Introduction

The molecular (true) formula for a substance is not always the same as its empirical (simplest)
formula. Both acetylene and benzene have the empirical formula CH. However, the molar mass
for acetylene is 26 g/mol, while the molar mass of benzene is 78 g/mol. This is because the
molecular formula for acetylene is C2H2 while the molecular formula for benzene is C6H6.

Go to Top

Purpose

To determine the molar mass of a gaseous substance and to use this value to find the molecular
formula of the substance.

Go to Top

Safety Considerations

Wear protective glasses and an apron at all times. Avoid skin contact with solids and solutions.
There should be no flames in the laboratory during this laboratory activity. Dispose of all
solutions in the containers provided by your teacher. Wash your hands before leaving the
laboratory.

Go to Top

Procedure

Handle the flask at all times with a paper towel. Determine all masses to the nearest 0.01 g. You
may develop your own data table or your teacher may provide you one.

1. Determine the mass of a stoppered 250 mL flask of air.

2. In an operating fume hood, place the tubing outlet from an unknown gas supply
completely into the flask. Allow the gas to flow for at least 30 s to replace the air. Stopper
tightly. If your teacher suggests the gas is less dense than air, invert the flask for filling.
3. Find the total mass of the flask, stopper, and unknown gas. Repeat Steps 2 and 3.
4. Place a mark on the outside of the flask neck at the bottom of the stopper. In an operating
fume hood, fill the flask to the mark with water.
5. Measure the volume of water to the nearest milliliter with a graduated cylinder.
6. Determine the temperature and air pressure in the laboratory.
7. Wash hands thoroughly before leaving the laboratory.

Go to Top
Data Analysis, Concept

1. What is the volume (in liters) of air in the flask?

2. The density of air varies with changes in temperature and pressure. Refer to Table 1
below to find the density of air at your laboratory conditions. Use this density value (g/L)
to calculate the mass of air in your flask.

Temp\Pressure 730 mmHg 740 mmHg 750 mmHg 760 mmHg 770 mmHg
30 oC 1.11 1.13 1.14 1.16 1.18
25 oC 1.13 1.15 1.16 1.18 1.20
20 oC 1.15 1.17 1.18 1.20 1.22
15 oC 1.17 1.19 1.20 1.22 1.24
3. Table 1 - Density of air (g/L) at various temperatures and pressures
4. What is the mass of the empty flask?
5. What is the mass of your sample of unknown gas?
6. Calculate the density of the unknown gas at the temperature and pressure of the
laboratory.
7. The volume occupied by one mole of a gas (its molar volume) is the same for all gases at
a given temperature and pressure. Refer to Table 2 for the proper molar volume of a gas
at your experimental conditions. Use this value to calculate the experimental molar mass
of your unknown gas.

Temp\Pressure 730 mmHg 740 mmHg 750 mmHg 760 mmHg 770 mmHg
30 oC 25.9 25.5 25.2 24.9 24.6
25 oC 25.5 25.1 24.8 24.5 24.1
20 oC 25.0 24.7 24.4 24.1 23.7
15 oC 24.6 24.3 24.0 23.6 23.3
8. Table 2 - Molar volume of ideal gas at various temperatures and pressures
9. If your pressure or temperature is not shown, make estimates from the tables for density
and molar volume.
10. (Data Check: Present the calculated value from Step 6 to your teacher to initial.) Obtain
the empirical (simplest) formula for your unknown gas from your teacher. Determine its
empirical formula mass.
11. The molecular formula is a whole-number multiple of the empirical formula.
a. Is your molar mass the same as the empirical formula mass?
b. If so, what is the molecular formula of your unknown gaseous substance? (If not,
try doubling or tripling your empirical formula. Which multiple gives the closest
molar mass to your experimental value?)
12. Using the molecular formula you found in Calculation 8, calculate the molar mass of
your unknown gas. Report your molecular formula and molar mass to your teacher for
verification.
 13. Using the accepted value for molar mass from Calculation 9, find the error and percent
error in the experimental value of the molar mass found in Calculation 6.
14. Which step(s) in the procedure do you believe contributed most to the total error found in
this laboratory activity? Explain.

