New 2011 y11 s1.5 CHEMISTRY WORKBOOK2

8/7/2019 New 2011 y11 s1.5 CHEMISTRY WORKBOOK2

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INDEX

INDEX......................................................................................................................................................3

Achievement Standard..........................................................................................................................12

USEFUL WEB PAGES......................................................................................................................16

EXAMINERS REPORT 2009............................................................................................................ 17

Current Organisation of the Elements in the Periodic Table................................................................ 24

ELEMENT NAMES AND SYMBOLS.................................................................................................25

THE STRUCTURE OF THE ATOM...................................................................................................... 26

ISOTOPES........................................................................................................................................ 28

Relative atomic mass (Ar).............................................................................................................29

This is the mass of an atom compared to the mass of the C isotope, which is arbitrarily given a

value of exactly 12.00. Because the Ar measures the average value of an element ( and takesinto account the relative amount of each isotope present in nature) the value may not always bea whole number e.g the Ar for Cl is 35.5 because it exists as both the Cl (75%) and the Cl(25%) isotopes. Even carbon which is used as the standard reference has an Ar value of 12.01because of the small amount of the C isotope present in all naturally occurring carbon samples.However, for the accuracy we require, in most cases we round off the Ar values to the nearestwhole numbers e.g. H =1, O = 16, C = 12..................................................................................... 29

ELECTRON CONFIGURATION 33


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METALS AND ACIDS........................................................................................................................62

PRACTICAL 2....................................................................................................................................63

Results...................................................................................................................................................64Fe................................................................................................................................................... 64

ACIDS AND BASES.............................................................................................................................66

Some organic acids that you should know are.............................................................................. 66

HOW ACIDS WORK..........................................................................................................................66

Practical 3.......................................................................................................................................... 67

PRACTICAL 4....................................................................................................................................69

Name of Acid..................................................................................................................................... 69

pH meter reading............................................................................................................................... 69

Strong or weak ..................................................................................................................................69

Acid or base?.....................................................................................................................................69

Ethanoic Acid.....................................................................................................................................69

Sulfuric Acid.......................................................................................................................................69

Hexanoic Acid....................................................................................................................................69

Hydrochloric acid............................................................................................................................... 69

Ammonia............................................................................................................................................69

Sodium bicarbonate 69


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What would you expect to observe at the point of neutralisation?....................................................... 82

COMMONLY USED INDICATORS.......................................................................................................83

QUESTIONS (use the table)................................................................................................................. 83What is the pH of a solution if............................................................................................................... 83

UI = Yellow-green ...........................................................................................................................83

Bromothymol Blue = blue ...............................................................................................................83

Is it possible to use methyl orange to indicate a neutral solution? Explain your answer.....................83

__________________ ................................................................................................................83

__________________ ................................................................................................................83

__________________ ................................................................................................................83

Solution X turns blue with litmus and solution Y turns blue with bromothymol blue. Which solution, Xor Y is more basic? . .............................................................................................................................83

What is the pH value of the following solutions.................................................................................... 83

Acid rain turns yellow in bromothymol blue and purple with geranium red..........................................83

pH = ...............................................................................................................................................83

Sea water turns pink with phenolphthalein, and green with bromothymol blue....................................83

pH = ...............................................................................................................................................83

Battery acid turns red with methyl orange and orange with bromothymol blue....................................83

pH 83


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the amount of hydrochloric acid used up per minute or.................................................................... 85

the amount of magnesium chloride produced per minute or.............................................................85

the amount of hydrogen produced per minute.................................................................................. 85In this reaction it is easiest to measure the amount of hydrogen produced per minute. Thehydrogen is collected as it bubbles off and its volume is measured. A suitable apparatus is shownbelow..................................................................................................................................................85

When the flask is tipped up the two reactants mix. The gas produced pushes its way into thesyringe and the plunger moves out. The following results were obtained my measuring the volumeevery half-minute............................................................................................................................... 85

Time/minutes..................................................................................................................................... 86

0......................................................................................................................................................... 86

0.5...................................................................................................................................................... 86

1.0...................................................................................................................................................... 86

1.5...................................................................................................................................................... 86

2......................................................................................................................................................... 86

2.5...................................................................................................................................................... 86

3.0...................................................................................................................................................... 86

3.5...................................................................................................................................................... 86

4.0...................................................................................................................................................... 86

4 5 86


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Plot these results on a graph with volume of hydrogen on the vertical axis (y-axis), and time on thehorizontal axis (x-axis).......................................................................................................................86

Answer the following questions from the graph................................................................................ 87

From the graph above, how can you tell when the reaction is over?................................................87

________________________________________________________________________________________________________________________________________________________________................................................................................................................................................... 87

From the graph answer the following questions................................................................................87

How much hydrogen is produced in .................................................................................................87(i) 2.5 minutes? ____________________...................................................................................... 87

(ii) 4.5 minutes? ___________________.........................................................................................87

How many minutes does it take to produce .....................................................................................87

(iii) 10 mL of hydrogen? _______________..................................................................................... 87

(iv) 20 mL of hydrogen? ______________....................................................................................... 87

(v) What is the rate of reaction in the fourth minute? _________...................................................87

Note that in carrying out a reaction of a metal with an acid, the metal must first of all be rubbed withsandpaper to remove the metal oxide coating from the surface. If this is not removed it will slowdown the initial rate of reaction..........................................................................................................87

Collision Theory................................................................................................................................. 87

Finally, it is a fact that the more frequently effective collisions occur, the faster the rate of reaction.Th f f t th t ff t th t f ti b ff ti th f ( d ibl th


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Note these things about the graph:................................................................................................... 89

Curve A is steeper than curve B which tells you that the reaction was faster in A than in B............89

In A, reaction lasts 60 seconds, in B it lasts for 120 seconds........................................................... 89The rate of reaction in A is double the rate in B i.e. the rate of reaction has doubled when theconcentration of acid was doubled.................................................................................................... 89

Both reactions produced 60 mL of hydrogen. The volume of gas is the same because bothexperiments used the same amount of magnesium, and excess acid............................................. 89

Practical 11: How concentration affects rate of reaction...................................................................89

2. Surface area..............................................................................................................................91

If a solid is chopped, crushed or ground into smaller pieces, the surface area of the sample isincreased and more particles are exposed at the surface to react. Thus powdered marble has amuch greater surface area than marble chips. When the surface area is increased the rate ofreaction is also increased since there are more particles exposed for collision with anotherreactant. Again it is the frequency of collisions that increases leading to a faster rate of reaction.The total number of collisions does not increase assuming the other reactant is in excess............91

3. Temperature..............................................................................................................................92

When temperature is increased the particles gain kinetic energy and this has two effects. Firstlythey move faster and therefore collide with other particles more often. Secondly since the particleshave more energy, it is more likely that the collisions will have enough energy to result in a reaction(ie a larger proportion of the collisions will exceed the activation energy so that reaction occurs).Thus increasing the temperature results in both an increase in the frequency of collisions and in theeffectiveness of the collisions. This leads to an increase in reaction rate .......................................92


