1.1 Activity sheet
Core
1 A student carefully placed a crystal of copper sulfate onto the bottom of a beaker
containing 250 cm3 of tap water and observed that, over time, the blue colour of
the copper sulfate spread throughout the water.
a
Describe, in terms of particles, what happens from the moment the solid crystal
of copper sulfate is placed into the bottom of the beaker of water until the
colour is spread evenly throughout the water. Include diagrams that show the
particles at the start and at the end.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
Particles at the start
Particles at the end
b The water in the beaker is made of molecules – each water molecule contains
two hydrogen atoms and one oxygen atom. The copper sulfate consists of ions.
Explain what the words ‘atom’, ‘molecule’ and ‘ion’ mean.
atom: …………………………………………………………………………………………………………………..
molecule: …………………………………………………………………………………………………………….
ion: …………………………………………………………………………………………………………………..
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2 Read the information about Robert Brown and his work and then answer the
questions that follow.
Robert Brown was born in Montrose, Scotland, on 21 December 1773. He studied
medicine at the University of Edinburgh and at the age of 21 joined the Fifeshire
Regiment and travelled as a botanist on voyages to Australia and Tasmania. He
collected over 4000 species of plants and brought them back to England to study. It
was whilst he was studying these plants that he used a microscope to examine pollen
grains floating on water. He noticed that the pollen grains did not stay still, but were
constantly moving in random directions. He suspended some of the pollen grains in
water and examined them closely, only to see that they were "very evidently in
motion". He concluded that the movement "arose neither from currents in the fluid,
nor from its gradual evaporation, but belonged to the particle itself". This tied in with
the accounts of many of the earlier scientists who had seen this phenomenon, and so
concluded that the movement was caused by living organisms moving around.
It is to Brown's great credit that he was not so easily persuaded. He was unsure as to
what was causing the motion. Having seen the movement in living pollen grains he
asked himself whether it would occur with plants that were dead. He repeated the
experiment with pollen grains that had been preserved for about eleven months in
alcohol and so were definitely dead. He observed the same movement. When the
experiment was repeated with rock dust the same movement was observed.
Contrary to popular belief, although Brown was the first to observe and document
the phenomenon that is now known as Brownian motion, he was unsure as to why it
was happening. Later studies began to uncover that the Brownian movement was
due to buffeting (knocking around) of individual molecules by water particles.
a
What did scientists previously believe was causing the movement of the
particles that Brown observed?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b i
What was the purpose of Brown repeating the experiment with pollen grain
that had been preserved in alcohol for 11 months?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
What conclusion did he draw after carrying out those further experiments?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
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c
Other scientists were reluctant to accept Brown’s ideas. Why do you think this
was?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d Use the idea of particles to explain what was making the pollen grains move.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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1.2 Activity sheet
Core
1 For each of the state changes in the table:
a
identify whether heating or cooling brings about the change
b identify the state of the substance before and after the change
c
explain what happens during the change in terms of the particle model.
State
change
Caused by
heating or
cooling?
State
before
change
State
after
change
What happens to the particles?
melting
boiling /
evaporation
condensing
freezing
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2 The table shows melting and boiling points for four substances. In which are the
particles in an ordered arrangement at room temperature?
Circle letter A, B, C or D.
Melting point /°C
Boiling point /°C
A
– 115
79
B
– 91
– 88
C
80
218
D
– 23
77
3 Describe the significance to the planet and everyday life of the following data.
a
Water has a melting point of 0 °C and a boiling point of 100 °C.
……………………………………………………………………………………………………………………………..
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b Oxygen has a melting point of −219 °C and a boiling point of −183 °C.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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1.4 Activity sheet
Core
1 A pure sample of ethanoic acid was heated from 10 °C. The temperature was
recorded at intervals of one minute. These are the results:
Time /min
0
1
2
3
4
5
6
7
8
9
Temperature /°C
10
17
17
17
17
17
20
40
60
80
Time /min
10
11
12
13
14
15
16
17
18
19
Temperature /°C
100
118
118
118
118
118
118
135
160
185
a
Plot a graph to show how the temperature changes with time.
b Add these two labels in the correct places on your graph:
melting point
c
boiling point
Which change is taking place between the first and fifth minutes?
……………………………………………………………………………………………………………………………..
d Choose a time when the ethanoic acid is evaporating, but not boiling:
……………………………………………………………………………………………………………………………..
e
Choose a temperature at which all the particles of ethanoic acid are:
i
moving around slowly, in a random way ……………………………………………………….
ii
vibrating about a fixed position …………………………………………………………………….
iii able to fill the available volume …………………………………………………………………….
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Supplement
2 Ethanoic acid is cooled from 150 °C to 0 °C.
a
Sketch a graph in this box to show how the temperature of ethanoic acid will
change over time.
b Add these labels in the correct places on your graph:
melting
c
freezing
Describe the shape of the cooling curve using ideas about particles and energy.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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1.5 Activity sheet
Core
1 A student blows up two balloons that are identical apart from their colour. He
blows half the amount of gas into the red balloon than he does into the blue
balloon.
a
In which balloon is the gas pressure greater?
……………………………………………………………………………………………………………………………..
b What causes gas pressure?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Explain your answer to a in terms of particles.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
Supplement
2 Use the particle model to explain each of the following observations.
a
Observation: Ben has an empty plastic water bottle. He puts the lid on tightly
and then puts the bottle in the freezer. A few hours later he finds that the
bottle is crumpled.
Explanation: ………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Observation: Ben has some ‘bottled’ fuel gas in a steel gas cylinder with a
pressure gauge. Ben notices that the pressure of the gas is lower on a cold
night out camping than on a hot sunny day.
Explanation: ………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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c
Observation: Ben pumps the same mass of air into a bicycle tyre and a car tyre.
He then measures the air pressure in each and finds that the pressure in the
bicycle tyre is greater than that in the car tyre.
Explanation: ………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
3 The following text describes a hypothetical experiment. A glass tube containing air
is sealed at both ends. Brown bromine gas is allowed to diffuse in at one end at the
same time that yellow-green chlorine is allowed to diffuse in at the other end. The
relative molecular mass of bromine is 160 and that of chlorine is 71.
a
Which gas will reach the centre of the tube first?
……………………………………………………………………………………………………………………………..
b Make a labelled sketch of what you expect to see happen over time.
First…
Then…
Then…
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2.1 Activity sheet
Core
The Periodic Table is a list of all the known elements – there are currently around 100.
People have gradually discovered the elements over thousands of years. Iron was
discovered before the ‘Iron Age’, although people didn’t know it was an element then.
Elements are still being discovered today. These are usually produced in large
experiments like the Hadron Collider and are not very useful at the moment.
Scientists have tried to make sense of the properties of elements and versions of the
Periodic Table have been around for a long time. Scientists looked at the properties of
the elements and attempted to put elements that behaved in similar ways together on
the table.
1 a
Cut out the element data cards provided.
b Sort the elements into groups of your choosing. For example, you could start by
sorting the elements into those which conduct electricity and those which
don't. Or you could sort them by whether they are solids, liquids or gases at
room temperature. Each time you come up with a set of groups, write down
the properties you have sorted the elements by and write down why you chose
the groups. Come up with as many different ways of grouping the elements as
you can. It doesn't have to be just two groups each time. You could split the
cards into three or four groups. Try to organise at least one set of groups based
on the reactivity of the elements, as this is what early scientists did.
c
Look at a copy of the Periodic Table. Use the table and other sources of
information to fill in the missing information on your element data cards.
d Compare the elements in the groups you came up with to the table that
scientists around the world have agreed on. Do you notice any links between
the groups you made up and where the elements are on the actual periodic
table?
2 Compare your groups to the Periodic Table. Did any of your groups put together
elements that are also close together on the Periodic Table? Which ones?
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
3 Would you change any of your groups now you have seen the Periodic Table? Can
you see why the elements are arranged the way they are on the Periodic Table?
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
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Property used to sort the elements:
Group A
Group B
Group C
Group D
Group E
Group D
Group E
Group D
Group E
Notes
Property used to sort the elements:
Group A
Group B
Group C
Notes
Property used to sort the elements:
Group A
Group B
Group C
Notes
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Follow-up activity
Choose an element that is not shown above, research it and write a report about it.
Your report should include:
•
the name of the element
•
the symbol of the element
•
a definition of what an element is
•
whether the element is a metal or non-metal
•
the position of the element in the periodic table
•
three physical properties of the element (e.g., melting point)
•
some of the element’s chemical reactions
•
a use of the element.
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2.2 Activity sheet
Core
1 For each question, a–e, highlight or circle any correct answers.
a
Which particles are found in the nucleus of an atom?
protons
neutrons
electrons
b Which particles orbit the nucleus?
protons
c
neutrons
electrons
Which atomic particle has a charge of +1?
proton
neutron
electron
d Which atomic particle has no charge?
proton
e
neutron
electron
Two of the particles each have a mass of one atomic mass unit. The other has
almost no mass. Which one has almost no mass?
proton
g
electron
Which atomic particle has a charge of −1?
proton
f
neutron
neutron
electron
In any atom, which particle is present in the same number as the number of
protons?
neutron
electron
2 A lithium atom has three protons, four neutrons and four electrons. Sketch a
simple model of an atom of lithium and label the particles.
3 Why is there no overall charge on an atom?
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
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2.3 Activity sheet
Core
1 This table is about the atoms of eight elements A–H. (These letters are not their
chemical symbols.) Complete the table to show the electron distributions of atoms
of these elements.
Element
Proton number
Electron distribution
1st shell
A
2
B
3
C
9
D
12
E
13
F
15
G
18
H
19
2nd shell
3rd shell
4th shell
2 How many outer shell electrons do atoms of element E have? ……………………………….
3 How many of the elements are from Group II of the Periodic Table? ……………………..
4 Which element is from Group VII of the Periodic Table? …………………………………………
5 Which two pairs of elements belong to the same Group of the Periodic Table?
…………………………………………………………………………………………………………………………………..
6 Which are unreactive elements? Explain your answer.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
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2.4 Activity sheet
Core
1 Complete the statements below by writing words ‘the same’, ‘a different’, ‘more’,
or ‘fewer’ in each gap.
a
Two atoms of the same element have ……………………… number of protons,
and ……………………… number of electrons.
b Two isotopes of the same element have ……………………… number of protons,
and ……………………… number of neutrons.
c
All atoms of uranium-235 have ……………………… number of neutrons,
and ……………………… number of electrons.
d Compared to atoms of elements in Period 3, atoms of elements in Period 2
have ……………………… protons and electrons.
e
Compared to atoms of helium, atoms of lithium have ……………………… protons
and electrons.
2 This table is about isotopes of some common elements. Complete it.
Isotope
16
8O
Name of
element
Proton
number
Nucleon
number
Number of
p
e
n
oxygen
8
16
8
8
8
17
17
18
17
17
20
18
8O
12
6C
13
6C
24
12 Mg
25
12 Mg
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3.2 Activity sheet
Core
1 Complete the statements below by writing words 'the same number of', 'more', or
'fewer' in each gap.
a
Compared to its atom, a positive ion has:
i
………………………………………………………… protons
ii
………………………………………………………… neutrons
iii ………………………………………………………… electrons.
b Compared to its atom, a negative ion has:
i
………………………………………………………… protons
ii
………………………………………………………… neutrons
iii ………………………………………………………… electrons.
2 a
Complete the following table.
Atomic
number
Symbol of
atom
11
Na
Electronic
structure of
atom
Electrons
gained or
lost to give
ion
Ion (symbol
and charge)
1 lost
13
16
Electronic
structure of
ion
2, 8
2, 8, 6
17
20
Ca2+
b Which ions in the table are cations?
……………………………………………………………………………………………………………………………..
c
Which ions in the table are anions?
……………………………………………………………………………………………………………………………..
d What do the electronic structures of the ions have in common?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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3.3 Activity sheet
Core
1 a
Complete the dot and cross diagram to show the ionic structure of sodium
chloride. Show the missing electron shells. (The larger dark circles in the centre
of the ions show the nuclei.)
b Explain how electrons are transferred when the ions in a are formed from their
atoms.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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Supplement
c
Sodium chloride exists as an ionic lattice. Explain what is meant by this.
……………………………………………………………………………………………………………………………..
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2 The table describes the structures of two ions. Give the formula for each ion, using
a Periodic Table to help you.
Number of protons
Number of neutrons
Number of electrons
16
16
18
20
20
18
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Formula of ion
3 A magnesium atom has 12 electrons. A fluorine atom has 9 electrons.
a
Draw a magnesium atom and a fluorine atom.
b How many electrons must an atom of magnesium lose to form a stable ion?
……………………………………………………………
c
How many electrons must an atom of fluorine gain to form a stable ion?
……………………………………………………………
d Showing only the outer electron shells, draw a dot and cross diagram of the
ionic structure for magnesium fluoride.
e
Explain the similarities and differences between the ionic structure of
magnesium fluoride and calcium chloride.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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3.4 Activity sheet
Core
1 Complete the following sentences:
When metals bond with non-metals, the metals ………………………………. electrons and
become ……………………………… charged ions.
Non-metals ………………………………. electrons and become ………………………………
charged ions.
2 Suggest and explain why:
a
Group VIII elements do not form compounds
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Group IV elements do not form ions.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
3 Write down the name of each of the following ionic compounds.
a
LiBr: …………………………………………………………………………………………………………………….
b MgCl2: …………………………………………………………………………………………………………………
c
AlF3: …………………………………………………………………………………………………………………….
d Na2O: …………………………………………………………………………………………………………………..
e
MgS: …………………………………………………………………………………………………………………….
4 Cobalt (Co) and manganese (Mn) can both form more than one ion. When naming
these compounds you must include information about the ion, for example, MnI2
contains the Mn2+ ion and so the compound is called manganese (II) iodide. Write
down the name of each of the following ionic compounds.
a
CoCl2 which contains Co2+: ………………………………………………………………………………….
b CoF3 which contains Co3+: …………………………………………………………………………………..
c
Mn2O3 which contains Mn3+: ………………………………………………………………………………
d MnS2 which contains Mn4+: ………………………………………………………………………………..
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Supplement
5 Ionic compounds have no overall charge.
a
A calcium atom has 20 electrons, and an oxygen atom has 8 electrons. What is
the formula of calcium oxide? Show your working.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b A potassium atom has 19 electrons and a sulfur atom has 16 electrons. What is
the formula for potassium sulfide? Show your working.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
6 The table shows some common ions.
Ion
Formula
Ion
Formula
lithium
Li+
hydroxide
OH−
aluminium
Al3+
sulfate
SO42−
copper (II)
Cu2+
nitrate
NO3−
potassium
K+
carbonate
CO32−
sodium
Na+
chloride
ammonium
NH4+
hydrogencarbonate
Cl−
HCO3−
Use the charges on these ions to work out the correct formulae for the following
compounds.
a
lithium hydroxide: ……………………………………………………………………………………………….
b copper (II) sulfate: ………………………………………………………………………………………………
c
sodium hydrogencarbonate: ……………………………………………………………………………….
d aluminium nitrate: ………………………………………………………………………………………………
e
potassium carbonate: ………………………………………………………………………………………….
f
ammonium chloride: …………………………………………………………………………………………..
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3.5 Activity sheet
Core
1 Name the type of bonding between these atoms.
a
a metal atom and a non-metal atom: …………………………………………………………………
b a non-metal atom and another non-metal atom: ……………………………………………….
