Investigating "Green Powder".
Investigating "Green Powder" Introduction The task in hand was to work out what the green powder really is, by running a series of experiments on it. Before the experiments began, we first had to look the container for any hazard signs, this one displayed the harmful sign, and thus meaning it should not be induced. After this, we came up with some questions, to which the answer would help us work out what the green liquid. These questions were: Will it dissolve in water? Does it dissolve in sulfuric acid (H4SO2)? What happens when the powder is heated over a Bunsen flame? With these questions in hand we set out to find the answer to each of them and thus find out what the green powder is. With it dissolve in water? Equipment test tube spatula test tube rack Diagram Method First of all we took a test tube and filled it to 1/3 with water after which we added a spatula full of the green powder, and left in a test tube rack to see if it would dissolve. Results Although it had looked like it had dissolved at first, after time it turns out it had not. (This effect is called suspension, when the molecules of the powder mix between the water making it seem as though it has dissolve, although time reveals that it hasn't) therefore the powder doesn't dissolve in water. Will the powder dissolve in sulfuric acid? Equipment spatula test tube test tube rack pair of
The aim of the experiment that I am carrying out is to see how the difference in temperature affects the rate of CO2 production.
Chemistry Coursework Plan Aim The aim of the experiment that I am carrying out is to see how the difference in temperature affects the rate of CO2 production. Fair Test * To make this experiment completely fair I am going to put the exact same mass of marble chip in the conical flask every time I carry out the experiment. * I am also going to keep the concentrations of the same each time I carry out the experiment * I will make sure that my readings are accurate by taking them every 10 seconds. I will ensure that the volume of hydrochloric acid stays the same at all times so they will not react too fast or too slow. * Also I will make sure that there is exactly the same amount of water in the measuring cylinder each time I carry out the experiment, I will do this to ensure that I get the most accurate results possible, I am going to make certain that there is no air bubbles. * I will keep the surface area of the marble chips the same each time. Equation CaCO3+HCl CaCl2+CO2+H2O calcium carbonate + hydrochloric acid calcium chloride + carbon dioxide + water Range of Results I am going to use 3g of marble chip I am going to use 30cm3 of Hydrochloric acid I am going to take my readings every 10 seconds The temperatures I am going to use are 20, 30,40,50 and 60 this is my independent variable. I will repeat each temperature to check that my
The determination of the solubility of calcium hydroxide.
Aim The experiment practical I am going to do is all about the determination of the solubility of calcium hydroxide. This can be found by titrating the saturated solution against a solution of an acid whose concentration you know. The acid whose concentration we know is hydrochloric acid. The calcium hydroxide will be in limewater and this will have to be diluted before used. These two solutions will react together and a colour change will occur. Calcium hydroxide dissolves only slightly in water to form an alkali solution. Introduction A titration is when two solutions react together. It is a technique to find the concentration of unknown solution. It is a method of quantitative analysis. One solution, which has a known concentration, is filled into a burette and the second solution is placed in a conical flask. A solution of known concentration or known morality is called a standard solution. In each titration the solution with the unknown concentration is filled in the burette is added in small measured quantities to the solution in the conical flask until just enough has been added for the reaction to be complete. The solution in the conical flask will have a fixed volume to start with until the solution in the burette is added to it and a visible colour change has occurred which means the two solutions have reacted together. Often an indicator is added to show when the
Precipitation. The purpose of this experiment is to become familiar with precipitation reactions. According to the textbook, precipitation is the process where a chemical reaction leads to the formation of a solid, which is called a precipitate.