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6......................................................................................................................................................... 92

1......................................................................................................................................................... 92

1......................................................................................................................................................... 923......................................................................................................................................................... 92

4......................................................................................................................................................... 92

3......................................................................................................................................................... 92

4......................................................................................................................................................... 92

25....................................................................................................................................................... 92

25....................................................................................................................................................... 92

35....................................................................................................................................................... 92

50....................................................................................................................................................... 92

35....................................................................................................................................................... 92

50....................................................................................................................................................... 92

Foil..................................................................................................................................................... 92

Powder...............................................................................................................................................92

Foil..................................................................................................................................................... 92

Powder...............................................................................................................................................92

Powder...............................................................................................................................................92

F il 92


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Strong acid, weak acid, strong base, weak base or neutral Substance.........................................100

pH.................................................................................................................................................... 100

Category.......................................................................................................................................... 100Lemon Juice.................................................................................................................................... 100

5....................................................................................................................................................... 100

Hydrochloric Acid.............................................................................................................................100

1....................................................................................................................................................... 100

Sodium Hydroxide........................................................................................................................... 100

14..................................................................................................................................................... 100

Sodium Carbonate...........................................................................................................................100

9....................................................................................................................................................... 100

Vinegar............................................................................................................................................ 100

4....................................................................................................................................................... 100

SOME SUMMARY NOTES.................................................................................................................101

ACID CHEMISTRY REVISION ACTIVITIES...................................................................................102

Rates of Reaction............................................................................................................................ 105

Fill in the blanks below.................................................................................................................... 105

For two particles to react they must come into contact (__________). Not all collisions result in a

b t th f f lli i ill i th t f ti


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Achievement Standard

Subject Reference Science 1.5

Title Demonstrate an understanding of aspects of acidsand bases

Level 1 Credits 4 Assessment External

Subfield Science

Domain Science Core

Status Status date

Planned review date Date version published

This achievement standard involves demonstrating an understanding of atomic structure, particletheory and rates of reaction relating to acids and base properties, uses and reactions.

Achievement Criteria


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2 Aspects of acids and bases will be selected from:

Atomic structure

electron arrangement of atoms and monatomic ions of the first 20 elements (a periodictable will be provided)

isotopes

ionic bonding

names and formulae of ionic compounds using a given table of ions.

Rates of reaction and particle theory.

3 The relationship to acids and bases will be selected from:

Properties

pH and effects on indicators

acids release hydrogen ions in water.

Reactions of acids with bases to form salts.

Uses

neutralisation

carbon dioxide formation

salt formation.


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OBJECTIVES

At the end of this unit you should be able to:


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Recognise the symbols for the first 20 elements plus iron, copper,zinc, silver, gold, and mercury

State the parts of an atom

Show how atomic number and mass number relate to the particles inan atom

Give the electron arrangement of atoms or ions of the first 20elements

Explain the atomic structure of isotopes and relate this to theirphysical properties

Explain why the elements are arranged as they are in the periodictable.

Write ionic formula for AB, A2B or AB2 salts, including the use ofpolyatomic ions.

Write balanced equations if given word equations.

Explain particle theory and reaction rates and the effect ofincreasing concentration, temperature and surface area.

W it b l d ti f ti f N C M Al A F Pb


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Discuss and write balanced equations for reactions of HCl, H2SO4,HNO3, carbonates and hydrogen carbonates

USEFUL WEB PAGES

BestChoice Really aimed at Y12, 13 and university students, but well worth checking out.

Contains tutorials and practice questions.http://www.bestchoice.net.nz/

Chemistry revision Aimed at Y12 & 13, but worth investigatinghttp://www.chemguide.co.uk/index.html#top

Studyit You can look up the standard you are sitting has lots of revision sites to helpand a question and answer forum if you go to communicate

http://www.studyit.org.nz/

NZQA Look at past papers and answer scheduleshttp://www.nzqa.govt.nz/

Rates of reaction http://www.absorblearning.com/chemistry/demo/units/LR1501.html
http://www.bestchoice.net.nz/http://www.chemguide.co.uk/index.html#tophttp://www.studyit.org.nz/http://www.nzqa.govt.nz/http://www.absorblearning.com/chemistry/demo/units/LR1501.htmlhttp://www.bestchoice.net.nz/http://www.chemguide.co.uk/index.html#tophttp://www.studyit.org.nz/http://www.nzqa.govt.nz/http://www.absorblearning.com/chemistry/demo/units/LR1501.html


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EXAMINERS REPORT 2009

ACHIEVEMENTCandidates who were awarded Achievement commonly:

recognised that neutral atoms have the same number of electrons and protons

stated protons and neutrons were the main contributors to atomic mass

wrote correct word equations detailing acid-base reactions recalled observations in metal-oxygen and neutralisation reactions

recognised that universal indicator can be used to test neutrality in a solution byturning green at pH 7.

NOT ACHIEVEDCandidates who were assessed as Not Achieved commonly:

did not recognise the mass and charge of protons, neutrons and electrons

did not state electron configurations

related the neutrality of an atom to gain or loss of electrons

stated that acid-base reactions gave off hydrogen.

ACHIEVEMENT WITH MERITIn addition to Achievement, candidates who were awarded Merit commonly:

showed that they knew that the mass of an electron is negligible

id tifi d t l t ith th t i b h i th


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THE MOST IMPORTANT TABLE IN CHEMISTRY..THE PERIODIC TABLE

St Marys College 19


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1 2

Atomic

Number

18

1

H

1.00

8

Atomic Mass 13 14 15 16

17

2

He

4

3

Li

7

4

Be

9

5

B

11

6

C

12

7

N

14

8

O

16

9

F

19

10

Ne

20

11

Na

23

12

Mg

24

3 4 5 6 7 8 9 10 11

12

13

Al

27

14

Si

28

15

P

31

16

S

32

17

Cl

35.5

18

Ar

40

19

K

39

20

Ca

40

21

Sc

45

22

Ti

48

23

V

51

24

Cr

52

25

Mn

55

26

Fe

56

27

Co

59

28

Ni

59

29

Cu

63.5

30

Zn

65

31

Ga

70

32

Ge

73

33

As

75

34

Se

79

35

Br

80

36

Kr

84

37

Rb

85

38

Sr

88

39

Y

89

40

Zr

91

41

Nb

93

42

Mo

96

43

Tc

98

44

Ru

101

45

Rh

103

46

Pd

107

47

Ag

108

48

Cd

112

49

In

115

50

Sn

119

51

Sb

122

52

Te

128

53

I

127

54

Xe

131

55

Cs

133

56

Ba

137

71

Lu

175

72

Hf

179

73

Ta

181

74

W

184

75

Re

186

76

Os

190

77

Ir

192

78

Pt

195

79

Au

197

80

Hg

201

81

Tl

204

82

Pb

207

83

Bi

209

84

Po

209

85

At

210

86

Rn

222

Table of Ions

+1 +2 +3 3 2 1

NH4 Ca2+ Al3+ O2 OH

Na+ Mg2+ Fe3+ S2 Cl

K+ Cu2+ CO32 NO3

Ag+ Pb2+ SO42 HCO3

H+ Fe2+

Ba2+

Zn2+


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NOTE: This page for interest only, it is not part of your achievement standard


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ALTERNATIVE PERIODIC TABLES

Zmaczynskis Triangular periodic table

Stowes Physicists periodic table


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Current Organisation of the Elements in the

Periodic TableSeveral trends are responsible for the order and placement of the elements into this odd shapedperiodic table.

