Cambridge IGCSE Chemistry Study and Revision Guide

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Contents
Introduction
1 The particulate nature of matter

2 Elements, compounds and experimental techniques
3 Atomic structure, bonding and structure of solids
4 Stoichiometry: chemical calculations
5 Electricity and chemistry
6 Chemical energetics
7 Chemical reactions
8 Acids, bases and salts
9 The Periodic Table
10 Metals
11 Air and water
12 Sulfur
13 Inorganic carbon chemistry
14 Organic chemistry 1
16 Experimental chemistry
Answers to exam-style questions

Index
Introduction
Welcome to the Cambridge IGCSE® Chemistry Study and Revision Guide. This
book has been written to help you revise everything you need to know for your
Chemistry exam. Following the Chemistry syllabus, it covers all the key content
as well as sample questions and answers, practice questions and examiner tips to
help you learn how to answer questions and to check your understanding.
How to use this book
Key objectives
The key skills and knowledge covered in the chapter. You can also use this as a
checklist to track your progress.
Key terms
Definitions of key terms you need to know from the syllabus.
Sample exam-style questions
Exam-style questions for you to think about.
Student’s answers
Typical student answers to see how the question might have been answered.
Examiner’s comments
Feedback from an examiner showing what was good, and what could be
improved.
Examiner’s tips
Advice to help you give the perfect answer.
Common errors
• Mistakes students often make and how to avoid them.
Extended
Content for the extended syllabus is shaded green.
Exam-style questions
Practice questions for you to answer so that you can see what you have learned.
How to revise
This book is not intended to give detailed information about the chapters you are
required to study for the IGCSE Chemistry course. Instead it is meant to give
concise information concerning the things that you are likely to come across in
your examinations. You have probably been using a more detailed textbook over
the two years of your course. This book is intended for use over the six weeks
just before the examinations.
No two people revise in the same way. It would be foolish to give precise
instructions to anyone about how they should prepare for examinations.
However, I intend to make some suggestions about the different approaches that
are available, so that you can choose the methods that are most suitable for you.
The only thing I would strongly recommend about revision is that it should
involve writing as well as reading. Those who read through notes or books as
their only means of revising often find that they become distracted and start
thinking about other things. Writing things down helps you to focus on what you
are trying to learn.
Another way to help you learn is to highlight key words and phrases that you
wish to draw attention to. Highlighting makes you focus on things that you may
have had problems with up to now.
After highlighting, you could rewrite the highlighted parts, leaving out the less
important parts. It may also be a good idea to leave out those parts that you
already know. If you know that transition elements are all metals, there is no
point in writing it down, because you do not need to revise it. Just focus on the
parts that you are not so familiar with. Your notes will be more concise and more
personal than the information in the book. You may prefer to write down the
information in a more eye-catching form, such as in a diagram. The important
thing is that it is personal to you and helps your revision.
When you have made notes of this type, try writing them out. Again just focus
on the important key words and phrases. When you can write them out without
looking at your notes, you may be confident that you have learned this particular
chapter. You can test yourself by answering the ‘Exam-style questions’ sections
of the book as well as looking at past paper questions or questions you have
attempted during the course. If you come across a problem, always go back to
your notes and other sources of information. There is no need to attempt timed
questions under exam conditions until much nearer the exam.
Exam technique
The most important pieces of advice that anyone can give about how to approach
an exam are not new. However, it is well worth repeating them, because the
points made below are still major causes of avoidable losses of marks.
• Write clearly. If examiners cannot read what you have written, they cannot
award marks, despite their best efforts to decipher your work. In this
technological age, when handwriting is not used as much as it was in the past,
it is essential that your answers can be read.
• Use correct spellings. Technical terms used in Chemistry must be written
correctly. Incorrect spellings do more than create a bad impression of a
candidate’s work. If a word is incorrectly spelt, it often changes the whole
meaning of the word. An example is using the word ‘alkane’ instead of
‘alkene’. This is not only a spelling mistake, but it replaces one word with an
entirely different word which has an entirely different meaning.
• Read the questions carefully. Do not just glance at a question and pick out a
few words. Read the whole question and when you have read it, read it again.
A question may look like another one you have seen during your revision, but
if you read it more carefully, you may realise that there are differences which
mean that a different approach is required to answer the question.
• Check your answers. When you have finished each question, read through it
to make sure it makes sense and that it answers the question.
• Do not spend too long on any questions. If you spend too long on some
questions, you may find you do not have the necessary amount of time to
answer some of the others. It is important to answer all the questions.
Some common phrases that you will see in questions, and their meanings,
include:
• Define the term/what is meant by the term means give a definition of a
word or phrase which only applies to that word or phrase. For example,
‘Define the term isotope’ means give a statement that tells someone exactly
what an isotope is. Definitions are found in the ‘Key terms’ section at the start
of each chapter.
• State means give a brief statement. No explanation of the statement is
required. For example, ‘State the name of the acid that is used to make
magnesium sulfate’.
• Explain/give a reason or reasons. This sometimes follows the command
word ‘state’, i.e. ‘state and explain’ or ‘state and give a reason’. This means
you should give a piece of information followed by a brief explanation of why
you chose this information.
• Outline means a brief description is required.
• Predict means you are meant to make a prediction, not based on any
knowledge that you have remembered, but by making a logical connection
between other pieces of information referred to in the question.
• Deduce also means you are not required to give an answer based on what you
have remembered, but to suggest a logical connection based on information in
the question.
• Suggest may mean there is more than one possible answer. It may also mean
you are required to apply your knowledge of Chemistry to a ‘novel’ situation,
e.g. an experiment or a reaction you have not come across before. In such
examples, you will be supplied with sufficient information to make a
reasonable suggestion.
• Calculate/determine means carry out a calculation based on data that is
provided.
• How would you …? means give a brief description of an experiment that you
would carry out. Many exam candidates answer this type of question with too
much theoretical information rather than brief experimental detail.
1 The particulate nature of matter
Key objectives
By the end of this section, you should
know the different properties of solids, liquids and gases • be able to describe
the structure of solids, liquids and gases in terms of particle separation,
arrangement and types of motion • know what is meant by melting, boiling,
evaporation, freezing, condensation and sublimation • be able to describe the
effect of temperature on the motion of gas particles • have an understanding of
Brownian motion • be able to describe and explain diffusion
• be able to explain changes of state in terms of the kinetic theory • be able to

describe and explain Brownian motion in terms of random molecular
bombardment and state evidence for Brownian motion • be able to describe
and explain dependence of rate of diffusion on relative molecular mass.
Key terms
Melting The process that occurs when a solid turns into a liquid
Melting point The temperature at which a substance melts. Each substance has a
specific melting point
Boiling The process that occurs when a liquid turns into a gas
Boiling point The temperature at which a substance boils. Each substance has a
specific boiling point
Evaporation The process that occurs at the surface of a liquid as it turns into a
gas. Evaporation can occur at temperatures lower than the boiling
point of a liquid
Freezing The process that occurs when a liquid turns into a solid
Freezing The temperature at which a substance freezes. This has the same
point value as the melting point
CondensationThe process that occurs when a gas turns into a liquid
Sublimation The process that occurs when a solid turns into a gas without first
turning into a liquid
Brownian The random motion of visible particles caused by bombardment
motion by much smaller particles
Diffusion The process that occurs when particles move from a region of
high concentration to a region of low concentration
Solids, liquids and gases
Differences between solids, liquids and gases are shown in Figure 1.1.
Examiner’s tip
When asked to draw diagrams of the arrangement of particles in solids, liquids
and gases, solids and gases are usually drawn quite well, but the particles in
liquids are usually drawn too far apart. In reality, the majority of particles in a
liquid are touching.
The differences between the properties of solids, liquids and gases, along with
the reasons (based on kinetic theory) for the differences, are shown in Table 1.1.
Changes of state
Figure 1.2 summarises the changes in state that occur between solids, liquids and
gases.
Common error
• There is often confusion between boiling and evaporation. Boiling only takes
place at the boiling point of a liquid, but evaporation occurs at temperatures
below the boiling point. Puddles of water evaporate on a sunny day. This
means that the water turns into water vapour at temperatures well below the
boiling point of water. The water in the puddles does not reach 100 °C!
Heating and cooling curves
A heating curve shows the changes of state occurring when the temperature of
ice is gradually increased. A similar (but not the same) curve results when a gas
is cooled gradually until it forms a solid. This is known as a cooling curve.
The process begins with ice at a temperature below 0 °C. The temperature
gradually increases until it reaches 0 °C, which is the melting point of ice. At
this point ice and water exist together. The temperature does not change until all
the ice has changed into water which is why the line is horizontal. A sharp
melting point (at one specific temperature) is an indication that any solid is pure.
The temperature then begins to increase again until it reaches 100 °C which is
the boiling point of water. The temperature does not change until all the water
has changed into water vapour which is why the line is horizontal for a second
time. When all the water has boiled, the temperature begins to rise again as the
particles in the gaseous state gain more energy.
Kinetic theory When heat energy is given to a solid,

the heat energy causes the particles to vibrate faster
and faster about a fixed position until the particles
have sufficient energy for melting to occur. At the
melting point the energy gained by the particles is
sufficient to overcome the attraction between
particles in the solid. The ordered arrangement of
particles then breaks down as the solid turns into a
liquid. As this is occurring, there is no further
increase in temperature until the ordered
arrangement has completely broken down and all the
solid has turned into a liquid. The energy given to the
particles then causes them to move faster from place
to place until they have sufficient energy for boiling
to occur. At the boiling point the energy gained by
the particles is sufficient to completely overcome the
attraction between them in the liquid state. The
particles then move as far away from each other as
possible as the forces of attraction between them are
almost completely overcome. Again there is no
increase in temperature until the liquid has turned
completely into a gas. In the gaseous state, the gas
particles gain more and more energy and move at
increasing speeds.
Brownian motion
When Robert Brown used a microscope to observe pollen grains on the surface
of water in 1827, he noticed that the pollen grains moved in a random manner.
This random movement is known as Brownian motion. The same thing can be
observed if smoke particles in air are observed through a microscope.
Brownian motion is caused by the larger particles (pollen grains or smoke

particles) being bombarded by smaller particles (water molecules or air
molecules). The smaller particles move in straight lines until they collide with
the larger particles. Because more of the smaller particles may collide on one
side of the larger particles than the other, the movement of the larger particles
is random and unpredictable.
Diffusion
Particles in solids do not move from one place to another. However, particles in
liquids move slowly and particles in gases move much faster.
Movement of particles from a region of high concentration to a region of low
concentration is known as diffusion. It can be demonstrated experimentally in
liquids and in gases.
Diffusion in liquids
If crystals of a coloured solid, such as nickel(II) sulfate, are placed in a liquid
such as water, the colour of the nickel(II) sulfate spreads throughout the liquid in
a matter of days, producing a solution with a uniform green colour.
Diffusion in gases
If bromine liquid is placed in the bottom of a gas jar with another gas jar on top,
the liquid evaporates and the brown colour of bromine gas fills both gas jars
after a short time.
When gaseous molecules diffuse, the rate at which they diffuse is inversely
related to the relative molecular mass of the gas. Therefore, molecules in gases
with lower relative molecular mass will diffuse faster than molecules in gases
with higher relative molecular mass. This is because lighter molecules move
faster than heavier molecules.
Sample exam-style questions
1 A compound has a melting point of −30 °C and a boiling point of 85 °C. What
is its physical state at 25 °C? Explain your answer.
Student’s answer
1 Liquid.
The melting point is below 25 °C and the boiling point is above 25 °C.
There are two common errors in a question of this type.
• Some students ignore the negative sign in −30 °C, which gives them the
impression that −30 °C is higher than 25 °C, which means they think the
compound is a solid.
• Some students know that the substance is a liquid, but only state that the
melting point is below 25 °C without mentioning the boiling point. Such
candidates get some credit but not maximum credit.
2 When the apparatus shown in Figure 1.7 is set up, concentrated ammonia
releases ammonia gas, NH3, and concentrated hydrochloric acid releases
hydrogen chloride gas, HCl.
When ammonia gas reacts with hydrogen chloride gas, a white solid is
produced according to the equation:
a What is the name of the white solid?

b Name the process by which the two gases move through the glass tube.
c Explain why the white solid forms nearer the concentrated hydrochloric
acid end of the glass tube rather than the ammonia solution end.
Student’s answer
2 a Ammonium chloride
b Diffusion
c Molecules of ammonia and hydrogen chloride diffuse through the glass
tube. Because ammonia, NH3, has a lower relative molecular mass (17)
than hydrogen chloride, HCl (36.5), ammonia molecules diffuse faster
than hydrogen chloride molecules. Therefore, the gases meet and react
nearer the hydrochloric acid end.
a Ammonium compounds are often mistakenly referred to as ammonia
compounds. Similarly ammonia is often referred to as ammonium. Students
should make sure that they are aware of the difference between ammonia,
NH3, and the ammonium ion, NH4+, which is part of all ammonium salts such
as ammonium chloride.
b This is the correct answer.
c It is common to see statements about ammonia moving faster than hydrogen
chloride because ammonia is lighter than hydrogen chloride. This would gain
very little (if any) credit. Answers must refer to ammonia and hydrogen
chloride molecules and also state that ammonia has a smaller relative
molecular mass than hydrogen chloride which is why ammonia molecules
diffuse faster.
Students should calculate relative molecular masses, using relative atomic
masses in the Periodic Table, if they are not provided in the question.
1 A substance has a melting point of 85 °C and a boiling point of 180 °C. What
is the physical state of the substance at 50 °C? Explain your answer.
[Total: 2 marks]
2 Use the letters A, B, C and D to answer the questions under the table.
Which substance out of A, B, C and D is

a a solid [1]
b a liquid [1]
c a gas [1]
d unlikely to represent a real substance?

[1]
[Total: 4 marks]
2 Elements, compounds and
experimental techniques
Key objectives
know the difference between elements, mixtures and compounds • know that
elements can be classified as metals and non-metals • know and understand
how to use the following methods of separation and purification
• chromatography (see also Chapter 15) • dissolving, filtration and

crystallisation (see also Chapter 8) • (simple) distillation • fractional
distillation (see also Chapter 14)
• be able to interpret simple chromatograms, including use of locating agents

(which do not need to be named) and use of Rf values (see Chapter 15).
Key terms
Element A substance that cannot be decomposed into anything simpler by
chemical means. It is a substance made up of atoms all of which
have the same atomic number (see also Chapter 3)
CompoundA substance which contains two or more elements chemically
combined in fixed proportions by mass
Mixture Contains two or more substances (elements or compounds) which
can be present in variable proportions
Substance A general term that refers to elements, mixtures and compounds
Solution A liquid which contains a substance or substances dissolved in it
Solvent A pure liquid
Solute The dissolved substance in a solution
Elements
The periodic table consists of elements only. Each element has a chemical
symbol.
Elements are classified as metals and non-metals as shown in Table 2.1 below.
Table 2.1 Classification of elements
Property Metal Non-metal
Physical state at room Solid (except Solid, liquid (bromine only)
temperature mercury) or gas
Malleability Good Poor, usually soft or brittle
Ductility Good Poor, usually soft or brittle
Appearance Shiny (lustrous) Usually dull
Melting point/boiling point Usually high Usually low
Density Usually high Usually low
Conductivity (electrical and Good Poor (except graphite)
thermal)
Examiner’s tip
Elements cannot be decomposed into anything simpler by chemical means.
Students sometimes use the word smaller instead of simpler, which is an error.
For example, a piece of sulfur can be broken with a hammer into several
smaller pieces of sulfur, but this is not breaking it into anything simpler. The
act of breaking with a hammer is a physical process and not a chemical process.
Thus sulfur is an element.
Compounds
Compounds have a chemical formula which shows them to contain two or more
elements which are chemically combined.
Examples of compounds are:
sodium chloride, NaCl • carbon dioxide, CO2
copper(II) nitrate, Cu(NO3)2.
A compound, iron(II) sulfide, has the formula FeS. The relative atomic masses
(Ar) of iron (Fe) and sulfur (S) are 56 and 32, respectively. Therefore, the
relative molecular mass (Mr) of iron(II) sulfide is 56 + 32 = 88. The
percentages of iron and sulfur in iron(II) sulfide are:
Examiner’s tip
If a compound is present in an aqueous solution, the aqueous solution is a
mixture because it contains two substances which are not chemically
combined. For example, sodium hydroxide solution (also referred to as aqueous
sodium hydroxide) is a mixture, not a compound. It contains sodium hydroxide
and water, two substances that are not chemically combined.
This means that all samples of iron(II) sulfide contain 63.6% iron and 36.4%
sulfur by mass.
This is what is meant by the statement that compounds contain elements
chemically combined in fixed proportions by mass.
Examiner’s tip
Students may state that compounds contain two or more elements, but often do
not mention that the elements are chemically combined (which means that the
elements are joined by ionic or covalent bonds).
Mixtures
Mixtures contain two or more elements and/or compounds in variable
proportions. Mixtures do not have a chemical formula.
Air is an example of a mixture. Air contains nitrogen and oxygen with smaller
amounts of other gases, such as water vapour, carbon dioxide and argon.
Polluted air may also contain other gases such as carbon monoxide, sulfur
dioxide and nitrogen dioxide.
Air has different percentages of its constituent gases in different places due to,
for example, the amounts of pollutant gases which are lower in the countryside
than in industrial areas. However, the different samples are all called ‘air’, thus
showing that the composition of a mixture can vary.
Air does not have a chemical formula because it contains several chemical
substances as opposed to one substance.
Examiner’s tip
Many students are under the impression that a mixture containing two
substances, such as salt and sand, must contain equal amounts of each
substance. This is not the case. If we had a mixture of salt and sand which
contained equal amounts of each substance and we added more salt to it, it
would still be called a mixture of salt and sand. Therefore, a mixture of salt and
sand can contain more salt than sand, or more sand than salt or equal amounts
of salt and sand. This is different to the composition of a compound as shown
in the case of iron(II) sulfide above.
Separation of mixtures
Chromatography
Chromatography can be used to separate the components of solutions which
contain several dissolved substances. The substances are often coloured, but may
be colourless.
Paper chromatography can be used to separate the dyes in ink.
• A spot of the ink is placed on the chromatography paper.
• The paper is placed in a suitable solvent in a beaker. If the solvent is volatile
(vaporises easily) it is necessary to put a lid on the beaker to prevent the
vapour from escaping.
• As the solvent rises, the dyes in the ink separate.
Chromatography can also be used to identify the components of a mixture as
well as separate them.
• A mixture of dyes is placed on chromatography paper in the position marked
X.
• Four dyes whose identities are known are placed in positions marked A, B, C
and D, as shown (Figure 2.2). These four dyes are referred to as standards.
• Chromatography is then carried out and the chromatography paper (also
known as a chromatogram) is removed from the beaker and dried.
• The paper is then labelled to show what mixture X contains, as described
below.
The results of the experiment show:
X is composed of three dyes because the mixture has been separated into three.
The three dyes are A, B and D. We know this because the three dyes in mixture
X have travelled the same distances as the three standards A, B and D whose
identities are known.
We can also conclude that mixture X does not contain dye C, because none of
the components of X travelled the same distance as dye C.
Chromatography can also be used to identify colourless substances. The

experimental technique is the same, but because the components of the mixture
are colourless, the spots on the chromatography paper are invisible. After
drying, the paper is sprayed with a locating agent which reacts with the
components of the mixture to produce coloured spots. In Chapter 15 which
looks at the separation of amino acids by chromatography, the chromatography
paper is sprayed with ninhydrin which is a locating agent that produces blue
coloured spots with amino acids.
Instead of using standards as described in the above experiment, components
of a mixture can be identified by their Rf values. Chromatography is carried
out and after the chromatography paper is dried, the distance that the solvent
has travelled and the distance that the component of the mixture has travelled
are both measured as shown in Figure 2.4.
Examiner’s tip
When asked what is meant by Rf value, students are advised to write down the
equation given here, rather than trying to explain Rf value in the form of a
sentence, which is much more difficult. The correct equation would score all
the available marks.
This illustrates the fact that answers need not always be expressed in words,
sentences and paragraphs alone to get full credit. Diagrams, equations, sketch
graphs and formulae are often much more appropriate than sentences.
When the Rf value is calculated, the component of the mixture can be identified
by comparison with Rf values in a data book. Rf values can be determined for
all the components of the mixture.
Dissolving, filtration and crystallisation
Dissolving, filtration and crystallisation are methods used to separate a mixture
of two solids, one of which is soluble in a given solvent and the other of which is
insoluble.
This method can be used to separate a mixture of common salt and sand and
produce pure samples of both solids.
• If the mixture is not powdered it should be ground into a powder using a
mortar and pestle. The powder should be added to water in a beaker. The
common salt dissolves and the sand remains undissolved.
• The mixture is then transferred to the filtration apparatus. The sand (residue)
remains in the filter paper and the salt solution (filtrate) passes through into
the conical flask. This process is called filtration.
• To obtain pure sand, distilled water should be passed through the filter paper
(this is known as washing the residue) and then the filter paper should be
removed and dried in a low oven or on a warm windowsill.
The final two stages are known as crystallisation:
To obtain salt crystals, the salt solution should then be heated in an evaporating
dish until about half of the water has been removed (alternatively, when crystals
form on a glass rod placed in the hot solution and withdrawn, it is time to stop
heating).
The hot saturated salt solution should then be allowed to cool down slowly.
Crystals of salt should then form.
If there is any liquid left, it should then be separated by filtration. The salt
crystals should then be washed with a small amount of cold distilled water and
then dried in a low oven or on a warm windowsill.
Common errors
Filtration (often spelt wrongly as filteration) can also be called filtering.
There are other common errors when describing the process:
The words residue and filtrate are often used the wrong way round.
Filtrate is often used as an incorrect alternative to filtered as in ‘he filtrated the
solution’. The word filtrated does not exist!
The filtrate should not be heated until all the water evaporates to dryness. This
does not lead to the production of good crystals. In addition, some crystals
contain water of crystallisation which would be driven off by too much heat (see
Chapter 8).
If the crystals are dried with too much water they will dissolve, which defeats
the purpose. The water should ideally be ice cold to minimise the amount that
dissolves.
(Simple) distillation
(Simple) distillation is a method of separating a pure liquid from a solution.
The flask is heated. The water in the sodium chloride solution evaporates and
water vapour/steam enters the Liebig condenser, where it condenses as water.
The water drips out of the end of the Liebig condenser and collects in the beaker.
The water is pure and can be called distilled water. Sodium chloride does not
vaporise or even melt because it has a very high melting point, and therefore it
remains in the distillation flask.
Fractional distillation
Fractional distillation is a method of separating two (or more) miscible liquids
with different boiling points. It can be carried out in the laboratory or on an
industrial scale as in the fractional distillation of liquid air (see Chapter 11) or
fractional distillation of petroleum (see Chapter 14).
In the laboratory ethanol and water can be separated by fractional distillation
using the apparatus shown in Figure 2.7.
Ethanol has a boiling point of 78 °C and water has a boiling point of 100 °C.
Ethanol has a boiling point of 78 °C and water has a boiling point of 100 °C.
The flask is heated and ethanol vapour enters the fractionating column.
However, some water also evaporates (below its boiling point) and enters the
fractionating column as water vapour/steam. The water vapour/steam condenses
in the fractionating column and drips back down into the distillation flask. When
the temperature reaches 78 °C, the ethanol vapour reaches the top of the
fractionating column and enters the Liebig condenser where it condenses.
Finally, liquid ethanol collects as the distillate and all the water remains in the
distillation flask.
Summary: Methods of separation of
mixtures
Method of separation Example of mixture Property that the method
that is separated depends on
Paper chromatography Dyes in ink Adsorption by
paper/solubility in solvent
Dissolving, filtration and Sand and salt Solubility
crystallisation
(Simple) distillation Sodium chloride solution Boiling point
Fractional distillation Ethanol and water Boiling point
Sample exam-style question
1 State whether the following are elements, mixtures or compounds.
a silver b bronze c sea water d water e bauxite f aluminium oxide
Student’s answer
1 a element
b mixture
c mixture
d compound
e mixture
f compound
Examiner’s comment
a Metals can be elements, but alloys are mixtures of metals. Silver is an
element. It is the element with atomic number 47 in the Periodic Table. If you
are not sure if a substance is an element you should know that the Periodic
Table only contains elements.
b Bronze is an alloy (see Chapter 10) and, as such, it is a mixture of metals.
Bronze contains copper, tin and other metals in variable proportions.
c Sea water is water (which is a compound) containing many substances, in
variable proportions, dissolved in it.
d Water has the formula H2O. Any substance with a formula that shows more
than one element is a compound. Although water is found in many forms such
as tap water, sea water and distilled water, the term water refers to the pure
compound.
e Bauxite is a metallic ore from which aluminium is extracted (see Chapter 5).
The word ore refers to an impure substance. Metallic ores are mixtures.
f Aluminium oxide has the formula Al2O3. Bauxite contains the compound
aluminium oxide with impurities.
1 State the name of the process(es) that you would use to obtain
a sugar crystals from a mixture of sugar and sand b pure water from an
aqueous solution of copper(II) sulfate c liquid octane (boiling point 126
°C) from a mixture of liquid octane and liquid decane (boiling point 174
°C) d pure silver chloride from the precipitate formed when aqueous
silver nitrate is added to dilute hydrochloric acid.
In some cases, only one process is required, but others may require more
than one.
[Total: 8 marks]
2 A student was told to make pure crystals of copper(II) sulfate from an
aqueous solution of copper(II) sulfate. Describe how the student should carry
this out.
[4 marks]
[4 marks]
3 A student is given a mixture of two amino acids. The amino acids are both
colourless solids that are soluble in water. Give full experimental details of
how you would separate and identify the amino acids present in the mixture
using paper chromatography. You are provided with all the necessary
apparatus and a suitable locating agent.
[5 marks]
3 Atomic structure, bonding and
structure of solids
Key objectives
• know the relative charges and approximate relative masses of protons,
neutrons and electrons
• know the definition of proton number (atomic number) and nucleon number
(mass number)
• know that proton number is the basis of the Periodic Table
• know the definition of isotopes and that isotopes are radioactive and non-
radioactive
• know one medical and one industrial use of radioactive isotopes
• know the build up of electrons in shells for the first 20 elements in the
Periodic Table
• know the difference between metals and non-metals
• know that ions are formed when atoms lose and gain electrons
• be able to describe the formation of ionic bonds between elements from
Groups I and VII
• be able to describe the formation of single covalent bonds in H2, Cl2, H2O,
CH4, NH3, HCl
• be able to describe the difference in volatility, solubility and electrical
conductivity between ionic compounds and covalent substances with both
giant structures and simple molecular structures
• know the giant covalent structures of graphite and diamond
• relate the structures of graphite and diamond to their uses
• know why isotopes have the same chemical properties

