rate of reaction experiment using effervescent tablets

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Teaching the Scientific Method with Effervescent Tablets

By Mike Isley Product Developer

Introduction

We innately explore, observe, question, and experiment to understand our environment. Children demonstrate this propensity at an early age by asking endless “why” and “how” questions—the genesis of a systematic process of thought and investigation referred to as the scientific method. In this simple activity, your students will learn the steps of the scientific method as they investigate the endothermic reaction of effervescent tablets dissolving in water.

The steps of the scientific method are outlined in a flowchart below. Note the pathway for revisiting the hypothesis and creating a new one if the first one is not supported by the experiment.

Explaining the steps of the scientific method

• Explore/observe. You may discover an interesting phenomenon while exploring or observing your environment.
• Ask a question. After observing the phenomenon, ask a question as to why or how it happens.
• Conduct research. Rather than reinventing the wheel, gather as much information as you can through Internet research, scientific journals, other people, and books to gain more knowledge about your question and how it might best be answered.
• Form a hypothesis. State a tentative explanation in a way that allows it to be tested empirically.
• Experiment. Design a protocol to control all variables except for one. This manipulated variable is called the independent variable. The variable affected by the manipulation of the independent variable is called the dependent variable. All other variables are held constant. These are called controlled variables. For example, a hypothesis might state that increasing temperature will increase the rate of a reaction. The independent variable is temperature, and the dependent variable is time. To test the effect of temperature on a reaction rate, you must control the concentration and volume of the reactants and, if the reactants are gases, the volume of the container. When graphing data, the independent variable is plotted on the x-axis, and the dependent variable is plotted on the y-axis. Note: Some experiments benefit from the use of a control experiment, often a parallel setup that uses the same materials but without manipulation of a variable. Such a control helps rule out the possibility that an observed change would have occurred regardless of the manipulation of the variable.
• Analyze data and form conclusions. After collecting data, tabulate or graph them for analysis. Graphing may allow you to see a pattern in your data or the cause-and-effect relationship between the independent and dependent variables. The results may support or refute your hypothesis. If the results refute your original hypothesis, you may revise it and then test this new hypothesis. The process may become a continuous loop of testing and revising hypotheses. Note that refuting a hypothesis is not a failure but a path to further research.
• Report results. Share the results of the experiment. If the supporting evidence is important to the scientific community, it should be shared in an article or a journal. Reporting the findings in a clear way gives other scientists the opportunity to verify your results and to incorporate your findings into general scientific understanding, which may spark new research or take someone else’s research in a different direction. Ongoing attempts to clarify or falsify conclusions help move science toward more accurate explanations of natural reality.

National Science Education Standards

Physical Science

Grades 5–8

• Properties and changes of properties in matter

Grades 9–12

• Structure and properties of matter
• Chemical reactions

Science as Inquiry

Grades 5–12

• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry

Use safety glasses or goggles when conducting this investigation.

Each student group of 2 to 4 needs the following:

• 10 Alka-Seltzer® Tablets (or similar effervescent tablets)
• 4 Disposable Cups or 250-mL Beakers
• 1 Laboratory Thermometer or Temperature Probe

Guide your students in doing the following activities.

Observation

• Place 50 mL of water from the same source in each of 4 cups or beakers. Stir the water in each with the thermometer and ensure that the water in each cup or beaker is at the same temperature. Record this as the temperature with 0 tablets.
• Place a thermometer in the water of the first container, add 1 effervescent tablet, and stir until the solution temperature remains constant.
• Record the temperature with 1 tablet.

Ask a question

Why did the temperature of the water decrease when an effervescent tablet was added?

Conduct research

If you were to do research, you would find that dissolving certain substances in water may be exothermic (releasing heat) and certain others, endothermic (absorbing heat).

Because the temperature of water drops after an effervescent tablet dissolves in it, the reaction must be endothermic. Hypothesis: I think that increasing the number of tablets added to a series of identical 50-mL samples of water (from the same source and maintained at the same temperature) will decrease the temperature of each solution by an amount proportional to the number of tablets added.

Following the process you used with 1 tablet in the first container, you will add tablets to a container, stir while measuring the temperature until it remains constant, and then record the reading.

• First, verify that the temperature of your remaining 3 water samples has not changed.
• Add 2 tablets to the second container, stir, monitor the temperature until it stabilizes, and then record it.
• Likewise, add 3 tablets to the third container and follow the steps.
• Add 4 tablets to the last container and follow the steps.

Figure 2 Sample data table .

Figure 3 Sample graph: water temperature vs. number of tablets.

Data analysis and conclusions

The graph of the data supports the hypothesis. The data confirm direct relationship between the increase in number of tablets and the decrease in temperature.

Share results

Have the student groups compare their data as a class. Are there any significant discrepancies? If so, discuss possible reasons.

Student assessment

• What is the independent variable? The number of tablets.
• What is the dependent variable? The water temperature.
• What is a controlled variable in this experiment? The water volume of 50 mL is 1. (Others include same initial temperature, same water source, and the same thermometer or temperature probe.)
• How did the dependent variable respond to the independent variable? Water temperature decreased proportionally as more tablets were added.
• Based upon the trend of your graph, what would you predict as the final temperature if 5 tablets were dissolved in 50 mL of water at room temperature? 12° C.
• Get more tablets and have students test another variable. For example, the independent variable might be volume of water and the dependent variable, temperature. A controlled variable would be number of tablets (1 per trial).
• Find the slope of the temperature-versus-tablets graph to quantify the temperature decrease in degrees per tablet.
• Use a temperature probe with real-time graphing to monitor the temperatures for each trial.

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You are here: resources › Teaching Materials › Effervescence Laboratory - Student and … › About

Effervescence Laboratory - Student and Instructor's Version

By Alexander Vincent Jannini 1 , David J Krause 1 , Heather Malino 1 , Kevin Sweeney 1 , C.S. Slater PhD 1 , M.J. Savelski PhD 1

1. Rowan University

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Licensed according to this deed .

