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SAMPLE PAGES FROM UNIT E
Heinemann Science Scheme
Teacher Resource Pack 3
ISBN: 0 435 58249 6
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This sample contains most of Unit E from Heinemann Science Scheme
Teacher Resource Pack 3 in a PDF format. Because this advance
material has not yet been through all checking stages, it may still
contain minor errors.
The following pages are not included in this sample material but will
be in the Pack: test-yourself answers; keywords lists and glossary lists.
© D. Lees, 2002, The Heinemann Science Scheme
This material may be freely copied for institutional use prior to the publication of the book from which it is taken.
However, this material is copyright and under no circumstances may copies be offered for sale.
that metals are good conductors
of heat and electricity
that most non-metallic elements
are poor conductors of heat and
electricity
about the range of metals, their
uses and where they are found
to use and combine data from a
variety of information sources
to organise facts/ideas/
information into an appropriate
sequence
that some metals react with
dilute acids to form salts and
release hydrogen
to carry out a test for hydrogen
to represent the reactions of
metals with dilute acids by word
equations
to identify patterns in reactions
between metals and dilute acids
to use patterns in reactions to
make predictions about other
reactions
E2
How do metals
react with
acids?
(from QCA Scheme of Work)
Pupils should learn:
Learning objectives
E1
Why are metals
useful?
Book
spread
E2 Core:
Reacting metals
with acids
E1a Core:
Looking at metals
and non-metals
E1b Core:
Properties of metals
and non-metals
Teaching
activities
identify the gas produced in the
reaction between metals and
acids as hydrogen
write word equations for the
reactions and explain the
similarities between them
use the formulae of the
reactants and products to
explain how atoms join in
different ways as a result of the
reaction
predict that hydrogen and the
appropriate salt will be made as
a result of the reaction
contrast the conductivity of
metals and non-metals
identify graphite as a nonmetallic conductor
produce an information sheet
that is correct and well
sequenced and contains
appropriate information
make some generalisations
about the properties of metals
which make them useful, eg they
are hard, they can be flexible
(from QCA Scheme of Work)
Pupils:
Learning outcomes
E2
Which metals
react with
acids?
E1
Why are metals
useful?
Homework
resources
E2
How do metals
react with
acids?
E1
Why are metals
useful?
(learning support)
Specials
Extension
resources
Unit E Reactions of metals and
metal compounds
Scheme of Work
1
C
D Lees, 2002, The Heinemann Science Scheme
C
that acids react with metal
carbonates, producing carbon
dioxide and a salt
that production of new
materials and energy changes
are evidence of chemical
reactions
that acids react with metal
oxides, producing a salt and
water
that production of the salt is
evidence of a chemical reaction
to represent reactions of acids
with metal oxides by word
equations
to use preliminary work to find
out if a possible approach is
practicable
to use common laboratory
equipment safely and effectively
to evaluate the methods used in
terms of the quality of the salt
made
to organise content into a piece
of writing, with the relationship
between paragraphs clearly
signalled
E4
How do metal
oxides react
with acids?
Learning objectives
(from QCA Scheme of Work)
Pupils should learn:
E3
How do metal
carbonates
react with
acids?
Book
spread
2
D Lees, 2002, The Heinemann Science Scheme
E4 Core:
Reacting metal
oxides with acids
E3 Core:
Reacting carbonates
with acids
Teaching
activities
identify evidence for a chemical
reaction, eg crystals are made,
which are a different colour from
what we started with
represent reactions by word
equations
identify the patterns in word
equations and produce a general
equation
decide whether they need to
modify their plan
obtain a satisfactory sample of
the salt
identify where they found
problems and the effect these
had on their product
produce an account of their
work which identifies problems
and corrects these, with clear
explanations of how they were
dealt with
write, using evidence, in
paragraphs that develop points
decide whether they need to
modify their plan
identify the gas produced as
carbon dioxide
identify evidence for a chemical
reaction, eg a gas is produced, the
test tube is getting hot
represent reactions by word
equations
identify the pattern in word
equations and produce a general
equation
(from QCA Scheme of Work)
Pupils:
Learning outcomes
E4
How do metal
oxides react
with acids?
(Note: this
homework is
preparation for
Activity E4)
E3
Naming salts
Homework
resources
E4
How do metal
oxides react
with acids?
E3
How do metal
carbonates
react with
acids?
(learning support)
Specials
E3
Chemical
translation
Extension
resources
Unit E Reactions of metals and
metal compounds
Scheme of Work
that when an alkali is added to
an acid, neutralisation takes
place
how to obtain a neutral solution
from an acid and an alkali
the hazards associated with
alkalis
to identify key points about the
reactions of metals and acids
to identify patterns in the
chemical reactions
that there are many different
salts
that many salts are useful
compounds
to summarise how acids react
with metals, metal carbonates
and metal oxides
to represent the reactions of
metals with dilute acids by word
equations
to represent reactions of acids
with metal oxides by word
equations
E6
Balanced
symbol
equations
Learning objectives
(from QCA Scheme of Work)
Pupils should learn:
E5
How do alkalis
react with
acids?
Book
spread
E6a Core:
Writing equations
E6a Resource:
Writing equations
E6b Extension:
Balanced symbol
equations
E5a Core:
Neutralising an
acid with an alkali
E5b Extension:
Uses of salts
Teaching
activities
represent reactions by word
equations
identify that a solution of pH7
is neutral
explain the safety precautions
that need to be taken when
using alkalis
use the technique adopted to
obtain a neutral solution from
which sodium chloride can be
isolated
represent reactions by word
equations
identify the pattern in word
equations and produce a general
equation, eg acid 1 alkali
salt 1 water
name a variety of salts
give the uses of a variety of salts
make generalisations about
reactions of acids and metals,
using chemical names for
products and reactants
(from QCA Scheme of Work)
Pupils:
Learning outcomes
E6
Writing word
equations
E5
How do alkalis
react with
acids?
Homework
resources
E6
(Note: there is
no Specials
sheet as
balanced
symbol
equations is
considered
unsuitable)
E5
How do alkalis
react with
acids?
(learning support)
Specials
E6
Writing
balanced
symbol
equations
Extension
resources
Unit E Reactions of metals and
metal compounds
Scheme of Work
3
C
D Lees, 2002, The Heinemann Science Scheme
Teacher and technician notes
Looking at metals and non-metals
Resources available
Core sheet
Looking at metals and
non-metals
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
E1
9E page 1
2fgijkm
Safety
Instruct students in the safe use of a scalpel.
Scalpel guards can be made from a short
piece of rubber tubing.
E1a
When hitting samples with a hammer to test for
brittleness, a wooden board will prevent damage
to bench tops. Safety screens must be used for
this test.
Materials required
Per group
samples of metals and non-metals (see
below), labelled with the element name
scalpel with guard
For the teacher demonstration
samples of mercury, lithium, white
phosphorus, chlorine
white tile
Use safety screens for the teacher
demonstration.
scalpel
Care should be taken by the teacher in the
use of mercury, lithium, chlorine and
phosphorus.
wooden board
Activity procedure
1 Students look at the appearance of samples of
metals and non-metals
2 They test the samples for flexibility and
hardness.
hammer
safety screens
Notes on materials preparation
Suitable elements for the students' experiment
include: copper, iron, magnesium, zinc, roll
sulphur, carbon (graphite rods). The metals
should ideally be in the form of rods, but thin
strips may be used.
4 The teacher tests some elements that the
For the teacher demonstration samples of
mercury (under water), white phosphorus
(under water) and chlorine should be provided
in sealed containers, which should not be
opened.
