Finding out How much Acid there is in a Solution Essay Example

Finding out How much Acid there is in a Solution Essay The aim of this investigative experiment is to discover the accurate concentration of sulphuric acid (H2SO4), which is found in a solution. The concentration is thought to be between 0.05 mol dmà ¯Ã‚ ¿Ã‚ ½3 and 0.15 mol dmà ¯Ã‚ ¿Ã‚ ½3. I have been given access to anhydrous potassium carbonate (K2CO3) and a range of indicators.PlanIn order to obtain the concentration of the acid in the solution I have to titre the known solution of potassium carbonate with the unknown sulphuric acid. The indicator I will be using to indicate when the reaction is fully completed is methyl orange. This is because I am using a strong acid and a weak alkali and methyl orange is the most appropriate indicator for this type of acid-alkali titration.To begin with I will have to prepare a standard solution of potassium carbonate that will be used in the titration with sulphuric acid. The potassium carbonate is of known strength and volume in contrast with the unknown concentration of sulphuric acid. This is the equation for the titration:H2SO4 (aq) + K2CO3 (aq) K2SO4 (aq) + H20 (l) + CO2 (g)Preparing a standard solution:These are the requirements, showing apparatus and the quantities of the materials to be used.Apparatus:à ¯Ã‚ ¿Ã‚ ½ Safety glassesà ¯Ã‚ ¿Ã‚ ½ Spatula:à ¯Ã‚ ¿Ã‚ ½ Weighing bottleà ¯Ã‚ ¿Ã‚ ½ Balance weighing to within 0.01gà ¯Ã‚ ¿Ã‚ ½ Wash bottle of distilled waterà ¯Ã‚ ¿Ã‚ ½ Beaker, 2503cmà ¯Ã‚ ¿Ã‚ ½ Conical flask, 250cm3à ¯Ã‚ ¿Ã‚ ½ Pipette Fillerà ¯Ã‚ ¿Ã‚ ½ Pipette, 25cm3à ¯Ã‚ ¿Ã‚ ½ Tripod standà ¯Ã‚ ¿Ã‚ ½ 2 clampsà ¯Ã‚ ¿Ã‚ ½ White tileà ¯Ã‚ ¿Ã‚ ½ Burette, 50mlà ¯Ã‚ ¿Ã‚ ½ Filter funnelSolutions:à ¯Ã‚ ¿Ã‚ ½ Sulphuric acid, 50cm3à ¯Ã‚ ¿Ã‚ ½ Methyl orange.à ¯Ã‚ ¿Ã‚ ½ Anhydrous potassium carbonate, 2.55gFair test and accuracyà ¯Ã‚ ¿Ã‚ ½ When reading, eye must be level with meniscus to read the burette.à ¯Ã‚ ¿Ã‚ ½ We will also wash all equipment when doing the other solutions. This is due to the different solutions mixing, so they give a different compoun d. We wash these in water because when you mix an acid or alkali with water, the pH level will not change since water is neutral. If we did not use water or anything neutral, then we will be changing the solution and this factor can give us inaccurate results.Procedure preparing my standard solution1: Using a spatula put between 2.4g to 2.6g of potassium carbonate on the weighing bottle. Weigh the potassium carbonate on the balance, and make sure that you have an accurate weight between 2.4g to 2.6g of potassium carbonate, weighing to the nearest 0.01g.2: Put about 250cm3 of distilled water into a 250cm3 beaker. Carefully move the bulk of the potassium carbonate from the weighing bottle into the beaker.3: Shake the beaker to break up the solid.4: Show your beaker to the teacher.Procedure titration1: Set-up the tripod stand and the burette, held firmly in position by the clamps, you can refer to the diagram.2: Fill the burette using a filter funnel with 50ml of sulphuric acid. Air bubbles should be avoided. Read off the zero mark at eye level to ensure that the bottom of the meniscus is on the mark.3: Use a pipette filler and pipette to transfer 25cm3 of potassium carbonate in your beaker to a 250cm3 conical flask. Air bubbles must be avoided.4: Add 3 drops of the methyl orange indicator to the conical flask (methyl orange is being used as the titration is between a strong acid and a weak alkali).5: Now perform a rough titration by running the sulphuric acid, whilst swirling the flask of alkali, until the solution turns a pink colour. This is the end point where the acid and the alkali have neutralised each other. Note and record the rough value of the volume of acid in a table.6: Now perform a second titration, this is as before except that this time