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Rate of Reaction Investigation

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Introduction

Rate of Reaction Investigation: Introduction: The rate of reaction measures how fast a chemical reaction occurs. You can change the rate of reaction in different ways such as changing the concentration of either the Sodium Thiosulphate Solution or the hydrochloric acid. Temperature can also be used to change the rate of reaction as the hotter the temperature is the faster the reaction occurs. I could also use a catalyst to provide a lower energy route for the reaction to occur. This would cause the speed of reaction to increase as it would increase the collisions. Although in this case I am not using a catalyst in my experiment so this means that I have controlled this key factor. In my experiment I am not using surface area as a facto but I do know that the small the particle the faster the reaction. This only applies when using solids in an experiment. Preliminary Work: Results Table These are the preliminary results. This was when we were experimenting and practising how to do the method. Whilst doing this we determined which dilution of STS and the acid worked the best and came up with reliable and accurate times. These below are the five best dilutions we came up with: Vol of Hydrochloric acid (cm�) ...read more.

Middle

Large measuring tube: this would be needed to contain the Sodium Thiosulphate solution. I choose a large tube because I need to add a lot of STS. I measured out the Thiosulphate solution before I added it to the conical flask. I also choose to use a different size beaker so it wouldn't be mixed up with the acid/water and cause an unfair test. If this happened it would either cause the reaction to start prematurely or it would dilute the water before added to the bottleneck beaker. Pen + Paper: I choose to choose these to record my results quicker rather then using a computer which takes a lot more time consuming. It's a much quicker and easier method than recording my results into a computer. Goggles: I had to use goggles to protect myself from the acid and STS. How did I make it a fair test? Throughout my experiment I used the same equipment every time I repeated my different solutions. I was also careful to measure out the correct amounts of Sodium Thiosulphate Solution, acid and water so I tried to get the same results as before. I was also careful not to use the same measuring tubes and beakers so that I wouldn't get the solutions mixed up and therefore it could start the reaction prematurely. ...read more.

Conclusion

89.82 3) 103.08 The time highlighted was the anomaly in the 4th dilution, this is because it is so far of the other times and therefore it is not a reliable result. I have also noticed that the more dilute the solution, the slower the reaction. Because of the anomalies we should ignore these as they could change the average time and therefore the reliability of the result. Also because we repeated the experiment we should make sure that the concentration of the acid is the same as this could change the time of reaction. This is because the errors bars are so small it shows that our results are reliable as there is less room for error. It is clear that the 3rd solution has a big error bar because the range of results is big. We chose the 2nd solution because the error bar is the smallest of them all which shows that it is the most reliable one of them all. We could have changed the beakers every time we carried out another solution so it the measurements would be accurate. Also we could have repeated our solutions more. For example we did 3 repeats in this experiment so we could have done 5 or 10 to make the results more reliable and accurate results. ...read more.

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Response to the question

The students response to the question, or rather investigation, was set out good, with necessary precautions taken into action and also explained the reasoning behind it. The student carried out preliminary tests before the actual test, making sure the results ...

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Response to the question

The students response to the question, or rather investigation, was set out good, with necessary precautions taken into action and also explained the reasoning behind it. The student carried out preliminary tests before the actual test, making sure the results were as accurate as possible both times, which is excellent practice for any chemical experiment. Another great thing is the inclusion of suggestions and improvements of what could have been better. However, in all chemical experiments, it is also good practice to give a prediction and explain the reasoning and theory behind everything. This coursework includes none of that, and whilst every procedure of the experiment is described explicitly, one of the most important features has been missed out which could mean a difference of grade. The coursework includes two diagrams at the bottom that have no caption or explanation showing it is unfinished which is not a good way of submitting coursework.

Level of analysis

I was disappointed to see that the student included no analysis whatsoever. The coursework was written more as an explanation and description rather than an analysis. As a student that has already partaken in many similar investigations, I have learnt that analysis is key, and although the student has included their final readings, there is no sign of a graph, neither any detailed breakdown of the results.

Quality of writing

This coursework in terms of spelling, grammar and punctuation was great with the exception of a few sentences that needed altering. The student used technical terms; however I noticed that the student abbreviated the word Sodium Thiosulphate as STS on several occasions. This is not a good habit in chemistry, and as the coursework was typed out on the computer, it would have been better if the whole word Sodium Thiosulphate was written, if not, then the formula Na2S2O3 would have sufficed.


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