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Published on

15 Apr 2014

Cite this work

Researchers should cite this work as follows:

Alexander Vincent Jannini; David J Krause; Heather Malino; Kevin Sweeney; C.S. Slater PhD; M.J. Savelski PhD (2014), "Effervescence Laboratory - Student and Instructor's Version," https://pharmahub.org/resources/623.

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• Experiments
• Laboratories
• Pharmaceutical
• undergraduate education

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Plop, Fizz: How to Affect the Rate of a Chemical Reaction Mark as Favorite (51 Favorites)

LAB in Reaction Rate , Reaction Rate , Acid Base Reactions , Kitchen Chemistry . Last updated July 23, 2024.

In this lab, students will react Alka-Seltzer tablets with water. By varying the temperature of the water, particle size of the Alka-Seltzer, and concentration of the Alka-Seltzer they can see the effect on the rate and strength of the chemical reaction.

Grade Level

Middle or high school

NGSS Alignment

This lab will help prepare your students to meet the performance expectations in the following standards:

• MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
• MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
• Using Mathematics and Computational Thinking
• Analyzing and Interpreting Data
• Engaging in Argument from Evidence

By the end of this lab, students should be able to

• understand how changes in temperature, surface area, and concentration can affect the reaction rate.
• make predictions based on the data collected during the experiment.

Chemistry Topics

• Chemical Reactions
• Reaction Rates

Teacher Preparation : 30 minutes

Lesson : One 60 minutes class period (a second period could be used if doing the extension activities)

For the class:

• A large container of room temperature water
• A large container of hot water
• A large container of cold (ice) water

For each lab group:

• One 400 mL beaker
• One mortar and pestle
• 8 Alka-Seltzer tablets
• One thermometer
• One stopwatch or timer
• One cell phone/iPad/computer camera (optional)
• Always wear safety goggles when using chemicals in the lab.
• The final solutions may be discarded into the sink.
• When students complete the lab, instruct them how to clean up their materials.
• Students should wash their hands thoroughly before leaving the lab.

Teacher Notes

• This lab is designed for the students to work in pairs or groups of three.
• The teacher may need to demonstrate how to properly use a mortar and pestle.
• The teacher should demonstrate or show pictures/video of reactions in order to prepare students for how to determine the rating of the strength of a chemical reaction. This could be done with a quick demonstration using vinegar and baking soda.
• During the lab, the students could take a picture or video of the reactions to help them compare and rate the strengths of the various reactions.
• Generic brand antacid effervescent tablets can be substituted for Alka-Seltzer tablets.
• This activity connects well with the Reaction Rate activity in the AACT resource library.
• At the end of the lab, students will be asked how to determine the time of reaction for a value they did not measure. This will involve using the graph to determine where the value on the x-axis meets the best fit line. Students will need to know how to draw a line of best fit. Consider having students complete the graphing simulation before this activity if needed.
• Using the three reaction rate variables, design a way to create the fastest and most vigorous reaction. Describe your method.
• Using the three reaction rate variables, design a way to create the slowest and least vigorous reaction. Describe your method.
• Using the three reaction rate variables, design a way to create a relatively slow and moderately vigorous reaction. Describe your method.

Try each of your ideas and share your results with the class.

For the Student

A chemical reaction is a process where one or more substances (reactants) are chemically changed into one or more new substances (products). In industry, companies try to control the rate of chemical reactions to make them useful and safe. There are several ways to affect how quickly the reaction occurs. We will investigate three of these factors: temperature, particle size (surface area), and the amount of the reactants (concentration).

How do temperature, surface area, and concentration affect the rate of a chemical reaction?

Prelab Questions

• What affect do you think increasing the temperature of one of the reactants will have on the rate of the chemical reaction? Why do you think this?
• What affect do you think increasing the surface area (decreasing the particle size) of one of the reactants will have on the rate of the chemical reaction? Why do you think this?
• What affect do you think increasing the concentration (how much) of one of the reactants will have on the rate of the chemical reaction? Why do you think this?
• Room temperature water
• Cold (ice) water
• Cell phone camera (optional)
• Follow teacher instructions for how to clean up your materials.
• Wash your hands thoroughly before leaving the lab.

The Effect of Temperature:

• Pour 300mL of room temperature water into the 400mL beaker. This will be your control.
• Place the thermometer into the center of the water.
• Once the temperature reading stabilizes, record the temperature in the data table below.
• Get ready to start the stopwatch/timer.
• Start the timer as you drop one Alka-Seltzer tablet into the water.
• Time how long it takes the tablet to finish visibly reacting with the water.
• Record the time (in seconds) in the data table below.
• Also rate the strength of the reaction on a scale of 0 – 5, with 0 being no reaction and 5 being a reaction that would overflow the beaker. You may use a camera to photograph or record a video of the reaction to help in your decision.
• Record the strength of the reaction in the data table below.
• Rinse out the beaker thoroughly with water.
• Repeat steps 1 – 10 with the cold water.
• Repeat steps 1 – 10 with the hot water.

The Effect of Surface Area:

• Pour 300mL of room temperature water into the 400 L beaker.
• Take one Alka-Seltzer tablet and place it in the mortar.
• Use the pestle to crush the tablet into a fine powder.
• Start the timer as you pour the crushed Alka-Seltzer tablet from the mortar into the water.
• Also rate the strength of the reaction on a scale of 0 – 5, with 0 being no reaction and 5 being a reaction that would overflow the beaker. You may use a camera to photo or record a video of the reaction to help in your decision.
• Repeat steps 1 – 10 but use the mortar and pestle to crush the tablet into larger sized pieces.
• Repeat steps 1 – 10 with one uncrushed tablet (this is the control).

The Effect of Concentration:

• Pour 300mL of room temperature water into the 400mL beaker.
• Break one Alka-Seltzer tablet in half.
• Break one of the half tablets in half again to make it a quarter of a tablet.
• Start the timer as you drop the quarter tablet into the water.
• Repeat steps 1 – 10 with the half tablet.
• Repeat steps 1 – 10 with the whole tablet (this is the control).