The periods (rows) go across the periodic table. The first period only contains hydrogen and helium.The second contains Li, Be, B, C, N, O, F and Ne and so on.

The reason they are called periods, is that when the elements are places in the order they appear,

characteristics tend to repeat periodically to form groups of elements.

Groups of elements are aligned vertically (columns). These groups are also called families, becausethe elements found above and below one another have very similar properties.

Group I The alkali metals

Group II The alkali earth metals

Groups III XII The transition metals

Group 17 The halogens

Group 18 The noble gases

Another way that elements are grouped is into metals and non-metals. You often will see a staircaseline across the table to denote where the divide is. Transfer the line below to your main periodictable. Label the metals to the left and non-metals to the right.


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ELEMENT NAMES AND SYMBOLS

Name Symbol Name Symbol

Hydrogen H He

Lithium Phosphorous

Be Sulfur

B ClCarbon Ar

N Potassium

Oxygen Ca

F Iron

Ne Cu

Sodium Au

Mg Ag

Aluminium Mercury


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+++

OOOO

ee

THE STRUCTURE OF THE ATOM

A SHORT HISTORYIn 400BC, Democritus (another Greek philosopher) believed that atoms were small spheres, ofwhich everything was made. Aristotle thought this was rubbish and everybody believed Aristotle!!!

In 1904 JJ Thompson discovered the electron and proposed the plum pudding model of the atom.

In 1911 Ernest Rutherford (a New Zealander) proposed the Rutherford model. He said that all theprotons and neutrons were in the middle of the atom and the electrons floated randomly around this.


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In summary:

The main parts of the atom are Nucleus (where protons and electrons are found)

Energy levels / orbitals / valence shells (Where electrons are found)

Use the labels above to label the atom below.

Complete the table:

+++

oooo

e

e

e


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On the periodic table, information is given that allows us to work out how many protons, neutrons andelectrons an element has. All we need to know is the mass number and atomic number.

The elements look a bit like this on the periodic table.

The atomic number tells us how many protons are in an atom.

The mass number tells us the total number of protons and neutrons.

If the atom is neutral, then the number of protons is equal to the number of electrons.

Example calculation

Work out the number of protons, electrons and neutrons for the atom below.

Tells us there that

Tells us there are Protons + Neutrons =23

3

Li7

The larger number is calledthe mass number.

It is massive!

The smallernumber iscalled the

atomicnumber.

11


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Having a different number of neutrons results in different massnumbers, such as isotopes of carbon

12

6 C and14

6 C. They have

the same number of electrons so their chemical properties areidentical.

Some isotopes are unstable and are radioactive. Thismeans they decay spontaneously by emitting sub-atomicparticles and radiation from the nucleus. Radioactiveisotopes have many uses including the treatment ofcancer, in the dating of fossils and in industry todetermine the thickness of paper.

Relative atomic mass (Ar)

This is the mass of an atom compared to the mass of the12

6 C isotope, which is arbitrarily given a


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c. An isotope and explain why isotopes have similar chemical properties.

___________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

2. Cl 35

17

has ___ neutrons; Cl37

17 has ___ neutrons.

On Earth there is ____% Cl 35

17

and ___%Cl37

17 making the relative atomic mass of Cl

35.5.

3. There is B11

5 and B10

5 :

How many protons in B11

5 and B10

5 ? ___________________________________

If the atoms were half B-11 and half B-10 then the mass number would be ___.


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1) 34X 2) 34X 3) 36X

16 14 14

7. Explain why atoms of14

6 C and N14

7 have the same mass.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

8. Potassium-40 (40K) is used to date very old rocks. Potassium also exists as 39K and 41K. Theatomic mass on the periodic table is 39.1. Explain how potassium can exist as these three isotopesand discuss any conclusion that can be drawn from the data given.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


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Use your Periodic table on page 4 to complete the table: The first one has been done for you.

Symbol Name Mass

No.

Atomic

No.

No.

p

No.

n

No.

e

H Hydrogen 1 1 1 0 1

2

Lithium

4

5

C

Nitrogen


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ELECTRON CONFIGURATION

As mentioned earlier, the way that the particles are arranged in an atom, determines what that atom

is. So it is important for us to know about the arrangements of atoms.

It is the electrons and mostly the valence (electrons in the outside energy level), electrons thatdetermine an elements chemical reactivity.

The electron configuration is how the electrons are arranged in the energy levels.

The first energy level can hold a maximum of two electrons and all other energy levels can hold amaximum of eight electrons.

When working out how the electrons are arranged it is important that you fill up the inside energylevels first. (They are the energy levels with the lowest energy.)

Example

Draw an atom of Boron.

Number of protons =5 Number of electrons = 5 Number of neutrons = 6

(The electrons are represented by Xs)

xx


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Symbol No

p+

No

n0

No

e-

Atomic (Bohr) Diagram

Na

Electron configuration:

C

Electron configuration:


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Drawing Bohr Diagrams Draw Bohr diagrams for the first 20 elements.


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IONS

Up until now, we have examined atoms, which are neutrally charged. Atoms always have equalnumbers of protons and electrons. While the number of protons defines the properties of the elementand does not change, atoms can gain and lose electrons. When this happens, there is anunbalanced charge on the overall element and it is thus called an ion.

Metals have a tendency to lose electrons during chemical reactions. This leaves them with moreprotons (+) than electrons (-). The charge on the metal ion is always positive.

Non-metals have a tendency to gain electrons during chemical reactions. This leaves them withmore electrons (-) than protons (+). The charge on the non-metal ion is always negative. To namenon-metal ions we use the element name and change the end to -ide.

Some atoms change their names when they become ions. Here are the ones you need to know.Notice, they all end in IDE.

Atom Ion Symbol Ion Name

Oxygen O2- Oxide

Fluorine F- Fluoride


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Electron Arrangement of Ions

Just as you wrote the electron configuration for the elements on the periodic table, you can writeelectron configurations for the ions of those elements.

e.g. Al = 2,8,3 Al3+ = [2,8]+

(Notice that the aluminium ion has lost 3 electrons and so becomes positive.)

