating the deviation, z, of each limit from µ, using thefollowing equationwhere X is the limit in question, and σ, the population standard deviation, is 5.Thus, the deviation for the lower limit iszX=− µσ1400-CH04 9/8/99 3:54 PM Page 74
- 92. Figure 4.7Normal distribution for population ofaspirin tablets with µ = 250 mg aspirinand σ2 = 25. The shaded area showsthe percentage of tablets containingbetween 243 and 262 mg of aspirin.Chapter 4 Evaluating Analytical Data 75f(mgaspirin)Aspirin (mg)290280220 240 250 260 27021000.010.020.030.040.050.060.070.08230and the deviation for the upper limit isUsing the table in Appendix 1A, we find that the percentage of tablets with lessthan 243 mg of aspirin is 8.08%, and the percentage of tablets with more than262 mg of aspirin is 0.82%. The percentage of tablets containing between 243and 262 mg of aspirin is therefore100.00% – 8.08% – 0.82 % = 91.10%4D.3 Confidence Intervals for PopulationsIf we randomly select a single member from a pop-ulation, what will be its most likely value? This is animportant question, and, in one form or another, it isthe fundamental problem for any analysis. One of themost important features of a population’s probabilitydistribution is that it provides a way to answer thisquestion.Earlier we noted that 68.26% of a normally distrib-uted population is found within the range of µ ± 1σ. Stat-ing this another way, there is a 68.26% probability that amember selected at random from a normally distributedpopulation will have a value in the interval of µ ± 1σ. Ingeneral, we can writeXi = µ ± zσ 4.9where the factor z accounts for the desired level of confidence. Values reportedin this fashion are called confidence intervals. Equation 4.9, for example, is theconfidence interval for a single member of a population. Confidence intervalscan be quoted for any desired probability level, several examples of which areshown in Table 4.11. For reasons that will be discussed later in the chapter, a95% confidence interval frequently is reported.zup =−= +262 25052 4.zlow =−= −243 25051 4.Table 4.11 Confidence Intervals for NormalDistribution Curves Betweenthe Limits µ ± zσz Confidence Interval (%)0.50 38.301.00 68.261.50 86.641.96 95.002.00 95.442.50 98.763.00 99.733.50 99.95confidence intervalRange of results around a mean valuethat could be explained by random error.1400-CH04 9/8/99 3:54 PM Page 75
- 93. 76 Modern Analytical ChemistryEXAMPLE 4.12What is the 95% confidence interval for the amount of aspirin in a singleanalgesic tablet drawn from a population where µ is 250 mg and σ2 is 25?SOLUTIONAccording to Table 4.11, the 95% confidence interval for a single member of anormally distributed population isXi = µ ± 1.96σ = 250 mg ± (1.96)(5) = 250 mg ± 10 mgThus, we expect that 95% of the tablets in the population contain between 240and 260 mg of aspirin.Alternatively, a confidence interval can be expressed in terms of the popula-tion’s standard deviation and the value of a single member drawn from the popu-lation. Thus, equation 4.9 can be rewritten as a confidence interval for the popula-tion meanµ = Xi ± zσ 4.10EXAMPLE 4.13The population standard deviation for the amount of aspirin in a batch ofanalgesic tablets is known to be 7 mg of aspirin. A single tablet is randomlyselected, analyzed, and found to contain 245 mg of aspirin. What is the 95%confidence interval for the population mean?SOLUTIONThe 95% confidence interval for the population mean is given asµ = Xi ± zσ = 245 ± (1.96)(7) = 245 mg ± 14 mgThere is, therefore, a 95% probability that the population’s mean, µ, lies withinthe range of 231–259 mg of aspirin.Confidence intervals also can be reported using the mean for a sample of size n,drawn from a population of known σ. The standard deviation for the mean value,σ –X, which also is known as the standard error of the mean, isThe confidence interval for the population’s mean, therefore, is4.11µσ= ±XznσσXn=1400-CH04 9/8/99 3:54 PM Page 76
- 94. Chapter 4 Evaluating Analytical Data 77EXAMPLE 4.14What is the 95% confidence interval for the analgesic tablets described inExample 4.13, if an analysis of five tablets yields a mean of 245 mg of aspirin?SOLUTIONIn this case the confidence interval is given asThus, there is a 95% probability that the population’s mean is between 239 and251 mg of aspirin. As expected, the confidence interval based on the mean offive members of the population is smaller than that based on a single member.4D.4 Probability Distributions for SamplesIn Section 4D.2 we introduced two probability distributions commonly encoun-tered when studying populations. The construction of confidence intervals for anormally distributed population was the subject of Section 4D.3. We have yet to ad-dress, however, how