Running the activity
Lithium should be provided stored in oil with a
scalpel and white tile for cutting.
3 As a teacher demonstration, students are
shown some elements that are more difficult
to handle.
students have looked at for brittleness.
Samples of elements can be shared between
groups in the class on a rota basis.
Tell the students not to break samples when
testing them for flexibility. Point out to them
that flexibility will be affected by the thickness of
the samples used.
For the teacher demonstration, mercury should
be kept under a layer of water in a sealed sample
bottle. Take lithium out of its storage oil and cut
it so that students can see the shiny, silver
surface. Keep gaseous non-metals such as
chlorine in sealed gas jars.
Samples of the elements for the students'
experiment will be needed for testing for
brittleness by hitting with a hammer.
Answers
1 Metals are shiny, usually silvery, flexible and
hard.
2 Non-metals are usually dull, inflexible and
soft. Some are gases.
3 Mercury is a liquid metal. Lithium is soft.
4 Conduction of heat and electricity
1
C
D Lees, 2002, The Heinemann Science Scheme
Teacher and technician notes
Properties of metals and
non-metals
Resources available
Materials required
Core sheet
Properties of metals and
non-metals
CD-ROM
All resources customisable
Per group
battery
lamp
switch
four connecting leads
Links with
Book 3
SoW
Sc1
E1
9E page 1
2fgijkm
Safety
Safety screens should be used to separate the
beaker of boiling water and rods from the
rest of the class.
two crocodile clips
rods of metals and non-metals (see below),
labelled with the element name where
appropriate
For the teacher demonstration
beaker of water
Bunsen burner
Care should be taken that the beaker of
boiling water is not tipped over during the
demonstration.
tripod and gauze
Eye protection must be worn when observing
the demonstration.
safety screens
Activity procedure
1 Students set up an electrical circuit
containing a battery, a lamp, a switch and
leads ending with crocodile clips.
2 They use the circuit to test samples of metals
and non-metals for electrical conductivity.
3 As a teacher demonstration, students are
shown long rods of metals and non-metals,
each with one end standing in a beaker of
boiling water for at least 10 minutes.
4 Students feel how hot the other end of each
rod has become.
Running the activity
Some students may need help in connecting up
their circuit.
Set up the demonstration behind safety screens.
Students should visit this demonstration one
group at a time to feel the ends of the rods.
2
C
E1b
D Lees, 2002, The Heinemann Science Scheme
heatproof mat
long rods of metals and non-metals (see below)
Notes on materials preparation
For the student activity small pieces, rods or
strips of copper, iron, magnesium, zinc, roll
sulphur, carbon (graphite rods) may be used. In
addition plastic, glass and wood may be used.
Long rods of the same materials may be used for
the teacher demonstration.
Answers
1 Copper, iron, magnesium, zinc
2 Metals are good conductors of heat and
electricity; non-metals are poor conductors of
heat and electricity.
3 Carbon (graphite) conducted electricity.
4 For example, copper is used for electrical
wiring, plastic is used as insulation for wiring,
copper is used to make saucepans, wood is
used for saucepan handles.
5 Plastic, wood and glass
Teacher and technician notes
Reacting metals with acids
Resources available
Core sheet
Reacting metals with
acids
CD-ROM
All resources customisable
E2
Warn students not to heat the metal and acid
mixtures using Bunsen burners. If a faster
reaction is desired for zinc, the mixture should
be heated in a beaker of hot water. This could be
demonstrated.
Materials required
Links with
Book 3
SoW
Sc1
E2
9E page 2
2fgijkm
Safety
Eye protection must be worn.
Care should be taken when handling both
hydrochloric acid and sulphuric acid as they
are corrosive.
Students should take care not to burn their
fingers when using lighted splints for the
hydrogen test.
Take care when washing apparatus in case
acid is splashed.
Activity procedure
1 Students place samples of metals in turn into
hydrochloric acid and sulphuric acid.
2 They test any gas evolved with a lighted
splint. They also see if the test tube gets hot.
Running the activity
Students should be warned of the corrosive
nature of the two acids.
Zinc reacts slowly at room temperature so there
may not be enough gas evolved to produce a
`pop' with a lighted splint.
Some of the zinc and the copper will be left
unreacted at the end of the experiment. Students
should empty test tubes into a large beaker
before washing them to prevent blockage of
sinks.
Per group
six test tubes and rack
hydrochloric acid, 0.4 mol/dm3
sulphuric acid, 0.4 mol/dm3
wooden splints
Bunsen burner
heatproof mat
pieces of magnesium, zinc and copper foil
Notes on materials preparation
0.4 mol/dm3 hydrochloric acid should be
prepared in a fume cupboard by making up
35 cm3 of concentrated hydrochloric acid to
1000 cm3 with distilled water.
0.4 mol/dm3 sulphuric acid can be prepared by
slowly adding 22 cm3 of concentrated sulphuric
acid to 800 cm3 of cold water and diluting the
solution to 1000 cm3.
Small pieces of metal foil, approximately 0.5 cm
square, are ideal for the metal samples.
Answers
1 Magnesium and zinc
2 Yes, hydrogen was produced with both
magnesium and zinc for both acids.
3 Magnesium 1 hydrochloric acid
magnesium chloride 1 hydrogen
4 With copper no bubbles of hydrogen were
seen, and the test tube did not get hot.
3
C
D Lees, 2002, The Heinemann Science Scheme
Teacher and technician notes
Reacting carbonates with acids
Resources available
Core sheet
Reacting carbonates with
acids
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
E3
9E page 3
2fgijkm
Safety
Delivery tubes are fragile. Warn students that
they are easily broken.
Materials required
Per group
hydrochloric acid, 0.4 mol/dm3
sodium carbonate
copper(II) carbonate
four test tubes
Eye protection must be worn.
delivery tube and bung
Care should be taken when handling
hydrochloric acid as it is corrosive.
limewater
spatula
Take care when washing apparatus in case
acid is splashed.
clamp stand
When powdered carbonate is added to acid,
the reaction is vigorous. Warn students to
take care that the mixture does not fizz out
of the tube over their hands.
Delivery tubes are easily broken. If this
happens, care should be taken not to cut
hands on the sharp edges.
Activity procedure
1 Students add sodium carbonate and copper(II)
carbonate in turn to hydrochloric acid in a test
tube.
2 A delivery tube is used to pass the gas
produced through limewater in a second test
tube.
Running the activity
Students should be warned of the corrosive
nature of the acid, and of the danger of the
mixture `frothing over' when carbonate is added
to acid.
4
C
Warn students not to use more than the
quantities of materials stated in the instructions.
D Lees, 2002, The Heinemann Science Scheme
Notes on materials preparation
0.4 mol/dm3 hydrochloric acid should be
prepared in a fume cupboard by making up
35 cm3 of concentrated hydrochloric acid to
1000 cm3 with distilled water.
Powdered anhydrous samples of the carbonates
should be used.
Answers
1 A gas was given off; the test tube became
warm.
2 Carbon dioxide
3 Water
4 A green colour in the liquid
5 Copper carbonate 1 hydrochloric acid
copper chloride 1 carbon dioxide 1 water
E3
Teacher and technician notes
Reacting metal oxides with acids
Resources available
Core sheet
Reacting metal oxides
with acids
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
E4a
9E page 4
2afgijkm
Safety
Eye protection must be worn.
E4
Remind students to take care not to evaporate
the solution to dryness. The final reducedvolume solution may need to be left overnight
for crystals to form. The students may be given
stock crystals to compare with the ones they
have made.
One crystal of good shape may be selected and
suspended by a fine wire in the collected
remaining solution to grow a larger crystal.