Fill in the table below with the correct electron configurations. Neutral atoms and charged ions are

called species

Species Arrangement Species Arrangement

Li P3-

Mg K+

Al Ca

2+

Cl- N

O2- S

MORE PRACTICE

Now try these.


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PREDICTING THE CHARGE ON IONS

You should be asking what is the advantage to neutral atoms becoming charged?

Well, in order to be most stable, atoms require a full valence shell (outside energy level). Only thenoble gases have full outside energy levels, and so are the only truly stable elements. All otherelements will either donate or seek electrons from other atoms in an effort to become stable.

It is this exchange of electrons that occurs when chemicals react with one another. It also explainswhy the noble gases do not react.

In order to predict the charge on the ion formed by any element, it is first necessary to look at thenumber of valence electrons found in the outer energy level of a neutral atom.

If an element has less than 4 electrons in its valance shell then it will lose electrons.

If an element has more than 4 electrons in its valance shell then it will gain electrons.

The element gains or loses enough electrons to fill up its outside energy level.

Fill in the electron arrangements and the number of electrons gained or lost.


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Forming Cations:

Consider Magnesium (2,8,2).

It needs to give away 2 electrons to make its valence shell full. (Think of it like this, when a shell isempty, it disappears.)

Therefore if you look at the structure of magnesium. It already has 12 protons and 12 electrons.

As before we could write out the protons as + and the electrons as like this.

If magnesium gives away two electrons to make its valance shell full then it will look like this.

+++++++ ++++ +

- - - - - - - - - -

++++++++++++

- - - - - - - - - - - -


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Forming Anions:

Consider sulfur (2,8,6) It already has 16 protons and 16 electrons.We could write out the protons as + and the electrons as like this.

All the electrons (that are negatively charged) cancel with the protons (that are positively charged). So theatom is neutral.

If sulfur gains another two electrons to make its valance shell full then it will look like this.

It has two extra electrons, that dont cancel out with the protons. So the atom becomes an ion with a

+++++++ ++++ ++ +++

- - - - - - - - - - - - - - - - - -

++++++++++++++++

- - - - - - - - - - - - - - - -

- = 0


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ATOMS neutral (no charge)

ELEMENTS NUCLEUS

COMPOUNDS PERIODIC TABLE

OXYGEN METALS

WATER NON METALS

CARBON DIOXIDE LEFT-HAND SIDE

NITROGEN RIGHT-HAND SIDE

PROTONS ATOMIC NUMBER

NEUTRONS O2


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This page has been left blank deliberately


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The patterns are:

So, by looking at the periodic table. you can cheat and find out what kind of ion an atom will become!

H11 He2

4

Li37 Be4

9

Transition

metals

B511 C612 N

714 O

816 F

919 Ne

1020

Na1123 Mg1224 Al1327 Si1428 P1531 S1632 Cl1735.5 Ar1840

K1939 Ca20

40


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16 6 -2

17 7 -1

18 8 0

SECRET MESSAGE

Use the periodic table to decipher this message. Write down the symbols for each element to spell out a

sentence.

Answer

Calcium, Nitrogen, Yttrium, Oxygen, Uranium, Calcium, Technetium, Hydrogen,

Oxygen, Neon, Sulfur, Oxygen, Oxygen, Nitrogen.


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ELEMENT QUIZ

Name

1 A reddish brown metal

2 A green poisonous gas

3 A liquid metal

4 2 inert gases

5 A very heavy metal

6 The most common gas in air

7 A yellow element

8 A metal found in bones

9An element which is black & cheap or colourless &

expensive.

10 A gas which supports burning

11 A space industry metal

12 An element important in computers

13 A metal needed for photosynthesis


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FORMATION OF COMPOUNDS

Compounds form when two or more atoms come together in a fixed ratios by mass.The reasons atoms come together to form compounds are

because they are able to establish greater stability by gaining or losing electrons to fill theirvalence shell

because they are able to establish greater stability by sharing electrons to cooperativelycomplete each of their valence shells.

Ionic Bonding In the first scenario, metals and non-metals come together and electrons are takenfrom the metal and given to the non-metal. As a result a positively charged cation and a negativelycharged anion result. Due to the opposite charges on the two ions they are attracted to one anotherand combine to form a salt. The attractive force between the two oppositely charged ions is called aIONIC BOND.

Ionic compounds consist of many positive and negative ions held together by strong electrostaticforces of attraction.

Electrostatic

forces of

attraction


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Covalent Bonding In the second scenario the outer valence shell of each non-metal atomoverlaps and the shared electrons are considered to belong to both atoms.

Looking at the diatomic elements such as H2, N2, O2, F2, Cl2, Br2, I2 determine how many electronseach pair of atoms mush share. It can be helpful to draw the element symbol with it valenceelectrons surrounding it.

Questions:

Sodium oxide is an ionic compound. Discuss the changes sodium and oxygen goes through tobecome sodium oxide and the bond that holds them together.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

My name is bond.Covalent bond


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NAMING IONIC COMPOUNDS

Naming ionic compounds is easy. Just name the metal as you would normally and change the endingof the non-metal name to -ide to show that the elements are chemically bonded together.

So NaCl goes from being called sodium and chlorine to SODIUM CHLOR IDE .

Name these compoundsMgCl2__________________________________

K2O _________________________________

AlF3 _________________________________

Li2S _________________________________

FORMATION OF IONIC COMPOUNDS

When an ion has a charge it is electrostatically attracted to an ion with the opposite charge. Positivesattract negatives and vice versa. They therefore tend to stick together and become an ioniccompound.


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If the ions have different numbers of charges, e.g. Na+ and O2-, then you have to do THE DROP ANDSWAP!

Na+ O2-

Na1O2

Na2O

Step 1: Work out the ion charge

Step 2: Drop the numbers down tothe bottom line

Step 3: Swap the numbers overand delete any 1s.


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Complete the table below.

Name Positive Ion Negative Ion Formula

Lithium oxide Li+ O2- Li2O

Potassium oxide

Magnesium chloride

Iron (II) sulfide

Aluminium oxideCalcium chloride

Magnesium oxide

Iron (III) oxide

Copper chloride

Calcium oxide

Look at the formulae below and name the compounds.

Na2S_______________________ AlCl3____________________


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POLYATOMIC IONS

These are ions made up of two or more atoms. You need to learn their formulae, their charges and

their names! (Although in the exam you will be given a table of ions, but there will be no names onit.)

Name Symbol

Hydroxide OH-

Carbonate CO32-

Hydrogen Carbonate / Bicarbonate HCO3-

Nitrate NO3-

Sulfate SO42-

Ammonium NH4+

When using polyatomic ions you write formulae in exactly the same way. i.e using the drop n swap.

e.g Lithium Carbonate

Li+ and CO32-

Li2CO3


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For example:

+1 2-

Na CO3

= Na2(CO3) but Na2CO3 is just fine without the brackets

+3 2-

Al SO4

= Al2(SO4)3 and the brackets are necessary because Al2SO43 is wrong!It is impossible to fit 43 oxygens on to the two aluminium atoms!!!