• On graph paper, plot temperature vs. time to make a line graph . The x-axis should be temperature while the y-axis should be time. Create a line of best fit for the points. 
• On graph paper, make a bar graph of the temperature vs. strength. The x-axis should be temperature while the y-axis should be strength.
• On graph paper, make a bar graph of the surface area vs. time. The x-axis should be surface area while the y-axis should be time.
• On graph paper, make a bar graph of the surface area vs. strength. The x-axis should be surface area while the y-axis should be strength.
• On graph paper, plot concentration vs. time to make a line graph.  The x-axis should be concentration while the y-axis should be time. Create a line of best fit for the points.
• On graph paper, make a bar graph of the concentration vs. strength. The x-axis should be temperature while the y-axis should be strength.

Write an analysis for each of the variables that we investigated. Write your analysis in paragraph form using the CER format by making a claim (C) and supporting the claim with evidence (E) from your observations, data tables, and graphs, as well as reasoning what you know about chemical reactions (R).

Temperature:

Surface Area:

Concentration:

• Using the temperature data and graph, explain how you can predict the reaction rate of a temperature that is between what you tested and the room temperature water. Use actual temperature values and times in your explanation.
• Using the concentration data and graph, explain how you can predict the reaction rate of a concentration that is different than what was tested. Use actual concentration amounts and times in your explanation.

Middle School Chemical Engineering For Girls

Great Activities for Middle School Outreach in Chemical Engineering

The Alka Seltzer Reaction

Introduction & motivation.

Chemical reactions are one of the primary focuses for Chemical Engineers. From synthesizing polymers to treating water to creating fertilizers, chemical reactions are important in nearly every aspect of daily life. One job of Chemical Engineers is to classify, understand, and control these reactions to speed them up or slow them down.

Chemical reactions occur when bonds within molecules are broken or formed. There are several things that signify that a chemical reaction took place. These include a change in color, the production of a gas or solid, and of course a change in chemical composition. The starting chemicals before a reaction are called the reactants , and the chemicals that are produced are called the products . The reaction in this activity involves using sodium bicarbonate and citric acid to produce water and carbon dioxide.

Reaction : HCO 3 – (aq) + H + (aq) → H 2 O (l) + CO 2 (g)

The tablets contain sodium bicarbonate (NaHCO 3 ) and citric acid. When the tablet is dissolved in water, bicarbonate (HCO 3 – ) and hydrogen ions (H + ) are formed. Once in solution, the two chemicals can then react according to the reaction listed above. For the reaction to occur, the HCO 3 – and H + must collide at the right angle with the right amount of energy. The chances of this happening are better when the tablet is crushed into more pieces since the molecules have more opportunities to collide and when the temperature is higher, since the molecules are moving faster.

In this activity, students will experiment with the reaction between Alka Seltzer tablets and water in different conditions. By changing temperature and the surface area available for reaction, students will begin to see what factors chemical engineers can control to get the desired result.

This activity introduces the reaction used for the Alka Seltzer Rockets activity, so it is typically performed before building rockets to understand the nature of the reaction before using it.

Chemical Safety:

• Sodium Bicarbonate
• Alka Seltzer tablets
• Large beakers
• Food coloring
• Stopwatches
• Metal spoons
• Thermometers

Before the experiment, ask students to hypothesize what will make the reaction go the fastest and what makes them think that. This can be anything, but try to seek answers with specific regard to the variables being changed in this activity.

The Effect of Temperature on Rate of Reaction

• Partially fill a large beaker with ice cubes. Fill the beaker with water up to the 250 mL mark with cold water and stir the ice water until the temperature equilibrates.
• Measure the temperature of the water and record it in the table.
• Add a tablet and record the time it takes for the tablet to react.
• Repeat 1-2 with room temperature water, then with hot water heated to 70 degrees C using a hot plate.

The Effect of Surface Area on Rate of Reaction

• A whole tablet
• A tablet broken into quarters
• A tablet ground into powder: Place the tablet it a piece of weighing paper (wax or parchment paper work as well) and break it either with your hands or crush it using the back of a metal spoon.
• Add 250 mL of water to a large beaker.
• Measure and record the temperature of the water and make sure it is consistent between trials.
• One student should be ready with a stopwatch and another student should be ready with the whole tablet. The student with the stopwatch should count to three and on three start the stopwatch. At the same time, the other student should drop the tablet into the water.
• Gently stir the water at a consistent speed and pattern.
• As soon as the last of the tablet disappears, yell “Stop!,” stop the stopwatch, and record the time in the table.
• Repeat Steps 2-6 with the quartered tablet and the crushed tablet.

At the end, collect and present all class data on the board. Highlight discrepancies and the general trend.

• Which combination of factors made the reaction go the fastest? The slowest? (Higher surface area and temperature make the reaction go faster. Since the reaction occurs on the surface of the tablet pieces, more access to it will make the reaction go faster because there are more molecules to make bumping together more likely. Higher temperature gives more energy to the molecules, meaning they are more likely to have enough energy for the reaction to continue. The opposite is true for the slowest rate – low surface area and temperature.)
• Why would we want reactions to happen faster or slower? (e.g. we want rusting reactions to be slower to protect metal products, but we want redox reactions that recharge our phone batteries to be fast.)
• Is there a limit to how fast we can make the reaction? Would we want to place a limit if there is not a physical one? (Reactions have maximum rates for a few reasons, like the amount of surface area available to react, if the mixture makes it difficult for molecules to move, etc. If the rate were increased too high, it becomes a safety concern! Sometimes reactions get too fast, too hot, and can’t be slowed down. This is a dangerous runaway reaction , the last thing a chemical engineer wants!)
• Why did any discrepancies come up in the data? What ways could we make our process better to limit those from affecting the class data as a whole? (Discrepancies come up from human error with measuring time, not having precise sizes of tablets, imprecise temperature control across trials, and how hard it is to see a reaction is finished! Let students get creative with suggesting improvements, but a few could include using a grid and knives to chop up tablets or putting the ground tablets through a sieve, using a robot to stir and observe the reaction, and putting the beakers in water baths.)
• We know Alka Seltzer is a medicine to make us feel better. Why might it be designed to fizz? (Fizzing helps the aspirin in the tablet quickly absorb into the bloodstream, making the medicine fast-acting. It might also make it more appetizing to drink!)