Materials required
Per group
400 cm3 beaker
Care should be taken when handling
sulphuric acid as it is corrosive.
Bunsen burner
The beaker of hot water should be set up
carefully so that it will not be knocked over.
heatproof mat
Hot tripods should not be handled and
should be left to cool.
boiling tube
Activity procedure
1 Students heat a mixture of copper(II) oxide
and dilute sulphuric acid in a water bath.
2 They filter the mixture.
3 They partially evaporate the filtrate.
4 They leave the solution to form crystals.
Running the activity
Homework E4 may be used to plan all or part of
this activity prior to the practical.
Care must be taken that students set up the
water bath safely.
If all of the copper(II) oxide reacts, more must
be added. It is essential that all of the acid has
reacted so that acid is not evaporated, so the
copper(II) oxide must be in excess.
tripod and gauze
sulphuric acid, 0.4 mol/dm3
copper(II) oxide
spatula
filter funnel
filter paper
evaporating basin
Notes on materials preparation
0.4 mol/dm3 sulphuric acid can be prepared by
slowly adding 22 cm3 of concentrated sulphuric
acid to 800 cm3 of cold water and diluting the
solution to 1000 cm3.
Answers
1 To speed up the reaction
2 To remove excess (unreacted) copper oxide
3 Crystals of copper sulphate
4 Copper oxide 1 sulphuric acid
copper sulphate 1 water
5 No gas was produced.
5
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D Lees, 2002, The Heinemann Science Scheme
Teacher and technician notes
Neutralising an acid with an alkali
Resources available
Core sheet
Neutralising an acid with
an alkali
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
E5
9E page 5
2fgijkm
Safety
The titration should be demonstrated by the
teacher behind safety screens.
A safety pipette filler should be used to
measure out the acid.
Activity procedure
1 As a teacher demonstration, a pipette is used
to measure 25 cm3 of acid into a beaker. To
this is added approximately 25 cm3 of
distilled water, or more if necessary to cover
the end of the pH probe. A stopwatch is
started and 2 cm3 of alkali are added from the
burette every minute.
Although the students plot pH against volume,
the computer printout will feature pH against
time. Since the alkali is added every two minutes
the computer plot is valid.
Materials required
Per class
potassium hydroxide solution, 0.1 mol/dm3
hydrochloric acid, 0.1 mol/dm3
distilled water
25 cm3 pipette
safety pipette filler
50 cm3 burette and stand
400 cm3 beaker
stirrer (magnetic if available)
pH probe
temperature sensor
data logger
computer, preferably with printer
stopwatch
2 The pH of the mixture is monitored using a
Notes on materials preparation
The computer, data logger and probes should be
set up in advance and tested to make sure that
the system is working prior to the lesson.
3 Students plot a graph of pH (on the vertical
Acid/Base Titrations is a piece of simulations
software available from Newbyte Educational
Software, PO Box 16710, Glasgow, G12 9WS,
www.newbyte.com.
data logger and computer. A temperature
sensor is used to follow temperature changes
in the mixture.
axis) against volume of alkali added. A graph
printed from the computer may also be
provided for students.
Running the activity
Tell the students that distilled water is added to
the acid in the beaker to allow enough depth for
the probes to work. Explain that the addition of
distilled water will not affect the results.
Students should note the results each minute.
Most software will allow a large display of the
pH and temperature on the computer screen.
6
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D Lees, 2002, The Heinemann Science Scheme
Answers
1 So that the probes had enough depth of
liquid to work
2 Started low and rose. It changed little at first,
then it changed very rapidly near the
neutralisation point. After this the pH again
changed very little.
3 Correct result read from graph
4 It gives out heat.
5 Potassium chloride
E5a
Teacher and technician notes
Uses of salts
E5b
Resources available
Answers
Extension
sheet
Uses of salts
CD-ROM
All resources customisable
Students are expected to expand on the brief
details given below. The students' accounts
should be checked for accuracy and marked for
communication skills.
Ammonium nitrate ± fertiliser
Links with
Book 3
SoW
Sc1
E5
9E page 5
2bk
Activity procedure
1 Students are given a list of salts and asked to
find out what they are used for, using
secondary sources such as text books and the
internet.
2 They use rough notes to write an account of
how salts are used in the twenty-first century.
Running the activity
Careful selection of text books will allow much
of the required information to be gained from
them.
Students may be given access to a wider range of
books in the school library.
If possible students should be given access to the
internet.
Ammonium sulphate ± fertiliser
Calcium carbonate ± indigestion remedy
Calcium chloride ± drying agent
Calcium nitrate ± fireworks
Calcium phosphate ± washing powder
Calcium sulphate ± plaster casts
Copper sulphate ± fungicide
Iron(II) nitrate ± animal feeds, catalyst
Iron sulphide ± making hydrogen sulphide gas
(in small quantities)
Magnesium sulphate ± tanning, dyeing
Potassium nitrate ± gunpowder
Silver chloride ± photography
Silver nitrate ± testing for the presence of
chloride in water, as an antiseptic for treating
cuts and burns
Sodium carbonate ± glass-making
Sodium chloride ± salting roads, making acids
Zinc sulphate ± pesticides and fungicides
Materials required
Per student or group
selection of science text books
access to school library
access to computer connected to the internet
7
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D Lees, 2002, The Heinemann Science Scheme
Teacher and technician notes
Writing equations
E6a
Core sheet
Writing equations
For some of the reactions in the questions,
students may need help to rearrange the
reactants into products.
Resource sheet
Writing equations
The cards may be kept for re-use in Activity E6b.
CD-ROM
All resources customisable
Resources available
Links with
Book 3
SoW
Sc1
E6
9E pages 2±6
2ijk
Safety
Blunt-ended scissors should be used.
Activity procedure
1 Students cut out cards from the resource
sheet.
Materials required
Per group
Resource sheet E6a
scissors
Notes on materials preparation
The resource sheet should be photocopied on
thin card if possible, though paper may be used.
Answers
1 Nitric acid 1 potassium hydroxide
potassium nitrate 1 water
2 They use the cards to put together the names
2 Magnesium 1 hydrochloric acid
magnesium chloride 1 hydrogen
3 They rearrange the cards to make the
3 Copper oxide 1 sulphuric acid
copper sulphate 1 water
of reactants.
products of the reaction.
Running the activity
At this stage the different sizes of the boxes is
not important. If students ask about this they
should be told to ignore it.
Some students may need help with the idea of eg
hydrogen sulphate being sulphuric acid.
8
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D Lees, 2002, The Heinemann Science Scheme
4 Zinc carbonate 1 hydrochloric acid
zinc chloride 1 carbon dioxide 1 water
5 Zinc 1 sulphuric acid
zinc sulphate 1 hydrogen
6 Nitric acid 1 magnesium hydroxide
magnesium nitrate 1 water
Teacher and technician notes
Balanced symbol equations
Resources available
E6b
Running the activity
Extension
sheet
Balanced symbol
equations
Resource sheet
Writing equations
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
E6
9E pages 2±6
2ijk
Safety
Blunt-ended scissors should be used.
Activity procedure
1 Students cut out cards from the resource
sheet, or re-use them from Activity E6a.
2 They use the cards to put together the
formulae of reactants.
3 They rearrange the cards to make the
formulae of the products of the reaction.
4 They use this information to write a balanced
Some students may require help in putting
together the correct number of cards for each
formula.
Materials required
Per group:
Resource sheet E6a
scissors
Notes on materials preparation
The resource sheet should be photocopied on
thin card if possible, though paper may be used.