• be able to describe the formation of ionic bonds between other metallic and
non-metallic elements
• be able to determine the formulae of ionic compounds from the charges on
the ions present
• know that a giant ionic lattice is a regular arrangement of positive and
negative ions
• be able to describe the formation of more complex covalent molecules, such
as N2, C2H4, CH3OH and CO2
• be able to explain the differences in melting point and boiling point between
ionic compounds and covalent substances with both giant structures and
simple molecular structures in terms of attractive forces between particles
• know the structure of silicon(IV) oxide (silicon dioxide)
• be able to describe the similarity in properties between diamond and
silicon(IV) oxide (silicon dioxide) related to their structures
• be able to describe metallic bonding as a force of attraction between positive
ions and a mobile sea of electrons
• know how the structure of metals can be used to explain malleability and
conduction of electricity.
Key terms
Proton number The number of protons in one atom of an element
(atomic
number)
Nucleon The sum of the number of protons and neutrons in one atom of
number (mass an element
number)
Isotopes Atoms of the same element containing the same number of
protons but different numbers of neutrons, or
Atoms of the same element with the same proton number
(atomic number) but different nucleon number (mass number)
Lattice A regular arrangement of particles present in a solid. The
particles (atoms, molecules or ions) are arranged in a repeated
pattern
Atomic structure
Atoms are made from smaller particles called protons, neutrons and electrons.
Table 3.1 The properties of protons, neutrons and electrons
Particle Relative mass/atomic mass units Relative charge
Proton 1 +1
Neutron 1 0
Electron 1/1837 (negligible) −1
Examiner’s tip
Make sure you learn the information in Table 3.1. You need to know the
differences between relative mass and relative charge of a proton, neutron
and electron.
The protons and neutrons exist in the centre of the atom in a dense region called
the nucleus. The electrons move around the nucleus and exist in electron shells
at increasing distances from the nucleus.
Examiner’s tip
In some books, the two numbers may be reversed. It is a good idea to
remember that the nucleon number is always higher than the proton number
(with the exception of hydrogen, in which case both numbers are 1 in the most
abundant isotope).
Atoms are often represented as shown in Figure 3.1.
The proton number is the number of protons in one atom of the element.
Because atoms do not have a charge, the number of protons in an atom is always
equal to the number of electrons.
equal to the number of electrons.
The nucleon number is the number of neutrons and protons added together in
one atom of an element.
Therefore
In the example given in Figure 3.1:

Number of protons Number of electrons = Number of neutrons = (nucleon
= proton number number of protons number − proton number)
15 15 31 − 15 = 16
Isotopes are atoms of the same element containing the same number of protons
but different numbers of neutrons.
Examples of isotopes of argon are shown in Table 3.2.
Some isotopes are radioactive and some are non-radioactive. Radioactive

isotopes decay (which means give off radiation) and usually change into other
elements. Radioactive isotopes are also known as radioisotopes.
Radioactive isotopes/radioisotopes can be used
• in medicine (e.g. cobalt-60 is used in radiotherapy treatment)
• in industry (e.g. uranium-235 is used as a source of power in nuclear reactors).
Common error
• Many students think of isotopes as referring only to radioactive isotopes, but
some are also non-radioactive.
The arrangement of electrons in
atoms
Electrons are arranged in electron shells at increasing distances from the nucleus.
These shells can hold up to a maximum number of electrons, as shown in Table
3.3.
Table 3.3 Maximum number of electrons per shell number
Shell number Maximum number of electrons
1 2
2 8
3 8*
*Shell 3 can, in fact, hold up to 18 electrons, but this does not need to be considered at this level and only
becomes relevant in higher-level courses.
Some examples of arrangement of electrons in shells are shown Table 3.4.

Table 3.4 Arrangement of electrons in shells
Element Number of electrons in one Arrangement of electrons in
atom shells
Helium, He 2 2
Carbon, C 6 2,4
Phosphorus, 15 2,8,5
P
Potassium, 19 2,8,8,1
K
Students are expected to be able to write down and draw the electron
arrangement of the first 20 elements in the Periodic Table.
Isotopes of the same element all have the same number of electrons, and
therefore all have the same number of electrons in their outer shells. This
means that isotopes of the same element all have the same chemical properties.
The chemical properties of elements depend on the number of electrons in
the outer shell of their atoms.
the outer shell of their atoms.
The Periodic Table
Elements in the Periodic Table are arranged in order of increasing proton
number. This means that as we move from one element to the next element, the
atoms have one extra proton in the nucleus and one extra electron. The extra
electron goes into the outer shell until the outer shell is full. The next shell then
begins to fill up.
Elements in the same group all have the same number of electrons in the outer
shell of their atoms. This applies beyond the first 20 elements. Examples are:
• All Group (I) elements have 1 electron in the outer shell.
• All Group (II) elements have 2 electrons in the outer shell.
• All Group (VII) elements have 7 electrons in the outer shell.
• All Group (0) elements have a full outer shell.
• Most metallic elements have 1, 2 or 3 electrons in their outer shell.
• Most non-metallic elements have 5, 6 or 7 electrons in their outer shell (or a
full outer shell in the case of Noble gases).
Ionic bonding
Ionic bonding occurs in compounds containing metallic elements combined
with non-metallic elements.
Metal atoms (with 1, 2 or 3 electrons in their outer shells) lose an electron or
electrons in order to achieve a full outer shell and form positive ions (cations).
Non-metal atoms (with 5, 6 or 7 electrons in their outer shells) gain an
electron or electrons in order to achieve a full outer shell and form negative ions
(anions). An example occurs in sodium chloride.
Sodium atoms contain 11 protons and 11 electrons and chlorine atoms contain
17 protons and 17 electrons. Because both contain equal numbers of protons and
electrons both atoms are uncharged.
An electron moves from the outer shell of a sodium atom to the outer shell of
a chlorine atom so that both atoms achieve a full outer shell.
After the transfer of electrons, sodium forms a positive sodium ion and chlorine
forms a negative chloride ion.
The sodium ion still has 11 protons but only 10 electrons, therefore it has 1+
charge and is written Na+. The chloride ion still has 17 protons but now has 18
electrons; therefore it has 1− charge and is written Cl −.
In sodium chloride, the ratio of sodium ions to chloride ions is 1:1 and thus
the formula of sodium chloride is NaCl. In all examples in which Group (I)
elements combine with Group (VII) elements, the ratio of ions is always 1:1.
Other examples occur in which atoms do not combine in the ratio 1:1. This
applies when the number of electrons lost by one metal atom is not equal to the
number of electrons gained by one non-metallic atom.
Examiner’s tip
Remember that atoms have equal numbers of protons and electrons, and are
therefore uncharged.
Positive ions (cations) have more protons than electrons and are therefore
positively charged.
Negative ions (anions) have more electrons than protons and are therefore
negatively charged.
negatively charged.
Because the ratio of magnesium ions to fluoride ions is 1:2, the formula of
magnesium fluoride is MgF2.
The formulae of ionic compounds

The formulae of ionic compounds can be deduced from knowledge of the
charges on the ions. Examples of common ions are shown in Table 3.5.
Bold type denotes polyatomic ions. These are ions which have more than one
capital letter in the formula (see rule 4 below).
Examiner’s tip
Table 3.6 shows the charges on ions in different groups in the Periodic Table.
Table 3.6
Group Charge on ion
I 1+
II 2+
III 3+
V 3−
VI 2−
VII 1−
In other cases, e.g. the transition elements, it is not possible to use the Periodic
Table to deduce the charges on ions. In such cases, the charges must be
learned by heart.
Examples of how to determine formulae of ionic

compounds
The most important thing to know is that all compounds have no overall
charge; therefore in the case of ionic compounds the number of positive
charges is equal to the number of negative charges.
To work out the formula of a compound you should:
1 Write down the formulae of the positive and the negative ions.
2 Count the number of positive charges and the number of negative charges.
3 If the charges are not equal, add more positive ions, more negative ions or
both until the charges are equal.
4 If more than one of a polyatomic ion is required, the whole formula of the
ion must go in a bracket and the number of ions goes outside the bracket as a
subscript, e.g. (NO3)2.
Write down the formulae of the following compounds.
Common errors
Some common incorrect answers using the formula of iron(III) sulfate as an
example are
• FeSO4: The number of charges has not been made equal. (This is the correct
formula of iron(II) sulfate.)
• Fe2(SO)3: The 4 is left out of the formula of sulfate.
• (Fe)2(SO4)3: A bracket is not required around Fe as it only has one capital
letter.
• Fe2(SO)4: The 4 is left out of the formula of sulfate and placed incorrectly
outside the bracket.
Examiner’s tip
You should be able to write formulae of compounds containing all possible
combinations of positive and negative ions in Table 3.5.
Covalent bonding
Covalent bonding occurs in elements and compounds containing non-metallic
elements only.
Covalent bonds are formed when pairs of electrons are shared. A shared pair
of electrons is known as a single (covalent) bond.
Double bonds (two shared pairs of electrons) and triple bonds (three shared
pairs of electrons) also exist.
Atoms which form a covalent bond join together to form uncharged

molecules. All the atoms involved achieve a full outer shell of electrons.
Examples of covalent molecules containing single bonds only are shown in
Figure 3.5. Only the outer electron shells are shown.
Examples of covalent molecules containing double and triple bonds are shown
in Figure 3.6. Only the outer electron shells are shown.
Structure of solids
Solids have four different types of structures as shown below.
Giant ionic structure
Sodium chloride is an example of a giant ionic structure. It is held together by
strong forces of attraction between oppositely charged sodium ions and
chloride ions (called ionic bonds) which are present in a giant ionic lattice.
Giant covalent structure (macromolecular
structure)
Diamond is an example of a giant covalent structure. It is held together by
strong covalent bonds between carbon atoms.
Graphite is another example of substance with a giant covalent structure,
although it has many differences when compared to diamond (see pages 23–24).
Silicon(IV) oxide, SiO2, is another example of a giant covalent structure. It has

similar properties to diamond due to a similar structure.
Giant metallic structures

All metallic elements have giant metallic structures. They contain positive
ions surrounded by a mobile sea of electrons. Metals are held together by the
strong forces of attraction between positive ions and the mobile sea of electrons
known as metallic bonds.
Examiner’s tip
In exam questions which ask for the meaning of metallic bonding, students
In exam questions which ask for the meaning of metallic bonding, students
usually describe the giant metallic structure but do not mention the strong
forces of attraction between positive ions and the mobile sea of electrons,
known as metallic bonds.
Simple molecular structures
Iodine is an example of a substance with a simple molecular structure. It has
strong covalent bonds between the atoms within the molecules (intramolecular)
but weak intermolecular forces of attraction between the molecules.
The properties of different types of solid, related to their structures, are shown
in Table 3.7.
Common errors
• In exam questions which ask why substances with simple molecular structures
have low melting points and boiling points, it is very commonly said that this
is because covalent bonds are weak. This is a bad error. All covalent bonds are
strong bonds.
• The correct answer is that intermolecular forces are weak which is why
substances with simple molecular substances are either solids with low melting
points such as iodine, liquids such as water or gases such as carbon dioxide.
Diamond and graphite
Both diamond and graphite have giant covalent (macromolecular) structures, but
because there are differences in their structure and bonding, these lead to
differences in properties and uses.
Table 3.8 Differences in structure and bonding between diamond and graphite
Diamond Graphite
Number of carbon 4 3
atoms covalently
bonded to each carbon
atom
atom
Arrangement of atoms Tetrahedrally In layers (made of rings
containing 6 carbon atoms)
Bonding All covalent Covalent between atoms within
layers
Weak van der Waals forces
between layers
Mobile electrons None. All outer One electron from each atom
shell electrons used exists in the spaces in between the
in bonding layers as mobile electrons
Hardness Hard because all Soft because weak van der Waals
bonds are strong forces between layers allow layers
and directional to slide over each other
Conduction of Non-conductor Good conductors due to mobile
electricity because there are electrons between layers
no mobile electrons
Use In cutting tools due As a lubricant because layers can
to high strength slide
As a conductor in motors
Silicon(IV) oxide (silicon dioxide)

Silicon(IV) oxide (silicon dioxide) has a giant covalent (macromolecular)
structure.
Each silicon atom is covalently bonded to four oxygen atoms. The bonds are
directed tetrahedrally. Each oxygen atom is covalently bonded to two silicon
atoms.
All the bonds in silicon(IV) oxide are strong covalent bonds. There are no
mobile electrons present. Because of its structure and bonding, silicon(IV) oxide
is strong, hard, has a high melting and boiling point and is a non-conductor of
electricity. These properties are like those of diamond which has a very similar
structure and the same bonding.
1 Complete the following table
[Total: 5 marks]
2 Draw dot and cross diagrams showing the arrangement of outer shell
electrons in the following covalent molecules.
a oxygen, O2
b methanol,
c hydrogen cyanide,

d phosphine,
e carbonyl chloride,
[Total: 5 marks]
3 Deduce the formulae of the following ionic compounds.
a magnesium hydroxide
b calcium chloride
c ammonium phosphate
d lithium sulfide
e lead nitrate
f calcium carbonate
g aluminium nitrate
h potassium sulfite
i zinc sulfate
j ammonium sulfate
[Total: 10 marks]
4 Use the table to answer the questions that follow. Consider room temperature
to be 25 °C.
a Which substance or substances are solid at room temperature?

[1 mark]
b Which substance or substances are liquid at room temperature?
[1 mark]
[1 mark]
c Which substance or substances are gaseous at room temperature?
[1 mark]
d Which substance could have a giant metallic structure?
[1 mark]
e Which substance has a giant ionic structure?
[1 mark]
f Which substance has a giant molecular structure?
[1 mark]
[Total: 6 marks]
4 Stoichiometry: chemical
calculations
Key objectives
• be able to construct word equations and simple balanced equations • be able
to define relative atomic mass, Ar
• be able to define and calculate relative molecular mass, Mr
• be able to construct equations with state symbols, including ionic equations

• be able to deduce a balanced equation for a chemical reaction given
relevant information • be able to define the mole and the Avogadro constant
and be able to use the molar gas volume (taken as 24 dm−3 at room
temperature and pressure) • be able to calculate reacting masses, volumes of
gases and solutions and concentrations of solutions • define and calculate
empirical formulae and molecular formulae • be able to use the idea of
limiting reactants • calculate percentage yield and percentage purity.
Key terms
Stoichiometry The calculation of the relative quantities of reactants and
products in a chemical reaction
Relative The average mass of one atom of an element on a scale where
atomic mass one 12C atom has 12 units of mass exactly, Ar
Relative The sum of the relative atomic masses, Mr
molecular
mass
Empirical The smallest whole number ratio of the atoms of each element in
formula a compound
Molecular The number of atoms of each element in one molecule of a
formula substance
Mole The same number of particles as there are atoms in 12 g of the
carbon-12 isotope
Avogadro The number of particles in one mole of a substance. It is equal to
constant 6.02 × 1023 particles
Stoichiometry
Stoichiometry means the calculation of the relative quantities of reactants and
products in a chemical reaction.
Word equations
Word equations give the names of the reactants and products which take part in a
chemical reaction. When hydrogen burns in oxygen to form water the word
equation is:
Symbol equations
Symbol equations give the correct formulae of the reactants and products in a
reaction. Symbol equations are balanced when the number of atoms of each
element is the same on both sides of the equation.
Steps for writing balanced equations
1 Write down the word equation (this can be omitted with experience).
2 Write down the correct formulae of reactants and products.
3 Count the number of atoms of each element on both sides.
4 If the number of atoms of each element on both sides is not the same, put
numbers in front of the formulae so that the number of atoms of each
element on both sides is the same.
5 Put state symbols after the formulae, i.e. (s) = solid, (l) = liquid, (g) = gas,
(aq) = aqueous solution. This can be done after steps 2 or 3 if preferred.
Worked Example
Because the number of atoms of oxygen is not the same on both sides, the
first step is to put 2 in front of H2O. This multiplies everything that comes after
it.
In balancing the oxygen, we have unbalanced the hydrogen. Therefore we

need to put a 2 in front of H2. The equation is then balanced.
State symbols can be inserted.
Common errors
• Students often use incorrect formulae, e.g. H instead of H2 or O instead of
O2, or change formulae such as changing H2O into H2O2. This would make
the number of atoms of each element the same on both sides, but H2O2 is not
the correct formula for water (in fact, it is the formula for hydrogen
peroxide). The only way to balance equations is to put numbers in front of the
formulae.
Worked Example
The aluminium is balanced. To balance the chlorine, we put 2 in front of

AlCl3 and 3 in front of Cl2.
The aluminium is now unbalanced, therefore we must put a 2 in front of

aluminium.
Ionic equations
Starting from a balanced equation with state symbols, an ionic equation can be
written using the following steps.
1 Anything with (aq) as a state symbol should be written as ions if it is
a a dilute acid, e.g. HCl(aq) is written as H+(aq) and Cl–(aq)
b a metallic compound, e.g. CuSO4(aq) is written Cu2+(aq) and SO42– (aq)
c an ammonium salt, e.g. (NH4)2SO4(aq) is written 2NH4+(aq) and
SO42–(aq).
2 Numbers in front of formulae in equations mean that everything after the
number is multiplied, e.g. 2HNO3(aq) is written as 2H+(aq) and 2NO3−(aq).
3 The formulae of any substance with state symbols (s), (l), (g) are not written
as ions, thus are not changed in an ionic equation.
4 Any ions which are the same on both sides, known as spectator ions, are
cancelled.
Write the following balanced equation as an ionic equation.
Student’s answer
SO42-(aq) are the same on both sides and are cancelled out.
Chemical calculations
Calculating relative molecular mass, Mr
Use the following relative atomic masses, Ar, to calculate the relative
molecular masses of the compounds shown.
H =1 C =12 N =14 O =16 Al =27 S =32 Pb =207
• CO2 =12 + (16 × 2) =44
• N2O =(14 × 2) + 16 =44
• C4H10 =(12 × 4) + (1 × 10) =58
• Pb(NO3)2. The recommended method is to multiply out the brackets, i.e.
PbN2O6 =207 + (14 × 2) + (16 × 6) =331
• Al2(SO4)3 =Al2S3O12 =(27 × 2) + (32 × 3) + (16 × 12) =342
How to calculate moles

Moles from masses
Mass of 1 mole means relative atomic mass of any substance which only
contains atoms. Relative molecular mass or relative formula mass should be
used for all other substances.
Rearranging for mass:
Rearranging for mass of one mole:
Please note that the mass must be in grams (g). If the mass is given in
Please note that the mass must be in grams (g). If the mass is given in
kilograms (kg), it must be multiplied by 1000 or if it is given in tonnes, it must
be multiplied by 1 000 000 to convert it into grams.
Moles from gas volumes

The volume of one mole of any gas is 24 dm3 at room temperature and
pressure.
Rearranging for volume:
The volume of the gas and the volume of one mole of gas must be in the
same units when using these equations.
Moles from volumes and concentration of solutions
Correct units are very important in these equations. Because solutions are
measured out using burettes and pipettes which are graduated in cm3, the
equations below may be more useful.
Examiner’s tip
It is a good idea to remember that both of these expressions have moles ×
1000 on the top line.
Mole calculations using equations

The following calculations should be approached in the following order.
a Calculate any relative molecular masses, Mr, that are required.
b Calculate the number of moles of the substance where sufficient information
is given to do so.
c Use the mole ratio in the equation to calculate the number of moles of the
other substance.
d Use your answer to c to calculate either the
• mass or
• volume of gas or • volume of solution or • concentration of solution.
Examiner’s tip
It is extremely important to show all the working out in calculations. If some
correct working out is shown and the final answer is incorrect, you will still be
awarded a considerable amount of credit.
Worked examples
1 Calcium carbonate decomposes when it is heated according to the equation
Calculate the mass of calcium oxide, CaO, that is produced when 20.0 g of
calcium carbonate, CaCO3, is heated until there is no further change.
[3 marks]
Relative atomic masses, Ar: C =12, O =16, Ca =40
a
b Moles of CaCO3 =20 ÷ 100 =0.20 moles [1 mark]
c Mole ratio from the equation 1 mole CaCO3 : 1 mole CaO

0.20 moles CaCO3 : 0.20 moles of CaO
[1 mark]
d
Examiner’s tips
1 Because the question does not ask about carbon dioxide, CO2,
there is no need to calculate the relative molecular mass, Mr of
carbon dioxide.
2 The final answer should always be expressed using correct units.
2 Calculate the volume of carbon dioxide at room temperature and

pressure that is produced by heating 2.1 g of sodium hydrogen
carbonate, NaHCO3, according to the equation
The volume of one mole of any gas is 24 dm3 at room temperature
and pressure.
[4 marks]
a Mr: NaHCO3 =23 + 1 + 12 + (16 × 3) =84
[1 mark]
b Moles of NaHCO3 =2.1 ÷ 84 =0.025 moles [1 mark]
c Mole ratio from the equation 2 mole NaHCO3 : 1 mole CO2

0.025 moles NaHCO3: 0.025 ÷ 2 =0.0125 moles of CO2
[1 mark]
d
Examiner’s tips
The question asks for the volume of carbon dioxide. It is a very
common error to calculate the mass instead. Those who do this
can achieve the first three marks as long as the working out is
clearly shown.
It is very common for students not to use the mole ratio in the
equation or to use it the wrong way round, i.e. 1:2 instead of
2:1. Again it is possible to score three marks out of four under
these circumstances depending on how much correct working
out is shown.
3 Calculate the volume of aqueous sodium hydroxide,

NaOH(aq), of concentration 0.20 mol dm–3 which would be
required to neutralise exactly 25.0 cm3 of dilute sulfuric acid,
H2SO4(aq), of concentration 0.25 mol dm−3 according to the
equation
a There are no masses involved in the question, so no Mr
values have to be calculated.
b Moles of
c Mole ratio in equation
Examiner’s tips
This question asks you to calculate the volume of a solution.
Many candidates use the value of 24 dm3 because they confuse
the volume of a solution with the volume of a gas.
Many students calculate relative molecular masses, although
there is no mention of mass in the question.
When calculating the number of moles of a solution, many use
the equation
which they often learn as
This equation can only be used if the volume is in dm3, but in

this case the volume is in cm3 which means the factor of 1000
must be used.
4 240 dm3 of nitrogen, N2(g), reacts with excess hydrogen,

H2(g), according to the equation
a What would be the volume of ammonia, NH3(g),
produced?
b What volume of hydrogen, H2(g), would react with the
nitrogen?
Examiner’s tips
There is a much quicker way of doing this calculation. For
gases only, the volume is directly proportional to the number of
moles, which means

Mole ratio 1 :3 : 2
Volume ratio 1 :3 : 2
Therefore, 240 dm3 N2(g) reacts with 720 dm3 H2(g) to
produce 480 dm3 NH3(g).
All volumes are measured at room temperature and pressure.

The volume of one mole of any gas is 24 dm3 at room
temperature and pressure.
a Ammonia
• There are no masses involved in the question, so no Mr
values have to be calculated.
• Moles of nitrogen =240 ÷ 24 =10.0
• Mole ratio
1 mole of nitrogen : 2 moles of ammonia
10 moles of nitrogen: 2 × 10 =20 moles of ammonia
• Volume of 20 moles of ammonia =20 × 24 =480 dm3
b Hydrogen
• Mole ratio
1 mole of nitrogen : 3 moles of hydrogen
10 moles of nitrogen: 3 × 10 =30 moles of hydrogen
• Volume of 30 moles of hydrogen =30 × 24 =720 dm3
Empirical formulae
The empirical formula is the smallest whole number ratio of the
atoms of each element in a compound.
The empirical formula of a compound can be calculated if the
masses of the elements that combine together are known. These
masses can be expressed in units of mass (usually grams) or
percentages by mass.
Worked example
A compound contains the following percentage composition by
mass: 26.7% carbon, 2.2% hydrogen and 71.1% oxygen.
Percentage composition by mass means that 100 g of the

compound contains 26.7 g of carbon, 2.2 g of hydrogen and 71.1
g of oxygen.
Method
Calculate the number of moles of atoms of each element.
• Carbon, C =26.7 ÷ 12 =2.225
• Hydrogen, H =2.2 ÷ 1 =2.2
• Oxygen, O =71.1 ÷ 16 =4.44375
Divide all the above by the smallest
• C, 2.225 ÷ 2.2 =1
• H, 2.2 ÷ 2.2 =1
• O, 4.44375 ÷ 2.2 =2
Write down the empirical formula =CHO2
Examiner’s tip
If dividing by the smallest does not produce a whole number in
each case, multiply all the numbers by 2. If this still does not
produce a whole number in each case, multiply all the numbers
by 3. Continue until a whole number ratio is obtained.
Common errors
Common errors in determining the molecular formulae are:
• Using Mr instead of Ar e.g. using O2 =32 instead of O =16
when calculating moles of atoms.
• Using atomic number instead of Ar when calculating moles of
atoms.
• Over approximation e.g. if a compound contains manganese,
Mn, and oxygen, O, and the number of moles of atoms is
Dividing both by the smallest
• Some candidates decide that 1.5 is approximately 1 and write the

empirical formula as MnO. This is incorrect.
• Some candidates decide that 1.5 is approximately 2 and write the
empirical formula as MnO2. This is incorrect.
• The correct method is to multiply both × 2, i.e. 1 × 2 =2 and 1.5 ×
2 =3 and the empirical formula is Mn2O3.
• A number would have to be very close to a whole number (say 0.1
away) if such an approximation is to be made.
Molecular formulae
The molecular formula is the number of atoms of each element in one
molecule of a substance.
Examples of molecular and empirical formulae are shown in Table
4.1.
Table 4.1 Examples of molecular and empirical formulae
Name Molecular formula Empirical formula
Butane C4H10 C2H5
Hydrogen peroxide H2O2 HO
Glucose C6H12O6 CH2O
Benzene C6H6 CH
Methane CH4 CH4
Determination of molecular formulae from

empirical formulae
It is possible to determine the molecular formula of a substance from
its empirical formula alone, but only if the Mr of the substance is also
known.
If the empirical formula of a compound is CH2, the molecular
formula of the compound can be expressed as (CH2)n, where n is a
whole number.
If the Mr of the compound is 70, the Mr of CH2 =12 + (1 × 2) =14
Therefore, n =70 ÷ 14 =5 and the molecular formula is CH2 × 5

=C5H10.
Limiting reactants
When two substances are mixed, students usually assume that both
substances will react completely and that neither is left over. This is
possible, but it is also possible that too much of either substance is
used, in which case one of the two substances will be left over at the
end of the reaction. The substance that is all used up is called the
limiting reactant and the other substance is said to be in excess.
Worked example
5.6 g of iron, Fe, and 4.0 g of sulfur, S, are mixed together and heated.
The equation is
Deduce which substance is the limiting reactant.
Therefore, 0.10 mole of Fe reacts with 0.10 mole of S.