run in the acid until about 2ml less than the rough value has been added, then proceed to run in the acid a drop at a time, keeping a close eye on the colour of the solution. You try to get an orange colour in t he solution.Record this end point in the table as before. Remember to use the pipette as before with the exact same volume of the standard solution, and the exact same volume of sulphuric acid.7: Continue to do the titration until you get two readings within 0.1cm of each other. Remember to record the volume of sulphuric acid required each time. Now work out the average of the accurate readings and record this in the same table.Once the titration has been completed and a sufficient average value has been calculated, you can go on to evaluate and analyse the experiment. Here is a risk assessment of the chemicals used in my experiment.Risk AssessmentHazardsà ¯Ã‚ ¿Ã‚ ½ Do not shake the conical flask too vigorously or the solution will spill.à ¯Ã‚ ¿Ã‚ ½ Always be prepared for a spill.à ¯Ã‚ ¿Ã‚ ½ Make sure that the burette is closed when not in use.à ¯Ã‚ ¿Ã‚ ½ Do not fill the burette right to the top.à ¯Ã‚ ¿Ã‚ ½ Make sure the clamp stand is held tightly by your partner.à ¯Ã‚ ¿Ã‚ ½ Make sure the burette is held tightly by the clamp stand.à ¯Ã‚ ¿Ã‚ ½ Make sure the solution are put in a safe place and is not put on the edge of the table.à ¯Ã‚ ¿Ã‚ ½ Make sure every solution, liquid, etc, solutions are put in a safe place and is not put on the edge of the table.à ¯Ã‚ ¿Ã‚ ½ MAKE SURE YOU HAVE YOUR SAFETY GLASSES ON DURING THE WHOLE EXPERIMENTPotassium carbonateAlthough the solution I am using is very dilute I should still be aware that contact with eyes, skin and clothing must be avoided. As such I am to be wearing goggles and a lab coat. Also any slippages would cause the area to become slippery and dangerous, if they are not cleaned up quickly.Methyl orangeThe same precautions apply for this as did with the potassium carbonate.Sulphuric AcidIt is very corrosive. If it is swallowed, wash out mouth and give one or two glasses of water. Dont induce vomiting. Seek medical advice as soon as possible.If it is splashed into the eye flood the eye with gently running t ap water for 10 minutes. Seek medical advice.If it is spilt on clothes or skin remove the clothes quickly and wipe as much liquid as possible away with a dry clothe before drenching the area with lots of water. If a large area of skin was affected or blistering seek medical advice.If it is spilt in the laboratory, wear eye protection and gloves and cover with mineral absorbent and scoop into a bucket. Add anhydrous potassium carbonate and leave to react. Once the reaction has occurred add lots of cold water.Results titrationMy plan for the titration should provide precise and reliable results if all chemicals are weighed and measured to the correct mass or volume. The apparatus should be set-up properly with no judgmental errors such as the reading of the volume on the dropping pipette or burette. This is the table by which I will be recording the volumes of sulphuric acid used in the titration, hence my results; I will calculate the average volume from these results. Using this fo rm of table should allow me to provide a clear and concise way of representing my results and should aid me in my analysing and evaluating section of this investigation.Rough/cm31/cm32/cm33/cm34/cm3Final14.829.8544.8815.0430.01Initial014.829.85015.04Titres14.815.0515.0315.0415.06Average = 15.05cm3 (2.dp)CalculationUnknown = Sulphuric AcidKnown = Potassium CarbonateTo calculate the concentration of the potassium carbonate solution used:2.55g solid anhydrous potassium carbonateMassRMMRMM of K2CO3 = (2 x 39.1) + 12.0 + (3 x 16.0)= 138.20gMoles K2CO3 = 2.55/138.2 = 0.0185m= 1.85 x 10-2mMole x 1000Volume volume = 250cm31.85 x 10-2 x 1000250Therefore, initial molarity of