JEEVANDEEP PUBLIC SCHOOL

Baralalpur, Vanaras
Session – 2022-23
Chemistry project
Topic -: Determine the water equivalent of
calorimeter and determine the enthalpy of
dissolution of copper sulphate.

Submitted to:-. Submitted by:-

Mr. Vinay Kumar Rai Sir Gulshan Kumar
 JEEVANDEEP PUBLIC SCHOOL
BARALALPUR , VARANASI
AFFILIATED BY-CENTRAL BOARD OF SECONDARY EDUCATION DELHI

CERTIFICATE
CERTIFIED THAT THIS PRACTICAL WORK IN
PHYSICS FOR CLASS XI (B) HAS BEEN PREPARED
BY GULSHAN KUMAR OF CLASS XI (B) 'SCIENCE'
DURING THE SESSION 2022-23 UNDER MY
SUPERVISION.
THE PROJECT " Determine the water equivalent of
calorimeter and determine the enthalpy of
dissolution of copper sulphate.
" IS UPTO THE STANDARD AND I FORWARD IT TO
THE Mr. Vinay kumar Rai Sir.

EXAMINER'S SIGNATURE. GUIDE’S SIGNATURE

 ACKNOWLEDGEMENT

I GULSHAN KUMAR OF CLASS 11 SCIENCE HAVE

MADE THIS PROJECT WITH FULL DEDICATION SO
THAT I AN FULFILL YOUR ACCEPTATION. I
ONWARDS CRYSTALLINE MY DUE RESPECT TO
MY TEACHER “MR. Vinay kumar Rai SIR”. I ALSO
CONVEY MY HEARTY RESPECT AND GRATITUDE
TO OUR PRINCIPAL “DR. MAMTA SINGH” FOR A
KNOWLEDGE ENVIRONMENT, SO THAT WE MAY
LEARN AND ADAPT WELL.
I AM ALSO THANKFUL TO MY PARENTS WHO
PROVIDED ME WITH ALL THE ASPECTS AND
ALSO HELPING ME FINANCIALLY AND
ENCOURAGING ME TO DO BETTER.
 INDEX
1. Introduction
2. Determination of water equivalence of a
calorimeter:
3. Methodology
4. Result and Discussion
5. Conclusions
6. Suggestions
2. Index
Determine the enthalpy of dissolution of copper sulphate.
1. Aim

2. Theory
3 Material required
4. Procedure
5. Observation and inference
6 Calculation
7. Result and Discussion
8. Precautions
 1. Introduction
The nature of science is to investigate the
world around us. An inquiring mind is
essential to science. Laboratories have
played a central and distinctive role in
science education. Science educators have
suggested the rich benefits of learning
through laboratory activities which help
students in understanding the concepts in
science and its applications (Hofstein
&Vincent, 1982; 2004).
Laboratory experiences helps students
develop practical scientific skills, problem
solving abilities, scientific ‘habits of mind’,
understanding of how science and scientists
work, interest and motivation. Both the
teaching and learning of chemistry requires
proper instruction, demonstration and
experimentation.
1. Determination of water equivalence of a
calorimeter:
The water equivalent of a calorimeter is
defined as the mass of water that will
absorb or lose as same quantity of heat as
the substance for the same change in
temperature. Calorimetry is a technique
used to measure heat flow into and out of
matter. The basic idea of the technique is
quite simple. The substance whose values
are to be measured is placed into a
container called a calorimeter which
isolates the thermal process from the rest
of the surrounding. As the reaction
proceeds, the movement of heat from one
portion of the matter to another is
observed by the change in temperature
(Dena, 2002; Silberberg. 2007).
In the experiment a 200 mL thermos flask
fitted with a two holed cork with a
thermometer and a stirrer was used as a
calorimeter. A schematic diagram of a
typical calorimeter is as shown in Fig.