2 What type of bonding is present in each of these compounds?
a
ammonia (NH3): ………………………………………………………………………………………………….
b potassium iodide (KI): …………………………………………………………………………………………
c
methane (CH4): …………………………………………………………………………………………………..
d hydrogen (H2): …………………………………………………………………………………………………….
e
sodium chloride (NaCl): ………………………………………………………………………………………
3 Chlorine atoms have 17 electrons. The electron arrangement is 2,8,7.
a
On the left-hand side draw an atom of chlorine, showing the electron
arrangement. On the right-hand side redraw your atom of chlorine showing
only the outer electron shell. Use × to represent an electron.
b How could you change the electron arrangement of chlorine to make it more
stable?
……………………………………………………………………………………………………………………………..
c
Why can’t two chlorine atoms form an ionic bond together?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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d Two chlorine atoms can form a covalent bond to form a molecule of Cl2.
i
Draw a molecule of Cl2, using • and × symbols to show the bonding.
ii
Why isn’t it necessary to show the electrons in the first and second shells
when drawing the bonding in Cl2?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
Supplement
4 An oxygen atom has 8 electrons.
a
Draw an atom of oxygen showing only the outer shell electrons.
b Draw a molecule of oxygen, showing only the outer shell electrons, and explain
your diagram in terms of the stability of the oxygen atoms.
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5 Draw a diagram to show how the electrons are arranged in nitrogen, N2.
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3.6 Activity sheet
Core
1 The table below shows incomplete diagrams of the bonding in molecules of water,
methane, and hydrogen chloride.
a
First, draw hydrogen atoms in the boxes, to complete the structures of the
molecules.
b Then use • and × symbols to show the bonding. (Use × to represent an electron
from hydrogen.) Show only outer shell electrons in your diagrams.
Water
Methane
Hydrogen chloride
Supplement
2 Draw a diagram to show how the electrons are arranged in ethane, C2H6.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
3 Draw a diagram to show how the electrons are arranged in ethene, C2H4.
4 Draw a diagram to show how the electrons are arranged in dichloromethane,
CH2Cl2.
5 Draw a diagram to show how the electrons are arranged in methanol, CH3OH.
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6 Draw a diagram to show how the electrons are arranged in phosphorous
pentachloride, PCl5.
7 Draw a diagram to show how the electrons are arranged in carbonyl sulfide, OCS.
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3.8 Activity sheet
Core
1 These diagrams show part of the structures of diamond and graphite.
a
Which do these structures represent, elements or compounds? ……………………….
b Fill in the three missing labels, for the atom and two structures.
c
Describe the differences in the bonding and structure of graphite and diamond.
i
bonding: ………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………….
ii
structure: ………………………………………………………………………………………………………
……………………………………………………………………………………………………………………….
d i
One of the two substances is very hard, and the other is soft. Identify which
is which and explain this difference.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
Which substance is therefore used in cutting tools, and which is used as a
lubricant?
•
cutting tools: ……………………………………………………………………………………..
•
lubricant: …………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
e
One substance is an insulator, and the other is a good conductor of electricity.
Identify which is which and explain this difference.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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Supplement
2 Silicon dioxide has a structure similar to that of diamond. Use this fact to explain
why:
a
silicon dioxide is hard
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b silicon dioxide melts at 1713 °C
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
silicon dioxide does not conduct electricity
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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3.9 Activity sheet
Supplement
1 a Match each of the substances in the table with a description from the list.
giant covalent
Substance
Formula
ionic
metal
simple molecule
Melting point
/°C
Boiling point
/°C
A
3550
B
Electrical conductivity
conducts
when solid
conducts
when molten
4830
no
no
1768
3142
yes
yes
C
–182
–164
no
no
D
1055
1873
no
yes
A: ………………………………………………………….
B: ………………………………………………………….
C: ………………………………………………………….
D: ………………………………………………………….
b The four substances are methane (CH4), cobalt (Co), calcium chloride (CaCl2)
and carbon (C) (diamond). Identify which substance is which and add the
formulas to the table.
2 The diagram shows part of the structure of copper metal.
b Describe the bonding in copper.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Explain why copper can be hammered into shape.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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d Copper is a good material for making a kettle. Give the property that makes
copper suitable for this use, and explain why copper has this property.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
e
Copper is a good material for making electrical wires. Give the properties that
makes copper suitable for this use, and explain why copper has these
properties.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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4.1 Activity sheet
Core
1 Write the name of each compound.
a
MgCl2
…………………………………………………………………………………………………………………………………………………………………………………………….
b KBr
…………………………………………………………………………………………………………………………………………………………………………………………….
c
PCl3
…………………………………………………………………………………………………………………………………………………………………………………………….
d K2O
…………………………………………………………………………………………………………………………………………………………………………………………….
e
H2S
…………………………………………………………………………………………………………………………………………………………………………………………….
f
Li2S
…………………………………………………………………………………………………………………………………………………………………………………………….
g
NH3
…………………………………………………………………………………………………………………………………………………………………………………………….
2 Write the molecular formula for each compound.
a
sulfur dioxide
c
carbon tetrachloride
molecular formula: ……………
b propene
molecular formula: ……………
molecular formula: ……………
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Supplement
3 The diagram shows some of the elements in the Periodic Table.
I
II
III
Li
Mg
K
IV
V
VI
VII
N
O
F
Al
VIII
S
Ca
Br
Use the diagram to deduce the valency of each element in the following
compounds, and the formula of each compound.
a
lithium fluoride
valency of lithium: …………
valency of fluorine: …………
formula of lithium fluoride: ………………
b magnesium sulfide
valency of magnesium: ………… valency of sulfur: …………
formula of magnesium sulfide: ………………
c
potassium oxide
valency of potassium: …………
valency of oxygen: …………
formula of potassium oxide: ………………
d calcium bromide
valency of calcium: …………
valency of bromine: …………
formula of calcium bromide: ………………
e
aluminium chloride
valency of aluminium: ………… valency of chlorine: …………
formula of aluminium chloride: ………………
f
magnesium nitride
valency of magnesium: ………… valency of nitrogen: …………
formula of magnesium nitride: ………………
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4.2 Activity sheet
Core
1 Write a word equation and a symbol equation for each of these chemical reactions.
Example
word equation:
hydrogen + oxygen → water
symbol equation: 2H2 + O2 → 2H2O
a
word equation: …………………………………………………………………………………………………………
symbol equation: ………………………………………………………………………………………………………
b
word equation: …………………………………………………………………………………………………………
symbol equation: ………………………………………………………………………………………………………
c
word equation: …………………………………………………………………………………………………………
symbol equation: ………………………………………………………………………………………………………
d
word equation: …………………………………………………………………………………………………………
symbol equation: ………………………………………………………………………………………………………
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e
word equation: …………………………………………………………………………………………………………
symbol equation: ………………………………………………………………………………………………………
2 Complete and balance these equations. ( ___ is for a number, and ………… is for a
formula.)
a
the neutralisation of phosphoric acid using potassium hydroxide
___KOH + H3PO4 → K3PO4 + ___H2
b the complete combustion of pentane, giving carbon dioxide and water
C5H12 +___O2 → ___ CO2 + ___ …………
c
the thermal decomposition of sodium nitrate to sodium nitrite and oxygen
___NaNO3 → ___NaNO2 + …………
3 Copper (II) sulfate, which is soluble in water, can be prepared from solid
copper (II) oxide and aqueous sulfuric acid. Complete the following equation for
the reaction by adding state symbols.
CuO
+
H2SO4
→
CuSO4
+
H2 O
4 Limewater (aqueous calcium hydroxide) can be used to test for carbon dioxide gas.
If carbon dioxide is present, limewater turns cloudy due to the formation of solid
calcium carbonate. Complete the following equation for the reaction that occurs by
adding state symbols.
Ca(OH)2
+
CO2
→
CaCO3
+
H2O
5 Solid copper (II) hydroxide can be prepared from aqueous copper (II) chloride and
sodium hydroxide solution. Balance the following equation for the reaction and
add state symbols.
CuCl2
+
NaOH
→
Cu(OH)2
+
NaCl
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6 Write a balanced symbol equation for each reaction, including state symbols.
a
Chlorine reacts with potassium iodide to form potassium chloride and iodine.
All of the reactants and products are in aqueous solution.
……………………………………………………………………………………………………………………………..
b Ammonia gas combusts (reacts with oxygen) to form nitrogen gas and water
vapour. Write a balanced symbol equation for the reaction, including state
symbols.
……………………………………………………………………………………………………………………………..
c
Solid sodium reacts with water to form aqueous sodium chloride and hydrogen
gas.
……………………………………………………………………………………………………………………………..
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4.3 Activity sheet
Core
1 A hydrogen atom has a mass of approximately 1.66 × 10−27 kg and a carbon-12
atom has a mass of approximately 1.99 × 10−26. Suggest why atomic masses are
usually given as values relative to one twelfth of the mass of carbon.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
2 Complete the table by using the masses in kg to calculate the relative atomic
masses to the nearest whole number.
Element
Mass of one atom /kg
Relative atomic mass, Ar
hydrogen
1.66 × 10−27
1
carbon-12
1.99 × 10−26
12
nitrogen
2.32 × 10−26
oxygen
2.66 × 10−26
isotope of chlorine
5.81 × 10−26
isotope of chlorine
6.14 × 10−26
sulfur
5.31 × 10−26
calcium
6.64 × 10−26
isotope of copper
1.05 × 10−25
isotope of copper
1.08 × 10−25
3 Calculate the relative molecular mass of each of the following compounds. For
chlorine, take the relative atomic mass to be 35.5. For the other atoms, use the
values you calculated in question 2.
a
SO2
……………………………………………………………………………………………………………………………..
b H2O
……………………………………………………………………………………………………………………………..
c
NH3
……………………………………………………………………………………………………………………………..
d Cl2
……………………………………………………………………………………………………………………………..
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4 Calculate the relative formula mass of each of the following compounds. For
chlorine, take the relative atomic mass to be 35.5. For copper, take the relative
atomic mass to be 63.5. For the other atoms, use the values you calculated in
question 2.
a
HNO3
………………………………………………………………………………………………………………………
b CaCO3
………………………………………………………………………………………………………………………
c
NH4NO3
………………………………………………………………………………………………………………………
d CuSO4
………………………………………………………………………………………………………………………
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4.4 Activity sheet
Core
1 On heating, ammonium nitrate decomposes into nitrous oxide and water vapour:
NH4NO3(s) → N2O(g) + 2H2O(g)
8 g of ammonium nitrate breaks down to give 4.4 g of nitrous oxide.
a
What mass of water vapour is produced when 8 g of ammonium nitrate is
decomposed?
……………………………………………………………………………………………………………………………..
b What mass of ammonium nitrate would produce 18 g of water vapour?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
2 Two oxides of sodium are formed when sodium is burned in air:
6Na(s) + 2O2(g) → 2 Na2O(s) + Na2O2(s)
69 g of sodium gives a combined total of 101 g of oxides.
a
What mass of oxygen reacts with 69 g of sodium?
……………………………………………………………………………………………………………………………..
b If 62 g of Na2O is formed from 69 g of sodium, what mass of Na2O2 is formed?
……………………………………………………………………………………………………………………………..
c
What mass of sodium is needed to produce 78 g of Na2O2?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
3 Aluminium reacts with iron (III) oxide to produce aluminium oxide and ion:
2Al(s)+ Fe2O3(s) → Al2O3(s)+ 2Fe(s)
10 g of iron oxide yields 7 g of iron.
a
What mass of iron oxide is needed to give 28 g of iron?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b 80 g of iron oxide yields 107 g of products in total.
i
What mass of aluminium oxide is produced?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
What mass of aluminium is needed to react with the iron?
……………………………………………………………………………………………………………………….
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Supplement
4 80 g of a mixture is found to contain 35 g of citric acid and 42 g of malic acid. The
rest is impurities. Complete rows b – f in this table, for the mixture.
Citric acid
Malic acid
C………H………O………
C………H………O………
a Structural formula of the acid
b
How many atoms are there in
one molecule of the acid?
What is the molecular formula
c of the acid? (Give it in the form
CxHyOz.)
What is its relative molecular
d mass?
Ar(H) = 1, Ar(C) = 12, Ar(O) = 16
e
What is the % of carbon, by
mass, in the acid?
f
What % of the mixture, by
mass, is impurities?
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5.1 Activity sheet
Supplement
1 Complete the sentences below about relative atomic mass.
a
A magnesium atom has a mass of 24. Its mass is ………… times the mass of a
carbon-12 atom.
b A silicon atom has a mass of 28. Its mass is ………… times the mass of a helium
atom, of relative mass 4.
c
A titanium atom has a mass of 48. Its mass is ………… times the mass of a
magnesium atom, of relative mass 24.
d An iron atom has a mass of 56. Its mass is ………… times the mass of a silicon
atom, of relative mass 28.
e
A neon atom has a mass of 20. Its mass is ………… the mass of an argon atom, of
relative mass 40.
2 Calculate the molar mass for the elements and compounds shown in the table. Use
the Periodic Table on the final page to help you.
Substance
Formula
oxygen
O2
chlorine
Cl2
nitrogen dioxide
NO2
dinitrogen oxide
N2O
dinitrogen pentoxide
N2O5
methane
CH4
ethane
C2H6
ammonia
NH3
sulfur dioxide
SO2
How many atoms of each
element in the formula?
2 oxygen atoms
1 nitrogen atom
2 oxygen atoms
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Molar mass
3 The amount of substance, in moles (mol), is given by:
amount (mol) =
a
mass (g)
mass of 1 mole (A r or M r ) (g/mol)
Rearrange the formula to give a formula for the mass in terms of the amount
and the molar mass.
mass (g) =
b Use the two formulae to complete the table. Use the Periodic Table on the final
page to help you find and calculate Ar and Mr values.
Substance
Ar or Mr
value
Amount /mol
copper, Cu
2.0
magnesium, Mg
0.5
Mass /g
135.5
chlorine, Cl2
hydrogen, H2
8.0
phosphorous, P4
2.0
ozone, O3
101.6
water, H2O
154.5
carbon dioxide, CO2
0.4
ammonia, NH3
108.5
calcium carbonate, CaCO3
100.6
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© Oxford University Press 2021; This resource sheet may have been changed from the original.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
5.2 Activity sheet
Supplement
The table below contains Ar values that you will need to complete the calculations in
this activity sheet.
Element
H
C
N
O
Na
Al
Cl
Ca
Cr
Fe
Pb
Ar
1
12
14
16
23
27
35.5
40
52
56
207
1 80 g of magnesium oxide can be obtained from 48 g of magnesium.
a
What mass of magnesium is required to make 100 g of magnesium oxide?
……………………………………………………………………………………………………………………………..
b What mass of magnesium oxide can be obtained from 36 g of magnesium?
……………………………………………………………………………………………………………………………..
2 The reaction between hydrogen and oxygen to make water is:
2H2(g) + O2(g) → 2H2O(g)
a
How many moles of hydrogen will react exactly with 1 mole of oxygen?
……………………………………………………………………………………………………………………………..
b Using Mr values, deduce how many grams of hydrogen will react exactly with
32 g of oxygen.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
What mass of hydrogen is needed to react exactly with 4 g of oxygen?
……………………………………………………………………………………………………………………………..