potassium Carbonate = 7.4 x 10-2 Mol/dm3 (0.074 Mol/dm3)Concentration of acid solution:Equation of neutralisation of sulphuric acid with potassium carbonate:H2SO4 (aq) + K2CO3 (aq) K2SO4 (aq) + H20 (l) + CO2 (g)Which means that the mole ratio of sulphuric acid: potassium carbonate is 1:1Amount of potassium carbonate need ed to neutralise 25cm3 sulphuric acid (average titre) = 15.00cm3Moles K2CO3 in 15.00cmà ¯Ã‚ ¿Ã‚ ½ of 0.074 mol/dmà ¯Ã‚ ¿Ã‚ ½ solution= 0.01505 x 0.074 = 0.00113 moles K2CO3Ratio K2CO3:H2SO4 = 1:1 therefore moles H2SO4 = 0.001110.00113 moles H2SO4 in 25cmà ¯Ã‚ ¿Ã‚ ½Concentration of H2SO4= 0.00113 x 100025Therefore initial molarity of sulphuric acid= 0.0452 mol/dmà ¯Ã‚ ¿Ã‚ ½ (4.52 x 10-2 Mol/dm3)EvaluationThe results and calculations show what I believe to be a fairly inaccurate concentration of sulphuric acid that is 0.0452 mol/dmà ¯Ã‚ ¿Ã‚ ½. I carried out the experiment as stated in my method until I had concordant titres of within 0.1cmà ¯Ã‚ ¿Ã‚ ½ of each other. I did not include my rough titre in the average as it was performed to a much lower degree of accuracy and was merely to familiarise myself with the equipment and experiment.I am almost certain that several errors have occurred in the experiment, mainly human error but also some caused by the procedure, technique and equipment. My reading of the meniscus in the burette could be inaccurate and therefore create an error. Even though I rinsed all my apparatus with distilled water before use (and the burette with sulphuric acid) it is still likely that some contamination occurred which would have affected my results. The amount of sulphuric acid I used in each titration was determined by when I saw a colour change in the indicator in the conical flask. It is very possible that I could have missed the exact moment when the colour change and therefore neutralisation occurred. This would mean too much or too little acid may have been added to the flask giving an inaccurate representation. The percentage errors associated with the experiment can be calculated by:(Precision error x 100) / Actual readingErrors caused by glassware and equipmentà ¯Ã‚ ¿Ã‚ ½ Volumetric flask when filled correctly has a precision error of 0.2cmà ¯Ã‚ ¿Ã‚ ½ and therefore has a percentage error of 0.08%à ¯Ã‚ ¿Ã‚ ½ All burette readings include 2 decimal places in which the second figure was a 0 or a 5 as I could only determine between these measurements. This gives an error of 0.2% for each reading.à ¯Ã‚ ¿Ã‚ ½ The digital balance gave readings of 2 decimal places, which means the actual reading could be +/- 0.005g of the recorded reading; (0.005 x 100 /1.06 = 0.47) so the balance delivers a percentage error of 0.47%.Errors caused by techniqueà ¯Ã‚ ¿Ã‚ ½ Mixing of the solution in the conical flask may not be totally through.à ¯Ã‚ ¿Ã‚ ½ The burette and pipette may not have been thoroughly washed out with the solutions used.à ¯Ã‚ ¿Ã‚ ½ The conical flask may not have been thoroughly washed out with distilled water between titres.à ¯Ã‚ ¿Ã‚ ½ The end point may not be accurate if the solution from the burette is not added drop by drop with continuous swirling.à ¯Ã‚ ¿Ã‚ ½ Too much or too little indicator may have been added each timeIt is not possible to place a value on the effect of human error on the rel iability and accuracy of results. However, further repetition of the experiment would limit the effect human error has on results.Improvements to the investigation would be mainly aiming to reduce the human error. This could be done by using equipment that displays values and measurements digitally, or detect the colour change more accurately.Overall I do not believe my results could have been that inaccurate seeing as my titres were the same. I feel that the procedure allowed me to discover the accurate concentration of the acid to a fairly accurate and reliable degree.

