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8F Compounds and Mixtures
How are elements and compounds different?
8F1
Where are we?
How do compounds differ from the elements from which they are
made?
8F2
Comparing salt with its elements
8F3
Electrolysis of brine solution
8F4
Comparing Iron Sulphide with its elements
8F5
Heating Mercury Oxide
8F6
Heating Mercury Oxide: Lego brick model
8F7
What are compounds made of?
Do compounds react chemically?
8F8
Reaction of Sodium Carbonate and Iron II Chloride
8F9
Formation of precipitates: Copper II Carbonate
8F10
Reaction of vinegar with Sodium Carbonate
8F11
Decomposition of Copper II Carbonate
8F12
Formation of precipitates: Iron II Carbonate
8F13
Chemical signs (compounds)
8F14
Reaction of Sodium Hydroxide with Copper II Sulphate
8F15
Reaction of Sodium Hydroxide with Magnesium Sulphate
8F16
Production of Ammonia I
8F17
Production of Ammonia II
8F18
Water of crystallisation: Condensation
8F19
Water of crystallisation: teacher demo
8F20
% of water present in hydrated Copper II Sulphate
Are there other sorts of material besides elements and compounds?
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8F21
Where are we?
8F22
Sorting substances
8F23
Classification of material systems
8F24
Classification of mixtures
8F25
Determine the boiling point of Alcohol
8F26
Boiling point of a mixture of Alcohol and water
8F27
Measure the % of Copper in Brass
8F28
Boiling point of water and salt water
8F29
Melting point of a mixture of ice and salt
8F30
A solution of a gas in a liquid
8F31
How to make toothpaste
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Separating components of a mixture (links to 7h)
8F32
A mixture of oil and water
8F33
Separation of oil from water
8F34
Mixing oil with surgical spirit
7H
7H10 to 7H14
Naming compounds and acids
8F35
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Naming compounds: Binary compounds
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8F Equipment list
Chemicals
Specialised Equipment
Household materials
Acid: Sulphuric 0.1M
Alcohol
Anti bumping granules
Beaker 250 ml
Baking powder
Chalk
Alkali: Calcium Hydroxide powder
Alkali: Limewater solution
Alkali: Sodium Hydroxide 0.5M
Beaker 250 ml
Bung + hole for 19 mm test tube
Bunsen burner
Cooking oil
Detergent
Fizzy drink
Carbonate: Ammonium Carbonate
Carbonate: Calcium Carbonate
Cables and clips
Ceramic tile
Food colouring
Granite
Carbonate: Copper Carbonate
Carbonate: Sodium Carbonate
Clay pipe holder
Crucible ceramic
Ice
Lego bricks large collection
Halide: Ammonium Chloride
Halide: Cobalt II Chloride
Halide: Iron II Chloride
Crucible nickel
Digital thermometer
Disposable pipettes
Permanent marker
Plastic bottle 500 ml
Plastic bottle push-pull top
Halide: Sodium Chloride
Indicator:Litmus paper pH6 to pH8
Electrolysis equipment
Electronic balance
Plastic bottle/ “push-pull” top
Salt
Indicator :Litmus standard
Indicator: Indicator solution
Evaporation dish
Filter paper
Straws
String
Metal: Iron filings
Metal: Magnesium (ribbon)
Metal: Sodium
Fume cupboard
Funnel glass
Funnel plastic
Sugar
Transparent plastic cups
Non metals: Sulphur
Organic: Alcohol
Gas bottle
Gas collecting apparatus
Organic: Sudan III
Oxide: Calcium Oxide
Oxide: Mercury Oxide
Gauze
Glue contact
Glue plastic/plastic
Sudan III
Sulphate: Alum
Glue wood/wood
Hot plate
Sulphate: Iron II Sulphate
Sulphate: Magnesium Sulphate Epsom
Knife
Lighter
Sulphate: Sodium Sulphate
Sulphide: Copper II Sulphide
Sulphide: Iron II Sulphide
Measuring cylinder plastic 10 ml
Metal cube set
Pipette
Power supply (low voltage)
Retort stand set
Sand tray
Spatula
Stop watch
Test tube 16 mm
Test tube 19 mm
Test tube holder
Test tube rack
Tongs
Tripod stand/gauze
Tubing plastic 6 mm hole
Tweezers
Watch glass
Wooden splints
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8F1 Where are we?
IWB
Materials
Pure
substances
Elements
Mixtures
Compounds
Two or more elements joined chemically.
Made by a chemical reaction
Elements in fixed ratios
Can be described using a
Chemical formula
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8F2 Comparing salt with its elements
Knife
Dissecting needle
Ceramic tile
Table salt
Sodium
Beaker 100 ml
Beaker 1000 ml
Fume cupboard
You are going to compare the properties of Table
Salt with the elements from which it is made.