27 February 2009 Precipitation Reactions Introduction The purpose of this experiment is to become familiar with precipitation reactions. According to the textbook, precipitation is the process where a chemical reaction leads to the formation of a solid, which is called a "precipitate." These types of chemical reactions are called precipitation reactions. To understand the formation of a solid in a chemical reaction, it is important to understand the key components that yield the precipitate. Precipitation reactions specifically occur when aqueous solutions of ionic solutes are mixed to produce a solid. The term "aqueous" refers to the state of the substance, showing that it dissolves in water. When a solid containing ions dissolves in water, the ions separate and move around independently. When two aqueous solutions are mixed, the solution becomes a mixed solution -one that contains independent ions. To determine what solid, if any, is formed, it is necessary to predict the result using the rules of solubility. Solubility is a solid's ability to dissolve in water. A soluble solid will readily dissolve in water, whereas an insoluble solid will not dissolve, or change in ways so small that they are not visible to the naked eye. By knowing the solubility rules of ionic compounds, it is possible to know whether a precipitate will form in a reaction, and what the precipitate
Aspirin Investigation
OBJECTIVES The objectives of this investigation are: ) Research available literature on aspirin with reference to synthesis, history, and medical use. 2) Prepare a pure sample of aspirin starting with oil of wintergreen as the initial compound. 3) Verify the identity and measure purity of the manufactured aspirin using a range of techniques. 4) Devise additional investigations into manufacture, properties or usage of Aspirin. Background Information Aspirin or acetylsalicylic acid is made from salicylic acid, found in the bark of the willow tree, which was used by the ancient Greeks and Native Americans, among others, to counter fever and pain. Salicylic acid is bitter and irritates the stomach. The German chemist Felix Hoffman synthesized the acetyl derivative of salicylic acid in 1893 in response to the urging of his father, who took salicylic acid for rheumatism. Aspirin is currently the first-choice drug for fever, mild to moderate pain, and inflammation due to arthritis or injury. It is a more effective analgesic than codeine. Aspirin causes insignificant gastrointestinal bleeding that can over time, however, cause iron deficiency; gastric ulcers may also occur with long-term use. Complications can be avoided by using enteric-coated aspirin, which does not dissolve until reaching the intestine. Aspirin should not be given to children who have chicken pox or
Reactivity Series Investigation
Experiment on Metals Aim-To find out which of these metals will be most reactive with hydrochloric acid,and plan an investigation to test it out.The Metals given:Calcium,Aluminium,Iron,Magnesium and Zinc. Prediction-I predict that the metal will be the most reactive with hydrocholoric acid is calcium because calcium is in Group 2 which is the alkaline earth metals in the periodic table and because calcium is at the extreme left side of the periodic table and as you go across a period,the element change from reactive metals on the left to non reactive metals on the right.On the extreme right of the periodic table is the noble gases.Also calcium is Group 2 which is the alkaline earth metals and they are part of the reactive metals which is Group 1 and 2.Also out of all of the metals given calcium reacts more faster with air and creates a sparkling sight and can damage your eyes creating calcium oxide in word equation it is Calcium+Oxygen equals calcium oxide.In chemical equation it is 4Ca +O2 equals 2 Ca2o.Calcium also reacts more than zinc,aluminum,iron and magnesium with water and much more violent and quicker creating vapour and moves much faster than the other metal and creates a vigrous sizzling sound and fizzing in water and dissloves much faster than the other metals. The alkaline metals get more reactive as you go down the group and
I'm going to produce a piece of coursework, which determine the Decomposition of Copper Carbonate
Planning Introduction I'm going to produce a piece of coursework, which determine the Decomposition of Copper Carbonate The purpose of decomposing CuCO3 is to determine the volume of CO2 gas that evolves. In this experiment, the water displacement method is used to recover the gas evolved. The volume of CO2 collected is converted to dry conditions, which is then compared to the theoretical volume calculated. As copper has two oxides Cu2O and CuO, When copper carbonate (CuCO3) decomposes on heateing to form one of these oxides and an equation can be writen for each possible reaction: Equation 1: 2CuCO3(s) ------> Cu2O(s) + 2CO2(g) + 1/2O2 Equation 2: CuCO3(s) --------->CuO(s) + CO2(g) My aim is to find out which of this equations is correct. Hypothesis I predict that the CuO compound will be formed, because this is in line with the pilot results, and would be supported by the background theory. Copper most commonly forms compounds as a divalent ion, so I think that the thermal decomposition will be no exception and the oxide will be CuO. The kinetic stability and the stability of CuO with respect to Cu2O could account for the fact that Cu2O is energetically more stable with respect to its elements. Instructions Develop a table to record the various measurements. Write a balanced equation for the decomposition reaction. Determine the number of moles of the
