Related Keywords

No Related Keywords

Register NowHow It Works Need Essay Need Essay
GCSE CHEMISTRY COURSEWORK: Titrations
1 User(s) Rated!
Words: 2086 Views: 637 Comments: 0
Titrations Introduction: In this experiment we are going to be testing to see which antacid tablet works the best in helping us get rid of stomache aches. From our preliminary experiment, the results we got told us that Rennie was the best antacid tablet with the most accurate results and was also the best tablet in strength. Neautralisation basically occurs when the right amounts of acid and alkaki react. Aim: The aim of this experiment is to find out which antacid tablet works the best in removing stomache aches the quickest. Key Factors: In...
weights and by taking 1g pf each tablet our results would be fair.

To make our method more accurate we could test each tablet on people who have stomache aches and see which one is more effective. We could also test the pH of a stomache and see which tablet would be most suitable.

Another improvement to our experiment would be to get slices of the stomache and let it grow to see what happens and then test the tablets. We could also do the test more times and see if we get the same results.

Become A Member Become a member to continue reading this essay orLoginLogin
View Comments Add Comment

Introduction In this... Introduction In this assignment I will investigate hazard and prevention. This is three tasks assignment. In task one I will make a checklist and definition of checklist and why we should make a checklist for any place. For task two I have given an A4 sheet with tropical image of accidents. For this task I need to find out these accidents and write how I could prevent them. Fro task three I need to write all about hazards and anything related to this. Task one In this task I am going to make a checklist for my chemistry lab. Checklist is a tool to ensure all-important steps or actions in an operation have been taken. Checklist contains items important or relevant to an issue or situation. Checklist is a safety list. Checklist is a list of different equipment in a lab or home or office. Make sure that all the equipment listed in the checklist and it should check once or twice a year. A checklist helps us to find out what type of equipment we get a specific place, such as lab or home. If I don¡¦t have a checklist, than I can¡¦t tell what I have gets in a place such as lab or home. Checklist often confused with check sheet. Check sheet is a simple data-recording device. The check sheet is custom designed by the user, which allow him or her to readily interpret the result. I am going to make a checklist about G4 Chemistry laboratory. I will check each item once a year. Category Date of checking Any thing wrong Yes No Action Job Done First Aid Eye wash 20 /08/2002 Water line block Call an plumber Clear the line. Fire fighting Equipment Fire Extinguisher Fire Blanket Fire Alarm Fire Exit Sand Bucket Main Equipment Gas guard Electric power supply Gas tapes Electric sockets Equipment Broken bucket Bin bag Water bath Oven Special equipment Distilled water Eye/body protection Lab coat Goggle Spectacles Face shield Experiment safety Hazards warning sign Safety screen Task two a I have given an A4 sheet paper where they gave me a typical image of an accident waiting to happen in the laboratory. My task is to identify these accidents and explain how I could prevent them happening. List of the accident may happen in this laboratory: 1. A boy doing an experiment where chemicals will fall of on his body. And he didn¡¦t wear an eye protection. And height of the object is not appropriate for him. 2. A girl doing en experiment but her long hears were untied, under her hair there is a Bunsen burner with fire. 3. Middle of the class room there is water on the floor. 4. A boy opens an electric socket without teacher permission. He might get electric shock. 5. All students do not wear eye protection. 6. A girl playing with the rubber band and disturbing other to do their experiment. 7. A girl doing experiment but her test tube face at her chemicals will go on to her body. 8. A girl doing an experiment but her test tube faced straight to up. Hot chemicals may explore and fall on to her body. 9. A girl holding a hot bicker without a glove. 10. A girl looking to other girl and mistakenly she put her hand up on the hot gorse. 11. A boy carrying box but he can¡¦t see anything what happen to front. 12. Main exit door blocked by boxes. If fire in the room no one can get out. 13. Teacher given demonstration about chemical where students were too close and there is no safety screen. None of these students wearing goggle. 14. A girl put an iron stand at the edge of the tale. It could fall onto someone¡¦s foot. 15. Some one put a biker up on the gorse at the edge of the table. 16. Bunsen burner left with blue fire. I could prevent these accidents by: 1. Height of the object must be appropriate for him. And he must wear a goggle to do chemical experiment. 2. This girl must tie her hear up and when she does not use Bunsen burner she must left it with yellow coloured fire. 3. Clean the water as soon as possible. Otherwise someone may slip n the floor. And it may break their leg or hip. 4. Teacher must warn students about electric socket that students never try to open an electric socket. It is dangerous to get an electric shock. 