TABLE
SALT
1
Establish the elements from which
table salt is made.
!
Bench mat should be dry.
SODIUM
2
Use a knife and a dissecting needle,
to cut a small piece of Sodium on a
bench mat and return the rest to its
container.
3
Add the Sodium to a small beaker
containing water. Observe how it reacts.
4
As soon as you have demonstrated
the aggressive nature of the reaction
cover with a larger beaker to protect
yourself from caustic fumes.
5
Talk through the properties of Chlorine
as you carry out expt 8F3.
Wear goggles.
Fume cupboard.
What are the element that make table salt?
………………………
and
………………………
Is salt good or bad for our health? ………………………
How does salt compare to sodium? ………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
Why could you not eat sodium?………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F3 Electrolysis of brine solution
Electrolysis kit (expt 8E24)
Pipette
Indicator solution
1
Prepare a brine solution using
table salt and water.
3
Connect to a low voltage d.c.
power supply and insert the
electrodes so that the litmus
is just above the surface of
the solution.
Power pack (low voltage)
2
Cables and clips
Litmus paper
Attach some damp litmus paper to the
positive electrode using a crocodile clip.
!
Wear safety goggles.
!
Indicator
ALKALI
Solution
Salt
Use a low voltage
power supply.
Litmus
paper
S o diu m
Chloride
Hydrogen
Chlorine
Indicator
Solution
4
Add some drops of indicator
solution near to the negative
electrode and observe what
happens.
5
Observe what happens to the
litmus paper as the current flows
in the circuit
What happened to the litmus paper?……………………………………………………………………………………………………………………………………………
Which gas does the bleaching action indicate? ………………………………………………
What is the name of the gas given off at the positive electrode? ………………………………………………
What happens to the indicator solution near the negative electrode? ………………………………………………………………………………
What does this tell you?…………………………………………………………………………………………………………………………………………………………………
In this experiment salt is being broken down into its two elements. Both of these are highly dangerous. What are
they called?
a) …………………………………………….
and b) ……………………………………………………..
Only one element is actually released. In this experiment. Which one? …………………………………………………………
The other one is released however it immediately reacts with water to produce a gas at the negative electrode.
What is the name of the gas?…………………………………………………………
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8F4 Comparing Iron Sulphide with its elements
Magnet
Iron sulphide
Iron nails
Sulphur
Filter paper
Avoid breathing
dust.
Iron
Sulphide
Sulphur
1
2
You are going to compare the
properties of Iron Sulphide (see
expt 8E21) with the elements
from which it is made.
Examine a sample of chemically
refined Iron Sulphide and find
out if it is magnetic or not.
Iron Nails
Sulphur
Describe Iron Sulphide:…………………………………………………………………………………………………………………………………………………………………
Give one physical and one chemical property:
Physical:…………………………………………………………………………
Chemical:……………………………………………………………………………………
Describe Iron:…………………………………………………………………………………………………………………………………………………………………………………
Give one physical and one chemical property:
Physical:…………………………………………………………………………
Chemical:…………………………………………………………………………………
Describe Sulphur:………………………………………………………………………………………………………………………………………………………………………
Give one physical and one chemical property:
Physical:…………………………………………………………………………
Chemical:…………………………………………………………………………………
Give evidence that the chemical properties of a compound are different from the element from which it is
made:
………………………………………………………………………………………………………………………………………………………………………………………………………………
Give evidence that the physical properties of a compound are different from the element from which it is
made:
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F5 Heating Mercury Oxide
Ignition tube
1
Test tube holder
Test tube holder
Splint
Mercury oxide
Fume cupboard
B/burner
Gently heat a very small amount
of Mercury Oxide in an ignition
tube.
Wear safety goggles.
Fume cupboard.
Less than 0.1g.
2
Observe what appears in the
bottom of the test tube.
3
Insert a smouldering flint into
the test tube and note what
happens.
What happened to the smouldering flint when it was inserted into the mouth of the test tube?
………………………………………………………………………………………………………………………………………………………………………………………………………………
What does this tell you?………………………………………………………………………………………………………………………
What appeared at the bottom of the test tube? …………………………………………………………
What type of chemical reaction occurred in this experiment? …………………………………………………………
Write down the word equation for the reaction below:
……………………………………………
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……………………………… + ………………………………
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8F6 Heating Mercury Oxide: Lego brick model
Lego bricks large collection
Write the word equation for the above decomposition reaction:
……………………………………………
……………………………… + ………………………………
Use the following steps to write a balanced symbol equation for the reaction:
How many Mercury Oxide groups:
are there before decomposition?………………….
