Reacting Copper(Ii) Oxide With Sulfuric Acid, Researchgate

In this experiment, students react an insoluble metal oxide with a dilute acid to form a soluble salt. By reacting copper(II) oxide, a black solid, with colourless dilute sulfuric acid, they produce copper(II) sulfate with a characteristic blue colour. Students can then obtain blue copper(II) sulfate pentahydrate crystals

Using the proclize.vnre below, it should take no more than 30 minutes to produce the filtered salt solution.

Đang xem: Reacting copper(ii) oxide with sulfuric acid

Experimental work can begin without delay if the dilute sulfuric acid and copper(II) oxide powder are provided in ready-measured quantities (see Health, safety and technical notes).

This proclize.vnre can be used by students. A demonstration aided by students may be more sensible if there are real doubts about safe behaviour or adequate manipulative skills.

Equipment

Apparatus

Eye protectionGlass beaker, 100 cm3Conical flask, 100 cm3SpatulaGlass stirring rodFilter funnel (note 1)Filter paper (note 2)Bunsen burnerTripodGauzeHeat resistant matpH or litmus paper

Apparatus notes

Polythene filter funnels are safer and cheaper than glass funnels. Filter funnel diameter is important – too large a funnel makes the filtration set-up unstable.Filter paper size when folded should match funnel size. Student grade filter paper is adequate.

Chemicals

Dilute sulfuric acid, 0.5 M (IRRITANT), 20 cm3Copper(II) oxide (HARMFUL, DANGEROUS FOR THE ENVIRONMENT), about 1 g

Health, safety and technical notes

Wear eye protection throughout.Be very careful not to knock the tripod while the beaker is on it.Consider clamping the beaker.When heating the copper(II) oxide and dilute sulfuric acid, avoidboiling off the water and allowing the copper sulfate to appear and then decompose with excessive heating – this is unsafe. The sulfur dioxide gases are toxic and can cause breathing difficulties.In the final (optional) stage of the proclize.vnre, do notattempt to evaporate the acid to obtain crystals by heating with a Bunsen burner after filtering. This action would fill the lab with toxic fumes.Provide the reagents in ready-measured quantities to rlize.vnce waste and assist lesson organisation.All containers must be clearly labelled.Copper(II) oxide, CuO(s),(HARMFUL, DANGEROUS TO THE ENVIRONMENT) – see CLEAPSS Hazcard HC026. The copper(II) oxide powder can be provided in approximately 1 g quantities in labelled specimen tubes or plastic weighing boats.Dilute sulfuric acid, H2 SO4 (aq),(IRRITANTat concentration used) – see CLEAPSSHazcard HC098a.20 cm3 of the dilute sulfuric acid should be provided in small labelled bottles.Copper(II) sulfate, CuSO4 (s),(HARMFUL, DANGEROUS TO THE ENVIRONMENT) – see CLEAPSSHazcard HC027c.

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Proclize.vnre

Stage 1

Add 20 cm3 of the 0.5 Msulfuric acid to the 100 cm3 beaker. Heat carefully on the tripod with a gentle blue flame until nearly boiling. (Be very careful not to knock the tripod while the beaker is on it. Consider clamping the beaker.)
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When the acid is hot enough (just before it starts to boil), use a spatula to add small portions of copper(II) oxide to the beaker. Stir the mixture gently for up to half a minute after each addition. (When adding the solid to the beaker, take care to avoid knocking the beaker.)When all the copper(II) oxide has been added, continue to heat gently for 1–2 minutes to ensure reaction is complete. Then turn out the Bunsen burner. It may be wise to check (using pH or litmus paper) that no acid remains. If the acid has not been hot enough, excess acid can co-exist with copper oxide. (Boiling off the water so that the copper sulfate appears and then decomposes with excessive heating is unsafe. The sulfur dioxide gases are toxic and can cause breathing difficulties.)Allow the beaker to cool slightly while you set up Stage 2.
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Source: Royal Society of Chemistry

Apparatus required to filter a heated copper(II) sulfate solution, removing unreacted copper(II) oxide.

Stage 2

Place the filter funnel in the neck of the conical flask.Fold the filter paper to fit the filter funnel, and put it in the funnel.Make sure the beaker is cool enough to hold at the top. The contents should still be hot.Gently swirl the contents to mix, and then pour into the filter paper in the funnel. Allow to filter through.A clear blue solution should collect in the flask. If the solution is not clear, and black powder remains in it, you will need to repeat the filtration.