So you have to put the polyatomic ion in brackets.

Al2(SO4)3 is the correct formula. This tells you that there are 3groups of sulfate ions attached to the two aluminium ions.

Try these:


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WRITING EQUATIONS

To write equations you need to work out the formula of each substance in the equation.e.g Copper + Chlorine Copper chloride

Cu + Cl2 CuCl2

NOTE: All the gas elements H2,N2, O2, F2, Cl2 exist as diatomicmolecules when in the elemental form. So, whenever you see one ofthe elements above, you have to write them as a diatomic molecule.

Try these

1. Sodium + Chlorine Sodium chloride

2. Calcium + Oxygen Calcium oxide

Balancing Equations:

Equations are written to show how elements are rearranged during chemical reactions to form newsubstances.

The substances on the left side of the reaction are called reactants and the substances on the right


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RULES FOR BALANCING EQUATIONS

1. Write out the reactants and products in symbol form (drop and swap!)

2. Balance metal ions first

3. Balance non metal ions including polyatomic ions

4. Balance for hydrogen

5. Balance for oxygen

6. Double check that steps 2 5 have not thrown off previous balancing

Eg. Use the word equation to write and balance the following equations.

Hydrochloric acid + lithium hydroxide water + lithium chloride

Write and Balance These Equations

1. Calcium hydroxide and hydrochloric acid Calcium chloride + water


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8. Sodium carbonate + hydrochloric acid sodium chloride + water + carbon dioxide

9. Silver nitrate + Calcium chloride silver chloride + Calcium nitrate


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Y10 REVISION OF METALS:

All metals have certain properties.

They are shiny

They conduct electricity

They conduct heat

They are ductile (can be pulled into wires)

They are malleable (can be hammered into thin sheets or bent intoshape)

They are sonorous (if you beat them with a hammer, they make a

ringing sound!!!)

Non-metals may show some of these properties, but not all of them.

PRACTICAL 1

Aim To test the physical properties of metals and non-metals


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Conclusion

Which of the substances are metals?

________________________________________________________________________________

________________________________________________________________________________

Questions

1. Why are some metals dull on the surface but shiny underneath?

________________________________________________________________________________________________________________________________________________________________

REACTIONS OF METALS -Chemical Properties

Atoms of a metal react by losing electrons to form positively charged ions (cations).

Elements in Group 1 of the periodic table form ions with a charge of +1, those in Group 2 form ions

M2+ etc.

a) Reaction of metals with oxygen (air)

Reactive metals react with oxygen, O2, to form metal oxides. For example

zinc + oxygen zinc oxide


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When this oxidation reaction (corrosion) occurs the surface of the metal changes from shiny to dull.In the case of zinc oxide it is a white powder.

Very reactive metals such as sodium and potassium react spontaneously and are therefore stored in

oil. Iron reacts only slowly (the corrosion called rusting takes several weeks).

Aluminium metal rapidly reacts with oxygen in the air to form a surface coating of aluminium oxide.This is what protects aluminium objects from corrosion e.g. aluminium cans and boats.

Copper is an unreactive metal and only forms copper oxide very slowly. Copper oxide is a blackpowder so the surface of the copper slowly darkens. If the metal is heated in air then it goes darkmuch more quickly.

Gold is so unreactive that it remains shiny for centuries.

Exercise

Dry ice (solid CO2) is used in fire extinguishers, but if burning Mg ribbon is placed inside a block ofdry ice it continues to burn with a bright glow and afterwards there is a lot of black soot left. Using abalanced equation explain these observations.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

b) Reaction of metals with water

Only reactive metals will react with cold water at an observable rate Metals like iron react slowly


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Exercises

1) When sodiumis placed in water it often fizzes violently, flames are observed and an explosionoccurs. Following the reaction the water turns litmus blue. Carefully explain these observations.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

2)Complete the following word equations for reactions.

Beneath each equation write the corresponding balanced equation for the reaction.

a) potassium + water _________________ + ______________

b) ___________ + ___________

aluminium hydroxide + hydrogen

c) Magnesium + water __________________ + ___________________


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Write the word equations for the following metals reacting with acids. If you feel confident trywriting the symbol equation as well.

Common Acids to help you

Hydrochloric acid HClSulfuric acid H2SO4Nitric acid HNO3Carbonic acid H2CO3Ethanoic acid (vinegar) CH3COOH

(Which element do all these acids have in common?)

1. Potassium and Hydrochloric Acid

2. Calcium and Sulfuric Acid

3. Magnesium and Nitric acid

Johny was a chemists son, butJohny is no more. What Johnythought was H2O was H2SO4!

What happened to Johny??


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Aim: To observe the reaction of metals with acid

Method:1. Half fill a beaker with water and put it over a Bunsen burner to boil for later on.2. Put a finger of acid in a test tube and add a small piece of metal.3. If it fizzes, put your thumb over the end of the test tube to collect the gas. When you feel

pressure release the gas into a Bunsen flame.4. Repeat for each Metal.5. For the metals that did not react, place their test tubes in the boiling water.6. Assign a reactivity number to each metal.

Results

Metal Acid reaction Gas Reactivity

Fe

Zn

Cu

Al

In this experiment you will investigate the reaction of metals withacid. You will then attempt to rank the metals in order of their

reactivity. The most reactive at the top.


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1. Beryllium + Hydrochloric acid

2. Magnesium + sulfuric acid

3. Sodium + Sulfuric acid

4. Calcium + Hydrochloric acid

Challenge:

5. Iron (III) + Sulfuric acid


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ACIDS AND BASES

The reactions you need to know are:

Acid + Base Salt + Water

Acid + Carbonate Salt + Water + Carbon dioxide

Acid + Hydrogen carbonate Salt + Water + Carbon dioxide

Acid + Metal Salt + Hydrogen

ACIDSAcids release hydrogen ions (H+) in water. It is the reaction of these hydrogen ions that make up thetypical reactions of acids.

Some mineral acids you should know.Hydrochloric acid HClSulfuric acid H2SO4Nitric acid HNO3

Some organic acids that you should know areEthanoic acid CH3COOH Vinegar Citric acid Oranges and lemonsTartaric GrapesLactic Milk


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3. If you assume that the formula for citric acid is HCit, and baking powder is NaHCO3, write theformula for the reaction occurring in your bath.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________Tip HCit splits into the ions H+ and Cit-.

STRONG AND WEAK ACIDS

A strong acid will give all its H+ ions up. In otherwords it splits up completely.

This is called complete dissociation. Most mineralacids are strong acids and will split up completely.They are said to completely dissociate.

A weak acid will not give all its H+

up. In otherwords it does not split up completely. Some of theacid molecule remains whole. This is called partialdissociation. Most organic acids, such as ethanoicacid, are weak acids.