we can identify the probability distribution for a given popula-tion. In Examples 4.11–4.14 we assumed that the amount of aspirin in analgesictablets is normally distributed. We are justified in asking how this can be deter-mined without analyzing every member of the population. When we cannot studythe whole population, or when we cannot predict the mathematical form of a popu-lation’s probability distribution, we must deduce the distribution from a limitedsampling of its members.Sample Distributions and the Central Limit Theorem Let’s return to the problemof determining a penny’s mass to explore the relationship between a population’sdistribution and the distribution of samples drawn from that population. The datashown in Tables 4.1 and 4.10 are insufficient for our purpose because they are notlarge enough to give a useful picture of their respective probability distributions. Abetter picture of the probability distribution requires a larger sample, such as thatshown in Table 4.12, for which–X is 3.095 and s2 is 0.0012.The data in Table 4.12 are best displayed as a histogram, in which the fre-quency of occurrence for equal intervals of data is plotted versus the midpoint ofeach interval. Table 4.13 and Figure 4.8 show a frequency table and histogram forthe data in Table 4.12. Note that the histogram was constructed such that the meanvalue for the data set is centered within its interval. In addition, a normal distribu-tion curve using–X and s2 to estimate µ and σ2 is superimposed on the histogram.It is noteworthy that the histogram in Figure 4.8 approximates the normal dis-tribution curve. Although the histogram for the mass of pennies is not perfectlysymmetrical, it is roughly symmetrical about the interval containing the greatestnumber of pennies. In addition, we know from Table 4.11 that 68.26%, 95.44%,and 99.73% of the members of a normally distributed population are within, re-spectively, ±1σ, ±2σ, and ±3σ. If we assume that the mean value, 3.095 g, and thesample variance, 0.0012, are good approximations for µ and σ2, we find that 73%,µ = ± = ±2451 96 75245 6( . )( )mg mghistogramA plot showing the number of times anobservation occurs as a function of therange of observed values.1400-CH04 9/8/99 3:54 PM Page 77
- 95. 78 Modern Analytical ChemistryTable 4.13 Frequency Distributionfor the Data in Table 4.12Interval Frequency2.991–3.009 23.010–3.028 03.029–3.047 43.048–3.066 193.067–3.085 153.086–3.104 233.105–3.123 193.124–3.142 123.143–3.161 133.162–3.180 13.181–3.199 2Table 4.12 Individual Masses for a Large Sample of U.S. Penniesin CirculationaPenny Weight Penny Weight Penny Weight Penny Weight(g) (g) (g) (g)1 3.126 26 3.073 51 3.101 76 3.0862 3.140 27 3.084 52 3.049 77 3.1233 3.092 28 3.148 53 3.082 78 3.1154 3.095 29 3.047 54 3.142 79 3.0555 3.080 30 3.121 55 3.082 80 3.0576 3.065 31 3.116 56 3.066 81 3.0977 3.117 32 3.005 57 3.128 82 3.0668 3.034 33 3.115 58 3.112 83 3.1139 3.126 34 3.103 59 3.085 84 3.10210 3.057 35 3.086 60 3.086 85 3.03311 3.053 36 3.103 61 3.084 86 3.11212 3.099 37 3.049 62 3.104 87 3.10313 3.065 38 2.998 63 3.107 88 3.19814 3.059 39 3.063 64 3.093 89 3.10315 3.068 40 3.055 65 3.126 90 3.12616 3.060 41 3.181 66 3.138 91 3.11117 3.078 42 3.108 67 3.131 92 3.12618 3.125 43 3.114 68 3.120 93 3.05219 3.090 44 3.121 69 3.100 94 3.11320 3.100 45 3.105 70 3.099 95 3.08521 3.055 46 3.078 71 3.097 96 3.11722 3.105 47 3.147 72 3.091 97 3.14223 3.063 48 3.104 73 3.077 98 3.03124 3.083 49 3.146 74 3.178 99 3.08325 3.065 50 3.095 75 3.054 100 3.104aPennies are identified in the order in which they were sampled and weighed.1400-CH04 9/8/99 3:54 PM Page 78
- 96. Figure 4.8Histogram for data in Table 4.12. A normaldistribution curve for the data, based on–Xand s2, is superimposed on the histogram.95%, and 100% of the pennies fall within these limits. It is easy to imagine that in-creasing the number of pennies in the sample will result in a histogram that evenmore closely approximates a normal distribution.We will not offer a formal proof that the sample of pennies in Table 4.12and the population from which they were drawn are normally distributed; how-ever, the evidence we have seen strongly suggests that this is true. Although wecannot claim that the results for all analytical experiments are normally distrib-uted, in most cases the data we collect in the laboratory are, in fact, drawn froma normally distributed population. That this is generally true is a consequence ofthe central limit theorem.6 According to this theorem, in systems subject to avariety of indeterminate errors, the distribution of results will be approximatelynormal. Furthermore, as the number of contributing sources of indeterminateerror increases, the results come even closer to