Notes on activities for teachers/

technicians for Chapter 10

Activity 10.1
Testing alkanes and alkenes
This activity compares the reaction with bromine water of several liquid alkanes and alkenes. The test for
unsaturation is demonstrated. Small samples of the liquids are also ignited and the appearance of the flames
compared. The activity can be extended to include testing the samples with a 1% potassium manganate(vii)
solution.
Apparatus and chemicals
cyclohexane rubber bungs to fit the test tubes
cyclohexene four evaporating basins
hexane test tubes and rack
hexene tapers or wooden splints
bromine water Bunsen burner
1% solution of potassium manganate(vii)

Hazards
C bromine water
F cyclohexane, cyclohexene, hexane, hexene
Safety
Wear eye protection.

Answers to questions
A1 The flames produced by the alkenes are sootier – they contain more black carbon particles.
A2 The alkenes have a higher proportion of carbon in their molecules – they have a higher C : H ratio.

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 10 1
 Activity 10.2
Modelling the structures of hydrocarbon isomers
The purpose of this activity is to use molecular models to explore the differences in structure between
isomers. Models are built to answer questions as to how many isomers there are for certain given molecular
formulae. The structural differences between certain isomers can also be visualised. The basis of different
types of isomerism is modelled.
The approach can be extended by looking at computer-generated images of hydrocarbons at certain
websites such as ‘Molecule of the Month’ (http://www.chm.bris.ac.uk/motm/motm.htm).
Note
This activity gives real scope to explore the versatility of carbon in forming different structures.

Answers to questions
A1 The key difference is that, in the structural formula, the connectivity of the atoms in the molecule is
shown – the bonds and the order in which the atoms are connected are shown. The molecular formula
simply shows how many of each type of atom are present in a molecule.
A2 if the molecule is cyclic – cyclobutane, for example, has the formula C4H8 but is a saturated hydrocarbon

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 10 2
 Activity 10.3
The fermentation of glucose using yeast
Apparatus and chemicals
conical flask (100 cm3) sticky labels
boiling tube glucose, 5 g
measuring cylinder (50 cm3) yeast (as fast acting as possible), 1 g
access to a balance (1 decimal place) limewater
cotton wool warm water at 30–40 °C
Safety
Wear eye protection.
Practical points
◆ This experiment takes time. The solution needs to ferment between lessons that are several days apart,
especially if you are distilling the pooled final solutions to produce ethanol. If you want to do this, carefully
decant or filter the solution into your distillation flask. (Significant quantities of yeast will produce foaming
and this can be carried over into the product.)
◆ Collect the fraction between 77 °C and 82 °C. (Ethanol boils at 78 °C.) This fraction should burn easily
compared with the non-flammable original solution.
◆ The ethanol must be burnt or poured away immediately. It must not be kept or used.
◆ A source of warm water is required. Larger conical flasks can be used, but this dilutes the carbon dioxide
concentration and makes testing for carbon dioxide with limewater more difficult.

Answers to questions
A1 The ethanol produced is toxic to yeast and eventually reaches a level in the solution that kills yeast.
A2 12–14%, depending on the yeast used.

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 10 3
 Activity 10.4
The acidic reactions of ethanoic acid
Apparatus and chemicals
test-tube rack ethanoic acid solution (0.05 mol/dm3)
test tubes hydrochloric acid solution (0.05 mol/dm3)
beakers (100 cm3) sodium hydroxide solution (0.4 mol/dm3)
glass rod sodium carbonate solution (0.4 mol/dm3)
dropping pipette Universal Indicator solution (full range, pH 1–14)
magnesium ribbon Universal Indicator pH colour chart
For extension
spatula test tubes
filter paper copper(ii) carbonate

Hazards
H hydrochloric acid (0.05 mol/dm3), ethanoic acid solution (0.05 mol/dm3), sodium hydroxide solution
(0.4 mol/dm3)
F Universal Indicator solution, magnesium ribbon
Safety
Wear eye protection.

Answers to questions
A1 ethanoic acid + sodium hydroxide → sodium ethanoate + water
A2 A strong acid is fully ionised in water; a weak acid is only partly split into ions in water. Hydrochloric
acid will have the lower pH.

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 10 4
 Activity 10.5
Making esters from alcohols and acids
Apparatus and chemicals
four glass specimen tubes One or more other alcohols, as available:
plastic dropping pipettes propan-2-ol
beaker (100 cm3) butan-2-ol
four test tubes 2-methylpropan-1-ol
test-tube rack Several acids:
Bunsen burner ethanoic acid, pure, about 2 cm3
heatproof mat benzoic acid, about 0.2 g
tripod and gauze propanoic acid, about 2 cm3
crucible tongs concentrated sulfuric acid, 5–10 drops
Access to the following alcohols – about sodium carbonate solution (0.5 mol dm−3),
10 drops of each required: about 10 cm3 per ester
methanol
ethanol
propan-1-ol
butan-1-ol
butan-2-ol
Hazards
F all alcohols
C all acids
low hazard sodium carbonate solution
Safety
Wear eye protection throughout. Note that the alcohols being used are highly inflammable and the acids are
corrosive. It may be beneficial for the teacher to arrange to dispense the organic acids and sulfuric acid once
the groups have decided which combinations they are using.
Practical points
◆ This method is an updated version of the traditional test-tube scale approach to ester preparation which
minimises the risks involved in handling the reagents. As a class experiment, this can be organised as
a cooperative investigation of the ability of a range of alcohols to react with a range of organic acids.
Working groups could compare their results with others to build a general overview of this route to the
formation of esters, with an interesting variety of smells.
◆ Do not be tempted to use butanoic (butyric) acid because it has a very unpleasant odour (of rancid butter).
◆ This method is only suitable for preparing small samples for characterisation by odour.

Answers to questions
A1 carboxylic acid + alcohol → ester + water
A2 CH3COOCH2CH3
A3 propyl ethanoate

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 10 5