Alternatively, cards made during Activity E6a
may be re-used for this activity.
Answers
1 HNO3 1 KOH
2 Mg 1 2HCl
KNO3 1 H2O
MgCl2 1 H2
3 CuO 1 H2SO4
CuSO4 1 H2O
4 ZnCO3 1 2HCl
5 Zn 1 H2SO4
ZnCl2 1 CO2 1 H2O
ZnSO4 1 H2
6 2HNO3 1 Mg(OH)2
Mg(NO3)2 1 2H2O
symbol equation for the reaction.
9
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D Lees, 2002, The Heinemann Science Scheme
Activity
Looking at metals and non-metals
E1a
Core
Aim
To look at the different properties of metals and non-metals.
Equipment
samples of metal and non-metal elements
scalpel with guard
scalpel
metal or
non-metal
What to do
1 Draw a table like the one below ready to record your results.
2
Collect a sample of one element.
3
Look carefully at the appearance of the element.
4
Try to bend the sample to find out how flexible it is.
Make sure that you do not break it.
5
Try to scratch the sample using a scalpel, to find out how hard it is.
6
Record your results in your table.
7
Repeat steps
2
to
6
with each element.
Your teacher will demonstrate the next part of the experiment.
Take care using a scalpel.
Replace the guard between
use.
8
Your teacher will show you some more elements.
9
Some samples of elements will be hit with a hammer, to find out how brittle they are.
10
Record the results of these experiments in your table.
Results
Element
Is it a
metal or a
non-metal?
What does
it look
like?
How
flexible is
it?
How hard
is it?
How
brittle is it?
Questions
1 List the properties of the metal elements you studied.
2 List the properties of the non-metal elements you studied.
3 What exceptions to these general rules did you see?
4 What other properties of metals and non-metals could be tested?
1
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D Lees, 2002, The Heinemann Science Scheme
Activity
Properties of metals and
non-metals
E1b
Core
Aim
To investigate the conduction of electricity and heat by metals and non-metals.
Equipment
battery
lamp
switch
four connecting leads
two crocodile clips
samples of metals and
non-metals
What to do
1 Draw a table like the one below ready
to record your results.
2
Put together the apparatus as
shown in the diagram.
3
Place a metal or non-metal sample
between the two crocodile clips.
4
Press the switch for a few seconds.
5
Record in your table whether or
not the lamp lights.
6
Repeat steps
3
to
5
ⴙ
ⴚ
crocodile
clips
with each sample.
Your teacher will demonstrate the next part of the experiment.
7
Your teacher will set up a beaker of boiling water.
8
Rods of metals and non-metals will be placed with one end in the
boiling water. They will be left for at least 10 minutes.
9
The teacher or students will feel the other end of each rod to see how hot it is.
10
Record the results in your table.
Wear eye protection.
Results
Element
Is it a metal or
non-metal?
Did the lamp light?
How hot was the
end of the rod?
Questions
1 Which of the samples conducted electricity and heat well?
2 What is the pattern in the results for metals and non-metals?
3 What exceptions are there to this pattern?
4 Give two examples of how these properties determine how we use metals and
non-metals.
5 Which of the samples used are not elements?
2
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D Lees, 2002, The Heinemann Science Scheme
Activity
Reacting metals with acids
E2
Core
Aim
To find out how metals react with acids.
Equipment
six test tubes and rack
dilute hydrochloric acid
dilute sulphuric acid
wooden splints
Bunsen burner
heatproof mat
pieces of magnesium,
zinc and copper foil
burning splint
;;;;
dilute
acid
metal
What to do
1 Draw a table like the one below ready to record your results.
Wear eye protection.
Take care not to get acid on
your skin or clothes.
2
Pour about 2 cm depth of dilute hydrochloric acid into a test tube in a rack.
3
Add a small piece of magnesium to the acid in the test tube. Immediately put your
finger or thumb over the end of the test tube.
4
After about one minute, bring a lighted splint to the end of the test tube as you
take your finger or thumb away.
5
Feel the bottom of the tube to see if it is hot.
6
Record the results in your table.
7
Repeat steps
8
Repeat steps 2 to 6 using zinc instead of magnesium. You may not be able to
collect enough gas to test with a lighted splint this time.
9
Repeat steps 2 to 6 using copper instead of magnesium. Do not carry out the test
with a lighted splint this time.
2
to
6
using sulphuric acid instead of hydrochloric acid.
Continued
3
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D Lees, 2002, The Heinemann Science Scheme
Activity
Reacting metals with acids
continued
E2
Core
Results
Metal
Acid
Observations
Results of test with
lighted splint
Questions
1 Which metals reacted with the two acids?
2 Was the same gas produced in each reaction?
3 Write a word equation for the reaction between magnesium and hydrochloric acid.
4 Copper did not react with the acids. How do you know that a reaction did not take
place?
4
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D Lees, 2002, The Heinemann Science Scheme
Activity
Reacting carbonates with acids
E3
Core
Aim
To find out how metal carbonates react with acids.
Equipment
dilute hydrochloric acid
sodium carbonate
copper carbonate
four test tubes
delivery tube and bung
limewater
spatula
clamp stand
delivery tube
Wear eye protection.
Take care not to get acid on
your skin or clothes.
dilute acid
limewater
metal carbonate
What to do
1 Draw a table like the one below ready to record your results.
2
Pour about 2 cm depth of dilute hydrochloric acid into a test tube.
3
Pour some limewater into another test tube so that it is about half full.
4
Get a delivery tube ready with the delivery end in the limewater.
5
Add a spatula measure of sodium carbonate to the test tube containing hydrochloric
acid. Immediately fit the delivery tube to this test tube to bubble gas through the
limewater.
6
Feel the bottom of the tube containing acid and carbonate to see if it is hot.
7
Record your observations in your table.
8
Repeat steps 2 to 7 using a few small pieces of copper carbonate instead of
sodium carbonate.
Results
Metal carbonate
Observations in acid test
tube
Observations in limewater
test tube
Continued
5
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D Lees, 2002, The Heinemann Science Scheme
Activity
Reacting carbonates with acids
continued
Questions
1 What observations showed you that a reaction takes place between sodium
carbonate and hydrochloric acid?
2 Which gas was produced in both of the reactions you carried out?
3 What additional substance is produced, other than a salt and carbon dioxide, in
these reactions?
4 What observation showed you that a salt was produced when copper carbonate
reacted with hydrochloric acid?
5 Write a word equation for the reaction of copper carbonate with hydrochloric acid.
6
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D Lees, 2002, The Heinemann Science Scheme
E3
Core
Activity
Reacting metal oxides with acids
E4
Core
Aim
To find what happens when metal oxides react with acids.
Equipment
beaker
Bunsen burner
tripod and gauze
heatproof mat
filter funnel
filter paper
evaporating basin
dilute sulphuric acid
boiling tube
copper oxide
spatula
What to do
1 Draw a table like the one on the next page ready to record your results.
Record your observations at each stage.
2
Set up a beaker half filled with water on a tripod and gauze.
Heat the water to boiling using a Bunsen burner. Turn off the
Bunsen burner when the water is boiling.
3
Pour about 3 cm depth of dilute sulphuric acid into a boiling tube.
4
Add two spatula measures of copper oxide to the sulphuric acid.
5
Place the boiling tube in the beaker of
hot water for a few minutes. Every
minute remove the boiling tube to
shake the contents of the tube.
hot water
If all of the copper oxide disappears,
add another spatula measure.
sulphuric acid and
copper oxide
;y;y;y
;y;y
;y;y
;y;y;y
;y;y;y
;y;y;y;y
;y;y
;y;y
;y;y;y
;y;y;y;y
When no more copper oxide will
disappear, filter the contents of the
tube, collecting the filtrate in an
evaporating basin.
