1. business and industrial
2. chemicals industry
3. plastics and polymers

SAMPLE PAGES FROM UNIT E
Heinemann Science Scheme
Teacher Resource Pack 2
ISBN: 0 435 58245 3
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This sample contains most of Unit E from Heinemann Science Scheme
Teacher Resource Pack 2 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;
glossary lists and teacher notes and answers.
© B McDuell, 2002, The Heinemann Science Scheme
This material may be freely copied for institutional use prior to the publication of the pack from which it is taken.
However, this material is copyright and under no circumstances may copies be offered for sale.
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Scheme of work
3
5
Teacher and technician notes
6
12
Activities
13
20
Homework
21
26
Specials
27
32
Extension
33
35
Test Yourself
36
38
End of unit test
39
42
Mark scheme
43
44
Student record sheet
45
45
Book
spread
E1
How many
different
materials are
there?
E2
What are
elements made
from?
Learning objectives
(from QCA Scheme of Work)
Pupils should learn:
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l
E3
What are
elements like?
l
l
Teaching
activities
that there is a huge variety of
materials
that there is a small number of
elements from which all other
materials are made
E1 Core:
Looking at
materials
to distinguish between elements
and other materials
that each element is made up of
one sort of particle and these
are called atoms
that models can be used to
illustrate phenomena that
cannot be observed
E2 Core:
Which are the
elements?
to undertake independent
research using knowledge of
how texts and databases are
organised and of appropriate
reading strategies
that elements vary in their
appearance and state
E3 Core:
Looking at a range
of elements
that new materials are formed
when atoms join together in
different ways
that compounds are formed
when atoms combine
that atoms can combine to form
molecules
E4a Core:
Making models of
compounds
E4b Extension:
Writing the
formula for a
compound
Learning outcomes
l
l
l
l
l
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l
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B McDuell, 2002, The Heinemann Science Scheme
E4
How do we get
all the other
materials?
l
l
l
Homework
resources
Specials
name a wide variety of materials
describe elements as the
materials from which everything
else is made
E1
How many
different
materials are
there?
E1
How many
different
materials are
there?
show by their drawings that they
have some understanding of the
relationship between elements
and atoms and between
elements and non-elements
recognise the symbols for some
elements
E2
What are
elements made
from?
E2
What are
elements made
from?
locate and record the required
information, eg complete the six
faces of the cube
describe some differences
between elements
make some generalisations
about elements, eg there are
more metals than non-metals;
most metals are non-magnetic
E3
What are
elements like?
E3
What are
elements like?
E3
Researching
information
about elements
explain the existence of
compounds in terms of atoms
joining together
describe compounds, eg water is
made of hydrogen and oxygen
joined together
describe some simple molecules,
eg carbon dioxide is made of one
carbon atom joined to two oxygen
atoms
E4
How do we get
all the other
materials?
E4
How do we get
all the other
materials?
E4
New
compounds
(from QCA Scheme of Work)
Pupils:
l
l
l
(learning support)
Extension
resources
1
2
C
B McDuell, 2002, The Heinemann Science Scheme
Book
spread
E5
How can we
record the
changes when
atoms join?
Learning objectives
(from QCA Scheme of Work)
Pupils should learn:
l
l
l
E6
Getting ahead
of the game
l
l
Teaching
activities
that atoms of elements combine
to form molecules of
compounds
that in chemical changes new
substances are formed
to represent and explain
chemical reactions by word
equations, models or diagrams
E5a Core:
Forming
compounds
E5b Extension:
Electrolysis of
water
to predict what might be
formed from a chemical
reaction between elements
to heat metals in air safely
E6 Core:
Two ways of
making copper
oxide
Learning outcomes
Homework
resources
Specials
describe what happens in some
chemical reactions and name
the product
explain compound formation in
terms of atoms joining, eg using
equations, diagrams, models
show understanding of
compound formation in asking
questions about others'
representations of chemical
reactions
E5
How can we
record the
changes when
atoms join?
E5
How can we
record the
changes when
atoms join?
predict the product of some
simple reactions
interpret the names and/or
formulae of binary compounds
in terms of the elements of
which they are composed
make a sample of an oxide
safely
E6
Getting ahead
of the game
E6
Getting ahead
of the game
(from QCA Scheme of Work)
Pupils:
l
l
l
l
l
l
(learning support)
Extension
resources
E6
Combining
power
Looking at materials
Resources available
Core sheet
Looking at materials
CD-ROM
All resources customisable
Links with
Book 2
SoW
Sc1
E1
8E page 1
2g±i, k, m
Safety
l
Ensure there are no sharp edges on any
materials provided, such as pieces of glass.
Activity procedure
1 Students look at various everyday materials
and list some of their properties.
2 They use their understanding of metals to
identify which are metals.
3 They link the properties of materials with
their use in the home.
Running the activity
This activity is an introduction to materials. It is
important to stress the meaning of the word
`property', as students frequently misunderstand
this. Students could suggest other properties of
the materials in addition to those listed on the
sheet. They could test the electrical conductivity
of materials. This could assist in the
classification of materials as metals.
E1
It is not necessary for every group to have a
sample of every material. They could be
collected and returned from a central point as
needed.
A series of photographs or pictures showing
different materials in a house could be shown.
During discussion, students could identify where
different materials are used and how their
properties make them suitable.
Materials required
Per group
l samples of different materials, such as
copper, glass, lead, limestone, perspex,
polystyrene, rubber, steel (other materials
could be added as available)
l gas jar filled with air (as an example of a
gaseous material)
l
large nail
Notes on materials preparation
The material samples should be labelled with
their names. Having collected together suitable
materials they should be kept together for future
re-use.
Answers
Answers will depend on the materials provided.
Students should identify lead, copper and steel
as metals. It is worth noting that lead is dull
while most other metals are shiny.
1
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B McDuell, 2002, The Heinemann Science Scheme
Which are the elements?
Resources available
Materials required
Core sheet
Which are the elements?
CD-ROM
All resources customisable
Links with
Book 2
SoW
Sc1
E2
8E page 2
2gk
Activity procedure
1 Students look at a variety of atomic models
of elements and compounds.
2 They pick out the elements as the ones
containing only one type of atom.
3 Later the students can be supplied with the
colour code for the different elements in the
models, so that they can decide which
elements are in each.
Running the activity
A good way of organising this activity is as a
circus with groups of students moving from one
model to another. This is easier to organise than
passing models from one group to another.
In Activity E4, students will have an opportunity
to make some models.
2
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B McDuell, 2002, The Heinemann Science Scheme
E2
Per class
l atomic models of a range of elements and
compounds, each labelled with a letter A, B,
etc, for example:
hydrogen, H2
water, H2O
carbon dioxide, CO2
ethane, C2H6
diamond
graphite
sodium chloride
sulphur, S8
phosphorus, P4
chlorine, Cl2
Notes on materials preparation
It does not matter which model system is used for
this activity ± the models supplied to the students
will obviously depend upon what is available in
the school or college. Suitable systems include
Spiring MolymodTM molecular models
(www.molymod.com) from Spiring Enterprises
Ltd, Billingshurst, W Sussex RH14 9HF.