However, there are 0.125 moles of S. 0.125 is greater than 0.10,
therefore some S is left over. S is in excess and Fe is the limiting
reactant.
Percentage yield
If the reactants shown in an equation are converted completely into the
products, we say that the percentage yield is 100%. However, in some
circumstances, yields are less than 100%.
Worked example
0.60 g of magnesium ribbon, Mg, were burned in excess oxygen, O2,
according to the equation
The mass of magnesium oxide, MgO, that was produced was found
to be 0.80 g.
Calculate the percentage yield.
Therefore, 0.025 mole of Mg : 0.025 mole of MgO

Mass of MgO =0.025 × 40 =1.00 g
Thus, if the yield was 1.00 g, the percentage yield would be 100%.
However, the yield is only 0.80 g.
Percentage purity
Naturally occurring substances are impure and contain less than 100%
of a compound. An example is limestone which contains less than
100% of calcium carbonate, CaCO3(s). The percentage by mass of
calcium carbonate in limestone is known as the percentage purity.
Worked example
1.00 g of limestone is added to 100 cm3 of 0.200 mol dm–3
hydrochloric acid (an excess) (see equation 1).
Equation 1
The leftover acid was titrated and found to be neutralised by 24.8

cm3, 0.100 mol dm–3 of sodium hydroxide solution, NaOH (see
equation 2).
Equation 2
Mole ratio in equation 2

1 mole NaOH reacts with 1 mole HCl
2.48 × 10–3 moles of NaOH react with 2.48 × 10–3 moles of
HCl
Moles of HCl that reacted with calcium carbonate, CaCO3
Moles of HCl added − moles HCl left over
Mole ratio in equation 2

2 moles HCl react with 1 mole CaCO3
0.01752 moles HCl react with
The volume of one mole of any gas is 24 dm3 at room temperature and
pressure.
1 What mass of hydrogen gas is produced when 8.1 g of aluminium

powder reacts with excess dilute hydrochloric acid according to the
equation
[Total: 3 marks]
2 What volume of oxygen gas, O2(g), is produced at room temperature and
pressure when 0.142 g of potassium superoxide, KO2(s), reacts with
excess carbon dioxide, CO2(g), according to the equation
[Total: 3 marks]
3 What mass of calcium carbide, CaC2(s), is required to produce 120 cm3
of ethyne gas, C2H2(g), by reaction with excess water according to the
equation
[Total: 3 marks]
4 20.0 cm3 of aqueous KOH neutralised 35.0 cm3 of dilute sulfuric acid,
H2SO4(aq), whose concentration was 0.20 mol dm−3. The equation is
Calculate the concentration of the aqueous potassium hydroxide,
KOH(aq), in
a mol dm−3
b g dm−3
[Total: 4 marks]
5 A compound has composition by mass which is 54.5% carbon, 9.1%
hydrogen and 36.4% oxygen.
The Mr of the compound =44. Calculate the
a empirical formula b molecular formula of the compound.
[Total: 4 marks]
6 When 0.38 g of titanium (IV) chloride, TiCl4(s), reacted with excess
sodium, the reaction produced 0.024 g of titanium, Ti(s). The equation is
Calculate the percentage yield of titanium.

[Total: 4 marks]
5 Electricity and chemistry
Key objectives
• be able to define electrolysis, electrolyte and electrode • be able to describe
the products of electrolysis and state the observations made when various
electrolytes conduct electricity • be able to describe the electroplating of
metals and outline the uses of electroplating • be able to describe and explain
the reasons why copper and (steel-cored) aluminium are used in cables and
why plastics are used as insulators
• be able to construct ionic half-equations for reactions at the cathode

• understand the reasons why different substances are conductors, insulators
and electrolytes • be able to describe production of energy from simple cells
• be able to describe in outline the manufacture of aluminium from pure
aluminium oxide in molten cryolite (see Chapter 10) • be able to describe in
outline the production of chlorine, hydrogen and sodium hydroxide from
concentrated aqueous sodium chloride • know what the products of
electrolysis of aqueous copper(II) sulfate are with both carbon electrodes and
copper electrodes, and relate this to the refining of copper (see Chapter 10).
Key terms
Electrolysis The process by which an ionic compound, when molten or in
aqueous solution, is chemically changed by the passage of an
electric current
Electrolyte A liquid which is chemically changed by an electric current
Electrodes The conducting rods by which the electric current enters and
leaves the electrolyte
Anode The positive (+) electrode
Cathode The negative (−) electrode
Substances that conduct electricity can be subdivided into conductors and
electrolytes (Table 5.1).
Table 5.1 Differences between conductors and electrolytes
Conductors Electrolytes
Physical Solid Liquid
state
Differences Conduct electricity, but are not Conduct electricity and are
chemically changed by the electric chemically changed by the
current. The only change undergone electric current. The
by conductors is that they become products of chemical change
hot, which is a physical change are formed at the electrodes
Examples All metallic elements and alloys Molten ionic compounds
Graphite and graphene Aqueous solutions
containing ions
Particles Moving (mobile) electrons Moving ions
responsible
for
conduction
Examiner’s tip
The terms electrolysis, electrolyte and electrode all begin with the same letter.
Make sure you know the difference between these terms.
Electrolytes
Electrolytes must be in the liquid state. Solid ionic compounds, e.g. sodium
chloride, do not conduct electricity in the solid state because although they
contain ions, the ions are held together by strong forces of attraction in the giant
ionic lattice. Because the ions are not moving, solid sodium chloride does not
conduct electricity.
There are two ways to make ionic solids into electrolytes:
Heat until the ionic solid melts. This requires a large amount of heat energy,
because ionic compounds have high melting points (see Chapter 3). Molten ionic
compounds are electrolytes because the ions are moving in the liquid state.
Dissolve the ionic solid in water. An aqueous solution of an ionic compound also
contains moving ions.
When molten ionic compounds and aqueous solutions of ionic compounds
conduct electricity, the positive ions (cations) move to the cathode (−) and the
negative ions (anions) move to the anode (+).
At the cathode, positive ions gain electrons and are reduced (see Chapter 7),
for example
At the anode, negative ions lose electrons and are oxidised (see Chapter 7), for
example
Thus, the products of electrolysis are formed at the electrodes.
When ions lose their charge to form atoms or molecules they are said to be
discharged.
Practical electrolysis
Electrolysis can be carried out in school laboratories using the apparatus shown
in Figure 5.1.
The electrolyte is placed in a crucible, if it is a solid that has to be heated until its
melting point, or a beaker, if it is a liquid at room temperature.
Figure 5.2 shows how gaseous products can be collected during electrolysis,
as in the electrolysis of dilute sulfuric acid.
The products that form during electrolysis are summarised in Table 5.2.
Table 5.2 Summary of products formed during electrolysis
Type of Products at anode (+) Products at cathode
electrolyte (−)
Molten Non-metallic element Metallic element
ionic
compound
Aqueous Either Either
solutions oxygen gas hydrogen gas
containing or or
ions halogen (chlorine, bromine or iodine) metallic element below
from any concentrated aqueous solution hydrogen in the
of a halide (chloride, bromide or iodide)
of a halide (chloride, bromide or iodide)
reactivity series, e.g.
copper
Examiner’s tip
Remember that molten ionic compounds produce a non-metallic element at the
anode and a metallic element at the cathode.
Aqueous solutions produce oxygen or a halogen at the anode and hydrogen or a
metal at the cathode. The hydrogen and oxygen come from the water that is
contained in the aqueous solution.
Some examples of products of the electrolysis of different electrolytes, using

carbon or platinum (inert electrodes), are shown in Table 5.3.
Examiner’s tip
Make sure you remember that
• Very reactive metals that react with cold water (such as potassium, sodium
and calcium) cannot be produced by electrolysis of aqueous solutions.
• During the electrolysis of all aqueous solutions containing positive ions of a
metal above hydrogen in the reactivity series, hydrogen is produced at the
cathode as opposed to the metallic element. The extraction of these metals by
electrolysis can only be carried out using a molten electrolyte (see extraction
of aluminium, p. 73, in Chapter 10).
• Aqueous solutions of acids always produce hydrogen at the cathode (−). This
is because the positive H+ ion is common to both the acidic substance and
water.
Electrolysis of copper(II) sulfate

If aqueous copper(II) sulfate is electrolysed using carbon or platinum electrodes
(inert electrodes), the products are copper at the cathode and oxygen at the
anode (see Table 5.3).
However, if the anode is made of copper, oxygen is not produced at the
anode. Instead, the copper anode goes into solution as positive ions:
Eventually, the Cu2+(aq) ions reach the cathode where the reverse reaction
occurs and copper metal is formed:

This electrolytic process is used in the refining (purification) of copper
which is carried out on a large scale (see Chapter 10).
• The anode is impure copper
• The electrolyte is aqueous copper(II) sulfate • The cathode is pure copper.
The copper at the anode goes into solution as positive Cu2+ ions. Impurities
either go into solution as positive ions or fall off the anode and are deposited at
the bottom of the container. Pure copper forms at the cathode. None of the
other metallic ions are discharged at the cathode.
Pure copper is essential when copper is being used as an electrical conductor,
as in electrical wiring. Impurities in the copper decrease its electrical
conductivity considerably.
Electrolysis of concentrated aqueous sodium chloride

Sodium chloride (common salt) is first mined and then electrolysed as a
concentrated aqueous solution. Electrolysis of concentrated aqueous sodium
chloride can be carried out in the laboratory or on an industrial scale.
The ions that are present in the solution are
At the anode, hydrogen gas is produced 2H+ + 2e− → H2.
The Na+(aq) remain in the solution.
At the cathode, chlorine gas is produced 2Cl − → Cl2 + 2e.
The OH−(aq) remain in the solution.
Because the electrolyte contains Na+(aq) and OH−(aq), the electrolyte has
changed into aqueous sodium hydroxide, NaOH(aq). The three products of
electrolysis have several industrial uses.
Electroplating
Electroplating is another electrolytic process that can be carried out in a school
laboratory or on a large scale. Electroplating means coating an object with a thin
layer of a metal.
The purpose is
• to improve appearance
• to prevent corrosion, e.g. rusting.
Electroplating is carried out using
• the plating metal as the anode
• the object to be plated as the cathode • an aqueous solution containing ions of
the plating metal as the electrolyte.
In the example of silver plating shown in Figure 5.3, the silver anode goes into
solution as silver ions.
The silver ions in the electrolyte are discharged at the cathode.
The silver ions that are released at the anode replace those that are discharged.
The silver produced at the cathode electroplates the spoon.
Extraction of metals
Reactive metals are extracted by electrolysis of molten ionic compounds (see
extraction of aluminium, pp. 73–4, Chapter 10).
Unreactive metals are extracted by electrolysis of aqueous solutions (see
refining of copper, pp. 75–6, Chapter 10).
Uses of metals, plastics and ceramics
Aluminium is used in steel-cored cables, because it
• is unreactive due to a coating of aluminium oxide • is a good conductor of
electricity • has a low density.
Copper is used in electric cables and wires due to very high electrical
conductivity.
Plastics and ceramics do not conduct electricity and therefore are used as
insulators in the power supply industry.
Cells
Electrolysis uses electrical energy to carry out chemical reactions.
In cells, chemical reactions are used to produce electrical energy. If two
dissimilar metals are placed in an electrolyte, electrical energy is produced.
This is the principle of the battery. Such cells can be set up in order to put
metals in order of reactivity (see Chapter 10).
Fuel cells have a fuel, such as hydrogen or ethanol. The fuel reacts with
oxygen in order to generate electricity (see Chapter 6).
1 Complete the following table to show the products of electrolysis using
carbon electrodes.
[Total: 10 marks]
2 A student wanted to electroplate a knife with nickel. What should the student
use as
a the anode
b the electrolyte
c the cathode?
[Total: 3 marks]
3 A student carries out electrolysis of concentrated aqueous potassium iodide
in a beaker using carbon electrodes.
a Name the product at the anode.
[1 mark]
b Write an ionic half-equation for the reaction occurring at the cathode.
[1 mark]
c State the type of reaction occurring at the anode.
[1 mark]
d State the name of the solution left in the beaker when the electrolysis has
finished.
[1 mark]
e Name the type of particles that are responsible for the conduction of
electricity in the conducting wire.
[1 mark]
f Name the type of particles that are responsible for the conduction of
electricity in the electrolyte.
[1 mark]
[Total: 6 marks]
6 Chemical energetics
Key objectives
• be able to describe what is meant by exothermic and endothermic reactions
• be able to interpret energy level diagrams showing exothermic and
endothermic reactions • describe the release of heat energy by burning fuels
• know that hydrogen is used as a fuel • know that radioactive isotopes, such
as 235U, can be used as a source of energy
• know that bond breaking is an endothermic process and bond formation is

an exothermic process • be able to draw and label energy level diagrams for
exothermic and endothermic reactions using data provided • be able to
calculate the energy change in a reaction using bond energies • be able to
describe the use of hydrogen as a fuel in fuel cells.
Key terms
Exothermic A reaction in which there is an overall transfer of energy to the
reaction surroundings
Endothermic A reaction in which there is an overall gain of energy from the
reaction surroundings
Bond energy The amount of energy required to break one mole of covalent
bonds in gaseous molecules
Examples of exothermic reactions are
• combustion of fuels such as alkanes and hydrogen gas; fuels release heat
energy when they burn in air or oxygen.
• respiration (see Chapter 13).
Examples of endothermic reactions are
• photosynthesis (see Chapter 13) • thermal decomposition (see Chapters 10
and 13).
Energy level diagrams
Exothermic and endothermic reactions can be represented by energy level
diagrams. These diagrams show the energy of the reactants and products as a
reaction progresses.
Exothermic reactions
The complete combustion of fuels, such as methane, is an example of an
exothermic reaction (Figure 6.1). In any exothermic reaction, the products have
less energy than the reactants because energy has been given out to the
surroundings.
Endothermic reactions
The thermal decomposition of calcium carbonate is an example of an
endothermic reaction (Figure 6.2). In any endothermic reaction, the products
have more energy than the reactants because energy has been taken in from the
surroundings.
Fuels
Fossil fuels (petroleum, natural gas and coal) all release energy when they burn.
Uranium 235 (235U) is a source of nuclear energy. It has the advantage of not
causing global warming as no greenhouse gases are released when it is used as a
fuel, but there are safety issues concerning the adverse effects of radiation.
Hydrogen also releases energy when it burns. An advantage of using hydrogen
as a fuel as an alternative to fossil fuels is that water is the only product; carbon
dioxide (a greenhouse gas) is not produced.
Hydrogen can also be used, along with oxygen, in a fuel cell to release
electrical energy.
Fuel cells
In hydrogen fuel cells, the overall reaction is the same as when hydrogen is
burned in air or oxygen.
Fuel cells operate in acidic or alkaline conditions. An alkaline hydrogen fuel

cell is shown in Figure 6.3.
One advantage of carrying out this reaction in a fuel cell is that fuel cells are
much more efficient than internal combustion engines, which means there is
much less energy loss.
Bond energies
Most chemical reactions involve breaking of covalent bonds in the reactants
and formation of new covalent bonds in the products.
• Breaking of bonds is an endothermic process (energy is taken in).
• Formation of bonds is an exothermic process (energy is given out).
Because the amount of energy put in to break bonds is very unlikely to be equal
Because the amount of energy put in to break bonds is very unlikely to be equal
to the amount of energy given out when new bonds are formed, most reactions
are either endothermic or exothermic.
An example is the reaction between gaseous hydrogen and gaseous chlorine
to form gaseous hydrogen chloride. The equation is
Bond energy is the amount of energy required to break 1 mole of covalent

bonds in gaseous molecules. It is numerically equal to the amount of energy
given out when new bonds form in gaseous molecules.
When covalent bonds in molecules are broken, the molecules change into
atoms. The atoms then join together to form new molecules.
Bond energies are shown in Table 6.1.
Table 6.1 Bond energies (kJ/mole)
Bond Bond energy (kJ/mole)
H–H 435
Cl–Cl 242
H–Cl 432
The equation can be written to show the structure of the molecules:
Energy taken in to break bonds Energy given out when bonds form
H–H =435 kJ 2 × H–Cl =2 × 432 =864
Cl–Cl =242 kJ
Total energy put in: 435 + 242 =677 kJ Total energy given out =864 kJ
Because 864 is a larger number than 677, this means that more energy is given
out when the bonds form in the products than the energy that has to be put in to
break the bonds in the reactants. Therefore, the reaction is exothermic and the
overall energy change is

which means that when 1 mole of gaseous H2 molecules react with 1 mole of
gaseous Cl2 molecules to form 2 moles of gaseous HCl molecules, 187 kJ of
energy are given out to the surroundings.
This can also be shown on an energy level diagram.
1 Propane burns in excess oxygen to form carbon dioxide and water according
to equation below. (Note that the table of bond energies will be required to
answer the question.)
Bond Bond energy kJ/mol

C–C 347
C–H 435
O=O 497
C=O 803
O–H 464
Calculate the overall energy change occurring when 1 mole of C3H8(g)
reacts with 5 moles of O2(g) to form 3 moles of CO2(g) and 4 moles of
H2O(g) by using the following steps:
a Draw the structures of all the molecules on both sides of the equation.
Show all the atoms and all the bonds.
[2 marks]
b Write down the number of moles of each type of bond that have to be
broken in the reactants. (Remember to consider the number of moles
of both reactants in the equation.) [2 marks]
c Calculate the total amount of energy that has to be put in to break all the
bonds in the reactants in (b).
[1 mark]
d Write down the number of moles of each type of bond that have to be
formed in the products. (Remember to consider the number of moles
of both products in the equation.) [2 marks]
e Calculate the total amount of energy that is given out when all the
bonds in the products in (d) are formed.
[1 mark]
f Use your answers to (c) and (e) to calculate the overall energy change in
the reaction. You must show the correct units in your answer and say
whether the reaction is exothermic or endothermic.
[3 marks]
7 Chemical reactions
Key objectives
• be able to identify physical and chemical changes and know the differences
between them
• describe and explain the effects of changing the concentration of aqueous
solutions, particle size/surface area of solids, pressure of gases, catalysts
(including enzymes) and temperature on rates of reaction
• describe the application of the above factors to the danger of explosive
combustion with fine powders (e.g. flour mills) and gases (e.g. methane in
mines)
• demonstrate knowledge and understanding of a practical method for
investigating the rate of a reaction involving gas evolution
• interpret data obtained from experiments concerned with rate of reaction
• devise and evaluate a suitable method for investigating the effect of a given
variable on the rate of a reaction
• describe and explain the effects of changing temperature and concentration
in terms of collisions between particles using the concept of activation
energy
• describe and explain the role of light in photochemical reactions and the
effect of light on the rate of these reactions
• describe the use of silver salts in photography
• describe photosynthesis as a reaction between carbon dioxide and water in
the presence of chlorophyll and sunlight to produce glucose and oxygen
• understand that some chemical reactions can be reversed by changing the

reaction conditions, e.g. the effect of heat on hydrated copper(II) sulfate and
hydrated cobalt(II) chloride
• be able to demonstrate knowledge and understanding of the concept of
equilibrium
• be able to predict the effect of changing the conditions (concentration,
temperature and pressure) on other reversible reactions
• define oxidation and reduction in terms of oxygen loss/gain
• define redox in terms of electron transfer

• identify redox reactions by changes in oxidation state and by the colour
changes occurring when using acidified potassium manganate(VII) and
potassium iodide
• define oxidising agent and reducing agent
• identify oxidising agents and reducing agents from simple equations.
Key terms
Catalyst A substance which increases the rate of a chemical reaction. The
catalyst is chemically unchanged at the end of the reaction
Enzyme A biological catalyst. Enzymes are protein molecules
Oxidation Gain of oxygen or loss of hydrogen
ReductionLoss of oxygen or gain of hydrogen
Oxidising A substance that oxidises another substance in a redox reaction. An
agent electron acceptor
Reducing A substance that reduces another substance in a redox reaction. An
agent electron donor
Oxidation Loss of electrons
ReductionGain of electrons
Physical changes are changes in which new chemical substances are not
produced. Changes in state, that is melting, boiling, evaporation, condensation,
sublimation and freezing (see Chapter 1), and separation of mixtures, e.g.
filtration, distillation, fractional distillation, chromatography and crystallisation
(see Chapter 2), are examples of physical changes.
Chemical changes or chemical reactions are changes in which new chemical
substances are produced. Decomposition, electrolysis, respiration,
photosynthesis, redox, neutralisation, cracking, addition, substitution,
polymerisation and combustion are examples of chemical changes. Chemical
equations can always be used to represent chemical changes.
The term physical properties of a substance refers to properties of a
substance that can be measured and that involve physical changes. Examples are
melting point, boiling point and density.
The term chemical properties of a substance refers to properties of a
substance which involve chemical changes. Examples are the things that
substances react with and details of such reactions.
It can be said that a physical property of metals is that they all conduct
electricity, whereas a chemical property of metals is that (some of them) react
with acids to produce a salt and hydrogen.
Examiner’s tip
Students should ensure that they are aware of the differences between physical
properties and chemical properties and that they know examples of both for
different types of substance.
Rate of reaction
The rate of a chemical reaction can be determined by measuring either how the
amount of one of the reactants decreases with time or how the amount of one of
the products increases with time.
Common errors
• Students commonly refer to catalysts being able to alter the speed of a
chemical reaction. This does not specifically mean that a catalyst increases the
rate, because altering the speed suggests that catalysts may decrease the rate,
which is not the case.
• Another common error is to suggest that catalysts do not take part in a
reaction. This is not the case, because increasing the rate suggests that catalysts
have a considerable part to play.
• The term ‘biocatalyst’ is not recognised as having the same meaning as
biological catalyst.
Experimental investigations
Reactions in which solids react with liquids to produce gases among other
products are commonly investigated in this chapter.
Experiment 1
An example is
The reaction between a known excess of zinc granules and 50.0 cm3 of 0.10
mol dm−3 dilute sulfuric acid was investigated by a student. The apparatus
shown in Figure 7.1 was used.
The temperature is kept at 25 °C by using a thermostatically controlled water

bath. The volume of hydrogen produced can be measured at regular time
intervals. A graph is then plotted (Figure 7.2).
The graph is steepest at the start which means that this is when the rate of
reaction is fastest. It then becomes less steep which means that the reaction
becomes slower. Eventually the graph levels out, which means that no more
hydrogen gas is released and the rate of reaction is zero.
Collision theory
In any reaction of the type
particles of A and B must collide with each other if they are to produce
product C. There are two types of collision: successful and unsuccessful.
In an unsuccessful collision, particles of A and B merely bounce off each
other and remain as A and B.
However, in a successful collision, particles of A and B collide and change
into C.
Collisions are only successful if the reacting particles contain at least a
minimum amount of energy called the activation energy.
The rate of a chemical reaction depends on the number of successful
collisions occurring in any given time.
If a change is made to increase the number of collisions, this automatically
leads to an increase in the number of successful collisions because a certain
proportion of all collisions are always successful.
In the reaction investigated
the ionic equation is
This shows that collisions must take place between zinc atoms and hydrogen
ions for the reaction to occur. In Experiment 1, the rate of reaction is fastest at
the start because this is where the concentration of hydrogen ions is highest,
which means that the number of collisions between hydrogen ions and zinc
atoms in any given time is most frequent at the start.
The rate of reaction then decreases because as the concentration of hydrogen
ions decreases, collisions occur less frequently.
When all the sulfuric acid is used up, the concentration of hydrogen ions
becomes zero, therefore there are no more collisions and the rate becomes zero.
Examiner’s tip
In reactions between gases, it is possible to make similar statements about the
concentration of a gas. However, it is more likely that gases are referred to in
terms of pressure rather than concentration. The higher the pressure exerted by
a gas, the closer together are the gaseous molecules and the more frequent will
be their collisions with each other.
The student then carried out experiments on the same reaction, changing
only one variable in each case. The changed variable is highlighted.
Experiment 2
The concentration of sulfuric acid is doubled in Experiment 2 but the volume of
sulfuric acid is halved which means that the number of moles of sulfuric acid is
the same.
Figure 7.4 shows the graph that was plotted in Experiment 2 with the graph
for Experiment 1.
Because the graph is steeper at the start, this is where the rate of reaction is
fastest.
The rate of reaction increases as the concentration increases. This is because
the concentration of hydrogen ions is higher, which means that the number of
collisions between hydrogen ions and zinc atoms is also higher in any given
time.
The graphs in Experiments 1 and 2 (Figure 7.4) level off at the same volume
of hydrogen, because the volume of hydrogen given off is only dependent on
the number of moles of sulfuric acid, which is the same in both experiments (as
it is in all five experiments).
In Experiments 3, 4 and 5, the graph would be the same shape as in
Experiment 2, that is, it would be steeper at the start and level off at the same
volume of hydrogen.
Experiment 3
Using zinc powder we are decreasing particle size/increasing surface area.
Collisions can only occur on the surface of the zinc. With a smaller particle
size, there are more zinc atoms available to collide with the hydrogen ions.
More collisions occurring in any given time means that more successful
collisions occur in any given time and therefore a faster rate of reaction occurs.
Decreased particle size and increased rate of reaction can lead to hazards, for
example, in flour mills and coal mines. Flour dust and coal dust (both having
extremely large surface areas) have been known to react explosively with
oxygen in the air when a spark has been created by machinery.
Experiment 4
At higher temperature, the reacting particles have more energy. This means that
the particles move faster and collide more often in any given time.
However, there will be more particles with energy greater than or equal to the
activation energy. Therefore, more collisions will be successful collisions in
any given time. This is the main reason why rates of reaction are faster at
higher temperatures.
Experiment 5
Aqueous copper(II) sulfate acts as a catalyst in this reaction.
Catalysts lower the activation energy of a reaction. This means that there are
more particles with energy greater than or equal to the activation energy.
Therefore, more collisions are successful collisions in any given time and the
rate of reaction is faster.
Activation energy is the amount of energy that has to be supplied to reactants
to make a reaction occur. The lowering of activation energy in a catalysed
reaction can be shown in the energy profile (Figure 7.5). As can be seen, using
a catalyst has no effect on the overall energy change of a reaction but lowers
the activation energy, thus increasing the rate of reaction.
Photochemical reactions
Photochemical reactions require light in order to occur. Furthermore, the rate
of such reactions increases when light intensity increases.
Examples of photochemical reactions are:
• photosynthesis in which carbon dioxide and water react in the presence of
sunlight and chlorophyll to produce glucose and oxygen (see Chapter 13)
• substitution reaction of alkanes with chlorine (see Chapter 14) which requires
UV light
• photochemical decomposition of silver salts in photography. When aqueous
silver nitrate is added to an aqueous solution containing halide ions (Cl−, Br−
or I−), a precipitate of a silver halide occurs, e.g.
When the silver bromide is exposed to light it decomposes into its elements
and the precipitate darkens as it gradually decomposes into silver and
bromine. Silver bromide is used in photographic films because it darkens
when exposed to light.
The rate of this reaction increases as light intensity increases.