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PRACTICAL 4

You are going to use a pH meter to test some different acids and bases.

NOTE:

The stronger the acid the lower the pH number on the meter will be.

The stronger the base, the higher the pH number on the meter will be.

Name of Acid pH meter reading Strong or weak

Acid or base?

Ethanoic Acid

Sulfuric Acid

Hexanoic Acid

Hydrochloric acid

Ammonia

Sodium bicarbonate


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0.1 mol L-1 Dilute acid

10 mol L-1 Concentrated acid

Practical 5: pH scale

In this experiment you will prepare a series of solutions by dilution. Each solution approximates to apH number. You will then confirm what you have done by using Universal Indicator.

You can make really concentrated Raro byputting just a little water with the packet of

Raro.

In the really concentrated Raro there is lots ofRaro particles, and not much water. (high moll-1)

If you add lots of water, you get dilute Raro(the way you have it at camp!), this means notmuch Raro and lots of water. (low moll-1)


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Colour in the test tubes below.

NEUTRALISATION

Acids can be neutralised by a base. That means that the hydroxide ions (OH-) in the base react withall the H+ ions to produce water (which is neutral).

Eg H+ Cl- + Na+ + OH- NaCl + H2O

1 2 3 4 5 6 7 8 910

11

12

13

14


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These reactions between acids and bases

can be considered a type of double

replacement reaction where essentially

the H+ ions from an acid combine with theOH from a base to produce water

(leaving the other two ions to form a

metal salt).

acid + base water + metal saltTo obtain a solid sample of the metal salt the water has to be evaporated.

In the laboratory, a neutralisation reaction is commonly used as a method for producing crystals of ametal salt. A sample of black copper oxide, CuO, is added to sulfuric acid and, with heating, a bluesolution of copper sulfate will form. Excess CuO is filtered off, the water is evaporated from the blue

solution and the copper sulfate solid will separate out.

Overall the word equation for these Neutralisation reactions can be written:

metal oxide + acid metal salt + wateror


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Add sodium hydroxide (NaOH) drop by drop until you have a neutral solution.

Pour the solution back into the measuring cylinder. Measure how much extra you have over theoriginal 10ml this is the amount of sodium hydroxide you have added.

Make a neutral solution by measuring out 10 ml of HCl and adding the correct amount of NaOH.

Heat the solution until half the water has boiled off.

Leave on the windowsill overnight.

Conclusion

When universal indicator solution is red, this shows that there are more ___________ ions than_______________ ions. The solution is acidic.

When universal indicator solution is blue, this shows that there are more _____________ ions than______________ ions. The solution is basic.

When universal indicator solution is green, this shows that

___________________________________________________________ . The solution is neutral.


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PRACTICAL 7: WHICH IS MORE ACIDIC?

How acidic something is can be determined by carrying out a neutralisation reaction in the presenceof an indicator.

Add universal indicator to an acid and it will turn red. Slowly add base to the acid and as you use upthe acid (as shown in the reaction below) the indicator will change colour. When the indicator staysgreen, then you know it is a neutral solution and you have used up all the acid.

HCl + NaOH NaCl + H2O

If whilst you are carrying out this test, you measure the amount of base that you use, you will knowwhich substance is more acidic.

AIM To see which drink is more acidic.

HYPOTHESIS:

_____________________________________________


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Reactions of metal carbonates or metal hydrogen carbonates with acids(Neutralisation)

Overall the word equation for the reaction between metal carbonate and acid is

metal carbonate + acid metal salt + water + carbon dioxide

or

metal hydrogen carbonate + acid metal salt + water + carbon dioxide

Metal carbonates are basic because they react with, and neutralise, acids.

Sodium, magnesium and calcium carbonates are all white, but copper carbonate is green.

Different forms of calcium carbonate are found as chalk, limestone and marble. All of them react inthe same way. Calcium carbonate does not dissolve in pure, distilled water. It does howeverdissolve in water in which there is dissolved CO2, forming a solution of calcium hydrogen carbonatewhich is soluble.

CaCO3(s) + H2O(l) + CO2(g) Ca(HCO3)2(aq)

The Ca(HCO3)2(aq) could also be written as Ca2+(aq) + HCO3

(aq)showing that the ionic solid is dissolved in the water. Undergroundlimestone caves (e g Waitomo) are caused by the dissolving of CaCO3 due


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statues made from limestone or marble (chemical formula ________) are destroyed by

_____ rain as the _____ reacts with the calcium carbonate producing ______,_______ and

a soluble _______.

a solution of b_____ s_______ can be used to neutralise the acid in a bee sting.

When an acid is added to either a solid sample or a solution of a metal carbonate or metal hydrogencarbonate, there will be fizzing (effervescence). Thegas given off is carbon dioxide, CO2.

Carbon dioxide gas can be collected by downwarddelivery or upward displacement of air (because theCO2 is denser than air).

CO2 can also be collected by downward displacementof water, although it is reasonably soluble in water(particularly when under pressure).

At the end of reaction a solution of calcium chloride isleft in the flask. Balance the following:

CaCO3 + HCl _______ + _______ + ________


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PRACTICAL 8

AIM: To see if CO2 forms an acidic, basic or neutral solution.

METHOD

1. Fill a third of a boiling tube with water

2. Add 5 drops of universal indicator and note the colour.

3. Blow gently through the straw, with exhaled breath, in to the solution in the boiling tube.

RESULTSThe water started off with a pH of ______________, after breathing CO2 into it for a while it had a pH

of ______________.

QUESTIONS

1. What type of solution is formed when CO2 dissolves in water?________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. What implications could this have on animals living in small ponds?


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pH SCALE

A pH scale is used to measure how acidic or basic a substance is. pH is a measure of H+

concentration.

1 7 14

Acidic Neutral Basic/Alkali

When all of the H+ ions have reacted with the base, the solution is said to be neutral. This means thatthe pH measurement will be 7 on the pH scale. (The middle, halfway between acid and base)

Eg.

HCl + NaOH NaCl + H2OpH 2 10 7 7

In order to compare how acidic substances are, we need to compare substances that all have thesame concentration.

The more acidic something is, the more fully it will give off its H+ ions and the lower its pH number.The more basic something is, the higher its pH number.

Add these substances to the pH scale above:


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PRACTICAL 10

AIM: To determine whether household substances are acidic, basic or neutral

METHOD:

1. Pour a small amount (a finger) of each household chemical in to a separate test tube. Makesure you know which is which.

2. Add 2-3 drops of universal indicator to each test tube.

3. Record the colour the indicator goes in your results table.

RESULTS

CHEMICAL COLOUR INUI

pH ACID, BASEOR

NEUTRAL

WEAK ORSTRONG

Soap

Lemon Juice

Vinegar

Baking soda


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3. Which household substances were basic?