Additional Resources

• How Does Alka Seltzer Work?
• VIDEO: Why Does Alka Seltzer Fizz?
• ← Alka Seltzer Rockets
• Separations Activity →

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Science News Explores

Experiment: test the effect of temperature on reaction time.

Can you make an Alka-Seltzer tablet dropped in water fizzle faster or more loudly by changing the water’s temperature?

Figure 1. In this experiment, we investigate how to make Alka-Seltzer tablets plunked in water fizzle faster and more furiously.

asadykov/iStock/Getty Images Plus

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• Google Classroom

By Science Buddies

July 12, 2023 at 6:30 am

Objective : To measure the effect of temperature on the rate of a chemical reaction

Areas of science : Chemistry, science with your smartphone

Difficulty : Easy intermediate

Time required : 2–5 days

Prerequisites : None

Material availability : Readily available

Cost : Very low (under $20)

Safety : Adult supervision may be needed when working with hot water solutions

Credits : Andrew Olson, PhD, Science Buddies; edited by Svenja Lohner, PhD, Science Buddies

You may have seen a television commercial for Alka-Seltzer tablets or heard one of their advertising slogans: “Plop, plop, fizz, fizz, oh what a relief it is!” When you drop the tablets in water, they make a lot of bubbles, like an extra-fizzy soda, as shown in the main image up top (Figure 1). And like a soda, the bubbles are carbon dioxide gas (CO 2 ). However, with Alka-Seltzer, the CO 2  is produced by a  chemical reaction  that occurs when the tablets dissolve in water.

Alka-Seltzer  is a medical drug that works as a pain reliever and an  antacid  (antacids help neutralize stomach acidity, such as heartburn). The pain reliever used is aspirin and the antacid used is  baking soda (sodium bicarbonate, NaHCO 3 ). To take the tablets, they should be fully dissolved in a glass of water. When sodium bicarbonate dissolves in water, it dissociates (splits apart) into sodium (Na + ) and bicarbonate (HCO 3 ) ions. (An  ion  is a  molecule  that has a charge, either positive or negative.) The bicarbonate reacts with hydrogen ions (H + ) from citric acid (another ingredient in the tablets) to form carbon dioxide gas and water. In other words, carbon dioxide gas is a  product  of this reaction. The reaction is described by Equation 1 below:

Equation 1. 3HCO 3 − + 3H + → 3H 2 O + 3CO 2

So how is  temperature  related to this  bicarbonate reaction ? In order for the reaction shown above to occur, the bicarbonate ions have to come into contact with the hydrogen ions. Molecules in a solution are in constant motion and are constantly colliding with one another. The hydrogen and bicarbonate ions must collide at the right angle and with enough energy for the reaction to occur. The temperature of a solution is a measure of the average motion ( kinetic energy ) of the molecules in the solution. The higher the temperature, the faster the molecules are moving. What effect do you think temperature will have on the speed, or  rate , of the bicarbonate reaction?

In this chemistry science project, you will find out for yourself by plopping Alka-Seltzer tablets into water at different temperatures and measuring how long it takes for the chemical reaction to go to completion. In addition, you can record the sound of the Alka-Seltzer fizzle using a smartphone equipped with a sensor app. Do you think it will fizz more loudly in hot or cold water?

Terms and Concepts

• Chemical reaction
• Alka-Seltzer
• Baking soda, or sodium bicarbonate
• Temperature
• Bicarbonate reaction
• Reaction rate
• What is the bicarbonate reaction? What are its products?
• Keeping in mind that an increase in temperature reflects an increase in the average molecular motion, how do you think increasing temperature will affect the reaction rate?
• What temperature change do you think would be required to increase, or decrease, the reaction time by a factor of two?
• What other factors besides temperature can affect how well a chemical reaction takes place?

Materials and Equipment

• Alka-Seltzer tablets (at least 12; if you plan to do additional variations to the project, you will want to get a larger box)
• A suitable thermometer is available from  Amazon.com
• A standard kitchen candy thermometer will also work fine
• Clear drinking glasses or jars; about 8 ounces, or 240 milliliters (two of the same size)
• Graduated cylinder, 100 mL. A 100 mL graduated cylinder is available from Amazon.com . Alternatively, measuring cups may be used.
• Masking tape
• Hot and cold tap water
• With option 2 in procedure: Stopwatch or a clock or watch with a second hand
• Optional: A helper
• Lab notebook
• With option 1 in procedure: Smartphone with a sensor app such as phyphox, available for free on  Google Play  for Android devices (version 4.0 or newer) or from the  App Store  for iOS devices (iOS 9.0 or newer).
• With option 1 in procedure: Small sealable (waterproof) plastic bag that fits your phone inside of it

Experimental Procedure

Note : In this science project, you will investigate how water temperature affects the dissolving time of an Alka-Seltzer tablet. You will use a smartphone equipped with a sensor app to record the fizzing sound of the Alka-Seltzer reaction in water and measure the time it takes for one Alka-Seltzer tablet to react completely in water. The app creates a graph that will not only give you information about the reaction time but will also allow you to assess how loud each reaction was based on the measured sound intensities. If you do not have a phone, you can observe the reaction and use a stopwatch to time how long it takes for each tablet to dissolve.