Answers
Answers will depend on the models provided.
2 Models allow us to visualise atoms, which are
too small to see.
Looking at a range of elements
Resources available
Materials required
Book 2
SoW
Sc1
Per group
l samples of the following solid elements:
magnesium ribbon
piece of rock sulphur
aluminium
zinc
iron
nickel
E3
8E page 4
2g±k
l
samples of the following elements inside
sealed sample tubes or test tubes:
calcium
sodium (a piece the size of a pea under oil)
`bromine' (see below)
`chlorine' (use an empty tube)
iodine (a few crystals)
mercury (a tiny globule)
l
magnet
Core sheet
Looking at a range of
elements
CD-ROM
All resources customisable
Links with
Safety
l
E3
Supply the elements in sealed tubes so that it
is obvious to the teacher if any are opened.
Students should be told not to open any of
these tubes. Note the possibility of explosive
mixtures being primed if tubes are tampered
with, such as sodium with mercury or
sulphur.
Activity procedure
1 Students look at samples of different
elements.
2 In a suitable table, they record the state and
appearance of each element.
3 They test each element with a magnet.
4 They group the elements into solids, liquids
and gases and then into metals and nonmetals.
Running the activity
This activity is intended to give students
experience of a range of elements. You can alter
the number of elements supplied depending
upon the elements available and also the ability
of the students. Elements such as silicon and
selenium are non-metals but have some metallic
characteristics, such as being shiny and silvery in
colour.
Notes on materials preparation
Other elements could be added as available. The
elements should be labelled with their names.
For `bromine', make up a fake sample using redorange dye in, say, glycerol.
It is not necessary for every group to have a
sample of every element. The samples could be
collected and returned from a central point as
needed.
Answers
Using the elements given:
1 Solids: magnesium, sulphur, aluminium, zinc,
iron, nickel, calcium, sodium, iodine
Liquids: bromine, mercury
Gases: chlorine
2 Metals: magnesium, aluminium, zinc, iron,
nickel, calcium, sodium, mercury
Non-metals: iodine, sulphur, bromine,
chlorine
3 Nickel and iron
3
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B McDuell, 2002, The Heinemann Science Scheme
Making models of compounds
Resources available
Running the activity
Core sheet
Making models of
compounds
CD-ROM
All resources customisable
Links with
Book 2
SoW
Sc1
E4
8E page 4
2fijm
Activity procedure
Core
1 Students make models of water and carbon
dioxide by looking at pictures of the
molecules.
2 They then make a model of ethanol.
3 They answer questions about the model.
Extension
As an extension to the core sheet, students are
asked to make a model of an alcohol containing
one carbon atom, and to make any other
molecules that they can using the models given
to them.
This activity is best carried out by students
working individually. This enables them to get
the feel of working in three dimensions. Making
ethanol requires only seven atoms for each
student.
For the extension, when students are asked to
make a model of an alcohol containing one
carbon atom, they could be told that the
molecular formula of this alcohol is CH4O.
Alternatively, they could try to make other
molecules using the few atoms they have been
given. Methoxymethane, for example, is possible:
CH3±O±CH3. Go round and check the models
students are producing.
Materials required
Per student
l atomic models:
two carbon atoms
six hydrogen atoms
one oxygen atom
eight links
Notes on materials preparation
Sources of atomic models are given in
Activity E2.
Answers
1 Carbon, hydrogen and oxygen
2 2 carbon, 6 hydrogen, 1 oxygen
3 9
4
C
B McDuell, 2002, The Heinemann Science Scheme
E4a
Writing the formula for a
compound
Resources available
E4b
Materials required
Extension
sheet
Writing the formula for
a compound
CD-ROM
All resources customisable
Links with
Book 2
SoW
Sc1
E4
8E page 4
2g±k
Activity procedure
Students examine models of different
compounds. They count up the number of each
type of atom and write the formula of each
compound.
Running the activity
Per student or group
l atomic models of:
water
methane
ethane
propane
glycol (ethane-1,2-diol)
ethanoic acid
methylamine
Notes on materials preparation
Sources of atomic models are given in
Activity E2.
The diagrams below may help in making the
models.
H
Although formulae are not introduced until
Unit F1, this extension sheet gives students the
opportunity to meet the concept in advance.
This activity could be arranged as a circus with
students or groups of students moving from
station to station. You can add other
compounds as necessary.
If you wish to avoid introducing names
unfamiliar to students, label the compounds
A±G.
H H
H
O
C
H
H
H
H
H H
ethane
H H H
C
C
H
C
H
C
H
H H H
C
O
O
H
ethanoic acid
H H
C
H
C
H
propane
H
C
methane
water
H
C
H
H
H
H
O O
C
H
H
N
H
methylamine
H H
ethane-1,2-diol
(glycol)
Sample results
Compound
Number of
carbon
atoms
Number of
hydrogen
atoms
Number of
nitrogen
atoms
Number of
oxygen
atoms
Formula
water
0
2
0
1
H2O
methane
1
4
0
0
CH4
ethane
2
6
0
0
C2H6
propane
3
8
0
0
C3H8
ethanoic acid
2
4
0
2
C2H4O2
glycol
2
6
0
2
C2H6O2
methylamine
1
5
1
0
CNH5
5
C
B McDuell, 2002, The Heinemann Science Scheme
Forming compounds
Resources available
E5a
Materials required
Core sheet
Forming compounds
CD-ROM
All resources customisable
Links with
Book 2
SoW
Sc1
E5
8E page 4
2gkm
Safety
l
Although these activities are demonstrations,
eye protection should be worn.
l
The sodium and chlorine demonstration
should be carried out in a fume cupboard.
Do not vary the quantities. immerse the
crucible lid and gas jar in water to remove
any unreacted sodium.
Activity procedure
Per class
l Bunsen burner
l
heatproof mat
Hydrogen and oxygen
l test tube of hydrogen
l
splint
Sodium and chlorine (fume cupboard)
l piece of sodium (size of a small pea)
l
filter paper
l
dry sand (enough to cover a 50p piece)
l
crucible lid
l
gas jar of chlorine
Copper and sulphur
l 3 g of copper powder
Students watch demonstrations of compound
formation.
l
1.5 g of powdered roll sulphur
l
spatula
1 Hydrogen and oxygen: remove the cork from
l
borosilicate test tube (150216 mm)
l
plug of mineral wool
l
test tube holder
a test tube of hydrogen gas. Put a lighted
splint to the mouth of the test tube.
2 Sodium and chlorine: place dry sand (50p
size) on a heatproof mat in a fume cupboard.
Place a piece of cleaned-up sodium on an
upside-down crucible lid on the sand. Ignite
the sodium and quickly invert a gas jar of
chlorine over it.
3 Copper and sulphur: mix thoroughly 3 g of
copper powder and 1.5 g of sulphur. Place in
a test tube with a plug of mineral wool in the
end of the tube. Heat until a reaction starts
and then remove the test tube from the
flame.
Answers
1 Colourless gas
2 It burns with a squeaky pop.
3 From the air
4 Water
5 Hydrogen`oxygen
water
6 The labels should read (clockwise from top
right): gas jar, sodium, crucible lid,
heatproof mat, sand, chlorine
7 Sodium`chlorine
sodium chloride
Running the activity
8 The mixture starts to glow.
Students watch the demonstrated experiments,
then answer the questions on the activity sheet.