Go to Top

Imply, Apply

1. Explain in your own words what you learned in this laboratory activity.
2. How would the density of the unknown gas affect how you hold the flask as you
displaced the air with it?
3. Suppose that the empirical formula of your unknown gas were C2H4, and the
experimental molar mass of your unknown gas were found to be twice that of the
empirical formula mass. Explain why you would not write the molecular formula as
2C2H4.
4. Draw two pictures, one representing C4H8 and the other 2.C2H4. Use labeled circles to
represent the units of each.
5. Challenge Item: Describe a possible modification of this procedure using Avogadro's
Hypothesis to determine the molar mass of an unknown gas.

Major Chemical Concept

The molecular formula is a whole-number multiple of the empirical formula. When finding the
mass of a gas sample, the mass of air in the air-filled flask must be taken into account.

Go to Top
Go to Teachers Index

Level

Appropriate for all levels.

Go to Top
Go to Teachers Index

Expected Student Background

Students should be able to:

 Calculate density
 Find formula masses
 Use a balance
  Read a graduated cylinder
 Read a thermometer
 Read a barometer
 Select appropriate information from tables
 Calculate percent error

This laboratory activity is not intended to be used as part of a gas unit. It should follow the
development of the mole concept and empirical and molecular formulas.

Go to Top
Go to Teachers Index

Time

30 - 40 min

Go to Top
Go to Teachers Index

Safety

 No flames should be allowed if flammable gases are used.

 Use fume hood for filling and venting gases from flask.

Go to Top
Go to Teachers Index

Materials

Consumables (per class)

 Unknown gas candidates are:

Butane (pressurized cans of lighter fluid)

Helium (where balloons are sold)
Oxygen (school shop, welding supply or pharmacy)
Burner gas (mostly methane, but may contain some ethane)

 See Advance Preparation below.

Non-Consumables (per lab team)

 1 Balance
  1 Erlenmeyer or Florence flask, 250 mL
 1 Graduated cylinder, 500 mL (preferred)
 1 Rubber stopper or cork, solid, wrapped with plastic wrap
 1 Thermometer

Non-Consumable (for class)

 Barometer

Go to Top
Go to Teachers Index

Advance Preparation

Pressurized cans should be fitted with rubber tubing. You can also dispense gases from an
automobile inner tube. Remove the inner valve, and attach a clamped rubber tubing to valve. Fill
the inner tube from pressurized source of gas.

Go to Top
Go to Teachers Index

Conducting the Laboratory Activity

Pre-Lab Discussion

Using a flask of water, lead students to develop a method for determining the volume and mass
of water in the flask. Pour out the water and ask if an empty flask is truly empty. Allow sufficient
wait-time so that students realize that the "empty" flask contains air. Discussion will provide a
method for determining the mass of air in the flask, a necessary step in this activity. Make sure
that students know how to read a barometer. Emphasize the need for very careful measurements,
recorded to the proper number of significant figures, since masses of the unknown gases will be
small. Demonstrate filling the flask upright for gases more dense than air and inverted for gases
less dense than air.

Go to Top
Go to Teachers Index

Teacher/Student Interaction

Make suggestions and ask questions about reading measurements precisely, the type unknown
gas, the design of the data table, whether to hold the flask upright or upside down to fill. (The
density of air is about 1.3 g/L at STP.) Remind students to touch the flask as little as possible, to
use a dry flask, and not to measure the volume of the flask with water until the second run is
completed. Encourage students curiosity about the colorless gas.

Discuss how to use tables of air density and molar volume. Emphasize the importance of
following rules for carrying significant figures carefully throughout the calculations. All
supporting setups of calculations should be shown.