3 A student is preparing a sample of sodium nitrate, NaNO3. She mixes 17 g of
sodium oxide with nitric acid. The equation for the reaction is:
Na2O(s) + 2HNO3(aq) → 2NaNO3(aq) + H2O(l)
a
Calculate the number of moles in 17 g of sodium oxide.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Calculate the mass of nitric acid needed to exactly react with 17 g of sodium
oxide.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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4 Calcium carbonate breaks down on heating to produce calcium oxide and carbon
dioxide gas:
CaCO3(s) → CaO(s) + CO2(g)
A student heats 15 g of calcium carbonate strongly in a crucible.
a
Calculate the number of moles in 15 g of calcium carbonate.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b How many moles of calcium oxide that will be produced?
……………………………………………………………………………………………………………………………..
c
Use your answer to b to calculate the mass of calcium oxide produced by this
reaction.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d Check your answer to c by using relative formula/molecular masses and simple
proportion.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
5 Aluminium and iron oxide react together to produce aluminium oxide. The
equation for the reaction is:
2Al(s) + Fe2O3(s) → Al2O3(s) + 2Fe(s)
Calculate the mass of iron that is produced by reacting 20 g of iron oxide with an
excess of aluminium.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
6 When lead dioxide is heated with hydrogen, the following reaction occurs:
PbO2(s) + 2H2(g) → Pb(s) + 2H2O(g)
a
If 478 g of lead dioxide is heated calculate:
i
the number of moles of lead dioxide used
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
the number of moles of lead produced
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
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iii the mass of lead produced.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
b Calculate the mass of hydrogen needed to make 20.7 g Pb.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
7 5.2 g of chromium, Cr, reacts with exactly 10.65 g of chlorine, Cl2. The formula of
the single product, chromium chloride, is either CrCl2 or CrCl3.
a
Determine how many moles of chromium and chlorine react.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Work out the whole number ratio of chromium to chlorine in the reaction.
……………………………………………………………………………………………………………………………..
c
Use your answer to b to write an equation for the reaction including
determining the formula of the chromium chloride.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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5.3 Activity sheet
Supplement
The table below contains Ar values that you will need to complete the calculations in
this activity sheet.
Element
H
C
O
Ar
1
12
16
1 Calculate the number of moles of gas present in each of the following volumes:
a
96 dm3 of helium, He
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b 0.06 dm3 of argon, Ar
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
48 000 cm3 of hydrogen, H2
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d 1920 cm3 of chlorine, Cl2.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
2 Calculate the following:
a
the volume of hydrogen produced, in cm3, when 0.5 mol of Mg reacts with
excess acid
Mg(s) + 2HCl(aq) → MgCl2(aq) + H2(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b the volume of carbon dioxide produced, in dm3, when 2.5 mol of CuCO3 undergoes
thermal decomposition
CuCO3(s) → CuO(s) + CO2(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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c
the volume of hydrogen chloride gas produced, in dm3, from the reaction of
36 dm3 of hydrogen with an excess of chlorine
H2(g) + Cl2(g) → 2HCl(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d the volume of ammonia produced, in cm3, from the reaction of 6000 cm3 of
nitrogen with an excess of hydrogen
N2(g) + 3H2(g) → 2NH3(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
e
the volume of oxygen produced, in dm3, when 119 g of hydrogen peroxide
(H2O2) decomposes
2H2O2(aq) → 2H2O(l) + O2(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
f
the volume of oxygen needed, in dm3, for the complete combustion of 272 g of
methane (CH4)
CH4(g) + 2O2(g) → 2H2O(g) + CO2(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
3 A camping gas stove containing the gas propane, C3H8, is lit and used for 2 hours.
C3H8(g) + 5O2(g) → 4H2O(g) + 3CO2(g)
The mass of the camping gas stove before and after use is given in the table below.
a
Initial mass of stove /g
364.2
Mass of stove after 2 hours /g
285.0
Calculate the mass of propane burnt over the 2 hour period.
……………………………………………………………………………………………………………………………..
b For the 2 hour period during which the propane is burnt, calculate
i
the amount, in moles, of propane that is burnt
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
© Oxford University Press 2021; This resource sheet may have been changed from the original.
ii
the amount, in moles, of oxygen that is needed for complete combustion
……………………………………………………………………………………………………………………….
iii the volume of oxygen, in dm3, that is needed for complete combustion.
……………………………………………………………………………………………………………………….
© Oxford University Press 2021; This resource sheet may have been changed from the original.
5.4 Activity sheet
Supplement
The table below contains Ar values that you will need to complete the calculations in
this activity sheet.
Element
H
O
Na
Cl
S
Cu
Ar
1
16
23
35.5
32
64
1 The concentration of a solution of a substance (a solute), in mol/dm3, is given by:
concentration (mol/dm3 ) =
a
amount of substance (mol)
volume of solution (dm3 )
Rearrange the formula to give:
i
the amount of substance, in moles
amount of substance (mol) =
ii
the volume of solution, in dm3
volume of solution (dm3) =
b Use the formulae to complete the table.
Solute
Volume of
solution
Concentration of
solution /mol/dm3
sodium chloride
1 dm3
2
hydrochloric acid
100 cm3
sodium hydroxide
2 dm3
sulfuric acid
Number of moles of
solute in the solution
0.5
1
250 cm3
0.5
ammonium nitrate
2
0.3
copper (II) sulfate
0.25
0.75
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2 Find the concentrations of each of these solutions in mol/dm3.
a
2 g/dm3 aqueous NaOH
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b 36.5 g/dm3 aqueous HCl
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
2 dm3 of a solution containing 2.34 g of NaCl
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d 1.5 dm3 of a solution prepared with 6 g of anhydrous copper sulfate, CuSO4
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
5.5 Activity sheet
Supplement
The table below contains Ar values that you will need to complete the calculations in
this activity sheet.
Element
H
C
O
Mg
Fe
Cu
Ba
Pb
Ar
1
12
16
24
56
63.5
137
207
1 Find the empirical formula for each of the following substances.
a
A compound that is 92.3% carbon and 7.7% hydrogen, by mass.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b A compound that is 89.5% barium and 10.5% oxygen.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
A compound that is 51.6% copper, 9.7% carbon and also contains oxygen.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d A compound containing 414 g of lead and 32 g of oxygen.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
e
A compound of which a 16.0 g sample contains 11.2 g of iron. The compound
also contains oxygen.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
2 Calcium burns in air to give calcium oxide:
calcium + oxygen → calcium oxide
a
A student burned 2 g of calcium and produced 2.78 g of calcium oxide.
Calculate the mass of oxygen that combined with the magnesium.
……………………………………………………………………………………………………………………………..
b Calculate the number of moles of calcium atoms and oxygen atoms in the
magnesium oxide you produced.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Work out the ratio of calcium atoms to oxygen atoms, in the calcium oxide, and
suggest a formula for calcium oxide based on this value.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d How does your answer to part c compare with the actual ratio (1:1) and formula
(CaO)? If there is a difference, suggest why.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
3 Organic compounds are based on hydrogen and carbon. The basic test for finding
out about new organic compounds is called combustion analysis. It is routinely
used in the pharmaceutical industry to find the empirical formulae of new
compounds. Carry out some research to find out more about this technique. In
particular, find out which elements it can be used to measure, and how
combustion analysis is used to determine the percentage of each of these
elements in the compound.
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5.6 Activity sheet
Supplement
The table below contains Ar values that you will need to complete the calculations in
this activity sheet.
Element
H
C
N
O
Br
Ar
1
12
14
16
80
Find the empirical and molecular formula for each of the following substances.
1 a compound containing 0.5 g of hydrogen for every 3.5 g of nitrogen; the molar
mass is 32 g
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
2 an organic compound containing only carbon, hydrogen, and oxygen that has
52.2% carbon and 13.0% hydrogen; the molar mass is 46 g
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
3 an organic compound containing 22.2% carbon, 3.7% hydrogen and 74% bromine;
the molar mass is 216 g
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
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6.2 Activity sheet
Supplement
1 Iron and chlorine react together to form iron chloride, FeCl2. The half equations for
this reaction are:
Fe(s) → Fe2+(s) + 2e−
a
Cl2(g) + 2e− → 2Cl−(s)
Which half equation shows oxidation and which shows reduction? Label the
equations above.
b Combine the half equations to write the full equation for the reaction, including
state symbols.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
2 Solid sodium reacts with chlorine gas to produce solid sodium chloride, NaCl.
a
Write the half equations for this reaction.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Which half equation shows oxidation and which shows reduction? Label your
equations in part a.
c
Combine your half equations to write the full equation for the reaction,
including state symbols.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
3 Explain why the following reaction is not a redox reaction.
CuO(s) + H2SO4(aq) → CuSO4(aq) + H2O(l)
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
4 A coil of copper (Cu) wire is placed in a colourless solution of silver nitrate (AgNO3).
The solution changes colour and crystals of silver appear on the copper wire.
a
Write a word equation for the reaction that takes place.
……………………………………………………………………………………………………………………………..
b Write a symbol equation, with state symbols, for the reaction that takes place.
……………………………………………………………………………………………………………………………..
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c
Write an ionic equation for the reaction that takes place.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d Explain why this is a redox reaction.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
5 Molten lead (II) bromide (PbBr2) can be electrolysed to form molten lead and
bromine gas.
a
Write the overall equation for the reaction.
b Write the half equation for the reaction that takes place at the:
c
i
anode:
ii
cathode: ………………………………………………………………………………………………………
………………………………………………………………………………………………………
Which half equation shows oxidation and which shows reduction? Label your
equations in part b.
d Explain why the electrolysis of molten lead bromide is a redox reaction.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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6.3 Activity sheet
Supplement
1 Deduce the oxidation number of each element in the following compounds.
a
H2O
……………………………………………………………………………………………………………………………..
b NO2
……………………………………………………………………………………………………………………………..
c
MgCl2
……………………………………………………………………………………………………………………………..
d MgO
……………………………………………………………………………………………………………………………..
e
N2O5
……………………………………………………………………………………………………………………………
2 Hydrogen reacts with nitrogen to form ammonia.
a
Write a balanced equation for the reaction.
……………………………………………………………………………………………………………………………..
b Deduce oxidation numbers for each element on both sides of the equation.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
State which species has been:
i
oxidised: ………………………………………………………………………………………………………
ii
reduced: ………………………………………………………………………………………………………
3 Magnesium reacts with chlorine to form magnesium chloride.
a
Write a balanced equation for the reaction.
……………………………………………………………………………………………………………………………..
b Deduce oxidation numbers for each element on both sides of the equation.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
State which species has been:
i
oxidised: ………………………………………………………………………………………………………
ii
reduced: ………………………………………………………………………………………………………
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4 Hydrochloric acid reacts with iron to form iron chloride and hydrogen gas.
a
Write a balanced equation for the reaction.
……………………………………………………………………………………………………………………………..
b Deduce oxidation numbers for each element on both sides of the equation.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
State which species has been:
i
oxidised: ………………………………………………………………………………………………………
ii
reduced: ………………………………………………………………………………………………………
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6.4 Activity sheet
Supplement
1 Use the words in the boxes to complete the sentences below. You will need to use
some of the words more than once.
loses
a
reduces
gains
oxidises
oxidised
reduced
An oxidising agent is a substance that ………………………… another substance; it is
itself ………………………….
b An oxidising agent ………………………… oxygen or ………………………… electrons.
c
A reducing agent is a substance that ………………………… another substance; it is
itself ………………………….
d A reducing agent ………………………… oxygen or ………………………… electrons.
2 For each reaction below, label the oxidising agent and the reducing agent. Explain
your answers.
a
2CuO(s)
+
C(s)
2Cu(s)
→
+
CO2(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b
Fe(s)
Cl2(g)
+
FeCl2(s)
→
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Cu(s)
+
2AgNO3(aq)
→
Cu(NO3)2(aq)
+
2Ag(s)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d
PbBr2(l)
→
Pb(l)
+
Br2(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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e
2KMnO4 + 8H2SO4 + 10FeSO4 → K2SO4 + 2MnSO4 + 5Fe2(SO4)3 + 8H2O(l)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
f
2KI(aq)
+
Cl2(g)
→
2KCl(aq)
+
I2(aq)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
3 Complete the sentences below.
a
When hydrogen is passed over copper (II) oxide, this reaction takes place:
CuO(s) + H2(g) → Cu(s) + H2O(l)
i
The word equation for the reaction is:
……………………………………………………………………………………………………………………….
ii
It is a redox reaction, because ………………………………………………………………………
……………………………………………………………………………………………………………………….
iii The reducing agent in this reaction is ……………………………………………………………
iv The oxidising agent in this reaction is ……………………………………………………………
b This reaction takes place during the extraction of iron from its ore:
Fe2O3(s) + 3CO(g) → 2Fe(l) + 3CO2(g)
i
The word equation for the reaction is:
……………………………………………………………………………………………………………………….
ii
It is a redox reaction, because ………………………………………………………………………
……………………………………………………………………………………………………………………….
iii The reducing agent in this reaction is ……………………………………………………………
iv The oxidising agent in this reaction is ……………………………………………………………
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4 For each of the following reactions, deduce the oxidation number of the elements
involved, before and after the reaction, and identify the oxidising and reducing
agents.
a
Zn(s) + CuSO4(aq) → ZnSO4(aq) + Cu(s)
Element
Zn
Cu
S
Cu
Ag
Cl
V
O
Oxidation number before reaction
Oxidation number after reaction
Oxidising agent: ……………………………………
Reducing agent: ……………………………………
b Cu(s) + 2AgCl(aq) → CuCl2(aq) + 2Ag(s)
Element
Oxidation number before reaction
Oxidation number after reaction
Oxidising agent: ……………………………………
Reducing agent: ……………………………………
c
2Fe(s) + 3V2O3(aq) → Fe2O3(s) + 6VO(aq)
Element
Fe
Oxidation number before reaction
Oxidation number after reaction
Oxidising agent: ……………………………………
Reducing agent: ……………………………………
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O
7.1 Activity sheet
Core
1 For A–H below, circle the letter if the bulb will light. Cross it out if the bulb will
not light.
2 Explain each of your answers to question 1.
A ……………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
B ……………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
C ……………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
D ……………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
E ……………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
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F
……………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
G ……………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
H ……………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
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7.2 Activity sheet
Core
1 Explain what electrolysis is. Use the words in the box in your description.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
ionic
current
aqueous
decomposition
molten
2 Label the parts, a–e, of the electrolysis cell.
3 Explain what properties a substance must have to be suitable for components d
and e in question 3. For each, suggest a possible substance.
component d
properties: ………………………………………………………………………………………………………………..
possible substance: …………………………………………………………………………………………………..
component e
properties: ………………………………………………………………………………………………………………..
possible substance: …………………………………………………………………………………………………..
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4 Watch the Royal Society of Chemistry (RSC) video demonstration of the electrolysis
of molten zinc chloride, ZnCl2: https://edu.rsc.org/resources/electrolysis-ofmolten-zinc-chloride/826.article#!cmpid=CMP00000932
a
Draw a circuit diagram, including the apparatus, for the electrolysis of molten
zinc chloride. Make sure that you label your diagram.
b State what is observed at each electrode during the electrolysis of molten zinc
chloride:
anode (positive electrode): …………………………………………………………………………………
cathode (negative electrode): …………………………………………………………………………….
c
i
Write a word equation for the reaction that takes places when molten zinc
chloride is electrolysed.
……………………………………………………………………………………………………………………….
ii
Write a balanced symbol equation, including state symbols, for the
reaction.
……………………………………………………………………………………………………………………….
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5 a Complete the following table.
Electrolyte
Product at the cathode
Product at the anode
C
sodium
chlorine
D
aluminium
oxygen
A
molten lead bromide,
PbBr2(l)
B
molten calcium chloride,
CaCl2(l)
b Which type of element is produced at the cathode?