approximating a normal distribu-tion. The central limit theorem holds true even if the individual sources of in-determinate error are not normally distributed. The chief limitation to thecentral limit theorem is that the sources of indeterminate error must be indepen-dent and of similar magnitude so that no one source of error dominates the finaldistribution.Estimating µ and σ2 Our comparison of the histogram for the data in Table 4.12to a normal distribution assumes that the sample’s mean,–X, and variance, s2, areappropriate estimators of the population’s mean, µ, and variance, σ2. Why did weselect–X and s2, as opposed to other possible measures of central tendency andspread? The explanation is simple;–X and s2 are considered unbiased estimators of µand σ2.7,8 If we could analyze every possible sample of equal size for a given popula-tion (e.g., every possible sample of five pennies), calculating their respective meansand variances, the average mean and the average variance would equal µ and σ2. Al-though–X and s2 for any single sample probably will not be the same as µ or σ2, theyprovide a reasonable estimate for these values.Chapter 4 Evaluating Analytical Data 79FrequencyWeight of pennies (g)3.181to3.1993.162to3.1803.048to3.0663.010to3.0283.029to3.0473.086to3.1043.105to3.1233.124to3.1423.143to3.1612.991to3.00905101520253.067to3.085central limit theoremThe distribution of measurementssubject to indeterminate errors is often anormal distribution.1400-CH04 9/8/99 3:54 PM Page 79
- 97. 80 Modern Analytical Chemistrydegrees of freedomThe number of independent values onwhich a result is based (ν).Degrees of Freedom Unlike the population’s variance, the variance of a sample in-cludes the term n – 1 in the denominator, where n is the size of the sample4.12Defining the sample’s variance with a denominator of n, as in the case of the popu-lation’s variance leads to a biased estimation of σ2. The denominators of the vari-ance equations 4.8 and 4.12 are commonly called the degrees of freedom for thepopulation and the sample, respectively. In the case of a population, the degrees offreedom is always equal to the total number of members, n, in the population. Forthe sample’s variance, however, substituting–X for µ removes a degree of freedomfrom the calculation. That is, if there are n members in the sample, the value of thenth member can always be deduced from the remaining n – 1 members and–X. Forexample, if we have a sample with five members, and we know that four of themembers are 1, 2, 3, and 4, and that the mean is 3, then the fifth member of thesample must be(–X × n) – X1 – X2 – X3 – X4 = (3 × 5) – 1 – 2 – 3 – 4 = 54D.5 Confidence Intervals for SamplesEarlier we introduced the confidence interval as a way to report the most probablevalue for a population’s mean, µ, when the population’s standard deviation, σ, isknown. Since s2 is an unbiased estimator of σ2, it should be possible to constructconfidence intervals for samples by replacing σ in equations 4.10 and 4.11 with s.Two complications arise, however. The first is that we cannot define s2 for a singlemember of a population. Consequently, equation 4.10 cannot be extended to situa-tions in which s2 is used as an estimator of σ2. In other words, when σ is unknown,we cannot construct a confidence interval for µ by sampling only a single memberof the population.The second complication is that the values of z shown in Table 4.11 are derivedfor a normal distribution curve that is a function of σ2, not s2. Although s2 is an un-biased estimator of σ2, the value of s2 for any randomly selected sample may differsignificantly from σ2. To account for the uncertainty in estimating σ2, the term z inequation 4.11 is replaced with the variable t, where t is defined such that t ≥ z at allconfidence levels. Thus, equation 4.11 becomes4.13Values for t at the 95% confidence level are shown in Table 4.14. Note that t be-comes smaller as the number of the samples (or degrees of freedom) increase, ap-proaching z as n approaches infinity. Additional values of t for other confidence lev-els can be found in Appendix 1B.EXAMPLE 4.15What is the 95% confidence interval for the data in Table 4.1?SOLUTIONThe mean and standard deviation for this sample are, respectively, 3.117 g and0.051 g. Since the sample consists of seven measurements, there are six degreesµ = ±XtsnsX Xniin2211=−−=∑ ( )1400-CH04 9/8/99 3:54 PM Page 80