9 Black solid
With the sodium and chlorine demonstration,
remove as much oil as possible from the sodium
by blotting on filter paper.
6
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B McDuell, 2002, The Heinemann Science Scheme
10 Copper`sulphur
copper sulphide
Electrolysis of water
Resources available
E5b
Materials required
Extension sheet
Electrolysis of water
CD-ROM
All resources customisable
Links with
Per class
l voltameter filled with dilute sulphuric acid
(1 mol/dm3)
l
power supply
l
connecting wires
Book 2
SoW
Sc1
l
two test tubes to collect gases
E5
8E page 5
2ghkm
l
splints
l
Bunsen burner and heatproof mat
Activity procedure
1 The electrolysis is carried out for 5 minutes.
The volumes of gas collected above the anode
and cathode are measured.
2 The electrolysis is continued for a further
5 minutes and the volumes again measured.
This should be sufficient to establish the idea
of two volumes of hydrogen to every one
volume of oxygen.
3 Finally a dry test tube is filled with the two
gases and a lighted splint put into the test
tube. Students should hear a squeaky pop as
hydrogen and oxygen combine.
Running the activity
Students watch as the teacher demonstrates the
electrolysis of acidified water. They then answer
the questions on the activity sheet.
The students should find out that hydrogen is
produced at the cathode and oxygen at the
anode. This supports the formula of H2O.
(Note that although the concept of formula is
not covered until Unit F1, it has been
introduced on extension sheet E4b.)
Notes on materials preparation
In the early stages, less oxygen is collected than
the 2:1 ratio predicts. This is because oxygen is
more soluble in water. The electrolysis should be
carried out for 10 minutes before the lesson and
the gases allowed to escape.
Answers
1 Bubbles form at each electrode. They rise up
the tubes above the electrodes. There are
more bubbles above the cathode.
2 a Oxygen
b Hydrogen
More hydrogen is expected to be produced
than oxygen.
3 There is a pop as the mixture of gases burns
explosively. Hydrogen and oxygen are
reacting to form water.
7
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B McDuell, 2002, The Heinemann Science Scheme
Two ways of making copper oxide
Resources available
Sample results
Core sheet
Two ways of making
copper oxide
CD-ROM
All resources customisable
Links with
Book 2
SoW
Sc1
E6
8E page 6
2f±k, o
Safety
l
Eye protection should be worn.
l
Students should take the usual care with
Bunsen burners.
Activity procedure
1 Students make copper oxide by heating
copper in air. The oxygen in the air combines
with the copper.
2 They make copper oxide by the thermal
decomposition of copper carbonate. Carbon
dioxide is lost.
Materials required
Per group
l piece of copper foil 5 cm square
l
tongs
l
Bunsen burner
l
watch glass 5 cm in diameter
l
hard glass test tube 150216 mm
l
copper carbonate
l
test tube holder
l
access to balance
8
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B McDuell, 2002, The Heinemann Science Scheme
E6
Students should find that there is a small mass
increase in the first case and a small mass
decrease in the second.
Answers
1 Copper`oxygen
Copper carbonate
copper oxide
copper oxide`carbon
dioxide
2 There is a small increase when copper is
heated in air as oxygen from the air joins to
the copper. Copper carbonate decreases in
mass when heated because carbon dioxide is
lost to the atmosphere.
3 a Magnesium`oxygen magnesium oxide
b Increase as oxygen is gained from the
atmosphere
Looking at materials
E1
Core
Aim
To look at the properties of a variety of common materials.
Equipment
l samples of different materials
l large nail
What to do
1 Draw a table to record your observations. Your teacher
may help you to do this.
2
Look at each material in turn.
3
Describe the appearance of each material, including its
colour and whether it is shiny or dull.
4
Try to bend the material. Does it bend or break?
5
Try to stretch the material. Does it stretch?
6
Can you scratch the material with a nail?
7
Can you see through the material?
Questions
1 Some of the materials you have used are metals. Which
materials are metals?
2 Some of the materials are natural and some have been
made. Which do you think are natural and which have
been made?
3 Many of these materials are used around the home.
Suggest a use for each of these materials. Which
properties of the material make it suitable for the use
you have given?
1
C
B McDuell, 2002, The Heinemann Science Scheme
Which are the elements?
E2
Core
Aim
To pick out the elements from atomic models of different substances.
Equipment
l a number of atomic models
What to do
The balls in each model represent atoms.
Atoms of the same element are the same colour.
1 Look at each model in turn.
If the atoms in the model are the same colour, you have an element.
2
Write down the letters of the models that are elements.
Questions
1 Your teacher will tell you the colours for different elements.
Look at the models again. Which elements are in each model?
2 Describe how atomic models can be useful.
"
........................................................................................
Activity
Which are the elements?
Aim
To pick out the elements from atomic models of different substances.
Equipment
l a number of atomic models
What to do
The balls in each model represent atoms.
Atoms of the same element are the same colour.
1 Look at each model in turn.
If the atoms in the model are the same colour, you have an element.
2
Write down the letters of the models that are elements.
Questions
1 Your teacher will tell you the colours for different elements.
Look at the models again. Which elements are in each model?
2 Describe how atomic models can be useful.
2
C
B McDuell, 2002, The Heinemann Science Scheme
E2
Core
Looking at a range of elements
E3
Core
Aim
To look at and describe a range of elements.
Equipment
l samples of different elements
l magnet
What to do
1 Draw a table to record your observations. Your teacher
may help you to do this.
2
Look at each element in turn.
3
Describe the appearance of each material: its state, its
colour and whether it is shiny or dull.
4
Test each sample with a magnet.
magnet
Do not open any tubes.
material
being tested
Questions
1 Group the elements you have looked at into solids,
liquids and gases at room temperature.
2 Group the elements as metals and non-metals.
3 Which of the elements are magnetic?
3
C
B McDuell, 2002, The Heinemann Science Scheme
Making models of compounds
Aim
To make models of water, carbon dioxide and ethanol.
Equipment
l atomic models with carbon, hydrogen and oxygen atoms
What to do
You are going to make models of water, carbon dioxide and
ethanol. Ethanol is the chemical present in alcoholic drinks.
water
1
carbon dioxide
Look at the pictures of water and carbon dioxide.
Make models of these two compounds.
Now you are going to make a model of ethanol.
2
Find two black carbon atoms. Notice that each carbon
can form four links.
3
Link the two carbon atoms together.
4
Attach three hydrogens to each carbon atom.
5
Now remove one of the hydrogen atoms and replace it
with an oxygen atom. Then attach the hydrogen atom
to the oxygen atom. You now have a model of ethanol.
ethanol
Questions
1 Write down the names of the three elements in ethanol.
2 How many atoms of each element are there in a
molecule of ethanol?
3 How many atoms are there altogether in a molecule of
ethanol?
Extension
6 Ethanol belongs to a family of compounds called
alcohols. They all have an OH group in them. Try
making an alcohol with only one carbon atom.
7
See if you can make any other compounds with the
models you have.