Go to Top
Go to Teachers Index

Anticipated Student Results

Sample Data

1. Mass of flask, stopper, and air 96.29 g

2. Mass of flask, stopper, and unknown gas 96.58 g
3. Volume of flask to bottom of stopper 265 mL
4. Temperature 20 °C
5. Pressure 759 mmHg

Go to Top
Go to Teachers Index

Sample Data Analysis

1. Volume of air in liters
(265 mL x 1 L/103 ml) 0.265 L
2. Density of air at lab conditions
(Read from Table 1) 1.20 g/L
Mass of air in flask
(1.20 g/L x 0.265 L) 0.318 g
3. Mass of empty flask
(96.29 g - 0.318 g) 95.97 g
4. Mass of unknown sample
(96.58 g - 95.97 g) 0.61 g
5. Density of unknown gas
(0.61 g/0.267 L) (2 sig. figs in answer) 2.3 g/L
6. Molar volume at lab conditions
(Read from Table 2) 24.0 L/mol
Molar mass of unknown gas
(2.3 g/L x 24.0 L/mol) 55 g/mol
7. Simplest formula for unknown C2H4
8. Determine empirical formula mass 29 g/mol
a) Molar mass is much larger than
empirical formula mass (55 g vs. 29 g)
b) Double the empirical formula mass is 58 g.
That is closest to experimental mass of 55 g.
So the molecular formula is C4H8.
9. True molecular formula (from teacher) C4H10
True molar mass 58 g/mol
10. (58 g/mol - 55 g/mo 3 g/mol
Percent error
(3 g/mol)/(58 g/mol) x 100% 5%

Student responses will vary. Mass is small and is probably the greatest contributor to error.
Another error is caused by inadequate displacement of air while collecting the unknown gas.

Go to Top
Go to Teachers Index

Answers to Imply, Apply

1. Student responses will vary: + 4-8% is acceptable. Gives chance for teacher to correct
misconceptions - a form of student self-assessment; non-threatening and ungraded except
for extra credit.
2. Less than density of air: hold flask mouth down so gas "falls up."
3. 2 C2H4 represents two molecules of C2H4 . C4H8 represents one molecule of C4H8 .
4. Answers will vary, but students should show two unattached "units" of C2H4 and one
"unit" of C4H8. These units are, of course, molecules.
5. Requires higher-order thinking skills. Not all students will be able to answer this. The
only difference in procedure is that the mass of a known gas is compared to an unknown
gas. This method does not require the use of molar volume. This modification could be
used for an extra credit activity, or for the class to do as a second activity to confirm the
results of the first.

Go to Top
Go to Teachers Index

Possible Extensions

1. The same activity could be treated as a gas-law problem without the molar volume table
being provided.
 2. Molecular formulas can also be determined using a volatile liquid in a warm flask as a
demonstration for advanced students.

Go to Top
Go to Teachers Index

Assessing the Laboratory Learning

Laboratory Practical Items

1. Go to Stations 1 through 6 and examine the models of different molecules. Indicate on

your quiz paper the number(s) of all molecules that (has/have) the empirical formula
C2H6O.
2. Go to Station 7 and determine the mass of the flask containing the unknown gas, using
the balance at the station. You should also know that the flask, stopper and air had a total
mass of _____. The temperature and pressure were _____ and _____. The volume of the
flask was _____mL. Find the molar mass of unknown gas in the flask.

Go to Top
Go to Teachers Index

Paper/Pencil Items

1. Find the molar mass of this compound:

Mass of empty flask and stopper 104.57 g

Mass of flask, stopper and sample gas 105.03 g
Volume of flask 256 mL
Temperature 20 oC
Barometer reading 750 mmHg

2. What is the apparent molecular formula of a compound if its empirical formula is CH2O
and a student found its experimental molar mass to be 59 g/mol?
3. What is the percent error in the mass obtained in Question 2 ?

Go to Top
Go to Teachers Index

Laboratory Practical Items (Teacher Notes)

1. Construct six models. Three or four could be correct.

 2. Prepare a sample of gas in a tightly stoppered flask. Fill in blanks in question for mass of
flask, stopper and air; temperature and pressure; volume of flask up to bottom of stopper.
Provide Tables 1 and 2. (You may also decide to allow students to use their lab write-ups
for reference.)