• Do your background research and make sure that you are familiar with the terms and concepts in the Background.
• In your lab notebook, make a data table like Table 1. You will record your results in this data table.
• Add 200 mL (a little less than 1 cup) of water to the drinking glass, or fill it up to about 1 inch below the rim.
• Use a piece of masking tape on the outside of the glass to mark the water level, placing the tape with its top edge even with the water level in the glass, as shown in Figure 2.
• Note:  You do not want to fill the glass completely full because the bicarbonate reaction produces bubbles that could splash out.
• For the hot and cold tap water, run the water until the temperature stabilizes. Fill the glass with water to the level of the masking tape. Be careful when handling the hot water.
• For ice water, fill the glass about half full with ice cubes, then add cold tap water to a bit above the level of the masking tape. Stir for a minute or two so that the temperature equilibrates. Once temperature has equilibrated, remove the ice cubes from the water’s surface using a spoon or other utensil immediately before adding the Alka-Seltzer tablet. (Pour out any extra water so that the water is up to the level of the masking tape.)

• Open the sensor app on your phone and select the sound sensor (audio amplitude in phyphox). Remember, that when you are using the phyphox app you will have to calibrate the audio amplitude sensor (sound sensor) before you do any measurements. Do this calibration before you start your investigation, so you get correct sound intensity readings. To calibrate your sound sensor in phyphox, follow the instructions in the sound sensor calibration video . You will have to re-calibrate the audio amplitude sensor (re-set the decibel offset) every time you start a new recording! Once you have calibrated the sensor, make sure you know where the microphone is located on your phone and do a quick test to see if your sound measurement is working. For example, you could record yourself clapping or singing to check if the sensor behaves as expected.
• Once you have confirmed that the sensor works and you are familiar with the app, you can start with the experiment. You should do this experiment in a quiet environment. The background reading of your sound meter when there is no noise in the room should be in the range between 20–40 decibels (dB).
• Measure the temperature of the water (in Celsius [C]) in the first glass that you prepared, and record it in the data table in your lab notebook. Remove the thermometer from the glass before continuing with the next step.
• Put your phone in the waterproof plastic bag and make sure it is sealed well. You don’t want it to get wet!

• Take one whole Alka-Seltzer tablet out of its package and hold it above the glass filled with water. In the phyphox app, start a new recording for your first experiment by pressing the play button.
• Once the recording starts, drop the tablet into the water.  Note : You have to be very quiet during the experiment. Any sound that you make will be recorded and could affect your data. Try to be as quiet as possible while you are recording your data!
• You will immediately see and hear bubbles of CO 2  streaming out from the tablet.
• The tablet will gradually disintegrate. Observe the graph recorded by the app, and how the sound sensor is responding to the fizzling while all of the solid white material from the tablet disappears.

• Your data should look something like the graph in Figure 4. Your graph should show an increased sound intensity for as long as the Alka-Seltzer reaction took place. The sound level of the reaction might be louder in the beginning and decrease as the tablet gets smaller. In the graph, every bubble that pops in the solution is represented by a spike.
• Measure the time between the beginning of your reaction (when you dropped the tablet and the sound intensity started to increase) and the end of the reaction (when the sound intensity reached background levels again or does not change significantly anymore). In phyphox, you can use the “pick data” function to select the respective data points and view their time and decibel values. For example, the reaction in Figure 4 started a little after 3 seconds and ended at about 66 seconds.
• Calculate the time difference between these two points. The result is the reaction time for your first trial. Record the reaction time (in seconds [s]) in the data table in your lab notebook.
• Tip:  Be careful when opening the packets and handling the Alka-Seltzer tablets. The tablets are thin and brittle, so they break easily. If some of the tablets are whole, and some are broken into many pieces, the separate trials will not be a fair test. You should only use whole tablets.
• After filling the glass to the level of the masking tape, measure the temperature of the water (in Celsius [C]), and record it in the data table in your lab notebook.
• Remove the thermometer from the glass before continuing with the next step.
• Have your helper get ready with the stop watch, while you get ready with an Alka-Seltzer tablet. Have your helper count one–two–three. On three, the helper starts the stop watch and you drop the tablet into the water.
• You will immediately see bubbles of CO 2  streaming out from the tablet.
• The tablet will gradually disintegrate. Watch for all of the solid white material from the tablet to disappear.
• When the solid material has completely disappeared, and the bubbles have stopped forming, say “Stop!” to have your helper stop the stopwatch.
• Record the reaction time (in seconds [s]) in the data table in your lab notebook.
• Repeating an experiment helps ensure that your results are accurate and reproducible.
• When you are done, you should have done a total of three trials for each of the three temperatures.
• Calculate the average reaction time for each of the three water temperatures. Record your results in the data table in your lab notebook.
• Make a graph of the average reaction time, in seconds (on the Y-axis), vs. water temperature, in degrees Celsius (on the X-axis).
• Hint:  If you are having trouble explaining your results, try re-reading the Introduction in the Background.
• If you chose to use a sensor app to record your data, look at the graphs for each water temperature again. Write down the maximum sound intensity that you observed during the Alka-Seltzer reaction (not including the initial or end peaks) for each trial. You can get the number in the phyphox app by using the “pick data” tool to select the timepoint at which the sound intensity is highest. In the example shown in Figure 4, this would be around 35 seconds with a sound intensity of about 50 decibels. Calculate the average for each of the three water temperatures and record your results in the data table in your lab notebook.
• Make a graph of the average maximum sound intensity, in decibels (on the Y-axis), vs. water temperature, in degree Celsius (on the X-axis).
• Which reaction was the loudest? Did you expect these results?