7
Place the evaporating basin on the tripod
and gauze. Boil the filtrate until only
about a third of the original volume is left.
filtrate
evaporating
basin
y;y;
y;y;
y;y;
y;y;y;
y;y;y;
y;y;y;y;
y;y;
y;y;
y;y;y;
y;y;y;y;
6
8
;;
Wear eye protection.
Take care not to get acid on
your skin or clothes.
Leave your evaporating basin and remaining
liquid to cool. Then look at them and record
the appearance of the final product.
Continued
7
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D Lees, 2002, The Heinemann Science Scheme
Activity
Reacting metal oxides with acids
continued
E4
Core
Results
Appearance of
acid and oxide
before heating
Appearance of
acid and oxide
after heating
Appearance of
filtrate
Appearance of
final product
Questions
1 Why were the of copper oxide and sulphuric acid heated?
2 Why were the contents of the test tube filtered?
3 What was formed at the end of the experiment?
4 Write a word equation for the reaction between copper oxide and sulphuric acid.
5 Why were no bubbles seen as the copper oxide and sulphuric acid reacted?
8
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D Lees, 2002, The Heinemann Science Scheme
Activity
Neutralising an acid with an
alkali
E5a
Core
Aim
To find out what happens when an alkali is added to an acid.
Equipment
For the demonstration:
dilute potassium
hydroxide solution
dilute hydrochloric
acid
distilled water
25 cm3 pipette
safety pipette filler
50 cm3 burette and stand
400 cm3 beaker
stirrer
What to do
Your teacher will demonstrate this experiment.
1
Draw a table like the one
below ready to record your results.
2
Your teacher will set up the
apparatus shown in the diagram.
pH probe
temperature sensor
data logger
computer
stopwatch
potassium
hydroxide
solution
temperature sensor
3
A pipette is used to measure 25 cm3 of
acid into the beaker. About 25 cm3 of
distilled water are added.
4
2 cm3 of alkali are added from
the burette every minute while
the mixture is stirred.
to data
logger
and
computer
5
The pH of the mixture is
monitored using a data logger.
hydrochloric
acid
6
A temperature sensor is used to follow the temperature change in the mixture.
7
Use your results to plot a graph of pH (on the vertical axis) against volume of
alkali added. Your teacher may give you a graph printed from the computer.
pH probe
stirrer
Results
Volume of alkali added (cm3)
pH of mixture
Temperature of mixture (8C)
Questions
1 Why was distilled water added to the acid in the beaker?
2 Describe what happened to the pH of the mixture during the experiment.
3 What volume of alkali exactly neutralises 25 cm3 of acid?
Use your graph to find the answer.
4 Does the neutralisation reaction give out heat or take in heat?
5 What is the name of the salt produced in this reaction?
9
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D Lees, 2002, The Heinemann Science Scheme
Activity
Uses of salts
Aim
To find the uses of some salts using secondary sources.
Equipment
selection of science text books
access to school library
access to computer connected to the internet
What to do
You will be given access to a range of books.
You may be given access to the internet to help you to
find information.
1
Use the resources available to find out what some or all
of the salts in the list below are used for.
2
During your research make notes that you can use
later.
3
Use your notes to write an account of the use of salts
in the twenty-first century.
Salts
ammonium nitrate
ammonium sulphate
calcium carbonate
calcium chloride
calcium nitrate
calcium phosphate
calcium sulphate
copper sulphate
iron(II) nitrate
iron sulphide
magnesium sulphate
potassium nitrate
silver chloride
silver nitrate
sodium carbonate
sodium chloride
zinc sulphate
10
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D Lees, 2002, The Heinemann Science Scheme
E5b
Extension
Activity
Writing equations
E6a
Core
Aim
To write word equations for reactions.
Equipment
Resource sheet E6
scissors
What to do
1 Cut out the cards on the resource sheet.
2
Arrange the cards for hydrogen and chloride side by side:
H
hydrogen
Cl
chloride
This represents hydrochloric acid. All acids have hydrogen as part of the formula.
Sulphuric acid is hydrogen sulphate and nitric acid is hydrogen nitrate.
3
Now arrange the cards for sodium and hydroxide side by side:
Na
sodium
OH
hydroxide
This represents the alkali sodium hydroxide. All alkalis have hydroxide as part of
the formula.
4
You are going to write the word equation for the neutralisation reaction between
hydrochloric acid and sodium hydroxide.
First write the reactants on the left of the equation:
hydrochloric acid 1 sodium hydroxide
5
6
Now rearrange the cards to show the products:
Na
sodium
Cl
chloride
H
hydrogen
OH
hydroxide
Now complete the word equation:
hydrochloric acid 1 sodium hydroxide
sodium chloride 1 water
Note that hydrogen hydroxide is water, H2O.
Continued
11
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D Lees, 2002, The Heinemann Science Scheme
Activity
Writing equations continued
Questions
Use the same method to write a word equation for each of the following reactions.
1 Nitric acid 1 potassium hydroxide
2 Magnesium 1 hydrochloric acid
3 Copper oxide 1 sulphuric acid
4 Zinc carbonate 1 hydrochloric acid
5 Zinc 1 sulphuric acid
6 Nitric acid 1 magnesium hydroxide
12
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D Lees, 2002, The Heinemann Science Scheme
E6a
Core
Activity
Writing equations
E6a
Resource
NO3
nitrate
NO3
nitrate
C
carbon
Na
sodium
Na
sodium
K
potassium
Cu
copper
Mg
magnesium
SO4
sulphate
CO3
carbonate
K
potassium
H
hydrogen
Zn
zinc
H
hydrogen
OH
hydroxide
O
oxide
OH
hydroxide
Cl
chloride
Cl
chloride
13
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D Lees, 2002, The Heinemann Science Scheme
Activity
Balanced symbol equations
E6b
Extension
Aim
To write balanced symbol equations for reactions.
Equipment
Resource sheet E6
scissors
What to do
1 Cut out the cards on the resource sheet.
2
Arrange cards for hydrogen and chloride side by side:
H
hydrogen
Cl
chloride
To match the cards you need one hydrogen card and one chloride card. This
represents the formula for hydrochloric acid, which is HCl.
(Note: All acids have hydrogen as part of the formula. Sulphuric acid is hydrogen
sulphate and nitric acid is hydrogen nitrate.)
3
Now arrange the cards to show the formula for magnesium hydroxide:
OH
hydroxide
Mg
magnesium
OH
hydroxide
Note that two hydroxide cards are needed to match up to one magnesium card, so
the formula for magnesium hydroxide is Mg(OH)2. The set of brackets around OH
shows that we have two lots of OH. If we wrote MgOH2 it would look like one
oxygen and two hydrogens.
4
Next, you are going to write a balanced symbol equation for the reaction between
magnesium hydroxide and hydrochloric acid.
Write the formulae of the reactants:
Mg(OH)2 1 HCl
Continued
14
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D Lees, 2002, The Heinemann Science Scheme
Activity
Balanced symbol equations
continued
5
E6b
Extension
Now rearrange the cards to make the formulae of the products:
Mg
magnesium
Cl
chloride
Cl
chloride
H
hydrogen
OH
hydroxide
H
hydrogen
OH
hydroxide
Note that you need an extra Cl because the formula for magnesium chloride is
MgCl2. To get this extra Cl you will need an extra molecule of hydrochloric acid.
Using the extra H, two molecules of water, H2O, can be formed.