……………………………………………………………………………………………………………………………..
c
Which type of element is produced at the anode?
……………………………………………………………………………………………………………………………..
d For each substance in the table, write a word equation and a balanced symbol
equation for the reaction that takes place during electrolysis.
A ……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
B ……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
C ……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
D ……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
3 What is produced and observed at each electrode when dilute sulfuric acid is
electrolysed?
Electrode
Substance produced
anode
cathode
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Observation
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7.3 Activity sheet
Supplement
The table below shows the ion discharge series for some positive and negative ions.
You will need some of this information to complete the activity sheet.
more likely to be discharged
positive ions
K+ Na+ Ca2+ Mg2+ Al3+ H+ Cu2+ Ag+
negative ions
SO42– NO3– OH– Cl– Br– I–
1 This question is about the electrolysis of molten strontium chloride, SrCl2.
a
Give the names and symbols (with charges) of the ions present in the
electrolyte.
……………………………………………………………………………………………………………………………..
b During electrolysis, which of these ions would be attracted to the:
c
i
cathode? ………………………………………………………………………………………………………
ii
anode?
………………………………………………………………………………………………………
During the electrolysis of molten strontium chloride, what would you expect to
observe at the:
i
cathode? ………………………………………………………………………………………………………
ii
anode?
………………………………………………………………………………………………………
d Write an ionic equation to show the reaction at the:
i
cathode
………………………………………………………………………………………………………
ii
anode
………………………………………………………………………………………………………
2 This question is about the electrolysis of a concentrated solution of aqueous
potassium bromide.
a
Give the names and symbols (with charges) of the four different ions present in
the solution.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b During electrolysis, which of these ions would be attracted to the:
i
cathode? ………………………………………………………………………………………………………
ii
anode?
………………………………………………………………………………………………………
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c
During the electrolysis of aqueous potassium bromide, what would you expect
to observe at the:
i
cathode? ………………………………………………………………………………………………………
ii
anode?
………………………………………………………………………………………………………
d Explain how you would confirm the identity of the gas that is formed at the
cathode.
……………………………………………………………………………………………………………………………..
e
Explain how you would confirm that no oxygen gas is given off at the anode
during the electrolysis.
……………………………………………………………………………………………………………………………..
f
g
Write an ionic equation to show the reaction at the:
i
cathode
………………………………………………………………………………………………………
ii
anode
………………………………………………………………………………………………………
i
which two ions remain in solution during the electrolysis of aqueous
potassium bromide?
……………………………………………………………………………………………………………………….
ii
Name the chemical formed from these two ions and state how you could
identify the presence of this chemical.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
Further work
Produce a poster that could be displayed in your chemistry classroom to help other
students learn about electrolysis. Use the electrolysis of molten potassium chloride,
KCl, as an example. It is up to you how to design your poster, but make sure it answers
the following questions:
•
What is the overall balanced equation for the electrolysis of potassium
chloride?
•
What ions are present in the electrolyte?
•
What happens to these ions during electrolysis?
•
What are the half equations for the reactions at the electrodes?
•
How does the electrolysis differ if the electrolyte is a solution of the compound
instead of the molten ionic compound?
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8.2 Activity sheet
The overall energy change for a reaction has either a positive or negative sign. If the
energy change is negative, the energy is released. If the energy change is positive, the
energy is taken in.
Core
1 The energy level diagram for the following reaction is shown below:
CH4(g) + 2O2(g) → CO2(g) + 2H2O(g)
a
What is the value for the overall energy change of the reaction?
……………………………………………………………………………………………………………………………..
b Is the reaction exothermic or endothermic? Explain your answer in terms of the
relative energy of the reactants and products.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
2 a Complete the energy level diagram below for dissolving solid ammonium
chloride in water:
NH4Cl(s) → NH4+(aq) + Cl–(aq)
overall energy change = 14.6 kJ/mol
© Oxford University Press 2021; This resource sheet may have been changed from the original.
i
Label the y axis.
ii
Add the symbols for the reactants and products below the horizontal lines.
Include state symbols.
iii Mark on the overall energy change.
b Is the reaction exothermic or endothermic? Explain your answer in terms of the
relative energy of the reactants and products.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
3 Determine whether each of the following reactions/processes is exothermic or
endothermic.
a
……………………………………………………….
c
……………………………………………………….
b ……………………………………………………….
© Oxford University Press 2021; This resource sheet may have been changed from the original.
4 a Draw reaction pathway diagram for the following reaction:
HCl(aq) + NH3(aq) → NH4Cl(aq)
ΔH = –53 kJ/mol
i
Label the axes.
ii
Use the overall energy change to work out which has more energy – the
reactants or the products; then draw horizontal lines to represent the
reactants and products. Write the symbols for the reactants and products
below the horizontal lines, including state symbols.
iii Draw a curve to connect the reactants and products.
iv Mark on the overall energy change.
b Describe how the energy changes during the reaction and explain it in terms of
the bonds in the reactants and products.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
Supplement
5 Draw reaction pathway diagrams for the following reactions/processes. Show the
activation energy on your diagrams.
a
dissolving sulfuric acid in water
H2SO4(l) → 2H+(aq) + SO42–(aq)
ΔH = –96 kJ/mol
b thermal decomposition of calcium carbonate
CaCO3(s) → CaO(s) + CO2(g)
ΔH = 178 kJ/mol
© Oxford University Press 2021; This resource sheet may have been changed from the original.
6 a Explain what the term ‘activation energy’ means.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Explain why the arrow for activation energy always points upwards on a
reaction pathway diagram, irrespective of whether the reaction is exothermic
or endothermic.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
8.3 Activity sheet
Supplement
The table below contains bond energy values that you will need to complete the
calculations in this activity sheet.
1 a
Bond
Bond energy
/kJ/mol
Bond
Bond energy
/kJ/mol
C–C
347
H–H
436
C–O
358
H–N
391
C=O
805
N≡N
945
C=C
612
H–O
464
C–H
413
H–I
298
O=O
498
Explain what is meant by bond energy.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Give the units of bond energy.
……………………………………………………………………………………………………………………………..
2 Complete the following sentences:
a
In an exothermic reaction, the energy transferred to the surroundings from
forming new bonds is ………………………… than the energy needed to break
existing bonds.
b In an endothermic reaction, the energy transferred to the surroundings from
forming new bonds is ………………………… than the energy needed to break
existing bonds.
c
The energy (enthalpy) change for an exothermic reaction has
a ………………………… sign.
d The energy (enthalpy) change of an endothermic reaction has
a ………………………… sign.
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3 Ammonia is made from nitrogen and hydrogen in the Haber process:
N2(g) + 3H2(g)  2NH3(g)
a
Rewrite the balanced symbol equation for the reaction using displayed
formulae (diagrams showing all of the bonds) for the reactants and for the
product.
b Colour the bonds broken on the reactant side in blue and write down the total
number of each type of bond.
……………………………………………………………………………………………………………………………..
c
Colour the bonds made on the product side in red and write down the total
number of each type of bond.
……………………………………………………………………………………………………………………………..
d Calculate the energy required to break the reactant bonds.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
e
Calculate the energy transferred to the surroundings when the product bonds
are made.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
f
Calculate the enthalpy change for the reaction:
enthalpy change =
energy required to – energy released when
break reactant bonds product bonds are made
= ………………………………… – ………………………………….
= …………………………………
© Oxford University Press 2021; This resource sheet may have been changed from the original.
g
Draw a labelled reaction profile diagram for this reaction.
4 Calculate the enthalpy change for the following reactions.
a
2H2(g) + O2(g) → 2H2O(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
b C2H4(g) + H2(g) → C2H6(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
C3H8(g) + 5O2(g) → 3CO2(g) + 4H2O(g)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
5 Calculate the bond energy for the I–I bond given the following data, and the bond
energies for H–H and H–I
H2(g) + I2(g) → 2HI(g)
ΔH = –9 kJ/mol
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
8.4 Activity sheet
Core
1 The diagram shows a hydrogen–oxygen fuel cell with an acidic electrolyte.
a
Explain what a hydrogen–oxygen fuel cell is.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Write a word equation for the overall reaction that takes place in the fuel cell.
……………………………………………………………………………………………………………………………..
Supplement
2 Hydrogen gas is supplied as a fuel to the negative electrode (the anode), where it
releases electrons to produce hydrogen ions. The electrons flow round the external
circuit.
a
Write a balanced half equation for this reaction.
……………………………………………………………………………………………………………………………..
b Annotate the diagram of the fuel cell by adding your half equation vertically
upwards alongside the negative electrode.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
3 Describe what happens to the hydrogen ions produced at the negative electrode.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
4 Oxygen gas is supplied at the positive electrode (the cathode), where it combines
with hydrogen ions and electrons from the external circuit to form water.
a
Write a balanced half equation for this reaction.
……………………………………………………………………………………………………………………………..
b Annotate the diagram of the fuel cell by adding your half equation vertically
downwards alongside the positive electrode.
5 Combine the two half equations from questions 2 and 4 to deduce the overall
balanced equation for the reaction in the fuel cell.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
6 In what sense could a fuel cell be considered to be the ‘opposite’ of the electrolytic
cells you learned about in chapter 7?
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
Further work: Thinking globally
Have a class debate about the following statement:
‘All new vehicles should be powered by hydrogen–oxygen fuel cells instead of gasoline
(petrol) engines.’
You may wish to prepare for the debate by filling in the table on the next page, based
on what you have learned so far in topic 8.4 and on further Internet or library
research. Add more rows to the table if you need them.
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Advantages of hydrogen–oxygen fuel cells,
compared with gasoline engines
Disadvantages of hydrogen–oxygen fuel
cells, compared with gasoline engines
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9.1 Activity sheet
Core
1 Below is a list of some reactions and processes. For each one, indicate whether we
would prefer to speed it up or slow it down.
Reaction
Do we want to speed it up
or slow it down?
a car rusting
a cake baking
a reaction to make a medicine
ice cream melting on a hot day
reaction of a detergent with the dirt on your clothes
dissolving sugar in a cup of tea
boiling water to make a hot drink
an apple rotting
the reaction of acid in rain with a stone statue
2 Draw lines to match each description on the left with the appropriate unit for the
rate on the right.
the speed of a car
cm/h
the rate of water coming out of a tap
g/min
the speed of a snail
l/min
the rate at which a solid reactant is used
up in a reaction
km/h
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3 Calcium carbonate reacts with hydrochloric acid to give calcium chloride, water
and carbon dioxide:
CaCO3(s) + 2HCl(aq) → CaCl2(aq) + H2O(l) + CO2(g)
a
Write down all of the different ways that the rate of this reaction could be
monitored in theory.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Which way(s) of monitoring the reaction do you think would be the most
practical? Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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9.5 Activity sheet
Core
1 An experiment was carried out to investigate
the rate of reaction between dilute hydrochloric
acid and an excess of calcium carbonate, in the
form of marble chips:
CaCO3(s) + 2HCl(aq) → CaCl2(aq) + H2O(l) + CO2(g)
The equipment is shown opposite.
a
What will you observe in the flask, when the acid is added to the marble?
……………………………………………………………………………………………………………………………..
b What is the purpose of the cotton wool?
……………………………………………………………………………………………………………………………..
c
Why is there a loss of mass as the reaction proceeds?
……………………………………………………………………………………………………………………………..
2 The experiment in 1 was repeated, keeping everything the same except the
concentration of the acid. Two different concentrations were used, A and B. The
results are shown in the table.
Concentration of acid
a
Loss of mass in first minute /g
A
0.5
B
1
Which concentration was higher, A or B?
…………………………
b Supplement: Explain why one reaction was faster, in terms of collisions
between reacting particles.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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3 The experiment in 1 was repeated, changing only the initial temperature of the
acid. Two temperatures were used, C and D. The results are shown in the table.
Temperature
a
Loss of mass in first minute /g
C
0.5
D
2
Which temperature was higher, C or D?
…………………………
b Supplement: Explain why one reaction was faster, in terms of collisions
between reacting particles.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
4 The experiment in 1 was repeated using powdered calcium carbonate instead of
chips. All other conditions were kept the same.
a
How would you expect the rate to compare to that of the experiment in 1?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Supplement: Explain your answer to a in terms of collisions between reacting
particles.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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9.6 Activity sheet
Core
A student carried out an investigation to explore the effect of a catalyst,
manganese (II) oxide (MnO2), on the decomposition of hydrogen peroxide.
H2O2(aq) → H2O(l) + O2(g)
She carried out the reaction once without a catalyst, measuring and recording the
volume of oxygen gas produced in the first minute. She then carried out the
experiment twice more, changing only the quantity of catalyst used. Two masses of
catalyst were used, A and B. The results are shown in the table.
Mass of MnO2
Volume of oxygen produced in
first minute /g
0
< 1 cm3
A
27 cm3
B
43 cm3
1 Explain what a catalyst is.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
2 Which mass of MnO2 was higher, E or F?
…………………………
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Supplement
3 The decomposition of hydrogen peroxide is an exothermic reaction.
a
Draw a fully labelled reaction pathway diagram for the reaction.
b Add to your diagram to show the effect of a catalyst.
c
Explain, in terms of the collision theory, how a catalyst works.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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……………………………………………………………………………………………………………………………..
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10.1 Activity sheet
Core
1 When solid pink hydrated cobalt (II) chloride (CoCl2∙6H2O) is heated it loses the
water of crystallisation and forms solid blue anhydrous cobalt (II) chloride (CoCl2).
a
Explain what the term ‘hydrated’ means.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Explain what the term ‘water of crystallisation’ means.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Explain what the term ‘anhydrous’ means.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d Write a word equation for the reaction that takes place when hydrated cobalt
(II) chloride is heated. Annotate your equation to show the colours of the
cobalt compounds.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
e
Use the formulae for the two cobalt compounds, and your word equation to
write a balanced symbol equation for the reaction. Include state symbols.
Again, annotate your equation to show the colours of the cobalt compounds.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
2 Anhydrous cobalt (II) chloride (CoCl2) can be used to test for the presence of
water. Solid blue CoCl2 changes to solid pink hydrated cobalt (II) chloride
(CoCl2∙6H2O) when water is added.
a
Write a word equation for the reaction that takes place when water is added to
anhydrous cobalt (II) chloride. Annotate your equation to show the colours of
the cobalt compounds.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Use the formulae for the two cobalt compounds, and your word equation to
write a balanced symbol equation for the reaction. Include state symbols.
Again, annotate your equation to show the colours of the cobalt compounds.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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3 The reaction in question 1 is described as reversible.
a
Explain what this means.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Using the reaction in question 1 as the forward reaction and the reaction in
question 2 as the backward reaction, write a word equation for the reversible
reaction. Annotate your equation to show the colours of the cobalt
compounds.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Write a balanced symbol equation for the reversible reaction. Include state
symbols. Again, annotate your equation to show the colours of the cobalt
compounds.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
Supplement
4 In a closed system, a dynamic equilibrium occurs between nitrogen dioxide, NO2,
and dinitrogen tetroxide, N2O4:
2NO2(g)  N2O4(g)
a
Explain what the term ‘dynamic equilibrium’ means.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Explain what the term ‘closed system’ means.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Explain the difference between the reaction in question 3 and the dynamic
equilibrium between NO2 and N2O4.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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d A student writes:
‘At equilibrium no reaction occurs because the concentrations of NO2 and N2O4
do not change.’
‘At equilibrium there is an equal concentration of NO2 and N2O4.’
Are the student’s statements correct? Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
e
The equilibrium can be approached from either side – starting either with only
NO2 or with only N2O4.
