Nuffield Foundation and the Royal Society of Chemistry, A set of differentiated worksheets with answers to identify learning gaps and misconceptions on the topic of quantitative chemistry, Use this explainer to help students overcome misconceptions of this fundamental quantity, Revisiting and refining a classic diffusion demo with Declan Fleming, Practical experiment where learners produce gold coins by electroplating a copper coin with zinc, includes follow-up worksheet. Science turns the taps on in drought-hit areas, The science behind sustainable home insulation, Everything you need to teach polymers at 1416, Gold coins on a microscale | 1416 years, Practical potions microscale | 1114 years, Antibacterial properties of the halogens | 1418 years, Copper(II) sulfate(VI)5water (powdered), (HARMFUL, DANGEROUS FOR THE ENVIRONMENT), about 5 g. Set up the apparatus as shown (but without water in the receiving tube this is to be collected during the experiment), placing about 5 g of powdered hydrated copper(II) sulfate in the test tube. Research Designation Source; Summarizing Tool; So $$\ce{Cu(OH)2 + OH^- -> CuO(OH)^- + H2O}$$ $$\ce{CuO(OH)^- -> CuO + OH^-}$$ Out of an ammonia solution the ppt must form slowly enough so as to absorb very little extra $\ce{OH^-}$. It only takes a minute to sign up. decomposes to the dehydrated form. We are not permitting internet traffic to Byjus website from countries within European Union at this time. As heat is produced, thus the reaction is exothermic. This chemistry -related article is a . Find an alternative 'reverse' approach suggestedhere. This is a source of uncertainty because the temperature probe had to be isolated from the solution when the lid was opened, causing a sharp plummet in the temperature graph. Good point about the hydration @MaxW. $$\ce{2NaOH + CuSO4 -> Cu(OH)2(s) + Na2SO4}$$ [32] Copper sulfate is used as a molluscicide to treat bilharzia in tropical countries. Aluminium appears less reactive than copper. You can add water to this to rehydrate the compound, and turn it back to blue. Copper sulfate can be prepared by treating metallic copper with heated and concentrated sulphuric acid, or by treating the oxides of copper with dilute sulphuric acid. The chemical formula of hydrated Copper sulphate is CuSO 4. demonstrate the reactivity of aluminium using hydrochloric acid and mercury. rev2023.4.21.43403. . Reaction of copper(II) sulfate solution and magnesium powder. Recall that some reactions may be reversed by altering the reaction conditions. The lid had to be open when the zinc powder was added into the solution. However, the latter is the preferred compound described by the term copper sulfate. Heating up the CuSO4 will dehydrate it. Ammonia contact with the eyes can cause serious, long-term damage. C5.2 How are the amounts of substances in reactions calculated? Theory. Make sure that the tube is clamped near the bung as shown. These components are water, sulfate ions, and policeman ions. [14], Copper(II) sulfate pentahydrate decomposes before melting. Sort of turquoise color. The copper ions present in copper sulfate react with the chloride ions belonging to concentrated hydrochloric acid, leading to the formation of tetrachlorocuprate(II). Nuffield Foundation and the Royal Society of Chemistry, Use these teacher-tested ideas to ensure your students dont get mixed up about chemical substances, Everything you need to help your post-16 students understand orbitals and shells, Differentiated worksheets guide learners to consider word equations, symbol equations and conservation of mass linked to simple decomposition reactions, Practical experiment where learners produce gold coins by electroplating a copper coin with zinc, includes follow-up worksheet. Single replacement reactions involving the replacement of metal ions take on the following general form: A + BC AC + B is the mass of copper (II) sulfate. \ce{CuSO4 + 2NaOH &-> Cu(OH)2 + Na2SO4}\tag{1}\label{one}\\ 5.3.2 Use of amount of substance in relation to masses of pure substances, 5.3.2.3 Using moles to balance equations (HT only), 2a Use an appropriate number of significant figures, 2d Carry out experiments appropriately having due regard for the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations, 2g Evaluate methods and suggest possible improvements and further investigations, 4f Use an appropriate number of significant figures in calculation, 1.51 Calculate the number of: moles of particles of a substance in a given mass ofthat substance and vice versa; particles of a substance in a given number of moles of that substance and vice versa; particles of a substance in a given mass of that, 1.53 Deduce the stoichiometry of a reaction from the masses of the reactants and products, 1.51 Calculate the number of: moles of particles of a substance in a given mass ofthat substance and vice versa; particles of a substance in a given number of moles of that substance and vice versa; particles of a substance in a given mass of that , M1c Use ratios, fractions and percentages, M2a Use an appropriate number of significant figures, C1.3i explain how the mass of a given substance is related to the amount of that substance in moles and vice versa, C1.3m deduce the stoichiometry of an equation from the masses of reactants and products and explain the effect of a limiting quantity of a reactant, CM3.1i arithmetic computation and ratio when determining empirical formulae, balancing equations, CM3.1iii provide answers to an appropriate number of significant figures, Working scientifically skills demonstrated, WS.2b Make and record observations and measurements using a range of apparatus and methods, C1.3h explain how the mass of a given substance is related to the amount of that substance in moles and vice versa, C1.3k deduce the stoichiometry of an equation from the masses of reactants and products and explain the effect of a limiting quantity of a reactant.
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