Reversible reactions
Some reactions can be reversed by changing the conditions. If crystals of
hydrated copper(II) sulfate and hydrated cobalt(II) chloride are heated, they
change colour as they lose their water of crystallisation and become anhydrous
salts.
However, in both cases, the reactions can be made to proceed in the reverse
directions by adding water to the anhydrous salts in which case the crystals form
again, as can be seen by the reverse colour change.
These reactions are called reversible reactions. They can be made to proceed
in the reverse direction by changing the conditions.
Equilibrium
If reversible reactions are allowed to proceed in a closed container, they reach a
state that is known as chemical equilibrium.
If a mixture of hydrogen and iodine gases is heated in a closed container, the
hydrogen reacts with the iodine to produce hydrogen iodide:
This is called the forward reaction.

As soon as hydrogen iodide molecules are formed, they start to decompose
into hydrogen and iodine:
This is called the reverse or backward reaction.
Therefore, two reactions are occurring in the same container at the same
time. Furthermore, one reaction is the reverse of the other. This can be shown
by the following expression:
The forward reaction starts off quickly and the rate decreases as the
concentrations of hydrogen and iodine decrease.
The backward reaction starts off slowly and the rate increases as the
concentration of hydrogen iodide increases.
Eventually, both rates become equal. The system is then in a state of
chemical equilibrium. When this occurs, reactants and products are all being
used up and produced at the same rate and therefore their concentrations
become constant.
Characteristics of equilibrium systems

Equilibrium can only occur in a closed system (closed container), in which no
substances can escape to the outside or enter from the outside.
• The rate of the forward reaction is equal to the rate of the reverse reaction.
• The concentrations of all reactants and products become constant.
Examiner’s tip
When asked to describe the characteristics of an equilibrium system, students
make two very common errors. They often state:
1 The forward reaction is equal to the reverse reaction. Without using the
word ‘rate’, this is a meaningless statement.
2 a The amounts of reactants and products become constant. In this case, the
word ‘amounts’ must be replaced by ‘concentrations’.
b The concentrations of products and reactants become equal. This is
incorrect. ‘The concentrations of products and reactants become constant,
which means that they stop changing’, is the correct statement.
Effects of changing the conditions of an equilibrium

system
The following equation represents the equilibrium which occurs in the Haber
process:
The forward reaction is exothermic.

This means that N2(g) + 3H2(g) → 2NH3(g) is an exothermic reaction.
Therefore, 2NH3(g) → N2(g) + 3H2(g) is an endothermic reaction.
The equation shows that there are four gaseous molecules on the left-hand
side of the sign and two gaseous molecules on the right-hand side of the
sign.
Table 7.1 The conditions of this equilibrium system and their results
Change Effect on equilibrium position Result in this
example
Increase the Shifts to the right Concentration of
concentration of products
reactants increases
Increase the Shifts to the left Concentration of
concentration of reactants
products increases
Increase the total Shifts in the direction of fewer molecules Concentration of
pressure products
increases
Increase Shifts in endothermic direction Concentration of
temperature reactants
increases
Add a catalyst Increases the rate of both forward and No change
reverse reactions, but does not shift the
equilibrium
Decreases in concentrations, pressure and temperature have the opposite effect
to increases. This is summarised in Figure 7.6.
Examiner’s tips
When students are asked about changing temperature and pressure on an
equilibrium system, they often demonstrate confusion between rate of reaction
and equilibrium. This is shown in the sample question below.

What happens to the position of equilibrium in the Haber process reaction, i.e.
N2(g) + 3H2(g) 2NH3(g), when the temperature increases? The forward
reaction is exothermic.
Student’s answer
The rate of the reverse reaction increases because the forward reaction is
exothermic.
Examiner’s comment
The student should not have used the word ‘rate’. If the temperature of an
equilibrium system is increased, the rate of both forward and reverse reactions
are increased, because increase in temperature increases the rate of all
reactions (except enzyme catalysed reactions).
The correct answer is a statement that says
‘The equilibrium shifts to the left in the endothermic direction’
or
‘The equilibrium shifts to the left because the forward reaction is exothermic’
Students are advised to treat equilibrium and rate as two completely separate
things which are not related to each other.
Redox
Oxidation was originally defined as gain of oxygen. In the following reaction
magnesium is oxidised because it gains oxygen. Because oxygen causes the

oxidation, oxygen is the oxidising agent.
Reduction is the opposite of oxidation and was originally defined as loss of
oxygen. In the following reaction
copper(II) oxide is reduced because it loses oxygen. Hydrogen is the reducing

agent. In this reaction, hydrogen gains oxygen, therefore hydrogen is oxidised. It
follows that oxidation and reduction always occur at the same time.
A reaction in which oxidation and reduction both occur is known as a redox
reaction.
Another example of a redox reaction involving oxygen is
in which iron(II) oxide is oxidised to iron(III) oxide using oxygen as an

oxidising agent. This gives rise to another type of reaction in which an element
is oxidised from a lower oxidation state to a higher oxidation state as in iron
being oxidised from +2 to +3.
However, gain of oxygen and/or loss of hydrogen are very limited definitions
of oxidation and reduction, because many redox reactions do not involve
oxygen or hydrogen. The following reaction
in which iron(II) chloride is oxidised to iron(III) chloride using chlorine as the

oxidising agent is an example.
The ionic equation for this reaction is
This can be broken down into two ionic half-equations:
• Fe2+ is oxidised to Fe3+ by loss of electrons. Cl2 is the oxidising agent.

• Therefore oxidation is electron loss.
• Oxidising agents are electron acceptors.
• Cl2 is reduced to 2Cl− by gain of electrons. Fe2+ is the reducing agent.
• Therefore reduction is electron gain.
• Reducing agents are electron donors.
Examiner’s tip
In ionic half-equations
• electrons appear on the right for oxidation
• electrons appear on the left for reduction.
In any redox reaction, electrons are transferred from the reducing agent to the
oxidising agent. The reducing agent is oxidised and the oxidising agent is
reduced.
Testing for oxidising and reducing agents

Aqueous potassium manganate(VII) is an oxidising agent which can be used
to test for the presence of reducing agents. When a reducing agent is added, the
aqueous potassium manganate(VII) changes colour from purple to colourless.
Aqueous potassium iodide is a reducing agent which can be used to test for
the presence of oxidising agents. When an oxidising agent is added, the
aqueous potassium iodide changes colour from colourless to brown.
1 State whether the following changes are physical changes or chemical
changes.
a Dissolving sodium chloride in water.
[1 mark]
b The electrolysis of aqueous sodium chloride.
[1 mark]
c Exposing a precipitate of silver chloride to sunlight.
[1 mark]
d Fractional distillation of liquid air.
[1 mark]
e Separating the dyes in ink by chromatography.
[1 mark]
[Total: 5 marks]
2 When an excess of marble chips (calcium carbonate) is added to 50 cm3 of
0.10 mol dm−3 hydrochloric acid at 25 °C, the following reaction occurs:
The volume of carbon dioxide gas was collected in a gas syringe and
measured at regular time intervals. This is experiment 1.
The experiment was repeated as shown in the table below. Graphs were
plotted in each case (Figure 7.7).
The calcium carbonate is in excess in all five experiments.

Copy and complete the table below to show which graph corresponds to each
different experiment. Each letter may be used once, more than once or not at
all.
[Total: 4 marks]
3 State in which directions (if any) the following equilibrium mixtures would
shift if the pressure on the system was increased. Explain your answer in
each case.
a
[1 mark]
b
[1 mark]
c
[1 mark]
[Total: 3 marks]
4 State in which directions (if any) the following equilibrium mixtures would
shift if the temperature on the system was decreased. Explain your answer in
each case.
a exothermic in the forward direction
[1 mark]
b endothermic in the forward direction
[1 mark]
[Total: 2 marks]
5 The equation for the reaction between magnesium and copper(II) sulfate
solution is shown.
a Write an ionic equation for the reaction.
[1 mark]
b Write two ionic half-equations representing oxidation and reduction in the
reaction.
[2 marks]
c State the formula of the species which acts as an oxidising agent in the
reaction. Explain your answer.
[2 marks]
d State the formula of the species which acts as a reducing agent in the
reaction. Explain your answer.
[2 marks]
[Total: 7 marks]
8 Acids, bases and salts
Key objectives
By the end of this section, you should be able to
• describe the characteristic properties of acids in their reactions with metals,
bases and carbonates, and their effect on litmus and methyl orange • describe
the characteristic properties of bases in their reactions with acids and with
ammonium salts and their effect on litmus and methyl orange • describe
neutrality, relative acidity and alkalinity in terms of pH measured using
Universal indicator paper • describe and explain the importance of
controlling acidity in soil • classify oxides as either acidic or basic related to
metallic and non-metallic character • suggest methods of preparation of salts
• define acids and bases in terms of proton transfer • describe the meaning of
weak and strong acids and bases • classify other oxides as neutral or
amphoteric.
Key terms
Acid A proton donor
Base A proton acceptor
Strong Exists completely as ions in aqueous solution
acid
Weak Only partially ionised in aqueous solution
acid
Strong Exists completely as ions in aqueous solution
base
Salt An ionic substance formed when the positive hydrogen ions in an acid
are replaced by positive metallic ions or ammonium ions
Acids
Acids are proton (H+) donors.
The common laboratory strong acids are dilute hydrochloric, nitric and
sulfuric acids. Their formulae are given below.
• Hydrochloric acid: HCl • Nitric acid: HNO3
• Sulfuric acid: H2SO4
In aqueous solution strong acids do not contain any particles with these
formulae because they exist completely as ions, i.e.
Weak acids, such as ethanoic acid, CH3COOH(aq), exist mainly as covalent

molecules with the formula CH3COOH(aq), a small number of which
dissociate into ions, i.e.
Reactions of acids
With metals
Acids react with metals above hydrogen in the reactivity series (although it
would be dangerous to use a Group I metal or anything below calcium in Group
II in a reaction with acids). The general equation is
The metal dissolves, bubbles are seen and a solution of the salt forms whose
colour depends on the metal used.
An example is
With carbonates
Acids react with both soluble and insoluble carbonates. The general equation is
Solid carbonates dissolve, bubbles are seen and an aqueous solution (whose
colour depends on the carbonate used) of the salt forms. An example is
This type of reaction occurs with carbonates either as solids or as aqueous

solutions.
With bases
Acids react with all bases to form salts and water (in the case of ammonia, an
ammonium salt is the only product).
The general equation is
With insoluble bases the solid dissolves and a solution forms. No bubbles are
seen because no gas is produced.
An example is
With alkalis there are no observations as a colourless solution is produced
from two colourless solutions.
An example is
With ammonia
An example is
Strong and weak acids
Strong and weak acids can be distinguished experimentally by any of the
following experimental methods.
Strong acid Weak acid
Add Universal indicator paper Red Orange yellow
or pH 0–2 or pH less than 7 and
more than 2
Add magnesium ribbon Bubbles Bubbles slowly
quickly
Add an insoluble carbonate, e.g. Bubbles Bubbles slowly
calcium carbonate quickly
Set up a circuit with a bulb Bulb lights Bulb lights dimly
brightly
Examiner’s tip
• Many students have the impression that if an acid is weak, more of the weak
acid is required to neutralise the same amount of alkali compared to a strong
acid. The amount of any acid that is required to neutralise a given amount of
alkali only depends on the number of moles of the acid and not whether the
acid is strong or weak.
• Some questions begin with, ‘How would you distinguish …?’ For example,
‘How would you distinguish between a strong acid and a weak acid?’ The
intention is that the student gives brief experimental details with results, for
example, add magnesium ribbon to both and bubbles occur much faster with
the strong acid than the weak acid. Instead students often answer with theory,
for example, strong acids ionise completely and weak acids ionise partially.
Although these statements are correct they do not address the question, ‘How
would you distinguish …?’ It is also necessary to state what would happen
with both substances or to give a comparison, rather than say the strong acid
produces bubbles rapidly without reference to the weak acid.
Bases
Bases are metallic oxides or hydroxides (or ammonia) which neutralise acids to
form a salt and water.
• Bases that are soluble in water are called alkalis.
• Bases that do not dissolve in water are known as insoluble bases.
Alkalis are hydroxides or oxides of metals (or ammonia) that produce OH−(aq)
when dissolved in water.
The two laboratory strong alkalis are aqueous sodium hydroxide and
potassium hydroxide. They both exist completely as ions in aqueous solution.
Ammonia solution is a weak base. An aqueous solution of ammonia exists

mainly as NH3 molecules, a small number of which react with water molecules
to produce ions.
NH3(aq) accepts H+ from H2O(l) forming NH4+(aq) which shows that bases
are proton acceptors by definition.
Reactions of bases
As described above, bases neutralise acids.
Application: Plants need soil to be at a specific pH to grow well. Soil acidity

can be neutralised by the addition of a suitable base, such as calcium hydroxide,
Ca(OH)2(s), also known as slaked lime.
With ammonium salts

Insoluble bases and alkalis react when heated with ammonium salts. Ammonia
gas is given off.
An example is
Examiner’s tip
Many students do not apply the rules for writing formulae of ionic compounds
when writing equations of this type. In this example, the formula of calcium
chloride is often written as CaCl, without consideration of the charges on the
ions present (see Chapter 3 for details).
Indicators
Methyl orange and litmus can be used to indicate whether substances are acids
or alkalis, but give no information about acid strength.
Methyl orange Litmus
Colour in acidic solution Red Red
Colour in neutral solution Orange Purple
Colour in alkaline solution Yellow Blue
The pH scale (Figure 8.1) uses numbers to distinguish between acids and alkalis
of different strengths.
Aqueous solutions of acids have pH less than 7. Aqueous solutions of alkalis

have pH more than 7. Neutral solutions have pH of 7.
The lower the pH numbers, the stronger the acid. The higher the pH numbers,
the stronger the alkali.
Strong acids are regarded as having a pH of 0–2. Strong alkalis are regarded
as having a pH of 12–14.
Universal indicator has different colours to show approximate pH numbers
as shown.
Approximate pH Colour of Universal indicator
Less than 3 Red
3–6 Orange–yellow
7 Green
8–11 Blue
More than 11 Purple
Oxides
Oxides can be put into four categories.
1 Acidic oxides are non-metallic oxides that neutralise alkalis and form salts.
Examples are carbon dioxide, CO2, nitrogen dioxide, NO2, and sulfur
dioxide, SO2. These oxides all dissolve in water and react with the water to
form acids.
2 Basic oxides are metallic oxides that neutralise acids and form salts.
Examples are magnesium oxide, MgO, calcium oxide, CaO, and copper(II)
oxide, CuO. Some basic oxides dissolve in water to form alkaline hydroxides,
whereas others are insoluble in water.
3 Some non-metallic oxides are neutral oxides which means that they do not
react with either acids or alkalis. An example is carbon monoxide, CO.
4 Some metallic oxides are amphoteric oxides which means that they react
with both acids and alkalis to form salts. Examples are zinc oxide, ZnO, and
aluminium oxide, Al2O3.
Salts
Salts are ionic substances formed when the positive hydrogen ions in an acid
are replaced by positive metallic ions or ammonium ions.
Salts can be made by different experimental methods, depending on their
solubility in water.
Solubility of salts
Preparation of salts
There are three general methods of preparation of solid salts.
In all cases, details of crystallisation, washing and drying can be found in
Chapter 2.
Method 1: Adding an excess of an insoluble base or insoluble carbonate or
metal to a dilute acid.
Method 2: Titration using an acid and an alkali or a soluble carbonate.
Methods 1 and 2 can only be used for salts that are soluble in water.
Method 3: Mixing two solutions to obtain a salt that is insoluble in water by
precipitation.
Examiner’s tip
Using acids to prepare salts:
• hydrochloric acid, HCl, is used to prepare chlorides
• nitric acid, HNO3, is used to prepare nitrates
• sulfuric acid, H2SO4, is used to prepare sulfates (or hydrogen sulfates)
• the positive ion in the salt comes from the insoluble base or insoluble
carbonate or metal or alkali.
Examples
Method 1
Copper(II) sulfate crystals can be made by this method.
• Add solid copper(II) oxide or copper(II) hydroxide or copper(II) carbonate to
dilute sulfuric acid in a beaker.
• Stir and/or heat the mixture.
• Add the solid until it will no longer dissolve which means all the acid has
reacted and the solid is in excess (if copper(II) carbonate is used, there will be
no further bubbling when all the acid has reacted).
• Filter off the excess solid.
• Using copper(II) oxide the equation is
• Make pure crystals of copper(II) sulfate by crystallisation, washing and
drying (see Chapter 2).
Method 2
Sodium sulfate crystals can be made by this method.
• Carry out sufficient titrations to find out the exact volume of dilute sulfuric
acid in a burette that is required to neutralise a given pipette volume of
aqueous sodium hydroxide. Use methyl orange as a suitable indicator.
• Repeat the process without using the indicator, but using the same volume of
acid and alkali as used in the titration.
• Make pure crystals of sodium sulfate by crystallisation, washing and drying

(see Chapter 2).
If twice the volume of the same dilute sulfuric acid is used, or half the volume
of the same aqueous sodium hydroxide, sodium hydrogen sulfate (an acid salt)
is the salt produced, according to the equation
Crystals of sodium hydrogen sulfate can be made from this solution in the same
way.
Method 3
Lead sulfate can be made by this method.
• Because lead nitrate is the only soluble lead salt, lead nitrate solution must be
used and mixed with any soluble sulfate, such as aqueous sodium sulfate
(dilute sulfuric acid could also be used because it contains aqueous sulfate
ions).
• The precipitate of lead sulfate must be removed by filtration and then washed
with distilled water and dried in a low oven or on a warm windowsill.
The equation is
An ionic equation for any precipitation reaction shows the two aqueous ions on
the left and the solid precipitate on the right in all cases. In this case
1 There are three general methods of preparation of solid salts.
Method 1: Adding an excess of an insoluble base or insoluble carbonate or
metal to a dilute acid.
Method 2: Titration using an acid and an alkali or a soluble carbonate.
Methods 1 and 2 can only be used for salts that are soluble in water.
Method 3: Mixing two solutions to obtain a salt that is insoluble in water by
precipitation.
For each of the following salt preparations, choose method 1, 2 or 3, name
any additional reagent which is required and write the equation.
a Cobalt(II) chloride starting with the insoluble compound cobalt(II)
carbonate.
[3 marks]
b The insoluble salt lead iodide, from aqueous lead nitrate.
[3 marks]
c Potassium nitrate from aqueous potassium hydroxide.
[3 marks]
[Total: 9 marks]
2 Give full experimental details of how you would make pure dry crystals of
magnesium sulfate starting with magnesium carbonate. You should include
an equation in your answer.
[Total: 10 marks]
3 You are provided with a mixture of scandium oxide and copper(II) oxide
which are both solids. Scandium oxide is an amphoteric oxide and copper(II)
oxide is a basic oxide. Describe how you could obtain a sample of pure
copper(II) oxide from the mixture. Both solids are insoluble in water.
[Total: 6 marks]
9 The Periodic Table
Key objectives
describe the Periodic Table as a means of classifying elements and its use to
predict properties of elements • describe the change from metallic to non-
metallic character across a period • describe some properties of the Group I
elements lithium, sodium and potassium and predict the properties of other
Group I elements • describe some properties of the Group VII elements
chlorine, bromine and iodine and predict the properties of other Group VII
elements • describe the noble gases in Group VIII or 0 as being unreactive,
monatomic gases and explain this in terms of electronic structure • be able to
describe some properties of transition elements
• describe and explain the relationship between group number, number of outer
shell electrons and metallic/non-metallic character • identify trends in groups
given information about the elements concerned • know that transition
elements have variable oxidation states.
Key terms
Periodic Contains all the elements arranged in order of proton number
Table
Groups The vertical columns in the Periodic Table
Periods The horizontal rows in the Periodic Table
Alkali Group I. Metals which react with water to produce alkaline
metals solutions (such as lithium, sodium and potassium)
Halogens Group VII. Non-metallic, diatomic molecules
Noble Group 0. Unreactive, monatomic, colourless gases
gases
Transition Metals found in the elongated section of the Periodic Table between
elements Groups II and III (such as copper, iron and nickel)
Periodic Table
The Periodic Table contains the elements arranged in order of proton number
(atomic number).
• The vertical columns of elements are called groups.
• The horizontal rows of elements are called periods.
Across Periods 2 and 3, there is a gradual change from metals on the left-hand
side to non-metals on the right-hand side.
Common error
• Students often think that the elements are arranged in order of mass number or
relative atomic mass. Most of the relative atomic masses of the elements do
increase as proton numbers increase, but in some places the relative atomic
mass decreases, e.g. argon to potassium.
Atoms of elements in the same group have the same number of electrons in the
outer shell. The number of electrons in the outer shell determines the chemical
properties of the element.
The number of shells present in an atom of an element is the same as the
period number in which the element is found in the Periodic Table.
Potassium has proton number 19 and therefore its electron configuration is
2,8,8,1. There is one electron in the outer shell which means potassium is in
Group I of the Periodic Table. Potassium has electrons in four shells, which
means it is in Period 4.
Group properties
Group I
The Group I elements are known as the alkali metals because they react with
water to produce alkaline solutions. The Group I elements are very reactive
metals.
The Group I elements, in order of increasing proton number, are lithium,
sodium, potassium, rubidium, caesium and francium. Only lithium, sodium and
potassium are found in school laboratories, because rubidium, caesium and
francium are dangerously reactive and francium is also radioactive.
Examiner’s tip
Examination questions often ask for observations, or ask, ‘What would you see
…?’ in a particular chemical or physical change. When Group I metals react
with water, suitable observations are
the metal disappears • the metal melts • bubbles/fizzing/effervescence (these
all effectively mean the same thing) • the metal floats and moves around on the
surface • potassium and those Group I metals below potassium burst into
flames.
However, the following are not observations:

names of the products • a gas is given off (it is not possible to see a colourless
gas) • an alkaline solution forms (it is not possible to see that a solution is
alkaline by observation alone) • colour change of an indicator (unless an
indicator is mentioned in the question).
The Group I elements
• are stored under oil because they react rapidly with oxygen in the air • are
good conductors of heat and electricity • can be cut with a knife because they
are soft • are shiny when cut, but tarnish rapidly due to reaction with oxygen
in the air • have low densities and low melting points and boiling points
compared to transition metals.
The melting points and boiling points of Group I elements decrease down the
group. Densities change in an irregular manner.
Reaction with water
All Group I elements react vigorously with water at room temperature. The
reactions are usually carried out in a glass trough. Observations are
the metal moves around and floats on the surface of the water • the reaction
produces heat which causes the metal to melt as it reacts • bubbles of hydrogen
gas are given off • the metal rapidly disappears, forming a colourless solution of
the alkaline metal hydroxide.
The equation for the reaction with sodium is
The equations with all the other Group I metals would be exactly the same
(including balancing numbers) if the symbols for the other metals replaced that
of Na in the above equation.
Reactivity of the Group I metals increases down the group. Sodium moves
around the surface faster than lithium and also disappears more rapidly.
Potassium bursts into a lilac flame. If rubidium and caesium are added to water
an explosive reaction occurs, which is why they are not kept in school
laboratories.
Group VII
The Group VII elements are known as the halogens.
The Group VII elements in order of increasing proton number are fluorine,
chlorine, bromine, iodine and astatine. Only chlorine, bromine and iodine are
found in school laboratories. Fluorine is too reactive to be used in schools and
astatine is radioactive.
The elements are all non-metallic and exist as diatomic molecules (molecules
containing two atoms). The appearance of those found in schools is shown in
Table 9.1.
Table 9.1 Physical appearance of chlorine, bromine and iodine
Element Appearance at room temperature
Chlorine Pale green gas
Bromine Red-brown liquid
Iodine Grey-black solid
The colours become darker as the group is descended. The change in physical
state from gas to liquid to solid down the group indicates an increase in melting
point and boiling point and density down the group (due to an increase in the
strength of intermolecular forces).
Halogen displacement reactions

If halogens (or solutions of the halogens in water) are added to colourless
aqueous solutions of potassium halides (chlorides, bromides and iodides),
displacement reactions occur in the examples highlighted in Table 9.2.
An example of a displacement reaction is when chlorine displaces bromine from

an aqueous solution of potassium bromide. The equation is
As can be seen from Table 9.2,
chlorine displaces bromine and iodine • bromine displaces iodine, but does not
displace chlorine • iodine does not displace chlorine or bromine.
Halogens higher up the group can displace those lower down. Alternatively, we
can say that reactivity increases up Group VII. This is opposite to the trend in
reactivity shown in Group I.
We can use this information to make predictions about the other halogens and
halides (see the Exam-style questions at the end of the chapter).
Group 0
The Group 0 elements are known as the noble gases. The Group 0 elements, in
order of increasing proton number, are helium, neon, argon, krypton, xenon and
radon.
The Group 0 elements

• are all colourless gases • are all monatomic; this means they exist as
individual atoms because their atoms all have a full outer shell of electrons and
do not form covalent bonds with other Group 0 atoms to form diatomic
molecules • are very unreactive because their atoms all have a full outer shell
of electrons, therefore they do not need to share, lose or gain electrons to
achieve a full outer shell of electrons.
Uses of Group 0 elements

• Helium is used in filling balloons because of its low density. Its unreactive
nature means that hazards associated with hydrogen are absent if helium is
used.
• Argon is used in light bulbs to prevent the tungsten filament from burning.
This is because argon does not support burning due to its unreactivity.
Transition elements
Transition elements are all metals (also known as transition metals). They are
found in the elongated section of the Periodic Table between Groups II and III.
Common examples are copper, iron and nickel.
Physical properties
Transition elements are all metals and show the usual physical properties of
metals (see Chapter 10). In addition, transition metals
are harder and stronger than the elements in Group I • have higher densities than
the elements in Group I • have higher melting points than the elements in Group
I.
Chemical properties
• Transition elements form coloured compounds, e.g. copper(II) sulfate crystals
are blue and potassium manganate(VII) is purple.
• The elements and their compounds show catalytic activity, e.g. iron in the
Haber process and vanadium(V) oxide in the Contact process.
• Transition elements have variable oxidation states, e.g. iron can form Fe 2+
and Fe 3+ ions.
1 The diagram below shows part of the Periodic Table. Use the letters A to H
inclusive to answer the questions that follow. Each letter may be used once,
more than once, or not at all. Give the letter that represents
a the Group I element that is most reactive [1 mark]
b the Group VII element that is most reactive [1 mark]
c a transition element [1 mark]
d an element in Period 3
[1 mark]
e an element whose atoms have four electrons in their outer shell.
[1 mark]
[Total: 5 marks]
2 Lithium is added to cold water in a glass trough.
a Give three observations you would expect to make.
[3 marks]
b Write a chemical equation for the reaction that occurs. Include state
symbols.
[3 marks]
c If methyl orange is added to the liquid in the trough after the
reaction, what colour would it turn to?
[1 mark]
[Total: 7 marks]
3 Use the table of halogen displacement reactions to answer the
following questions. Write chemical equations (with state symbols)
and ionic equations for the reactions that occur between
a chlorine and aqueous potassium iodide [4 marks]
b bromine and aqueous potassium iodide.