6
Now use the cards to help you complete the symbol equation:
Mg(OH)2 1 2HCl
MgCl2 1 2H2O
Note how the number 2 has been placed in front of the formulae for hydrochloric
acid and for water, to show that two molecules of each are in the equation.
Questions
Use the same method to write a balanced symbol equation for each of the following
reactions.
1 Nitric acid 1 potassium hydroxide
2 Magnesium 1 hydrochloric acid
3 Copper oxide 1 sulphuric acid
4 Zinc carbonate 1 hydrochloric acid
5 Zinc 1 sulphuric acid
6 Nitric acid 1 magnesium hydroxide
15
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D Lees, 2002, The Heinemann Science Scheme
Homework
Why are metals useful?
E1
Metals and non-metals in the home
Look in and around your home. You will find many articles that are made of metals
and many others that are made of materials that are not metals.
You may find that some articles in your home are made from a mixture of two or
more metals. A mixture of metals is called an alloy. An example of an alloy is brass,
which is a mixture of copper and zinc.
You will also find some compounds and mixtures in your home that are not metals.
For example, glass is a mixture made from the compounds silicon dioxide and
sodium carbonate.
1 Draw a table showing the names of some metals in your home, the job that each
one is used for, and the properties of the metal that make it useful for that job.
2 Draw a second table showing the names of some materials that are not metals in
your home, the job that each one is used for, and the properties that make it useful
for that job.
3 For one of the metals you have listed, try to find out more information:
When was the metal discovered?
Where do we get it from?
What are its properties?
What else is it used for?
Use books, the library and the internet if possible to find the information. Write up
your findings as a set of notes.
........................................................................................
Homework
Which metals react with acids?
E2
Not all metals react with dilute acids. Amongst those that do not react are silver, gold
and platinum.
Some metals, such as iron and zinc, react slowly with dilute acids.
Sodium and potassium react so quickly and violently with dilute acids that these
reactions are too dangerous to be carried out in the laboratory.
1 Look at the names of the metals that do not react with dilute acids. How could you
show that these metals do not react with dilute acids?
2 Sweat contains dilute acids. Explain why it is better to make jewellery from gold
rather than zinc.
3 What might happen if you tried to show the reaction of sodium with dilute
hydrochloric acid in the laboratory?
1
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D Lees, 2002, The Heinemann Science Scheme
Homework
Naming salts
E3
Below are some reactions used to make salts. For each one, name the salt that is
produced.
1 Sulphuric acid 1 potassium hydroxide
2 Magnesium 1 nitric acid
3 Zinc oxide 1 hydrochloric acid
4 Copper carbonate 1 nitric acid
5 Zinc1 hydrochloric acid
6 Sulphuric acid + magnesium hydroxide
........................................................................................
Homework
How do metal oxides react with
acids?
Making copper sulphate crystals
Rather than asking questions about work you have done in class, this homework is to
prepare for your next science lesson.
Your science class is going to make crystals of copper sulphate from copper oxide
powder and a dilute solution of sulphuric acid.
Plan how you will carry out this experiment.
Include details of the apparatus you will use and full instructions for each step of the
experiment.
Draw diagrams of the apparatus you will use.
2
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D Lees, 2002, The Heinemann Science Scheme
E4
Homework
How do alkalis react with acids?
E5
Neutralisation at home
Many of the products that we use at home contain acids or alkalis.
Look in and around your home to find products that contain acids or alkalis. You
will probably find the contents listed on the label of each product.
Remember that acids are usually called `something' acid, eg sulphuric acid, and alkalis
are usually called `something' hydroxide, eg sodium hydroxide.
Also look for substances that will neutralise acids, for example carbonates and
hydrogencarbonates (often called bicarbonates).
Good places to look are amongst cleaning products and in the medicine cupboard.
You must ask your parents or other adults for permission to look in these places.
Your medicine cupboard may be locked. You may need to be supervised when you
look at some of the products.
Make a table listing each product, the acid, alkali or neutralising substance it
contains, and what the product is used for.
........................................................................................
Homework
Writing word equations
E6
In Homework E3 Naming salts you worked out the names of the salts formed in
some reactions.
For each one you can now write a word equation.
You may find it useful to look back at the work you did in Activity E6a Writing
equations.
1 Sulphuric acid 1 potassium hydroxide
2 Magnesium 1 nitric acid
3 Zinc oxide 1 hydrochloric acid
4 Copper carbonate 1 nitric acid
5 Zinc 1 hydrochloric acid
6 Sulphuric acid 1 magnesium hydroxide
3
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D Lees, 2002, The Heinemann Science Scheme
Specials
Why are metals useful?
E1
1 Complete these sentences. Use the words below to fill the gaps. You must use each
word once only.
aluminium
copper
dense
electricity
shiny
is an excellent conductor of
.
For this reason is used to make wires and cables to carry electricity in our homes.
is also a good conductor of electricity. It is used for
overhead power cables carried on pylons because it is less
than copper. Copper overhead cables would be too heavy.
Gold is used for making jewellery. It does not react with acid and so will stay
and not corrode.
2 Choose which of the statements in the table are descriptions of metals and which
are descriptions of non-metals.
Put a tick in the correct box for each one.
Statement
Metals
Nonmetals
They have a shiny surface.
They do not conduct electricity.
They are good conductors of heat.
They are flexible.
They are strong.
1
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D Lees, 2002, The Heinemann Science Scheme
Specials
How do metals react with acids?
E2
1 Complete these sentences. Use the words below to fill the gaps. You must use each
word once only.
burns
gold
heat
hydrogen
splint
zinc
Not all metals react with dilute acids in the same way.
does not react at all, but
reacts steadily. When a metal
does react with a dilute acid, a salt and
gas are always
made. The reaction also gives out
. You can test for
hydrogen gas using a lighted
. The
gas
with a popping noise.
2 Complete the word equations. Use the words below to fill the gaps. You must use
each word once only.
calcium
hydrochloric
hydrogen
a Magnesium 1
iron
nitrate
sulphate
acid
magnesium chloride 1
b
1 sulphuric acid
calcium
1 hydrogen
c Iron 1 nitric acid
1 hydrogen
2
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D Lees, 2002, The Heinemann Science Scheme
Specials
How do metal carbonates react
with acids?
E3
1 The apparatus shown can be used to react calcium carbonate with hydrochloric
acid and test the gas given off.
a Write these labels in the correct boxes on the diagram.
calcium carbonate
dilute hydrochloric acid
limewater
delivery tube
b The limewater goes milky white as the gas passes through it.
Which gas does this test prove has been produced in the reaction?
Choose from this list and write your answer on the line below.
carbon dioxide
hydrogen
oxygen
2 Complete these sentences. Use the words below to fill the gaps. You must use each
word once only.
calcium
nitrate
sulphate
zinc
Calcium carbonate and hydrochloric acid react to make the
salt
chloride.
Copper carbonate and sulphuric acid react to make the salt
copper
.
Zinc carbonate and nitric acid react to make the salt
.
3
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D Lees, 2002, The Heinemann Science Scheme
Specials
How do metal oxides react with
acids?
E4
1 The sentences below describe how crystals of copper sulphate can be made from
copper oxide and dilute sulphuric acid, but they are in the wrong order.
A
B
C
D
E
F
Filter the mixture and collect the filtrate in an evaporating basin.
Leave the hot solution to cool.
Add copper oxide to dilute sulphuric acid in a test tube.
Filter again to collect crystals of copper sulphate.
Warm the mixture in a beaker of hot water.
Heat the solution to evaporate off about two-thirds of the water.
Write the letters to show the correct order of the sentences.