After decomposition how many:
a) Mercury atoms:
are there? ………….
b) Oxygen molecules:
are there?……………….
Insert your values into the symbol equation below:
…………………HgO
………………… Hg +
………………O2
You don’t need such big numbers! Now simplify the equation by dividing the numbers on EACH SIDE by 5. Now
write out the simplified balanced equation:
…………………HgO
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………………… Hg +
………………O2
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8F7 What are compounds made of?
Collection of compounds and their containers (see below)
Your teacher has provided you with some compounds from the chemical
cupboard. You must examine the chemical container to find the following
information about the substances:
a) Which elements they are composed of.
b) What their hazard signs tell you.
1
Iron
Sulphide
Sodium
Bicarbonate
!
H2SO4
Name
Calcium
Carbonate
Avoid breathing dust.
Ethanol
Formula
Which elements and how many?
1
Sodium Bicarbonate
Silicon
Dioxide
Copper II
Sulph ate
NaHCO3
2
Sodium
3
Hydrogen
4
Carbon
Warning
5
Oxygen
x3
-
None
Iron Sulphide
Copper II Sulphate
Cobalt Chloride
Calcium Carbonate
Iron Sulphate
Sulphuric Acid
Silver Nitrate
Alum
Ethanol
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8F8 Sodium Carbonate and Iron II Chloride
Test tube 19 mm x2
1
Spatula
Test tube holder
Test tube rack
Iron II Chloride
2
Prepare solutions of Iron II
Chloride and Sodium Carbonate.
!
Iron II
Chloride
Sodium Carbonate
Cork stopper
One third fill a test
tube with each solution.
Teacher/Technician only.
Sodium
Carbonate
n
HARMFUL
!
Molarity < 0.5M
Sodium Carbonate Iron II Chloride
4
3
!
Shake very gently
Shake the solution you
found in part 3 and
observe what happens
to the precipitate.
Empty the contents of one
test tube into the other and
observe what happens.
Describe the substance formed in part 3 of the experiment:………………………………………………………………………………………………
What is the name of the substance ?…………………………………………………………………………………………………………………………………………
Write down the word equation for the reaction:
Sodium Carbonate (aq) + Iron II Chloride (aq)
………………………………
(aq)
+ ………………………………
What do the following symbols used in the above equation mean:
(aq) :……………………………………………………
:………………………………………………………………
What happens when the substance and solution are shaken in part 4:…………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
Why does this occur?………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F9 Formation of precipitates: Copper II Carbonate
T/tube 19 mm x2
Spatula
1
Test tube rack
Copper II Sulphate
Sodium Carbonate
2
Prepare solutions of Copper II
Sulphate and Sodium Carbonate.
!
Copper II
Sulphate
Plastic funnel
Filter paper
One third fill a test
tube with each solution.
Teacher Technician only
Sodium
Carbonate
Sodium Carbonate
n
HARMFUL
3
!
Empty the contents of one
test tube into the other.
5
Copper II Sulphate
Molarity < 0.5M
4
Filter the precipitate
obtained in part 2 then
rinse two or three times
with water.
Leave the filtered precipitate
to dry for an hour.
n
HARMFUL
Describe the substance formed in part 2 of the experiment:………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
What is the name of the substance?……………………………………………………………………………………………………………………………………………
Write down the word equation for the reaction:
Sodium Carbonate (aq) + Copper II Sulphate (aq)
What does
(aq)
………………………………
(aq)
+ ………………………………
mean in the equation above…………………………………………………………………………………………………………………………………
What does ( ) mean in the equation above?………………………………………………………………………………………………………………………………
Why was it necessary to wash the filtered precipitate with water in stage 3?…………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F10 Reaction of Vinegar with Sodium Carbonate
T/tube 19 mm x2
1
Spatula
T/tube rack
Vinegar
Sodium Carbonate
Introduce half a measure of
Sodium Carbonate into a test
tube with vinegar and observe
what happens.
Rubber bung/hole
Tubing/connector
Limewater
2
Observe what happens to
the lime water solution
[see expt 7F15].
3
Repeat the experiment using
chalk dust instead.
Wear goggles.
Lime-
Sodium
Carbonate
Water
I
IRRITANT
What happens when the Sodium Carbonate is added to an Acid?…………………………………………………………………………………………
What happens to the lime water?…………………………………………………………………………………………………………………………………………………
What does this tell you?…………………………………………………………………………………………………………………………………………………………………
Complete the following: When a Metal Carbonate reacts with an Acid a ………… is produced called …………………………
…………………………………… , which causes limewater to turn white.