4
C
B McDuell, 2002, The Heinemann Science Scheme
E4a
Core
Writing the formula for a
compound
E4b
Extension
Aim
To write formulae for some compounds using models.
Introduction
We use symbols to show atoms, such as H for hydrogen
or Cl for chlorine. We can also use symbols to show how
atoms combine in compounds. When we combine
symbols like this, we write a formula. Here is the formula
for the compound magnesium chloride:
MgCl2
symbol of element
magnesium
symbol of element
chlorine
the small number shows
there are 2 chlorine atoms
So to write a formula, you need to know which elements
are in the compound, and how many atoms of each.
Equipment
l models of compounds
What to do
1 Copy the table below.
2
Look at each model in turn. Count the number of each
type of atom in the molecule and write them in the table.
3
Complete the table by writing the formula for each
molecule.
Results
Compound
water
Number of Number of Number of Number of
oxygen
nitrogen
hydrogen
carbon
atoms
atoms
atoms
atoms
0
2
0
1
Formula
H2O
methane
ethane
propane
ethanoic acid
glycol
methylamine
5
C
B McDuell, 2002, The Heinemann Science Scheme
Forming compounds
E5a
Core
Aim
To observe how compounds are formed when elements are combined together.
Three examples will be demonstrated by your teacher:
l
hydrogen and oxygen
l
sodium and chlorine
l
copper and sulphur
Hydrogen and oxygen
1 Your teacher will show you a corked test tube of hydrogen.
1 Choose the two words from the list that best describe hydrogen.
colourless
coloured
gas
Wear eye protection.
liquid
2 The cork is removed and a lighted splint is put close to the mouth of the test tube.
What happens?
3 The hydrogen combines with oxygen. Where does the oxygen come from?
4 Droplets of liquid are inside the tube. What is this liquid?
5 Copy and complete the word equation: hydrogen`oxygen
Sodium and chlorine
2 Your teacher will put a small piece
of sodium metal onto a crucible lid,
on top of some dry sand on a
heatproof mat. Your teacher will
ignite the sodium and immediately
turn a gas jar filled with chlorine
to cover the sodium.
6 Copy the diagram showing
what happens.
Label it using these words:
gas jar
heatproof mat
sodium
chlorine
flame
sand
crucible lid
7 Copy and complete the word equation: sodium`chlorine
Copper and sulphur
3 Your teacher will mix copper
powder and powdered sulphur.
Some of this is heated in a test tube.
plug of mineral
wool
mixture of copper
and sulphur
test tube
holder
heat
8 What can you see when the mixture is heated?
9 What does the solid left at the end look like?
10 Copy and complete the word equation: copper`sulphur
6
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B McDuell, 2002, The Heinemann Science Scheme
Electrolysis of water
E5b
Extension
Aim
To show that water can be split up by an electric current.
Introduction
The process for splitting water by an
electric current is called electrolysis.
The products of the process are
hydrogen and oxygen. Two volumes
of hydrogen are produced for each one
volume of oxygen. This justifies the
formula H2O for water.
The apparatus is called a voltameter.
It is filled with water. A little acid is
added to the water so it conducts
electricity better. The electrodes are
made of platinum. One electrode is
positive (called the anode) and one
is negative (called the cathode).
voltameter filled
with water
⫺ cathode
anode ⫹
switch
⫹
Results
1 Watch as your teacher demonstrates the
electrolysis of water.
2
⫺
battery
Copy and complete the results table.
Volume collected above
the anode (cm3)
Volume collected above
the cathode (cm3)
after 5 minutes
after 10 minutes
Questions
1 What do you see when the electric current is switched
on?
2 Which gas do you think is collected:
a in the tube above the anode?
b in the tube above the cathode?
Explain the reason for your choice.
3
Your teacher will put a lighted splint into a mixture of the
gases collected from above the anode and the cathode.
3 What happens?
7
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B McDuell, 2002, The Heinemann Science Scheme
Two ways of making copper oxide
E6
Core
Aim
To make copper oxide in two different ways, and compare them.
Introduction
Copper oxide can be made by heating copper in air. Copper combines
with oxygen from the air.
Copper oxide can also be made by heating copper carbonate.
Carbon dioxide is lost to the atmosphere.
Equipment
l copper foil
l tongs
l Bunsen burner
Wear eye protection.
l
l
l
watch glass
test tube
copper carbonate
l
l
test tube holder
access to a balance
What to do
Heating copper
1
Weigh the watch glass.
2
Put the piece of copper foil onto the watch glass and weigh it again.
Work out the mass of the copper.
3
Hold the copper foil with tongs. Heat it strongly and put it onto
the watch glass to cool.
4
Reweigh the watch glass.
5
Work out the change in mass.
Heating copper carbonate
6 Put about 2 cm depth of copper carbonate into the test tube.
7
Weigh the test tube and copper carbonate.
8
Heat the test tube until the copper carbonate changes colour.
9
After cooling in a rack, reweigh the test tube and contents.
10
Work out the change in mass.
copper
carbonate
Questions
1 Copy and complete these word equations for the two reactions:
copper`
copper oxide
copper carbonate
`carbon dioxide
2 Explain why one of these reactions produces a small increase in mass
while the other produces a small decrease in mass.
3 Magnesium burns in oxygen.
a Write a word equation for the reaction.
b Would you expect the mass of the solid to increase, decrease or stay
the same during the reaction? Explain your answer.
8
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B McDuell, 2002, The Heinemann Science Scheme
heat
How many different materials are
there?
E1
1 Materials used in a modern car include steel, glass,
plastic, rubber, lead and copper.
Choose a suitable material for each of the following
parts of a car and suggest why it is suitable for this use.
a electrical wiring
b windscreen
c car body
d tyres
e steering wheel
f plates in a car battery
2 Today, many things we use every day are made of
some type of plastic. Most of these plastics are made
from crude oil. When your grandparents were young
they did not have all these different plastics. They had
to use other materials.
a Suggest materials that were used for the following
before plastics were discovered:
i washing up bowl
ii wrapping up sandwiches
iii insulation for electrical wires
iv milk crates
v car bumpers.
b In 2000 the Nobel Prize for Chemistry was awarded
to scientists who invented a plastic that conducts
electricity. Suggest why this could be useful in the
future.
3 About 500 years ago people called alchemists tried to
change metals such as lead into gold. This would
involve changing one element into another.
a Why would they want to do this?
b If it was possible to do this, a lot of gold would be
made. What would happen to the price of gold?
1
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B McDuell, 2002, The Heinemann Science Scheme
What are elements made from?
In 1808, John Dalton produced a list of
the elements he knew. He gave these
elements symbols. Here is his list.
E2
ELEMENTS
Wt
Wt
Hydrogen
1
Strontian
46
Azote
5
Barytes
68
Carbon
5,4
I
Iron
50
Oxygen
7
Z
Zinc
56
Phosphorus
9
C
Copper
56
Sulphur
13
L
Lead
90
Magnesia
20
S
Silver
190
Lime
24
G
Gold
190
Soda
28
P
Platina
190
Potash
42
Mercury
167
1 How many elements did Dalton list?
2 Which element did he represent as
?
