Electrolysis
Aim: The aim of the investigation is to find the amount of copper
gained or lost on the electrodes using a different amounts of current
each time during electrolysis. How does the changing of the current
and surrounding temperature effect the electrodes?
Variables: Throughout the experiment I will change the amount of
current used. I will measure the weight of the electrodes after each
test.
To make the test fair I will be keeping the same electrodes throughout
the experiment.
Prediction: I predict that as the current increases the mass gained on
the anode will decrease and the mass gained on the Cathode will
increase. The reason that I predict this is due to what I have been
taught this year about the process of electrolysis. Electrolysis is
the process of decomposing the compounds by electrical energy and an
element is produced at each electrode. In this case I have chosen
copper sulphate solution to electrolyse. In the experiment when the
solution is being electrolysed it starts to decompose and at cathode
there is copper formed and oxygen at the anode. This is caused by
electricity from the power supply, which has caused a chemical change.
At cathode copper ions become atom and formed on it:
Cu2+ + 2e- Cu
At anode the copper decompose forming copper ions:
Cu Cu2+ - 2e-
Therefore the result is that anode wears away while cathode gains mass
Plan: The apparatus I will use for the investigation is listed below:
·D.C. power supply - for providing the power for the experiment.
·Ammeter - for measuring the amount of current flowing though the
circuit.
·Electrodes [Anode (+) and Cathode (-)]
·Circuit wire - for connecting up the apparatus to the power supply.
·Beaker - for holding copper sulphate solution.
·Copper sulphate solution - for doing the electrolysis experiment.
·Wire wool - for cleaning the electrodes.
First I will start by cleaning each of the electrodes with wire wool
then dipping each in water followed by ethanol and propanone.
Lab 4: Energy Conservation: Hot Stuff!! The purpose of this experiment is to try to find the original temperature of the hot water in the heater using the 60 degrees C thermometer. Use your 60°C thermometer, and any materials available in your laboratory, to determine the temperature of the water in the coffee pot. During this experiment we calculated the original temperature of a heater after it had been cooled down, and we did this by measuring hot, cold, and warm water, with a thermometer that had tape covering 60 degrees and up.
After 10 minutes was up, the test tube that contained the metal sample was removed from the boiling water using a folded paper towel to grasp the beaker. The test tube was then dried with a second paper towel and the metal contents were poured into the calorimeter. The thermometer was taken and placed within the calorimeter and that metal was moved around inside of the calorimeter to change the temperature of the water. The highest water temperature observed was recorded.
Found the mass of a cylinder of Copper and the mass of a cylinder of Zinc on an electric scale, recorded
in the experiment of the Atomic Wight of the Element Silver. We react excess amount of copper with silver nitrate solution. To determine the amount of copper reacted and silver that is produced. The first thing that we did was rinsed 150 ml beaker with distilled water. Second, we dispense 10.00 ml of silver nitrate into rinsed beaker. Then we added 100 ml of distilled water to the beaker. Third we obtain a precut copper wire and then winded around large wide mouth test tube to produce a helix or coil of wire. After that we weighed the wire which is 2.1290g in balance number 5. Fourth, we placed the copper wire in the beaker containing dilute silver nitrate solution at 11:30 and then we taped on the copper wire to dislodge the silver metal into
The expected moss of anhydrous copper (II) sulfate should have been .834g instead of .694g. The water lost through the heating should have been .471g instead of the .694g that was actually lost. The water lost was much larger while the mass of the anhydrous copper (II) sulfate was much smaller. If the mass of the water lost was too low than something that could have caused this is that the hydrated copper (II) sulfate was not heated correctly. Not all of the water would have been evaporated if the crucible was taken off the Bunsen burner to soon. If the mass of water lost was too large than something that could have caused this is the loss of copper (II) sulfate during the experiment. This could have occurred through the mixing of the hydrated copper (II) sulfate while it was burning on the Bunsen burner.
A team was sent to the chemical manufacturing division of a small chemical company to help the technicians with experiments. Since the notes written by the technicians were inaccurate and unfinished, all of the experiments they had preformed needed to redone and documented correctly. The head of the company gave the new team the task of trying to figure out why some chemical reactions caused the reaction vessel to get cold and others caused the vessel to get hot. The group constructed ¡°an apparatus to measure the quantity of thermal energy gained or lost during the chemical reactions¡± (Bellama, 193). This device was called a calorimeter. A series of different reactions were conducted using two different calorimeters. First, hot and cold water tests were preformed. Based on these results the scientists calculated the heat capacities of the calorimeter. The density and specific heat of pure water were used for these calculations. The other tests that were redone and recalculated were: salts in water, precipitation reactions, and acid base reactions. Then the question of whether the solution absorbed or gave off heat can be answered. Also, whether or not the concentration of an acid base reaction made a difference in the heat absorbed or lost can then be resolved. The goal is to determine if the reactions gave off heat or became cold. The factors that affect heat energy changes were identified (Cooper, 103).
A hot plate is acquired and plugged in and if left to warm up. Fill two beakers with 0.075kg of water and record the temperature using a thermometer and record it. Place one of the beakers onto the hot plate and drop one of the metal objects in. Wait for the water to boil and wait two minutes. Take the object out of the water and drop it into the other beaker. Take the temperature of the beaker and record the rise in temperature.
In experiment’s 2rd trail, a new calorimeter was placed onto the workbench. It was placed onto the electronic scale and weighed 18.600 grams. A thermometer was attached to the calorimeter. The initial temperature was 21.5 C. 50 mL of 1M Hydrochloric Acid was placed into the calorimeter. 0.250 grams of magnesium was placed into the calorimeter. A chemical reaction occurred and the temperature recorded was 43.2 C. The calorimeter was placed onto the electronic scale and weighed to be 68.839 grams. Afterwards, the calorimeter was discarded. In the experiment's third trial, a new calorimeter was placed onto the workbench. It was then placed onto the electronic scale and it weighted 18.600 grams. A thermometer was attached to the calorimeter. The initial temperature recorded was 21.5 C. 50 mL of 1M Hydrochloric Acid was placed into the calorimeter. 0.350 grams were added into the calorimeter. A chemical reaction occurred. The recorded temperature is 51.8 C. The calorimeter was placed onto the electronic scale and the total mass is 68.921 grams. All materials were
Lastly, during the experiment, tap water was used to measure the change in temperature. However, tap water contains several unknown ions and minerals and every time when the conical flask was refilled with water, the concentration of those ions and minerals may vary. Furthermore, when calculating the heat energy, we used the specific heat capacity used of the water; however, the unknown minerals may affect the specific heat capacity of the
This paper is a discussion of the role played by the ideals of the Enlightenment in the invention and assessment of artifacts like the electric battery. The first electric battery was built in 1799 by Alessandro Volta, who was both a natural philosopher and an artisan-like inventor of intriguing machines. I will show that the story of Volta and the battery contains three plots, each characterized by its own pace and logic. One is the story of natural philosophy, a second is the story of artifacts like the battery, and the third is the story of the loose, long-term values used to assess achievement and reward within and outside expert communities. An analysis of the three plots reveals that late eighteenth-century natural philosophers, despite their frequent celebration of 'useful knowledge,' were not fully prepared to accept the philosophical dignity of artifacts stemming from laboratory practice. Their hesitation was the consequence of a hierarchy of ranks and ascribed competence that was well established within the expert community. In order to make artifacts stemming from laboratory practice fully acceptable within the domain of natural philosophy, some important changes had yet to occur. Still, the case overwhelmingly shows that artifacts rightly belong to the long and varied list of items that make up the legacy of the Enlightenment.
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