4. Which of these bases were strong bases?

5. Which household substances were neutral?

INDICATORS

We use indicators to measure the amount of H+ ions that are in a solution. Indicators are chemicalsthat change colour when going from more acid to more basic conditions and vice versa. Eachindicator changes colour at a specific pH.

You have most certainly used litmus paper as a general indicator in the lab.

LITMUS (paper or liquid) is an acid base indicator that lets us know if we have an acid or base, nothow strong the acid or base are.

Bases turn red litmus ____________________ Remember: RBB Red Base Blue!

Acids turn blue litmus ____________________ Remember: BAR Blue Acid Red!


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RATES OF REACTION


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Some reactions are fast and some are slow. When vinegar is added to baking soda, the reaction isfast and carbon dioxide is rapidly formed. Concrete setting is quite a slow reaction (taking manyhours), while rusting is a very slow reaction (taking several weeks or years).

Reaction rate describes how fast or slow a reaction is. Rate can be measured by finding out how fasta reactant is used up, or how fast a product is formed.

This can be done by measuring

how fast a colour change occurs (if one of the reactants or products is coloured)

the volume of gas produced after various times if one of the products is a gas

the decrease in mass with time if one of the products is lost as a gas.

Depending on the speed of the reaction, measurements can be made every few seconds, minutes,hours or even days.

Consider the reaction of magnesium with hydrochloric acid to produce hydrogen gas and a solution ofmagnesium chloride.

magnesium + hydrochloric acid magnesium chloride + hydrogen

You could measure the rate of this reaction by measuring either:

the amount of magnesium used up per minute or

the amount of hydrochloric acid used up per minute or


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Answer the following questions from the graph.

From the graph above, how can you tell when the reaction is over?________________________________________________________________________________

____________________________________________________________________________

____

From the graph answer the following questions.

How much hydrogen is produced in

(i) 2.5 minutes? ____________________

(ii) 4.5 minutes? ___________________

How many minutes does it take to produce

(iii) 10 mL of hydrogen? _______________

(iv) 20 mL of hydrogen? ______________

(v) What is the rate of reaction in the fourth minute? _________

Note that in carrying out a reaction of a metal with an acid, the metal must first of all be rubbed with


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Explaining Rates using Collision Theory

1. Concentration

As the concentration of a solution increases, the number of dissolved particles increases.Increasing the concentration therefore means there are more particles available forcollisions so that the frequency of collisions will increase. This will increase the rate of thechemical reaction.

A sample of air contains about 20% oxygen gas, most of theremaining 80% being nitrogen gas. This means that in areaction involving oxygen, the reaction done in air will beslower than the same reaction done in oxygen since thelatter has a higher concentration and therefore there aremore frequent collisions between reacting particles.

Think about it this way: If youare in a lolly scrabble the morelollies there are, the more likelyyou are to get one!


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Note these things about the graph:

Curve A is steeper than curve B which tells you that the reaction was faster in A than in B

In A, reaction lasts 60 seconds, in B it lasts for 120 seconds.

The rate of reaction in A is double the rate in B i.e. the rate of reaction has doubled when theconcentration of acid was doubled.

Both reactions produced 60 mL of hydrogen. The volume of gas is the same because bothexperiments used the same amount of magnesium, and excess acid.

Practical 11: How concentration affects rate of reaction

AIM: To see if concentration affects reaction rate.

HYPOTHESIS: If the concentration of HCl is increased, the calcium carbonate will dissolve more

quickly.

METHOD:1. Note down the mass of your test tube.2. Add a scoop of calcium carbonate to your test tube.3. Re-weigh the test tube and do a subtraction to find out what mass of calcium carbonate you

added. Note this number down.


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3. Temperature

When temperature is increased the particles gain kinetic energy and this has two effects. Firstly theymove faster and therefore collide with other particles more often. Secondly since the particles

have more energy, it is more likely that the collisions will have enough energy to result in areaction (ie a larger proportion of the collisions will exceed the activation energy so that reactionoccurs). Thus increasing the temperature results in both an increase in the frequency ofcollisions and in the effectiveness of the collisions. This leads to an increase in reaction rate

On the axes below draw a second curve showing the decrease in mass of reactants in a secondexperiment with the same amount of all reactants at a higher temperature

Mass of

Reactants/g

Time/min

Exercise

The table below gives the result of six experiments involving the reaction between zinc andhydrochloric acid. In all experiments 0.2 g of zinc was used together with the same volume ofacid.


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Exercises

1. An experiment was carried out between magnesium and an excess of hydrochloric acid. Theresults are shown below.

Time/ min 0 1 2 3 4 5 6

Volume of hydrogen

/ mL

0 22 34 39 40 40 40

Plot these results on a graph.


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c. In which experiment was the reaction

fastest? ________

slowest? ________

d. In which experiment was the sodium thiosulfate most concentrated? How can you tell?________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

e. Name 3 variables that need to be controlled.

__________________________________________________________________________

f. Write a suitable conclusion for the experiment based on the results above.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

g. Suggest 2 ways of speeding up this reaction.________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


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PUTTING IT ALL TOGETHER

Fill in the blanks.

pH is a measure of how A_______________________ or B_____________________ (alkaline) a

solution is.

Strong acids release high concentrations of ______________________ ions. Weak acids

produce small concentrations of hydrogen ions in solution.

Strong alkalis release high concentrations of __________________________ ions in

solution and weak alkalis release small concentrations of hydroxide _____________ in

solution.

Acidic solutions have a pH of less than ______________

Alkaline solutions have a pH of ___________________ than 7

Neutral solutions have a pH of ______________________

Acids and Bases

T X O D U C E V G B H Y Q S P

R W Z W W Q V Z V X A R M H L

H Y D R O G E N G E M S E G A

S E T A N O B R A C M N E N S

ACID

ALKALI

AMMONIA

ANTACID

BAKING

BASE

CARBONATES


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ACIDS AND METALS

Metal + Acid Salt + Hydrogen

This was covered in the section on metals.

ACIDS AND CARBONATES

Carbonates fizz when they are put into acid. They give off the gas carbon dioxide.

The products of an acid + carbonate reaction are carbon dioxide, water and a salt. The salt dependsupon what the original acid and carbonate were.

e.g.

ZnCO3 + 2HCl CO2 + H2O + ?

In this reaction, if carbon dioxide and water are formed, the only things left are zinc and the chlorideion from the acid. So these two join together to make zinc chloride salt.

ZnCO3 + 2HCl CO2 + H2O + ZnCl2


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USES OF ACIDS AND BASES IN EVERYDAY LIFE

Fill in the table below, referring to the pages numbers listed in the New Directions in Science Book.

Substance Use How it works?

Baking soda

(Sodium HydrogenCarbonate)

Page 58

Baking

Mylanta

Page 67

Antacid

LimestonePage 68

Decay byacid rain

Toothpaste

Page 52

Neutralisesplaqueacid


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SOME SUMMARY NOTES

Acids

Acids are compounds that release hydrogen ions (H+1)in solution.