Complete the following diagrams showing the particles when the equilibrium is
approached from different sides.
Equilibrium approached from the…
left
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right
10.3 Thinking globally: Pitching the Haber process
Supplement
Background
When ammonia is made industrially using the Haber process, cost is a key factor. The
aim is to produce the maximum yield of ammonia with the least cost. Safety is another
key factor and this should not be compromised to save money. Some of the factors
that must be considered are:
•
the cost of raw materials
•
the equilibrium position of the reaction (the yield of ammonia)
•
the rate of the reaction
•
the cost of maintaining the reaction conditions
•
the safety of the reaction conditions
•
the amount of pollutants produced during the process and when extracting raw
materials.
Task
Imagine you are pitching for investment in an industrial plant which is set up to make
ammonia by the Haber process. In small groups you are going to develop a sales pitch
lasting about 3 minutes, explaining the best choice of conditions for the factory. Look
through the points discussed in ‘Setting the scene’ above when preparing your pitch
about the Haber process. You should also include the importance of the product to
society and the environmental and social implications; you may need to do some
further library or internet research.
Your group should then deliver its pitch to the rest of the class. Be prepared to answer
questions about your pitch.
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10.4 Thinking globally: Sulfuric acid
Supplement
Background
Sulfuric acid is the world’s top chemical in terms of the mass produced. It is
manufactured using the Contact process, of which the key reaction is the reversible
reaction between sulfur dioxide and oxygen to produce sulfur trioxide:
2SO2(g) + O2(g)  2SO3(g)
If the reaction is carried out in a closed system it will reach equilibrium. The position of
equilibrium and therefore the amount of product made can be changed by altering the
conditions in which the reaction is carried out.
Task
Use what you have learned from topic 10.4, and further internet or library research, to
produce a leaflet about the manufacture and use of sulfuric acid. Your leaflet should
include the following:
•
what the raw materials are for the manufacture of sulfuric acid and how they
are obtained
•
the reactions involved in the manufacture of sulfuric acid
•
the conditions used at each stage of the manufacturing process, and why they
are chosen
•
the main uses of sulfuric acid and why it is an important chemical.
Further work
Carry out some research into the environmental impact of the manufacture of sulfuric
acid. Consider the source of the raw materials, and the manufacturing process itself.
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11.5 Activity sheet
Core
1 The following table shows some Period 3 oxides.
Group I
Group II
Group IV
Group V
Group VI
Group VII
Na2O
MgO
SiO2
P4O6
SO2
Cl2O7
SO3
a
Circle the basic oxides and underline the acidic oxides.
b One of the oxides in the table will react with water to give an alkaline solution,
and with an acid to give a salt and water. Write a word and symbol equation for
the reaction of this oxide with
ii
water
word equation:
……………………………………………………………………………………………………………………….
symbol equation:
……………………………………………………………………………………………………………………….
iii with hydrochloric acid
word equation:
……………………………………………………………………………………………………………………….
symbol equation:
……………………………………………………………………………………………………………………….
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Supplement
2 These are all oxides:
nitrogen (I) oxide
a
calcium oxide
phosphorus (V) oxide
zinc oxide
Write their names in the correct places in this table, and add their chemical
formulae.
Acidic oxide
Basic oxide
Neutral oxide
Amphoteric oxide
Name
Formula
b Which of the four oxides will react with sodium hydroxide?
……………………………………………………………………………………………………………………………
c
i
Which of the four oxides will react with hydrochloric acid?
ii
Write a balanced symbol equation for the reactions.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
d Explain the term amphoteric.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
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11.7 Activity sheet
Supplement
1 Below is a list of twelve salts, in alphabetical order. There are four insoluble salts,
and four pairs of soluble salts from which these insoluble salts can be made.
barium chloride
lead iodide
silver nitrate
barium sulfate
lead nitrate
calcium carbonate
potassium iodide
silver chloride
calcium nitrate
potassium sulfate
sodium carbonate
sodium chloride
Complete this table using salts from the list.
This insoluble salt…
can be made using this…
and this…
a
b
c
d
2 The method for making an insoluble salt from two soluble salts is called what?
3 In the table below, write ionic equations for the reactions that produce the four
insoluble salts in 1. Include the state symbols (but not the spectator ions). Then
give the formulae for the two spectator ions present at each reaction.
Ionic equation
a
b
c
d
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Spectator ions
4 Choose one of the salts in 1 and write a detailed method for its preparation.
…………………………………………………………………………………………………………………………………..
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12.1 Thinking globally: Developing the Periodic Table
Core
Background
There have been many attempts to order the elements in a useful way. The modern
Periodic Table lists all the elements in order of their atomic (proton) number. Each
column of the Periodic Table is called a group and each row is known as a period.
Earlier attempts to order the elements were based on different ideas.
Task
You will use the questions below to help you research some of the different ways that
the elements have been ordered in the past. You will also investigate how the modern
Periodic Table came to be accepted by the scientific community and explore how new
ideas are accepted today.
Questions
1 Below is an arrow to make a timeline that shows the main ways that the elements
have been ordered in the past. Complete the timeline by adding the dates, method
of ordering the elements, names of the scientists, and their nationalities from the
boxes below.
1864
Table of
elements
1808
Law of octaves
John Dalton
Russian
Periodic Table
Johan
Döbereiner
Law of triads
1817
Dmitri
Mendeleev
1869
British
German
John Newlands
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2 Describe the basic idea behind each of the methods of ordering the elements.
Include pictures if you wish.
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3 Why did John Dalton include some compounds in his table of elements?
4 a How did Mendeleev order the elements differently compared to previous
attempts?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Why was Mendeleev’s Periodic Table not accepted by the scientific community
when it was first published in the late 1800s?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
What evidence caused scientists to eventually accept Mendeleev’s Periodic
Table?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
5 a Find and describe the two main ways that scientists present their ideas and
experimental results to the scientific community today.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Which of these is the main way of communicating with the scientific
community?
……………………………………………………………………………………………………………………………..
c
i
What is meant by the term ‘peer review’?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
Why is it important?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
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12.2 Activity sheet
Core
The diagram shows Group I of the Periodic Table.
Use it to help you answer the questions below.
1 a Write a word equation for the reaction of each of the following elements with
water.
i
potassium
……………………………………………………………………………………………………………………….
ii
lithium
……………………………………………………………………………………………………………………….
iii sodium
……………………………………………………………………………………………………………………….
b i
What would you expect to observe on adding universal indicator to the
reaction mixtures after the reactions are complete?
……………………………………………………………………………………………………………………….
ii
Why?
……………………………………………………………………………………………………………………….
c
i
Write the names of the three elements in a into the boxes on the arrow to
show their relative reactivity.
ii
Would you expect rubidium to be more or less reactive than potassium?
……………………………………………………………………………………………………………………….
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2 The table shows densities and melting points for the Group 1 elements.
Element
Density
/g/cm3
melting point
/°C
lithium
0.53
181
sodium
0.97
98
potassium
0.86
63
rubidium
1.53
39
caesium
1.88
29
a
Using the graph
paper provided,
display each set of
values on a separate
bar chart.
b Describe the pattern in
each set of values.
Density
a
b ……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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Melting point
a
b ……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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12.3 Activity sheet
Core
1 The groups in the Periodic Table show trends in their properties.
a
Part of Groups I and VII are shown below. Label the two groups and write two
properties that show trends in these groups.
Group: ……
Group: ……
i
This increases down the
group:
i
…………………………………………
ii
This increases up the
group:
This increases down the
group:
…………………………………………
ii
…………………………………………
This increases up the
group:
…………………………………………
b The next element down in Group I is caesium. How do you think it will compare
to rubidium, for those two properties?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
The next element down in Group VII is astatine. How do you think it will
compare to iodine, for those two properties?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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2 The table shows observations for reactions between halogens and halide ions.
When this…
is added to a colourless solution containing…
chloride ions, Cl−
bromide ions, Cl−
iodide ions, Cl−
chlorine, Cl2
there is no change
the solution turns
orange
the solution turns
red–brown
bromine, Br2
there is no change
there is no change
the solution turns
red–brown
iodine, I2
there is no change
there is no change
there is no change
a
i
What is responsible for the orange colour? …………………………………………………
ii
Write a word and symbol equation for the reaction that produces the
colour change from colourless to orange.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
b i
ii
What is responsible for the red–brown colour? ……………………………………………
Write a word and symbol equation for each of the two reactions that
produce the colour change from colourless to red–brown.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
and
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
c
Explain how these results show that:
ii
chlorine is the most reactive of those three halogens
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
iii iodine is the least reactive of those three halogens
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
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12.4 Activity sheet
Core
1 The table shows some properties of the elements in a period of the Periodic Table.
Element
Li
Be
B
C
N
O
F
Ne
Atomic number
3
4
5
6
7
8
9
10
Melting point /°C
181
1280
2027
3272
−210
−219
−187
−249
Boiling point /°C
1342
2469
3927
4027
−196
−183
−188
−246
a
i
Write down the electronic structure of neon: ……………………………………………….
ii
Use your answer to i to explain why neon is an inert monatomic gas.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
c
i
Write down the electronic structure of lithium: ……………………………………………
ii
What aspect of the electronic structure is the same for all elements in this
period?
……………………………………………………………………………………………………………………….
iii What period are these elements from? ………………………………………………………..
d i
Describe the trend in melting point going across the period.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
Describe the trend in boiling point going across the period.
iii Are any of the values in i and ii anomalous? If so, which?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
iv What can you say about the physical states of these elements at room
temperature, based on the melting point and boiling point data?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
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2 The diagram shows a shortened form of the periodic table that contains the boiling
points (b.p.) and melting points (m.p.), in °C, of a selection of elements.
H
He
b.p. −270
m.p. −272
b.p. 1342
m.p. 181
Li
b.p. 2469
m.p. 1280
Be
B
C
Na
Mg
Al
Si
K
b.p. 1091
m.p. 650
b.p. 760
m.p. 63
N
O
F
Ne
P
S
Cl
Ar
b.p. −196
m.p. −210
b.p. −186
m.p. −189
Ca
Below, the letters D, X, Y and Z are not the chemical symbols of the elements.
a
Element ‘D’ reacts vigorously with water to form a metal hydroxide, with the
formula ‘DOH’, and hydrogen. Element ‘D’ has a boiling point of 883 °C.
i Identify element ‘D’. Explain your answer.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
What would you expect the approximate melting point of element ‘D’ to
be? Explain your answer.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
b Element ‘X’ is a metal. When atoms of element ‘X’ react they lose two electrons
to form ions with a 2+ charge. Atoms of element ‘X’ have 2 shells of electrons.
Identify element ‘X’. Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Element ‘Y’ forms a hydroxide with the formula Y(OH)2 and has 3 shells of
electrons. Identify element ‘Y’. Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d Element ‘Z’ is an unreactive gas and exists as single atoms. Element ‘Z’ has a
boiling point of −246 °C. Identify element ‘Z’. Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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12.5 Activity sheet
Core
The diagram shows part of the Periodic Table.
VIII
I
III
II
…
IV
V
VI
VII
…
Statements 1 to 17 below describe different elements. Your task is to write the
numbers 1 to 17, and the chemical symbols for the corresponding elements, in the
correct places on the diagram. The properties are those at room temperature, unless
otherwise stated.
1 a solid in Period 2 which is quite soft, floats on water, and reacts steadily with it
2 the most reactive non-metal element
3 a yellow-green gas composed of diatomic molecules
4 a liquid, composed of diatomic molecules, that does not conduct electricity
5 the element that can exist as graphite or diamond
6 a colourless diatomic gas in which many substances burn readily
7 a metal that is used to make electricity cables; has the lowest melting point in the
period for its class of elements
8 of all the element in these four periods, it reacts the most violently with water
9 a flammable, diatomic gas produced when metals react with acid
10 an element which, in ribbon form, burns with a white light, forming ions with a
charge of 2+
11 an unreactive gas that makes up most of the air around us
12 a metal with a very high melting point; forms coloured compounds; has the lowest
density in the period for its class of elements; its compounds are used as catalysts
13 one compound of this metal is called limestone
14 a noble gas in Period 4
15 an alkali metal in Period 3
16 a gas used to provide an inert atmosphere, for example in light bulbs
17 Supplement: a metal with a high melting point that forms 2+ or 3+ ions
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13.1 Activity sheet
Core
1 Below is the outline of the Periodic Table.
a
Shade and label the metals on the Periodic Table.
b Using a different colour or pattern, shade and label the non-metals on the
Periodic Table.
2 The first column in the table below lists some general properties of metals.
Complete the second and third columns of the table.
General property of metals
Correct name for this
property
can be drawn into wires
can be bent into shape
reflect light
make a ringing sound when struck
allow electricity to pass through
heavy for their volume
their oxides react with acids
transfer heat well
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One use that depends on
this property
3 a
Which property above is a chemical property? …………………………………………………..
b Give another chemical property of most metals.
……………………………………………………………………………………………………………………………..
4 Fill in the missing words to complete the following paragraphs.
a
Metals typically have ………………………… melting points and are …………………………
at room temperature. ………………………… is an exception to this rule – it has
a ………………………… melting point and is a ………………………… at room
temperature.
b When metals react, they … electrons to form ions with a …………………………
charge; the more easily this happens, the ………………………… reactive the metal
is.
5 a
Give three general physical properties of non-metals:
i
……………………………………………………………………………………………………………………..
ii
……………………………………………………………………………………………………………………..
iii ……………………………………………………………………………………………………………………..
b Give three general chemical properties of non-metals:
i
……………………………………………………………………………………………………………………..
ii
……………………………………………………………………………………………………………………..
iii ……………………………………………………………………………………………………………………..
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13.4 Activity sheet
Core
The table shows some reactions and observations.
Reaction
Observations
sodium reacts violently and bursts
into flames when warmed
sodium + oxygen → sodium oxide
zinc melts and reacts with moist air on
strong heating, burning with a light
blue flame
zinc + oxygen → zinc oxide
sodium oxide + carbon
no reaction
zinc oxide + carbon → zinc + carbon monoxide
zinc oxide reacts when heated with
carbon producing molten zinc
1 a Balance the following symbol equations for the reactions of the metals with
oxygen.
i
Na(s)
+
O2(g)
→
Na2O(s)
ii
Zn(s)
+
O2(g)
→
ZnO(s)
b Use the information in the table to deduce which metal is more reactive.
Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
2 a Write a balanced symbol equation, with state symbols, for the reaction of zinc
oxide with carbon. Use the information in the table to help you.
……………………………………………………………………………………………………………………………..
b Deduce which is more reactive, zinc or carbon. Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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3 Using all of the information in the table, write these element names in the boxes to
show the order of their reactivity: sodium, zinc, carbon. Explain your answer.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
Supplement
The table shows some reactions and observations for the aluminium.
Reaction
Observations
an ordinary piece of aluminium does
not appear to react
aluminium + oxygen → aluminium oxide
aluminium oxide + carbon
a freshly cut or made piece of
aluminium tarnishes rapidly in air
without heating
no reaction
4 a Balance the symbol equation for the reaction of aluminium with oxygen.
Al(s)
+
O2(g)
→
Al2O3(s)
b Explain the observations in the table for the reaction of aluminium with
oxygen.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Deduce which is more reactive, aluminium or carbon. Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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14.2 Thinking globally: the uses and extraction of iron
Core
Background
•
Iron is the second most common metal in the Earth’s crust.
•
We use iron for many things.
•
Iron is extracted from the iron (III) oxide in the blast furnace.