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• Use the standard deviation to add error bars to your graph.
• For example, say that the average reaction time for one temperature was 45 seconds, and the standard deviation was 5.2 seconds (these are made-up numbers). You would graph the symbol for the data point at 45 seconds, and then draw short vertical bars above and below the symbol. Each vertical bar would have a length equivalent to 5.2 seconds.
• Error bars give your audience a measure of the  variance  in your data.
• Adult supervision required . Is reaction rate predictable over a larger temperature range? Water remains liquid above 0° C and below 100° C. Repeat the experiment at one or more additional high temperatures to find out. Use Pyrex glass for containing water heated on the stove or in the microwave, and use appropriate care (e.g., wear hot mitts and safety goggles) when handling hot water. A standard candy thermometer should be able to measure the temperatures in this higher range.
• You could turn the bicarbonate reaction into a home-made lava lamp. To do this, you will want to use a tall jar or empty clear plastic 1-liter or 2-liter bottle, fill it with 2 to 5 centimeters (cm) of water, add 5 drops of food coloring, and then fill it at least three-quarters full with vegetable oil. You could repeat the science project using your homemade lava lamp at a cold and a hot temperature. To do this, you will need to figure out a way to make the prepared bottle hot or cold. (For example, to make it hot you could let it sit in a large bowl of hot water, and to make it cold you could store it in a refrigerator or freezer.) You will also want to use one-quarter of an Alka-Seltzer tablet at a time (instead of a whole tablet). How does the bicarbonate reaction look and function in the home-made lava lamp?

This activity is brought to you in partnership with  Science Buddies . Find  the original activity  on the Science Buddies website.

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August 29, 2013

Carbonation Countdown: The Effect of Temperature of Reaction Time

Seltzer science from Science Buddies

By Science Buddies

Key concepts Chemical reactions Molecules Carbonation Temperature

Introduction Have you ever wondered why bubbles form when an Alka-Seltzer tablet is dropped into water? If you've ever tried it, you've seen that the tablet fizzes furiously. The moment the tablet starts dissolving a chemical reaction occurs that releases carbon dioxide gas. This is what comprises the bubbles. Some factors can change how quickly the carbon dioxide gas is produced, which consequently affect how furiously the tablet fizzes. In this activity you'll explore whether you can make an Alka-Seltzer tablet fizz faster or slower by changing the water’s temperature. How does this affect the reaction?

Background Alka-Seltzer is a medication that works as a pain reliever and an antacid. (Antacids help neutralize stomach acidity, which can cause heartburn.) The pain reliever used is aspirin and the antacid used is baking soda, or sodium bicarbonate. The tablets also include other ingredients, such as citric acid (a weak acid that adds flavor—as well as provides important hydrogen ions, which will come into play as you shall soon see).

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To take the tablets, they're fully dissolved in water, where they famously undergo a chemical reaction that produces lots of carbon dioxide bubbles—or fizz. Why is this? As the tablets dissolve, the sodium bicarbonate splits apart to form sodium and bicarbonate ions. The bicarbonate ions react with hydrogen ions from the citric acid to form carbon dioxide gas (and water). This is how the bubbles are made.

How is temperature related to this reaction? For the reaction to occur, the bicarbonate ions must come into contact with the hydrogen ions in just the right way. The probability of the bicarbonate and hydrogen ions doing this is affected by temperature: the higher the temperature, the faster the molecules move; the lower the temperature, the slower they move. (The temperature of a solution is a measure of its molecules’ average motion and energy.) Can you guess whether fast-moving molecules or slow-moving ones will speed the reaction time?

Materials • Two identical jars (You can also use drinking glasses, clear plastic cups, bottles or vases.) • Spoon • Enough ice cubes to fill one of the jars halfway • Cold tap water • Hot tap water • Two Alka-Seltzer tablets • Timer or clock that shows seconds • Optional: helper

Preparation • Fill one of the jars halfway with ice cubes. Add cold tap water to about an inch from the rim. Stir the ice cubes in the jar for about a minute so that the temperature evens out. Right before you start the activity use a spoon to remove the cubes. • Add hot tap water to the second, empty jar until it is about an inch from the rim. Be careful when handling the hot water. • Continue with the procedure immediately after preparing the jars (so that the water in the jars is still very cold or very hot).

Procedure • Drop an Alka-Seltzer tablet into the jar with hot water. Time how long it takes for the tablet to disappear. You may want to have a helper time the reaction. How long does it take the tablet to disappear? How vigorous are the bubbles? • Drop an Alka-Seltzer tablet into the jar with the ice-cold water (after having removed the ice cubes with a spoon). Again time how long it takes the tablet to disappear. How long does it take the tablet to disappear in the colder water? • Do you notice other differences in how the reaction happens in the colder versus in the hotter water? • Why do you think you got the results you did? • Extra: Test Alka-Seltzer tablets in a wider range of temperatures, and then draw a graph showing the time it takes a tablet to dissolve in water at each temperature (check with a thermometer). What temperature change is required to increase the reaction time by a factor of two (make it as twice as fast)? What about decreasing the reaction time by a factor of two? • Extra : Compare whole Alka-Seltzer tablets to pieces of Alka-Seltzer tablets. If there is a greater surface area (that is, a tablet is broken up into more pieces to expose more surface), does the same amount of tablet result in the reaction happening faster or slower? • Extra : You can turn this activity into a homemade lava lamp! To do this, you will use an empty container, such as a tall jar or clear plastic one- or two-liter bottle. Fill it with about two inches of water, add five drops of food coloring and then fill it at least three quarters full with vegetable oil before adding one quarter of an Alka-Seltzer tablet. You could repeat this activity using your homemade lava lamp at colder and warmer temperatures. (Because it contains oil, you should have an adult help you devise a safe way to warm or cool the contents of each container.) How does the bicarbonate reaction look in the homemade lava lamp? Observations and results Did the Alka-Seltzer tablet dissolve much faster in the hot water compared to the cold? Were there a lot more bubbles produced initially in the hot compared with the cold water?

After the Alka-Seltzer tablet was added to the hot water the tablet should have quickly dissolved, taking some 20 to 30 seconds to do so, depending on the exact temperature. After the tablet was added to the ice-cold water it should have taken much longer to dissolve, with most of the tablet disappearing after about two to three minutes, but with some bubbles still apparent after six minutes or longer. In the hot water the tablet should have more vigorously produced bubbles than in the cold water. The higher the temperature, the faster the molecules move—and the more likely it is that the bicarbonate will contact hydrogen in just the right way for the chemical reaction to occur and produce carbon dioxide bubbles.