What is the chemical name for chalk?…………………………………………………………………………………………………………………………………………
What is its formula?…………………………………………………………………………………………………………………………………………………………………………
Write down the word equation for the reaction of chalk with HCl:
……………………………… + ………………………………
………………………………
+
………………………………+
………………………………
Try to find out how chalk was formed.
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F11 Decomposition of Copper II Carbonate
T/tube 19 mm
Beaker 100 nl
Spatula
T/tube holder
!
1
2
Copper Carbonate
Bung/hole
Tubing /connector
Limewater
Use safety goggles
Place the dry Copper II
Carbonate powder in a test
tube. Insert the rubber bung,
connector and tube as shown
opposite and heat gently.
Observe what happens
to both the powder and
lime water solution.
!
n
Dry Powder
Heat gently moving in
and out of flame.
The dry Copper II Carbonate
PPT from previous Expt
Lime Water.
HARMFUL
What happens to the Copper II Carbonate as you heat it?……………………………………………………………………………………………………
Describe the substance that remains in the test tube:…………………………………………………………………………………………………………
What is its name and formula?………………………………………………………………………………………………………………………………………………………
What happens to the limewater?…………………………………………………………………………………………………………………………………………………
What does this tell you?…………………………………………………………………………………………………………………………………………………………………
Write down the word equation for its decomposition:
Copper II Carbonate
………………………………
+
………………………………
What does the arrow
mean in the equation above?
………………………………………………………………………………………………………………
Is there any other way you could test for this substance?……………………………………………………………………………………………………
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8F12 Formation of precipitates: Iron II Carbonate
Test tube 19 mm x2
1
Spatula
Test tube rack
Iron II Sulphate
Ammonium Carbonate
2
Prepare solutions of Iron II
Sulphate and Ammonium Carbonate.
!
Iron II
Sulphate
Cork stopper
One third fill a test
tube with each solution.
Teacher/Technician only/ Wear safety goggles.
Ammonium
Carbonate
n
HARMFUL
!
Molarity < 0.5M
Ammonium Carbonate
4
3
!
Iron II Sulphate
Shake very gently
Shake the solution you
found in part 3 and
observe what happens
to the precipitate.
Empty the contents of one
test tube into the other and
observe what happens.
Describe the substance formed in part 2 of the experiment:………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
What is the name of the substance ?…………………………………………………………………………………………………………………………………………
Write down the word equation for the reaction:
Ammonium Carbonate (aq) + Iron II Sulphate (aq)
……………………………… + ………………………………
What happens when the substance and solution are shaken in part 3: ………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
Why does this occur?………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F13 Chemical signs (compounds)
Print and photocopy worksheet below
Below are some of the chemical compounds that you will
encounter in your Chemistry lessons. Cut out the
hazard signs and stick them on the correct container. Some
will require more than one sign. If an element is not deemed
a hazard, it will not carry a sign. Not all the signs are used.
Copper II Sulphate
Magnesium Sulphate
Potassium Nitrate
Ethanol
Silver Nitrate
Ammonium Hydroxide
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8F14 Reaction: Sodium Hydroxide with Copper II Sulphate
Test tube 19 mm x2
1
Beaker 100 ml x2
Spatula
Test tube rack
Copper II Sulphate
Prepare solutions of Copper II
Sulphate and Sodium Hydroxide.
!
Sodium Hydroxide
2
One third fill a test
tube with each solution.
Teacher/Technician only.
Copper II
Sulphate
!
Molarity < 0.5M
!
Sodium
Hydroxide
Molarity < 0.5M
!
Copper II
Sulphate
Wear safety goggles.
3
Empty the contents of one
test tube into the other and
observe any changes.
What happens when the Sodium Hydroxide solution is added to the Copper II Sulphate solution?……………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
What is the name of the precipitate that is formed? …………………………………………………………………………
Is this substance soluble or insoluble in water? ………………………………………
Write the word equation for the reaction:
Copper Sulphate (aq) + Sodium Hydroxide (aq)
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………………………………
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(aq)
+ ………………………………
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8F15 Reaction: Sodium Hydroxide with Magnesium Sulphate
Test tube 19 mm x2
1
Beaker 100 ml x2
Spatula
Test tube rack
Magnesium Sulphate
Prepare solutions of Magnesium
Sulphate and Sodium Hydroxide.
!
Sodium Hydroxide
2
One third fill a test
tube with each solution.
Teacher/Technician only.
Epsom
Salts
!
Sodium
Hydroxide
Molarity < 0.5M
3
!
Epsom
Salts
Wear
Wear goggles.
safety goggles.
Empty the contents of one
test tube into the other and
observe any changes.