- 98. of freedom. The value of t from Table 4.14, is 2.45. Substituting into equation4.13 givesThus, there is a 95% probability that the population’s mean is between 3.070and 3.164 g.µ = ± = ± = ±Xtsn3 1172 45 0 05173 117 0 047.( . )( . ). . gChapter 4 Evaluating Analytical Data 81Table 4.14 Values of t for the 95%Confidence IntervalDegrees ofFreedom t1 12.712 4.303 3.184 2.785 2.576 2.457 2.368 2.319 2.2610 2.2312 2.1814 2.1416 2.1218 2.1020 2.0930 2.0450 2.01∞ 1.964D.6 A Cautionary StatementThere is a temptation when analyzing data to plug numbers into an equation, carryout the calculation, and report the result. This is never a good idea, and you shoulddevelop the habit of constantly reviewing and evaluating your data. For example, ifanalyzing five samples gives an analyte’s mean concentration as 0.67 ppm with astandard deviation of 0.64 ppm, then the 95% confidence interval isThis confidence interval states that the analyte’s true concentration lies within therange of –0.16 ppm to 1.44 ppm. Including a negative concentration within the con-fidence interval should lead you to reevaluate your data or conclusions. On furtherinvestigation your data may show that the standard deviation is larger than expected,µ = ± = ±0 672 78 0 6450 64 0 80.( . )( . ). . pmp1400-CH04 9/8/99 3:54 PM Page 81
- 99. Figure 4.9Three examples of possible relationshipsbetween the probability distributions for twopopulations. (a) Completely separatedistributions; (b) Distributions with a greatdeal of overlap; (c) Distributions with someoverlap.82 Modern Analytical Chemistry*The topic of detection limits is discussed at the end of this chapter.making the confidence interval too broad, or you may conclude that the analyte’sconcentration is too small to detect accurately.*A second example is also informative. When samples are obtained from a nor-mally distributed population, their values must be random. If results for severalsamples show a regular pattern or trend, then the samples cannot be normally dis-tributed. This may reflect the fact that the underlying population is not normallydistributed, or it may indicate the presence of a time-dependent determinate error.For example, if we randomly select 20 pennies and find that the mass of each pennyexceeds that of the preceding penny, we might suspect that the balance on whichthe pennies are being weighed is drifting out of calibration.4E Statistical Analysis of DataIn the previous section we noted that the result of an analysis is best expressed as aconfidence interval. For example, a 95% confidence interval for the mean of five re-sults gives the range in which we expect to find the mean for 95% of all samples ofequal size, drawn from the same population. Alternatively, and in the absence of de-terminate errors, the 95% confidence interval indicates the range of values in whichwe expect to find the population’s true mean.The probabilistic nature of a confidence interval provides an opportunity to askand answer questions comparing a sample’s mean or variance to either the acceptedvalues for its population or similar values obtained for other samples. For example,confidence intervals can be used to answer questions such as “Does a newly devel-oped method for the analysis of cholesterol in blood give results that are signifi-cantly different from those obtained when using a standard method?” or “Is there asignificant variation in the chemical composition of rainwater collected at differentsites downwind from a coalburning utility plant?” In this section we introduce ageneral approach to the statistical analysis of data. Specific statistical methods ofanalysis are covered in Section 4F.4E.1 Significance TestingLet’s consider the following problem. Two sets of blood samples have been collectedfrom a patient receiving medication to lower her concentration of blood glucose.One set of samples was drawn immediately before the medication was adminis-tered; the second set was taken several hours later. The samples are analyzed andtheir respective means and variances reported. How do we decide if the medicationwas successful in lowering the patient’s concentration of blood glucose?One way to answer this question is to construct probability distribution curvesfor each sample and to compare the curves with each other. Three possible out-comes are shown in Figure 4.9. In Figure 4.9a, the probability distribution curvesare completely separated, strongly suggesting that the samples are significantly dif-ferent. In Figure 4.9b, the probability distributions for the two samples are highlyoverlapped, suggesting that any difference between the samples is insignificant. Fig-ure 4.9c, however, presents a dilemma. Although the means for the two samples ap-pear to be different, the probability distributions overlap to an extent that a signifi-cant number of possible outcomes could belong to either distribution. In this casewe can, at best, only make a statement about the probability that the samples aresignificantly different.Values(a)Values(b)Values(c)1400-CH04 9/8/99 3:54 PM Page 82