Go to Top
Go to Teachers Index

Paper/Pencil Items Answers

1. Student will need molar volume table for this calculation. Results:

Mass of gas: 0.45 g

Molar volume: 24.4 L
Calculated molar mass: 44 g

2. Nearest molecular formula = C2H4O2 or HC2H3O2 (acetic acid)

3. Percent error = 1/60 x 100 = 1.67 %

Go to Top
Go to Teachers Index
Introduction

Have you ever wondered how chemists slow down reactions that are potentially explosive or
speed up reactions to synthesize a product in a shorter period of time? In this laboratory activity,
we will use a familiar reaction:

Mg(s) + 2 HCl(aq) --> MgCl2(aq) + H2(g)

to investigate this problem. The rate may be measured in several different ways. For example, it
may be expressed as the volume of H2 gas produced per second or as the mass of magnesium
metal used per second.

Go to Top

Purpose

To design a procedure to measure the rate or speed of the Mg/HCl reaction. You will then
identify two factors other than catalysis to alter the speed of this reaction and examine each
factor quantitatively.

Go to Top

Safety Considerations

Wear protective glasses and an apron at all times. Avoid skin contact with solids and solutions.
Hydrochloric acid is a very corrosive reagent. Wash any spills copiously with water. If you need
to dilute the hydrochloric acid, remember AAA--"Always Add Acid" to water. No Bunsen
burners should used during this activity due to the production of potentially explosive hydrogen
gas. Wash your hands before leaving the laboratory.

Go to Top

Procedure

1. During the first laboratory period, your group of four students will investigate the Mg -
HCl reaction. Based on these observations, devise a way to measure the rate of this
reaction using one of the two approaches mentioned in the Introduction. Then propose
two different factors which will alter this rate. The group should agree on a procedure in
preparation for the second laboratory period. Students within the group should assume
the following roles:
o Chair - in charge of directing the group and ensuring that all students complete
their assigned tasks.
 oSecretary - in charge of recording data and distributing it to all members of the
group.
o Organizer - in charge of keeping the group on task and maintaining the timetable.
o Laboratory Manager - in charge of obtaining and returning equipment and
monitoring safety procedures.
2. Before the second laboratory period, you and your partners individually should:
a. Sketch a diagram of the apparatus.
b. List the steps involved in your procedure for investigating the effect of the two
factors.
c. Create suitable data tables for each factor. You will be expected to complete four
different trials for each factor.

Your four-person team will be given approximately 50 cm of magnesium ribbon, 250 mL

of 3 M HCl, steel wool, a balance, a centimeter scale, meter stick, scissors, common
glassware, a thermometer, and a hot plate. Other equipment may be requested if you
provide a list the previous day.

3. Your teacher must approve your procedure before you begin the experiment.
4. Obtain a piece of magnesium ribbon and polish it with steel wool. Because magnesium
has such a low density, it is not practical to weigh small pieces. Therefore, determine the
mass of your uncut length of magnesium ribbon. Determine its length to the nearest 0.1
cm. Then calculate the mass of individually-measured lengths used in various steps of the
experiment. Record the ribbon lengths and calculated masses.
5. Each group of four students should form two pairs. One pair will collect data for one
factor, while the second pair collects data for the other factor. At the completion of the
experiment, data for both factors should be shared.
6. Wash hands thoroughly before leaving the laboratory.

Go to Top

Data Analysis, Concept

1. Calculate the reaction rate for each trial performed. Be sure to include units.
2. Prepare a graph of your data for each factor, putting the independent variable on the x
axis vs. the reaction rate on the y axis.
3. For each graph, predict the reaction rate at another data point not measured in the
experiment.
4. What generalizations are you able to make concerning the effect of each factor you varied
on the rate of the reaction?
5. How is the rate of a reaction related to the time of the reaction?