Task
Use what you have learned in topic 14.2 along with further Internet or library research
to produce an A3 poster about the uses and extraction of iron. Cover the following
points:
•
some of the things we use iron for
•
data, if available, on the amount of iron ore mined and amount of iron
produced globally each year
•
the raw materials needed for the extraction of iron, including the ore
•
impacts, positive or negative, of obtaining the raw materials
•
a detailed description of the extraction process, including a diagram and word
equations for the most important reactions
•
Supplement balanced symbol equations for the most important reactions
•
an explanation of why iron can be extracted using this method
•
impacts, positive or negative, of the extraction process (include points about
the waste products)
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14.3 Thinking globally: recycling aluminium
Supplement
In this activity you will explore the use of aluminium drinks cans. You will consider the
‘three R’s’ – reduce, reuse, recycle and compare them to the production of aluminium
cans from newly extracted aluminium.
Background
Here is some more information about the ‘three R’s’:
•
‘Reduce’ means to use less of something.
•
‘Reuse’ means to directly reuse an item as it is rather than recycling the
material it is made from – for example, you could reuse a glass bottle by
refilling it and using it again.
•
‘Recycle’ means to process the material an item is made from so the material
can be used to make a new item.
Here are some facts about the recycling of aluminium drinks cans:
•
Recycling aluminium cans requires 5% of the energy needed to make
aluminium from bauxite ore.
•
The energy saved by recycling a single aluminium can run a tablet computer for
8 hours.
•
Nearly 70% of aluminium cans that have ever been produced have been
recycled and are still in use today.
•
An aluminium can that is recycled is often back on a shop shelf within 60 days.
Questions
1 Complete the following paragraph, about the recycling of aluminium cans, using
the words in the box. Use each word once. You may need to do some research on
the Internet or in the library to help you.
hot air
rolling mill
impurities
iron
cans
furnace
shredded
labels
ingots
First the aluminium cans are squashed and ………………………… into small pieces. The
pieces move on a conveyor belt under a powerful magnet to remove
any ………………………… present. Then the pieces are blasted with ………………………… to
remove any ………………………… or ink on the outside of the cans. The pieces are then
fed into a ………………………… at 700 °C where the …………………………, called dross, rise
to the surface and are scraped off. The pure aluminium is then cooled and cast
into …………………………, which then go to the ………………………… where they are made
into thin sheets for making ………………………….
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2 Complete the following paragraph, about the extraction of aluminium, using the
words in the box. Use each word once.
electrodes
less
more
impurities
insoluble
purify
iron
soluble
bauxite
electrolyte
anodes
Metals such as ………………………… can be extracted from their ores by heating with
carbon. Aluminium is ………………………… reactive so cannot easily be extracted this
way. Aluminium is found in the mineral ore ………………………… which contains Al2O3
and some impurities. The first step in aluminium extraction is to …………………………
the ore. The ore is crushed and mixed with sodium hydroxide: the aluminium oxide
reacts with the sodium hydroxide to form ………………………… sodium aluminate; the
impurities are ………………………… in sodium hydroxide and can be filtered off. The
sodium aluminate is treated and heated to make pure aluminium oxide.
Aluminium is extracted from the pure aluminium oxide by electrolysis. The
aluminium oxide is dissolved in molten cryolite – this is the ………………………… The
molten cryolite lowers the melting point of the electrolyte and improves the
electrical conductivity. Other substances may be added to further reduce the
melting point so that ………………………… energy is needed to keep the electrolyte
molten. The melting point of the electrolyte is usually about 900 °C. Electrolysis is
carried out with carbon …………………………, and pure aluminium is removed from the
bottom of the cell. The ………………………… are replaced regularly as they react with
the oxygen produced and burn away.
3 Calculate the percentage, by mass, of aluminium in aluminium oxide, Al2O3.
(Ar(O) = 16; Ar(Al) = 27)
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
4 Glass bottles can be reused but aluminium cans have to be recycled. Explain the
difference.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
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Task
Have a class debate about whether aluminium drinks cans should be:
•
made from newly extracted ore
•
replaced with alternatives (their use reduced)
•
recycled.
Your teacher will split the class into groups representing each view point. Each group
should have a speaker to present the group’s views. Think about the following issues
when preparing your arguments:
•
effect on jobs like mining for
mineral ores
•
any health issues
•
any effect on the taste of the
drink inside
•
energy considerations
•
use of limited resources
•
quantity of waste produced
•
cost of manufacture
•
pollutant issues
•
other environmental effects
•
speed of production of a new
can
•
impact of using alternative
materials
Use the information from the questions above and do further research to prepare your
argument. You may wish to complete the following table to summarise your ideas and
prepare for the debate.
Environmental
effects
Economic effects
Using newly
extracted aluminium
to make cans
Reducing the use of
aluminium cans
Recycling aluminium
cans
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Effects on raw
material resources
14.4 Activity sheet
Core
Backround
The first metal to be discovered and used was gold, around 8000 years ago (6000 years
BCE). Now, over 90 metals are known, and we use metals every day for a variety of
purposes.
Task
Using what you have learnt in unit 14, and further Internet or library research, produce
a poster showing the main metals you personally use in everyday life. For each metal,
include:
•
the name and chemical symbol
•
when the metal was first discovered and used
•
where relevant, the name of the main ore of that metal
•
which country is the biggest producer of that metal
•
a picture demonstrating the use of the metal, and
o a description of how the properties of the metal make it suitable for the
use you have shown
o if the item used to be made of something different, why you think it
might now be made of that metal.
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15.1 Thinking globally: population problems
Core
Background
Our natural environment consists of the air, the climate (weather patterns), the water,
rocks, soil and all of the living things. The human population has grown considerably
over the last 600 years, and this has had an impact on the natural environment. You
will plot data of the global human population over the last 600 years. You will then do
some Internet or library research to investigate the impact of the change in human
population on a number of environmental factors.
Tasks
1 The table below gives estimates for the global population from 1400 to 2015.
c
Year
Population
/billions of people
1400
0.38
1500
0.47
1600
0.54
1700
0.64
1800
0.94
1900
1.64
2000
6.12
2015
7.31
a
Plot a graph of the data, using
the grid provided on the final
page. Ensure that your x-axis
goes up to the year 2100.
b Describe how the population has
changed from 1400 to 2015.
…………………………………………………..
…………………………………………………..
…………………………………………………..
…………………………………………………..
…………………………………………………..
…………………………………………………..
Use your graph to predict what the global human population will be in 2100.
Assume that the population continues to vary in the same way.
……………………………………………………………………………………………………………………………..
2 Work in groups to prepare a 1 to 2 minute presentation on how the changes in
human population have impacted a given topic. Your teacher will assign your group
one of the following topics:
•
air
•
land
•
water
•
natural resources (e.g. minerals and fossil fuels)
•
biodiversity (the variety of living things)
© Oxford University Press 2021; This resource sheet may have been changed from the original.
Your presentation should:
•
describe the impact of the changes in the human population on the topic
•
describe the impact of this on the environment as a whole
•
suggest whether this trend can/should continue.
Questions
Answer the questions below after all of the groups have given their presentations.
1 Human populations have an impact on a number of environmental factors.
Complete the following table to:
a
identify five factors which humans populations have affected
b describe one way in which the human population has affected the factor.
Factor
Affect
2 What needs to happen to birth rates and death rates for the human population to
remain fairly constant?
…………………………………………………………………………………………………………………………………
3 Suggest a reason why it would be better for the environment if the human
population stopped increasing, or even decreased slightly over time.
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
© Oxford University Press 2021; This resource sheet may have been changed from the original.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
15.2 Thinking globally: your old phone
Core
Background
A typical smart phone contains many different elements from the Periodic Table,
including heavy metals, and plastics. The diagram shows just a few examples of what’s
inside a smart phone.
Many people in the world own a mobile phone, and many of those ‘upgrade’ their
phone each year, discarding the old one. But at what cost?
Task
Produce a leaflet encouraging people to:
•
upgrade their phone less frequently
•
recycle their old phones rather than throwing them away
•
reuse, by giving their old phone to a familiar member or donating it to charity.
or
or
Consider, in particular, how constituents of discarded smart phones (such as plastics
and heavy metals) could enter water sources and the consequences of this. You could
look up and include the environmental and health effects of some of the example
compounds from the diagram. Your leaflet should be convincing and backed up by
scientific arguments.
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15.6 Activity sheet
Core
1 a
The following table shows some example maximum levels of pollution that a
car is allowed to emit.
Maximum emission levels /g/km
Pollutant
for petrol vehicles
for diesel vehicles
hydrocarbon particulates (HC)
0.10
0.25
nitrogen dioxide (NO2)
0.08
0.02
carbon monoxide (CO)
1.00
0.50
b Explain what each pollutant is, and how it is emitted by vehicles.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
c
The table below shows some emission test results for some vehicles.
Vehicle
Fuel type
HC reading
/g/km
NO2 reading
/g/km
CO reading
g/km
A
petrol
0.10
0.08
0.50
B
petrol
2.50
4.00
3.00
C
petrol
0.07
0.05
1.70
D
diesel
0.24
0.02
0.37
E
diesel
0.27
0.02
0.04
Which vehicles failed their emissions test?
……………………………………………………………………………………………………………………………..
Circle each piece of data in the table that shows failure of the test.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
d Suggest why governments set maximum emission levels for cars. In your
answer, refer to the specific pollutants in the table and their effects on people
and the environment.
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
e
Before 1975, in the UK, there were no emission level requirements for vehicles.
Find out when emission level requirements were introduced in your home
country and describe, broadly, how they have changed over time.
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
f
Suggest a reason for the changes you described in e.
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
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2 Sulfur dioxide in the atmosphere reacts with water to produce acid rain (rain with a
pH below 5). The table below shows how emissions of sulfur dioxide, produced by
human activities, changed between 2000 and 2010. A teragram or Tg is 1 billion
kilograms.
c
a
Plot the data as a scatter graph
using the grid provided on the
final page.
Year
Global sulfur dioxide
emissions caused by
human activities /Tg
2001
106
2002
103
2004
109
…………………………………………………….
2005
110
…………………………………………………….
2006
110
…………………………………………………….
2008
108
……………………………………………………
2010
104
……………………………………………………
b Describe how sulfur dioxide
emissions have changed over
time.
It is not possible to be certain that the data are accurate. Why not?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d From your scatter graph, can you predict sulfur emissions for future years?
Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
e
What other gas causes acid rain and how is it released into the environment by
human activity?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
f
Describe three ways that acid rain is harmful to the environment.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
g
Describe three ways that the production of acid rain could be reduced.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
Supplement
3 a
a
Complete the diagram below by writing the name and formula of all the
substances that enter and leave the catalytic convertor.
In the first compartment of the catalytic converter, oxides of nitrogen are
removed.
i
Write a word equation and balanced symbol equation for the removal of
NO in the first compartment.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
What type of reaction is this?
……………………………………………………………………………………………………………………….
b In the second compartment of the catalytic converter, carbon monoxide and unburnt
hydrocarbons are removed.
i
Write a word equation and balanced symbol equation for the removal of CO in
the first compartment.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
What type of reaction is this?
……………………………………………………………………………………………………………………….
c
The interior of the catalytic converter consists of a honeycomb structure coated
with catalysts.
i
Give one catalyst that is used and say what type of element it is.
……………………………………………………………………………………………………………………….
© Oxford University Press 2021; This resource sheet may have been changed from the original.
ii
Explain why the interior of the catalytic converter has a honeycomb
structure.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
d Older cars did not contain catalytic convertors. Which car in question 1 c is
most likely to be without a catalytic convertor?
……………………………………………………………………………………………………………………………..
e
Suggest how the following factors could lead to increased emissions from car
exhausts.
i
some of the catalyst surface is missing or blocked
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
a blocked air filter, preventing air getting to the petrol during combustion
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
© Oxford University Press 2021; This resource sheet may have been changed from the original.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
15.7 Thinking globally: climate change
Core
1 a Give the name and chemical formula of the two main greenhouse gases that
whose increased levels contribute to global warming.
……………………………………………………………………………………………………………………………..
b i
Which of these gases is produced from burning a fossil fuel like coal?
……………………………………………………………………………………………………………………….
ii
How have the levels of this gas in the atmosphere changed over the last
50 years?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
c
Give one major source of the other gas.
……………………………………………………………………………………………………………………………..
2 A student writes that ‘global warming leads to climate change’. Is this statement
accurate? If not, change the statement to make it accurate. Explain your answer.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
3 Describe three negative effects of climate change.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
4 a Do you think climate change is linked to human activity or to natural changes?
Look for some evidence to support your argument.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Explain why we should rely on scientific research and not media reports to
assess climate change.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
5 A carbon footprint calculates the greenhouse gases we are expected to produce in
all our activities. It then records them in units of carbon dioxide as tonnes per
person per year. The table compares the carbon footprints for different countries
in the world for 1990 and 2006.
Country
1990
2006
United Kingdom
10.0
9.4
United States
19.0
19.0
Germany
12.1
9.7
9.5
10.1
Singapore
15.6
12.8
Qatar
25.2
56.2
Egypt
1.4
2.2
Bangladesh
0.1
0.3
Brazil
1.4
1.9
Kenya
0.2
0.3
Australia
17.4
18.1
Thailand
1.8
4.3
Japan
a
Carbon footprint (CO2 equivalent) /tonnes per
person
Look at the table and see if you can identify and describe any patterns in the
carbon footprints in different countries.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Explain why the trebling of the carbon footprint from 1990 to 2006 in a country
like Bangladesh is such a concern, even though the carbon footprint per person
is very low.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
c
List the activities in your own daily routine that contribute to your personal
carbon footprint.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d Use the Internet to find a carbon footprint calculator and work out your own
personal carbon footprint.
……………………………………………………………………………………………………………………………..
e
Do you think there should be a worldwide agreement on a maximum value for
people’s carbon footprints? Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
6 Governments can use tax or charges to encourage individuals to emit less carbon
dioxide. Some governments charge a vehicle tax that depends on how polluting the
vehicle or fuel is. Some city councils charge people with fossil-fuel burning vehicles
for driving in the centre of their city. Find out about any similar schemes in your
area and describe them here. For each one, say weather you agree with the
scheme or not, explaining why.
…………………………………………………………………………………………………………………………………..
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© Oxford University Press 2021; This resource sheet may have been changed from the original.
Supplement
7 a Draw and label a diagram to explain the greenhouse effect.
b Use your diagram to explain why an increase in greenhouse gases leads to an
increase in global warming.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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15.8 Thinking globally: a letter to the past
Core
Task
The industrial revolution began in Europe and the US in the middle of the 18th century.
An important innovation in the industrial revolution was the use of steam power (a
coal-burning source of power) instead of the previously more commonly used water
and wind power (windmills and water wheels).
Imagine you are able to write to people living at the start of the industrial revolution,
when fossil-fuel use rose dramatically. Write them a letter that explains the following
things, using your modern up-to-date scientific knowledge:
•
How the Earth's atmosphere developed over time and continues to change.
•
How we as humans influence the atmosphere and climate.
•
Some practical and reasonable steps they could take to prevent the issues we
face in modern times. Remember to be realistic – you can't ask them never to
burn any fuels.
Your letter should cover the issues surrounding global climate change and other
aspects of air pollution, and should be a persuasive piece of writing. Include equations
and diagrams where possible and make sure you explain any scientific concepts in a
clear and easy to understand way.
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16.1 Thinking globally: petroleum timeline
Core
Background
Currently the whole population of the Earth uses roughly 100 million barrels of crude
oil per day and 2500 million cubic metres of natural gas each day. It took millions of
years for crude oil to form but we will probably use up the world’s resources within the
next 50−100 years.
