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

Relationship Between the Masses of Copper Carbonate and Copper Oxide

Extracts from this document...


Relationship Between the Masses of Copper Carbonate and Copper Oxide Kyal Mepham-Roberts Aim I plan to investigate the relationship between the masses of copper oxide and copper carbonate when the latter is heated. Mass is a fundamental property of matter and each element has it's own atomic mass number corresponding to the total number of protons and neutrons in the nucleus of a single atom of that element. However, for the purposes of this experiment we will be using the term "mass" to mean weight in grams. In this investigation I will heat different amounts of copper carbonate and see how its mass corresponds to that of copper oxide. Prediction My prediction is that as the amount of copper carbonate used in each experiment increase, so will the mass, and this will directly correspond to a steady increase in the mass of copper oxide. ...read more.


+ CO2 (g) When heating the copper carbonate in the test tube it is essential that it be shaken gently throughout the reaction. This will enable the copper carbonate to be heated evenly. Also any excess gas will be able to escape where necessary. It will be easy to judge when the reaction has taken place as the colour of the substance will have changed from the light green of copper carbonate to the black of copper oxide. It is at this point that we will weigh the copper oxide and notify the result. Results The results for the masses of both copper carbonate and copper oxide are below: Mass of copper carbonate Mass of copper oxide Change in mass 5g 4.4g -0.6g 10g 7.6g -2.4g 15g 11.7g -3.3g 20g 16.6g -3.4g 25g 20.8g -4.2g 30g 26.7g -4.7g Analysis of results From the results in the table and the graph ...read more.


If interpreted literally this would mean that when the mass of the copper carbonate was 0g then the mass of the copper oxide would be 0.967g! Evaluation Although the results generally agree with the theory that the mass of copper carbonate has a relationship with the mass of copper oxide, but as the graph shows the results are not entirely accurate. There are several different solutions for this: 1. We could have controlled factors in the investigation better (e.g. the shaking of the copper carbonate whilst it is heated, because if this is not done properly it can lead to incorrect results). 2. We could have conducted all six experiments on the same day, as such factors as temperature and humidity can change. Which would alter the outcome of the reaction. 3. We could have conducted more than experiments, which would create more detailed results and the graph's line of best fit would be more accurate. * I calculated this using linear regression using the statistics software SPSS. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Classifying Materials section.

Found what you're looking for?

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

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

See related essaysSee related essays

Related GCSE Classifying Materials essays

  1. Copper has two oxides, Cu2O, and CuO. Copper carbonate, CuCO3 decomposes on heating to ...

    The kinetic stability of a compound is caused by the activation energy required to cause it to react. The greater the activation energy required, the greater the kinetic stability of a compound, since the likelihood of the activation energy being supplied and the compound reacting is slim.

  2. Investigating the Factors Affecting the Temperature Change Between Zinc and Copper Sulphate

    I will measure the volume of copper sulphate using a pipette and I will measure the temperature of it with a thermometer. The controlled variables are those that I will need to keep constant throughout my experiment. These will be both the volume and the concentration of the copper sulphate solution.

  1. Thermal Decomposition of copper carbonate

    Therefore I need to use reacting ratios. Equation 1: 2CuCO3 (s) � Cu2O (s) + 2CO2 (g) + 1/2 O2 (g) CuCO3 : CO2 : O2 2 : 2 : 1/2 CuCO3 : Gases 2 : 2.5 1 : 1.25 No.

  2. Making magnisium carbonate (MgCO3)

    A molecule consists of atoms joined together. The mass of a molecule will be the total of all the atomic masses added up. This is called RMM To calculate the relative molecular mass of a molecule we add up the atomic masses of the atoms that make up the molecule.

  1. An Investigation Into How the Mass of Zinc Effects the Heat Change In the ...

    may have arisen from: * Heat being lost from the polystyrene cup and the beaker, or by escaping through the hole in the lid, which was provided for the thermometer. * The amount of copper sulphate solution not being measured out exactly.

  2. Investigate a factor that effects the change in temperature between iron and copper sulphate.

    I will measure the change in temperature using an ordinary mercury thermometer. The apparatus I will need in this investigation are: � 5 boiling tubes � Boiling tube rack � Stop watch � One molar copper sulphate solution � Iron filings � Spatula � Thermometer � 10ml measuring cylinder �

  1. The role of mass customization and postponement in global logistics

    the production line within 20 mins and rolls off in a box at the other end within the hour (www.motorola.com). * Personics Corp., a music store, allowed customers in the stores to put together their own personal compilations that were then created in 5 minutes complete with custom labels.

  2. To investigate the thermal decomposition of copper carbonate and try to prove that the ...

    In my experiment if I can find the mass of copper oxide left over I can subtract that from the mass of copper carbonate + crucible + lid and that will give me the mass of carbon dioxide lost. If I change that into a percentage, I will have my result.

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