More About Mission

More About Mission More About Mission More About Mission By Mark Nichol A recent post listed and defined many words containing the element mit and miss and descended from the Latin verb mittere, meaning â€Å"send.† This follow-up offers related words not as easily discerned as being part of the mittere family. But first, here are the details about a word integral to this vocabulary family but not discussed in the previous post: Mission, the word that often forms the root of the noun form of words in the mittere family, itself means â€Å"job† or â€Å"task† or sometimes refers to those sent to do a job or task. Because the practice of sending religious personnel to convert people or provide aid to them historically also had political and economic motivations, the term came to apply also to assignments of diplomatic personnel and trade representatives. Also from the religious sense, a complex of buildings constructed to support such work is called a mission. (A particular style of architecture and furniture inspired by buildings and furnishings for Catholic missions in North America is called â€Å"mission style.†) Someone engaged in mission work in a religious context is a missionary; that term is also employed as an adjective to describe someone very supportive of a cause or eager about a job; this fervor might be described as â€Å"missionary zeal.† Mass, describing a church service,† derives from Latin by way of the Old English term mà ¦sse, which refers to the church service known as the Eucharist; it likely stems from the priest’s concluding statement, â€Å"Missa est† (â€Å"It has been sent†). Religious documents and publications generally capitalize the term, while in lay usage it is usually lowercase. (The noun and verb mass, referring to a large amount or crowd, is unrelated.) A missal, meanwhile, is a book containing prayers said or sung at various times of year during masses. Mess in the dining sense, usually employed to describe a meal seating in a military context, comes from the notion of sending a meal to be eaten. The sense of â€Å"jumble† or â€Å"state of confusion or untidiness,† and the meaning, by extension, of â€Å"quantity† derives from the original sense applied to mixed food given to animals. A message is a communication (as a verb, the word means â€Å"communicate by message† or â€Å"send a communication†); it can also apply, more broadly, to an idea or theme. The near synonym missive refers specifically to a letter, while a missile is a weapon â€Å"sent† by projecting or throwing. The phrase mise-en-scà ¨ne, borrowed directly from French, literally means â€Å"setting on the stage† and is based on the French noun mise, â€Å"a placing or putting†; it refers to the physical arrangement of performers and scenery in a live or recorded dramatic presentation or, by extension, the context or setting of a narrative or the environment of a place in general. To dismiss is to disregard or send away; such an act is a dismissal. Demise is a formal synonym for death that also applies to the end of activity or existence or the loss of position or status, as well as conveying sovereignty or an estate; in the latter sense, it is used in legal contexts as a verb. (In the sense of â€Å"death,† such usage is rare.) A premise is an idea or statement accepted as true or the sake of argument or to discuss a reasoning; the word is also employed as a verb in that sense. In plural form, it has the specific formal meaning â€Å"buildings and the piece of land on which they are built.† (This usage stems from the fact that in legal documents, where such property was often described, premise was employed to mean â€Å"something previously stated.†) Surmise means â€Å"imagine† or â€Å"infer,† or refers to having a poorly supported idea or thought; such is also referred to as a surmise. A promise is a pledge or vow- one literally â€Å"sent forth†- or the action of pledging or vowing; the word also pertains to an expectation, as in â€Å"the promise of rain† or â€Å"showing promise.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Idioms About Numbers75 Synonyms for â€Å"Talk†Threw and Through

The interactional view theory Essay Example | Topics and Well Written Essays - 750 words

The interactional view theory - Essay Example The interaction view theory was developed by Paul Watzlwick, a scholar in family studies who developed detailed therapies concerning miscommunication in family units. The main aim behind the theory development was to study the interaction of family units and occurrence of miscommunication problems within the family that may arise in different situations. Basically, there are five main concepts under interaction view theory that Watzlwick developed in studying miscommunication within families. The concepts are that as a family it is impossible not to communicate, and that communication is determined by the relationships between members of a group. Moreover, the theory postulates that relationships are developed through punctuation and that any communication has to be either digital or analogic. The last concept of the theory is that communication may either be complementary or symmetrical (Griffin 186-191). No one brings about the meaning and concepts of the interaction view theory better than the characters in the in the film stuck in love. In this film, parents have apparently split after the wife is caught cheating on the husband. Their two kids in the meanwhile live with their father while their mother has found a new husband with whom they live together. On one occasion, the daughter eventually finds her mom kissing her new husband notwithstanding she had not divorced with her dad. As a result, the daughter becomes furious with her mom and even refuses to speak to her. On the other hand, the daughter is still furious with her dad in that her father had refused to let her mother go through a divorce and had no plans of getting back together with her. Nevertheless, after the family members took time to reconsider their actions away from their controlling emotions, they come back to their senses and the family shows signs of improvement. Finally, the family is back