3 He used his symbols to represent substances made from elements.
What do you think he meant by
?
4 Some of the substances he thought were elements we now know are not elements.
a Which substances in his list are elements? The Periodic Table should help you.
b Which substances in his list do you think are not elements?
5 Write down three metallic elements in Dalton's list and three non-metallic elements.
6 Today we use symbols made up of one or two letters to represent the elements.
Why are these symbols easier to use than Dalton's symbols?
H
He
hydrogen
helium
Li
Be
B
C
N
O
F
Ne
lithium
beryllium
boron
carbon
nitrogen
oxygen
fluorine
neon
Na
Mg
Al
Si
P
S
Cl
Ar
sodium
magnesium
aluminium
silicon
phosphorus
sulphur
chlorine
argon
K
Ca
Sc
Ti
potassium
calcium
scandium
titanium
V
Cr
Rb
Sr
Y
Zr
Nb
rubidium
strontium
yttrium
zirconium
niobium
Mo
Tc
Fe
Co
Ni
Cu
Zn
Ga
Ge
As
Se
Br
Kr
iron
cobalt
nickel
copper
zinc
gallium
germanium
arsenic
selenium
bromine
krypton
Ru
molybdenum technetium ruthenium
Rh
Pd
Ag
Cd
In
Sn
Sb
Te
I
Xe
rhodium
palladium
silver
cadmium
indium
tin
antimony
tellurium
iodine
xenon
Cs
Ba
La
Hf
Ta
W
Re
Os
Ir
Pt
Au
Hg
Tl
Pb
Bi
Po
At
Rn
caesium
barium
lanthanum
hafnium
tantalum
tungsten
rhenium
osmium
iridium
platinum
gold
mercury
thallium
lead
bismuth
polonium
astatine
radon
Fr
Ra
Ac
francium
radium
actinium
2
C
Mn
vanadium chromium manganese
B McDuell, 2002, The Heinemann Science Scheme
What are elements like?
E3
Here is some data for ten elements.
The elements are given letters A±J.
These are not the chemical symbols.
Use this information to help you answer the questions.
Element
Melting point
(8C)
Boiling point
(8C)
A
1219
1183
B
1539
2887
C
139
357
D
17
58
E
419
908
F
119
445
G
1083
2582
H
1241
1196
I
114
183
J
78
890
1 Which element in the table has the lowest melting point?
2 Which element in the table has the highest boiling point?
3 Which elements are:
a solids
b liquids
c gases
at room temperature (20 8C)?
4 Which element is liquid over the greatest range of temperature?
5 In Siberia, the winter temperature is 140 8C. Which
element would be in a different state at this temperature
than it would be at normal room temperature?
6 On a distant planet the temperature is 1200 8C. Why could
there be no element A in the atmosphere of this planet?
3
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B McDuell, 2002, The Heinemann Science Scheme
How do we get all the other
materials?
E4
1 The diagram shows some molecules.
H
H
H
H
hydrogen
O
H
H
C
H
water
H
methane
O
O
oxygen
O
C
O
carbon dioxide
Make a table with these headings:
Substance
What types of atom are in
the molecule?
Is the substance an element
or a compound?
Complete your table for the substances in the diagram.
2 The diagram opposite shows helium.
a Does helium have molecules? Explain your answer.
b Is helium an element or a compound?
He
He
3 Chlorofluorocarbons are compounds that used to be
used in fridges. They cause problems when they escape
as gases into the atmosphere.
A molecule of chlorofluorocarbon can be shown as:
a Write down the names of the three elements in this
compound.
b How many atoms of each element are there in a
molecule of this compound?
Cl
Cl
4
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B McDuell, 2002, The Heinemann Science Scheme
C
Cl
F
chlorofluorocarbon
4 The diagram opposite shows a simple amino acid, a
product of food digestion.
a What four elements are combined in this
compound?
b How many atoms altogether are there in a molecule
of this compound?
5 Molecules are often shown in two-dimensional
drawings. These show the way the different atoms are
joined, but not necessarily how they are arranged in
space. These diagrams show the shapes of the molecules.
Describe the shape of a molecule of:
a water
b carbon dioxide.
He
He
H
H
H
O
N
C
C
H
C
H O
H
H
amino acid
water
carbon dioxide
How can we record the changes
when atoms join?
E5
1 Copper and sulphur combine to form copper sulphide.
a Write the word equation for this reaction.
b Copy and complete this diagram showing the atoms combining.
copper
sulphur
2 When hydrogen and oxygen combine, molecules of
water are produced. These molecules contain two
hydrogen atoms and one oxygen atom.
In both gases hydrogen and oxygen, the hydrogen and
oxygen are present as molecules. Each molecule
contains a pair of atoms.
a Write a word equation for the reaction.
b Draw diagrams under your word equation showing
the three sorts of molecule. Use red for oxygen and
white for hydrogen.
c The properties of hydrogen and oxygen gases are
different from the properties of the compound
water which is formed when they combine.
Describe some properties of hydrogen, oxygen and
water.
3 When compounds are formed, energy is often released
to the surroundings. From your experience, in which
form is this energy released?
5
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B McDuell, 2002, The Heinemann Science Scheme
Getting ahead of the game
E6
Lavoisier
Antoine Laurent Lavoisier was a famous scientist in France working at the end of the eighteenth
century. He made an important contribution to explaining what happens when things burn.
He heated mercury in a certain volume of air. After the experiment he found some red powder
on the surface of the mercury in the retort. The diagrams show his apparatus before and after
heating.
before heating
retort
after heating
air
mercury
about 15 th
of air lost
mercury
furnace
red mercury oxide
on surface
Lavoisier carefully removed the red powder. He heated it and collected a colourless gas in which
things burned better than in air.
1 a Write down the name of the gas Lavoisier collected.
b Use your understanding to explain what was
happening during Lavoisier's experiment.
c Write a word equation for the reaction taking place
when he heated mercury in air.
d Write a word equation for the reaction taking place
when he heated the red powder.
2 Lavoisier found that:
l mercury gained weight when heated in air to form
an oxide
l the oxide lost weight when it was heated.
Until then scientists believed that when a substance
burned it lost a substance called phlogiston.
Explain why Lavoisier's work meant the end of the
previous theory of combustion.
6
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B McDuell, 2002, The Heinemann Science Scheme
How many different materials are
there?
E1
1 Choose a material from the list that has the property needed.
copper
cotton
glass
rubber
sand
steel
a You can see through it.
b It can be easily stretched.
c It can conduct electricity.
d It can be poured from one container to another.
e It can be made into a fabric suitable for clothes.
f It can be made into a magnet.
2 Approximately how many elements are known today?
Put a ring around the best answer.
10
50
100
500
3 Here are some materials used to make clothes.
Complete the table showing whether these materials occur naturally or whether
they are made by people in a factory.
cotton
silk
polyester
PVC
rayon
wool
One has been done for you.
Natural
Factory made
rayon
4 Wood and polyester are both made up of three elements.
These elements have symbols C, H and O.
Write down the three elements that are present in wood and polyester.
1
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B McDuell, 2002, The Heinemann Science Scheme
What are elements made from?
E2
1 Complete the sentence.
Elements are made up of one type of a
.
2 Here are some symbols for some elements. Write the correct symbol beside each
element below. The Periodic Table below will help you.
B
Br
C
Ca
Cl
Co
Cr
Cu
F
Fe
Hg
I
N
nitrogen
iodine
boron
carbon
phosphorus
fluorine
nickel
cobalt
calcium
bromine
chlorine
chromium
copper
mercury
iron
Ni
P
3 Complete the sentence.
In question 2, two elements do not have the same first letter as their symbols.
These two elements are
and
.
4 Complete the sentence.
A new material has been made by scientists in which all of the atoms are the same.
.
This material is a new e
H
He
hydrogen
helium
Li
Be
B
C
N
O
F
Ne
lithium
beryllium
boron
carbon
nitrogen
oxygen
fluorine
neon
Na
Mg
Al
Si
P
S
Cl
Ar
sodium
magnesium
aluminium
silicon
phosphorus
sulphur
chlorine
argon
K
Ca
Sc
Ti
potassium
calcium
scandium
titanium
V
Cr
Mn
vanadium chromium manganese
Rb
Sr
Y
Zr
Nb
rubidium
strontium
yttrium
zirconium
niobium
Mo
Tc
Fe
Co
Ni
Cu
Zn
Ga
Ge
As
Se
Br
Kr
iron
cobalt
nickel
copper
zinc
gallium
germanium
arsenic
selenium
bromine
krypton
Ru
molybdenum technetium ruthenium
Rh
Pd
Ag
Cd
In
Sn
Sb
Te
I
Xe
rhodium
palladium
silver
cadmium
indium
tin
antimony
tellurium
iodine
xenon
Cs
Ba
La
Hf
Ta
W
Re
Os
Ir
Pt
Au
Hg
Tl
Pb
Bi
Po
At
Rn
caesium
barium
lanthanum
hafnium
tantalum
tungsten
rhenium
osmium
iridium
platinum
gold
mercury
thallium
lead
bismuth
polonium
astatine
radon
Fr
Ra
Ac
francium
radium
actinium
2
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B McDuell, 2002, The Heinemann Science Scheme
What are elements like?
E3
Here is the Periodic Table. It may help you answer these questions.
H
He
hydrogen
helium
Li
Be
B
C
N
O
F
Ne
lithium
beryllium
boron
carbon
nitrogen
oxygen
fluorine
neon
Na
Mg
Al
Si
P
S
Cl
Ar
sodium
magnesium
aluminium
silicon
phosphorus
sulphur
chlorine
argon
K
Ca
Sc
Ti
potassium
calcium
scandium
titanium
V
Cr
Mn
vanadium chromium manganese
Rb
Sr
Y
Zr
Nb
rubidium
strontium
yttrium
zirconium
niobium
Mo
Tc
Fe
Co
Ni
Cu
Zn
Ga
Ge
As
Se
Br
Kr
iron
cobalt
nickel
copper
zinc
gallium
germanium
arsenic
selenium
bromine
krypton
Ru
molybdenum technetium ruthenium
Rh
Pd
Ag
Cd
In
Sn
Sb
Te
I
Xe
rhodium
palladium
silver
cadmium
indium
tin
antimony
tellurium
iodine
xenon
Cs
Ba
La
Hf
Ta
W
Re
Os
Ir
Pt
Au
Hg
Tl
Pb
Bi
Po
At
Rn
caesium
barium
lanthanum
hafnium
tantalum
tungsten
rhenium
osmium
iridium
platinum
gold
mercury
thallium
lead
bismuth
polonium
astatine
radon
Fr
Ra
Ac
francium
radium
actinium
1 Use words from this list to complete the sentences.
oxygen
hydrogen
metals
non-metals
a Elements on the left-hand side of the Periodic Table are
.
b Elements on the right-hand side of the Periodic Table are
c The first element in the Periodic Table is
.
.
d The element to the right of nitrogen in the Periodic Table is
.
2 Put a tick in the box if the element is a metal. Put a cross if it is a non-metal.
fluorine
sodium
neon
lithium
3 Use elements from this list to answer the questions.
aluminium
bromine
chlorine
a Which element is a gas at room temperature?
b Which element is liquid at room temperature?
c Which element has different properties from the other
two?
3
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B McDuell, 2002, The Heinemann Science Scheme
How do we get all the other
materials?
E4
1 Use words from this list to complete the sentences.
atom
element
compound
molecule
a A substance made up of molecules in which all the atoms are the same is
an
.
b A substance made up of molecules in which there are atoms of different
elements combined is a
.
c The smallest part of an element that can exist is called
an
.
d The smallest part of a compound that can exist is called
a
.
e A substance made up of different elements combined in fixed proportions is
a
f A substance made up of one type of atom is an
.
2 Complete the table that shows the elements present in different compounds.
Compound
water
Elements present
hydrogen and oxygen
O
H
H
copper and oxygen
sulphur dioxide
O
O
S
H
ammonia
and
N
H
H
carbon monoxide
C
4
C
and
B McDuell, 2002, The Heinemann Science Scheme
O
and
How can we record the changes
when atoms join?
E5
1 Word equations can be used to show chemical reactions.
When hydrogen burns in oxygen, water is produced.
The word equation is:
hydrogen`oxygen
water
a Write the word equation for iron and sulphur combining to form iron sulphide.
b Write a word equation for the burning of magnesium in oxygen.
c The word equation for the reaction of calcium and oxygen is:
calcium`oxygen
calcium oxide
What are the names of the two substances that react together?
2 The diagram shows how
magnesium and sulphur
atoms change as they react.
a Write a word equation
for this reaction.
magnesium
magnesium
sulphide
sulphur
b What happens to the atoms during the reaction?
3 Hydrogen and oxygen atoms
combine together to form water
molecules. Each water molecule is
made up of two hydrogen atoms
and one oxygen atom.
Complete the diagram.
hydrogen
oxygen
5
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B McDuell, 2002, The Heinemann Science Scheme
Getting ahead of the game
E6
1 Complete the table that shows the elements present in different compounds.
Compound
Elements present
copper oxide
copper and oxygen
copper chloride
and
copper sulphide
and
copper nitrate
,
sodium oxide
and
sodium sulphate
,
and
and
2 The following things were seen when lead was heated in air.
The lead melted and formed a silvery liquid.
A yellow powder called lead oxide formed on the surface of the liquid.
a What gas in the air reacts with lead?
b What elements are in the yellow powder?
and
c Complete the word equation for the reaction:
`
3 Here is a word equation:
sodium`chlorine
sodium chloride
a What substances are the reactants?
and
b What substance is the product?
6
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B McDuell, 2002, The Heinemann Science Scheme
lead oxide
Researching information about
elements
E3
Your teacher will give you the name of an element. You probably know nothing
about it.
Your task is to do some research using a data book, a CD-ROM or an internet site.
Use the list here to help you.
Name of element
Symbol
Date of discovery
Density
Boiling point
Melting point
Appearance
Uses
Position in the Periodic Table
Other information you find out
Find out what you can about the element and summarise all your information
on a piece of paper.
When the whole class has finished, you can look at all the pieces of paper.