More to explore Chemical Reactions , from Rader's Chem4Kids.com Factors Affecting the Speed-Rates of Chemical Reactions , from Doc Brown's Science Rates of Reaction Menu , from Chemguide Plop, Plop, Fizz Fast: The Effect of Temperature on Reaction Time , from Science Buddies

This activity brought to you in partnership with  Science Buddies

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Lesson Explainer: Effects of Temperature and Concentration on Rates of Reactions Science • Third Year of Preparatory School

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In this explainer, we will learn how to describe and explain the effect temperature and concentration have on the rate of chemical reactions.

The speed at which a chemical reaction takes place is known as the rate of reaction. Usually, the rate of reaction describes how some variable changes over a certain period of time. A common way to measure the rate of a chemical reaction is to measure how the concentrations of the reactants and products change over a certain period of time.

Definition: Rate of Reaction

• The rate of reaction measures how reactant or product concentrations change per unit time.

The rate of a chemical reaction can be affected by many factors. By changing some of these factors, the rate of reaction can be increased or decreased.

The factors that affect the rate of reaction include surface area, temperature, concentration, and the addition of catalysts. We will focus on temperature and concentration.

In order for two particles to react, they must first collide. In addition, the particles must have a certain amount of energy when they collide.

Any factor that can increase the frequency of collisions, or the energy of the particles, will likely increase the rate of reaction.

Example 1: Identifying in Which Box of Particles the Number of Collisions Will Be Greatest

The boxes below represent a chemical reaction between the red and the blue particles. In which box will the number of collisions be greatest?

A chemical reaction occurs when reactants collide with each other. The greater the number of collisions that occur, the more likely the reaction to happen and the faster the rate of reaction.

There are several factors that can affect the rate of reaction. However, from the question and diagram, we can see that we are given four boxes each containing different numbers of particles. The size of the box is also the same in each case.

If the particles are moving randomly, then the more particles there are, the more collisions there are likely to be.

We can see from the diagram that box A contains the greatest number of particles. Therefore, the number of collisions is likely to be greatest in box A.

The answer is box A.

One way to increase the number of collisions is by increasing the temperature. As the temperature increases, the particles gain energy and move faster. The faster the particles move, the more likely they are to collide with each other.

In the diagram below, the larger the arrow, the faster the particle is moving. At higher temperatures, the particles have more energy and so a larger arrow.

The effect of temperature on the rate of reaction can easily be demonstrated in a laboratory experiment. In this experiment, one effervescent tablet is put into a flask that contains hot water and a second tablet is put into a different flask that contains cold water.

The tablet reacts with the water to produce carbon dioxide gas. The experimental setup is shown below.

By measuring the volume of gas produced in each experiment, the rates of reaction can be determined and compared.

The results of this experiment are shown in the graph below:

At the higher temperature, the particles have more energy and move around faster. This increases the number of collisions between particles and increases the rate of reaction.

A faster rate of reaction increases the volume of gas produced at the start of the reaction, resulting in a steeper line on the graph. However, as the mass of the tablet and volume of water remain constant, the final amount of gas produced is the same.

Example 2: Relating Temperature to the Frequency of Collisions between Molecules

The boxes below each contain an equal number of reactant molecules. The boxes are heated to different temperatures. Which box will have the greatest frequency of collisions between molecules?

In order for two reactant molecules to react, they have to collide. There are several factors that can increase the number of collisions between reactant molecules. One of these is temperature.

We are told that each box contains the same number of reactant molecules, so the frequency of collisions is not going to be affected by a different number of molecules. However, the temperature of each box is different, and so, the main effect on the frequency of collisions will be the change in temperature.

As the temperature increases, the reactant molecules gain energy and move faster. The faster the molecules are moving, the more likely they are to collide and the greater the frequency of collisions will be.

The higher the temperature, the greater the frequency of collisions between molecules. Looking at the diagram, we can see that the box with the highest temperature is box D. Therefore, the answer is box D.

Temperature is a very important factor for controlling the rate of reactions in food. Placing food in a cool place, such as a refrigerator or freezer, slows down the chemical reactions that spoil food. As a result, food can be preserved and last longer.

High temperatures are often used when cooking food. The higher temperature increases the rate of reaction and helps cook food quicker and more thoroughly.

The effect of concentration on the rate of reaction can be explained by looking at the frequency of collisions.

Consider the reaction between the purple particles A and the green particles B shown in the diagram below.

If the concentration of B is increased, then the number of particles of B present increases. This is shown in the diagram below.

An increase in the number of particles will result in an increase in the number of collisions. A greater number of collisions causes an increase in the rate of reaction.

The effect of concentration on the rate of reaction can be demonstrated using the reaction of iron wool and oxygen.

Iron wool, also known as steel wool, can be burned in the presence of oxygen. However, the speed and intensity of this reaction changes when the concentration of oxygen changes.

When burned over a Bunsen burner, the iron wool is being burned in air. Air contains 2 1 % of oxygen, a medium to low concentration. The rate of reaction is quite low, and the iron wool burns relatively slowly.

However, when burned in pure oxygen the reaction is much more rapid and intense. The concentration of pure oxygen is ∼ 1 0 0 % , much greater than air. The increase in oxygen concentration increases the rate of reaction and results in a more vigorous and fast reaction.

These two experiments are shown in the image below.

Example 3: Explaining the Different Rates of Combustion in Air Compared with Pure Oxygen

Why is the combustion of aluminum in air slower than in pure oxygen?

• The temperature of oxygen in air is greater than in pure oxygen.
• The temperature of pure oxygen is greater than air.
• The concentration of oxygen in air is less than in pure oxygen.
• The concentration of oxygen in air is greater than in pure oxygen.

The process of combustion usually refers to the reaction of a substance with oxygen. Here, aluminum is reacted with oxygen under two different conditions.