- 100. The process by which we determine the probability that there is a significantdifference between two samples is called significance testing or hypothesis testing.Before turning to a discussion of specific examples, however, we will first establish ageneral approach to conducting and interpreting significance tests.4E.2 Constructing a Significance TestA significance test is designed to determine whether the difference between twoor more values is too large to be explained by indeterminate error. The first stepin constructing a significance test is to state the experimental problem as a yes-or-no question, two examples of which were given at the beginning of this sec-tion. A null hypothesis and an alternative hypothesis provide answers to the ques-tion. The null hypothesis, H0, is that indeterminate error is sufficient to explainany difference in the values being compared. The alternative hypothesis, HA, isthat the difference between the values is too great to be explained by randomerror and, therefore, must be real. A significance test is conducted on the null hy-pothesis, which is either retained or rejected. If the null hypothesis is rejected,then the alternative hypothesis must be accepted. When a null hypothesis is notrejected, it is said to be retained rather than accepted. A null hypothesis is re-tained whenever the evidence is insufficient to prove it is incorrect. Because of theway in which significance tests are conducted, it is impossible to prove that a nullhypothesis is true.The difference between retaining a null hypothesis and proving the null hy-pothesis is important. To appreciate this point, let us return to our example on de-termining the mass of a penny. After looking at the data in Table 4.12, you mightpose the following null and alternative hypothesesH0: Any U.S. penny in circulation has a mass that falls in the range of2.900–3.200 gHA: Some U.S. pennies in circulation have masses that are less than2.900 g or more than 3.200 g.To test the null hypothesis, you reach into your pocket, retrieve a penny, and deter-mine its mass. If the mass of this penny is 2.512 g, then you have proved that thenull hypothesis is incorrect. Finding that the mass of your penny is 3.162 g, how-ever, does not prove that the null hypothesis is correct because the mass of the nextpenny you sample might fall outside the limits set by the null hypothesis.After stating the null and alternative hypotheses, a significance level for theanalysis is chosen. The significance level is the confidence level for retaining the nullhypothesis or, in other words, the probability that the null hypothesis will be incor-rectly rejected. In the former case the significance level is given as a percentage (e.g.,95%), whereas in the latter case, it is given as α, where α is defined asThus, for a 95% confidence level, α is 0.05.Next, an equation for a test statistic is written, and the test statistic’s criticalvalue is found from an appropriate table. This critical value defines the breakpointbetween values of the test statistic for which the null hypothesis will be retained orrejected. The test statistic is calculated from the data, compared with the criticalvalue, and the null hypothesis is either rejected or retained. Finally, the result of thesignificance test is used to answer the original question.α = −1100confidence levelChapter 4 Evaluating Analytical Data 83significance testA statistical test to determine if thedifference between two values issignificant.null hypothesisA statement that the difference betweentwo values can be explained byindeterminate error; retained if thesignificance test does not fail (H0).alternative hypothesisA statement that the difference betweentwo values is too great to be explained byindeterminate error; accepted if thesignificance test shows that nullhypothesis should be rejected (HA).1400-CH04 9/8/99 3:54 PM Page 83
- 101. Figure 4.10Examples of (a) two-tailed, (b) and (c) one-tailed, significance tests. The shaded areas ineach curve represent the values for whichthe null hypothesis is rejected.4E.3 One-Tailed and Two-Tailed Significance TestsConsider the situation when the accuracy of a new analytical method is evaluated byanalyzing a standard reference material with a known µ. A sample of the standard isanalyzed, and the sample’s mean is determined. The null hypothesis is that the sam-ple’s mean is equal to µH0:–X = µIf the significance test is conducted at the 95% confidence level (α = 0.05), then thenull hypothesis will be retained if a 95% confidence interval around–X contains µ. Ifthe alternative hypothesis isHA:–X ≠ µthen the null hypothesis will be rejected, and the alternative hypothesis accepted if µlies in either of the shaded areas at the tails of the