Currently, about 85% of the crude oil that comes out the ground is burned as fuel. The
other 15% is used to make petrochemicals, such as plastics (polymers), medicines,
paints, detergents, and dyes.
Task
Using Internet or library research, construct a ‘crude oil timeline’. As you make your
timeline, think about and try to answer these questions:
•
How was crude oil formed?
•
When was it first used by man?
•
When was the first oil-well drilled?
•
When was crude oil first refined?
•
What caused large-scale expansion of the oil industry?
•
When was the first synthetic polymer produced from crude oil?
•
When was the first synthetic fibre produced from crude oil?
•
How long are the world’s reserves of crude oil likely to last?
© Oxford University Press 2021; This resource sheet may have been changed from the original.
16.2 Activity sheet
Core
The table summarises the different fractions of crude oil. Use this information to help
you answer the questions below.
Fraction
Number of
carbon atoms
State at room
temperature and
pressure
Type of fuel
refinery gas
1–4
gas
gasoline (petrol)
5–10
liquid
fuel for cars
kerosene
10–16
liquid
fuel for aircraft, oil stoves and
lamps
diesel oil
16–20
liquid
fuel for some cars and larger
vehicles
fuel oil
20–30
liquid
fuel for power stations, ships and
home heating systems
bottled gases for cooking and
heating
1 Describe how the boiling point of the fractions varies as the number of carbon
atoms increases.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
2 A student is interested in the viscosity of each of the fractions.
a
Choose the correct term to complete the sentence:
As the length of the carbon chains of the hydrocarbons in the fractions
increase, the fractions become (more / less) runny – their viscosity
(increases / decreases).
b The student fills a long tube with one of the liquid fractions. She drops a steel
ball in the top of the tube and measures the time it takes for the ball to sink
down to the bottom of the tube. She repeats the experiment for the different
liquid fractions. Predict what will happen to the length of time it takes for the
steel ball to sink as the length of the carbon chain in the fractions increases.
Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
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3 Methane is the simplest hydrocarbon and is the main constituent of natural gas.
Write a word equation and a balanced symbol equation for the complete
combustion of methane.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
4 Butane (C4H10) is used in camping gas. It is a liquid when compressed in the
canister, but is released as a gas when the valve is opened.
a
Write a word equation for the complete combustion of butane.
…………………………………………………………………………………………………………………………….
b Supplement Write a balanced symbol equation for the complete combustion of
butane.
……………………………………………………………………………………………………………………………..
c
What properties of butane make it particularly useful as a camping gas?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
5 Petrol is a blend of many hydrocarbons. One of the main components is octane
(C8H18).
a
Write a word equation for the complete combustion of octane.
……………………………………………………………………………………………………………………………..
b Supplement Write a balanced symbol equation for the complete combustion of
octane.
……………………………………………………………………………………………………………………………..
c
What properties of octane make it particularly useful as a component of petrol
in cars?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
6 Complete the crossword.
5
6
7
1
8
8
2
3
4
Across
Down
1 a group of hydrocarbons with a
particular range of carbon-chain
lengths and boiling points (8)
5 a fraction of crude oil that is used as
fuel for cars (6)
2 another name for crude oil (9)
6 to change from the gas state to the
liquid state (8)
3 a substance changes from a liquid
to a gas at its _______ point (7)
7 part of the residue that is left at the
bottom of the fractionating column (7)
4 another name for petrol (8)
8 the fraction with the lowest boiling
point and shortest chain lengths is
known as ________ gas (8)
© Oxford University Press 2021; This resource sheet may have been changed from the original.
7 Explain how fractional distillation is used to separate petroleum into fractions.
Include the key words from the crossword in your explanation. Label and annotate
the diagram as part of your explanation, including adding the names of the
different fractions in the correct positions.
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
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© Oxford University Press 2021; This resource sheet may have been changed from the original.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
16.3 Activity sheet
Core
What’s in a strawberry? The table on the next two pages gives the names and
formulae of some of the organic compounds which give strawberries their taste and
smell.
1 From the table, find and write down the names and formulae of:
a
two alkanes
……………………………………………………………………………………………………………………………..
b one alkene
……………………………………………………………………………………………………………………………..
c
three alcohols
……………………………………………………………………………………………………………………………..
d one carboxylic acid
……………………………………………………………………………………………………………………………..
e
three substances that each have three carbon atoms in their molecules
……………………………………………………………………………………………………………………………..
f
two substances that each have two carbon atoms in their molecules
……………………………………………………………………………………………………………………………..
g
three substances that each have six carbon atoms in their molecules
……………………………………………………………………………………………………………………………..
h two substances that each have eight hydrogen atoms in their molecules
……………………………………………………………………………………………………………………………..
i
three substances that contain no oxygen
……………………………………………………………………………………………………………………………..
2 The two alkanes are from the same homologous series. Give the general formula of
the alkanes, and show how the formulae of the two alkanes you identified in 1a
follow this general formula.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
Name
Structural
formula
Displayed formula
Smell
ethanoic acid
CH3COOH
acidic
ethanol
C2H5OH
alcohol
ethyl
ethanoate
CH3COOC2H5
sweet
fruit
hexane
C6H14
hexan-1-ol
C6H13OH
hexa-1,3diene
C6H10
methyl
ethanoate
CH3COOCH3
© Oxford University Press 2021; This resource sheet may have been changed from the original.
fresh
grass
Name
Structural
formula
Displayed formula
Smell
methyl
octanoate
C7H15COOCH3
pentane
C5H12
propan-1-ol
C3H7OH
sweet
propan-2-ol
C3H7OH
fruity
propyl
ethanoate
CH3COOC3H7
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3 Complete the following table by filling in the missing names, molecular formulae
and displayed formulae.
Name
Molecular
formula
Displayed formula
CH4
ethane
C2H6
ethene
ethanol
© Oxford University Press 2021; This resource sheet may have been changed from the original.
Name
Molecular
formula
Displayed formula
C2H4O2
ethyl
propane
Supplement
4 a
Complete the following sentence.
As the number of carbon atoms in a homologous series increases by one,
The number of hydrogen atoms increases by …………………………………………..
b Using the alkanes you identified in 1a, show that the sentence in 3a is correct.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
16.4 Activity sheet
Core
1 Below are the displayed formulae of two alkanes.
a
Explain why alkanes are said to be hydrocarbons.
……………………………………………………………………………………………………………………………..
b Using the diagrams, state how many bonds:
c
i
a carbon atom always has
ii
a hydrogen atom always has …………………………
…………………………
Explain why alkanes are said to be saturated.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
2 The bar chart shows how the boiling point of a straight chain alkane varies with the
number of carbon atoms in the alkane.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
a
Name, and give the molecular formula of, each of the alkanes containing
between 1 and 4 carbon atoms.
……………………………………………………………………………………………………………………………..
b Describe the relationship between the number of carbon atoms in an alkane
and its boiling point.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
i
Draw the displayed formula for a straight chain alkane containing 7 carbon
atoms.
ii
Use the bar chart to predict the boiling point of an alkane with 7 carbon
atoms.
……………………………………………………………………………………………………………………….
3 Alkanes are generally unreactive, but one of the reactions they do undergo is
combustion.
a
i
Write a word equation for the complete combustion of ethane.
……………………………………………………………………………………………………………………….
ii
Use the numbers and formulae in the boxes to write a symbol equation for
the complete combustion of ethane.
7
CO2(g)
2
C2H6(g)
H2O(g)
4
O2(g)
6
……………………………………………………………………………………………………………………….
b State the other reaction that an alkane will undergo.
……………………………………………………………………………………………………………………………..
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Supplement
4 The equation below shows the reaction between ethane and chlorine.
C2H6(g) + Cl2(g)
a
→
C2H5Cl(g) + HCl(g)
Above the arrow, write the reaction conditions necessary for the reaction to
occur.
b What type of reaction is this?
……………………………………………………………………………………………………………………………..
c
Name the two products formed.
……………………………………………………………………………………………………………………………..
d If the above reaction is carried out and litmus paper is used to test the product
gases, what result will you see?
……………………………………………………………………………………………………………………………..
5 Write an equation for a further reaction of the product if excess chlorine is used.
…………………………………………………………………………………………………………………………………..
6 Name these alkanes and write their structural formulae.
…………………………………………………..
…………………………………………………..
…………………………………………………..
…………………………………………………..
7 Draw displayed formulae for each of the following compounds.
2-methylpropane
2,2-dimethylpropane
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16.6 Activity sheet
Core
1 Below are the displayed formulae of three alkenes.
a
Alkanes are hydrocarbons. Are alkenes hydrocarbons as well? Justify your
answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Write down the molecular formula of hexene. …………………………
c
Look at the displayed formula of hexene. Explain why the second carbon atom
only has one hydrogen atom attached.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
d Explain why alkenes are said to be unsaturated.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
e
Use the formula for ethene to deduce the general formula for alkenes. Then
show that your formula works for propene and hexene.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
2 Imagine that you are given two test-tube. One of them contains butane and one of
them contains butene, but you are not told which is which. Describe a test you
could use to work out what is in each test tube.
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
3 a Write a word equation for the complete combustion of propene
……………………………………………………………………………………………………………………………..
b Use the numbers and formulae in the boxes to write a symbol equation for the
complete combustion of propene.
2
CO2(g)
6
C3H6(g)
H2O(g)
6
O2(g)
9
……………………………………………………………………………………………………………………………..
Supplement
4 Draw displayed formulae for each of the following compounds.
but-2-ene
3-methylbut-1-ene
5 Name this compound.
CH3CH=C(CH3)CH3
…………………………………………………
6 Create a profile for the reactions of alkenes using ethene as your example. You
should include the following points:
a
Combustion
•
Write a word and symbol equation for the complete combustion of ethene.
b Reaction with hydrogen
c
•
Write a word equation for the reaction.
•
Give the temperature and catalyst needed for the reaction of ethene with
hydrogen.
•
Draw the displayed formula of the product of this reaction, and state its
name.
•
Write a balanced symbol equation for the reaction.
Reaction with bromine
•
Write a word equation for the reaction of ethene with bromine.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
•
Draw the displayed formula of the product of the reaction between ethene
and bromine.
•
Write a balanced symbol equation for this reaction.
d Reaction with water (steam)
•
Give the conditions and catalyst needed for the reaction of ethene with
steam.
•
Write a word equation for the reaction of ethene with steam.
•
Draw the displayed formula of the product of this reaction and state its
name.
•
Write a balanced symbol equation for the reaction.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
16.7 Thinking globally: bioethanol
Core
Background
One use of ethanol is as a fuel for vehicles. Ethanol for this purpose is usually produced
by fermentation of sugars, which come from plant materials, so this fuel is known as
bioethanol.
1 Ethanol can be made by fermentation
of sugar in the laboratory, using the
apparatus shown opposite. The
fermentation happens in the flask.
a
i
What is put in the flask?
……………………………………………………………………………………………………………………….
ii
Explain the purpose of each of the substances you named in 1 a i.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
b i
Which of these temperatures is best for the reaction? Circle your choice
and explain your answer.
0 °C
15 °C
30 °C
65 °C
……………………………………………………………………………………………………………………….
ii
Which of these pH values is best for the reaction? Circle your choice and
explain your answer.
1
4
7
11
14
……………………………………………………………………………………………………………………….
b What would you observe in the test-tube? Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Complete the equation for the reaction.
C6H12O6
yeast
→ 2C2H6O + ……… ……………
d What is this type of reaction called?
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
e
What is the maximum concentration of ethanol that can be formed in the flask.
Explain your answer.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
f
How would you obtain a higher concentration of ethanol?
……………………………………………………………………………………………………………………………..
Task
Using what you have learned in topic 16.7 and further Internet or library research,
produce a leaflet about the manufacture, use and impacts of bioethanol. Your leaflet
should include:
•
a definition of the term ‘bioethanol’
•
where in the world bioethanol is mainly produced and used
•
the uses of bioethanol
•
an overview of how bioethanol is produced, including the main steps before
and after the fermentation reaction
•
a description of the fermentation reaction, including the reaction conditions
and a word and symbol equation
•
advantages and disadvantages of using bioethanol instead of petrol or diesel as
fuel for vehicles
•
Supplement advantages and disadvantages of using fermentation to produce
ethanol fuel as opposed to the reaction of ethene with steam
© Oxford University Press 2021; This resource sheet may have been changed from the original.
16.8 Activity sheet
Core
1 Complete the following table.
Name
Structural
formula
Molecular
formula
Displayed formula
methanoic acid
CH3COOH
propanoic acid
C3H6O2
2 a What gas is produced when magnesium reacts with ethanoic acid?
……………………………………………………………………………………………………………………………..
b How would you test for this gas in the laboratory?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Complete the word equation for the reaction between magnesium and
ethanoic acid.
ethanoic acid + magnesium → …………………………………………………………………………..
3 a What gas is produced when potassium carbonate reacts with ethanoic acid?
……………………………………………………………………………………………………………………………..
b How would you test for this gas in the laboratory?
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
c
Complete the word equation for the reaction between potassium carbonate
and ethanoic acid.
ethanoic acid + potassium carbonate → ……………………………………………………………
4 Ethanoic acid reacts with potassium hydroxide.
a
Write a word equation for the reaction.
……………………………………………………………………………………………………………………………..
b What type of reaction is this?
……………………………………………………………………………………………………………………………..
Supplement
5 a Ethanoic acid is described as a weak acid. Explain what this means.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
b Write a word and symbol equation for the dissociation of ethanoic acid in
water.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
6 Ethyl ethanoate can be made from an alcohol and a carboxylic acid.
a
What type of compound is ethyl ethanoate?
……………………………………………………………………………………………………………………………..
b Name the alcohol and carboxylic acid reactants.
……………………………………………………………………………………………………………………………..
c
The reactants are warmed gently in the presence of sulfuric acid. What is the
role of the sulfuric acid in the reaction?
……………………………………………………………………………………………………………………………..
d Below is the displayed formula for ethyl ethanoate. Circle the functional group.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
e
In the reaction, water is produced as well as ethyl ethanoate. Draw the
displayed formula of the two reactants and circle the atoms that are lost as
water.
7 a Below is the displayed formula of methyl butanoate, an ester found in
pineapples.
Name the carboxylic acid and alcohol from which methyl butanoate can be
made.
……………………………………………………………………………………………………………………………..
b Strawberries contain many esters which contribute to the fruity smell. One
ester in strawberries is ethyl butanoate. Write an equation for the formation of
ethyl butanoate from a carboxylic acid and an alcohol. Use displayed formulae
in your equation and circle the atoms in the reactants that are lost as water.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
8 One way that ethanol can be made into ethanoic acid by leaving it exposed to air,
where naturally present bacteria speed up the reaction. The reaction can be
represented by the equation:
C2H5OH + 2[O] → CH3COOH + H2O
a
What type of reaction is this?
……………………………………………………………………………………………………………………………..
b Describe what ‘[O]’ represents in this equation.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
c
Give the common name of the product of this reaction.
……………………………………………………………………………………………………………………………..
9 Ethanol can also be oxidised using the equipment shown here.
a
Label the missing reactant.
b What is the purpose of this reactant?
……………………………………………………………………………………………………………………………..
© Oxford University Press 2021; This resource sheet may have been changed from the original.
17.1 Activity sheet
Core
Task 1: finding out more about natural polymers
Read the following passage, and then complete the crossword on the next page.