[4 marks]
[Total: 8 marks]
4 Use the Periodic Table to predict reactions that would occur
between
a fluorine and aqueous potassium chloride b astatine and
aqueous potassium fluoride c bromine and aqueous
potassium astatide d iodine and aqueous potassium fluoride.
If you predict that a reaction would occur, write a chemical
equation for the reaction. If you predict that a reaction would not
occur write no reaction.
[Total: 6 marks]
5 Copper and iron have variable oxidation states. State the
formulae of
a copper(I) oxide [1 mark]
b copper(II) nitrate [1 mark]
c iron(II) chloride [1 mark]
d iron(III) sulfate.
[1 mark]
[Total: 4 marks]
10 Metals
Key objectives
• describe the physical properties of metals • describe the chemical properties
of metals • identify representations of alloys from diagrams of structure and
explain in terms of properties why alloys are used instead of pure metals
• place the following in order of reactivity: potassium, sodium, calcium,
magnesium, zinc, iron, (hydrogen) and copper by reference to the reactions
with • water or steam
• dilute hydrochloric acid and • the reduction of their oxides with carbon
• deduce an order of reactivity from a given set of experimental results
• describe the ease of obtaining metals from their ores by reference to the
position of elements in the reactivity series • describe and state the essential
reactions in the extraction of iron from hematite • describe the conversion of
iron into steel using basic oxides and oxygen • know that aluminium is
extracted from its ore bauxite by electrolysis • state the advantages and
disadvantages of recycling iron/ steel and aluminium • name some uses of
aluminium • name some uses of copper
• name some uses of mild steel and stainless steel
• describe the reactivity series as related to the tendency of a metal to form its
positive ion, illustrated by reaction with
• the aqueous ions
• the oxides of the other listed metals
• account for the apparent unreactivity of aluminium in terms of the oxide
layer which adheres to the metal • describe and explain the action of heat on
the hydroxides, carbonates and nitrates of the listed metals • describe in
outline the extraction of zinc from zinc blende • describe in outline the
extraction of aluminium from bauxite, including the role of cryolite and the
reactions at the electrodes • explain the uses of zinc in galvanising and for
making brass.
Properties of metals
Physical properties
The physical properties of metals are shown in Table 10.1 (see also Chapter 9).
Table 10.1 Physical properties of metals
Property Metallic property
Physical state at room temperature Solid (except mercury)
Malleability Good
Ductility Good
Appearance Shiny (lustrous)
Melting point and boiling point Usually high
Density Usually high
Conductivity (thermal and electrical) Good
Metals are malleable (can be hammered into different shapes) and ductile (can
be drawn into wires). Although metallic bonds are strong, they are not rigid,
which means that the rows of ions in metals can slide over each other when a
force is applied (Figure 10.1). This is because the ions in a metallic element are
all the same size.
When a metallic object is required to be particularly strong, an alloy is often
used instead of a metallic element. In alloys such as brass, bronze and steel, the
metallic element is mixed with small amounts of another element or elements.
The ions or atoms of the other elements are a different size to those of the main
element. This prevents the rows of metallic ions from sliding over each other.
Therefore, an alloy retains its shape much better than a pure metal when a force
is applied.
Reactivity series
Metals can be placed in order of their reactivity with other elements. This is
known as the reactivity series (see right).
The positions of carbon and hydrogen are inserted for reference to

displacement reactions. Potassium, sodium and calcium react with cold water to
produce an aqueous solution of an alkaline hydroxide and hydrogen gas (see
Chapter 9), for example
Magnesium, zinc and iron react extremely slowly with cold water. They do
react more rapidly when heated with steam, for example
Metals above hydrogen in the reactivity series react with dilute acids to
produce a salt and hydrogen (the reaction of potassium and sodium with acids
would be too dangerous to carry out in school laboratories).
Metals below hydrogen in the reactivity series, e.g. copper, do not react with
cold water, steam or dilute acids.
Oxides of metals below carbon in the reactivity series are reduced to the metal
when heated with carbon, for example
Displacement reactions
Metals will displace other metals from aqueous solutions of their ions, e.g.
magnesium will displace copper from an aqueous solution containing its ions
such as copper(II) sulfate solution.
The ionic equation is
The reaction occurs because magnesium is a more reactive metal than

copper. This means that magnesium has a greater tendency to form positive
ions than copper.
If copper was added to a solution containing magnesium ions, such as
aqueous magnesium sulfate, no reaction occurs.
Metals higher up in the reactivity series will displace those lower down.
A similar reaction occurs if a metal oxide is heated with a more reactive
metal. For example, if zinc powder is heated with copper(II) oxide, the
following reaction occurs:
However, if zinc oxide is heated with copper, no reaction occurs.

However, if zinc oxide is heated with copper, no reaction occurs.
Deducing order of reactivity of metals
To put metals in order of reactivity, reactions can be attempted as in, for
example, adding a metal to an aqueous solution containing ions of another metal
or heating a metal with the oxide of another metal.
Another method involves the use of electrochemical cells (see Chapter 5)
containing two dissimilar metals in an electrolyte (Figure 10.3).
In electrochemical cells of this type, the more reactive metal is the negative
terminal, because the more reactive metal is the one with the greater tendency to
release electrons and form positive ions. The reading on the voltmeter (known as
the cell EMF (electromotive force)) represents the difference in reactivity
between the two metals.
Examiner’s tip
If a cell was set up with A and B in an electrolyte
• A would be the negative electrode • B would be the positive electrode • the
cell EMF would be 1.10 V + 0.46 V = 1.56 V.
Cell 1 tells us that metal A (−) is higher in the reactivity series than metal C
(+) and 1.10 V is a measurement of the difference in reactivity.
Cell 2 tells us that metal C (−) is higher in the reactivity series than metal B
Cell 2 tells us that metal C (−) is higher in the reactivity series than metal B
(+) and 0.46 V is a measurement of the difference in reactivity.
Therefore, the order of the three metals in the reactivity series is
Unexpected behaviour of aluminium

Aluminium appears between magnesium and zinc in the reactivity series.
However, aluminium often appears to be much less reactive than its position in
the reactivity series suggests.
For example, if aluminium is placed in an aqueous solution of copper(II)
sulfate, there is hardly any reaction until the layer of aluminium oxide is
removed. This is because aluminium is so reactive that it reacts with the oxygen
in the air forming a layer of aluminium oxide which adheres to the aluminium
underneath and protects the metal. Such a layer can be deliberately placed onto
the surface of aluminium metal by a process called anodising. This means that
aluminium can be used for things which would not normally be associated with
reactive metals, such as aeroplane bodies, cooking foil and pots and pans.
Thermal decomposition of metallic compounds

The ease with which metallic hydroxides, nitrates and carbonates decompose
when heated is related to the position of the metallic element in the reactivity
series.
Compounds of metals at the top of the reactivity series either require a large
amount of heat energy to decompose or they do not decompose at all. We say
that they are stable to heat. As the reactivity of the metallic elements decreases,
their compounds are less stable to heat and are more easily decomposed by
heat.
In the case of nitrates, Group I nitrates decompose partially, whereas the
nitrates of the other listed metals decompose more completely.
Hydroxides
Hydroxides of very reactive metals do not decompose when heated. Those of
less reactive metals decompose into their oxides and give off steam, for
example,
Nitrates
All nitrates decompose when heated, but nitrates do not all decompose to
produce similar products.
Group I nitrates (except lithium nitrate) decompose partially to form the
metallic nitrite and oxygen gas, for example,
Other metallic nitrates of less reactive metals decompose more completely,

producing the metal oxide and giving off nitrogen dioxide, a brown gas, and
oxygen gas.
Carbonates
Group I carbonates (except lithium carbonate) do not decompose when heated.
The carbonates of all the other listed metals decompose into the oxide and
carbon dioxide gas. The amount of heat required for decomposition is greater
for carbonates of very reactive metals, such as calcium carbonate,
but carbonates of less reactive metals like copper(II) carbonate decompose at

much lower temperatures
Common error
• Students often state that metals higher up in the reactivity series decompose
with much more difficulty than those lower down. It is not the metals that
decompose; it is their compounds, namely the hydroxides, nitrates and
carbonates. Metals, being elements, cannot decompose because an element is
something that cannot decompose into anything simpler.
Extraction of metals
Metals can be extracted from their ores more easily as we go down the reactivity
series.
There are three general methods of extracting metals from their ores:
1 Metals of average reactivity, e.g. iron and zinc, are extracted by chemical
reduction using carbon/carbon monoxide as reducing agents.
2 Metals of low reactivity, e.g. copper, are extracted by
a chemical reduction using carbon/carbon monoxide as reducing agents or
b electrolysis of aqueous solutions containing their ions.
3 Very reactive metals, e.g. potassium, sodium, calcium, magnesium and
aluminium
a cannot be extracted by chemical reduction because the ores are not reduced
by chemical reducing agents, such as carbon, carbon monoxide or hydrogen
b cannot be extracted by electrolysis of aqueous solutions, because
hydrogen is formed at the cathode instead of the metal (see Chapter 5).
Therefore, these metals are extracted by electrolysis of molten ionic
compounds.
Aluminium
Aluminium is extracted from bauxite which is impure aluminium oxide,
Al2O3. Bauxite is first purified and then electrolysis is carried out. Aluminium
oxide is not reduced by carbon monoxide or any other common reducing agent,
which means electrolysis has to be used. This is expensive due to the high cost
of electricity.
Aluminium oxide has a melting point of 2017 °C which would require a
large amount of heat energy to achieve and therefore would further increase
costs. Instead, the aluminium oxide is dissolved in another aluminium
compound, molten cryolite, Na3Al F6. The advantages of dissolving
aluminium oxide in molten cryolite are
the electrolyte can be maintained in the liquid state between 800 °C and 1000
°C, a temperature considerably lower than 2017 °C, which greatly reduces
energy costs • cryolite improves the conductivity of the electrolyte.
Aluminium oxide in molten cryolite behaves in the same way as molten
aluminium oxide as far as the products of electrolysis are concerned.
Electrolysis is carried out in a steel tank using carbon (graphite) electrodes.
The anodes are carbon (graphite) blocks that are lowered into the electrolyte.
The cathode is the carbon (graphite) lining of the tank.
The electrode reactions are
Molten aluminium collects at the bottom of the tank and is siphoned off.
The oxygen that is produced at the anode reacts, at the high temperature of the
cell, with the graphite anodes

producing carbon dioxide gas which escapes. Thus the anodes burn away and
have to be replaced regularly.
The high cost of electricity is the largest expense for this process, which is
carried out in regions where cheap electricity, e.g. from hydro-electric power, is
available.
Iron
Iron is extracted from hematite, impure iron(III) oxide, Fe2O3, in a blast
furnace.
Hematite, coke, C, and limestone, CaCO3, are fed into the top of the blast
furnace.
A blast of hot air enters near the bottom.
Coke reacts with the oxygen in the air forming carbon dioxide. The reaction is
highly exothermic and provides the high temperature required for the other
reactions.
The carbon dioxide reacts with more coke higher up to produce carbon
monoxide in an endothermic reaction.
The carbon monoxide reduces the hematite to molten iron

and the molten iron trickles to the bottom and is tapped off.
The function of the limestone is to remove the main impurity in the iron ore
which is silicon dioxide (silicon(IV) oxide).
Examiner’s tip
You should know that the function of the coke is
• to act as a fuel, because the highly exothermic reaction with oxygen provides
a high enough temperature for the reduction of the hematite • to produce
carbon monoxide which reduces the hematite to iron.
The limestone decomposes at the high temperature inside the blast furnace.
Calcium oxide then reacts with silicon(IV) oxide to form calcium silicate
which forms a molten slag as a separate layer above the molten iron (it is less
dense than iron).
Slag is used by builders and road makers for foundations.

The iron produced in the blast furnace is called pig iron or cast iron. It
contains about 4% carbon and its use is limited because it is brittle. The majority
of pig iron is converted into steel.
Conversion of iron into steel

Pig iron contains about 4% carbon and other non-metallic impurities, such as
phosphorus, silicon and sulfur. The production of steel involves
removing most of the non-metallic impurities (except small amounts of carbon)
• adding small, controlled amounts of transition elements (additives). The
transition elements that are used and the proportions in which they are added
determine the properties of the steels that are formed.
The impurities are removed by the basic oxygen process:
• Oxygen at high pressure is blown onto the surface of the molten metal.
• This causes oxidation of some of the carbon to carbon dioxide, and sulfur to
sulfur dioxide, both of which escape as gases.
• Silicon is oxidised to silicon(IV) oxide and phosphorus is oxidised to
phosphorus(V) oxide, which are both solids.
• Calcium oxide (quicklime) is added. This reacts with the solid oxides to
produce calcium silicate and calcium phosphate which are removed as molten
slag.
• The amount of carbon remaining can be controlled depending on the type of

steel required. Mild steel contains approximately 0.5% carbon and 99.5%
iron.
• Transition elements are then added in exact quantities to produce different
types of steel. Stainless steel contains 18% chromium, 8% nickel, as well as
74% iron.
Zinc
Zinc is extracted from zinc blende (impure zinc sulfide, ZnS) by a process
similar to the blast furnace process, using carbon as the reducing agent.
Zinc blende is purified. Zinc sulfide is then heated very strongly (roasted) in
a current of air to convert it into zinc oxide.
The zinc oxide is heated very strongly with powdered coke in a furnace.
The zinc vapour then cools and condenses. It is removed as molten zinc.
Copper
The refining of copper is based on the electrolysis of aqueous copper(II) sulfate
using copper electrodes (see Chapter 5).
Refining means purification. Small amounts of impurities in copper cut down
its electrical conductivity noticeably.
The electrolysis is carried out using impure copper as the anode (+), pure
copper as the cathode (−) and aqueous copper(II) sulfate as the electrolyte.
The copper from the anode (+) goes into solution as positive ions.
The impurities either go into solution as positive ions or fall off the anode and
deposit at the bottom of the container. They are removed from time to time.
Copper metal forms at the cathode (−)
Thus pure copper is formed on the cathode (which was originally made of
pure copper). The cathode is removed and replaced from time to time.
Recycling aluminium and iron/steel
Much aluminium is recycled from drinks cans. Iron and steel are recycled from
household goods.
The advantages of recycling are
• Natural resources of bauxite and hematite will last longer.
• Drinks cans and other household objects will not take up large amounts of
room in landfill sites, where they react with oxygen from the air (thus
removing it) as they are oxidised.
• The cost of recycling is much lower than extracting the metals from their ores,
largely due to reduced energy costs.
The disadvantages of recycling are
• The collection and sorting of domestic materials to be recycled can be
expensive, time consuming and require energy.
• The purity of metals obtained by recycling may not be as high as that obtained
by extraction from metal ores.
Uses of metals
Uses of some metals, related to their properties, are shown in Table 10.2.
Table 10.2 Uses of some metals
Metal Use Properties
Aluminium Manufacture of Strength and low density
aircraft
Food containers Resistance to corrosion
Mild steel Car bodies High malleability, high tensile strength
Machinery
Stainless Cutlery Tough, does not corrode
steel Chemical plants
Copper Electrical wiring High electrical conductivity
Cooking utensils Appearance, high thermal conductivity, high
melting point
Zinc Galvanising Protects iron from rusting
Making brass Brass is more ductile and stronger than copper
1 The results of some experiments carried out by adding a metal to aqueous
solutions containing ions of another metal are shown in the table below,
where ✓ is displacement reaction occurs and ✗ is no reaction occurs.
a Put the four metals in order of reactivity, starting with the most reactive
first.
[1 mark]
[1 mark]
b Write a chemical equation for the reaction occurring when metal B is
added to A(NO3)2(aq).
[1 mark]
c Write an ionic equation for the reaction occurring when metal C is added
to D(NO3)2(aq).
[1 mark]
d If metals A and B are both placed in an aqueous solution of an electrolyte,
which metal would be the negative electrode? Explain your answer.
[1 mark]
e Write an equation for the reaction occurring when metal B is added to the
oxide of metal D and the mixture is heated.
[1 mark]
[Total: 5 marks]
2 You are provided with a mixture of powdered copper and powdered zinc.
Describe how you would obtain a sample of pure copper from the mixture.
You should give all observations for any reactions that you describe.
Note: neither metal dissolves in water.
[Total: 4 marks]
3 Impure nickel can be refined using a method similar to the method used to
refine copper. Draw a diagram of the apparatus that you would use for the
refining of nickel. You should fully label all the chemical substances in the
diagram.
[Total: 4 marks]
4 Copper(II) oxide → add dilute nitric acid → blue solution B →
crystallisation → blue crystals B → heat crystals strongly → black solid C +
brown gas D + colourless gas E
a Name B, C, D and E.
[4 marks]
b Write equations for the reactions that occur when
i copper(II) oxide is added to dilute nitric acid ii blue crystals B are
heated strongly.
[4 marks]
[4 marks]
c When copper(II) oxide is reacted with dilute nitric acid, blue solution B is
produced. Give the names of two other substances that could be used
instead of copper(II) oxide to produce blue solution B when reacted with
dilute nitric acid.
[2 marks]
[Total: 10 marks]
11 Air and water
Key objectives
describe the chemical tests for water using cobalt(II) chloride and copper(II)
sulfate • describe in outline the treatment of the drinking water supply in terms
of filtration and chlorination • name some uses of water in industry and in the
home • state the composition of clean dry air as being approximately 78%
nitrogen, 21% oxygen and the remainder being a mixture of noble gases and
carbon dioxide • name the common pollutants in the air as being carbon
monoxide, sulfur dioxide, oxides of nitrogen and lead compounds and to state
the sources of these pollutants • state the adverse effects of these common
pollutants and discuss why these pollutants are of global concern • state the
conditions required for the rusting of iron • describe and explain coating
methods of rust prevention • describe the need for nitrogen, phosphorus and
potassium in fertilisers • describe the displacement of ammonia from
ammonium salts (see Chapter 8)
• describe the separation of oxygen and nitrogen from liquid air by fractional
distillation • describe the catalytic removal of oxides of nitrogen from car
exhaust gases • describe and explain galvanising and sacrificial protection in
terms of the reactivity series (see Chapter 10) as a method of rust prevention
• describe and explain the essential conditions for the Haber process for the
manufacture of ammonia including the sources of hydrogen (from
hydrocarbons or steam) and nitrogen (from air) (see also Chapter 7 on rates
and equilibrium and Chapter 14 on cracking).
Key terms
Filtration A treatment for drinking water that involves passing impure water
through screens to filter out floating debris
Chlorination A treatment for drinking water in which small amounts of chlorine
are added to kill bacteria
Fractional A method for separating the components of air
distillation
Catalytic Present in car exhausts in some countries to remove pollutant
converters gases and convert them into non-pollutant gases
Rust Iron forms rust when it is exposed to oxygen and water. Rust is
hydrated iron(III) oxide
Fertilisers Substances added to the soil to supply nutrients that are essential
for the growth of plants
Water
Test for water
Tests for the presence of water can be carried out using anhydrous cobalt
chloride or anhydrous copper(II) sulfate. The colour changes are shown in Table
11.1.
Table 11.1
Original colour Final colour
Anhydrous cobalt chloride Blue Pink
Anhydrous copper(II) sulfate White Blue
Cobalt chloride paper is commonly used instead of the anhydrous solid.
Examiner’s tip
These substances are not used as a test for pure water. The colour changes
shown occur if water or anything containing water (including all aqueous
solutions) is used.
Purity of water can be determined by measuring the boiling point, which is 100
°C at 1 atmosphere pressure.
Treatment of drinking water
Impure water is made fit for drinking by the following methods:
Filtration: This involves passing impure water through screens to filter out
floating debris.
Chlorination: Small amounts of chlorine gas are added to kill bacteria.
Common error
• Students often state that chlorine is added to purify water. Water containing
small amounts of added chlorine should not be described as pure.
Uses of water
Water is used in industry
• as a solvent
• as a coolant
• for cleaning
• as a chemical reactant (e.g. in the hydration of ethene; see Chapter 15).
Water is used in the home
• in cooking
• in cleaning
• for drinking.
Air
Air is a mixture, and in common with all mixtures its composition can vary,
particularly in industrial and rural areas.
The approximate composition of clean dry air is
78% nitrogen
21% oxygen
0.03% carbon dioxide • 1% argon.
Very small amounts of other noble gases are also present.
Examiner’s tip
Hydrogen is commonly and incorrectly regarded by students as a constituent of
air.
Fractional distillation of liquid air In order to

separate the components of air,
• it is cooled to remove carbon dioxide and water vapour as solids • it is
compressed and expanded continually to liquefy it at −200 °C
• the liquid air is then separated by fractional distillation into liquid oxygen,
liquid nitrogen as well as liquid Group 0 elements.
Air pollution
Common gaseous pollutants, their sources and related pollution problems are
shown in Table 11.2.
Table 11.2
Pollutant Source Pollution problems
Carbon monoxide, Incomplete Toxic
CO combustion of
fossil fuels
Sulfur dioxide, SO2 Combustion of Irritation of the respiratory system
fossil fuels Dissolves in rain water forming acid
containing small rain which causes damage to buildings
amounts of
made of, e.g. limestone and marble
sulfur
Oxides of nitrogen Nitrogen and Production of low-level ozone
(often represented as oxygen (both (respiratory system irritant) Nitrogen
NOx to signify more from the air) dioxide, NO2, dissolves in rain water
than one oxide of react together at forming acid rain which causes damage
nitrogen) including very high to buildings made of, for example,
nitrogen dioxide, temperatures in limestone and marble Photochemical
NO2 car engines smog
Lead compounds Lead Toxic

compounds in
petrol (only in
countries where
leaded petrol is
still used)
Catalytic converters Catalytic converters are present

in car exhausts in some countries. Their purpose is to
remove pollutant gases and convert them into non-
pollutant gases.
The catalysts present in catalytic converters include alloys containing
transition elements, such as platinum, rhodium and palladium. There are
several reactions occurring inside catalytic converters including
and
Thus pollutant gases are converted into non-pollutant gases.