Go to Top

Imply, Apply
 1. It is found that a 10oC increase in temperature roughly doubles the rate of many chemical
reactions. If a reaction takes 20 seconds at 40oC, how long would it take at 60oC?
2. Look up the collision theory in your text. Use it to explain why each factor tested in this
experiment altered the rate of the reaction.
3. Using a dashed line, sketch what would happen to the appearance of one of the graphs if
a catalyst were used in this reaction. Label the graphs.
4. What errors were inherent in the design of your experiment? Explain how each error
would affect your measurement of the rate (high, low, or no effect).
5. It has been found that rates are more rapid at the beginning of a reaction than toward the
end, assuming the temperature is constant. Design an experiment using the reaction
between magnesium and hydrochloric acid to verify this statement quantitatively.
6. List several instances in every-day life where you face the need to alter the rates of
chemical reactions.
7. Did any individuals in your group make unique contributions during this investigation?
Explain.
8. Which approach enables you to learn more about a chemical concept -- designing your
own procedure or following a predetermined set of laboratory directions? Why?
9. Do you prefer developing your own laboratory procedures or following directions that are
given to you? Why?
10. List several unanswered questions you have that arose from this experiment.

Go to Top

Preparing for the Laboratory Activity

Major Chemical Concept

Various methods can be used to measure the rate of a chemical reaction. Such procedures allow a
quantitative study of the effect that two factors which will alter this rate.

Go to Top
Go to Teachers Index

Level

General and advanced chemistry

This lab is designed to be done before any discussion of reaction rates occurs in class other than
a very brief introduction on how to measure rates.

Go to Top
Go to Teachers Index

Expected Student Background

Students should be able to:

 Explain the general characteristics of the magnesium/hydrochloric acid reaction

 Apply the general properties of gases
 Dilute solutions
 Calculate solution concentrations (molarities)
 Prepare and interpret graphs

Go to Top
Go to Teachers Index

Time

Two class periods

Go to Top
Go to Teachers Index

Safety

Remind students to

 wear protective glasses and aprons

 add acid to water when making dilutions.
 rinse any spills with copious amounts of water. (Have sodium bicarbonate available for
neutralization.)
 not heat the acid solution above 45oC
 not use open flames due to the flammability of hydrogen gas

Go to Top
Go to Teachers Index

Materials

Non-consumables (per lab team of four)

 1 Balance
 2 Beakers, 100 mL
 1 Centimeter scale
 Copper wire, 22 gauge, 15 cm
 1 Eudiometer or gas measuring tube
 1 Graduated cylinder, 25 mL
 1 Hot plate
  1 Meter stick
 Scissors
 1 Stopper, one-hole, to fit eudiometer tube
 1 Thermometer
 1 Watch or Clock with second hand

Consumables (per lab team of four)

 Magnesium ribbon, 50 cm
 3 M HCl, 250 mL
 Steel wool, small amount

Go to Top
Go to Teachers Index

Advance Preparation

1. During the first laboratory period, have small quantities of magnesium ribbon and 3 M
HCl available at the lab stations.
2. To prepare 250 mL of 3 M HCl: Slowly add 62 mL of 12 M HCl to sufficient distilled
water with stirring to produce 250 mL of solution.

Go to Top
Go to Teachers Index

Conducting the Laboratory Activity

Pre-Lab Discussion

Discuss the term "rate" and mention its meaning in terms of the speed of a car. Demonstrate the
reaction between magnesium and hydrochloric acid or a related one; ask students how they might
measure the rate. Remind students to control variables by changing only one factor at a time.
Also remind students that since they will be limited to 50 cm Mg ribbon and 250 mL of 3 M HCl
they should be judicious in their approach. As part of the assessment process, each student will
be asked to evaluate the participation of group members. Pass out the evaluation sheet (see the
Check-List in the Assessment section of this guide) so students can see which behaviors will be
noted during the laboratory activity. Students may be given the option of selecting only one of
the behaviors listed, in keeping with cooperative learning procedures, if you so choose.

Go to Top
Go to Teachers Index
Teacher-Student Interaction

Remind students not to heat the hydrochloric acid above 45oC and to watch for splattering. While
students are involved in experimentation, watch for proper lab techniques and safety concerns;
also check for proper recording of data and use of significant figures. See Check-List in the
Assessment section.