To determine the water of crystallisation in washing soda crystals
ASSESSED PRACTICAL Water of Crystallisation in Sodium Carbonate Crystals Aim To determine the water of crystallisation in washing soda crystals Hypothesis According to literature values1 washing soda is sodium carbonate and it contains 10 water molecules. Its formula is Na2CO3·10H2O. As the molarity of HCl solution is not exactly 0.1M, it is necessary to find out the actual molarity of HCl before further experimentation. In order to find this molarity, I will titrate hydrochloric acid against the anhydrous sodium carbonate solution. This will give the number of moles of HCl. Then I will divide the number of moles by the volume of HCl used to titrate the solution to get the molarity. Then I will use this standardised HCl acid solution for titration against the solution of the washing soda crystals. Then I will find the moles of HCl and from that find the RMM of Na2CO3·xH2O using the equation above. This will give an approximate value of x, which is the water of crystallisation. I therefore predict that the number of water molecules per molecule of crystal is around 10 making amends for experimental errors. Variables Independent Dependent Constant - Volume of anhydrous sodium carbonate solution used - Mass of sodium carbonate crystals used - Volume of HCl used - Concentration of HCl - Concentration of anhydrous sodium carbonate solution Safety (1) Read
Experiment to see how the quantity of marble chips affects the rate of reaction with hydrochloric acid.
GCSE Chemistry - Experiment to see how the quantity of marble chips affects the rate of reaction with hydrochloric acid Acids undergo three main reactions: Acid + Alkali › Salt and water Acid + reactive metal › Salt and hydrogen Acid + carbonate › Salt, water and carbon dioxide I am investigating how the rate of one of these reactions is influenced by changing an external factor. External factors are things you can change in an experiment e.g. temperature, concentration, volumes, amounts and surface area. It is very important that only one external factor is altered, otherwise it is not a fair test. A fair test is when you keep all but one of the properties the same amount in each test, so you know how one particular factor affects it. If the temperature was raised, the particles would move faster, therefore they collide faster and speed up the reaction rate. If it was lowered, the particles would move slower and take more time to collide, therefore slowing down the reaction rate. We call this the collision theory of kinetics. If the concentration of the acid was altered in each experiment, and didn't need to be, the results would all be inconsistent. If the concentration of the acid was lowered by diluting, there would be fewer particles to react with the other substance, meaning fewer reactions would take place. If the concentration of the acid wasn't diluted
We are investigating which alcohol is the most effective for producing heat and energy. The alcohols we are investigating are Ethanol, Propan 1-ol, Propan 2-ol, Butan 1-ol and Butan 2-ol.
Alcohol Investigation Aim- we are investigating which alcohol is the most effective for producing heat and energy. The alcohols we are investigating are Ethanol, Propan 1-ol, Propan 2-ol, Butan 1-ol and Butan 2-ol. Diagram- Method- * Weigh alcohol. * Carefully measure out 50ml of water. * Take water temperature. * Measure distance from alcohol to the end of the wick. * Record this data. * Set up apparatus as in the diagram. * Record the temperature of the water every 30 seconds for 300 seconds. * Weigh alcohol again. * Take water temperature. * Measure the distance from alcohol to the end of the wick. * Repeat experiment 3 or 4 times for the up most accuracy. Variables- The main input variables are: * Temperature at start. * Alcohol at the start. * Height of beaker. * Length of wick. * Thickness of wick. * Height of alcohol in burner at the start. * Volume of water. * Beaker. The main output variables are: * Temperature at the end. * Alcohol at the end. * Height of alcohol in burner at the end. You must take the temperature of the water at the start of each experiment. The alcohol variable will change for each experiment. The height of the beaker determines how fast the water would heat. The length of the wick determines the height of the flame. If the wick were longer the flame would be longer. The thickness of the wick determines the width