Procedure:
Calorimeter apparatus is assembled
as instructed by the Instructor. 25mL of
water is measured and transferred into The
calorimeter. The “cold” water and the
calorimeter is Allowed to come into
thermal
 equilibrate. During which 25mL of how
water (of about 40°C) is transferred to a
250ml Beaker. The temperature of the.
“cold” water (t1) in the Calorimeter and
the temperature of the “hot” water (t2) in
the Beaker is accurately measured
immediately before pouring Into the
calorimeter. The hot water is added to the
Calorimeter and the temperature is
recorded every 10 seconds For 3-5
minutes. Note the temperature (t3) which
remains Constant.
Calculation:
Let water equivalence of a calorimeter =w
g Heat lost by warm water= Heat gain by
cold water + heat Gained by the calorimeter
Heat lost by the hot water is = (t2-t3)
cal.Heat gained by the calorimeter and the
hot water
= (W+50) (t3 – t1) cal.
Heat gained = Heat lost
(W+m1) (t3 – t1) = m2 (t2 – t3)
W= m2 (t2 – t3) / (t3 – t1) – m1
“W” can be considered as the number of
grams of the Water which have the same
heat capacity as the part of the Thermos
flask used.
Selection of the sample:
A group of 110 students segregated into 55
batches of two Students each, were selected
for performing this experiment As a part of
their course work for IV semester B.Sc. Ed
and
M.Sc. Ed course of RIE Mysore. Some of the
groups were Heterogeneous, while some
were homogeneous (male /female only
groups). However due to space constraints
data Of only few are presented in this paper.
3. Methodology
After a brief explanation of the experimental
procedure by the instructor, students were
asked to carry out the experiment on their
own by following the procedure given to
them. The Investigators observed the work
of the students without their knowledge (i.e.
observation of the experimentation was not
known to the sample of students.
This was adopted for validity of the
investigation). Therefore, the main
methodology adopted for discovering
student errors was “observation”. But a
strict observation schedule was not
incorporated. The observations made by the
Investigators was qualitative in nature. The
data were collected by interacting with the
students of each group by the Investigators.
4. Result and Discussion
Experimentation is based on the theoretical
background and procedure which was
previously explained above. But the
adaptation of the procedure and the
application of the same is based on
individuals. Based on these observation the
Investigators have listed various errors
committed by the sample group which are
listed below and then suggested some
remedies in order to avoid these error.
Random errors and systematic errors were
expected by the Investigators through a
literature survey and were also evident from
the inferences generated by the students.
Random error observed during the
experiments are as
listed below:
1. It was observed that about 10% of the
students were not using a magnifying lens
while noting the temperature in the
thermometer.
2. About 2% of the students noted the cold
water temperature immediately after noting
the hot water temperature without waiting
for the mercury level to come down.
3. Around 15% of the students were using
different thermometers for measuring the
temperature for cold water and hot water.
4. Around 8% of the students were careless
about pipetting and using different pipettes
or measuring cylinders for measuring hot
and cold water.
5. About 2% of the students noted the hot
water temperature 2 or more minutes prior
to adding it to the cold water. 6. 4% of the
students used different thermos flasks to
note the temperature of hot water and cold
water.
Experimental errors observed during the
experiment are as listed below:
Several errors were not expected by the
Investigators. These were observed and
recorded by interacting with the students.
The procedure adopted by them was cross
verified by repeating the experiment by one
of the researcher. These errors are as
mentioned.
1. Placing the hot water in the thermos flask
first (instead of cold water) and noting the
temperature, then adding cold water to it
(instead of adding hot water to cold water)
to get the resultant temperature and finding
out the water equivalence.
2. Noting the temperature of the hot water
when it was in the beaker and then pipetting
out the hot water and pouring it into the flask
and calculating water equivalence.
Table 1. Showing the water equivalence
values of the few students who took hot
Students Group Water equivalence values (g)
A 2.5
B 3.8
C 2.8
D 1
E 4.64
F 0.29
G 0.75
water first in the thermos flask.

5. Conclusions
Water equivalence value provides a clear
picture about the heat absorbed by the
calorimeter (in this case thermos flask is
used as a calorimeter). Calculating water
equivalence value is very important for
calculating the heat of neutralization values.
In general water equivalence value should
be in the range 10-14 g taking 25 mL of cold
water and 25 mL of hot water, in the given
apparatus (thermos flask or calorimeter). It
was observed that after the guidance of the
authors, the water equivalence values
obtained by those groups whose values
were considerably deviated from the
expected values, were closer to the
expected range of 10-14 g.
6. Suggestions
Based on the experimentation of the
Investigators, the listed suggestion can be
used to avoid the three different types of
errors committed by students.
1. Provide a detailed procedure which
prevents the students from getting confused
while performing the experiment and
thereby help them to avoid doing reverse
procedure which leads to wrong results.
2. To use measuring cylinders instead of
using pipettes to measure hot and cold
water.
3. To make use of digital thermometer to
avoid accidental and systematic errors by
the students.
4. To use the proper insulated thermos flask
of appropriate size depending upon the
volume of the substance under
consideration.
5. Proper guidance should be given so that
students don’t try their own ways of
carrying out the experiment.
6. Students must be made aware of the
general precautionary measures that one
should abide by.
7. It is advisable to add a “Precautions”
Column to their procedure sheet.
Determine the enthalpy of dissolution of
copper sulphate.
Molar heat of solution of a substance is the heat
absorbed or released when the molecules of
that substance get dissolved in water. It is
denoted by ΔH. The overall heat of the solution
can be either endothermic or exothermic,
depending on the relative amount of energy
needed to break bonds initially, as well as how
much is released upon the formation of solute-
solvent bonds .
Table of Content
 Aim
 Theory
 Materials Required
 Apparatus setup
 Procedure
 Observation
 Result and Discussions
 Precautions

