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

Assessed Practical (Skill P)

Extracts from this document...

Introduction

AS - Assessed Practical (Skill P) The aim of this experiment is to find out which reaction is correct for the thermal decomposition of copper carbonate out of the following two equations. 2CuCO3(s) ==> Cu2O(s) + 2CO2(g) + 1/2O2(g) CuCO3(s) ==> CuO(s) + CO2(g) Avagadro's constant states that one mole of gas under standard conditions will fill 24dm3 under standard conditions so it is possible to find the amount of gas evolved by measuring the volume. From this it is also possible to find which version of the reaction has taken place. How much copper carbonate should be used? The first equation will produce more gas so that is the maximum amount to be taken into account when deciding how much copper carbonate needs to be used. If one mole of copper carbonate is used then one mole of CO2 and 0.25 moles of O2 will be evolved. ...read more.

Middle

Gas syringe (100cm3) Rubber tubing and bung Copper carbonate Safety Because a Bunsen burner is being used certain precautions need to be taken whilst carrying out the experiment. When a Bunsen burner is turned on it should be with the safety flame, in order to make everyone close by aware that the Bunsen burner is turned on. The apparatus should not be handled straight after heating or it will cause burns. Copper carbonate is an irritant to the eyes so eye protection should be worn throughout the experiment, to protect the eyes from the Bunsen burner flame and the copper carbonate. Copper carbonate should not be swallowed, and is irritant.1 Copper (II) oxide (CuO) is also irritant and should not be ingested or allowed near the eyes.2 Likewise, copper (I) oxide (Cu2O) should not be ingested.3 Conditions The experiment must be carried out under standard conditions - 1 atmosphere of pressure and a temperature of 298K4. ...read more.

Conclusion

* Observe the volume of gas using the gas syringe. * Repeat the experiment 3 times. For each experiment use a new conical flask and reset the gas syringe. Calculations If the equation "2CuCO3(s) ==> Cu2O(s) + 2CO2(g) + 1/2O2(g)" is correct, the amount of gas evolved should be around 61 cm3 using the calculation, (M / Mr) x 30000 This is because for each mole of copper carbonate that reacts 30000 cm3 gas is evolved. (0.25 / 123.664) x 30000 = 60.648 For the equation "CuCO3(s) ==> CuO(s) + CO2(g)" there is only 24000 cm3 gas evolved per mole of copper carbonate that reacts, so the formula for finding the volume is, (M / Mr) x 24000 (0.25 / 123.664) x 24000 = 48.519 Therefore if this equation is correct approximately 49 cm3 gas is evolved. 1 http://en.wikipedia.org/wiki/copper_carbonate 2 http://en.wikipedia.org/wiki/Copper(II)_oxide 3 http://ptcl.chem.ox.ac.uk/MSDS/CU/cuprous_oxide.html 4 Chemistry 1 - Cambridge. ?? ?? ?? ?? George Noble 12JK ...read more.

The above preview is unformatted text

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

Found what you're looking for?

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

Here's what a star student thought of this essay

3 star(s)

Response to the question

The response to the question was done well, but the candidate had a tendency to favour one equation over the other in examining the moles of gas produced, and explained this without explaining the theory behind the other one most ...

Read full review

Response to the question

The response to the question was done well, but the candidate had a tendency to favour one equation over the other in examining the moles of gas produced, and explained this without explaining the theory behind the other one most of the time, so the candidate should revise their work to give a balanced view. The piece of work needs finishing.

Level of analysis

The introduction is good, the equations used are correct. The candidate does not explain clearly why Avagadros constant means that we will know which substance is made which should have been explained a bit clearer. The theory behind the experiment is explained well, but the calculations and thinking behind their statements should be labelled more clearly as they tend to jump with assumptions that the person reading understand where they have for example got the 30 decimetres from with the first equation. The gas syringe part is also not explained clearly. The conditions for the experiment are explained well. The results and calculations are not finished, but to their stage they are correct.

Quality of writing

Spelling, grammar, and punctuation are all done to a good standard. The layout of the text is also done well with clear subheadings and laid out calculations.


Did you find this review helpful? Join our team of reviewers and help other students learn

Reviewed by skatealexia 27/07/2012

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

See related essaysSee related essays

Related AS and A Level Inorganic Chemistry essays

  1. Peer reviewed

    Determining the concentration of acid in a given solution

    5 star(s)

    beaker and rinse that with distilled water as well * Add distilled water to the beaker and use the pipette in the beaker so that it doesn't contaminate the distilled water bottle. * Add drops of the distilled water from the pipette until the level of liquid is very close

  2. effects Concentration and Temperature on the Rate of Reaction

    The diagrams below show this effect: (1, pg 221) Temperature: When to molecules collide, they must do so with enough energy for the reaction to take place. If the temperature of the reactants is increased, the energy of the molecules will increase. This also means that the molecules will move at a faster speed, meaning that collisions are likely to occur sooner.

  1. Determination of the purity of Sodium Carbonate

    bottom of the meniscus * Record all readings to the nearest 0.05cm3 * Make sure there are no air bubbles in the pipette * Release solution and touch pipette onto surface * Swirl the conical flask constantly * Use single drops toward the end of the titration * Record at

  2. Bleaching experiment. Estimation of available chlorine in commercial bleaching solution.

    of bleaching solution = 7.259 X 10-3 X (35.5+35.5) / (25/1000) = 20.62 g dm-3 *Relative atomic masses were taken to be: H=1.0; O=16.0; Na=23.0 S=32.1; Cl=35.5; I=126.9 Page 3 Discussion ClO-(aq) +2H+(aq) + Cl-(aq) --> Cl2(g) + H2O(l)------------(1) Cl2(g) + 2I- (aq) +2H+ (aq)--> I2(aq) +H2O(l) + 2Cl- (aq)-(2)

  1. determination of the percentage of oxalate in iron (II) oxalate by redox titration

    Also to make sure that the pink colour discharged is permanent. 4) It is suggested that if the temperature of the oxalate solution fails appreciably during the titration, further heating will be necessary. What would happen if heating is insufficient? Potassium manganate (VII) does not oxidize oxalates in cold solution.

  2. Essay on the Oxides of Period 3 Elements

    This is because many molecules of silicon dioxide are joined together to form a giant lattice. It does not conduct electricity in any state as the ions are not free to move around. As for phosphorus pentoxide and chlorine(VII) oxide, they have simple covalent structure.

  1. The aim of this investigation is to analyse what cations and anions are present ...

    If the solid hasn?t fully dissolved I will add a bit more nitric acid until it does. Once I?ve done this I will add 3cm depth of distilled water and mix well and pour an equal amount into two test tubes I will take one test tube of my mixed

  2. Percent Yield Experiment. The limiting reagent for this experiment is strontium chloride hexahydrate. ...

    Water could also be present due to outside sources, such as higher than normal humidity levels present in the laboratory or water bottle fights that may have taken place and interacted with the results. To validate this reasoning, another student who acheived a higher yeild, Yannick Brisebois notes in his

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