sample’s probability distribution(Figure 4.10a). Each of the shaded areas accounts for 2.5% of the area under theprobability distribution curve. This is called a two-tailed significance test becausethe null hypothesis is rejected for values of µ at either extreme of the sample’s prob-ability distribution.The alternative hypothesis also can be stated in one of two additional waysHA:–X > µHA:–X < µfor which the null hypothesis is rejected if µ falls within the shaded areas shown inFigure 4.10(b) and Figure 4.10(c), respectively. In each case the shaded area repre-sents 5% of the area under the probability distribution curve. These are examples ofone-tailed significance tests.For a fixed confidence level, a two-tailed test is always the more conservative testbecause it requires a larger difference between–X and µ to reject the null hypothesis.Most significance tests are applied when there is no a priori expectation about therelative magnitudes of the parameters being compared. A two-tailed significance test,therefore, is usually the appropriate choice. One-tailed significance tests are reservedfor situations when we have reason to expect one parameter to be larger or smallerthan the other. For example, a one-tailed significance test would be appropriate forour earlier example regarding a medication’s effect on blood glucose levels since webelieve that the medication will lower the concentration of glucose.4E.4 Errors in Significance TestingSince significance tests are based on probabilities, their interpretation is naturallysubject to error. As we have already seen, significance tests are carried out at a sig-nificance level, α, that defines the probability of rejecting a null hypothesis that istrue. For example, when a significance test is conducted at α = 0.05, there is a 5%probability that the null hypothesis will be incorrectly rejected. This is known as atype 1 error, and its risk is always equivalent to α. Type 1 errors in two-tailed andone-tailed significance tests are represented by the shaded areas under the probabil-ity distribution curves in Figure 4.10.The second type of error occurs when the null hypothesis is retained eventhough it is false and should be rejected. This is known as a type 2 error, and itsprobability of occurrence is β. Unfortunately, in most cases β cannot be easily cal-culated or estimated.84 Modern Analytical ChemistryValues(a)Values(b)Values(c)two-tailed significance testSignificance test in which the nullhypothesis is rejected for values at eitherend of the normal distribution.type 1 errorThe risk of falsely rejecting the nullhypothesis (α).type 2 errorThe risk of falsely retaining the nullhypothesis (β).one-tailed significance testSignificance test in which the nullhypothesis is rejected for values at onlyone end of the normal distribution.1400-CH04 9/8/99 3:54 PM Page 84
- 102. Figure 4.11Relationship between confidence intervalsand results of a significance test. (a) Theshaded area under the normal distributioncurves shows the apparent confidenceintervals for the sample based on texp. Thesolid bars in (b) and (c) show the actualconfidence intervals that can be explained byindeterminate error using the critical value of(α,ν). In part (b) the null hypothesis isrejected and the alternative hypothesis isaccepted. In part (c) the null hypothesis isretained.Chapter 4 Evaluating Analytical Data 85The probability of a type 1 error is inversely related to the probability of a type2 error. Minimizing a type 1 error by decreasing α, for example, increases the likeli-hood of a type 2 error. The value of α chosen for a particular significance test,therefore, represents a compromise between these two types of error. Most of theexamples in this text use a 95% confidence level, or α = 0.05, since this is the mostfrequently used confidence level for the majority of analytical work. It is notunusual, however, for more stringent (e.g. α = 0.01) or for more lenient(e.g. α = 0.10) confidence levels to be used.4F Statistical Methods for Normal DistributionsThe most commonly encountered probability distribution is the normal, or Gauss-ian, distribution. A normal distribution is characterized by a true mean, µ, and vari-ance, σ2, which are estimated using–X and s2. Since the area between any two limitsof a normal distribution is well defined, the construction and evaluation of signifi-cance tests are straightforward.4F.1 Comparing–X to µOne approach for validating a new analytical method is to analyze a standardsample containing a known amount of analyte, µ. The method’s accuracy is judgedby determining the average amount of analyte in several samples,–X, and usinga significance test to compare it with µ. The null hypothesis is that–X and µ arethe same and that