Aim:
To determine the enthalpy of dissolution of given
Copper Sulphate or Potassium Nitrate at room
temperature using water as a reaction medium.

ľheoíy:
Duíing theímochemical measuíements,
aqueous solutions aíe mixed in wateí as the
medium. Change in tempeíatuíe duíing the
íeaction oí dissolution is measuíed using
which molaí enthalpy can be calculated.
ľhe sum of enthalpy changes occuííing
in the caloíimeteí due to eitheí loss oí eneígy
gain, must be zeío, accoíding to the law of
conseívation of eneígy. We can, theíefoíe,
wíite the following equation,
ΔH1 + ΔH2 + ΔH3 + ΔH4 = 0
Solution foímation often goes hand in hand
with heat changes. Solution enthalpy is the
amount of heat íeleased oí absoíbed when
one mole of a solute(solid/liquid) is
dissolved in such a laíge amount of solvent
(usually wateí) that fuítheí dilution does not
change heat.

Mateíials Requiíed:
1. Beakeís
2. ľheímometeí
3. Glass íod
4. Weight box
5. Physical balance
6. Stiííeí
7. Measuíing cylindeí
8. Hydíated coppeí sulfate
9. Potassium nitíate
10. Distilled wateí
11. Small wooden block
12. Cotton wool
13. Small piece of caídboaíd
14. Ïilleí
Píoceduíe:
1. Enthalpy of Dissolution of Coppeí Sulphate:

1. ľake 100 mL of distilled wateí in the

beakeí with a constant caloíimeteí and place
it on a wooden block in a laígeí 500 mL
beakeí.

2. Pack the empty space with cotton wool

between the biggeí and the smalleí beakeí
and coveí with caídboaíd.

3. Recoíd tempeíatuíe of wateí. Let it be ľ1°C.

4. ľíansfeí coppeí sulphate powdeí which

is alíeady weighed. See that all the added
solid completely dissolves.

5. Keep the theímometeí and stiííeí intact on

the foam case mouth.

6. Note down the solution’s maximum

tempeíatuíe afteí coppeí sulphate is dissolved.
Let it be ľ2°C.
Assuming density and specific heat of the solution
to be the same as that of wateí heat evolved oí
absoíbed foí dissolution of w g of the solute.
Wheíe
M = foímula mass of the solute
w = mass of the solute
W = wateí equivalent of the caloíimeteí
Δt = change in tempeíatuíe

Enthalpy of dissolution ΔH is positive if heat

is absoíbed and negative if heat is evolved.

Similaíly we can find the enthalpy of

dissolution of potassium nitíate. Ïoí that
dissolve 5.5g of KNO3 in 200ml of wateí.
Heíe the mole íatio of solute and solvent is
1:200
Píecautions:

1. Recoíd the tempeíatuíe of hot wateí

just befoíe mixing when the caloíimeteí
constant is deteímined.
2. ľo dissolve the solid and íecoíd
the tempeíatuíe, stií the solution well.
Avoid too much stiííing, because
fíiction can píoduce heat.
3. Caíefully weigh coppeí sulphate as it
is natuíally hygíoscopic.
4. ľhe potassium nitíate should be
taken in a small amount that is 2.27g to
be dissolved in 100ml of wateí.
5. In oídeí to cíeate isolation between the
two beakeís, use cotton wool.
6. Use a 0.1°C theímometeí to íecoíd the
wateí tempeíatuíe.
BIBLIOGRAPHY
🔸 Using following websites
1 scientific and Academic publication
http://www.sapub.oíg/global/showpapeípdf.aspx?doi=10.5923/j.jlce.20170502.01

2 byjus
https://byjus.com/chemistry/enthalpy-of-dissolution-of-copper-sulphate-
or-potassium-nitrate