HCl, H2SO4, HNO3 are the acids listed in the achievement standard but you could also befamiliar with CH3COOH

Acids react with metals, bases and metal carbonates to form SALTS and other products.


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3. acid plus base NEUTRALISATION the H+1 ion of the acid reacts with OH-1 ion of the baseto form a neutral product WATER plus a SALT. During the reaction you should expect to see

a change in the colour of Universal indication or litmus. The SALT you produce is in solutionso the water can be evaporated to produce the solid SALT.

Magnesium hydroxide (in stomach powders / antacids) and HCl

Sodium hydroxide and sulphuric acid

Copper oxide and sulphuric acid


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Rates of Reaction

Fill in the blanks below.

For two particles to react they must come into contact (__________). Not all collisions result in a

___________, but ___________ the frequency of collisions will increase the rate of reaction.

There are 3 ways ___ which it is possible to increase the frequency or effectiveness of collisions

and therefore increase the _____ of reaction.

1.Concentration of solution - if the ______________ is increased the number of reacting particles

__ increased so there will be _____ frequent collisions and a _______ reaction rate.

2. Surface area of a solid - having a more finely divided (more powdered) solid increases the

________ area and this increases the _______ of particles exposed for collisions _____ the

particles in the liquid. This increases the rate of _________.

3. Temperature - As temperature is increased the energy of the reacting __________ increases.

This means they will be moving _______ and collide more ______ and with more _______ .

This means increasing temperature will increase the rate of reaction.

The rate of reaction can _____ be increased by adding __ chemical called a catalyst. This

generally provides an alternate mechanism for the reaction, in which ___________ with less

energy are effective and result in a reaction occurring. A _________ that is effective for one

reaction may have effect in another reaction


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ASSIGNMENT TWO

1. James and Diana placed some magnesium and calcium in water.

a. Write word equations for the reaction of water with Mg and Ca

b. Write balanced equations for the reactions in (a)

2. What would they have seen when they added phenolphthalein to the solutions of metalformed?

3. Write the word equation for burning magnesium.

4. Write a balanced equation for the reaction of lithium with water.


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You are given the symbols below, now try to find the corresponding elemental name.


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Elementary Fun

C U T D M F N C J M W M O G K I L N A G N O P M A M M V B U P Z A S J D H D G U Z N M N C Y O C M TD L U U U R W A R V A T U X E W C V I E V B M O U U U M X O W N C P D K A L X E O U E D H I Q Z U T

H Q P B I A F E S H N G I I Y Z M P O T F K X U C I U I T P T P N L A B Z O G R I G W L R T K O I F

P O O G N N X S P A T Y N Z N A I N T D R P P I I V N A H I A R G O N L M G O L O Y X Z O T H M T Y

U X X G I C U I S L K V E E M A A O A O I O R A K D S U M T B A T E L S L B L R O B W H M R Q U E T

J N U U L I V U L U K G B D S L T E N B T E G C Z S I O T S E L E N I U M A D C V V C F I I B N T L

E G M X O U C M E M M K C U U I L I E D M H V E I A N R T P O M I R M M H Y D N M W G N C U E I U K

A F P P D M M A X I B E R Y L I U M T A I N U U N Y K L I Z E H O X J T H H O I A Y V P U M I T L N

G W J F A Z H M L N R R J G N C V M C S I N M L R H O D I U M N T R G R Q T A M U Z W H M F N A P O

V H W V G X C W W I M U I M Y D O E N C R W E H I Y P C H T D V Z K P F P I R A O M H G I V S L R B

T E R B I U M I U U F S O D I U M A K U V U T H X U H D U R H K O E K Y R U T H E N I U M V T P A R

A J C F U Q X M N M E O X K J T R E Y L O U B M Z L M V Z N T I V S R R M N X N S U K E N I E O D A

X Y H Y C T G H O E D Z R Q F H L Q U U M Q G I O V B X O D A V U K M R K O P O D E K K G F I B I C

M U I M L H E A D D S T A N Z E C U J S F S H R D M U I R A M A S M U I N E H R M R P O L O N I U ME S E N A G N A M N N R M E I V I S I I F O I R X I K G Y I T T E R B I U M A H T A K M D Y I W M U

B E R E L I U M W P J E A U L U S B U X N N B E W F U X F Z T K B X U T D M U E M D S U F K U A T I

S E F S M U L A T N A T T C I U M C R M E F W V K R T M M M H W W E Y M O Z C I L O I I W Z M E S N

I N M U I M R E F A N Y O S O M U T N B U D R L P G J U U K O G A O S U U H R U B N B T G N L I G O

L I F G N M U I L L A G Y R G V Y N T I N I I I T T I I W H R A Q S R O N I T R N R E N M L S G O T

I M J S S U A W X E N T O K K N M D T K Z I P S G S M Y Z W I Z O A T E J A L E U I E O U U V R Z U

C O C W E I B U N C N H N O R I U U Y V N A N O O O V R V O U R N I T A T T G E N Z J R E T I Z J L

O R O O U N N C N I P B A R I U M T I O U B Q R R M I U D H M I O I H A T Y K F H Q I T P M R B V P

N B B U K I Z A F S J P A Z Z I J J Y N E I P H W U Q C A T U B U C C U X I A Q K U A S U F G K O X

A U A J Q T K F O W F Y J X J Z W V F V A S C J O I E R S M R M D T R O C K N H M P K I S L T T M N

E F L C V C V H S K O S A T E X T C P O Y M A S X D F E P Z M U I D N A C S A E A K N V E U C I U V

E B T O U A P R E P P O C L E N S C M D N V R R Q A O M R U L N W W L T T F Q L H O E V T O L F I J

R I M Z W T R U T K Y W V K J R O Q U A J P U E P N P C I K I Y W C O L N M G S C E Y N R R E F R RH O G N M O L Y B E D E N U M U I N A H T N A L G A V D Y U F G I W N I T H C R Z E Y T L I T R U L

V D V H V R C L B Q K N A L C G O W Y U J S Z A Q V N A M T W U W H U H N M I B P D Z N M N V H C R

U I P I Y P L X U P K G I U W Z S U M R Q O Z E I I C V O T M J T M W W E Z V F I O P G E E F O X X

H He Li Be

B C N O

F Ne Na Mg

Al Si P S

Cl Ar K Ca

Sc Ti V Cr

Mn Fe Co Ni

Cu Zn Ga Ge

As Se Br Kr

Rb Sr Y Zr

Nb Mo Tc Ru

Rh Pd Ag

In Sn Sb Te

I Xe Cs Ba

La Hf Ta W

Re Os Ir Pt

Au Hg Tl Pb

Bi Po At Rn

Fr Ra Ac Ce

Dy Ho Er Tm Yb Lu Th Pa U Np Pu Am Cm Bk Cf Es Fm Md

New 2011 y11 s1.5 CHEMISTRY WORKBOOK2

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