The correct order is
2 Complete the word equations. Use the words below to fill the gaps. You must use
each word once only.
nitrate
a Magnesium oxide 1
sulphuric
water
zinc
acid
magnesium sulphate 1 water
b
oxide 1 hydrochloric acid
c Iron oxide 1 nitric acid
iron
4
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D Lees, 2002, The Heinemann Science Scheme
1
zinc chloride 1 water
Specials
How do alkalis react with acids?
E5
1 The apparatus shown can be used to react potassium hydroxide with hydrochloric
acid and measure the change in pH and temperature.
dilute potassium
hydroxide
stirrer
pH probe
Write these labels in the correct boxes on the diagram.
burette
to data logger and computer
dilute hydrochloric acid
temperature sensor
2 The pH scale is shown here.
Acid is added to alkali until
the solution is neutral.
1
2
3
4
5
6
7
8
9
more acidic
10
11
12
13
14
more alkaline
neutral
How does the pH of the solution
change during this neutralisation reaction? Circle the correct answer.
from pH 14 to pH 7
from pH 7 to pH 14
from pH 1 to pH 7
3 Complete the word equations. Use the words below to fill the gaps. You must use
each word once only.
calcium
a
hydroxide
potassium
sulphate
water
hydroxide 1 hydrochloric acid
potassium chloride 1 water
b Sodium
+ sulphuric acid
sodium
+ water
c Calcium hydroxide 1 nitric acid
nitrate 1
5
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D Lees, 2002, The Heinemann Science Scheme
Extension
Chemical translation
E3
The language of chemical symbols, formulae and equations is the same all over the
world. Chemists from all countries can understand symbol equations, whatever
language they speak.
The passage below is about some chemical reactions that you have studied, but it is
written in German.
Look carefully at the equations included in the passage.
Wenn Kalziumcarbonat hinzugefuÈgt wird, um die SalzsaÈure zu verduÈnnen,
wird das Salz Kalziumchlorid gebildet. Wasser und Kohlendioxid werden auch gebildet.
CaCO3 1 2HCl
CaCl2 1 H2O 1 CO2
FuÈr den Nachweis von Kohlendioxid, wird das Gas durch eine Kalziumhydroxid
LoÈsung geleitet. Die waÈssrige, klare LoÈsung wird zu einer truÈben weiûen
Mischung.
CO2 1 Ca(OH)2
CaCO3 1 H2O
1 What do you think this passage is about?
2 What helped you answer question 1?
3 Try to write a `translation' of the passage.
........................................................................................
Extension
Writing balanced symbol
equations
E6
In Homework E6 Writing word equations, you wrote word equations for some
reactions involving acids.
For each one you can now write a balanced symbol equation.
You may find it useful to look back at the work you did in Activity E6b Balanced
symbol equations.
1 Sulphuric acid 1 potassium hydroxide
2 Magnesium 1 nitric acid
3 Zinc oxide 1 hydrochloric acid
4 Copper carbonate 1 nitric acid
5 Zinc 1 hydrochloric acid
6 Sulphuric acid 1 magnesium hydroxide
1
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D Lees, 2002, The Heinemann Science Scheme
Test yourself
Reactions of metals and metal
compounds
Unit E
1 Tick the statements that are true.
A metal is:
a good conductor of heat
brittle
a solid
shiny
strong
living
an electrical insulator
2 Complete the passage. Choose from the words below to fill the gaps. Use each
word once only.
high
liquids
low
metals
Most of the elements are
non-metals
solids
. These are all
at room temperature except mercury. Most metals
have
melting points.
3 Complete this table about metals by filling in the empty boxes.
Metal
Use of metal
copper
aluminium
conducts electricity
saucepans
drills
gold
Property related to this use
very hard
jewellery
4 When a metal reacts with an acid, two products are formed.
What are these two products?
1 a
2
Continued
1
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D Lees, 2002, The Heinemann Science Scheme
Test yourself
Reactions of metals and metal
compounds continued
Unit E
5 Look at this list of metals.
potassium
sodium
zinc
iron
copper
gold
Choose from the list a metal that:
a reacts violently with dilute hydrochloric acid
b reacts steadily with dilute hydrochloric acid
c does not react with dilute hydrochloric acid.
6 Complete this word equation.
magnesium 1
acid
sulphate 1
7 When metal carbonates react with acids, the gas carbon dioxide is produced.
Describe a test for carbon dioxide.
Test:
Result:
8 Complete this word equation.
copper carbonate 1
acid
copper nitrate 1
1
Continued
2
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D Lees, 2002, The Heinemann Science Scheme
Test yourself
Reactions of metals and metal
compounds continued
Unit E
9 a These sentences describe how you could make crystals of zinc sulphate, but
some instructions have been missed out.
Fill in the missing instructions.
Add some zinc oxide to dilute sulphuric acid in a test tube.
Warm the mixture in a beaker of hot water.
Evaporate some of the water by boiling the solution.
Filter to get the crystals of zinc sulphate.
b Write a word equation for the reaction between zinc oxide and sulphuric acid.
10 15 cm3 of sodium hydroxide solution are measured into a beaker.
30 cm3 of the same concentration of hydrochloric acid are added 1 cm3 at a time.
The pH of the solution is measured after each addition.
a What is the pH:
i
when no acid has been added?
pH
ii when 15 cm3 of acid have been added?
pH
iii when 30 cm3 of acid have been added?
pH
b What is this type of reaction called?
c What is the name of the salt formed during this reaction?
Continued
3
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D Lees, 2002, The Heinemann Science Scheme
Test yourself
Reactions of metals and metal
compounds continued
Unit E
11 The table gives the names of salts and substances that can be reacted to form
these salts. Fill in the empty boxes to complete the table.
Salt
Substances reacted together to make the salt
hydrochloric acid
sodium hydroxide
copper sulphate
copper oxide
magnesium nitrate
magnesium carbonate
potassium sulphate
sulphuric acid
12 Complete these word equations.
aluminium oxide +
acid
aluminium sulphate + water
lithium hydroxide + nitric acid
+ water
calcium + hydrochloric acid
calcium
+
potassium carbonate + hydrochloric acid
1
4
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D Lees, 2002, The Heinemann Science Scheme
1 water
End of unit test
Reactions of metals and metal
compounds
Unit E
Tier 3±6
1 Which of the following changes are chemical reactions?
A When magnesium is heated, it changes from shiny silver to a
white powder.
B When chocolate is heated, it goes liquid and then solid.
C hen salt is added to water, a clear liqiud is produced.
D When a marble chip is added to an acid, bubbles are produced
(2 marks)
2 a When calcium carbonate is added to hydrochloric acid,
carbon dioxide gas is produced.
How could you prove that the gas is carbon dioxide?
(2 marks)
b When zinc is added to sulphuric acid, hydrogen gas is produced.
How could you prove that the gas is hydrogen?
(2 marks)
3 When dilute hydrochloric acid is added to copper carbonate, a salt is
produced.
Copy and complete this word equation for the reaction.
copper carbonate 1 hydrochloric acid
(2 marks)
copper
1
1 water
4 A piece of zinc is added to some dilute sulphuric acid in a test tube.
A chemical reaction takes place.
a i
Describe two observations that show a chemical reaction is taking
place.
(2 marks)
ii Name the salt made in this reaction.
(1 mark)
iii Name the gas produced
(1 mark)
b A piece of magnesium is added to some more dilute sulphuric acid
in another test tube. The metal reacts with the acid.
