An investigation into the efficiency of alcohols as fuels.

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Joe Taylor 11T

Chemistry coursework

An investigation into the efficiency of alcohols as fuels

Planning

The aim of the experiment is to investigate the use of five alcohols as fuels. The combustion of alcohols is exothermic, meaning that when burnt they give off more heat than they take in. This makes them useful as fuels, and many countries are adopting alcohol fuels, for example Brazil. Therefore it seems useful and topical that the efficiency of the alcohols should be investigated. The alcohols methanol, ethanol, propan-1-ol and propan-2-ol will be tested.

In order to evaluate the efficiency of these alcohols as fuels, their enthalpies will be investigated. Alcohols are perfect for testing, as they are all liquids with the same weight. Therefore weight is not a variable, and it is only the heat given off that is to need be considered.

From previous organic chemistry studies the structures and formation of alkanes, alkenes and alcohols were known, along with the energy values for the bonds within alcohols themselves. This allowed for the creation of the bond energy table below.

These are the alcohol’s formulae:

Methanol: CH3OH

Ethanol: C2H5OH

Propan-1-ol: C3H7OH

Propan-2-ol: C3H7OH

Pentanol: C5H11OH

Each of these reacts with Oxygen (0=0) in combustion

For a pictorial depiction of the alcohol’s bonding see Appendix 1: Alcohol Structure

So therefore, knowing the energy in each bond, and knowing all the bonds and structures of the two reactants in alcoholic combustion, it is relatively easy to calculate the total energy that will be given off by the alcohols when burnt;

 

These calculated values were made into a graph. This allowed for insight into what to expect from the final investigation’s results.

Textbooks were also consulted to create a similar table of enthalpies, because the enthalpies of propan-1-ol and propan-2-ol were not included in the above table. The textbooks gave the following values:

These calculated results will be used for comparison with the results obtained through experimentation.

As the change in alcoholic structure is set, so is the change in enthalpy between them.

Below explains how this change was calculated using bond theory with the structure of the alcohols and bond energy values;

As said in the planning, the reaction is exothermic, so the energy given off is calculated by taking the energy required away from the energy made…

1.5 O=O bonds break = 1.5 x 496 = 744 kJ (kilojoules) energy required
1 C-C bond break = 1 x 348 = 348 kJ energy required
2 C-H bonds break = 2 x 412 = 824 kJ energy required

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Therefore the total energy required in each ‘step up’ the alcoholic sequence is:

744 + 348 + 824= 1916 kJmol-1


2 extra C=O bonds are made = 2 x 805 = 1610 kJ extra energy produced
2 extra O-H bonds are made = 2 x 463 = 926 kJ extra energy produced

Therefore total energy made in each ‘step up’ the alcoholic sequence is:

1610 + 926 = 2536 kJmol-1

So to find the change between each alcohol in enthalpy, we take the first value from the second, which leaves 620kJ. This means that each alcohol further down the ...

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There were a few spelling mistakes, which was shocking for such a high level piece of work. This would affect the mark slightly but not greatly - although this does show the examiner that the student has failed to check through their work thoroughly. The technical terms used perhaps should be define in a glossary to demonstrate further understanding of the chemistry however, this is not imperative. One thing I did pick up on was the use of 0=0 instead of O=O. Whilst it looks very similiar, it is best to avoid using 'zeros' instead of 'O's' here for oxgyens. The student exceeds the expectations of the level of the work required at this level as they have clearly got a very high level of understanding. It is detailed and clear and overall, would score a very high mark in my opinion, despite the small faults in it.

The student shows a high level of understanding for the topic. Their analytical skills are clearly shown in the content of this piece of work. However, they should make sure that they always support each point made - such as why heat loss would affect the experiment (they mentioned the use of heat proof mats to prevent the heat loss but did not explicitly say why this was necessary). Yet, this was only a small fault in the piece of work and would not greatly affect the mark. The examples used are clear and the diagrams help demonstrate the understanding of the student. One point I would suggest is that the student states the original equation rather than jumping straight in with the 'c' of 4200 in the equation to find the change in energy.

The student's response to the aim of the experiment was sound. They have shown a clear understanding of the topic - both in terms of understanding the experiment and in terms of linking the experiment to the chemistry behind it. The answer is clearly and logically laid out with supportive material (i.e. diagrams) to demonstrate understanding. However, I would emphasise that the student could ensure that they scored full marks by always stating the obvious (in this case, the student obviously has a high understanding of the topic and fails to state the basics which would make it clear to the examiner that they have 'ticked the boxes' for the markscheme). Also, I would encourage the use of putting titles for diagrams or graphs and calling them 'figures' and referencing them when needed rather than using "the diagram above" or "the graph on the previous page". I think this makes it neater and clearer for the examiner.