5. All students doing various experiments, but none of them use eye protection. Chemicals or other thing could spill in to the eye. To prevent this happen teacher must tell students advantage of wearing a goggle which can save my eyes to have any damages. 6. Tell her play outside. 7. Test tube must not face to you or other people, because chemical may explore and go onto your body. 8. Test tube must put diagonally, because if test tube put straight up and chemicals heated than chemical will explore and could fall onto your body. 9. If anyone needs to hold some thing hot they must use glove. Because otherwise they might burn themselves. 10. If anyone does any experiment they must concentrate with their experiment. 11. Tell him to remove these boxes after the class. 12. Clear the door way. 13. Use a safety screen and student must wear goggle. 14. Put the iron stand middle of the table. 15. Put bicker and gorse middle on the table. 16. Bunsen burner must be left with yellow flame. Task two b In this task I will write about three accident and necessary emergency procedures could be used in these accident. There are the accidents: ƒ¾ Chemical in the eye ƒ¾ Chemical burn ƒ¾ Electric shock Chemical in the eye: splashes of chemicals in the eye can cause serious injury if not treated quickly. Recognition of chemicals there may be: "žÃ Intense pain in the eye "žÃ Inability to open the injured eye "žÃ Redness and swelling around the eye "žÃ Copious watering of the eye "žÃ Evidence of chemical substance or containers in the immediate area. Treatment: First thing do not allow the casualty to touch the injured eye or forcibly remove contact lens. Hold the affected eye under gently running cold water for at least ten minutes. Make sure that you irrigate both sides of the eyelid thoroughly. If the eye is shut in a spasm of pain, gently but firmly pull the eyelid open. Be careful that contaminate/rotten water does not splash the uninjured eye. Ask the casualty to hold sterile eye pad or any clean pad or non-fluffy materials over the injured eye. Than take or send the casualty to the hospital. Chemical burn: certain chemicals may irritate, harm or be absorbed through the skin, causing widespread and some times fatal damage. Recognition of chemical there may be: "žÃ Evidence of chemical in the vicinity "žÃ Intense, stinging pain "žÃ Later, discolouration and swelling of the affected area. Treatment: Never attempt to neutralise acid or alkali burn unless trained to do so. Do not delay starting treatment by searching for an ambulance. First make sure that injured area is safe. Ventilate the area and remove the casualty if necessary. And seal the chemical container if possible. Flood the affected area with water to disperse the chemical and stop the burning. Do this at least 20 minutes. Gently remove the pollute clothing during flooding the injury. Take or sand the casualty to hospital. Give the details about chemical to medical person. Electric shock: Domestic current, as used in home, office, college lab etc, can caused serious injury and even death. Action: do not touch the casualty if they contact with electrical current, he will be ¡§live¡¨ and risk electrocution. Do no use anything metallic to push away the electrical source. Try to switch off the socket or main power, if you can¡¦t switch off than stand on dry insulating materials such as a wooden box or telephone guide. Push the casualty¡¦s limbs away from the source with a broom, wooden chair or stool or push the push the source from the casualty, whichever is easier. If the casualty is unconscious, open the airway check for breathing and be ready to place them in recovery position. Cool if there any burn with cold water. Dial 999 for an ambulance. If the casualty seems to be unharmed, advise them to rest. Observe them closely and, if in doubt, call a doctor. If the hart stops apply the ABC Airway, Breathing and Circulation signs of life of resuscitation until a normal heartbeat returns or specific medical treatment is given. Task three Hazard & Risk The term "risk" is often confused with "hazard". A high voltage power supply, a sample of radioactive metal, or a toxic chemical may present a hazard, meaning that they present the potential for harm. Concentrated acids, for example, clearly present the hazard to the user of serious burns if they are handled incorrectly. A hazard is something with the potential to cause harm of life e.g. this can be a substance, part of a machine, form of energy, method of work or a situation. Harm includes death, injury, physical or mental ill health, damage to property, loss of production, damage to the environment or any combination of these. Risk is a measure of the likelihood that the harm from a particular hazard will occur, taking into account the possible severity of the harm. The risk is the probability or chance that the hazard posed by the chemical will lead to injury. Thus, concentrated sulphuric acid is a hazardous chemical; because it is very corrosive and reactive. However, provided it is handled in an appropriate way the risks it poses may be small. For the risk to be real: "žÃ The threat