The combustion of aluminum in air is most likely performed using a Bunsen burner. Air usually contains around 2 1 % oxygen, a relatively low amount of oxygen.

The combustion of aluminum with pure oxygen most likely involves conditions where there is ∼ 1 0 0 % oxygen. We can see that the difference between burning in air and in pure oxygen is the amount, or concentration, of oxygen present.

From this, we can conclude that the difference in the rate of combustion is because of the different concentrations of oxygen. Our answer is therefore likely to be either C or D.

Concentration can affect the rate of reaction by changing the number of reactant molecules present. The more reactant molecules there are, the greater the number of collisions that will occur between them and the faster the rate of reaction is.

As concentration increases, the rate of reaction increases.

The combustion of aluminum in air is slower because the concentration of oxygen is lower than in pure oxygen. This statement matches with choice C, and so our answer is C.

Another experiment that shows the effect of concentration on the rate of reaction is the reaction of magnesium with hydrochloric acid.

In this experiment, one conical flask contains dilute hydrochloric acid and a different flask contains concentrated hydrochloric acid. Into each conical flask is placed an identical piece of magnesium of the same size and mass.

The chemical equation for the reaction between magnesium and hydrochloric acid is M g ( ) + 2 H C l ( ) M g C l ( ) + H ( ) s a q a q g 2 2

Therefore, by measuring the volume of hydrogen gas produced over time, any change in the rate of reaction can be determined.

The setup of this experiment is shown in the image below:

By plotting a graph of the volume of hydrogen gas produced against time, the rates of reaction for each experiment can be determined. A graph showing the rate of reaction for dilute and concentrated hydrochloric acid is shown below:

The graph shows that a greater volume of hydrogen gas is produced over a short period of time when concentrated hydrochloric acid is used. This shows that the rate of reaction increases as the concentration increases.

As the concentration of hydrochloric acid increases, the number of acid particles present increases. As a result, there is a greater number of collisions between the acid and the magnesium particles, and so, there is an increase in the rate of reaction.

Example 4: Ordering Experiments with Differing Concentration by Their Rate of Reaction

A chemist performs a series of experiments to determine the effect of concentration on the rate of a reaction. They pour an equal amount of hydrochloric acid of different concentrations into four test tubes, then they place an identical piece of magnesium ribbon into each of the test tubes. The experiment setup is shown below.

From slowest to quickest, what is the likely ordering of the rate of reaction for the four experiments?

There are several factors that can affect the rate of reaction. These include concentration and surface area. In the experiment, the volume of hydrochloric acid used is kept the same. An identical piece of magnesium is also used, and so, the surface area and mass are kept the same.

The only factor that is changing is the concentration of hydrochloric acid. The concentration is greatest for experiment D and lowest in experiment B.

For a reaction to occur, the reactant molecules must collide with each other. Increasing the number of collisions increases the rate of reaction.

When the concentration is increased, the number of acid particles present in the solution increases. The increased number of acid particles will result in a greater number of collisions and therefore a faster rate of reaction.

If the rate of reaction increases as the concentration increases, then the order of the rate reaction from slowest to quickest will correspond to the order from the lowest to the greatest concentration.

From slowest to quickest, the likely ordering is B, C, A, D, which corresponds to answer choice D. The correct answer is therefore D.

Example 5: Identifying Which Set of Conditions Gives the Greatest Rate of Reaction

In a series of experiments, a student changes both the concentration and the temperature. The conditions for each experiment are shown below. In which conical flask is the rate of reaction likely to be highest?

The rate of a reaction is affected by both temperature and concentration. For a reaction to occur, reactant particles must collide with each other. Any factor that increases the number of collisions is likely to increase the rate of reaction.

As the temperature increases, the particles are given more energy and can move faster. As a result, there is likely to be a greater number of collisions and a faster rate of reaction. Therefore, the rate of reaction increases as the temperature increases.

As the concentration increases, the number of reactant particles increases. With a greater number of particles present, there is likely to be a greater number of collisions and a faster rate of reaction. Therefore, the rate of reaction increases as the concentration increases.

From the two statements above, we can conclude that the rate of reaction is likely to be highest when both the temperature and the concentration are greatest.

In the diagram above, we can see that the highest temperature is 5 0 ∘ C and the highest concentration is 2 mol/L , which occurs in experiment C.

The rate of reaction is therefore likely to be highest for experiment C.

• For a chemical reaction to occur, reactant particles must collide with each other.
• Generally, as the number of collisions between reactant particles increases, the rate of reaction increases.
• When the temperature increases, the particles gain more energy and the number of collisions increases, causing the rate of reaction to increase.
• The effect of temperature on the rate of reaction can be seen experimentally by reacting effervescent tablets with water and measuring the volume of gas produced.
• Increasing the concentration increases the number of particles present. There is a greater number of collisions, and so, the rate of reaction increases.
• The combustion of substances such as iron wool in pure oxygen is faster than in air because the concentration of oxygen is lower in air.
• The effect of concentration on the rate of reaction can be seen experimentally by reacting magnesium with different concentrations of hydrochloric acid and measuring the volume of gas produced.

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THE EFFECT OF THE TEMPERATURE OF WATER ON THE TIME OF EFFERVESCENT TABLET DISSOLVED

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Effervescent tablets are becoming increasingly popular due to their ease of administration and rapid onset of action. They typically contain acidic materials and carbonates or bicarbonates that react quickly in the presence of water, releasing carbon dioxide and improving API solubility and flavour masking. However, effervescent tablets can be bulky, and the reaction rate is difficult to control due to water's catalytic effect. This article discusses the advantages and disadvantages of effervescent tablets, common effervescent reactions, active ingredients that can be formulated, and the preparation and manufacturing process. It also evaluates effervescent granules and tablets and explores the latest advancements in effervescent technology. Overall, effervescent tablets offer a promising option for drug delivery, and ongoing research will undoubtedly yield even more advanced formulations in the future. Keywords: Effervescent granules, Effervescent tablets, Hot melt granulation, ...

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