See if you can find any elements with similar properties.
The class could produce a display of the information everyone collected.
"
........................................................................................
Extension
Researching information about
elements
E3
Your teacher will give you the name of an element. You probably know nothing
about it.
Your task is to do some research using a data book, a CD-ROM or an internet site.
Use the list here to help you.
Name of element
Symbol
Date of discovery
Density
Boiling point
Melting point
Appearance
Uses
Position in the Periodic Table
Other information you find out
Find out what you can about the element and summarise all your information
on a piece of paper.
When the whole class has finished, you can look at all the pieces of paper.
See if you can find any elements with similar properties.
The class could produce a display of the information everyone collected.
1
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B McDuell, 2002, The Heinemann Science Scheme
New compounds
E4
Look at the Periodic Table.
H
He
hydrogen
helium
Li
Be
B
C
N
O
F
Ne
lithium
beryllium
boron
carbon
nitrogen
oxygen
fluorine
neon
Na
Mg
Al
Si
P
S
Cl
Ar
sodium
magnesium
aluminium
silicon
phosphorus
sulphur
chlorine
argon
K
Ca
Sc
Ti
potassium
calcium
scandium
titanium
V
Cr
Mn
vanadium chromium manganese
Rb
Sr
Y
Zr
Nb
rubidium
strontium
yttrium
zirconium
niobium
Mo
Tc
Fe
Co
Ni
Cu
Zn
Ga
Ge
As
Se
Br
Kr
iron
cobalt
nickel
copper
zinc
gallium
germanium
arsenic
selenium
bromine
krypton
Ru
molybdenum technetium ruthenium
Rh
Pd
Ag
Cd
In
Sn
Sb
Te
I
Xe
rhodium
palladium
silver
cadmium
indium
tin
antimony
tellurium
iodine
xenon
Cs
Ba
La
Hf
Ta
W
Re
Os
Ir
Pt
Au
Hg
Tl
Pb
Bi
Po
At
Rn
caesium
barium
lanthanum
hafnium
tantalum
tungsten
rhenium
osmium
iridium
platinum
gold
mercury
thallium
lead
bismuth
polonium
astatine
radon
Fr
Ra
Ac
francium
radium
actinium
Find the column of elements on the far right-hand side. They are called the noble
gases. These are helium, neon, argon, krypton, xenon and radon.
Until about fifty years ago, scientists thought these gases did not react at all under any
conditions.
In 1962 Neil Bartlett made the first compound of a noble gas.
F F
It was a yellow-orange solid. Diagram A shows a simplified
F
Xe
Pt
view of the atoms in this compound.
F
This compound contains molecules made up of atoms of
F F
xenon, platinum and fluorine.
diagram A
a How many atoms of each element are there in a molecule of this compound?
b What is the total number of atoms in one molecule of this compound?
The discovery of this compound made scientists
look for others. They soon found xenon
tetrafluoride and xenon difluoride,
shown in diagram B.
c Write down how many atoms there are
of each type in xenon tetrafluoride and
xenon difluoride.
d Describe the shape of xenon tetrafluoride.
F
F
F
Xe
F
Xe
F
F
xenon tetrafluoride
xenon difluoride
diagram B
Finding these compounds of xenon changed scientists' ideas about noble gases and
they went on to look for other compounds of noble gases. There were still three noble
gases that they thought did not form any compounds ± helium, neon and argon.
Sometimes the compounds they tried to make were very unstable and split up again.
In 2000, scientists in Finland made a compound of argon.
This is shown in diagram C.
H
F
Ar
e Write down the three elements in this compound of argon.
f How many atoms are there in a molecule of this compound?
diagram C
Having succeeded in making this compound, scientists will continue to try to make
compounds of the other noble gases.
2
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B McDuell, 2002, The Heinemann Science Scheme
Combining power
E6
The combining power of an element is the number of
hydrogen atoms that will combine with one atom of the
element.
Here are the combining powers of different elements.
Combining power of 1
l sodium
l potassium
l fluorine
l chlorine
l bromine
l iodine
l hydrogen
Combining power of 2
l oxygen
l sulphur
l magnesium
l calcium
l barium
l zinc
Combining power of 3
l nitrogen
l aluminium
Combining power of 4
l carbon
These combining powers can be used to write the formula
for a compound.
Let's look at some ways we can use combining power.
Example 1: carbon and chlorine
Carbon has a combining power of 4 and chlorine has a
combining power of 1. Each carbon will combine with
4 chlorines.
The formula is CCl4.
Example 2: aluminium and sulphur
Aluminium has a combining power of 3 and sulphur has
a combining power of 2.
So the formula of aluminium sulphide is Al2S3. Two
aluminium atoms provide 6 links and three sulphurs
provide 6 links.
Now use combining powers to write the formula for each
of the following compounds.
1
2
3
4
5
sodium oxide
sodium iodide
potassium fluoride
potassium oxide
magnesium chloride
6
7
8
9
10
magnesium nitride
calcium chloride
aluminium carbide
hydrogen sulphide
hydrogen chloride
3
C
B McDuell, 2002, The Heinemann Science Scheme
Atoms and elements
Unit E
1 Rearrange the letters to make the name we give to the `basic bits' that all materials
are made from.
LEN MEETS
2 What is the name of the chart in which all elements and symbols are shown?
P
T
3 Rearrange these words to give the name of the element whose symbol is shown.
Na
DISUOM
K
MOSSIPAUT
Ag
LIVERS
Pb
DEAL
C
ARCNOB
Si
LISINOC
4 Underline `true' or `false' for each statement.
l An element contains different types of atom.
true/false
l
A compound contains atoms of different elements combined together. true/false
l
An oxide is formed when a metal is burned in oxygen.
true/false
l
Gases are at the far left-hand side of the Periodic Table.
true/false
l
There are about 100 different elements.
true/false
l
More of the elements are non-metals than are metals.
true/false
5 Complete these sentences using words from the list below.
arranged
atoms
elements
materials
Wood, sugar and cotton are three
They are made up of the same three
metals
separated
.
, carbon, hydrogen
and oxygen.
They are different because the
are
of the three elements
in different ways.
Continued
1
q B McDuell, 2002, The Heinemann Science Scheme
Atoms and elements continued
Unit E
6 Fill the square with the names of five elements.
Start at 1 and work clockwise. The shaded
squares are at the ends and the beginnings
of the names.
Use these clues.
1 A gas that goes in lighting tubes ±
an element at the top right of the
Periodic Table (4 letters)
2 A gas in the air ± an element next to
oxygen in the Periodic Table (8 letters)
3 A magnetic metal (6 letters)
4 A metal similar in properties to sodium
(7 letters)
5 A liquid metal (7 letters)
1
2
3
5
4
7 Complete the table.
Name of compound
Diagram of molecule
carbon dioxide
Number of atoms in
molecule
2
water
sulphur trioxide
O
O
S
O
ammonia
Cl
yy
y
yyyyy
yy
silicon tetrachloride
4
Cl Si Cl
Cl
ethanol
H
H C
H
H
C
O
H
H
Continued
2
q B McDuell, 2002, The Heinemann Science Scheme
Atoms and elements continued
Unit E
8 Complete the table.
Name of compound
Elements present
copper oxide
copper and oxygen
zinc sulphate
copper nitrate
potassium oxide
potassium chloride
9 Copper sulphide is formed when copper and sulphur react.
a Write a word equation for this reaction.
b These diagrams show the reaction. What does each represent?