Plants contain a naturally occurring polymer called cellulose. Plants use
cellulose for strength. It is a carbohydrate made from many glucose
monomers. It is found in the cell walls of green plants. Cotton is about 90%
cellulose, and wood is between 40% and 50% cellulose. Cellulose is used to
make paper.
Plants also contain the carbohydrate starch, which is a polymer made by
combining many glucose molecules. Plants produce these glucose molecules
by photosynthesis. Plants use starch as an energy source and some plants,
such as potatoes, produce large amounts of starch. Starch is the main
carbohydrate in the human diet. It is added to sauces and soups to make
them thicker and is used to produce jelly bean moulds.
Rubber is another natural polymer. It can be harvested from trees. Scientists
have found ways to make it stronger and more durable for use in car tyres.
Proteins are also polymer molecules that are made from smaller molecules
called amino acids. Proteins are found in muscles, hair, and fingernails.
Collagen is the most common protein found in the human body. It is used
for support and structure, and is found between the cells.
Keratin is a structural protein found in skin, nails, wool, and claws. It also
forms the shells of tortoises and turtles.
Silk is a protein. Silk fibres can be woven together to form textiles for
clothing. The silk fibres used for textiles are produced by special caterpillars
to build the cocoons in which they metamorphose into moths. Silk fibres
refract light at different angles, producing different colours and giving silk its
shimmering appearance. Spider silk is a protein that is produced in fibres to
catch prey or to make nests for spiderlings. Weight for weight, spider silk is
stronger than steel.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
1
2
3
4
5
6
7
8
9
10
Across
4 A natural polymer that can be harvested from trees.
5 A polymer found in the cell walls of green plants.
7 A structural protein found in wool.
9 The most abundant protein in the human body.
10 A polymer made from amino acids.
Down
1 A creature that produces a protein that is very strong for its weight.
2 An energy source for plants.
3 A protein made by caterpillars.
6 Why plants need cellulose.
8 This molecule is made by photosynthesis.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
Task 2: polymers all around
Make a poster to illustrate the importance of polymers. Your target audience is the
general public, so include examples that will be relevant to most people in their
everyday life, and make the poster engaging by include pictures and interesting facts.
Make sure you include examples of both synthetic and natural polymers, and explain
the difference between the two types.
© Oxford University Press 2021; This resource sheet may have been changed from the original.
17.2 Activity sheet
Core
1 Alkenes can undergo addition polymerisation reactions, joining together to form
long chains. For example, the monomer ethene polymerises to form poly(ethene).
a
Explain what is meant by the following terms:
i
monomer
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
ii
polymer
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
iii addition polymerisation
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
b Draw the displayed formula of three ethene molecules, the section of
poly(ethene) formed from these three molecules and the repeating unit of
poly(ethene).
three ethene molecules
section of poly(ethene) formed from three ethene molecules
repeating unit of poly(ethene)
© Oxford University Press 2021; This resource sheet may have been changed from the original.
c
Is poly(ethene) an alkane or an alkene? …………………………
d A sample of poly(ethene) is found to have an average molar mass of 28 000.
How many monomers are linked together to form the chain?
Ar (H) = 1; Ar (C) = 12
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
Supplement
2 The following table shows some common polymers. Complete the table with the
correct names and structures. For each polymer name, see if you can include both
their chemical name and their common name – you can use the Internet or a
library to help you.
Monomer
name
Monomer structure
Polymer name
propene
butene
chloroethene
(vinyl
chloride)
tetrafluoroethene
phenylethene
(styrene)
© Oxford University Press 2021; This resource sheet may have been changed from the original.
Polymer structure
(repeating unit)
17.3 Activity sheet
Supplement
1 Complete the following tables for two different polymerisation reactions.
and
represent carbon chains.
Reaction A
Monomers
and
Structure of the
polymer (show two
units of each
monomer joined up)
Repeating unit of
the polymer
(highlight the atoms
in the linkage)
Side product
Type of polymer
(circle one)
Example
(circle one)
name: ………………………… formula: …………………………
polyester
poly(alkene)
nylon
PET
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polyamide
PVC
Reaction B
Monomers
and
Structure of the
polymer (show two
units of each
monomer joined up)
Repeating unit of
the polymer
(highlight the atoms
in the linkage)
Side product
Type of polymer
(circle one)
Example
(circle one)
name: ………………………… formula: …………………………
polyester
poly(alkene)
nylon
PET
polyamide
PVC
2 a Explain what is meant by the term ‘condensation polymerisation’.
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b Explain what feature a monomer must have in order to be able to undergo
condensation polymerisation. Use examples from the tables in question 1 to
illustrate your answer.
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c
i
Write an equation for a condensation polymerisation reaction, using
displayed formulae. Use example monomers from the tables in question 1.
ii
Annotate your equation by labelling the atoms that are eliminated and the
polymer linkage.
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17.5 Activity sheet
Core
1 a
Complete the table below to show why plastics and other synthetic polymers
are popular. Use Internet or library research to help you.
Item
Material it
used to be
made from
Polymer used
to make it
now
cola bottle
glass
PET
guttering
cast iron
PVC
carrier bag
poly(ethene)
garden
chair
poly(propene)
car bumper
ABS
climbing
rope
nylon
Reason for change
Plastic does not break as easily as glass, so
less product is wasted during
transportation. Plastic bottles weigh less
than glass ones so they do not take as
much energy (fuel) to transport.
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b Suggest two reasons why we might have to return to the old materials in the
future. (You may need to do some Internet research to help you.)
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c
Which two items in the table are often used once and then disposed of?
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2 Draw a flow chart to show the different ways that plastics can be disposed of,
including the pathway of how they can end up in oceans.
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3 Describe at least two environmental impacts of each of the following fates of
disposed-of plastics.
a
Plastics in landfill sites
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b Plastics in the oceans
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c
Burning plastics
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17.6 Thinking globally: plastic problems
Core
Background
Plastics are particular types of polymers that can be moulded. Plastics have many uses
– you have probably used several plastics already today. But they are nonbiodegradable, so disposing of plastic waste is a problem.
Task 1
Produce an information leaflet about plastics for the general public, encouraging
people to re-use or recycle plastics. Use what you have learned in topic 17.6, as well as
further Internet or library research. Your leaflet should include:
•
a definition of plastics and why disposing of them is difficult
•
the impact of waste plastics on the environment
•
the different ways that plastics can be disposed of (landfill and incineration)
and the advantages and disadvantages of these methods
•
an explanation of the terms ‘re-use’ and ‘recycle’, including examples of
everyday plastic items that can be re-used or recycled
Your leaflet should be engaging and persuasive. Try to include some data about plastic
use and disposal to get peoples’ attention – whenever you quote a piece of data,
remember to include your source.
Task 2
Another way to reduce the amount of plastic waste is to reduce the amount of plastics
we use in the first place. A lot of plastic is used in packaging for food and other
products. Write an example letter to a supermarket chain or other retailer, trying to
persuade them to reduce the amount of plastic packaging they use. Include some
examples of real product packaging, and suggest how the plastic packaging could be
replaced by another material, such as glass or paper, or how the amount of plastic in
the packaging could be reduced.
Task 3
The general public can only send their waste plastics for recycling if there are local
recycling facilities, such as doorstep collections or recycling centres. Do some research
into the plastic recycling facilities available in your area. Do you think they are good
enough? If not, write a letter that could be sent to your local council to try to
encourage them to provide better plastic recycling facilities. You could record how
much plastic your household disposes of each week, and of what type, to help your
argument.
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17.7 Activity sheet
Supplement
1 Glycine is the simplest amino acid with the formula H2NCH2COOH. Draw the
displayed formula of glycine. Circle and label the two functional groups.
2 Alanine is another simple amino acid. It has the formula H2NCH(CH3)COOH. Draw
the displayed formula of alanine. Circle and label the two functional groups.
3 a When two amino acids such as glycine and alanine link together, a dipeptide is
formed. Draw the displayed formula of the two possible dipeptides that can be
formed from glycine and alanine.
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b i
ii
choose one of the dipeptides in 3a and write an equation showing its
formation, using displayed formulae for the reactants and products.
What type of reaction is this?
…………………………………………………………………
iii Annotate your equation to show the atoms that are eliminated, and circle
and label the polymer linkage.
c
Proteins are made of a chain of amino acids joined in the same way as the
dipeptides in 3a. Use your answers above to explain why proteins are described
as ‘natural polyamides’.
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d i
Phenylalanine is another amino acid. It has the formula H2NCH(CH2C6H5)COOH.
Draw the displayed formula of alanine – you do not need to fully draw out the
side chain.
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e
Choose one of the dipeptides in 3a and draw the two possible polymer
products of the reaction between the dipeptide and phenylalanine.
4 The diagram shows the general formula for the monomers for a synthetic
polyamide.
b Describe the difference between these two monomers and the amino acid
monomers in 3.
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c
Write an equation showing the reaction between these two monomers, in the
order shown, using displayed formulae for the reactants and products.
d Draw the two possible polymer products of the reaction between the compound in
4c and another of the dicarboxylic acid molecules.
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5 Use the table below to make a list of the similarities and differences between synthetic
polyamides and proteins. Add more rows to the table if you need to. Refer to your
answers to 3 and 4 to help you.
Synthetic polyamides and proteins
Similarities
Differences
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18.1 Activity sheet
Core
Below is a summary of the steps used to make the salt, zinc sulfate.
Step 1
Add excess zinc to the
acid in a beaker. Wait
until bubbling stops.
Step 2
Filter the mixture and
retain the filtrate.
Step 3
Heat the filtrate until the
volume is reduced, then
leave to cool.
1 a Write down the materials used for this preparation of zinc sulfate.
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b What extra information is needed to fully specify the materials?
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2 a Write down the names of all pieces of apparatus shown in the diagrams.
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b Write a list of any other apparatus needed.
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3 a Describe the purpose of each step.
Step 1 ………………………………………………………………………………………………………………….
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Step 2 ………………………………………………………………………………………………………………….
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Step 3 ………………………………………………………………………………………………………………….
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b In step 1, why is it important to wait until bubbling stops?
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c
In step 2, what is the residue?
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d What piece of apparatus could you use to collect the gas given off in step 1?
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4 Magnesium sulfate can be prepared in a similar way. Write detailed instructions for
the preparation of magnesium sulfate – remember ‘MAM’ (materials, apparatus,
method). If you include diagrams to illustrate the method, remember to label each
piece of apparatus and the materials.
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18.6 Activity sheet
Supplement
You will need a ruler to complete this worksheet.
1 This chromatogram was produced from a sample of blue ink.
a
Complete the table.
Distance moved
/cm
solvent front
component 1
component 2
b Use the information in the table to calculate the Rf values of both components.
i
component 1: ………………………………………………………………………………………………..
ii
component 2: ………………………………………………………………………………………………..
2 A student produced this chromatogram from a sample of fountain pen ink.
a
Complete the table.
Distance moved
/cm
solvent front
component 1
component 2
component 3
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b Use the information in the table to calculate the Rf values of all three
components.
i
component 1: ………………………………………………………………………………………………..
ii
component 2: ………………………………………………………………………………………………..
iii component 3: ………………………………………………………………………………………………..
3 New research shows that a red food colouring with an Rf value of 0.62 (when a particular
solvent and temperature are used) could be dangerous to certain people. Samples of
food colouring from two different red sweets were collected and the chromatogram
below was produced (using the same solvent and temperature as used to calculate the Rf
value above). For each of the sweets, state and explain whether or not you would
recommend that the sweets are taken off the market based on this research.
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4 Paracetamol (acetaminophen) is a common over-the-counter drug used for
treating pain and fever. Commercial paracetamol often contains traces of
4-aminophenol and other impurities.
A tablet of paracetamol was dissolved in an organic solvent and analysed by paper
chromatography. The large spot (B) on the chromatogram corresponds to
acetaminophen; smaller spots (A, C, and D) are produced by impurities. Using the
data table below, identify as many impurities as possible (the Rf values of the
impurities in the table were calculated based on the same solvent and conditions
as used to analyse the paracetamol tablet).
Compound
Rf value
4-chlorophenol
0.09
4-aminophenol
0.13
1,4-benzoquinone
0.29
4-nitrophenol
0.31
acetaminophen
0.43
4-chloroacetanilide
0.61
diacetamate
0.92
4-hydroxybenzaldehyde
0.95
A: ……………………………………………………………………………………………………………………………..
C: ……………………………………………………………………………………………………………………………..
D: ……………………………………………………………………………………………………………………………..
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18.7 Thinking globally
Core
Background
Many people use the term ‘pure’ incorrectly. In this activity, you will explore what
chemists mean when they use the term ‘pure’ and why purity matters.
1 Explain the meaning of the following terms:
a
pure
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b impurity
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2 a
It can be very difficult to make a completely pure substance. If a substance
contains a lot of impurities it is said to be ‘low purity’. If a substance contains
very few purities it is said to be ‘high purity’. Governments and scientists use
purity ‘grades’ to describe purity of different chemicals. Do some internet
research into the different purity grades – use a search term such as ‘chemical
purity grades’ and summarise the most commonly used set of purity grades.
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b Why do you think it is important for scientists around the world to use
commonly accepted purity grades?
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c
For each of the following uses of sodium chloride (salt) state whether you think
a high purity is required or not and suggest which purity grade from part 2a
would be appropriate. Explain your choices.
i
table salt for adding flavour to food
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ii
salting roads to prevent ice from forming
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iii as a nasal spray to help treat a blocked nose
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iv mixing with soil to provide a firm substance on which to build roads
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v
as a dessicant (water absorber) used to produce dry foods
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vi as part of a solution used in IV (intravenous) medical drips
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19.1 Thinking globally: jobs in chemistry
Core
Background
There are many different types of job that a chemist can do, from working in forensics
to working in the food industry. Some of these jobs involve doing practical work and
others involve theoretical work.
Tasks
1 Do some Internet research to find different jobs that involve understanding and
using chemistry. Make a list of the jobs, with a brief (one sentence) description of
each. Think about the following areas when researching the types of jobs:
•
the environment
•
food and drink
•
pharmaceuticals (medicines)
•
scientific research
•
education and information
•
crime
•
safety
•
energy
2 Find out the difference between ‘practical chemistry’ and ‘theoretical chemistry.
Describe the difference and given an example of a job based on each.
3 Choose your favourite job that you listed in 1 and write a more detailed description
of it. Find out what level of education and training is needed for the job. Then
describe in what way each or some of the following skills are important for the job:
•
thinking
•
observing
•
using apparatus and techniques
•
working accurately
•
maths
•
writing
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19.2 Activity sheet
Core
A student makes the following observation:
Over the last year, I have tried two different descaling products to remove the
limescale from my kettle. Brand A is a powder containing boric acid as the active
ingredient; to use it the powder is dissolved in a litre of water. Brand B is a liquid
containing acetic acid; to use it the liquid is made up to 1 litre with water. Brand A
seems to work better at removing the limescale from my kettle.
1 The student writes the following hypothesis: ‘Boric acid is a stronger acid than
acetic acid’.
a
Evaluate the student’s hypothesis.
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2 The student tested her hypothesis by using a pH meter to measure the pH of a
1 mol/dm3 solution of each acid. Her results are shown below.
pH
a
boric acid
4.6
acetic acid
2.4
Was the student’s hypothesis correct?
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b Write a new hypothesis about the brands of descaler.
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3 Plan an experiment to test your hypothesis in 2b. Ensure your method is a detailed
step-by-step set of instructions for the experiment; you may include a diagram of
how the apparatus is set up. Continue on a separate piece of paper if you need
more room.
Plan
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Method
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