Common errors
There are probably more misunderstandings concerning atmospheric pollution
than any other Chapter.
Many students think that all atmospheric pollutants are responsible for all
environmental problems, particularly global warming. It is very important that
students study Table 11.2 carefully and learn about the sources and pollution
problems caused by each individual pollutant.
The following points need to in be noted:
• Oxides of nitrogen are produced by reaction between nitrogen and oxygen,
both of which come from the air. The nitrogen is not present in the fuel.
• Oxides of nitrogen are often mistakenly thought to be produced in car
exhausts as opposed to in car engines.
• Pollutants are removed by catalytic converters in car exhausts.
• If cars do not have efficient catalytic converters, the gaseous pollutants enter
the atmosphere through the car exhaust.
• Sulfur dioxide is often regarded as being produced by the deliberate burning
of sulfur, as opposed to the small amounts of sulfur impurities in fossil fuels.
Rusting of iron
Rust can be described as hydrated iron(III) oxide with a formula that can be
represented as Fe2O3.xH2O (x is used because the amount of water of
crystallisation varies from one sample of rust to another).
Iron only forms rust when it is exposed to oxygen (e.g. from the air) and
water.
Prevention of rusting
Rusting can be prevented by coating the iron with
paint
oil or grease
plastic
other metals, such as zinc (which is known as galvanising).
These methods all work by preventing oxygen and water coming into contact
with the iron and thus preventing a reaction taking place.
Sacrificial protection
Some metals will continue to prevent iron from rusting even if the surface is
scratched. Such metals must be above iron in the reactivity series, but must not
be so reactive that they will react rapidly with water themselves. Zinc and
magnesium are both used in this way. Tin, which is below iron in the reactivity
series, will only protect iron if it is not scratched (Figure 11.1).
In addition, bars of zinc may be attached to the hulls of ships without
attempting to cover the surface of the iron. Rusting will not occur in these
circumstances (Figure 11.2).
The first stage of rusting is the oxidation of iron to iron(II) ions by oxygen in
the presence of water:
If zinc is present, even if the zinc is scratched, the zinc will be oxidised in
preference to the iron.
This occurs because zinc is a more reactive metal than iron and therefore zinc
forms positive ions more readily than iron does.
The electrons travel from the zinc to the iron. The iron does not lose electrons,
which means that oxidation of iron (which is the first stage of rusting) does not
occur.
If tin is used instead of zinc, when the tin is scratched the iron will be oxidised
in preference to the tin because iron is a more reactive metal than tin. Thus tin
only prevents rusting when it is not scratched.
Common error
• It is a common error for students to state that if galvanised iron or steel is
scratched and exposed to air and water, the zinc forms rust instead of iron. Iron
is the only metal that can form rust.
Nitrogen and fertilisers
Fertilisers are substances that are added to the soil to supply nutrients that are
essential for the growth of plants.
Fertilisers contain nitrogen, phosphorus and potassium (NPK).
Very few plants can utilise nitrogen from the air. The nitrogen must be
supplied to the plants in the form of fertilisers containing ammonium salts or
nitrates.
The Haber process Nitrogen obtained from the

fractional distillation of liquid air (see earlier in this
Chapter) and hydrogen from hydrocarbons by
cracking (see Chapter 14) or from steam, are first
converted into ammonia in the Haber process.
Nitrogen and hydrogen react together in a reversible reaction to produce
ammonia.
The gases are

• passed over a catalyst of iron • at a temperature of 450 °C
• at a pressure of 200 atmospheres.
The mixture emerging from the catalyst chamber contains about 15%
ammonia. The ammonia is separated from the unreacted nitrogen and hydrogen
by liquefying it, and the unreacted nitrogen and hydrogen are passed over the
catalyst again. Eventually all the nitrogen and hydrogen are converted into
ammonia.
The ammonia is used for

• the manufacture of fertilisers, such as ammonium sulfate and ammonium
phosphate • the manufacture of nitric acid which is converted into fertilisers,
such as ammonium nitrate.
1 The percentage of oxygen in the air can be determined by passing air
backwards and forwards over heated copper, using the apparatus shown in
Figure 11.3. The copper was in excess.
The volume of air at the start was 100 cm3. As the air was passed backwards
and forwards, the volume of air decreased. The final volume, measured at
room temperature and pressure, was 79 cm3.
a What colour change involving the copper would you expect to see?
[2 marks]
b Write a chemical equation for the reaction in the heated tube.
[2 marks]
c Why does the volume of air decrease?
[1 mark]
d What is meant by the phrase ‘the copper was in excess’?
[1 mark]
e Identify the main gas present in the 79 cm3 remaining at the end.
[1 mark]
[Total: 7 marks]
2 The equation for the equilibrium occurring in the Haber process is

The reaction is carried out by passing nitrogen and hydrogen over a catalyst
of iron at a temperature of 450 °C and a pressure of 200 atmospheres.
a What is meant by the term catalyst?
[2 marks]
[2 marks]
b Copy and complete the table.
c Ammonia is converted into fertilisers such as ammonium sulfate.

i Which substance would be added to ammonia to produce ammonium
sulfate?
[1 mark]
ii Write a chemical equation for the reaction occurring in question (c)(i)
above.
[2 marks]
d Ammonia is also converted into the fertiliser ammonium phosphate.
Complete the equation for the formation of ammonium phosphate from
ammonia. (You may leave out the state symbols).
[2 marks]
[Total: 13 marks]

12 Sulfur
Key objectives
name some sources of sulfur • know that sulfur is used in the manufacture of
sulfuric acid • know that sulfur dioxide is used to bleach wood pulp in the
manufacture of paper, and as a food preservative (by killing bacteria)
• describe the manufacture of sulfuric acid by the Contact process, including

essential conditions and reactions • describe the properties and uses of dilute
and concentrated sulfuric acid.
Key terms
Sulfuric Used for making detergents and fertilisers, used as the acid in car
acid batteries and used for making paints, dyes and synthetic fibres
Dilute A typical strong acid
sulfuric
acid
Sulfur Used for bleaching of wood pulp in the manufacture of paper and in
dioxide the preservation of food by killing bacteria
Sulfur is found as the impure element in sulfur beds below the ground. It is also
found as metallic ores, mainly sulfides, such as zinc blende (see Chapter 10).
Manufacture of sulfuric acid
Sulfur is used in the manufacture of sulfuric acid in the Contact process. The
sulfur is first converted into sulfur dioxide, SO2(g), by heating it strongly in
air.
The sulfur dioxide is then mixed with oxygen and the two gases are
passed over a catalyst of vanadium(V) oxide, V2O5(s)
at a temperature of 450 °C
at a pressure of 1–2 atmospheres
producing an equilibrium mixture containing the two reactant gases and sulfur
trioxide, SO3(g).
Sulfur trioxide is then dissolved in 98% concentrated sulfuric acid to produce

oleum, H2S2O7(l).
The oleum is then added to the correct amount of water to produce sulfuric
acid of the required concentration.
Examiner’s tip
If sulfur trioxide is added to water, a reaction occurs and sulfuric acid is the
product.
However, this reaction is very exothermic and the heat given off is sufficient to
vaporise the sulfuric acid and a thick mist is produced that is very difficult to
collect. Thus the process is not carried out in this way.
Uses of sulfuric acid
Sulfuric acid is used
• for making detergents • for making fertilisers (see Chapter 11) • as the acid in
car batteries • for making paints, dyes and synthetic fibres.
Properties of dilute sulfuric acid
Dilute sulfuric acid is a typical strong acid.
It is a diprotic acid, which means that one molecule of sulfuric acid releases
two protons when it forms ions in aqueous solution.
It can also release one proton.
Therefore, sulfuric acid can form salts called sulfates containing SO4 and acid
salts called hydrogen sulfates, containing HSO4− (see Chapter 8).
It reacts
• with metals above hydrogen in the reactivity series to produce a salt and
hydrogen (see Chapters 8 and 10) • with bases (including alkalis) to form salts
(sulfates) and acid salts (hydrogen sulfates), and water (see Chapter 8) • with
carbonates to form a salt, water and carbon dioxide (see Chapter 8).
Uses of sulfur dioxide
Sulfur dioxide is used
• for the bleaching of wood pulp in the manufacture of paper • in the
preservation of food by killing bacteria.
1 Sulfuric acid is made in the Contact process. The catalysed reaction
takes place at a temperature of 450 °C and a pressure of 1–2 atmospheres.

a Name the catalyst in the above reaction.
[1 mark]
b Suggest why a temperature below 450 °C is not used.
[1 mark]
c What would happen to the rate at which equilibrium would be reached if a
higher pressure was used? Explain your answer.
[2 marks]
d Suggest two reasons why a pressure above 1–2 atmospheres is not used.
[2 marks]
e How is the sulfur trioxide produced in the above reaction converted into
sulfuric acid? Give equations for any reactions that you refer to.
[2 marks]
[Total: 8 marks]
2 Write chemical equations for the reactions between dilute sulfuric acid and
a copper(II) carbonate [2 marks]
b aqueous sodium hydroxide in which sodium sulfate is produced [2 marks]
c aqueous potassium hydroxide in which potassium hydrogen sulfate is

produced [1 mark]
d zinc.
[1 mark]
[Total: 6 marks]
13 Inorganic carbon chemistry
Key objectives
state that carbon dioxide and methane are greenhouse gases and explain how
they may contribute to climate change • state the formation of carbon dioxide
in a variety of reactions • state the sources of methane, including
decomposition of vegetation and waste gases from digestion in animals
• describe the manufacture of quicklime (calcium oxide) from calcium
carbonate (limestone) in terms of thermal decomposition • name some uses of
quicklime and slaked lime • name the uses of calcium carbonate
• describe the carbon cycle in outline to include the processes of combustion,

respiration and photosynthesis.
Key terms
Greenhouse Gases which absorb infrared radiation produced by the solar
gases warming of the Earth’s surface
Greenhouse Greenhouse gases preventing heat energy from escaping from the
effect Earth
Carbon dioxide and methane
Carbon dioxide and methane are both greenhouse gases. This means that their
bonds absorb infrared radiation produced by the solar warming of the Earth’s
surface. This prevents heat energy from escaping from the Earth. This effect,
known as the greenhouse effect, is thought to lead to global warming.
Carbon dioxide is formed in laboratory reactions and in industrial and
environmental processes
by complete combustion of carbon-containing substances such as fossil fuels
(see Chapter 14) • as a product of the reaction between an acid and a carbonate
(see Chapter 8) • from the thermal decomposition of carbonates (see Chapter
10) • by respiration in which glucose is oxidised to carbon dioxide and water in
living things.
Carbon dioxide is removed from the atmosphere by reaction with water in the
leaves of green plants containing chlorophyll, in the presence of sunlight. The
reaction is known as photosynthesis. The products are glucose and oxygen.
Methane is formed by
decomposition of vegetation • Waste gases from digestion in animals.
Examiner’s tip
The equations for respiration and photosynthesis are the reverse of one another.
The carbon cycle shows how the percentage of carbon dioxide in the
atmosphere remains approximately constant at 0.03% due to the various
processes by which it is released into and absorbed from the atmosphere.
Carbonates
Quicklime (calcium oxide) is manufactured by the thermal decomposition of
calcium carbonate (limestone). This is a reversible reaction.
The process is carried out in a lime kiln. A draft of air carries out the carbon
dioxide and causes the equilibrium to shift to the right (see Chapter 7).
Eventually all the calcium carbonate is converted into calcium oxide.
Calcium oxide reacts with water to produce calcium hydroxide (slaked lime).
Uses of quick lime and slaked lime
Both quicklime, CaO, and slaked lime, Ca(OH)2, can be used to
neutralise acidic soil (see Chapter 8) • neutralise acidic industrial waste
products, e.g. flue gas desulfurisation, in which sulfur dioxide gas in factory
emissions is neutralised by quicklime or slaked lime.
Uses of limestone
Limestone, CaCO3, is used in the
manufacture of iron (see Chapter 10) • manufacture of cement.
1 State why it is necessary to neutralise soil acidity and give the chemical
name of a compound which can be added to soil in order to neutralise it.
[Total: 2 marks]
2 a Carbon dioxide can be produced by the
i complete combustion of octane ii thermal decomposition of calcium
carbonate iii reduction of iron(III) oxide by carbon monoxide iv
reaction between calcium carbonate and dilute hydrochloric acid.
Write a chemical equation for each of these reactions. You may omit state
symbols.
[Total: 7 marks]
b Carbon dioxide can be removed from the Earth’s atmosphere by
photosynthesis.
i Name the other reactant in photosynthesis.
[1 mark]
ii Name the two products of photosynthesis.
[2 marks]
iii State two conditions that are required for photosynthesis.
[2 marks]
[Total: 12 marks]
Key objectives
• name and draw the structures of methane, ethane, ethene, ethanol, ethanoic
acid and the products of the reactions stated in this Chapter
• describe the concept of a homologous series as a ‘family’ of similar
compounds with similar chemical properties due to the presence of the same
functional group
• describe the properties of alkanes as being generally unreactive except in
terms of burning
• describe the bonding in alkanes
• distinguish between saturated and unsaturated hydrocarbons
• from molecular structures
• by reaction with aqueous bromine
• name the fossil fuels: coal, natural gas and petroleum
• name methane as the main constituent of natural gas
• describe petroleum as a mixture of hydrocarbons and its separation by
fractional distillation (see Chapter 2)
• name the uses of the fractions
• describe the properties of molecules within a fraction
• describe the manufacture of alkenes and hydrogen by cracking
• name and draw the structures of unbranched alkanes and alkenes containing
up to four carbon atoms per molecule
• describe the general characteristics of homologous series
• recall that compounds in a homologous series have the same general
formula
• describe and identify structural isomerism
• describe substitution reactions of alkanes with chlorine
• describe the properties of alkenes in terms of addition reactions with
bromine, hydrogen and steam.
Key terms
Empirical The smallest whole number ratio of the atoms of each element in
formula a compound
Molecular This is the number of atoms of each element in one molecule of
formula a substance
Displayed All the atoms and all the bonds in one molecule of the
formula compound
Structural This shows how atoms are arranged in groups of atoms
formula
Structural The existence of compounds with the same molecular formula
isomerism but different structural formulae
Organic compounds are covalent compounds containing carbon atoms bonded to
hydrogen (always), as well as oxygen, the halogens and nitrogen atoms.
Homologous series
Organic compounds belong to ‘families’ of similar compounds known as
homologous series, examples of which are alkanes, alkenes, alcohols,
carboxylic acids and esters.
Homologous series are compounds which have

• the same general formula: this is because each member differs from the
previous member by a -CH2– group of atoms
• the same chemical properties: this is because each member has the same
functional group
• physical properties that show a constant gradation, e.g. melting points and
boiling points that show almost constant increases.
A functional group is a group of atoms that all members of a homologous series
have in common and which is responsible for all members of a homologous
series having the same chemical properties.
Formulae of organic compounds
Organic compounds have several different types of formulae (Table 14.1). These
are
• Empirical formula. This is the smallest whole number ratio of the atoms of
each element in a compound (see Chapter 4).
• Molecular formula. This is the number of atoms of each element in one
molecule of a substance (see Chapter 4). This gives no information about how
the atoms are joined together.
• Displayed formula. This shows all the atoms and all the bonds in one
molecule of the compound.
• Structural formula. This shows how atoms are arranged in groups of atoms.
Examiner’s tip
The term ‘displayed formula’ is not always used in examination questions.
Instead students are more likely to be asked to draw the structure of a molecule
showing all atoms and all bonds.
Structural isomerism
Structural isomerism is the existence of compounds with the same molecular
formula but different structural formulae (and therefore different displayed
formulae).
Example
There are two structural isomers with the molecular formula C4H10. These
have different structural and displayed formulae as shown in Table 14.2.
Because they are two different compounds they have two different names.
Butane is often referred to as a straight chain or an unbranched molecule,
because the carbon atoms are arranged one after another.
2-methylpropane is often referred to as a branched chain molecule.
Common errors
Students often confuse the two words isotopes and isomers:
• Isotopes (see Chapter 3) are atoms of the same element with the same proton
number but different nucleon number.
• Structural isomers are compounds with the same molecular formula but
different structural formulae.
Allotrope is another similar word which you may have come across. This refers
to different crystalline forms of the same element, e.g. diamond and graphite.
• When drawing displayed formulae, all carbon atoms must have four bonds
(sticks) and all hydrogen atoms must have one bond. Oxygen atoms must have
two bonds, halogen atoms one bond and nitrogen atoms three bonds.
Hydrocarbons
Hydrocarbons are compounds containing carbon and hydrogen only.
Alkanes and alkenes are important examples of hydrocarbons.
Examiner’s tip
When asked ‘What is meant by the term hydrocarbon?’ it is important to use
the word ‘only’, as well as referring to compounds containing carbon and
hydrogen. Compounds such as ethanol, C2H5OH, contain carbon and
hydrogen, but because they also contain oxygen, they are not hydrocarbons.
Alkanes
• Alkanes are members of a homologous series with the general formula
CnH2n+2.
• The names of alkanes all end in -ane.
• Alkanes are saturated hydrocarbons; this means that all their bonds are single
bonds (either C–C or C–H).
• Alkanes do not contain a functional group, because they contain only C–C and
C–H bonds which can be said of all other homologous series of organic
compounds.
Examiner’s tip
The names of alkanes are important because unbranched members of all other
homologous series are named after the alkane with the same number of carbon
atoms. Therefore all organic molecules with
• 1 carbon atom begin with meth-
• 2 carbon atoms begin with eth-
• 3 carbon atoms begin with prop-
• 4 carbon atoms begin with but-.
Some examples of organic compounds with two carbon atoms are
Properties of alkanes
Alkanes are unreactive compared to alkenes. This is because the single bonds in
alkanes need a lot of energy to break, but the double bonds in alkenes need less
energy to be converted into single bonds (which is what happens to alkenes in
addition reactions).
Combustion
Alkanes undergo combustion in air or oxygen producing energy, which is why
alkanes are used as fuels.
Complete combustion occurs in excess oxygen. The products are carbon
dioxide and water, for example
Incomplete combustion of alkanes in a limited supply of air or oxygen leads

to the production of (toxic) carbon monoxide as well as water (see Chapter 11).
Reaction with chlorine

It is not possible to add atoms to alkane molecules without first removing
atoms. Therefore alkanes undergo substitution reactions as opposed to
addition reactions.
A substitution reaction is a reaction in which one atom or group of atoms is
replaced by another atom or group of atoms.
When methane is reacted with chlorine in the presence of ultraviolet light, a
substitution reaction occurs in which one chlorine atom replaces one hydrogen
atom in methane. The organic product is chloromethane.
Unless the chlorine supply is limited, the reaction should not be used as a
method of preparation of chloromethane because the chloromethane reacts with
more chlorine. All the hydrogen atoms are substituted by chlorine atoms, one at
a time, until all the hydrogen atoms have been replaced by chlorine atoms.
Hydrogen chloride gas is produced at each stage.
Similar reactions occur with other alkanes and chlorine.
Alkenes
• Alkenes are members of a homologous series with the general formula
CnH2n.
• Alkenes contain a functional group which is a C == C.
• Because a C == C must be present in all alkenes, there is no alkene with one
carbon atom.
• The names of alkenes all end in –ene.
• Alkenes are unsaturated hydrocarbons.
• Not all the bonds are single bonds in unsaturated hydrocarbons. Unsaturated
molecules contain at least one carbon–carbon double bond or carbon–carbon
triple bond.
Testing for unsaturation
Aqueous bromine (bromine water) can be used to distinguish between saturated
and unsaturated substances (Table 14.4).
Table 14.4 Using bromine water to test for saturated and unsaturated substances
Type of molecule Saturated Unsaturated
Effect of adding No change (aqueous Aqueous bromine changes
aqueous bromine bromine remains pale from pale brown to colourless
brown)
Structural isomerism in alkenes
There is only one structure for the alkenes containing two and three carbon
atoms: ethene and propene.
With four carbon atoms (C4H8) there are two unbranched alkenes, because
the double bond can be in two different positions in the carbon chain (Table
14.5).
The number 1 in but-1-ene means that the double bond is between carbon
atoms 1 and 2.
The number 2 in but-2-ene means that the double bond is between carbon
atoms 2 and 3.
Structures of unbranched alkenes containing up to four carbon atoms are
shown in Table 14.6.
Examiner’s tip
When students are asked to give the structures of two alkenes with molecular
formula C4H8, they often draw
These are both but-1-ene drawn differently. One is the same as the other, only it
These are both but-1-ene drawn differently. One is the same as the other, only it
is drawn back to front. The double bond is between carbon atoms 1 and 2 in
both cases.
Isomers must be different molecules, not the same molecule drawn differently.
Reactions of alkenes
It is possible to add atoms to alkene molecules without first removing atoms.
Therefore alkanes undergo addition reactions as opposed to substitution
reactions.
Addition means two molecules join together to make one molecule.

In the addition reactions of alkenes, the double bond becomes a single bond
and an atom or a group of atoms joins on to both carbon atoms that formed the
double bond.
With bromine
If bromine the element (Br2(l)) or aqueous bromine (Br2(aq)) is added to any
alkene, an addition reaction occurs. If the alkene is ethene, the product is 1, 2-
dibromoethane.
With hydrogen (industrial)

If ethene and hydrogen are passed over a nickel catalyst at 200 °C, the product is
ethane. This addition reaction is called hydrogenation.
Hydrogenation is used in industry to convert (unsaturated) vegetable oils to

(saturated) margarine by reaction with hydrogen in the presence of a nickel
catalyst.
With steam (industrial)

Ethene reacts with steam using a catalyst of phosphoric acid (H3PO4), at 300 °C
and 60 atmospheres pressure. The product is ethanol.
This reaction, known as hydration of ethene, is used to manufacture ethanol

(see Chapter 15).
The reactions of ethene are summarised in Figure 14.3.
Fuels and the petroleum industry
Fossil fuels are fuels formed by natural processes over millions of years as a
result of the decay of buried dead organisms. Examples are coal, natural gas
and petroleum (crude oil). Fossil fuels are known as non-renewable fuels
because once they run out they cannot be replaced. They are also known as a
finite resource.
Methane, CH4, is the main constituent of natural gas.
Petroleum (crude oil) is a mixture of hydrocarbons which is separated by
fractional distillation. The process does not produce individual hydrocarbons,
but instead produces mixtures of hydrocarbons known as fractions. These
fractions (Figure 14.4) are mixtures of hydrocarbons which have a narrow range
of boiling points. As the boiling point ranges increase, the hydrocarbons contain
an increasing number of carbon atoms.
Manufacture of alkenes by cracking
Fractional distillation of petroleum produces
• higher boiling point fractions that are in excess of requirement
• insufficient amounts of the lower boiling point fractions, which are
particularly in demand as
• fuels for petrol engines (alkanes between C5 and C10)
• monomers (short-chain alkenes) for the production of polymers
• sources of organic chemicals.
Alkenes are manufactured by cracking long-chain alkanes obtained from
petroleum. Cracking refers to decomposition of alkanes which specifically
involves breaking carbon–carbon bonds to form smaller molecules. There are
two types of cracking: catalytic and thermal.
Catalytic cracking
The alkane molecules are passed over catalysts known as zeolites at
temperatures of 500 °C.
Thermal cracking
This uses a higher temperature (800 °C) than catalytic cracking.
Cracking produces
• short-chain alkenes for production of polymers and organic chemicals
• alkanes containing between 5 and 10 carbon atoms as fuels for petrol engines
• hydrogen which is used to manufacture ammonia.
If a long-chain alkane is cracked, different molecules of the alkane may break in
different places to give a variety of products which can also be separated by
different places to give a variety of products which can also be separated by
fractional distillation.
For example, C14H30 molecules could crack into octane and propene
or ethene, propene and hydrogen.
Examiner’s tip
Students will not be asked to predict what the definite products of cracking are
without being provided with further information.
Write an equation for the cracking of hexane into an alkane and an alkene, both
having the same number of carbon atoms.
Answer
Both
and
are acceptable answers, because both produce an alkane and an alkene with
the same number of carbon atoms. Neither answer is more correct than the other.
If the question had specified a 1:1 mole ratio of the products, only C6H14 →
C3H8 + C3H6 would be correct.
1 Draw the structures, showing all the atoms and all the bonds, of two different
unbranched alkenes with the molecular formula C5H10. You are not
expected to name the alkenes.
[2 marks]
2 Ethane reacts with chlorine in a substitution reaction.
a Under what condition does the reaction take place?
[1 mark]
b Name the organic product formed when ethane and chlorine react in a 1:1
mole ratio.
[1 mark]
c If an excess of chlorine is used, give the molecular formula of one other
organic product that could form.
[1 mark]
[Total: 3 marks]
3 Propene reacts with
i aqueous bromine
ii hydrogen
iii steam.
a What name is given to the type of reaction that occurs in all three cases?
[1 mark]
b State the observation you would expect to see in reaction (i) if excess
propene is used.
[2 marks]
c Write down the molecular formulae of the products that form in reactions
(i), (ii) and (iii).
[3 marks]
d What is the name of the catalyst used in (ii)?
[1 mark]
[Total: 7 marks]
4 Alkanes are converted into alkenes by cracking.
a What is the molecular formula of the alkane that contains nine carbon
atoms?
[1 mark]
b Draw the structure and give the name of an alkene with four carbon atoms.
[2 marks]
c Write an equation for the cracking of octane, C8H18, into
i an alkane and an alkene formed in the mole ratio 1:2
ii hydrogen and two other products.
[2 marks]
[Total: 5 marks]
Key objectives
• describe the manufacture of ethanol by fermentation and by the catalytic
addition of steam to ethene
• outline the advantages and disadvantages of these two methods of

manufacturing ethanol
• describe the properties of ethanol in terms of burning • name the uses of

ethanol as a solvent and as a fuel
• name and draw the structures of unbranched alcohols and carboxylic acids
containing up to four carbon atoms per molecule • name and draw the
structures of the esters which can be made from unbranched alcohols and
carboxylic acids, each containing up to four carbon atoms
• describe the properties of aqueous ethanoic acid
• describe the formation of ethanoic acid by the oxidation of ethanol with

acidified potassium manganate(VII) • describe ethanoic acid as a typical
weak acid • describe the reaction of a carboxylic acid with an alcohol in the
presence of a catalyst to give an ester
• define polymers as large molecules built up from small molecules called

monomers
• explain the differences between addition and condensation polymerisation

and understand that different polymers have different units and/or different
linkages
• describe the formation of polyethene as an example of addition

polymerisation • name some uses of plastics and of man-made fibres such as
nylon and Terylene • describe the pollution problems caused by non-
biodegradable plastics
• deduce the structure of the addition polymer from a given alkene and vice
versa • describe the formation of nylon (a polyamide) and Terylene (a
polyester) by condensation polymerisation
• name proteins and carbohydrates as constituents of food
• describe the structure of proteins as possessing the same amide linkages as

nylon, but with different units • describe the hydrolysis of proteins to amino
acids • describe complex carbohydrates in terms of a large number of sugar
units joined together by condensation polymerisation • describe hydrolysis
of complex carbohydrates (e.g. starch) by acids or enzymes to give simple
sugars • describe in outline the usefulness of chromatography in separating
and identifying the products of hydrolysis of carbohydrates and of proteins.
Key terms
Ethanol An alcohol used as a fuel (e.g. in spirit camping stoves and in
petrol)
Polymers Large molecules made up by the reactions of small molecules
called monomers
Polymerisation The formation of polymers from monomers
Alcohols
Manufacture of ethanol
Ethanol is manufactured on a large scale by fermentation of carbohydrates and
hydration of ethene.
Fermentation of carbohydrates
Carbohydrates, such as sugar, are broken down by enzymes in yeast to produce
glucose, C6H12O6. The enzymes in yeast also catalyse the breakdown of
glucose to form ethanol and carbon dioxide. The reaction occurs at a temperature
of 37 °C and is carried out under anaerobic conditions (in the absence of
oxygen).
When the concentration of ethanol reaches 14%, it kills the yeast. The yeast
cells are removed by filtration and the ethanol is purified by fractional
distillation.
Hydration of ethene
Ethene is produced from petroleum by fractional distillation followed by
cracking of long-chain alkanes.
Ethene reacts with steam using a catalyst of phosphoric acid, H3PO4, at 300
°C and 60 atmospheres pressure.
The advantages and disadvantages of the two processes are shown in Table
15.1.
Table 15.1 Advantages and disadvantages of fermentation and hydration in the

manufacture of ethanol
Fermentation Hydration
Advantages Uses carbohydrates from plants There is only one product in
which are a renewable resource the reaction which means
which are a renewable resource the reaction which means
there is no waste
Requires a temperature of 37 A continuous flow process
°C which means energy costs is used which is efficient
are low
Disadvantages A batch process is used which Uses ethene from petroleum
is inefficient which is a non-renewable
resource
Land which could be used to Requires a temperature of
grow plants for food is used for 300 °C which means energy
ethanol production costs are high
Properties of ethanol
Ethanol is used as a fuel in spirit camping stoves and it is also added to petrol
and used in ethanol fuel cells.
It undergoes complete combustion to produce carbon dioxide and water.
Ethanol is also used on a large scale as a solvent.
Conversion of alcohols to carboxylic acids