must exist. "žÃ There is likely to be magnitude of effect. "žÃ There is potential for occurrence. It is thus evident that hazards are something we can do little about. The hazard posed by a carcinogen, a concentrated acid or an explosive substance is inherent properties of the material. The risks they pose, however, can be and should be! minimised by initially preparing a suitable risk assessment. Risk Assessment is the process of analysing the level of risk, considering those in danger, and evaluating whether hazards are adequately controlled, taking into account any measures already in place and any work practices that may be in force. I have to fill a risk assessment for my Physics experiment. Sample of that risk assessment form as below: Components of Hazards There are number of components to consider in defining hazard: ľ Intrinsic properties of the hazard. ľ The nature of the equipment or from of the material such as vapour, mist, liquid etc. ľ The exposure-effect relationship. ľ The pathways and frequency of use ľ Aspects of worker behaviour the affect exposure to the hazard. ľ Mechanisms of action. Type of Hazards: There are different types of hazards: Chemical hazard: through a variety of action, chemicals can cause damage to health and property. Some of these actions are explosive, flammable, corrosive, oxidation, poisoning, toxicity, and carcinogenicity. Biological Hazard: mainly from infection or allergic reaction. Biological hazards include viruses, bacteria, fungi and other organism. Some biological hazards such as AIDS or hepatitis B are potentially life threatening. Physical hazards: these include noise, radiation such as ionising, electromagnetic or non-ionising, heat, cold, vibration and pressure. Ergonomic hazards, psychological hazards, Lateral water hazards, EM hazards, health hazards etc. Components of Risk; ľ Individual variation in susceptibility. ľ The numbers exposed. ľ The degree of individual risk. ľ The possibility of elimination of a less hazardous substance or process. ľ The possibility of achieving of the hazard. ľ Public opinion and pressure groups. ľ Social responsibility. Perception of Risk: People judge risks differently. Judgments are made on the ease of recall and imagining. For example, the role of the media in bringing risk issues such as AIDS or asbestos to public attention in one exercise of this judgment. While risk analyses will provide some estimate of a risk in numerical terms, presentation of quantitative facts on risk rates often does not work well. Statistical expressions of risk are only one dimension of risk, and these may be irrelevant to lay people who view risk qualitatively. Warning signs represent a hazard level between Caution and Danger. A warning indicates a potentially hazardous situation, which, if not avoided, could result in death or serious injury. All the chemicals in the laboratory must have warning sign and labelled, because without a warning sign or label no one will know is it a corrosive, flammable or other dangerous chemical. To be safe in a laboratory than all chemical must be label and must have a warning sign. Example of some warning sign: A survey carried out in school science laboratory publisher in education in science. The result of that survey most common accident in the laboratory as below: Accident Percentage Chemicals in the eye 23% Chemicals on the body 21% Cuts 20% Burn & scalds 15% Dropping, falling, slipping, lifting, knocking 7% Chemicals in mouth 4% Inhalation 4% Animal bites 3% Explosions 2% Electric shock 1% Most common accidents in laboratory show in the pie chart as below; The result of the survey tell that chemical in the, is the most common, because students does not follow the safety rule. In the safety rule they give everything what student should do when they enter in a laboratory. Before get this result I thought cut will be the height common accident, but in this result show chemical in the eye is the most common accident. This because students don¡¦t understand the important of wear eye protection. They didn¡¦t listen to their teacher. The safest place from accident is science laboratory, because they have rule which you must need to follow. And mostly accident happened in home, because we don¡¦t have any rule in home. That way in the home there are most accident happened. For safe in laboratory they made a safety rule. A sample of a safety rule in science laboratory is below: To be safe in the laboratory we must follow the safety rules and we must have hazards warning sign and label. And minimise the risk we should do risk assessment. Before using a lab first thing to do is make a checklist of the entire item in the lab. Than check these once or twice a year. Safety check is very important because if something wrong in the lab than from safety check we could know about it. Safety check helps us to find out any fault or any thing change we need to do. In your home you also need a checklist, because if any thing stolen from your home police will ask you what the things stolen. In this time you need a checklist. You also need checklist for checking is your all machinery or other things work properly such as your washing machine, freezer etc. so a checklist very important for any particular place.   