10 Choose from this list of substances to answer the questions.
calcium
copper oxide
oxygen
magnesium
nitrogen
sodium chloride
iron
a Which are elements?
b Which are compounds?
c Which are non-metallic elements?
d Name one that is an element made of molecules with two
atoms.
3
q B McDuell, 2002, The Heinemann Science Scheme
Atoms and elements
Unit E
Tier 3±6
1 Three useful materials are:
aluminium
concrete
a Which material conducts electricity?
b Which material can you see through?
c Which material is an element?
glass
(1 mark)
(1 mark)
(1 mark)
2 Here is a list of substances:
carbon
chlorine
copper
copper oxide
nitrogen
a Which substance has the symbol C?
b Which substance is a compound?
sulphur
(1 mark)
(1 mark)
3 Look at the diagram of an outline Periodic Table with only five symbols shown.
He
C
Na
Cl
K
a
b
c
d
Write down the symbols of two metals.
Write down the symbols of three non-metals.
Write down the symbols of two gases at room temperature.
The two elements on the left have similar properties.
Give one property that they both share.
(2 marks)
(2 marks)
(2 marks)
(1 mark)
4 Ammonia is formed when nitrogen and hydrogen react together. The diagram
summarises the reaction.
hydrogen
nitrogen
a What name is given to a substance made up of molecules containing atoms of
different elements combined together?
(1 mark)
b How many atoms are there in:
i a molecule of hydrogen?
(1 mark)
ii a molecule of nitrogen?
(1 mark)
iii a molecule of ammonia?
(1 mark)
c Write a word equation for this reaction.
(1 mark)
Continued
1
C
B McDuell, 2002, The Heinemann Science Scheme
Atoms and elements continued
5 Sam heats a sample of magnesium in a crucible until the magnesium burns.
A black powder is left behind after the reaction.
a What is the name of the black powder?
(1 mark)
b What has the magnesium joined with to make the black powder?
(1 mark)
c Write a word equation for the reaction.
(1 mark)
2
C
B McDuell, 2002, The Heinemann Science Scheme
Unit E
Tier 3±6
Atoms and elements
Unit E
Tier 4±7
1 Look at the diagram of an outline Periodic Table with only five symbols shown.
He
C
Na
Cl
K
a Write down the symbols of two metals.
(2 marks)
b Write down the symbols of three non-metals.
(2 marks)
c Write down the symbols of two gases at room temperature.
(2 marks)
d The two elements on the left have similar properties.
Give one property that they both share.
(1 mark)
2 Ammonia is formed when nitrogen and hydrogen react together. The diagram
summarises the reaction.
hydrogen
nitrogen
a How many atoms are there in:
i a molecule of hydrogen?
ii a molecule of nitrogen?
iii a molecule of ammonia?
(1 mark)
(1 mark)
(1 mark)
5 Sam heats a sample of magnesium in a crucible until the magnesium burns.
A black powder is left behind after the reaction.
a What is the name of the black powder?
(1 mark)
b What has the magnesium joined with to make the black powder?
(1 mark)
c Write a word equation for the reaction.
(1 mark)
Continued
3
C
B McDuell, 2002, The Heinemann Science Scheme
Atoms and elements continued
Unit E
Tier 4±7
4 Chlorine reacts with a large number of elements.
A mixture of hydrogen and chlorine explodes to form hydrogen chloride.
A hydrogen chloride molecule contains one hydrogen atom joined with one
chlorine atom.
Hydrogen and chlorine gases are made up of molecules.
Molecules of hydrogen have two atoms of hydrogen joined together.
Molecules of chlorine have two atoms of chlorine joined together.
a Copy and complete the diagram.
(3 marks)
⫹
hydrogen
gas
hydrogen atom
chlorine
gas
compound of
hydrogen and
chlorine
chlorine atom
b Write a word equation for the reaction.
c The symbol for hydrogen is H. The symbol for chlorine is Cl.
Represent hydrogen chloride using these symbols.
4
C
B McDuell, 2002, The Heinemann Science Scheme
(1 mark)
(1 mark)
Atoms and elements
Unit E
Tier 3±6
Question
Part
Answer
Mark
Level
1
a
Aluminium
1
3
b
Glass
1
3
c
Aluminium
1
4
a
Carbon
1
4
b
Copper oxide
1
4
a
Na
K
1
1
4
4
b
C, Cl and He (three correct: two marks, two correct:
one mark)
2
5
c
Cl
He
1
1
5
5
d
Both are solids or metals
1
5
a
Compound
1
4
bi
ii
iii
2
2
4
1
1
1
5
5
5
c
nitrogen`hydrogen 4 ammonia
1
6
a
To allow air or oxygen in
1
5
b
Oxygen
1
5
c
magnesium`oxygen
1
6
2
3
4
5
Scores in the range of:
magnesium oxide
Level
3±5
3
6±10
4
11±15
5
16±20
6
1
C
B McDuell, 2002, The Heinemann Science Scheme
Atoms and elements
Question
Part
Answer
Mark
Level
1
a
Na
K
1
1
4
4
b
C, Cl and He
(three correct: two marks, two correct: one mark)
2
5
c
Cl
He
1
1
5
5
d
Both are solids or metals
1
5
e
Non-metal
1
6
2
ai
ii
iii
2
2
4
1
1
1
5
5
5
3
a
Magnesium oxide
1
5
b
Oxygen
1
1
5
6
c
From the air
1
5
d
Magnesium`oxygen
1
6
a
Hydrogen gas showing molecules with pairs of
hydrogen atoms joined
Chlorine gas showing molecules with pairs of chlorine
atoms joined
Compound with hydrogen chloride molecules made up
of one hydrogen and one chlorine atom joined
1
6
1
6
1
7
b
Hydrogen`chlorine
1
6
c
HCl
1
6
4
Scores in the range of:
Level
4±7
4
8±12
5
13±15
6
16±20
7
2
C
Unit E
Tier 4±7
B McDuell, 2002, The Heinemann Science Scheme
magnesium oxide
hydrogen chloride
Atoms and elements
Unit E
I can
do this
very
well
I can
do this
quite well
I need to
do more
work on
this
I can identify properties of materials
I know that all materials are made up from about 100 elements
I know the names and symbols of some common elements
I know that the Periodic Table is a chart showing the names
and symbols of the elements
I know that elements are made up of tiny particles called atoms
I can explain that an element contains only one type of atom
I can link the properties of elements with their position in the
Periodic Table
I can explain where metals and non-metals are placed in the
Periodic Table
I know that atoms join together in molecules
I know that all of the atoms in the molecule of an element are
the same but atoms in a molecule of a compound are different
I can explain that during a chemical reaction atoms join
together
I can draw and interpret diagrams showing changes in atoms
during compound formation
I can identify the elements combined in common compounds
I can write word equations for 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
C
B McDuell, 2002, The Heinemann Science Scheme