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How Much Does Limestone React With Hydrochloric Acid?

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How Much Does Limestone React With Hydrochloric Acid? Planning the experiment. This experiment will show how much limestone fizzes when added to hydrochloric acid. I will gather the gas released from the fizzing and measure how long it takes to gather a certain amount of gas. The light blue area represents the hydrochloric acid, and the white blobs are the limestone. The grey area is the carbon dioxide released from the HCl and CaCO3 reaction, heading in the direction indicated by the arrows. The dark blue areas are water. Using this equipment, I will conduct 5 tests, each one with the same equipment, the same mass of limestone, the same volume of acid, but in each test the acid will be a different strength. This keeps it all a fair test. The 5 acid strengths will be 0.5M, 0.75M, 1.0M, 1.5M, and 2.0M. I will conduct each test twice, so as to obtain two sets of results for each acid strength. This will enable me to take averages. This idea of taking averages will account for any slight mishaps in the tests, for example, different air temperatures can affect how quickly the reaction between the CaCO3 and the HCl takes place. ...read more.


1.0M 80 sec 137 sec 183 sec 230 sec 253 sec 1.5M 41 sec 77 sec 112 sec 153 sec 192 sec 2.0M 24 sec 46 sec 64 sec 83 sec 103 sec These are the mean averages, taken by adding the two results together and dividing the answer by two. These were checked repeatedly, to make sure that they were the exact averages, rounded to the nearest whole second. This should therefore be accurate enough to draw an analysis and a conclusion from. The only possible anomalies here are that some gas was lost before the bung went on, or that the temperatures for each test were different enough to affect the results. Otherwise this would be perfectly reliable evidence to analyse. Analysing the results. The evidence collected shows simply that the stronger acid reacted quicker with the limestone, on average at least. This goes hand in hand with my prediction, so far. The results have been graphed in two ways, and these can be seen below. Using the bar graph form of results, I can see that the weaker acid took a lot longer in the reaction with the limestone than the stronger acid did. ...read more.


Firstly, I could have recorded a different set of results. For example, I could have recorded how much water was displaced in every minute as opposed to how long it took to displace every 10mls of water. Secondly, I could have changed some of the minor details, such as the size of the conical flask, or the length of the rubber tube. From a critical point of view, I can see that my evidence was not as reliable as it could have been. However, it was reliable enough to draw a conclusion from. Overall, this experiment was reliable, but with the two potential anomalies, it may not have been completely trustworthy. It was, however, sufficient to support my conclusion. Lit List. * The collision theory was learned of from the chemistry text books in the lab. * The word "anomalies" came from a dictionary. * The principles of heat as a catalyst were learned through the teacher. * The ideas of mixing various acid strengths to create different molarities were based on a set of formulae given to us by the teacher. * The strategy for obtaining the results was chosen between myself and my colleague. ...read more.

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