Introduction In this assignment I will investigate hazard and prevention. This is three tasks assignment. In task one I will make a checklist and definition of checklist and why we should make a checklist for any place. For task two I have given an A4 sheet with...

Words: 2760 View(s): 335 Comment(s): 0
HYPOTHESIS We can recognize four... HYPOTHESIS We can recognize four types of substances due to their structure: ionic, metallic, covalent, and molecular. If a given substance has a metallic luster, is malleable and ductile, is a good conductor of heat and electricity, and has high melting and boiling points, than it is supposed to be a giant metallic structure. If a given substance has low melting and boiling points and does not conduct electricity, it surely is a molecular structure. If a given substance is soluble in water and in other polar solvents, if it conducts electricity after being melted or dissolved, and if it has high melting and boiling points, we can predict that it is a giant ionic structure. So we will have to check which of these properties does a given substance have. APARATUS spatula stirring rod open electric circuit batteries, light bulb, electric wire with two dismantled endings two metal plates the first made of copper, the second made of zinc plastic wash bottle test tubes in amount of 4 watch glasses in amount of 5 Bunsen burner test-tube rack porcelain crucible crucible tongs triangle tripod I decided to use separate watch glass for each substance to avoid possible laboratory errors resulting from contamination with the previous one. CHEMICALS substance A "“ white, granulated powder substance E "“ silver nodules, apparent metallic luster substance C "“ tiny, white crystals substance D "“ a bit larger white crystals substance B "“ black powder distilled water SAFETY RULES Be careful while burning substances in a flame! Don't put your hand into water when the electric current flows "“ you can have your skin seriously damaged! Do not touch hot crucible with bare hand, use crucible tongs! PROCEDURE I put a few grams of each substance except for substance E, which I put into a watch glass using a spatula into separate test tubes, placed in a test tube rack. I put a hint of each substance into separate watch glass. I use open electric circuit in order to investigate electric conductivity of each substance in solid state. I pour a few droplets of water into each watch glass using plastic wash bottle. Then I mix each substance with a stirring rod in order to make process of dissolving faster and more effective. I put two metal plates into each watch glass, so they are partly sunk in the water or solution, if it was formed in the manner one ending of the electric wire sticks to the first plate, and the second ending sticks to the second plate, and it is important that plates do not touch each other. Then I observe whether the light bulb is shining. I take a hint of each substance one by one, using a spatula. I put each substance into a porcelain crucible. I put crucible on a triangle placed on a tripod above the Bunsen burner. Then I turn the burner on and wait up to a minute in order to check whether the melting point is low or high. To handle the crucible I use crucible tongs. Note: I carefully clean spatula before using it again and again, I do the same with the stirring rod and porcelain crucible. DATA COLLECTION A B C D E Conductivity in solid state - + - - + Conductivity after being dissolved - - + - - Solubility in water + - + - - Melting point low high high high high CONCLUSION Substance A is soft and granulated. This substance has low melting point, what indicates that the intermolecular forces are weak. It does not conduct electricity, because molecules are not charged. So substance A has undoubtedly molecular covalent structure. However, on contrary to other substances with molecular covalent structure, it is quite soluble