Go to Top
Go to Teachers Index

Anticipated Student Results

Factor 1: Effect of decreasing the HCl concentration on the rate

Typical data obtained using a 5.0-cm length of Mg ribbon, 20.0 mL HCl in a small beaker,
measuring the total time for all the magnesium to be consumed:

Concentration of HCl
3.0 2.0 1.5 .8
(M)
Time (s) 8 11 18 36

Typical data obtained using a 5.0-cm length of Mg ribbon encased in a copper wire cage, 15 mL
HCl added to a eudiometer tube filling the remainder of the tube with water, measuring the total
time to generate 16.0 mL of hydrogen gas:

Concentration of HCl
3.0 2.0 1.5 .8
(M)
Time (s) 127 210 230 355

Factor 2: Effect of increasing the temperature on the reaction rate:

Typical data using a 5.0-cm length of Mg ribbon, 1.0 M HCl in a small beaker, measuring the
total time for all the magnesium to be consumed:

Temperature
5.0 15.4 23.5 32.8 43.5
(&Mac251;C)
Time (s) 168 107 66 45 32

Factor 3: Effect of increasing the surface area on the reaction rate:

Typical data using 10.0 cm length of Mg ribbon, 1.0 M HCl in a small beaker, measuring the
total time for all the magnesium to be consumed when the strip is rolled into a tightly-coiled
piece, a medium-size coil and a loosely-coiled piece.

Circumference of Mg
2.0 2.9 4.8
ball (cm)
Time (s) 148 111 95

Go to Top
Go to Teachers Index

Answers to Data Analysis, Concept

1. Rate is determined by dividing volume of hydrogen gas produced by time increment or

mass of Mg used by time increment. For example, using the data above: 5.0 cm Mg used
x 0.41 g Mg/(50.0 cm Mg)/ 8 s = 0.005 g Mg/s or 16.5 mL H2 produced/127 s = 0.130
mL H2 /s
2. Graphs: A computer program for curve fitting of data such as Graphical Analysis III
(Vernier Software) could be used to analyze the data.

3. Students use their graphs (see above) to estimate two other data points.
4. As the concentration of a reactant increases, the rate of the reaction increases. As the
temperature of the reaction increases, the rate increases. As the surface area increases, the
rate increases.
5. The rate of a reaction is inversely proportional to the time of the reaction.

Go to Top
Go to Teachers Index

Answers to Imply, Apply

1. 5 s
2. As the concentration of a reactant decreases, the number of effective collisions per unit
time decreases; hence the reaction rate decreases. As the temperature increases, more
molecules have sufficient energy of activation, causing the reaction rate to increase. As
the surface area increases, there is an increase in the total number of effective collisions;
hence the reaction rate increases.
 3. Using a catalyst, the graph would resemble this:
4. Possible errors:
a. Reaction itself is exothermic. The rate would increase from this factor alone.
b. The temperature is difficult to control using the eudiometer tube, producing rates
too high or too low.
c. Student errors such as nonuniform strips of Mg, spillage, improper dilution, etc.
5. Sample answer: Measure the volume of hydrogen gas produced from the reaction in a
eudiometer tube over a period of several minutes, taking volume readings at 10 s
intervals. Record both the volume and the time. The volume produced initially is greater
than the volume produced later in the reaction for a given time interval.
6.
. Use of a platinum catalyst in contact lens sterilization vials to decompose hydrogen
peroxide solutions.
a. Use of kindling in campfires.
b. c) Preserving perishable foods in a freezer or refrigerator.
7. - 10. Use teacher discretion.

Go to Top
Go to Teachers Index

Post-Lab Discussion

Separate the students according to the factor they chose to investigate; have them share their data
and reach a collective conclusion to be shared with the entire class.

Discuss various unique experimental designs and the features offered by each. Discuss the
importance of reactions rates in real-world applications.

Go to Top
Go to Teachers Index

Possible Extensions

This experiment provides an excellent lead-in to rate law expressions.

Go to Top
Go to Teachers Index
Assessing the Laboratory Learning

Quiz

1. What is meant by the term "rate of reaction"?

2. What experimental data must be collected to determine the rate of a reaction?
3. You have three samples of calcium carbonate, CaCO3, of equal mass cut in the following
pieces: a) 1 perfect cube, 2.0 cm on a side; b) 8 perfect cubes, 1.0 cm on a side; c) 64
perfect cubes, 0.50 cm on a side. Assume you are interested in determining the effect of
the total surface area on the rate of the reaction:

2 --
CaCO3(s) + CaCl2(aq) + H2O(l) + CO2(g)
HCl(aq) >

4. You decide to use this apparatus:

a. What data would you need to collect?
b. Explain how you would use these data to calculate the rate of this reaction.
c. Predict how the rate would be affected as the surface area of CaCO3 is increased
in this reaction.
d. Explain your prediction in (c) using collision theory.