What is the common name for Magnesium Sulphate? …………………………………………………………
What happens when the Sodium Hydroxide solution is added to the Magnesium Sulphate solution?…………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
What is the name of the precipitate that is formed? ………………………………………………
Is this substance soluble or insoluble in water? ………………………………………………
Write the word equation for the reaction:
Magnesium Sulphate (aq) + Sodium Hydroxide (aq)
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………………………………
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(aq)
+ ………………………………
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8F16 Production of Ammonia I
Beaker 250 ml
Spatula
Ammonium Chloride
1
Ammonium
Chloride
Calcium Hydroxide powder
Litmus standard
Fume cupboard
Add a small measure (1 spatula) of Ammonium
Chloride and Calcium Hydroxide to a dry beaker
and mix.
!
Calcium
Wear
goggles.
Wear
safety
goggles.
Fume
cupboard.
Fume
cupboard.
Hydroxide
n
n
HARMFUL
HARMFUL
2
As you stir, hold some moist litmus
paper above the mixture and observe
any changes.
Describe what happens to the moist litmus paper: …………………………………………………………………………………………………………………
What does this indicate? ………………………………………………………………………………………………………………………………………………………………
When you stir the two substances in the beaker a reaction occurs producing a rather unpleasant smelling substance.
What is the name of this gas? ………………………………………………
The gas then reacts with water in the litmus paper to form a very strong alkali. Write down the word equation
for this reaction:
…………………………………… + Water
………………………………
Why should this reaction be undertaken in a fume cupboard? ……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F17 Production of Ammonia II
T/tube 19 mm x2
Beaker 250 ml
1
Mixture (previous experiment)
Litmus standard
Fume cupboard
Delivery tube
Add the mixture you prepared in the
previous experiment to a test tube.
2
Connect a stopper and delivery
tube to the test tube and gently
heat. Use an inverted boiling
tube to collect the Ammonia gas
that is released.
2
!
Wear
Wear safety
goggles.goggles.
Fume
cupboard.
Fume cupboard.
Hold some wet litmus paper to
the mouth of the test tube.
3
When the litmus changes to
blue/purple push the mouth of
the test tube into a beaker of
water and observe what happens.
What is the name of the gas liberated in part two of the experiment?………………………………………………………………………………
What is the safety purpose of holding wet litmus paper in the mouth of the test tube?………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
Ammonia is very soluble in water. How does part three of this experiment demonstrate the fact?……………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
Write the equation for the reaction of Ammonia with Water:
Ammonia + Water
………………………………
Why should this experiment be undertaken in a fume cupboard?…………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F18 Water of crystallisation: Condensation
Beaker 250 ml
1
Spatula
Cobalt II Chloride
Pipette
Prepare a solution of
Cobalt II Chloride.
!
Chloride
HARMFUL
Radiator
2
Using the pipette or a glass rod write
some words on a piece of paper.
3
Place the paper on a warm
radiator and obseve what
happens.
4
Breath over the writing
and observe what happens.
Teacher Technician only
CobaCl
Co
lt I2I
n
Sulphur
!
!
Molarity < 0.5M
Avoid breathing dust.
Examine a bottle which contains the Cobalt II Chloride and write down the chemical formula for the substance:
…………………………………………………………………………………………………………………………………………………………………………………………………………
What in the formula tells you that the crystal contains water?…………………………………………………………………………………………
What happened when you heated the writing on the paper?………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
Why did this occur?………………………………………………………………………………………………………………………………………………………………………
Was the change in colour due to a physical or chemical process?………………………………………………………………………………………
Write down the word equation for the change that you observed on heating:
………………………………
………………………………
+
………………………………
Now breath on the writing and observe what happens:…………………………………………………………………………………………………………
Why does this occur?……………………………………………………………………………………………………………………………………………………………………
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8F19 Water of crystallisation: teacher demo
Test tube 19 mm
1
Spatula
Test tube holder
Copper II Sulphate
Fume cupboard
B/burner
Gently heat a very small amount
of Copper II Sulphate in an ignition
tube.
2
Observe:
a) Changes in colour
b) What appears in the
mouth of the test tube
3
Once the Copper II
Sulphate has changed colour
add a few drops of water
to the test tube and note
what happens.
Copper II
Sulphate
Describe what appears at the top of the test tube?………………………………………………………………………………………………………………
Where does this come from? ………………………………………………………………………………………………………………………………………………………
The correct name for the substance you are heating is Hydrated Copper II Sulphate. What does the word
“hydrated” mean?
………………………………………………………………………………………………………………………………………………………………………………………………………………
Find the full chemical formula for Hydrated Copper II Sulphate (hint: look on the container):…………………………………
The water is known as “water of crystallisation”. It gives the Copper salt a blue colour.