Carboxylic acids are formed in the laboratory by oxidation of alcohols using
aqueous potassium manganate(VII) which acts as an oxidising agent when
acidified with sulfuric acid.
Ethanol is oxidised to ethanoic acid by this method.
A simplified version of the equation, which represents oxygen from the
oxidising agent as [O], is
Formulae and names of alcohols
• Alcohols are members of a homologous series with the general formula
CnH2n+1OH.
• The names of alcohols all end in -ol.
• Alcohols contain the functional group which is the -O–H group.
• Alcohols with more than two carbon atoms have unbranched structural
isomers in which the O–H group can be in different positions on the carbon
chain. A number is used to indicate the position of the O–H group (Table
15.2).
Unbranched alcohols with up to four carbon atoms are shown in Table 15.2.
Carboxylic acids
• Carboxylic acids are members of a homologous series.
• The names of carboxylic acids all end in -oic acid.
• The functional group in carboxylic acids is –COOH which can also be written
as –CO2H.
• This is displayed as shown in Figure 15.1
Unbranched carboxylic acids with up to four carbon atoms are shown in Table
15.3.
Properties of aqueous ethanoic acid
Ethanoic acid, CH3COOH, is a typical weak acid. It reacts with metals, bases
and carbonates to produce salts (see Chapter 8). The salts are called ethanoates
and contain the ethanoate ion, CH3COO−.
Esters
• Esters are sweet-smelling liquids.
• The names of esters all end in -oate.
• Esters have a general formula of CnH2nO2.
• The functional group in esters is –COOR which can also be written as –
CO2R. R represents a group containing carbon and hydrogen atoms.
• The functional group in esters is displayed as shown in Figure 15.2.
• Esters are made by the reaction between a carboxylic acid and an alcohol.
• The type of reaction is called esterification. The alcohol and carboxylic acid
are heated with a catalyst of concentrated sulfuric acid.
The general equation in words is:
The molecules can be represented as
The reaction occurs as

An example is
Naming esters is unlike naming any other organic molecules we have met so
far. The formula is divided into two and each part is named according to the
number of carbon atoms it contains as shown in Figure 15.4.
The names and formulae of unbranched esters are shown Table 15.4.
The names and formulae of unbranched esters are shown in Table 15.4. All
names should be two combined words. The first of these words is methyl, ethyl
or propyl.
Examiner’s tips
Remember that most formulae of organic compounds begin with a C atom.
However, methanoic acid is written HCOOH and because it begins with an H,
its structural formula is constantly written incorrectly by students. The same
thing applies to methanoate esters, such as methyl methanoate which should be
written HCOOCH3.
• There are no esters with one carbon atom.
• There are two isomeric esters with three carbon atoms.
• There are three isomeric unbranched esters with four carbon atoms.
Polymers
Polymers are large molecules (of no definite size) made up by the reactions of
small molecules called monomers. The formation of polymers from monomers
is called polymerisation.
There are two types of polymerisation known as addition polymerisation
and condensation polymerisation.
Addition polymerisation
If alkenes such as ethene are treated to conditions of high temperature and high
pressure in the presence of a suitable catalyst, the double bonds become single
bonds, making more electrons available for the carbon atoms to join together
and form long chains.
This happens to thousands of ethene molecules which join together to form
one long-chain molecule. The chemical name of the product is polyethene. Its
commercial name is polythene.
This reaction is known as addition polymerisation, because the monomers
join together without the removal of any atoms. There is only one product just
as in other addition reactions of alkenes (see Chapter 14).
The equation for polymerisation of ethene is shown in Figure 15.5 where n
represents a number larger than 10 000.
Other examples of addition polymerisation

Theoretically any molecule with a carbon–carbon double bond can form an
addition polymer.
The chemical name of the polymer is always the same as that of the
The chemical name of the polymer is always the same as that of the
monomer with poly-in front.
Propene, CH3CH == CH2, undergoes addition polymerisation to form
polypropene. The structure of the polymer can only be represented by drawing
the monomer as in Figure 15.6, changing the double bond to a single bond and
drawing two extension bonds on either side which show that the polymer
extends in both directions.
Uses of addition polymers
Addition polymers have several uses which are dependent on strength, hardness,
poor electrical and thermal conductivity. Examples are
Polythene is used for carrier bags, buckets and bowls.
PVC is used for window frames, guttering and insulating electrical wires.
Polystyrene is used for insulation and packaging.
Common error
• When asked to write an equation for the polymerisation of propene, a common
response is
This is incorrect. The carbon atom in the CH3 group has five bonds and the
carbon atom in the CH2 group has three bonds.
The monomer must be drawn as a displayed (or partially displayed) structure.
The correct answer is shown in Figure 15.7.
Condensation polymerisation
A condensation reaction is a reaction in which two molecules join together and
a simple molecule, such as water, is removed at the same time. Esterification is
an example of a condensation reaction.
Condensation polymers are formed from monomers with two functional
groups each. A simple molecule, such as water, is eliminated as the monomers
join together.
Examples of such functional groups are —OH, —COOH and —NH2.
Polyesters and polyamides are examples of condensation polymers.
Polyesters
Polyesters can be made from dicarboxylic acids (molecules with two —COOH
groups) and diols (molecules with two —OH groups). These monomers can be
represented as
The polymerisation occurs by the removal of a molecule of water when a —

COOH group and an —OH group react. The monomers join together as
Because there are —COOH groups and —OH groups at both ends of the
monomers, more linkages can form and the polymer chain can grow in both
directions.
Use of Terylene
Terylene is an example of polyester made from a dicarboxylic acid and a diol.
It is a synthetic fibre used in clothing manufacture.
Polyesters can also be made using one monomer with both an —OH and a —
COOH group, for example,
In this case, the repeat unit shows the residue of the single monomer molecule.
Polyamides
Polyamides can be made from dicarboxylic acids (molecules with two —COOH
groups) and diamines (molecules with two —NH2 groups). These monomers
can be represented as
The polymerisation occurs by the removal of a molecule of water when a —
COOH group and a —NH2 group react. The monomers join together as
Because there are —COOH groups and —NH2 groups at both ends of the
monomers, more linkages can form and the polymer chain can grow in both
directions.
Use of nylon
Nylon is an example of a polyamide made from a dicarboxylic acid and a
diamine.
Nylon is a synthetic fibre used in clothing manufacture. It is also used in
ropes, parachutes and strings for tennis rackets.
Polyamides can also be made using one monomer with both an —NH2 and a
—COOH group.
Table 15.5 Addition and condensation polymers
Addition polymers Condensation polymers
Monomers Contain a C=C double bond Contain two reactive functional
groups, e.g. —NH2, —COOH,
—OH
Polymerisation Occurs without any loss of Occurs with removal of simple
atoms producing only one molecule, e.g. water, producing
product (the polymer) two products
Polymers Have same empirical formula Have different empirical
as the monomer formula from the monomers
Disposal of polymers
Household waste contains large quantities of polymers (plastic objects). These
can be disposed of by
burying in landfill sites
incineration (burning).
Both methods of disposal contribute significantly to environmental pollution.
• Burying in landfill sites means that plastics will remain in the environment and
take up large amounts of space, especially if they are non-biodegradable
(which addition polymers are).
• Incineration can lead to production of toxic gases, such as carbon monoxide,
and acidic gases, such as hydrogen chloride, which contribute to acid rain.
Attempts to overcome these problems include
• development of biodegradable plastics (those that break down in the
environment as a result of bacterial activity) • development of
photodegradable plastics (break down in sunlight) • sorting and recycling
schemes.
Natural polymers
Foods contain proteins and complex carbohydrates (polysaccharides, such as
starch).
Proteins
Proteins are natural polyamides which are made from amino acid monomers.
There are 20 different amino acids. All have an —NH2 (amine) and a —COOH
(carboxylic acid) functional group. These groups react together by
condensation polymerisation to produce proteins which have amino acid
residues in a sequence which is specific to each individual protein.
Proteins contain the same amide linkage as that present in synthetic

polyamides, such as nylon, although biologists usually refer to it as a peptide
linkage when it exists in proteins.
Complex carbohydrates
Complex carbohydrates, such as starch, are naturally occurring condensation
polymers made when glucose monomers
join together with the removal of water molecules to form starch.

Hydrolysis of natural polymers
Proteins
The constituent amino acids that are present in different proteins can be
identified by
heating for 24 hours with 6.0 mol dm−3 (concentrated) hydrochloric acid. The
protein undergoes acid catalysed hydrolysis (break down by reaction with water)
and is converted to its constituent amino acids. (This is the reverse of
condensation polymerisation.) • separating the amino acids by paper
chromatography (see Chapter 2) • spraying the chromatogram (chromatography
paper) with a locating agent (ninhydrin is used), so that the colourless amino
acids produce visible blue spots • determining Rf values and comparing with Rf
values of known amino acids in a data book (see Chapter 2).
Complex carbohydrates
Complex carbohydrates can also be hydrolysed by hydrochloric acid. This
breaks the complex carbohydrate down to simple sugars. The complex
carbohydrate starch would be broken down into glucose by hydrolysis.
Hydrolysis can also be catalysed by enzymes. Starch is broken down by the
enzyme amylase in saliva to produce maltose (a disaccharide made from two
glucose units).
1 Three compounds, A, B and C, all have the molecular formula C3H8O. A
reacts with ethanoic acid to produce a compound with the structure shown
below.
B reacts with ethanoic acid to produce a compound with the molecular
formula C5H10O2.
C does not react with ethanoic acid, but it undergoes complete combustion
when burned in excess oxygen.
a What is meant by the term ‘molecular formula’?
[1 mark]
b What is the term used to describe compounds with the same molecular
formula but different structural formulae?
[1 mark]
c What is the empirical formula of the compound with the molecular
formula C5H10O2?
[1 mark]
d What type of reaction occurs between A and ethanoic acid?
[1 mark]
e What are the conditions that are required for A to react with ethanoic acid?
[2 marks]
f Complete the chemical equation for the reaction occurring when C
undergoes complete combustion in excess oxygen. State symbols are not
required.
[2 marks]
g Give the structures of molecules A, B and C. Show all the atoms and all
the bonds.
[3 marks]
[Total: 11 marks]
2 The diagram shows part of a polymer.
a What type of a polymer is shown?

[1 mark]
b Draw a circle around one repeat unit of the polymer.
[1 mark]
c i Draw the structure of one molecule of the monomer. Show all the atoms
and all the bonds.
ii Name the monomer.
[2 marks]
[Total: 4 marks]
3 The diagram shows part of a polymer which is formed by condensation
polymerisation.
a What is meant by condensation polymerisation?

[2 marks]
b What type of condensation polymer is shown?
[1 mark]
c Draw a circle around one repeat unit of the polymer. Label the repeat unit.
[1 mark]
d Draw a circle around the linkage in the polymer. Label the linkage.
[1 mark]
e What type of biological molecule contains the same linkage as the
polymer shown?
[1 mark]
f Draw the structures of the two monomers, showing all the atoms and
bonds in the functional groups. (You may leave C6H4 as it is written.) [2
marks]
[Total: 8 marks]
4 The diagram shows part of a condensation polymer made from one
monomer.
a What type of a condensation polymer is drawn?

[1 mark]
b Draw a circle around the repeat unit of the polymer.
[1 mark]
c Draw the structure of the monomer showing all atoms and bonds.
[1 mark]
d What are the names of the two functional groups in the monomer?
[2 marks]
[Total: 5 marks]
16 Experimental chemistry
Key objectives
describe tests to identify
• aqueous cations: aluminium, ammonium, calcium, chromium(III), copper(II),

iron(II), iron(III), and zinc • cations: use of flame tests to identify lithium,
sodium, potassium, copper(II) • anions: chloride, bromide, iodide,
carbonate, sulfite, sulfate and nitrate • gases: ammonia, carbon dioxide,
oxygen, hydrogen, chlorine and sulfur dioxide.
Testing for cations (positive ions)
Cations (positive ions) can be identified using
aqueous sodium hydroxide • aqueous ammonia • flame tests.
Using aqueous sodium hydroxide
Using aqueous ammonia

Flame tests
Flame tests can be carried out on solids or on aqueous solutions.
• Starting with a solid, a few drops of concentrated hydrochloric acid should be
added to a sample of the solid on a watch glass. Dilute hydrochloric acid can
be used to avoid safety issues.
• A small amount of the mixture should then be placed on a nichrome wire.
• The nichrome wire containing some of the mixture is then placed in the hot
part of a Bunsen flame.
• The colour of the flame identifies the cation (positive ion) (Table 16.1).
Table 16.1
Cation (positive ion) Flame colour
Lithium, Li+ Red
Sodium, Na+ Yellow
Potassium, K+ Lilac
Copper(II), Cu2+ Blue-green
Testing for anions (negative ions)
Tests for anions and their results are shown in Table 16.2.
Table 16.2
Test Result Anion
White precipitate Chloride,
CI−
Add dilute nitric acid
followed by aqueous Cream precipitate Bromide,
silver nitrate Br−
Yellow precipitate Iodide, I−
Bubbles Gas given off turns limewater Carbonate,
milky (gas is CO2)
Add any dilute acid Gas given off when warmed Gas turns Sulfite,
acidified aqueous potassium
manganate(VII) colourless (gas is SO2)
Add dilute nitric acid White precipitate Sulfate,

followed by aqueous
barium nitrate
Add aqueous sodium Gas given off turns damp red litmus Nitrate,
hydroxide followed by paper blue (gas is NH3)
aluminium. Warm gently
Testing for gases
Tests for gases and their results are shown in Table 16.3.
Table 16.3
Test Result Gas
Damp red litmus Turns blue Ammonia, NH3
Limewater Turns milky Carbon dioxide,
CO2
Glowing splint Lights Oxygen, O2
Burning splint Pops Hydrogen, H2
Damp litmus paper Bleached Chlorine, Cl2
Acidified aqueous potassium Changes from purple to Sulfur dioxide,
manganate(VII) colourless SO2
Answers to exam-style questions
Chapter 1
1 Solid [1]
Both melting point and boiling point are above 50 °C. [1]
Although the melting point being above 50 °C is really enough of an
explanation, it is advisable to refer to both melting point and boiling point.
2 a C [1]
Solids have particles that are very close together, ordered and vibrate
about a fixed position.
b B [1]
Liquids have particles that are fairly close together, irregularly arranged
and move slowly.
c D [1]
Gases have particles very far apart, arranged randomly and moving at high
speeds.
d A [1]
Particles that are very far apart must be in a gas which means they cannot
be ordered or vibrate about fixed positions.
The question does not ask for explanations, so it is unnecessary to give any.
Chapter 2
1 a Dissolving (sugar in water) [1]
Filtration (to remove sand) [1]
Crystallisation [1]
b Distillation [1]
(Simple) distillation, rather than fractional distillation is used to separate a
pure liquid from a solution.
c Fractional distillation [1]
Fractional distillation is used to separate a mixture of two or more liquids
with different boiling points. (Simple) distillation is incorrect.
d Filtration [1]
Washing with distilled water [1]
Drying on a warm windowsill or in a low oven [1]
A precipitate is an insoluble/undissolved solid. Centrifugation is another
alternative. Neither of these processes will produce a pure solid, because
the solid will be contaminated with a small amount of the solution it was
separated from. Therefore, washing with distilled water and drying are both
required in addition.
2 Heat until crystals form on a glass rod placed in the solution and
withdrawn. [1]
Leave the hot saturated solution to cool slowly. [1] Crystals should then form.
Remove crystals (by filtration if there is any liquid left). [1]
Wash with a small amount of cold distilled water and then dry in a low oven
or on a warm windowsill. [1]
Common mistakes include
• Not stating when the heating should be stopped.
• Evaporating to dryness. In this case water of crystallisation would be
removed, leaving the anhydrous salt.
• Not specifying that a small amount of cold distilled water be used for
washing. There is a danger of dissolving the crystals as well as removing
impurities if too much is used or if the water is not cold.
• If an oven is used for drying it should be low. Too much heat would cause
the crystals to decompose (particularly those that contain water of
crystallisation).
3 Carry out paper chromatography using a suitable solvent. [1]
Allow solvent to reach the top of the chromatography paper. [1]
Remove chromatography paper and allow to dry. [1]
Spray with locating agent. [1]
Measure Rf values and compare with data book values to identify amino
acids. [1]
A simple diagram of how paper chromatography is carried out is the best way
to describe how the apparatus is set up even if the question does not ask for a
diagram.
It is a common error to draw the solvent level above the starting line on the
chromatography paper.
Chapter 3
1
2 a
c
d
[Total: 5 marks]
Students are encouraged to use the type of diagrams shown. In many cases it
is very difficult to decide which electrons are shared if diagrams are badly
drawn.
‘Outer shell electrons’ only are requested.
3 a Mg(OH)2
b CaCl2
c (NH4)3PO4
d Li2S
e Pb(NO3)2
f CaCO3
g Al(NO3)3
h K2SO3
i ZnSO4
j (NH4)2SO4
[1 mark each]
[Total: 10 marks]
Please note: (d) asks for a sulfide and (h) asks for a sulfite, whereas both (i)
and (j) ask for a sulfate.
4 a B, C, D and E
Solids have melting points and boiling points above 25 °C.
b A A has a melting point below 25 °C and a boiling point above 25 °C so it is
a liquid at 25 °C.
c F
F has both melting point and boiling point below 25 °C so it is a gas at 25
°C.
d D
D is the only one to conduct electricity when solid; therefore D could have
a giant metallic structure. (It could also be graphite or graphene.) e C
C has a high melting point and a high boiling point and conducts electricity
when molten but not when solid. Therefore C has a giant ionic structure.
f E
E has a high melting point and a high boiling point which means it has a
giant structure.
E is a non-conductor both when solid (so it is not a giant metallic structure)
and when molten (so it is not a giant ionic structure). Therefore E has a
giant molecular structure.
[1 mark each]
[Total: 6 marks]
Chapter 4
1 Mr of H2 = (1 × 2) = 2
Moles of Al = 8.1 ÷ 27 = 0.3 moles [1]
Mole ratio from the equation
2 mole Al : 3 mole H2
0.30 moles Al : 0.30 × 3/2 = 0.45 moles H2 [1]
Mass of H2 = moles × mass of 1 mole = 0.45 × 2 = 0.90 g [1]
[Total: 3 marks]
2 Mr of KO2 = 39 + (16 × 2) = 71
Moles of KO2 = 0.142 ÷ 71 = 0.002 moles [1]
4 mole KO2 : 3 mole O2
0.002 moles KO2: 0.002 × 3/4 = 0.0015 moles of O2 [1]
Volume of O2(g) = moles × volume of one mole of gas = 0.0015 × 24 = 0.036
dm3 [1]
[Total: 3 marks]
3 Mr of CaC2 = 40 + (12 × 2) = 64
Moles of C2H2(g) = 120 ÷ 24 000 = 0.005 moles C2H2(g) [1]
(The volumes must both be in the same units: see below.) Because the volume
in the question is given in cm3, the volume of 1 mole of a gas must be
converted from 24 dm3 to 24 000 cm3. Alternatively, 120 cm3 could be
converted to 0.120 dm3.
1 mole C2H2 : 1 mole CaC2
0.005 moles C2H2 : 0.005 moles CaC2 [1]
Mass of CaC2 = moles × mass of 1 mole = 0.005 × 64 = 0.32 g [1]
4 Moles of [1]
Mole ratio in equation
1 mole H2SO4 : 2 moles KOH
0.007 moles H2SO4: 2 × 0.007 = 0.014 moles KOH [1]
a concentration of KOH

= 0.70 mol dm−3 [1]

b Mr of KOH = 39 + 16 + 1 = 56
To convert concentration in mol dm−3 to concentration in g dm−3
Mass (grams) = moles × Mr
= 0.70 × 56
= 39.2 g dm−3 [1]
[Total: 4 marks]
5 a Calculate the number of moles of atoms of each element.
Carbon, C 54.5 ÷ 12 = 4.54
Hydrogen, H 9.1 ÷ 1 = 9.1
Oxygen, O 36.4 ÷ 16 = 2.275
Divide all the above by the smallest C 4.54 ÷ 2.275 = 2
H 9.1 ÷ 2.275 = 4
O 2.275 ÷ 2.275 = 1
Empirical formula = C2H4O
b If the Mr of the compound = 44
The Mr of C2H4O = (12 × 2) + (1 × 4) + 16 = 44
n = Mr of the compound ÷ Mr of empirical formula n = 44 ÷ 44 = 1
Therefore, molecular formula = C2H4O × 1 = C2H4O
6 Mr of TiCl4 = 48 + (35.5 × 4) = 190
Moles of TiCl4 = 0.38 ÷ 190 = 0.002 moles [1]
Mole ratio 1 mole of TiCl4 : 1 mole of Ti Therefore, 0.002 moles of TiCl4 :
0.002 moles of Ti [1]
Mass of Ti = 0.002 × 48 = 0.096 g [1]
0.096 g is 100%. But the yield is only 0.024 g.
Percentage yield = actual yield ÷ 100% yield × 100%
Percentage yield = 0.024 ÷ 0.096 × 100 = 25.0% [1]
[Total: 4 marks]
It is essential to show all working out in all calculations.
Chapter 5
1
Electrolyte Name of product at Name of product at
anode (+) cathode (−)
Molten potassium Bromine [1] Potassium [1]
bromide
Aqueous potassium Bromine [1] Hydrogen [1]
bromide
Molten lead iodide Iodine [1] Lead [1]
Aqueous copper(II) Chlorine [1] Copper [1]
chloride
Aqueous sodium sulfate Oxygen [1] Hydrogen [1]
Molten electrolytes can only produce the two elements present in the molten
compound.
Aqueous electrolytes produce
• halogens or oxygen at the anode (exceptions apply when the anode is made
of an unreactive metal such as copper) • metals below hydrogen in the
reactivity series or hydrogen at the cathode.
Metals above hydrogen in the reactivity series are never produced by
electrolysis of aqueous solutions.
2 a Nickel is the anode. [1]
b A solution containing nickel ions is the electrolyte. [1]
c The object to be plated, i.e. the knife, is the cathode. [1]
Students may not be familiar with nickel compounds, but if asked to name a
soluble compound it is safe to assume that nitrates are always soluble in
water. Therefore aqueous nickel nitrate could be chosen as the electrolyte.
3 a Iodine [1]
Halogens are always produced at the anode from halides (in preference to
oxygen).
b [1]
Potassium is never produced by electrolysis of an aqueous solution.
It is unnecessary to give state symbols in equations unless requested.
c Oxidation [1]
Oxidation always occurs at the anode because electrons are always lost by
ions being discharged at the anode.
d (Aqueous) potassium hydroxide [1]
Hydrogen ions (from water) are discharged at the cathode and iodide ions
are discharged at the cathode. This leaves potassium ions, K+, and
hydroxide ions, OH− (from water), in the solution, which becomes
(aqueous) potassium hydroxide.
This is similar to the electrolysis of concentrated aqueous sodium chloride
in which hydrogen and chlorine are produced at the electrodes and the
electrolyte becomes aqueous sodium hydroxide.
e Electrons [1]
Conducting wires, being metallic, conduct electricity because they contain
moving electrons.
‘Ions’ is a common incorrect answer.
f (K+ and I−) ions [1]
Electrolytes conduct electricity because they contain moving ions.
‘Electrons’ is a common incorrect answer.
Chapter 6
1 a
[2]
b 2 C–C, 8 C–H, 5 O = O [2]
It is a common error to include 3 C–C bonds because the formula is C3H8.
c (2 × 347) + (8 × 435) + (5 × 497) = 6659 kJ [1]
d 6 C=O, 8 O–H [2]
e (6 × 803) + (8 × 464) = 8530 kJ [1]
f 8530 − 6659 = 1871 kJ/mole. The reaction is exothermic. [3]
Because the amount of energy given out when new bonds form in the
products (8530) is bigger than the amount of energy taken in to break bonds
in the reactants (6659), the overall energy change is exothermic.
Chapter 7
1 a Physical [1]
This produces aqueous sodium chloride. The sodium chloride and water
are not changed into any substances that are not there at the start. Since a
new chemical substance is not produced it is a physical change.
b Chemical [1]
This produces three new chemical substances, i.e. chlorine, hydrogen and
sodium hydroxide. Therefore, a chemical change occurs.
c Chemical [1]
The silver chloride is chemically changed into silver and chlorine.
d Physical [1]
This is a method of separation and does not produce any new chemical
substances.
e Physical [1]
This is a method of separation and does not produce any new chemical
substances.
2
The volume of hydrogen produced depends only on the number of moles of