Go to Top
Go to Teachers Index

Laboratory Report

Formal Laboratory Report should include:

 Brief Purpose (In student's words)

 Description of Procedure
 Data Table: (All pertinent values should be labeled)
 Answers to Data Analysis/Imply, Apply.
 Conclusion (Summary of concepts learned from this activity)

Go to Top
Go to Teachers Index

Pencil/Paper Items
 1. This assessment item could be done as a teacher demonstration, possibly video-taped for
ease of repetition. Hydrogen peroxide decomposes at a reasonable rate in the presence of
a catalyst according to the equation: 2 H2O2 --> 2 H2O + O2

In the diagram above, the catalyst is placed into a tissue paper bag. When it drops into the
solution of hydrogen peroxide in the flask, the released oxygen gas is collected in the
eudiometer tube.
If you were interested in studying the effect of changes in the concentration of H2O2 on
the reaction rate,

a. What data would be convenient to collect to determine the rate of this reaction?
b. How would you calculate the rate of this reaction from the data described in Part
(a)?
c. What variables must be controlled in order to carry out this investigation?
2. From data obtained in this activity, the student found that the rate of reaction increased as
the concentration of hydrogen peroxide increased.
. Sketch the general shape of the graph which might be obtained from this data, with the
rate of reaction on the y axis vs. the concentration of hydrogen peroxide on the x axis.
Label the axes.
a. Redraw the graph from Part II (a) and, by use of a dotted line, indicate the graph
that would be expected if the reaction were run without a catalyst.

Label the two relationships.

b. Sketch the graph which might be obtained plotting the time of the reaction
on the y axis vs. concentration of H2O2 on the x axis. Label axes.
c. Explain the effect of increasing the concentration of H2O2 on the reaction rate in
terms of the collision theory.
3. Rates are observed to be more rapid at the beginning of a reaction than toward the end if
the temperature is held constant.
. Design an experiment using the reaction between magnesium and hydrochloric
acid to gather data to verify this observation.
a. Indicate what data need to be collected in this experiment.
b. Explain this observation in terms of the collision theory.
4. State three ways in which the rate of a reaction can be increased.

Go to Top
Go to Teachers Index

Answers to Paper/Pencil Items

1.
a. For a particular concentration of hydrogen peroxide, measure the volume of oxygen
produced in a given time interval.
b. Divide the volume of oxygen produced by the time interval.
 c. Temperature, air pressure, volume of hydrogen peroxide used.
2.

a.

b.
c. As the concentration of hydrogen peroxide increases, there are more chances for
effective collisions per unit time. Hence the rate increases.
3.
. See answer to Question 6 in Implications/Applications section.
a. Data: volume of hydrogen gas produced over a fixed time period (such as 10 s
intervals). Record both volume and time.
b. There are more collisions among reactant molecules per unit time at the beginning
of a reaction due to their higher concentration. Toward the end of a reaction,
fewer reactant molecules remain; hence there are fewer collisions and the rate
decreases.
4. Increase temperature, concentration of reactants, surface area; add a catalyst.

Go to Top
Go to Teachers Index

Check-List

Go to Top
Go to Teachers Index

Teacher Evaluation

1. Procedure written out prior to class

 2. Data sheet done prior to class
3. Use of proper lab technique, recording of data (paying attention to proper use of
significant digits)
4. Use of proper safety precautions (goggles, dilution procedures, heating, etc.).
5. Clean up.

Student evaluation of group interaction: To be done by each member of the group anonymously

1. Listening to others
2. Communicating ideas
3. Contributions to overall design of experiment
4. Helping others where possible
5. Overall participation

Possible scoring scheme:

3 points: Excellent
2 points: Satisfactory
1 point: Poor

Go to Top
Go to Teachers Index