When the water is removed the substance is called Anhydrous Copper II Sulphate. What colour is this?………………
What happen to the Anhydrous salt when drops of water are added to it?………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F20 % of water present in hydrated Copper II Sulphate
Crucible ceramic
Spatula
1
Electronic balance
Hydrated Copper II Sulphate
Tripod stand
B/burner
Clay pipe holder
Wear goggles.
Avoid breathing dust.
Weigh a clean,
empty crucible.
Copper II
Sulphate
3
Heat the Copper Sulphate,
moving continually with the
spatula, until it has
completely changed colour.
Do not over heat to
avoid toxic fumes.
Add about 5 g of Copper II
Sulphate to the crucible and
weigh the combination.
4
Allow the crucible to cool,
then weigh it and its contents.
5
Follow the steps below to
calculate the % of water of
crystallization in Hydrated
Copper II Sulphate.
Write down the mass of:
a) The empty crucible: ………………………g
b) The crucible and Hydrated Copper II Sulphate: ………………………g
c) The crucible and Anhydrous Copper II Sulphate: ………………………g
d) The mass of Hydrated Copper II Sulphate (before heating): ………………………g
e) The mass of water removed : ………………………g
f) The %, by mass, of water present in the Hydrated Copper II Sulphate sample:
………………………%
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8F21 Where are we?
IWB
Materials
Pure
substances
A substance made
from only one type
of atom
Mixtures
A Substance made
from different atoms
joined in a regular way.
A substance made from
two or more pure substances
that are not joined chemically
and in no fixed proportion.
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8F21 Where are we?
IWB
Materials
Pure
substances
Mixtures
Compounds
Elements
Elements in fixed
proportions.
Components occur in any
proportion.
Chemical formula
No Chemical formula
Made by a chemical process
Made by a physical process
Separated by a chemical process
Separated by a physical process
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8F22 Sorting substances
Print and photocopy the template on the following page then cut into sets
1
2
3
4
Cut the sheet of substances on the following
page into sets and hand them to pupils in groups
of two or three.
Using the concept map (previous page) explain to
the students that each card contains either a pure
substance or a mixture of pure substances.
Get them to identify which are mixtures and
which are pure.
Once they have identified the pure substances
explain that these are either elements or compounds.
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8F22 Sorting substances
Ketchup
Sea water
Mercury
Baking
Powder
Sulphur
Quartz
Water
Oxygen
Steel
Soil
Wood
Copper
Brass
Salt
Sugar
Granite
Magnesium
oxide
Graphite
Diamond
Wine
Argon
Carbon
Dioxide
24 carat
Gold
Sand
Methane
Petrol
Limestone
Plaster
Air
Wax
Glucose
Solder
Stainless
Steel
Milk
Nichrome
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8F23 Classification of material systems
A collection of materials that are pure substances or mixtures (see below)
1
Read the definitions of a mixture
and a pure substance below.
I
2
Investigate the substances set
before you by your teacher and
classify them pure or mixtures.
ROCK SET
Read the following definitions for a pure substance and a mixture, then fill in the table below with respect to
the substances provided by your teacher.
A Mixture: Is a material system composed of two or more different substances.
A pure substance: Is a material system composed of only one type of substance.
Sample
Ink
Pure Substance
Mixture
Yes
Components in Mixture
Water + Dyes + Solvents
Granite rock
Limestone rock
Water and oil
Milk
Copper
Brass
Fizzy drink
Alcohol
Cup of coffee
Air
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8F24 Classification of mixtures
A collection of mixtures that are homogeneous or heterogeneous (see below)
1
Read the definition of the two
types of mixtures given below.
Investigate the substances set
before you by your teacher and
classify them as homogeneous or
heterogeneous mixtures.
2
I
ROCK SET
Read the following definitions for a homogeneous and heterogeneous mixture, then fill in the table below with
respect to the substances provided by your teacher.
Homogeneous Mixture: The components of the mixture are invisible even when viewed with a microscope.
Heterogeneous Mixture: The different components of the mixture are recognisable with the eye or when
viewed under a microscope
Sample
Mixture
Homogeneous
Pure substance
Heterogeneous
Water + food colouring
Granite rock
Limestone rock
Water and oil
Milk
Brass
Fizzy drink
Cup of coffee
Air
Ink
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8F25 Determine the boiling point of Alcohol
Test tube 19 mm
Retort stand set
Digital thermometer
1
Add pure alcohol to a test tube
and place this in a water bath as
shown opposite.
3
Heat the bath using a hotplate
and take note of the temperature
every 30 seconds for about 10
minutes.
Alcohol
Beaker 250 ml
2
Hot plate
Anti bumping granules
Add anti bumping granules or a
small amount of fine grain sand.
Water
bath
30ºC
Alcohol
160
200
120
240
80
!
280
40
Inflammable
Keep away from ignition sources
!
Use ..a hotplate / water bath
Log the variation of temperature with time for the alcohol.
Time (min)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Temp ºC
Time (min)
Temp ºC
Represent the results on the graph provided.
How does the temperature vary with time?………………………………………………………………………………………………………………………………
Determine the boiling point of alcohol from your graph:………………………………………………………………………………………………………
Why is it important to use a water bath in this experiment?………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F25 Determine the boiling point of Alcohol
O
Temperature C
Time [minutes]
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8F26 Boiling point of a mixture of alcohol and water
Test tube 19 mm
Retort stand set
Digital thermometer
Alcohol
1
Add a solution of 50% alcohol and
50% water to a test tube and
place this in a water bath as shown
opposite.
3
Heat the bath using a hotplate
and take note of the temperature
every 30 seconds for about 10
minutes.
Beaker 250 ml
2
Hot plate
Anti bumping granules
Add anti bumping granules or a
small amount of fine grain sand.
Water
bath
30ºC
Alcohol
160
200
120
240
80
280
40
Inflammable
!
!
Keep away from ignition sources
Use ..hotplate/water bath
Log the variation of temperature with time for the alcohol (on the same graph as the previous experiment if possible).
Time (min)
0
1
2
3
4
5
6
7
8
9
11
12
13
14
15
16
17
18
19
20
10
Temp ºC
Time (min)
Temp ºC
Represent the results on the graph provided.
How does the temperature vary with time?………………………………………………………………………………………………………………………………
How does the graph tell you that the substance under test is a mixture and not a pure substance?…………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
What type of mixture is it?…………………………………………………………………………………………………………………………………………………………
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8F26 Boiling point of a mixture of alcohol and water
O
Temperature C
Time [minutes]
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8F27 Measure the % of Copper in Brass
Metal cube set
1
Electronic balance
Place each cube on
the scales and write
down its mass.
Measure their volumes and
hence the density of each
metal.
2
Follow the steps below to
determine the % of Copper
in the Brass sample.
Copper
Zinc
Is brass a mixture or a pure substance?……………………………………………………………………………
Measure the densities of the Brass, Copper and Zinc cubes:
Mass g
Volume cm3
Density g/cm3
Copper
Zinc
Brass
Now determine the volume of Copper in the cube by following the steps below:
Mbrass
= MCopper
+
= dCopper VCopper +
MZinc
dZinc.VZinc
Substitute the values from the table and use: V brass= 8cm3
Vcopper= xcm3
V Zinc = (8- x)cm3
The mass of Copper present in the brass block is: Mcopper = dcopper . Vcopper = ……………………………………
What is the % (by mass) of Copper present in the sample of brass?
……………………………………%
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8F28 Boiling point of water and salt water
Retort stand set
1
2
Digital thermometer
Beaker 250 ml
Tripod stand/gauze
Heat about 150ml of water in
a 250ml beaker, recording the
temperature every minute during
about 15 minutes.
B/burner
!
Salt
Stop watch
Wearsafety
goggles.
Wear
goggles.
Using a new beaker, containing
the same amount of water,
prepare a solution of salt.
Repeat the experiment and
compare the results.
30ºC
Log the variation of temperature with time for water and salt water in the table below:.
Time (min)
0
1
2
3
4
5
6
7
8
9
11
12
13
14
15
16
17
18
19
20
10
Temp ºC (water)
Temp ºC (salt water)
Time (min)
Temp ºC (water)
Temp ºC (salt water)
Represent the results on the graph provided.
How do the two graphs compare?…………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
How can you distinguish between a mixture and a pure substance using the graph?………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F28 Boiling point of water and salt water
O
Temperature C
Time [minutes]
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8F29 Melting point of a mixture of ice and salt
Retort stand set
Digital thermometer
Beaker 250 ml
1
Make an ice bath by
mixing water and ice cubes
and record the temperature
as the ice cubes melt.
2
After 2 or 3 minutes add
a few measures of salt and
note what happens to the
temperature.
Spatula
Ice
Salt
Stop watch
1.25ºC
Sodium
Chloride
Note the temperature of the thermometer every 30 seconds for about 10 minutes:
Time (min)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Temp ºC
Time (min)
Temp ºC
Draw a graph to represent the information indicating the point at which you added the salt to the ice bath.
What do you notice about the temperature as the ice is melting?……………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
After about 5 minutes add a couple of teaspoons of salt to the system.
What happens to the temperature?…………………………………………………………………………………………………………………………………………
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8F29 Melting point of a mixture of ice and salt
O
Temperature C
Time [minutes]
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8F30 A solution of a gas in a liquid
Plastic bottle 500 ml
1
Fizzy drink
Beaker 250 ml
Ice
Spatula
Baking powder
Squeeze the two bottles
and note the difference.
2
Add an ice cube to the
fizzy lemonade and
observe what happens.
I
I
T
3
Add baking powder to a mixture
of water, lemon juice and sugar
and close the bottle.
T
Baking Powder
Describe the difference between the water and the fizz bottle. ………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
What causes this difference?………………………………………………………………………………………………………………………………………………………
What happens when you remove the lid from the Fizz bottle: a) Quickly:…………………………………………………………………………
b) Slowly:……………………………………………………………………………
Why is this?………………………………………………………………………………………………………………………………………………………………………………………
What happens when you add ice to the fizzy drink?…………………………………………………………………………………………………………………
Why is this?………………………………………………………………………………………………………………………………………………………………………………………
Which gas is produced when baking powder is added to vinegar?…………………………………………………………………………………………
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8F31 How to make toothpaste
Glycerine
Baking powder
Table salt
Two plastic cups
Teaspoon
1
Glycerine
Baking
Powder
Table
Salt
2
Prepare toothpaste using the following
recipe:
Three teaspoons of baking powder.
One teaspoon of salt.
Three teaspoons of glycerine.
A few drops of peppermint flavouring.
Then add small amounts of water,
stirring continually until you have made
a thick paste.
Use the toothpaste as you would use
any other toothpaste.
Water
3
Use some sensitive narrow range litmus
paper to test the pH of your homemade
toothpaste.
Is toothpaste a compound or a mixture?. ……………………………………………………………………………………………
Explain your answer…………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
What is the pH of your homemade toothpaste?……………………
Why does it have this pH?……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
Which component of toothpaste gives it this pH?………………………………………………………
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8F32 Mixture of oil and water
Measuring cylinder plastic 10 ml x2
Pipette
1
Add a drop of food
colouring to water.
Sudan III
Food colouring
2
Add a few drops
of Sudan III
(not essential) to
some oil.
S udanIII
Water
Food
colouring
Inflammable
Keep away from ignition sources.
3
Mix the two liquids and
gently shake. Allow about
five minutes to rest and
observe what happens.
Describe what happens when you add the oil to the water. ……………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
What type of mixture do they form (homogeneous or heterogeneous)?……………………………………………………………………………
What about water and food colouring?………………………………………………………………………………………………………………………………………
And Sudan III with oil?…………………………………………………………………………………………………………………………………………………………………
What does it mean to say that water and oil are immiscible liquids?…………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
What can you conclude about the densities of water and oil from this experiment?………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
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8F33 Separating oil from water
Beaker 250 ml
1
Stirrer
Plastic bottle with “push-pull” top
Stir the mixture of oil and
water (with food colouring)
and observe what happens.
Retort stand set
2
Cooking oil
Food colouring
Pour the mixture into
the decanter and allow
to settle.
Oil
Food colouring
and water
3
"Push-pull top"
When the liquids have
settled release the pushpull top to separate them.
What happens to the two liquids when you mix them in part 1? …………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
What type of mixture is oil and water?………………………………………………………………………………………………………………………………………
What type of mixture is water and food colouring?………………………………………………………………………………………………………………
In part 2, which liquid settles at the bottom of the decanter?……………………………………………………………………………………………
Why?……………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
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8F34 Mixing oil and surgical spirit
Three plastic cups or beakers
Food colouring
Water
Oil
Surgical spirit
3
See if you can make a three layered
stack of water, oil and surgical spirit
as indicated opposite.
Add a an equal amount of oil
and stir the mixture. Observe
what happens to the two
mixtures after a while.
2
s pi
al
gic
sur it
r
1
Add a few drops of artificial
food colouring to some surgical
spirit in a cup and stir.
Use food colouring to colour the
different layers.
What type of mixtures are water and oil and surgical spirit and oil? …………………………………………………………………………………
What types of mixtures are water and surgical spirit?…………………………………………………………………………………………………………
List water, surgical spirit and oil below in order of decreasing den
……………………………………………
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8F35 Naming compounds: Binary compounds
Test tube 19 mm
Spatula
Test tube holder
Cork bung/loose fit
Sulphur
Fume cupboard
B/burner
Binary Compounds
A compound made
from two elements
A metal
A non metal
The metal keeps
its name
Metal
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Non Metal
The non-metal
changes its name
to ..... ide
Name
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