any difference between the two values can be explained by in-determinate errors affecting the determination of–X . The alternative hypothesis isthat the difference between–X and µ is too large to be explained by indeterminateerror.The equation for the test (experimental) statistic, texp, is derived from the confi-dence interval for µ4.14Rearranging equation 4.144.15gives the value of texp when µ is at either the right or left edge of the sample’s ap-parent confidence interval (Figure 4.11a). The value of texp is compared with acritical value, t(α,ν), which is determined by the chosen significance level, α , thedegrees of freedom for the sample, ν, and whether the significance test is one-tailed or two-tailed. Values for t(α,ν) are found in Appendix 1B. The criticalvalue t(α ,ν) defines the confidence interval that can be explained by indetermi-nate errors. If texp is greater than t(α,ν), then the confidence interval for the datais wider than that expected from indeterminate errors (Figure 4.11b). In this case,the null hypothesis is rejected and the alternative hypothesis is accepted. If texp isless than or equal to t(α,ν), then the confidence interval for the data could be at-tributed to indeterminate error, and the null hypothesis is retained at the statedsignificance level (Figure 4.11c).A typical application of this significance test, which is known as a t-test of–X toµ, is outlined in the following example.tX nsexp =− ×µµ = ±Xt snexp(a)X –texpsnX +texpsn(b)X –texpsnX –t(α,ν)snX +t(α,ν)snX +texpsn(c)X –texpsnX –t(α,ν)snX +t(α,ν)snX +texpsnt-testStatistical test for comparing two meanvalues to see if their difference is toolarge to be explained by indeterminateerror.1400-CH04 9/8/99 3:54 PM Page 85
- 103. 86 Modern Analytical ChemistryEXAMPLE 4.16Before determining the amount of Na2CO3 in an unknown sample, a studentdecides to check her procedure by analyzing a sample known to contain98.76% w/w Na2CO3. Five replicate determinations of the %w/w Na2CO3 in thestandard were made with the following results98.71% 98.59% 98.62% 98.44% 98.58%Is the mean for these five trials significantly different from the accepted value atthe 95% confidence level (α = 0.05)?SOLUTIONThe mean and standard deviation for the five trials are–X = 98.59 s = 0.0973Since there is no reason to believe that–X must be either larger or smaller thanµ, the use of a two-tailed significance test is appropriate. The null andalternative hypotheses areH0:–X = µ HA:–X ≠ µThe test statistic isThe critical value for t(0.05,4), as found in Appendix 1B, is 2.78. Since texp isgreater than t(0.05, 4), we must reject the null hypothesis and accept thealternative hypothesis. At the 95% confidence level the difference between–X and µ is significant and cannot be explained by indeterminate sources oferror. There is evidence, therefore, that the results are affected by a determinatesource of error.If evidence for a determinate error is found, as in Example 4.16, its sourceshould be identified and corrected before analyzing additional samples. Failing toreject the null hypothesis, however, does not imply that the method is accurate, butonly indicates that there is insufficient evidence to prove the method inaccurate atthe stated confidence level.The utility of the t-test for–X and µ is improved by optimizing the conditionsused in determining–X. Examining equation 4.15 shows that increasing the num-ber of replicate determinations, n, or improving the precision of the analysis en-hances the utility of this significance test. A t-test can only give useful results,however, if the standard deviation for the analysis is reasonable. If the standarddeviation is substantially larger than the expected standard deviation, σ, the con-fidence interval around–X will be so large that a significant difference between–X and µ may be difficult to prove. On the other hand, if the standard deviation issignificantly smaller than expected, the confidence interval around–X will be toosmall, and a significant difference between–X and µ may be found when none ex-ists. A significance test that can be used to evaluate the standard deviation is thesubject of the next section.tX nsexp. ...=− ×=− ×=µ 98 76 98 59 50 09733 911400-CH04 9/8/99 3:54 PM Page 86