Describe one way in which this reaction is similar to that of zinc
and dilute sulphuric acid.
c Zinc oxide reacts with sulphuric acid as shown in the word equation
below.
zinc oxide 1 sulphuric acid
(1 mark)
zinc sulphate 1 water
i Using this information, copy and complete the general equation below
to show how metal oxides react with acids.
(1 mark)
metal oxide 1 acid
1 water
ii When iron oxide reacts with sulphuric acid, what else is produced
apart from water?
(1 mark)
Continued
1
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D Lees, 2002, The Heinemann Science Scheme
End of unit test
Reactions of metals and metal
compounds continued
Unit E
Tier 3±6
5 10 cm3 of a dilute solution of potassium hydroxide are placed in a beaker.
Dilute nitric acid is then added a few drops at a time and the solution
tested with Universal Indicator paper after each addition. When the alkali
has been neutralised no more acid is added.
a What colour does Universal Indicator change to to show
neutralisation has taken place?
b Write a word equation for this neutralisation reaction.
c How could crystals of the salt from this reaction be obtained from
the neutral solution?
2
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D Lees, 2002, The Heinemann Science Scheme
(1 mark)
(2 marks)
(2 marks)
End of unit test
Reactions of metals and metal
compounds
Unit E
Tier 5±8
1 A piece of zinc is added to some dilute sulphuric acid in a test tube.
A chemical reaction takes place.
a i Describe two observations that show a chemical reaction is taking
place.
(2 marks)
ii Name the salt made in this reaction.
(1 mark)
b A piece of magnesium is added to some more dilute sulphuric acid in
another test tube. The metal reacts with the acid.
Describe one way in which this reaction is similar to that of zinc and
dilute sulphuric acid.
(1 mark)
c Zinc oxide reacts with sulphuric acid as shown in the word equation
below.
zinc oxide 1 sulphuric acid
zinc sulphate 1 water
Using this information, copy and complete the general equation
below to show how metal oxides react with acids.
metal oxide 1
(2 marks)
1 water
2 10 cm3 of a dilute solution of potassium hydroxide are placed in a beaker.
Dilute nitric acid is then added a few drops at a time and the solution
tested with Universal Indicator paper after each addition. When the alkali
has been neutralised no more acid is added.
a What colour does Universal Indicator change to to show
neutralisation has taken place?
b Write a word equation for this neutralisation reaction.
(1 mark)
(2 marks)
3 Jo wants to make some copper sulphate. She reacts copper carbonate
with dilute sulphuric acid to make the salt.
a Copy and complete this word equation for the reaction.
copper carbonate 1 sulphuric acid
(2 marks)
copper sulphate 1
1
b How could Jo make sure that all of the sulphuric acid is used up
during the reaction to leave a clear, neutral solution?
(2 marks)
Continued
3
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D Lees, 2002, The Heinemann Science Scheme
End of unit test
Reactions of metals and metal
compounds continued
Unit E
Tier 5±8
4 a The table shows some substances that are reacted together, and the
products from these reactions. Write answers for A, B and C to
complete this table.
(3 marks)
Substances reacted together
Products of the reaction
tin
nitric acid
A
hydrogen
lead oxide
hydrochloric acid
B
water
C
sulphuric acid
calcium sulphate
water
b Copy and complete this symbol equation for the reaction between
tin and nitric acid.
Sn 1
(2 marks)
Sn(NO3)2 1
c This word equation shows the reaction between magnesium hydroxide
Mg(OH)2 and hydrochloric acid.
magnesium hydroxide 1 hydrochloric acid
Write a symbol equation for the reaction.
4
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D Lees, 2002, The Heinemann Science Scheme
magnesium chloride 1 water
(2 marks)
Mark scheme
Reactions of metals and metal
compounds
Question
Part
Answer
Mark
Level
A and D
1, 1
3
a
Bubble the gas through limewater
The limewater goes milky or cloudy or forms a white
precipitate
1
1
4
4
b
Hold a lighted splint to the mouth of a test tube of the
gas
You will hear a squeaky pop when the gas ignites
1
4
1
4
Copper carbonate 1 hydrochloric acid
copper chloride 1 carbon dioxide 1 water
(L4 mark for chloride in correct space,
L5 mark for carbon dioxide in correct space)
1
4
1
5
Bubbles are seen
Heat is given out
Zinc sulphate
Hydrogen
1
1
1
1
5
5
6
5
b
One from:
Bubbles are seen
Heat is given out
Hydrogen is produced
A salt or a sulphate is produced
1
5
ci
Metal oxide 1 acid
salt 1 water
(one mark for salt in correct space)
iron sulphate
1
6
1
5
a
Colour changes to yellow/green
1
5
b
Potassium hydroxide 1 nitric acid
potassium nitrate 1 water
(one mark for each product)
2
6
c
Evaporate (most of) the water
Leave the (saturated) solution to cool
1
1
5
6
1
2
3
3
ai
ii
iii
ii
4
Unit E
Tier 3±6
Scores in the range of:
Level
x±x
x±x
x±x
x±x
1
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D Lees, 2002, The Heinemann Science Scheme
Mark scheme
Reactions of metals and metal
compounds
Question
Part
Answer
Mark
Level
1
ai
Bubbles are seen
Heat is given out
Zinc sulphate
1
1
1
5
5
6
b
One from:
Bubbles are seen
Heat is given out
Hydrogen is produced
A salt or a sulphate is produced
1
5
c
Metal oxide 1 acid
salt 1 water
(one mark for acid in correct space, one mark for salt in
correct space)
1
5
a
Colour changes to yellow/green
1
6
b
Potassium hydroxide 1 nitric acid
potassium nitrate 1 water
(one mark for each product)
2
6
a
Copper carbonate 1 sulphuric acid
copper sulphate 1 water 1 carbon dioxide
(one mark for water, one mark for carbon dioxide in any
order as products)
2
6
b
Add excess copper carbonate or add copper carbonate
until some is left unreacted
Filter off the excess solid
Accept for two marks:
Keep adding copper carbonate until the mixture is
neutral when tested with Universal Indicator paper
1
7
1
7
a
A Tin nitrate
B Lead chloride
C Calcium hydroxide
1
1
1
6
6
7
b
Sn 1 2HNO3
Sn(NO3)2 1 H2
(one mark for each formulae, one mark for balancing)
2
7
c
Mg(OH)2 1 2HCl
MgCl2 1 2H2O
(one mark for formulae, one mark for balancing)
2
8
ii
2
3
4
Scores in the range of:
Level
x±x
x±x
x±x
x±x
2
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Unit E
Tier 5±8
D Lees, 2002, The Heinemann Science Scheme
Student record sheet
Reactions of metals and metal
compounds
Unit E
I can
do this
quite well
I can
do this
very
well
I need to
do more
work on
this
I know some uses for metals and non-metals
I know that metals are good conductors of heat and electricity
I know that non-metals are poor conductors of heat and
electricity
I know the things that show a chemical reaction has taken place
I know that a new substance is made when a chemical reaction
takes place
I know that hydrogen is produced when many metals react with
acids
I know that carbon dioxide is produced when acids react with
metal carbonates
I can describe tests for hydrogen and carbon dioxide
I can describe how metals react with acids
I can describe how acids react with metal carbonates, metal
oxides and alkalis
I know how to extract a salt by filtering and evaporation
I can represent reactions by word equations
I can find patterns in reactions and write general word
equations
I can name a variety of salts
I can describe the uses of some salts
I can represent chemical compounds by formulae
I can use formulae to write symbol equations
I can use my knowledge of reactions to make predictions about
other reactions
What I enjoyed most in this unit was
The most useful thing I have learned in this unit was
I need to do more work on
1
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D Lees, 2002, The Heinemann Science Scheme