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Stage 3 (optional)

Rinse the beaker, and pour the clear blue solution back into it. Label the beaker with your name(s). Leave the beaker in a warm place, where it won’t be disturbed, for a week or so. This will enable most of the water to evaporate. (Do notattempt to evaporate the acid by heating with a Bunsen burner after filtering. The lab would fill with toxic fumes.)Before all the water has evaporated, you should find some crystals forming on the bottom of the beaker. Filter the solution. Collect the crystals from the filter paper onto a paper towel.

Teaching notes

Practical points

The safety warnings in stage 1 of the proclize.vnre are particularly relevant to younger or more inexperienced students.

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Be aware of the problems associated with younger or inexperienced students heating beakers perched on tripods, and with lifting hot glassware off a hot tripod after heating.

For lifting the hot beaker, the provision of beaker tongs of suitable size is a good solution. But many schools will not have these.Do notbe tempted to use ordinary tongs. If there is any doubt about the safety of this step, the teacher should lift each beaker down onto the heat-resistant mat.

Chemistry notes

Mostmetal oxides react with dilute acids. Soluble metal oxides and hydroxides are calledalkalis, and react with acids in solution. Most metal oxides are insoluble solids. The reaction between an insoluble metal oxide and a dilute acid is often quite slow so it is possible to observe the progress of the reaction as the solid reactant disappears as a soluble product is formed.

In stage 1, students should be able to observe the colour change from colourless to blue, at the same time as the black powder disappears. The blue colour intensifies as more black powder is used.

In stages 2 and 3, younger students should be able to use their previous experience of blue solutions/crystals to recognise the familiar colour of copper sulfate. This can then be used as the starting point for teaching about acid + metal oxide → salt + water reactions.

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Older students, already familiar with acid/base reactions, should be able to predict the identity of the compound formed, using the colour change as confirmation of that prediction.

The symbol equation for the reaction is:

CuO(s) + H2SO4 (aq) → CuSO4 (aq) + H2O(l)

Otherwise, a simple word equation will be sufficient.

Note that there is no easy way of demonstrating that water is the other product.

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Additional information

This is a resource from thePractical Chemistry project, developed by the Nuffield Foundation and the Royal Society of Chemistry. This collection of over 200 practical activities demonstrates a wide range of chemical concepts and processes. Each activity contains comprehensive information for teachers and technicians, including full technical notes and step-by-step proclize.vnres. Practical Chemistry activities accompanyPractical PhysicsandPractical Biology.

Health and safety checked, 2016

Specification

ScotlandNational 5SQA ChemistryChemical changes and structureAcids and basesNeutralisation reactionsChemistry in societyChemical analysisGeneral practical techniquesWalesGCSEWJEC ChemistryUnit 2: CHEMICAL BONDING, APPLICATION OF CHEMICAL REACTIONS and ORGANIC CHEMISTRY2.2 ACIDS, BASES AND SALTSWJEC Combined scienceUnit 5: Chemistry 25.2 ACIDS, BASES AND SALTSNorthern IrelandGCSECCEA Double award scienceCross-Curricular Skills at Key Stage 4Problem SolvingCCEA ChemistryUnit 1: Structures, Trends, Chemical Reactions, Quantitative Chemistry and Analysis1.8 Acids, bases and salts: Indicators and pHCross-Curricular Skills at Key Stage 4Problem SolvingEnglandGCSEOCR Chemistry A: GatewayWorking scientifically skills demonstratedC7 Practical SkillsApparatus and TechniquesPractical Activity GroupAQA ChemistryPractical assessmentUse of apparatus and techniquesRequired practical activitiesWorking scientifically2 Experimental skills and strategiesAQA Combined science: Synergy3 Working scientifically3.2 Experimental skills and strategies8 Practical assessment8.2 Required practical activities4.7 Movement and interactions4.7.3 Acids and alkalis4.7.3.2 Making saltsAQA Combined science: TrilogyWorking scientifically2 Experimental skills and strategiesPractical assessmentRequired practical activitiesUse of apparatus and techniquesEdexcel ChemistryWorking Scientifically2 Experimental skills and strategiesApparatus and TechniquesCore PracticalsEdexcel Combined scienceWorking Scientifically2 Experimental skills and strategiesCore PracticalsApparatus and TechniquesOCR Chemistry B: 21st centuryC8 Practical skillsPractical Activity GroupApparatus and TechniquesOCR Combined science B: 21st CenturyBCP8 Practical skillsPractical Activity GroupApparatus and TechniquesOCR Combined science A: GatewayC7 Practical SkillsPractical activity groupApparatus and TechniquesWorking scientifically skills demonstrated

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