- 104. Chapter 4 Evaluating Analytical Data 874F.2 Comparing s2 to σ2When a particular type of sample is analyzed on a regular basis, it may be possibleto determine the expected, or true variance, σ2, for the analysis. This often is thecase in clinical labs where hundreds of blood samples are analyzed each day. Repli-cate analyses of any single sample, however, results in a sample variance, s2. A statis-tical comparison of s2 to σ2 provides useful information about whether the analysisis in a state of “statistical control.” The null hypothesis is that s2 and σ2 are identical,and the alternative hypothesis is that they are not identical.The test statistic for evaluating the null hypothesis is called an F-test, and isgiven as either4.16(s2 > σ2) (σ2 > s2)depending on whether s2 is larger or smaller than σ2. Note that Fexp is defined suchthat its value is always greater than or equal to 1.If the null hypothesis is true, then Fexp should equal 1. Due to indeterminate er-rors, however, the value for Fexp usually is greater than 1. A critical value, F(α, νnum,νden), gives the largest value of F that can be explained by indeterminate error. It ischosen for a specified significance level, α, and the degrees of freedom for the vari-ances in the numerator, νnum, and denominator, νden. The degrees of freedom for s2is n – 1, where n is the number of replicates used in determining the sample’s vari-ance. Critical values of F for α = 0.05 are listed in Appendix 1C for both one-tailedand two-tailed significance tests.EXAMPLE 4.17A manufacturer’s process for analyzing aspirin tablets has a known variance of25. A sample of ten aspirin tablets is selected and analyzed for the amount ofaspirin, yielding the following results254 249 252 252 249 249 250 247 251 252Determine whether there is any evidence that the measurement process is notunder statistical control at α = 0.05.SOLUTIONThe variance for the sample of ten tablets is 4.3. A two-tailed significance test isused since the measurement process is considered out of statistical control ifthe sample’s variance is either too good or too poor. The null hypothesis andalternative hypotheses areH0: s2 = σ2 HA: s2 ≠ σ2The test statistic isThe critical value for F(0.05, ∞, 9) from Appendix 1C is 3.33. Since F is greaterthan F(0.05,∞, 9), we reject the null hypothesis and accept the alternativehypothesis that the analysis is not under statistical control. One explanation forthe unreasonably small variance could be that the aspirin tablets were notselected randomly.Fsexp..= = =σ22254 35 8FsFsexp exp= =2222σσorF-testStatistical test for comparing twovariances to see if their difference is toolarge to be explained by indeterminateerror.1400-CH04 9/8/99 3:54 PM Page 87
- 105. 88 Modern Analytical Chemistry4F.3 Comparing Two Sample VariancesThe F-test can be extended to the comparison of variances for two samples, A andB, by rewriting equation 4.16 aswhere A and B are defined such that s2A is greater than or equal to s2B. An example ofthis application of the F-test is shown in the following example.EXAMPLE 4.18Tables 4.1 and 4.8 show results for two separate experiments to determine themass of a circulating U.S. penny. Determine whether there is a difference in theprecisions of these analyses at α = 0.05.SOLUTIONLetting A represent the results in Table 4.1 and B represent the results in Table4.8, we find that the variances are s2A = 0.00259 and s2B = 0.00138. A two-tailedsignificance test is used since there is no reason to suspect that the results forone analysis will be more precise than that of the other. The null andalternative hypotheses areH0: s2A = s2B HA: s2A ≠ s2Band the test statistic isThe critical value for F(0.05, 6, 4) is 9.197. Since Fexp is less than F(0.05, 6, 4),the null hypothesis is retained. There is no evidence at the chosen significancelevel to suggest that the difference in precisions is significant.4F.4 Comparing Two Sample MeansThe result of an analysis is influenced by three factors: the method, the sample, andthe analyst. The influence of these factors can be studied by conducting a pair of ex-periments in which only one factor is changed. For example, two methods can becompared by having the same analyst apply both methods to the same sample andexamining the resulting means. In a similar fashion, it is possible to compare twoanalysts or two samples.Significance testing for comparing two mean values is divided into two cate-gories depending on the source of the data. Data are said to be unpaired when eachmean is derived from the analysis of several samples drawn from the same source.Paired data are encountered when analyzing a series of samples drawn from differ-ent sources.Unpaired Data Consider two samples, A and B, for which mean values,–XA and–XB,and standard deviations, sA and sB, have been measured. Confidence intervals for µAand µB can be written for both samplesFssexp...= = =AB220 002590 001381 88Fssexp = AB22unpaired dataTwo sets of data consisting of resultsobtained using several samples drawnfrom a single source.paired dataTwo sets of data consisting of resultsobtained using several samples drawnfrom different sources.1400-CH04 9/8/99 3:55 PM Page 88

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