in water, what means that its' molecules can form hydrogen bonds to the water to compensate for the water-water hydrogen bonds broken. Example of such molecules are sugar molecules, so this substance is probably sucrose. In the case of the substance E there is an apparent metallic luster, so it has the giant metallic structure. This metal has high melting point, because it takes a lot of energy to break up a lattice of ions in a sea of electrons with strong forces of attraction, called metallic bonds, between them. Metals are good conductors of electricity because the delocalized, free electrons can move through the lattice carrying charge, when a voltage is applied across the metal structure. The substance C is the only substance aqua solution of which conducts electricity, so it has to have giant ionic structure. It's because the water molecules, which are dipoles, can attract the ions away from the lattice. The ions move freely, surrounded by water molecules. Dissolved or melted ionic compound conducts electricity, because the lattice breaks up and the ions are free to move as charged particles. It can be assumed that substance D is a giant covalent structure, because it is insoluble, it is very hard, but brittle, it forms crystal lattice, and it has high melting point. In addition, this substance does not conduct electricity at all. Substance B is soft and brittle in touch - the sheets can slide over each other easily. It may indicate that this substance has a molecular structure, like the first one. But it has much higher melting point than molecular substances. Besides that, it conducts electricity in solid state, and it does not dissolve in water. This set of properties is very specific "“ it is a combination of single properties of different types of structures. The fact that this substance could well be used as a lubricant layers are easily rubbed off could indicate that this substance can be graphite. EVALUATION After an experiment was finished, our chemistry teacher wrote the names of substances that we were to determine structures of, on the blackboard, so we could verify if our findings were correct and propose improvements to the method in case they were not. And so: substance A appeared to be glucose, substance B "“ graphite, substance C "“ sodium chloride, substance D "“ silicon dioxide, and substance E "“ chromium metal. My predictions according to substance A appeared to be correct. In case of substance E, which is chromium metal, I also obtained correct results. I think that this substance, like it is in case of all metallic substances, has a structure very easy to determine experimentally, even, to say, with bare eye, because we know that metals are the only type of substances that perform a property called metallic luster. Other properties I observed also form a set of properties typical for metal, which is chromium in this case. I was right in case of substance C, which, as it appeared later, is sodium chloride, and sodium chloride is the most characteristic representative of ionic substances. My assumptions relating to substance D are also proved to be correct, since I know now that this substance was silicon dioxide, commonly occurring as quartz, being a good exemplification of properties connected with a giant covalent structure. In case of substance B, I was again right, due to the fact that this substance appeared to be graphite, as I have predicted. Graphite is another example of giant covalent structure, but, on contrary to silicon dioxide, it conducts electricity "“ this property is specific only for this particular substance.   

HYPOTHESIS We can recognize four types of substances due to their structure: ionic, metallic, covalent, and molecular. If a given substance has a metallic luster, is malleable and ductile, is a good conductor of heat and electricity, and has high melting and boiling points, than it is supposed to...

Words: 1217 View(s): 315 Comment(s): 0
Aim: To investigate... Aim: To investigate the rate of reaction between Hydrochloric acid and marble chips. Background Knowledge: Factors that affect the rate of reaction between hydrochloric acid and marble chips or any other reaction are called variables. They are: ¨ The surface area of the chips Solids with a large surface area react faster than solids with a smaller surface area. This is due to the fact that if there is more area on the solid to react with the substance the reaction is able to occur much faster. Page 79 "“ GCSE Chemistry revision Guide This diagram shows a large particle small surface area and lots of small particles large surface area and how the particles can react with more area on the smaller pieces. ¨ The temperature of the acid The more heat particles have, the more energy they have. So if the particles have more energy they're going to move around faster. As they're moving around faster, there's more chance of collisions. So the higher temperature increases collisions therefore speeds up the reaction. Page 79 "“ GCSE Chemistry revision Guide This diagram shows the difference in movement between hot and cold particles. ¨ The concentration of the acid As the concentration increases, the rate of reaction increases. This, like the temperature of the acid, is based on the collision theory. The higher the concentration, the more particles therefore the more collisions so the reaction takes place faster. Page 79 "“ GCSE Chemistry revision Guide This diagram shows the movement and difference between a low concentration of particles and a high concentration of particles. ¨ Catalysts A catalyst speeds up a reaction. It does this by lowering the activation energy. The activation energy is what is needed to turn reactants marble chips into products hydrogen gas. To make reactants turn into products a sufficient amount of energy is needed to make the particles collide to start the reaction. This is activation energy and it gives an exothermic reaction the energy it needs to continue the reaction. Catalysts lower the activation energy so it is easier for particles to react so a lot more particles have enough energy to react, therefore, speeding up the rate of reaction. Page 79 "“ GCSE Chemistry revision Guide This diagram shows how a catalyst gives particles something to stick to, increasing the number of collisions. Page 80 "“ GCSE Chemistry revision Guide This graph shows the effect of a catalyst on the rate of reaction. The factors that affect the rate of reaction are all based on the collision theory. The theory that all particles have to collide to cause a reaction. Preliminary work: To investigate the different concentrations of the acid would be the easiest to measure conducted over a short period of time and satisfactory results would be produced. To measure the rate of reaction, the amount of gas given off could be measured. From the equation: CaCO3 + 2HCL à CaCL2 + H20 + CO2 It is seen that a gas is produced, CO2 so the amount of gas that is produced at different concentrations could be measured. A mole calculation was used to find out how much Calcium Carbonate to use. If I use a 100cm3 measuring cylinder to measure gas: 24000cm3 of gas is 1 mole of gas 100/24000 = 1/240 = 4.2 x 10-3 moles CaCO3 : CO2 1 : 1 1 mole : 1 mole 100g : 44g 4.2 x 10-3 m : 4.2 x 10-3 m 4.2 x 10-3 m x 100g = 0.42g 0.42g of calcium carbonate should produce 100cm3 of gas. Therefore, the minimum of calcium carbonate I will use to get sufficient results is 0.5g. I will be using five different concentrations of acid: 100%, 75%, 50%, 25% and 0%. So the amount I will use will be: 100% = 20cm3 HCL 0cm3 Water 75% = 15cm3 HCL 5cm3 Water 50% = 10cm3 HCL 10cm3 Water 25% = 5cm3 HCL 15cm3 Water 0% = 0cm3 HCL 20cm3 Water This is used as a control A 0% concentration will be used as a control to see if calcium carbonate would react with water or not. This would then make sure that the reaction only takes place if HCL is present. Prediction: The higher the concentration, the faster the reaction will occur. From background knowledge, it is known that a reaction will occur when particles collide, so the more particles there are the more collisions there will be. If there are more reactant particles per set volume higher concentration more collisions will occur per second, consequently, more particles reacting per second and the rate of reaction is increased. So for a lower concentration there will be less particles, so there will be less collisions therefore the reaction will be slower. Also the higher the concentration the more gas will be produced. This is because if there's more particles higher concentration reacting with the solid marble chips then the reaction will take place quicker. Consequently, the lower the concentration, the less particles to collide and start a reaction so less gas is produced. Equipment: · HCL · Water · Marble chips · Pessel and mortar · Stopwatch · Weighing scales correct to 2d.p. · Spatula · Water trough · Measuring cylinder x2 · Boiling tube with bung and pipe · Clamp stands x2 Method: To measure the rate of reaction, time how long it takes for the marble chips to react and measure the gas given off. To do this put a 100cm3 measuring cylinder in a water trough, with water inside it, held up by a clamp stand. Then put the pipe from the boiling tube under the measuring cylinder. The boiling tube with a pipe will be held by another clamp stand opposite the measuring cylinder. Crush the marble chips into powder with a pessel and mortar and measure out 0.5g of powder for each experiment with the weighing scales. Then, measure the amount of water and HCL needed with the second measuring cylinder. For each different concentration the exact same thing will be done. Put the HCL/Water solution into the boiling tube and make sure the pipe is under the measuring cylinder. After that pour the calcium carbonate powder into the solution, then start the stop clock and put the bung on the boiling tube the same time the calcium carbonate goes in. Then, every five seconds, measure how much gas has been produced using the scale on the measuring cylinder. Repeat the experiment three times for each different concentration and then take an average. Diagram: Chemistry for you page 190 This diagram is similar to the experiment conducted except a boiling tube held by a clamp stand with a pipe and bung was used instead of a flask. Fair test: · The marble chips are crushed to make sure the surface area is the same for each experiment because a larger surface area would take longer to react than a smaller one. So if all the chips are of the same surface area, then they will all react at the same speed, making it a fair test. · All the HCL will be of the same strength, as all experiments will use the same HCL from the same bottle. Stronger acid will speed up the rate of reaction. · The water and acid will be of the same temperature each time because temperature affects the rate of reaction. · After each experiment, the boiling tube will be cleaned properly to get rid of the acid and bits of Calcium carbonate so there's no extra acid or calcium carbonate in the next experiment. · The 100cm3 measuring cylinder will always be full to the top with water so that measurements will be fair. Safety: · To ensure that no acid gets into anyone's eyes, safety goggles will be worn. · Make other persons aware of harmful chemicals. HCL · Necessary medical equipment near by, e.g. eye wash. · Have a cloth or towel near by to clean up any spilt acid so it isn't hazardous to anyone around. Results: Amount of HCL cm3 Amount of water cm3 Gas produced every 5seconds cm3 Average 1st time 2nd time 3rd time 20 0 25 24 25 24.67 45 44 40 43.00 55 57 53 55.00 61 60 57 59.33 65 68 64 65.67 67 68 66 67.00 68 69 67 68.00 69 69 68 68.67 70 71 69 70.00 70 70 70 70.00 70 70 70 70.00 70 70 70 70.00 15 5 20 19 22 20.33 38 35 40 37.67 44 40 41 41.67 47 44 42 44.33 48 45 45 46.00 51 47 46 48.00 53 50 48 50.33 55 54 49 52.67 57 56 50 54.33 58 57 55 56.67 59 58 58 58.33 61 59 59 59.67 64 60 60 61.33 64 62 63 63.00 65 63 65 64.33 66 65 66 65.67 66 67 70 67.67 66 67 71 68.00 10 10 12 10 13 11.67 26 23 20 23.00 29 25 26 26.67 31 27 27 28.33 32 28 28 29.33 33 28 29 30.00 34 29 32 31.67 35 31 34 33.33 36 32 35 34.33 36 33 37 35.33 37 35 38 36.67 38 36 39 37.67 39 37 39 38.33 39 38 40 39.00 40 38 41 39.67 41 39 41 40.33 41 40 42 41.00 43 40 43 42.00 43 41 44 42.67 44 42 44 43.33 45 43 45 44.33 45 44 45 44.67 45 44 46 45.00 5 15 12 13 11 12.00 20 19 21 20.00 23 24 22 23.00 24 24 25 24.33 25 25 25 25.00 25 25 25 25.00 25 26 26 25.67 0 20 0 0 0 0 All results will be plotted on the same graph. This will then make it easier to analyze my results. The average amount of gas measured cm3 will be plotted against time seconds. Graph to show results: The graph was produced by hand and scanned into the word document. Analysis: All concentrations produced gas rapidly to begin with but the most rapid was the 100% concentration. This happened with all the different concentrations except they all started to increase with a steady rate at different times. 100% 30 seconds 75% 15 seconds 50% 10 seconds 25% 10 seconds From this we can see that the higher the concentration, the faster the reaction starts and the longer it continues rapidly. The graph indicates this in the linear gradient of the slope. As the reaction increases the gradient becomes steeper. This result supports the predictions made based on the collision theory. As there are more particles in a higher concentration, there are more collisions so the reaction is faster. When the graph became flat, it was shown that there was no more solid to react with the HCL saturation. The reactions all varied in how long the reaction took place for. 100% 60 seconds 75% 90 seconds 50% 115 seconds 25% 40 seconds The longest reaction was the 50% concentration. The graph shows this by the line leveling out for longer linear gradient. Although it was the longest reaction it didn't produce the most gas. It just produced gas very slowly as it was a low concentration, because there wasn't enough particles to react to make the reaction faster. So gas was produced but very slowly and not much of it. 100% concentration solution was over quickly again, shown by the line on the graph and produced a lot of gas; due to there being more particles to react with the solid marble chips. The 25% concentration however, took place over an even shorter time than the 100% concentration but a lot less gas was produced in the 25% concentration again, due to there not being many particles. The different concentrations also varied on how much gas was produced overall on average. 100% 70.00 cm3 75% 68.00 cm3 50% 45.00 cm3 25% 25.67 cm3 As predicted, the most gas was produced by the higher concentration and the least gas was produced by the lowest concentration. From the graph it can be seen that for different concentrations the amount of gas produced varies. This is due to there being more particles in a higher concentration to react with the solid marble chips. The results gained support the theory that the more concentration, the faster the reaction and the more gas is produced. This matches the predictions made. It is also seen that as the concentrations become less, gas is produced at a much slower, yet at a steady rate because of not having enough particles to react with the substance making the reaction slower. The conclusions and prediction are all based on the collision theory: All particles have to collide in order to react with one another. Evaluation: The method used for conducting the experiment was an effective one as: · It was easily done over the amount of time given in class to conduct the experiment. · It was simple and easy to repeat a lot of times to get enough results to calculate averages. · Produced sufficient results and were easy to present on a graph to compare. · It was a safe experiment. · It was an easy experiment to make sure everything was a fair test and accurate. If the investigation was to be done again, consideration may be given to repeating the test a few more times for each concentration to produce a better average. From the graph it can be seen that some of the concentrations don't level out. This is because for each concentration, each time the experiment was conducted; the gas stopped being produced at different times. So when the average was taken it didn't always show the gas had stopped being produced. So the graph doesn't always level off. Maybe if the gas produced every 5 seconds had been recorded more times, say 10 or 20, instead of 3, the graph would've leveled off. Another reason for this is maybe that the experiment wasn't left going for long enough and a few more bubbles of gas could've been recorded giving more accurate results. It is shown on the graph that the 50% concentration produced more than the 75% most probably because of the reason just mentioned. Even though the results weren't as accurate as they could've been for the reasons mentioned above, they still verified the predictions and conclusions made. Further experiments could be conducted to extend the work I have done. These could be to investigate the other variables in the same way I have conducted my experiment: · Surface area "“ different sizes of marble chips for each experiment. · Temperature of the acid "“ investigate a range of temperatures. · Catalysts "“ investigate the effect of a catalyst in an experiment. If then all these different factors were investigated, all the results could be put together to prove the conclusions further. Bibliography: Books: 1. Chemistry For You, National Curriculum Edition for GCSE "“ Lawrie Ryan Page 190 "“ diagram of experiment 2. Revision Guide for GCSE Double Science, Chemistry, Higher level "“ Richard Parsons Page 79 "“ diagrams to show how different variables affect the rate of reaction Page 80 "“ Graph to show the effect of a catalyst on the rate of reaction Websites: 1. http://www.revisioncentral.co.uk 2. http://www3.mistral.co.uk/cns/depts/science/sc1/GCSE/   

Aim: To investigate the rate of reaction between Hydrochloric acid and marble chips. Background Knowledge: Factors that affect the rate of reaction between hydrochloric acid and marble chips or any other reaction are called variables. They are: ¨ The surface area of the chips...

Words: 2875 View(s): 760 Comment(s): 0