Always wear safety goggles when handling chemicals in the lab.
Rinse stirring rod with water after using. The reaction that took place in Part 1 is as follows: copper (II) nitrate + sodium hydroxide → copper (II) hydroxide + sodium nitrate. The reaction that took place in Part 2 is as follows: copper (II) hydroxide → copper (II) oxide + water. The percent error in this experiment was 9.2%. Clipping is a handy way to collect important slides you want to go back to later.
The percent recovery was a high 90.8%, but this is likely because both types of errors occurred, then cancelled each other out to some extent.
For clean up, I have students empty their waste in a large filtering system (filter with Erlenmeyer flask). Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. For thousands of years, copper and copper alloys have been recycled. Decanting occurred several times during this experiment, so losing a small amount of copper each time could have a larger effect on the recovery. This clarification is helpful for students to understand. While doing so, they will learn about the process of recycling copper. If planning on completing over two days, consider having students do the actual lab work on day 1 and focus on translating, writing, balancing, identifying, etc.
Possible sources of error that could have led to a loss of copper most likely occurred during decanting. Decomposition reactions yield a product that is a broken down form of the reactant, such as AB à A + B. Acid/base neutralization reactions involve the creation of water and a salt. Copper is a non-ferrous metal, and valued as the best non-precious metal conductor of electricity.The only metal with better conductive properties is silver. Remove the precipitate and dry, then put into the trash. This is a lab report for my General Chemistry class.
Lab Report on copper cycle 1. Always wear safety goggles when handling chemicals in the lab. Follow teacher instructions for clean up and disposal of chemicals. This copper cycle consists of six different reactions and four different types of reactions. Mix the combined solutions with the stirring rod. Second, errors could have occurred that caused the copper to be lost throughout the course of the experiment.
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Units are used to represent an ionic compound. The initial mass of copper was recorded, and then compared with the mass of recovered copper at the end of the experiment. gain) will be identified.
Clear and Using test tube tongs, remove the test tube from the hot water bath.
In the final step of the lab, aluminum metal is added to the test tube resulting in two different reactions. Label a 125 mL flask with your name and your lab partner's name. The purpose of this experiment is to test the Law of Conversation of Mass. Add 1.0 M NaOH slowly while stirring until all the copper has precipitated as the hydroxide. There are two reactions taking place in Part 4. Pour the neutralized mixture down the drain. 20 mL If you wish to opt out, please close your SlideShare account. This activity works best if students stop after Part 1 and complete the questions specific to the reaction completed before moving on to Part 2, and so on. Part 3: A clear solution of hydrochloric acid will be added to the copper (II) oxide, and upon stirring should turn back to a blue solution.
The entire economy of the copper and copper alloy industry is dependent on the economic recycling of any surplus products.
First, errors could have inaccurately raise the mass of the recovered matter. A single replacement reaction will also occur, allowing copper solid to be formed. If the copper was not completely dry at the time of weighing, then the measured weight of recovered copper would include some water. Note: copper (II) oxide is a solid; hydrochloric acid and copper (II) chloride are aqueous; Water is a liquid. Heat until the water boils. Each should be 1 cm apart, starting by measuring 1cm from the bottom of the test tube to make the first mark and move toward the top. The assignment was to create a formal lab report that expresses data and observations, lab procedure, and a discussion of the data with a conclusion. See our User Agreement and Privacy Policy. Calculations: mass of recovered copper equals dish and copper minus dish. Cool the test tube and its contents for 2 minutes by placing it in the room temperature water bath that you created in step 1.
Instead of having students mark the test tube at 1 cm marks, you may prefer your students to measure 3 mL of each solution. Connect to Reading
When students “translate” the equation into a sentence, I require students to use the terms atoms, units and molecules.
The Law of Conservation on Mass states that all matter is conserved; no matter can be created or destroyed. Cu2+(aq) + 2OH-(aq)Cu(OH)2 (s) A percent recovery will be calculated and sources of loss (or gain) will be identified. Experiment on the analysis of copper in brass by uv visible spectroscopy, No public clipboards found for this slide. Now customize the name of a clipboard to store your clips. Copper will undergo many types of reactions and go through its whole cycle, then return to solid copper to be weighed.
Change ), You are commenting using your Google account. If it does not turn blue, have students add more hydrochloric acid until it does. In theory, the exact same amount of copper should have been recovered at the end of the experiment yielding a perfect 100% recovery, but that is usually not the case in lab situations. In the first Copper is a ductile, malleable metal and is easily pounded and/or drawn into various shapes for use as wire, ornaments, and implements of various types.
Describe reactions by writing word equations and balanced chemical equations.
For the lab, stoichiometry was used to predict the amount of copper that would be left over. In this lab, students will demonstrate their understanding of writing, balancing, translating, and identifying types of chemical reactions. Then adjust the pH of this mixture between 5 and 9 by adding 1.0 M acid or base, as needed. The reaction that took place in Part 3 is as follows: copper (II) oxide + hydrochloric acid → copper (II) chloride + water. This lab was intended for a 90 minute block. Day 1 Conversion 1 -- Changing Cu to Cu(NO3)2. Identify the type of reaction that is taking place. You have to be an AACT member to access this content, but good news: anyone can join! Appearance High school AP Chemistry Curriculum Framework. For example: In order for students to see what the final product will look like, I have a demo set aside so they can see what will happen in 20-30 minutes. Unfortunately, the supply of these materials is limited, and as the population and demand continues to grow the consumption of these materials is increasing. I hope it might be helpful to you. The purpose of this lab is to perform a sequence of chemical reactions illustrating the properties of copper and its compounds. 6. thanks, 7 Second Daily Ritual Melts Stubborn Fat While You Sleep ➽➽ http://tinyurl.com/y33eq8tt.