hydrochloric acid used (because the calcium carbonate is in excess).
Experiment 2 is the only experiment in which more moles of hydrochloric acid
are produced. The number of moles of hydrochloric acid is doubled and so the
volume of hydrogen is doubled. Because the concentration of hydrochloric
acid is greater, the rate of reaction is faster and the graph is steeper (Graph
D).
Increasing the surface area (Experiment 3) and increasing the temperature
(Experiment 5) both increase the rate of reaction without changing the volume
of hydrogen. Thus the graph is steeper in both cases and levels off at the same
volume (Graph B).
In Experiment 4, decreasing the temperature decreases the rate and the graph
is less steep but levels off at the same volume because the volume of hydrogen
is unchanged (Graph E).
3 a There are the same numbers of gas molecules (2) on both sides of the
sign; therefore increasing the pressure does not favour either reaction. [1]
b There are two molecules of gas on the right and three molecules of gas on
the left of the sign; therefore increasing the pressure causes equilibrium to
shift in the direction of fewer gas molecules, which means to the right. [1]
c There are two molecules of gas on the right and one molecule of gas on the
left of the sign; therefore increasing the pressure causes equilibrium to
shift in the direction of fewer gas molecules, which means to the left. [1]
4 a The forward reaction is exothermic, which means that the reverse reaction is
endothermic. When temperature is decreased, equilibrium always shifts in
the exothermic direction. In this case, equilibrium shifts to the right. [1]
b The forward reaction is endothermic, which means that the reverse reaction
is exothermic. When temperature is decreased equilibrium always shifts in
the exothermic direction. In this case, equilibrium shifts to the left. [1]
5 a Mg(s) + Cu2+(aq) → Mg2+(aq) + Cu(s) [1]
The sulfate ions, So42+, are spectator ions.
State symbols need not be given in equations unless asked for.
b Oxidation: Mg(s) → Mg2+(aq) + 2e− [1]
Reduction: Cu2+(aq) + 2e− → Cu(s) [1]
The total number of charges on both sides of any equation must be equal.
c Cu2+ [1] is an electron acceptor/gains electrons. [1]
Oxidising agents are always reduced.
Oxidising agents are always on the same side as the electrons in an ionic
half-equation.
d Mg [1] is an electron donor/loses electrons. [1]
Reducing agents are always oxidised.
Reducing agents are always on the opposite side to the electrons in an ionic
half-equation.
Chapter 8
1 a i Method 1
ii (Dilute) hydrochloric acid [1]
Hydrochloric acid produces chlorides.
iii CoCO3 + 2HCl → CoCl2 + CO2 + H2O [1 formulae, 1 balancing]
Cobalt compounds are not all that well known, but the (II) in cobalt(ii)
carbonate and cobalt(II) chloride mean that a cobalt ion is Co2+, thus
making it straightforward to derive the formulae of the compounds.
b i Method 3
ii (Aqueous) sodium iodide [1]
To decide on a choice of an aqueous solution containing iodide ions, you
should remember that all sodium (or potassium) salts are soluble in
water.
iii 2NaI + Pb(NO3)2 → PbI2 + 2NaNO3 [1 formulae, 1 balancing]
c i Method 2 [1]
ii (Dilute) nitric acid [1]
Nitric acid produces nitrates.
iii KOH + HNO3 → KNO3 + H2O
[1 formulae, 1 balancing]
2 • Pour dilute sulfuric acid [1] into a beaker.
• Add magnesium carbonate. [1]
• Stir or warm. [1]
• Stop adding magnesium carbonate when some remains undissolved/no more
bubbles of gas evolved. [1]
• Filter off excess magnesium carbonate. [1]
• Heat the filtrate until crystals form on a glass rod placed in the solution and
withdrawn. [1]
• Leave the hot saturated solution to cool slowly. [1] Crystals should then
form.
• Remove crystals (by filtration if there is any liquid left). [1]
• Wash with a small amount of cold distilled water and then dry in a low oven
or on a warm windowsill. [1]
• MgCO3 + H2SO4 → MgSO4 + CO2 + H2O [1]
3 • Add aqueous sodium hydroxide or potassium hydroxide. [1]
• Stir/warm to dissolve scandium oxide. [1]
• Filter off copper(II) oxide. [1]
• Wash with distilled water. [1]
• Dry the copper(II) oxide on a warm windowsill/in a low oven. [1]
Chapter 9
1 a B [1]
Group I elements become more reactive down the group.
b D [1]
Group VII elements become more reactive up the group.
c Either F or G [1]
d A [1]
Periods are the horizontal rows.
e A [1]
Atoms of Group IV elements have four electrons in their outer shells. All
atoms have the same number of outer electrons as their group numbers.
2 a Bubbles, or lithium floats, or lithium disappears, or lithium melts, or lithium
moves around Any three [3]
It is a common error to say lithium bursts into flame. Only the elements
from potassium downwards burst into flame.
b 2Li(s) + 2H2O(l) → 2LiOH(aq) + H2(g) [1 formulae, 1 balancing, 1 state
symbols]
This equation is very commonly asked for (with any Group I element) in
exams. The formulae and balancing numbers are the same for all Group I
elements; only the symbol of the element changes.
c Yellow [1]
The colours of methyl orange and litmus in acidic and alkaline solutions
should be memorised.
3 a Cl2(g) + 2KI(aq) → 2KCl(aq) + I2(aq)
[1 formulae, 1 balancing, 1 state symbols]
Cl2(g) + 2I−(aq) → 2Cl−(aq) + I2 [1]
b Br2(l) + 2KI(aq) → 2KBr(aq) + I2(aq) [1 formulae, 1 balancing, 1 state
symbols]
Br2(l) + 2I−(aq) → 2Br−(aq) + I2(aq) [1]
I2(s) is acceptable in both cases because some of it may form as a
precipitate.
The halogen elements are often dissolved in water to carry out these
reactions, in which case (aq) would be used as the state symbol.
Potassium ions are spectator ions in both reactions. If aqueous sodium
iodide was used in either or both cases, the sodium ions would be spectator
ions and the ionic equations would be exactly the same.
4 a F2 + 2KCl → 2KF + Cl2 [1 formulae, 1 balancing]
b No reaction [1]
c Br2 + 2KAt → 2KBr + At2 [1 formulae, 1 balancing]
d No reaction [1]
Halogens nearer the top of Group VII displace those lower down but not
vice versa.
Reactions involving fluorine only occur in theory, because in practice
fluorine reacts violently with water so could not be used.
Astatine is radioactive.
5 a Cu2O [1]
b Cu(NO3)2 [1]
c FeCl2 [1]
d Fe2(SO4)3 [1]
The roman numerals used to represent oxidation states are the same as the
number of positive charges on the cations: copper(I) refers to Cu+, iron(II)
refers to Fe2+ and iron(III) refers to Fe3+.
Chapter 10
1 a B, C, A, D [1]
b B + A(NO3)2 → A + B(NO3)2 [1]
c C + D2+ → D + C2+ [1]
Because the nitrate ion is NO3−, it can be deduced that all the charges on
the metal ions are 2+ because 1 metal ion is combined with 2 nitrate ions in
each compound as can be seen from the formulae.
d B [1]
The most reactive metal is always the negative terminal in a cell containing
two dissimilar metals in an electrolyte, because the most reactive metal has
the greatest tendency to release electrons (which makes it negative) as it
forms positive ions.
e B + DO → BO + D [1]
Because B and D have ions with the formula B2+ and D2+, and because the
oxide ion is O2−, the formulae of the metal oxides are BO and DO.
2 • Add a dilute acid in excess (preferably hydrochloric or sulfuric but not
nitric). [1]
• Stir or warm or both.
• Zinc reacts and dissolves but copper does neither; bubbling is also seen with
zinc but not with copper. [1]
• Filter off copper. [1]
• Wash with distilled water and dry in a low oven. [1]
[Total: 4 marks]
Students should memorise the position in the reactivity series of those
elements referred to on the syllabus. Zinc is above hydrogen but copper is
below hydrogen. Thus zinc reacts with dilute hydrochloric and sulfuric
acids to produce an aqueous salt solution. Hydrogen gas is evolved.
3
[Total: 4 marks]
Because both electrodes contain nickel, the anode must be clearly labelled as
impure nickel and the cathode as pure nickel. Students should remember that
all nitrates are soluble in water; therefore aqueous nickel nitrate (or nickel
nitrate solution) is a suitable electrolyte.
4 a B, copper(II) nitrate [1]
C, copper(II) oxide [1]
D, nitrogen dioxide [1]
E, oxygen [1]
Students are asked to name the substances. It is a common error to write
formulae.
b i CuO + 2HNO3 → Cu(NO3)2 + H2O
ii 2Cu(NO3)2 → 2CuO + 4NO2 + O2
c Copper(II) hydroxide [1]
Copper(II) carbonate [1]
Bases (copper(II) hydroxide) and carbonates (copper(II) carbonate) are
used to react with dilute acids to form aqueous solutions of soluble salts.
Copper metal is not suitable because copper is below hydrogen in the
reactivity series and therefore it does not react with dilute acids.
Chapter 11
1 a Brown [1] to black [1]
A colour change is requested; therefore it is essential to give the original
and final colours.
b 2Cu + O2 → 2CuO [1 formulae, 1 balancing]
c Oxygen gas is taken out/removed from the air. [1]
d ‘Excess’ in this case means that there is more than enough copper to react
with all the oxygen. Some copper will be left over when all the oxygen has
reacted. [1]
Students commonly answer that excess means ‘more than enough’ but it is
important to add more than enough to react. The point is emphasised by
saying some will be left over after the reaction.
e Nitrogen [1]
2 a A catalyst increases the rate of a chemical reaction [1] and is chemically
unchanged at the end of the reaction. [1]
b
Yield of Rate of production of
ammonia ammonia
Higher temperature than 450 °C Decrease [1] Increase [1]
Higher pressure than 200 Increase [1] Increase [1]
atmospheres
Not using a catalyst No change [1] Decrease [1]
The table makes distinctions between yield (equilibrium position) and rate
of reaction. Students should make sure that they do not confuse one with the
other (see Chapter 7). Where there are changes the answers must be
comparative, e.g. lower yield and not low yield.
c i Sulfuric acid [1]
ii 2NH3 + H2SO4 → (NH4)2SO4 [1 formulae, 1 balancing]
d 3NH3 + H3PO4 → (NH4)3PO4 [1 formula of (NH4)3PO4, 1 balancing]
Chapter 12
1 a Vanadium(V) oxide or vanadium pentoxide [1]
The oxidation state of vanadium is an essential part of the name
vanadium(V) oxide.
Iron (the catalyst in the Haber process) is a common error.
b Below 450 °C, the rate of reaction would be slower. [1]
c The rate of reaction would increase at a higher pressure [1] because the gas
molecules would be closer together and therefore there would be more
collisions in any given time. [1]
Stating that gas molecules would be closer together therefore there would
be more collisions is not enough for the second mark. Reference to time is
essential.
d The yield of sulfur trioxide and the rate of reaction would be high enough at
1–2 atmospheres.
or
There would be risks of explosions/leakages at higher pressure.
or
It would be too expensive to build an industrial plant to withstand higher
pressure.
Any two [2]
e Sulfur trioxide is dissolved in 98% concentrated sulfuric acid to produce
oleum.
SO3 + H2SO4 → H2S2O7 [1]
The oleum is then added to the correct amount of water to produce sulfuric
acid of the required concentration.
H2S2O7 + H2O → 2H2SO4 [1]
2 a H2SO4 + CuCO3 → CuSO4 + CO2 + H2O
[1 formulae of CuCO3 and CuSO4, 1 rest of equation completely correct]
b H2SO4 + 2NaOH → Na2SO4 + 2H2O [1 formulae, 1 balancing]
c H2SO4 + KOH → KHSO4 + H2O [1]
d H2SO4 + Zn → ZnSO4 + H2 [1]
Chapter 13
1 Plants grow better in soils at specific pH values. [1]
Calcium oxide or calcium hydroxide [1]
Lime, quicklime or slaked lime are common names (as also are limestone and
lime water) and not chemical names.
2 a i 2C8H18 + 25O2 → 16CO2 + 18H2O [1 formulae, 1 balancing]
Fractions/multiples are acceptable in equations unless stated otherwise.
ii CaCO3 → CaO + CO2 [1]
iii Fe2O3 + 3CO → 2Fe + 3CO2 [1 formulae, 1 balancing]
iv CaCO3 + 2HCl → CaCl2 + CO2 + H2O [1 formulae, 1 balancing]
b i Water [1]
ii Glucose [1], oxygen [1]
iii UV light/sunlight [1], chlorophyll [1]
Chapter 14
1
[2]
When drawing molecules it is essential that all carbon atoms have four bonds
only.
It is also essential to draw two different molecules, and not draw the same
molecule twice as in the following examples.
These show the same molecule drawn several different ways. In all the
examples, the double bond is between the first two carbon atoms and all five
carbon atoms are in a ‘straight chain’ even if they are drawn at an angle in
some cases.
2 a Ultraviolet light [1]
b Chloroethane [1]
c Any one of the following: C2H4Cl2 / C2H3Cl3 / C2H2Cl4 / C2HCl5 /
C2Cl6
[1]
Some or all of the hydrogen atoms in ethane can be substituted by chlorine
atoms. The total number of atoms bonded to the two carbon atoms must be
six in each case.
3 a Addition [1]
b The bromine changes colour from yellow/brown [1] to colourless. [1]
When the bromine test for unsaturation is described, it is essential to give
the initial and final colours.
If excess propene is not used there may be some bromine left and so the
colour of the bromine may still be visible.
c i C3H6Br2 [1]
Two bromine atoms are added to the propene.
ii C3H8 [1]
Two hydrogen atoms are added to the propene.
iii C3H8O [1]
A water molecule is added to the propene, i.e. two hydrogen atoms and
an oxygen atom are added.
d Nickel [1]
4 a C9H20 [1]
The correct answer is obtained using n = 9 in the general formula for
alkanes which is CnH2n+2.
b Any one from the following:
[formula 1, name 1]
Allow structural formulae or displayed formulae because ‘showing all the
atoms and bonds’ is not requested. Structural formulae must show the C=C
double bond.
c i C8H18 → C4H10 + 2C2H4 [1]
ii C8H18 → C5H10 + C3H6 + H2
or C8H18 → C2H4 + C6H12 + H2
or C8H18 → C2H4 + 2C3H6 + H2 [1]
There are acceptable answers with an alkyne CnH2n−2 and an alkane as
the products as well as hydrogen.
Chapter 15
1 a The formula that shows the number of atoms of each element in one
molecule of an element or compound. [1]
b Structural isomers [1]
The word ‘structural’ is often omitted.
c C5H10O2 [1]
This formula cannot be simplified any further. Therefore the molecular
formula and the empirical formula are the same.
d Esterification [1]
Condensation would also be acceptable.
e Heat [1] and a catalyst of concentrated sulfuric acid [1]
f 2C3H8O + 9O2 → 6CO2 + 8H2O [1 formulae, 1 balancing]
Fractions/multiples are accepted in equations.
g
[3]
The diagram below shows parts of the esters formed from A and B.
The oxygen atom in the ester formed from A is joined to carbon number 2.
Therefore the O–H group in alcohol A must have been on carbon number 2.
The oxygen atom in the ester formed from B is joined to carbon number 1.
Therefore the O–H group in alcohol B must have been on carbon number 1.
C does not react with ethanoic acid which means that C is not an alcohol
and does not have an O–H group. The only molecule that can be drawn with
the molecular formula C3H8O that is not an alcohol and obeys the rules
that
• carbon atoms have only four bonds • oxygen atoms have only two bonds,
and • hydrogen atoms have only one bond is

2 a Addition polymer [1]
b
[1]
The circle should be drawn around two consecutive carbon atoms in the
main chain and all the atoms and groups of atoms joined to them. One
example is given.
c i
[1]
ii But-1-ene [1]
3 a Condensation polymerisation is the formation of a long-chain molecule (the
polymer) from small molecules (monomers) [1]. A simple molecule such as
water is eliminated as the monomers join together. [1]
b A polyamide [1]
c, d
[1 each]
e A protein [1]
f
[2]
In carboxylic acids and alcohols, it is a common error for students not to
draw the bond between O and H atoms, i.e. they draw –OH instead of –O–
H.
4 a A polyester [1]
b
[1]
c
[1]
d Carboxylic acid [1]
Alcohol [1]
Index
A
acidic oxides 60
acids 57–9
activation energy 51
addition polymerisation 103
addition reactions 93
air 79–80
air pollution 80
alcohols 98–100
alkali metals 64
alkalis 58, 59
alkanes 92–3
alkenes 93–7
allotropes 91
alloys 69
aluminium (Al) 71, 73–4, 76
aluminium chloride 20
ammonia (NH3) 21, 82, 111
ammonium salts 59, 61
amphoteric oxides 60
anions, testing for 111
anode 37, 39
aqueous ammonia 111
aqueous potassium iodide 55
aqueous potassium manganate 55
aqueous sodium hydroxide 110
argon (Ar) 67
atomic number (proton number) 14
atomic structure 14–15
atoms, electron arrangement 15–16
Avogadro constant 26
B
bases 57, 58, 59
basic oxides 60
benzene 33
boiling 1, 2, 3
boiling point 1, 2, 69
bond energies 43, 45
bromide (Br−), testing for 111
bromine (Br) 65–6, 95
Brownian motion 1, 4
butane 33, 91, 92
C
calcium (Ca), reaction with water 70
carbohydrates, fermentation 98
carbonates (CO32−) 58, 61, 72, 88, 111
carbon cycle 88
carbon dioxide (CO2) 21, 87, 111
carbon, inorganic chemistry 87–9
carbon monoxide (CO) 80
carboxylic acids 98, 100–1
catalysts 47
catalytic converters 78, 80
catalytic cracking 96
cathode 37, 39
cations, testing for 110–11
cells (batteries) 41
ceramics, uses for 41
changes of state 2
chemical energetics 43–6
chemical equilibrium 52–3
chemical properties of a substance 48
chemical reactions 47–56
chlorides (Cl−) 61, 111
chlorination 78, 79
chlorine (Cl2) 21, 65–6, 93, 111
chromatography 8–10
cobalt chloride 78
collision theory 49–51
combustion, alkanes 93
complete combustion 93
complex carbohydrates 107
compounds 7–13
condensation 1, 2
condensation polymerisation 103
conductors 37
cooling curves 3
copper (Cu) 75–6
copper(II) sulphate 40, 78
covalent bonding 21
cracking 96
crystallisation 10–11
D
density, metals 69
diamond 23–4
diffusion 1, 4
displacement reactions, metals 70
displayed formula 91
dissolving 10–11
distillation 11–12
drinking water 79
ductility, metals 69
E
electrical conductivity, metals 69
electricity 37–42
electrodes 37
electrolysis 37, 38–40, 41
electrolytes 37–8
electrons 14, 15–16
electron shell 15
electroplating 40–1
elements 7–13
empirical formula 26, 32–3, 90, 91
endothermic reaction 43, 44
energy level diagrams 43
enzymes 47
equations, Mole calculation 30
equilibrium systems 52–4
esters 101–3, 102
ethane 92
ethanol 98–9
ethene (C2H4) 21, 98
evaporation 1, 2
exothermic reaction 43
experimental chemistry 110–11
extraction of metals 73–6
F
fertilisers 78, 82–3
filtration 10–11, 78, 79
flame tests 111
formulae 18–19, 19–20, 91
fractional distillation 11–12, 78, 79
freezing 1, 2
freezing point 1
fuel cells 44
fuels 44, 96
functional groups 90
G
galvanising 81
gases 1–2, 4–5, 111
gas volume, Mole calculation 29
giant covalent structure (macromolecular structure) 22
giant ionic structure 22, 23
giant metallic structure 22, 23
giant molecular structure 23
glucose 33
graphite 23–4
greenhouse effect 87
greenhouse gases 87
Group 0 elements 66–7
Group I elements 65
Group VII elements 65–6
groups, Periodic Table 64, 65–7
H
Haber process 53–4, 82
halogens 64, 65–6
heating curves 3
helium (He) 67
homologous series 90
hydrocarbons 92
hydrogen (H2) 21, 44, 95, 111
hydrogen peroxide 33
hydrolysis, natural polymers 107
hydroxides, thermal decomposition 72
I
incomplete combustion 93
indicators 60
inorganic carbon chemistry 87–9
insoluble bases 58
iodide (I−), testing for 111
iodine (I) 65–6
ionic bonding 16–20
ionic compounds 16–20
ionic equations 28
iron (Fe) 70, 74, 75, 76
iron(III) sulfate 20
isomers 91
isotopes 14, 91
K
kinetic theory 3
L
lattices 14
lead salts 61, 80
limestone 88
limiting reactants 33
liquids 1–2, 4
litmus 60
M
macromolecular structure (giant covalent structure) 22
magnesium fluoride, ionic bonding 18
magnesium hydroxide 20
magnesium (Mg), reaction with water 70
malleability, metals 69
masses, Mole calculation 29
mass number (nucleon number) 14
matter, particulate nature of 1–6
melting 1, 2, 3
melting point 1, 69
metallic bonds 22
metallic compounds, thermal decomposition 72
metals 7, 69–77
extraction of 41, 73–6
reactions with acids 57–8
uses of 41, 76
methane (CH4) 21, 33, 87, 92
methanol (CH3OH) 21
methyl orange 60
mixtures 7, 8–12
Mole 26, 29
molecular formulae 26, 33–4, 90, 91
N
natural polymers 106–7
neutral oxides 60
neutron 14
nitrates 61
nitrates (NO3–) 72, 111
nitrogen (N2) 21, 82–3
noble gases 64, 66–7
non-metals 7
nucleon number (mass number) 14
nucleus 15
nylon 106
O
organic chemistry 90–109
oxidation 47
oxides 60
oxidising agents 47, 54, 55
oxygen (O2), testing for 111
P
percentage purity 35
percentage yield 34
Periodic Table 16, 19, 64–8
periods, Periodic Table 64
petroleum industry 96
photochemical reactions 51
pH scale 60
physical properties of a substance 48
plastics, uses for 41
pollution, air 80
polyamides 105
polyesters 104
polyethene 103
polymerisation 98, 103
polymers 98, 103–7
potassium salts 61
propane 92
proteins 106–7
proton 14
proton number (atomic number) 14
Q
quicklime 88
R
rate of reaction 48
reactivity series, metals 70–2
redox reactions 54–5
reducing agents 47, 55
reduction 47, 54
relative atomic mass (Ar) 8, 26
relative molecular mass (Mr) 8, 26, 28
reversible reactions 52
rust 78, 81
S
salts 57, 61–2
separation of mixtures 8–12
silicon(IV) oxide (silicon dioxide) 24
simple distillation 11
simple molecular structures 23
slaked lime 88
sodium chloride, ionic bonding 17
sodium hydroxide (NaOH) 110
sodium salts 61
solids 1–2, 22–3
solutes 7
solutions 7, 29
solvents 7
stainless steel, uses of 76
starch 107
state, changes of 2
steam, reaction with alkenes 95
steel 75, 76
stoichiometry 26–7
strong acids 57, 58
strong bases 57
structural formula 90, 91
structural isomerism 90, 91–2, 94
sublimation 1
substance 7
substitution reactions 93
sulfate (SO42–) 61, 111
sulfite (SO32–), testing for 111
sulfur dioxide (SO2) 80, 84–6, 85, 111
sulfuric acid 84–5
symbol equations 26
T
terylene 105
thermal conductivity, metals 69
thermal cracking 96
thermal decomposition, metallic compounds 72
transition elements 64, 67
U
unbranched esters 102
universal indicators 60
unsaturation testing, alkenes 94
W
water (H2O) 21, 65, 70, 78–9
weak acids 57, 58
word equations 26
Z
zinc (Zn) 76, 81

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1 The particulate nature of matter

Answers to exam-style questions

• be able to explain changes of state in terms of the kinetic theory • be able to

Kinetic theory When heat energy is given to a solid,

Brownian motion is caused by the larger particles (pollen grains or smoke

a What is the name of the white solid?

Which substance out of A, B, C and D is

d unlikely to represent a real substance?

• chromatography (see also Chapter 15) • dissolving, filtration and

• be able to interpret simple chromatograms, including use of locating agents

Chromatography can also be used to identify colourless substances. The

• know why isotopes have the same chemical properties

Atoms are often represented as shown in Figure 3.1.

In the example given in Figure 3.1:

Some isotopes are radioactive and some are non-radioactive. Radioactive

Some examples of arrangement of electrons in shells are shown Table 3.4.

The formulae of ionic compounds

Examples of how to determine formulae of ionic

Atoms which form a covalent bond join together to form uncharged

Silicon(IV) oxide, SiO2, is another example of a giant covalent structure. It has

Giant metallic structures

Silicon(IV) oxide (silicon dioxide)

a Which substance or substances are solid at room temperature?

• be able to construct equations with state symbols, including ionic equations

In balancing the oxygen, we have unbalanced the hydrogen. Therefore we

The aluminium is balanced. To balance the chlorine, we put 2 in front of

The aluminium is now unbalanced, therefore we must put a 2 in front of

How to calculate moles

Rearranging for mass of one mole:

Moles from gas volumes

Rearranging for volume:

Moles from volumes and concentration of solutions

Mole calculations using equations

b Moles of CaCO3 =20 ÷ 100 =0.20 moles [1 mark]

c Mole ratio from the equation 1 mole CaCO3 : 1 mole CaO

2 Calculate the volume of carbon dioxide at room temperature and

c Mole ratio from the equation 2 mole NaHCO3 : 1 mole CO2

3 Calculate the volume of aqueous sodium hydroxide,

c Mole ratio in equation

This equation can only be used if the volume is in dm3, but in

4 240 dm3 of nitrogen, N2(g), reacts with excess hydrogen,

moles, which means

All volumes are measured at room temperature and pressure.

Percentage composition by mass means that 100 g of the

Dividing both by the smallest

• Some candidates decide that 1.5 is approximately 1 and write the

Determination of molecular formulae from

Therefore, n =70 ÷ 14 =5 and the molecular formula is CH2 × 5

Therefore, 0.10 mole of Fe reacts with 0.10 mole of S.

Therefore, 0.025 mole of Mg : 0.025 mole of MgO

The leftover acid was titrated and found to be neutralised by 24.8

Mole ratio in equation 2

Mole ratio in equation 2

1 What mass of hydrogen gas is produced when 8.1 g of aluminium

Calculate the percentage yield of titanium.

• be able to construct ionic half-equations for reactions at the cathode

Some examples of products of the electrolysis of different electrolytes, using

Electrolysis of copper(II) sulfate

occurs and copper metal is formed: