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H Using chemistry Unit guide
M W Where this unit fits in Prior learning

?
This unit builds on: To make good progress, pupils starting
p unit 9E Reactions of metals and metal compounds and unit 9F Patterns of reactivity. This unit provides this unit need to:
opportunities to revisit and revise topics met in other units in Years 7 and 8. With some pupils, teachers • have carried out a test for carbon
t u may wish to concentrate on some of the new topics, extending activities, and with others to spend more dioxide
time on revision of previous work. • know that burning involves a reaction
^ _ The concepts in this unit are:
with oxygen in which oxides are formed
• know that new materials are formed
when chemical reactions occur and can
ET ET chemistry forms the basis of living processes, product manufacture and most forms of energy production.
identify evidence of these
This unit leads onto: • have used symbols and formulae and
TY PC work in key stage 4 on using chemical reactions to make new materials. word and/or symbol equations
This unit relates to: • recognise an order of reactivity of
other units, particularly to aspects of photosynthesis and respiration in unit 8B Respiration and unit 9C metals.
G K Plants and photosynthesis, and to units about energy – unit 8I Heating and cooling and unit 9I Energy
and electricity.
Framework yearly teaching objectives – Particles

• Identify evidence which indicates that a chemical reaction has taken place, such as the association of energy transfer with chemical change.
• Recognise that chemical reactions can be modelled by assuming that atoms can rearrange themselves, and that this can happen in only a limited
number of ways, for example: A + B → AB, AB + CD → AD + CB.
• Use the particle rearrangement model to:
– predict the names and formulae for products that might be formed from given reactants;
– write word and symbol equations for some simple reactions;
– explain why mass is conserved in chemical reactions.
Expectations from the QCA Scheme of Work

At the end of this unit …
… most pupils will … … some pupils will not have made so much … some pupils will have progressed further
progress and will … and will …
in terms of scientific enquiry NC Programme of Study Sc1 2g, i, j, k, l, m

• make measurements of temperature and mass • make measurements of temperature and mass • explain the stages of development of a new
adequate for the investigation they are • identify some products that have recently product.
carrying out been developed.
• describe some of the stages in development of
a new product.
in terms of materials and their properties NC Programme of Study Sc2 5a; Sc3 1e, f, 2a, g, h, i, 3b, h; Sc4 5a
• describe how chemical reactions are used to • name some products produced by chemical • reconcile observations in which mass appears
make new products and as a source of energy reactions and identify burning as a reaction to be lost with the principle of conservation
• use the particle model to explain how mass is which produces energy. of mass, and represent some reactions by
conserved during chemical reactions and other symbol equations.
changes
• represent chemical reactions by word
equations.
Suggested lesson allocation (see individual lesson planning guides)

Direct route
H1 H2 H3 H4 Booster 4
Products from Energy from Reactions in The story of burning – Think Focus on
reactions reactions balance about what happens in particles 2 –
burning and how we found out Chemical changes
Extra lessons (not in Pupil book)
Much extra practice of writing word equations (green) and balancing chemical equations (red). Review and assess progress (distributed appropriately)
Misconceptions
Many pupils think that chemistry is a strange pastime that is only important to people in white coats – in fact almost everything in our lives relies on it.
Additional information
Many more examples could be added of the ways in which chemistry ‘touches the lives’ of the students.
Health and safety (see activity notes to inform risk assessment)
Risk assessments are required for any hazardous activity. In this unit pupils use flammable liquids and solutions which may be hazardous. They also
observe some reactions between elements, use gas syringes and observe burning magnesium.
© Harcourt Education Ltd 2004 Catalyst 3

This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 1
G-I-Unit Guides.qxd 16-Jun-04 3:12 PM Page 9

Lesson
H1 Products from reactions planning guide
M W Learning objectives
i Chemistry forms the basis of living processes, product manufacture and energy production.
?
ii Identify some products that have recently been developed.
p Scientific enquiry
iii Describe some positive and negative effects of scientific and technical developments. (Framework YTO Sc1 9a)
t u
^ _
Suggested alternative starter activities (5–10 minutes)
UG Introduce the unit Share learning objectives Problem solving Brainstorming Capture interest
Unit map for Using • Describe how most products Pupils separate products in Pupils work in groups to Show photos and packaging
chemistry. are made from chemical a list into two groups: brainstorm the question to demonstrate to pupils
reactions. natural and man-made. ‘What everyday products the vast range of
• Describe the key stages in have been made by materials obtained from
the development of a new chemists?’ chemical reactions.
product. Catalyst Interactive
• Identify some positive and Presentations 3
negative effects of new
products. (Sc1)
Suggested alternative main activities

Activity Learning Description Approx. Target group
objectives timing
see above C H E S
Textbook H1 i and ii Teacher-led explanation and questioning OR Pupils work individually, 20 min R/G G R S
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity H1a Discussion i Scientists’ jobs Pupils look at different jobs that involve chemistry. 20 min ✔
Activity H1b Paper i, ii and iii Development of aspirin Pupils make a summary of the key stages in 15 min ✔ (✔)
development from information provided on a worksheet.
Suggested alternative plenary activities (5–10 minutes)

Review learning Sharing responses Group feedback Word game Looking ahead
Pupils match chemical Card game to use Pupils report to the class Wordsearch using words Show video of the burning
products with their uses. information gained from their ideas from Activity from the activities. and use of a range of fuels,
Activity H1a to match the H1b. These are summarised e.g. natural gas, wood,
names of jobs to the into a flow chart on the coal, petrol, fuel oil.
products produced. board. Catalyst Interactive
Presentations 3
Learning outcomes
Most pupils will ... Some pupils, making less progress Some pupils, making more progress
will ... will ...
• understand the importance of chemistry in • understand how chemistry effects our lives. • have an understanding of some product
their everyday lives manufacturing processes.
• know some key examples of this.
Key words Out-of-lesson learning

raw materials Homework H1
Textbook H1 end-of-spread questions
Activity H1b


Lesson planning
H2 Energy from reactions guide
i Appreciate that chemical reactions, including combustion and displacement, can release energy, including voltaic cells. (red only)
?
ii Understand combustion reactions of various fuels.
p Scientific enquiry
iii Make measurements of temperature.
t u iv Use information from secondary sources to draw conclusions. (Framework YTO Sc1 8d)
^ _
UG Suggested alternative starter activities (5–10 minutes)
Recap last lesson Share learning objectives Problem solving Capture interest (1) Capture interest (2)
Pupils match jobs to • Describe how chemical Pupils work in groups to Demo of lighting a match. Demo of a voltaic cell
definitions/descriptions. reactions can release answer the question ‘What showing voltage and
energy. evidence do we have that lamp lit.
• Make measurements of some chemical reactions
temperature. (Sc1) release heat?’

objectives timing
see above C H E S
Textbook H2 i and ii Teacher-led explanation and questioning OR Pupils work individually, in pairs 20 min R/G G R S
or in small groups through the in-text questions and then onto the end-of-
spread questions if time allows.
Activity H2a i, ii and iii Measuring energy change Pupils measure the energy changes for some metal 30 min ✔ ✔
Practical displacement reactions.
Activity H2b i and iv The right fuel for the job Pupils look at different scenarios in which a fuel 20 min ✔
Discussion is used and decide what fuel is best for the job.

Review learning Sharing responses Group feedback Word game Looking ahead
Pupils write a definition of Pupils report results of Pupils work in groups Pupils use cards to Demo adding barium nitrate
the word ‘fuel’. Individuals Activity H2a to the class. using information from construct word equations solution a little at a time
read out their definitions Results are summarised on Activity H2b to produce an for the reactions in to sodium sulphate
to the class. the board and discussed. advertising poster for a Activity H2a. solution, each time getting
fuel, designed to appeal to more precipitate. Ask pupils
those who might purchase ‘Could we go on doing this
the fuel. forever?’
Learning outcomes
will ... will ...
• know the basic fuel reactions and be able to • appreciate that chemistry is used to provide • be able to write balanced chemical equations
write word equations for them much of our energy. for the key reactions
• have some understanding of the relative • know that electrical energy can be produced
advantages/disadvantages of different fuels. from a voltaic cell.

None Homework H2


Lesson planning
H3 Reactions in balance guide
i Understand what happens to the particles in a chemical reaction.
?
ii Know that and understand why mass is conserved in a chemical reaction.
p iii Learn how to balance chemical equations. (red only)
Scientific enquiry
t u iv Make measurements of mass. (Framework YTO Sc1 9d)
v Describe patterns in data. (Framework YTO Sc1 9f)
^ _
UG Suggested alternative starter activities (5–10 minutes)
Recap last lesson Share learning Problem solving Brainstorming Capture interest
objectives
Pupils match names of fuels • Describe what happens to Demo of a precipitation Pupils work in groups to Demo of a piece of
with descriptions of fuel atoms in chemical reaction of barium nitrate brainstorm the question magnesium ribbon burning.
appearance and/or use. reactions. solution added to sodium ‘How can we show that Ask pupils the question ‘Do
• Explain that mass is sulphate solution on a magnesium gains mass as it you expect the ash to be
conserved during chemical balance to show no mass burns?’ Groups report ideas lighter or heavier than the
reactions. change. to the class, leading to magnesium metal?’
• Describe patterns in data. Activity H3b.
(Sc1)

objectives timing
see above C H E S
Textbook H3 i, ii and iii Teacher-led explanation and questioning OR Pupils work individually, 20 min R/G G R S
Activity H3a Practical i, iii, iv What happens to the mass? Pupils learn that the mass of the 25 min ✔
and v products of a chemical reaction is the same as the mass of the
reactants.
Activity H3b Practical i and v Burning magnesium Pupils measure mass of magnesium before and 30 min ✔ ✔
after burning.

Review learning Sharing responses Group feedback Word game Looking back
Role play of magnesium Groups report their results Groups report their results Pupils work in groups to Pupils revise and
burning, with pupils acting from Activity H3a to the from Activity H3b. A play game of ‘Taboo’ using consolidate knowledge from
as magnesium atoms and class. Discussion leads to ‘perfect’ set of results is words relevant to these the unit.
oxygen molecules. ideas of conservation of used to write a symbol activities.
mass. equation. Pupils suggest
why their results do not fit
the equation exactly.
Learning outcomes
will ... will ...
• understand chemical reactions in terms of the • learn that ‘mass stays the same’ in a reaction • be able to balance simple chemical equations.
rearrangement of particles • have had some reinforcement of the ‘particle
• appreciate why this means that the mass is model’.
conserved.

conservation (of mass) Homework H3


Lesson planning
H4 The story of burning – Think guide
about what happens in burning
M W
and how we found out
p ?
t u Learning objectives
i Understand what happens when things burn.
ii Follow a logical sequence of ideas.
^ _ The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from the
concrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, to
UG negotiate a method to commit to paper and express their ideas verbally to the rest of the class.
Scientific enquiry
iii Explain how scientific ideas have changed over time. (Framework YTO Sc1 9a)
iv Describe how evidence does or does not support a conclusion. (Framework YTO Sc1 9g)
Suggested alternative starter activities (5–10 minutes)

Bridging to the unit Setting the context Concrete preparation (1) Concrete preparation (2)
Pupils look at photos showing the Pupils work in groups to Demo of burning a candle floating on Measure mass of candle before and
use of oxygen in oxyacetylene brainstorm the question ‘How a Petri dish in a trough of water under after burning. Ask pupils where the
welding and/or cutting. do we know that the air an upside-down beaker to show that mass has gone.
Catalyst Interactive Presentations 3 contains oxygen?’ some of the air is used up.

objectives timing
see above C H E S
Textbook H4 i, ii and iii Teacher-led explanation and questioning OR Pupils work individually, 30 min R/G G R S
Activity H4a Practical i and iv Combustion of a candle Pupils are shown that the combustion of a 15 min ✔ (✔)
candle produces carbon dioxide and water.
Activity H4b ICT i and iii The discovery of oxygen Pupils search the Internet for information 20 min ✔
about early theories of combustion and the work of Priestley and
Lavoisier.

Group feedback Bridging to other topics
Groups report their results from Activity H4a to the class for discussion. Show video or photos of space rockets taking off. Explain that the fuel is
They then compare what they have learned from practical evidence with the gas hydrogen, and ask them to suggest how it is stored in the rocket
the ideas of Priestley and Lavoisier. They see that evidence helps to and where the oxygen for burning comes from.
confirm or change people’s ideas. Catalyst Interactive Presentations 3
Learning outcomes
will ... will ...
• be able to follow the development of our • appreciate that scientific ideas have changed • gain greater insight into the workings of
ideas about burning with time – we did not always know what we science: its strengths and limitations; the way
• appreciate why some combustion reactions know now. it has developed over time and hopefully the
appear to show mass loss whilst others show inference that it will continue to develop.
a mass gain
• have some understanding of the importance of
scientific hypotheses and the predictions that
are made from these in the development of
our scientific ideas.

None Textbook H4 end-of-spread questions

Unitmaps.qxd 18-Jun-04 11:36 AM Page 8
H Using chemistry Unit map
M
p ?
t u
^ _
Useful products The discovery of oxygen
UG
from reactions
Chemical
reactions
Energy from reactions Conservation of mass
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
alcohol food phlogiston

atoms fossil fuels photosynthesis
balanced equation R fuels plastics
carbon dioxide glass pollution
carbon monoxide R hydrocarbons products
coal hydrogen raw materials
combustion iron reactants
crude oil metals respiration
digestion methane rubber
ethanol natural gas steel
fermentation petrol water

H-Starters.qxd 08-Jun-04 1:18 PM Page 1
H1 Products from reactions Starters
M Suggested alternative starter activities (5–10 minutes)

p ? Introduce the unit Share learning objectives Problem solving Brainstorming Capture interest
Complete unit map for • Describe how most products are Pupils separate Pupils work in groups to Show photos and
t u Using chemistry. made from chemical reactions. products in a list into brainstorm the question packaging to demonstrate
• Describe the key stages in the two groups: natural ‘Which everyday products to pupils the vast range of
^ _ development of a new product.

• Identify some positive and
and man-made. have been made by
chemists?’
materials obtained from
chemical reactions.
negative effects of new Catalyst Interactive
UG LP products. (Sc1) Presentations 3
Introduce the unit

● Either draw the outline of the unit map on the board then ask pupils to give ➔ Unit map
you words to add, saying where to add them. Suggest some words yourself
when necessary to keep pupils on the right track.
● Or give out the unit map and ask pupils to work in groups deciding how to add
the listed words to the diagram. Then go through it on the board as each
group gives suggestions.
Share learning objectives

● Ask pupils to write a list of FAQs they would put on a website telling people
about everyday chemistry. Collect suggestions as a whole-class activity, steering
pupils towards those related to the objectives. Conclude by highlighting the
questions you want them to be able to answer at the end of the lesson.
Problem solving
● Pupils work in groups to separate a list of chemical substances under two new ➔ Pupil sheet
headings: ‘Natural substances’ and ‘Man-made substances’.
➔ Teacher sheet
● Each group in turn reports some of the items in each of their lists to the class.
Write up correct lists on the board as each group has their turn.
● Discuss and explain the correct classification for any substances placed in the
wrong list.
● Some items are not easy to classify, and may lead to quite active class discussion.
Brainstorming
● Pupils work in groups to brainstorm the question ‘Which everyday products
have been made by chemists?’
● Each group chooses three products from their ideas.
● Each group in turn reports their three products to the class for discussion. Make
a list of the products on the board.
● For any products incorrectly attributed to chemists, explain why they are
incorrect. Because the definition is ‘made by chemists’, a chemical reaction
must be involved for the material to be classified in this way. Products made by
purely mechanical or physical process are not ‘made by chemists’.
Capture interest
● Show pupils photographs and packaging of products produced by chemical ➔ Catalyst Interactive
reactions. Presentations 3
● Discuss the use of each product.
● Relate how raw materials are obtained and then made into useful products by
chemical reactions.
● Give a brief but more detailed description of the raw materials used to make
some of the example products from the photographs or packaging.
● Emphasise the wide range of useful materials that are produced by chemical
reactions.
M Problem solving
p ?Here is a list of chemical substances. Divide up this list to make
t u two new lists under the headings ‘Natural substances’ and
‘Man-made substances’.
^ _
air copper petrol
UG LP
alcohol crude oil polystyrene
TN TS
aluminium glass rubber
bread gold water
cabbage hydrogen wood
coal iron

This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
Problem solving
Here is a list of chemical substances. Divide up this list to make
two new lists under the headings ‘Natural substances’ and
‘Man-made substances’.
air copper petrol
alcohol crude oil polystyrene
aluminium glass rubber
bread gold water
cabbage hydrogen wood
coal iron

M Problem solving
Teacher sheet
p ?
Natural substances
t u
air
^ _ cabbage
UG LP coal
crude oil
TN PS
gold
water
wood
Man-made substances
alcohol
aluminium
bread
copper
glass
hydrogen
iron
petrol
polystyrene
rubber
● There may be some confusion amongst pupils as to whether metals such as
aluminium and iron should be placed in the man-made list. Because they do
not occur naturally as metals, and therefore have to be made from their ores
by chemical reactions, this is the correct list. The position of gold and copper
are more problematic. Gold does occur naturally as the metal, and is
extracted largely by mechanical processes. Copper can be found naturally,
but this is rare. Almost all copper is made by chemical reaction from an ore.
● There may also be some discussion about which list petrol should be placed
in. It occurs naturally as part of crude oil, but not on its own. It is extracted
by fractional distillation, a process that does not involve a chemical reaction.
It is not found naturally on its own.
● Many pupils may think that hydrogen is present in the air. Hydrogen is
manufactured by chemical reactions, e.g. cracking of ethane, electrolysis.

H2 Energy from reactions Starters

Recap last lesson Share learning objectives Problem solving Capture interest (1) Capture interest (2)
p ?
Pupils match jobs to • Describe how chemical reactions Pupils work in groups to Demo of lighting a match. Demo of a voltaic cell
t u definitions/descriptions. can release energy. answer the question ‘What showing voltage and
• Make measurements of evidence do we have that lamp lit.
temperature. (Sc1) some chemical reactions
^ _ release heat?’
UG LP
Recap last lesson
● Pupils work individually or in groups to match jobs to definitions. ➔ Pupil sheet
● Pupils in turn report their word to definition matches to the class for
discussion. Write words with agreed definitions on the board.

● Ask pupils to write a list of FAQs they would put on a website telling
people about the release of energy from chemical reactions. Collect
suggestions as a whole-class activity, steering pupils towards those
related to the objectives. Conclude by highlighting the questions you
want them to be able to answer at the end of the lesson.
Problem solving
● Pupils work in groups to answer the question ‘What evidence do we
have that some chemical reactions release heat?’
● Each group makes a list of their evidence.
● Groups in turn report their ideas to the class for discussion. Write a list
of evidence on the board.
Capture interest (1)

● Pupils watch a demonstration of a match being struck.
● After a few seconds of burning, blow out the match and show pupils
what it now looks like.
● Ask pupils to write down what evidence they have seen that the
reaction taking place when the match was struck released energy.
● Choose individual pupils to read out their ideas to the rest of the class.
● Write a list of ‘evidence’ on the board.
Capture interest (2)

● Pupils watch a demonstration of a voltaic cell. ➔ Teacher sheet
● They look for evidence that the reaction is releasing energy.

M Recap last lesson

p ? Two lists are given below, one showing four job titles and another showing definitions of
these jobs.
t u
Match each job title with the correct definition.
^ _
You may be asked to explain to the rest of the class why you think a particular definition
UG LP matches the job you have chosen.
TN Jobs
Machine operator Materials scientist
Pharmacist Chemical engineer
Definitions
A person who dispenses drugs that have been prescribed by a doctor.
A person who designs and runs the manufacturing processes that make substances
by chemical reactions.
A person who chooses materials with the right properties for a particular product.
A person who uses a machine to make a product from one or more materials.

Sheet 1 of 1
Recap last lesson

Two lists are given below, one showing four job titles and another showing definitions of
these jobs.
Match each job title with the correct definition.
You may be asked to explain to the rest of the class why you think a particular definition
matches the job you have chosen.
Jobs
Machine operator Materials scientist
Pharmacist Chemical engineer
Definitions
A person who dispenses drugs that have been prescribed by a doctor.
A person who designs and runs the manufacturing processes that make substances
by chemical reactions.
A person who chooses materials with the right properties for a particular product.
A person who uses a machine to make a product from one or more materials.

M Capture interest (2)

Teacher sheet
p ?
Equipment
t u ● ammeter
● 400 cm3 beaker
^ _ ● copper rod
● lamp
UG LP ● porous pot
● rheostat
TN ● switch
● voltmeter
● zinc rod
● copper sulphate solution
Set up the voltaic cell shown in the diagram.
A ammeter rheostat
V switch
voltmeter
Zn(s)
Cu(s)
porous pot
Zn2+ (aq)
Cu2+ (aq)
voltaic cell
Show pupils the construction of the cell, pointing out the zinc and copper rods,
and the copper sulphate solution.
Connect the switch. Point out that the lamp has lit, and that the ammeter and
voltmeter show readings.
Tell pupils that a chemical reaction is taking place, in which the more reactive
zinc metal is displacing the less reactive copper from the solution.
Ask pupils what evidence they can see that this reaction releases energy.

H3 Reactions in balance Starters

p ? Recap last lesson Share learning objectives Problem solving Brainstorming Capture interest
Pupils match names of • Describe what happens to Demo of a precipitation Pupils work in groups to Demo of a piece of
t u fuels with descriptions atoms in chemical reactions. reaction of barium nitrate brainstorm the question magnesium ribbon burning.
of fuel appearance • Explain that mass is solution added to sodium ‘How can we show that Ask pupils the question
^ _ and/or use. conserved during chemical

reactions.
sulphate solution on a
balance to show no mass
magnesium gains mass as it
burns?’ Groups report ideas
‘Do you expect the ash to
be lighter or heavier than
• Describe patterns in data. change. to the class, leading to the magnesium metal?’
UG LP (Sc1) Activity H3b.
Recap last lesson

● Pupils work in groups to match names of fuels with their appearance ➔ Pupil sheet
and/or use.
● Ask groups in turn to report their matches to the class.
● Discuss and explain any errors. Write the agreed matches on the board.

● Ask pupils to write a list of FAQs they would put on a website telling people
about what happens to atoms and mass during chemical reactions. Collect
suggestions as a whole-class activity, steering pupils towards those related to
the objectives. Conclude by highlighting the questions you want them to be
able to answer at the end of the lesson.
Problem solving
● Pupils watch a demonstration of the addition of barium nitrate solution to ➔ Teacher sheet
sodium sulphate solution, with apparatus standing on a top pan balance.
● Ask pupils to note whether the mass changes as the precipitate of barium
sulphate is formed.
● Explain that the total amount of each element present is the same, although
the barium and sulphate are now in a solid instead of in solution.
Brainstorming
● Pupils work in groups to brainstorm the question ‘How can we show that
magnesium gains mass as it burns?’
● Ask each group in turn to report their ideas to the class for discussion.
● Steer discussion towards ideas of measuring the mass of a piece of
magnesium before and after burning.
● Ask pupils to suggest what apparatus to use. This leads into Activity H3b.
Capture interest
● Demonstrate to pupils the burning of a piece of magnesium. ➔ Teacher sheet
● Show pupils a piece of unburned magnesium and the ash left after a piece of
magnesium has burned.
● Ask pupils the question ‘Do you expect the ash to be lighter or heavier than
the magnesium metal?’
● Expect that most pupils will think that the ash is lighter, but some should
think it is heavier. Ask these pupils to explain why.
● If no pupils think the ash is heavier than the magnesium, then suggest this.

M Recap last lesson

p ?For each of the fuels given in the first list, choose the best
t u description of it from the second list.
^ _ Fuels
UG LP alcohol
TN coal
crude oil
fossil fuels
hydrogen
natural gas
petrol
propane
wood
Descriptions
A gas obtained from crude oil and used by some people who are
not connected to mains gas.
A black solid consisting largely of carbon.
A liquid used to power motor vehicles.
Fuels that have been formed over millions of years from plants or
animals.
A liquid produced by fermentation and used in some countries as

an alternative or additive to petrol.
A solid, renewable fuel.
A gas that burns to form no pollution.
A mixture of hydrocarbons that is separated to provide several

different fuels.
A fuel that is mostly the gas methane.

M Problem solving
Teacher sheet
p ?
Equipment
t u ● 1 mol/dm3 barium nitrate solution
^ _ ● 1 mol/dm3 sodium sulphate solution

● 2 × 100 cm3 beakers
UG LP
● top pan balance
TN
1 Pour about 40 cm3 of barium nitrate solution into one 100 cm3 beaker and
approximately the same volume of sodium sulphate solution into a second
beaker.
2 Place both beakers onto a top pan balance. Ask pupils to note the total mass.
3 Pour the barium nitrate solution into the sodium sulphate solution.
4 Ask pupils to again note the total mass.
5 Remind pupils of the chemical reaction that has taken place.
barium nitrate + sodium sulphate → barium sulphate + sodium nitrate
6 Ask pupils to explain why the mass has not changed.

M Capture interest
Teacher sheet
p ?
Equipment
t u ● magnesium ribbon
● tongs
^ _
● Bunsen burner
UG LP ● heatproof mat
● watch glass
TN
This experiment should be carried out with the nearest pupil about 2 metres away.
The teacher should wear eye protection.
1 Warn pupils that burning magnesium gives out an intensely bright light.
Advise that they should look to one side rather than directly at the burning
magnesium.
2 Show pupils the appearance of magnesium ribbon.
3 Grip a piece of magnesium ribbon approx. 10 cm long in a pair of tongs and
put it into a hot Bunsen flame.
4 When the magnesium ignites, move the burning metal slightly to one side
of the Bunsen flame.
5 When burning is complete, place the ash onto a watch glass.
6 Show pupils an unburned piece of magnesium ribbon and the ash, for them
to make a comparison.

H4 The story of burning – Think about Starters

p ? Bridging to the unit Setting the context Concrete preparation (1) Concrete preparation (2)
Pupils look at photos about the Pupils work in groups to Demo of burning a candle floating on Measure the mass of a candle before
t u use of oxygen in oxyacetylene brainstorm the question ‘How a Petri dish in a trough of water and after burning. Ask pupils where
welding and/or cutting. do we know that the air under an upside-down beaker to show the mass has gone.
^ _ Catalyst Interactive Presentations 3 contains oxygen?’ that some of the air is used up.
UG LP Bridging to the unit

● Show pupils photographs of an oxyacetylene torch being used for welding or ➔ Catalyst
cutting. Ask pupils to suggest what is in the two gas cylinders being used to supply Interactive
the torch. Lead pupils to the idea that one must be a fuel and the other oxygen. Presentations 3
● Ask pupils to suggest why oxygen is mixed with the fuel before it is burned, rather
than burning simply using oxygen from the air.
● Explain how mixing oxygen with acetylene before burning helps to give a more
efficient burning and so produce a very hot flame.
Setting the context

● Ask pupils to work in groups to brainstorm the question ‘How do we know that the
air contains oxygen?’ They should suggest evidence.
● Ask each group in turn to report their ideas to the rest of the class.
Concrete preparation (1)

● Demonstrate a burning candle floating on water covered by a beaker. ➔ Teacher sheet
● Ask pupils why the candle goes out. Elicit the answer that all of the oxygen is
used up.
● Ask pupils why the level of water rises. Elicit the answer that it is taking the place
of the oxygen that has been used.
● Ask pupils to suggest what happens to the carbon dioxide that is produced by the
burning candle. Tell pupils that carbon dioxide dissolves in water.
Concrete preparation (2)

● Measure the mass of a candle before and after burning. Work out the mass lost. Equipment
candle; top
● Ask pupils to suggest what material is being burned when a candle is burning.
pan balance;
Expect some pupils to say ‘the wick’. Explain that the wax melts, travels up the
heatproof mat
wick, evaporates into a gas and then burns with oxygen in the air. Some pupils
may need to be convinced that the wax does not just melt. Explain that the
candle gets smaller as it burns so the wax is being ‘used up’.
● Ask pupils to recall what happened to the mass of magnesium when it burned.
Elicit the answer that mass increased.
● Ask pupils to explain why the two burning experiments produced different results
in terms of mass.
● Remind pupils of ideas of oxygen joining to magnesium for a solid product with
increased mass.
● Lead the discussion to ideas of oxygen joining to carbon and hydrogen in the
hydrocarbon wax of the candle to produce carbon dioxide and water.
● Ask pupils where carbon dioxide and water have gone. Elicit the answer that they
are now in the air, not in the candle, so that the candle has lost mass to the air.

H4 The story of burning Starters
M Concrete preparation (1)

Teacher sheet
p ?
Equipment
t u ● trough
● 400 cm3 beaker

^ _ ● half Petri dish
UG LP ● candle (about 3 cm high)
TN 1 Pour water into a trough to about 2 cm depth.

2 Stick a short candle onto a half Petri dish.
3 Float the candle and half Petri dish on the water.
4 Light the candle.
5 Place the beaker upside-down over the burning candle.
6 Wait for the candle to go out and the water to rise.
Ideas can be extended by measuring the rise in water level and using this to
calculate the approximate percentage of oxygen in the air. The calculation
should give an answer of about 20%.
7 If calculation of % oxygen in air is required, repeat the experiment, but this
time noting the following:
a = water height in beaker before candle goes out
b = maximum water height in beaker after candle goes out
c = total volume of beaker (400 cm3)
% oxygen = 100 × (b – a) / (c – a)

H-Teachers.qxd 08-Jun-04 1:45 PM Page 1

Teacher
H1a Scientists’ jobs activity notes
M Type Purpose Differentiation

p ? Discussion Pupils learn about chemical processes in manufacturing by acting out a TV quiz show. Core
Resource
t u
Running the activity
^ _ Choose four people in the class to act out the roles of mystery guests on the
panel. The rest of the class will be the members of the audience. The teacher
UG LP acts as the presenter.
Give job description cards from the Resource sheet to the panel members, who
have to keep their identities secret. Give an activity sheet to each pupil in the
audience. This sheet contains questions for members of the audience to ask.
They can also devise their own questions.
Choose members of the audience to ask questions in turn. Each member of the
panel has a turn at answering all of their questions. You might like to have a
brief tutorial with the panel beforehand to help them prepare their answers to
the questions on the activity sheet.
Each time, after the mystery guest has replied to their questions, the pupils in
the audience have to decide which job that member of the panel does. A
member of the audience can ask the member of the panel if they do a
particular job. The panel member can reply Yes or No. Members of the audience
can then ask more questions before another has a try at guessing the job.
The winner in each case will be the first person to guess the mystery guest’s job
correctly.
Pitfalls
Some vetting of questions from the audience may be necessary. You may also
have to suggest further questions yourself.
Answers
The identities of panel members are given on the Resource sheet.

H-Activities.qxd 08-Jun-04 1:43 PM Page 1

Activity
H1a Scientists’ jobs Core
M W In this activity, you are going to find out how people in

different careers depend on chemical reactions to manufacture
p ?
useful products. You will act out a TV quiz show where you
t u have to guess the jobs of four mystery guests.
^ _ Your teacher will be the TV presenter, and will choose four of you
UG LP to be the ‘mystery guests’ on the panel. Each of these four will be
given details of the job that they do. All of the jobs involve
TN
chemistry. The rest of the class will be members of the audience,
and can ask each of the mystery guests in turn the questions listed
below.
1 What is your name?

2 What do you do each day?
3 Has your job always existed?
4 Why do we need people to do your job?
You may also think of other questions to ask the mystery guests to
find out what their jobs are.
After the first mystery guest has answered the questions, you will
have the opportunity to guess the job of this panel member. If the
guess is wrong, more questions can be asked before another
member of the audience has a guess at the job.
The winner each time is the first person to guess the mystery
guest’s job correctly.


Activity
H1a Scientists’ jobs Resource
M W
p ? Name: Mick Slater
Job: Machine operator
t u ‘The machine I operate seals the polythene bags around rolls of kitchen
paper. I suppose I would be out of a job, if it wasn’t for the chemists
^ _
at ICI. In 1933 these chemists heated up a gas called ethene under
UG LP pressure and the molecules joined together to make long chains and
a new white substance. That’s what we call polythene today. Where
TN would we be without it?’
Name: Shahida Begum

Job: Pharmacist
‘Our shop is very busy on a Saturday. It is not unusual for me
to dispense over 100 drugs in one day. It is amazing to think that at
the time of Queen Victoria’s death in 1901, doctors had only aspirin or a
few herbal remedies available to them. We handle a lot of antibiotics,
which are very effective against bacterial infections. Alexander Fleming
started it all in 1928. He discovered that Penicillium mould killed bacteria.
Chemists were able to extract the first antibiotic drug, called penicillin.’
Name: Trish Barker

Job: Materials scientist
‘We make bristles for tooth brushes out of nylon. They have to be
made out of a material that retains its stiffness when it is wet. Part
of my job is selecting the right material for the job. The chemical
process for making the first nylon was invented by Wallace Carothers
at the DuPont Experimental Station, Delaware, in 1930.’
Name: Diana Hill

Job: Chemical engineer
‘I work in a factory that manufactures ammonia. One of my jobs is to
design systems for efficient production. We produce ammonia to make
fertilisers. The process we use is called the Haber Process. In 1905,
Fritz Haber discovered that iron speeds up the reaction between
nitrogen and hydrogen to make ammonia. Haber was really looking for
new ways of making explosives for war-time use, but this method of
making ammonia for fertilisers has actually saved people world-wide
from starvation.’


Teacher
H1b Development of aspirin activity notes

p ? Paper Pupils look at the origins of the drug aspirin, and the key stages in the development of
its use a patent medicine.
Core (Extension)
Resource
t u
^ _ Pupils read carefully the Resource sheet describing the development of aspirin.
UG LP They then use information from the Resource sheet to summarise the key
stages in the development of aspirin.
Core: Pupils are given headings for their summary.
Extension: Pupils are expected to devise their own headings.
Pitfalls
Some pupils may need help to organise their summaries.
ICT opportunities
Pupils could search the Internet for further information about aspirin.
Answers
Mark the summaries by impression. Pupils should include essential information
under each heading and not include irrelevant information.


Activity
H1b Development of aspirin Core
M W Aspirin is possibly the most widely taken medicine in the world. In this
activity, you will look at the origins of the drug, and the key stages in
p ?
the development of its use as a patent medicine.
t u
Read carefully the Resource sheet describing the development of aspirin.
^ _
When any new product is developed, progress is made through a number
UG LP of stages from discovery through to sale to the public.
TN
Use information from the Resource sheet to summarise the key stages in
the development of aspirin.
You should write your summary under the following headings.
Discovery
Making an effective product
Mass production
Testing
Marketing the product

Sheet 1 of 1
Activity
H1b Development of aspirin Extension
Aspirin is possibly the most widely taken medicine in the world. In this
activity, you will look at the origins of the drug, and the key stages in
the development of its use as a patent medicine.
Read carefully the Resource sheet describing the development of aspirin.
When any new product is developed, progress is made through a number

of stages from discovery through to sale to the public.
Use information from the Resource sheet to summarise the key stages in
Give a heading, followed by a brief description, for each crucial stage in



Activity
H1b Development of aspirin Resource
M W The story of the drug aspirin began over 2000 years ago. In ancient Greece,
Hippocrates gave women willow leaf tea to relieve the pain of childbirth.
p ?
The modern use of aspirin began in 1763 when Reverend Edward Stone of
t u
Chipping Norton near Oxford used dried willow bark to relieve the symptoms
^ _ of some of his parishioners who were suffering from rheumatic fever. Reverend
UG LP Stone described his findings in a letter to the Royal Society of London.
TN In 1823, the active ingredient was extracted from willow by chemists in Italy.
They named the compound salicin.
French scientists made salicylic acid from salicin in 1853. Salicylic acid was
mass-produced and sold to the public. It was effective in reducing pain and
lowering the temperature of fevers, but was found to irritate the digestive system.
German scientists working in 1893 made a small chemical change to salicylic

acid – they added another molecule. The new compound, called acetyl
salicylic acid, caused much less irritation of the digestive system.
In 1897, a scientist called Felix Hoffmann, working in the laboratories of a large

German company called Bayer & Co., developed and got a patent for the process
for producing acetyl salicylic acid or aspirin on a large scale. It is said that he first
tried out aspirin on his father, who suffered from arthritis.
Clinical trials were then carried out. Aspirin was tested on human volunteers
to see how effective it was at relieving pain, lowering temperature and reducing
inflammation, and to see if it had any unwanted side-effects.
After the clinical tests were successfully completed, aspirin was launched
for sale in 1899.
The product was soon used by many leading doctors. They prescribed it to
their patients and reported on its beneficial effects. As more doctors supported
its use, the drug became more popular.
Since then aspirin has become the favourite drug to relieve pain. It also reduces
the excess body temperature that accompanies many infections, and reduces
inflammation. In addition to being sold as aspirin tablets, the drug is contained
in many other remedies. More recently, aspirin has also been discovered to have
other benefits, such as reducing strokes and heart attacks.
Glossary
active ingredient the only substance in a mixture that has an effect on the symptoms
clinical trials the testing of a new drug on volunteers
patent a document giving the right to own an invention or process so no
one else can use it without paying for the right

Teacher
H2a Measuring energy changes activity notes

p ? Practical Pupils measure the energy changes for some metal displacement reactions. Core, Extension
t u Running the activity

Pupils use a measuring cylinder to measure copper sulphate solution into a polystyrene cup.
^ _
They use a thermometer to measure the temperature of this solution before and after
UG LP stirring in a spatula measure of a metal powder.
In turn, iron filings, magnesium powder and zinc powder are added, each to a fresh
TC solution of copper sulphate.
Results are noted in a table.

Core: Pupils are provided with a blank results table to copy.
Extension: Pupils devise their own table format.
Expected outcomes
Core/Extension: Pupils find that the order of size of temperature rise follows the order of the
added metals in the reactivity series.
Pitfalls
The amount of powder added and/or the volume of copper sulphate solution used may
have to be modified to give a significant temperature change.
Pupils who are slow to place the polystyrene lid on the cup may lose much of the heat
energy released into the air.
Pupils may need to be reminded to record the highest temperature reached.
Safety notes
Pupils must wear eye protection.
Copper sulphate is very poisonous. Care should be taken that none enters the mouth.
Hands should be washed when the activity has been completed.
Magnesium powder is flammable, and must be kept away from Bunsen flames.
The magnesium powder must be kept securely to avoid theft; especially a problem if pupils
have seen the thermite reaction.
Answers
Core:
1 Order of metals: magnesium, zinc, iron.
2 A polystyrene cup and lid were used to reduce heat loss into the air.
3 The order of the metals is the same as that in the reactivity series.
Extension:
1 – 3 As Core.
4 The greater the difference in reactivity between the metal of the powder and the copper
in solution, the more energy is released when they react in the displacement reaction.
More energy raises the temperature of the mixture to a higher value.
5 Mg + CuSO4 → Cu + MgSO4
Zn + CuSO4 → Cu + ZnSO4

H-Technician.qxd 26-May-04 11:56 AM Page 1

Technician
H2a Measuring energy changes activity notes

p ? Practical Pupils measure the energy changes for some metal displacement reactions. Core, Extension
t u Equipment
For each group:
^ _
● polystyrene cup
UG LP ● polystyrene lid
● –10 to 50 °C thermometer
TN ● 250 cm3 beaker
● 50 cm3 measuring cylinder
● fine iron filings
● magnesium powder
● zinc powder
● copper sulphate solution
The copper sulphate solution should be 0.4 mol/dm3.
Iron filings must be as fine as possible.
For your information

Pupils use a measuring cylinder to measure copper sulphate solution into a
polystyrene cup.
They use a thermometer to measure the temperature of this solution before and
after stirring in a spatula measure of a metal powder.
In turn, iron filings, magnesium powder and zinc powder are added, each to a
fresh solution of copper sulphate.
Results are noted in a table.
Core: Pupils are provided with a blank results table to copy.
Extension: Pupils devise their own table format.
Expected outcomes
Core/Extension: Pupils find that the order of size of temperature rise follows the
order of the added metals in the reactivity series.
Pitfalls
The amount of powder added and/or the volume of copper sulphate solution
used may have to be modified to give a significant temperature change.
Pupils who are slow to place the polystyrene lid on the cup may lose much of
the heat energy released into the air.
Pupils may need to be reminded to record the highest temperature reached.
Safety notes
Pupils must wear eye protection
Copper sulphate is very poisonous. Care should be taken that none enters the
mouth. Hands should be washed when the activity has been completed.
Magnesium powder is flammable, and must be kept away from Bunsen flames.
The magnesium powder must be kept securely to avoid theft; especially a
problem if pupils have seen the thermite reaction.


Activity
H2a Measuring energy changes Core
M W When chemical reactions take place, thermal energy is Wear eye

often given out. In this activity, you will measure the protection.
p ? Copper sulphate
energy changes for some metal displacement reactions. is very poisonous.
t u Care should be
Equipment taken that none enters the
^ _ mouth. Hands should be
● polystyrene cup ● fine iron filings washed when the activity
UG LP ● polystyrene lid ● magnesium powder
has been completed.
TN TC ● –10 to 50 °C thermometer ● zinc powder

● 250 cm3 beaker ● copper sulphate solution
thermometer
–10 to 50 °C
Obtaining evidence
1 Copy this table for your results. polystyrene
foam cup
and lid
Solid Temperature Highest Temperature
metal at start (°C) temperature change (°C)
beaker
used reached (°C) reaction
iron mixture
magnesium
zinc
2 Use a measuring cylinder to measure 50 cm3 of copper sulphate solution into a

polystyrene cup.
3 Use a thermometer to measure the temperature of this solution. Note this down.
4 Pour one spatula measure of fine iron filings into this copper sulphate solution.
Immediately place the polystyrene lid on the cup.
5 Insert the thermometer through the hole in the polystyrene lid and gently stir the
mixture.
6 Observe the highest temperature that the thermometer shows. Note this down.
7 Wash out the polystyrene cup.
8 Repeat the experiment using magnesium powder instead of iron filings, and then repeat
again using zinc powder. Use a fresh 50 cm3 of copper sulphate solution each time.
Considering the evidence

1 Place the three metals, iron, magnesium and zinc, in order of the size of temperature
change, from largest to smallest.
Evaluating
2 During this experiment heat given out in the reaction is lost into the air. How did you
make sure that as little as possible of this heat was lost from the mixture?
3 Look at your answer to 1 . What is the connection between your answer and the
reactivity series of metals?

Activity
H2a Measuring energy changes Extension
M W When chemical reactions take place, thermal energy is Wear eye

often given out. In this activity, you will measure the protection.
p ? Copper sulphate
energy changes for some metal displacement reactions. is very poisonous.
t u Care should be
Equipment taken that none enters the
^ _ mouth. Hands should be
washed when the activity
● polystyrene cup ● fine iron filings
UG LP has been completed.
● polystyrene lid ● magnesium powder
TN TC ● –10 to 50 °C thermometer ● zinc powder
● 250 cm3 beaker ● copper sulphate solution
thermometer
–10 to 50 °C
Obtaining evidence
1 Draw a table to record your results. Show the change in polystyrene
foam cup
temperature for each of the three experiments. and lid
3
2 Use a measuring cylinder to measure 50 cm of copper
sulphate solution into a polystyrene cup. beaker
reaction
3 Use a thermometer to measure the temperature of this mixture
solution. Note this down.
4 Pour one spatula measure of fine iron filings into this copper
sulphate solution. Immediately place the polystyrene lid on the cup.
5 Insert the thermometer through the hole in the polystyrene lid and gently stir the
mixture.
6 Observe the highest temperature that the thermometer shows. Note this down.
7 Wash out the polystyrene cup.
8 Repeat the experiment using magnesium powder instead of iron filings, and then repeat
again using zinc powder. Use a fresh 50 cm3 of copper sulphate solution each time.

1 Place the three metals, iron, magnesium and zinc, in order of the size of temperature
change, from largest to smallest.
Evaluating
2 During this experiment heat given out in the reaction is lost into the air. How did
you make sure that as little as possible of this heat was lost from the mixture?
3 Look at your answer to 1 . What is the connection between your answer and the
reactivity series of metals?
4 Use ideas of reactivity of metals to explain the differences in temperature increase in
the three experiments.
5 The symbol equation for the first reaction is
Fe + CuSO4 → Cu + FeSO4
Write symbol equations for the other two reactions.

Teacher
H2b The right fuel for the job activity notes

p ? Paper Pupils learn about the properties of different fuels by matching fuels to uses. Resource
Resource
1
2
Resource 3
t u Resource 4
^ _ Running the activity

UG LP Core:
Resource sheets 1 and 2 contain nine ‘challenges’. Each challenge is about the
use of one particular fuel or a number of fuels.
Resource sheets 3 and 4 contain some details about different fuels.
Pupils use the information in Resource sheets 3 and 4 to answer the questions
on one of the nine challenges.
The challenges vary in difficulty, so use your knowledge of the class to assign
the challenges appropriately. Challenges 1–3 are the easiest. The pupils should
be given a limited amount of time before feeding back to the class.
Extension:
More able pupils may be given the more difficult challenges (7–9).
Pitfalls
Some pupils may need guidance in matching fuel to job.
Answers
Challenge 1
1 dung
Challenge 2
1 Burn the peat to heat home and cook.
2 Yes – it is their traditional way and traditional crafts should be preserved as
part of history or no – it is destroying the peat bog habitat and they have
alternative methods of heating, e.g. electricity.
Challenge 3
1 Petrol, diesel, rape seed oil fuel, methane, propane, ethanol, hydrogen.
2 Hydrogen – all the others produce carbon dioxide when they burn.
3 Explosive when mixed with oxygen; a gas so difficult to store and transfer.
Challenge 4
1 All the solids: peat, smokeless fuel, wood, charcoal, dung, blubber, coal.
2 blubber
Challenge 5
1 Both liquids, both made from crude oil, both burn to give carbon dioxide
and water.
2 High energy, but expensive and only available at airports or in large
amounts from a supplier.
3 Easily available from petrol stations and cheaper than kerosene, but has less
energy.


Teacher
H2b The right fuel for the job (continued) activity notes
M Challenge 6
1 Not able to plant and grow crops, not able to harvest wood and other
p ? materials that grow locally.
2 Would have to make the methane from rubbish; harder to store because it is
t u a gas; need a special burner/cooker to burn methane, not just a fire.
^ _ Challenge 7
1 The supply is unreliable, particularly in bad weather.
UG LP 2 Coal, smokeless fuel, fuel oil, propane, methane, wood.
3 The liquids and gases: fuel oil, propane and methane.
4 The solids: coal, smokeless fuel, wood.
5 Methane and propane, as these produce only carbon dioxide and water
when burned.
6 Not methane as no gas supply. Smokeless fuel is too expensive and it would
not be in a smokeless zone if isolated. Any other choice is acceptable if pupil
gives reasons, e.g. propane because it is so clean, wood because it is locally
available, coal because it is easier to store than propane, fuel oil because it is
easy to pipe from an underground storage tank.
Challenge 8
1 Methane, propane (gas burner type cookers), coal, smokeless fuel, fuel oil,
wood (Aga-type cookers).
2 propane
3 Not methane, as no gas supply. Not a solid fuel, as bulky and difficult to
store. Not fuel oil, as too bulky. Propane is available in quite small, portable
tanks (e.g. Calorgas).
Challenge 9
1 Petrol, diesel, propane, methane, ethanol, rape seed oil fuel, hydrogen.
2 petrol
3 Not an experimental fuel, as this would make the car too expensive, so not
hydrogen or rape seed oil fuel. Not a fuel that needed the car to be specially
modified to make it run, like methane, propane and ethane. Not diesel, as
this turns into a solid at low temperatures. That leaves petrol.


Activity
H2b The right fuel for the job Resource 1
M W Challenge 1
p ?
You are a Bedouin tribesman. The Bedouins are nomads who live in the deserts of
northern Africa. There are no trees in the desert and you have no machines. There
t u
is no electricity, and no piped fuels. All your wealth is in your camels and your
^ _ other animals.
UG LP 1 Which fuel would you use?
TN
Challenge 2
You live in an isolated part of Ireland. You do have electricity, but you think it is
very expensive. Your father and grandfather worked as peat-cutters. Lately a young
man has been talking to you about conserving the peat but you think a few local
‘cottagers’ should be allowed to continue using it.
1 How do the cottagers use the peat?

2 Do you think they should be allowed to keep using it?
Challenge 3
You are an engineer in the future designing a car. In the future, there are no fossil
fuels because we have used them all up. This means there is no crude oil. It is
illegal to use a fuel that produces any pollution when it burns, even carbon dioxide.
1 What fuels are used in cars today?

2 Which of these fuels will the engineer choose? Give your reasons.
3 What are the disadvantages of this type of fuel?
Challenge 4
You are an Inuit living in Alaska. The ground is frozen all year round and no plants
grow. You are an excellent hunter. You think that Inuits should live in the traditional
way, so you do not use much technology. There is no electricity supply in your area.
1 What fuels can be used to make a traditional fire?

2 Which of these fuels would you use as the Inuit hunter?
Challenge 5
You are an engineer designing a small aircraft. You want ordinary people who live
in isolated areas to buy the aircraft. You have to decide between using kerosene or
petrol for the fuel.
1 In what ways are kerosene and petrol alike?

2 What are the advantages of kerosene? Does it have any disadvantages?
3 What are the advantages of petrol? Does it have any disadvantages?


Activity
M W Challenge 6
p ?
You are an African tribeswoman. Your people have always used wood as
their fuel. A scientist has told you that trees are needed to keep the soil
t u
together and stop it being washed away in the rains. The scientist wants
^ _ you to use waste to make methane and burn that.
UG LP 1 What will happen if all the soil is washed away?
TN 2 What would be the problems of using methane instead of wood?
Challenge 7
You have moved into an old, isolated house that has no boiler or central
heating. The local people tell you stories about how the electricity supply to
the houses can be cut off for days after a storm. There is no natural gas
supply to the house, because it is so isolated. You are going to install a
boiler and central heating.
1 Why is electricity a poor choice for heating this house?

2 Which fuels are used to heat water in houses?
3 Which of these fuels could be piped into the boiler?
4 Which of these fuels would be tipped or shovelled into the boiler?
5 Which of these fuels is the cleanest? Give your reasons.
6 Which fuel would you use to heat the isolated, old house? Explain your
decision.
Challenge 8
You design caravans and motor homes. A modern caravan or motor home
has lots of appliances, including a cooker. You want the cooker to work
everywhere, even if there is no electricity or natural gas supply.
1 What fuels are used in cookers?

2 What fuel would you choose for this cooker?
3 Explain why you chose this fuel rather than any of the others.
Challenge 9
You live in northern Finland. During the winter, it is very cold. You are
buying a new car.
1 Which fuels can be used in cars?

2 Which of these fuels would you choose for a car in northern Finland?
3 Explain why you chose this fuel and rejected the others.


Activity
M W Propane Coal
● Gas (but liquid when in the storage tank). ● Solid.
p ? ● Made from crude oil. Crude oil is found deep in the ● A fossil fuel that has to be dug out of the ground
ground and has to be drilled for. by miners.

t u ● Used in boilers to heat water, and in fires and for ● Used in boilers for heating water, or for fires. Less
^ _ cookers. It is more expensive than natural gas and is expensive than fuel oil, more expensive than
only used by people who do not have gas pipes natural gas.
UG LP coming to their homes. It is supplied in large bottles ● Most coal burns to make unpleasant gases like
or tanks. Cars, lorries and buses can be altered so sulphur dioxide. Carbon dioxide, water, smoke and
TN they will run on propane. ash are also produced.
● A very clean fuel, producing no smoke and ash. It
produces carbon dioxide and water when burned.

Ethanol Peat
● Liquid. ● Found just below the surface and is very easy to
● Made from sugar by fermentation. dig up.

● Can be used as a fuel for cars. It is cheaper than ● Peat is dried out and burnt as a fuel. By digging it
petrol in countries that have big factories that make up people are destroying peat bogs. Peat bogs
it (like Brazil). The cars have to be modified to run are very rare and have a unique set of plants and
on ethanol. animals found on them.
● Ethanol is a clean fuel. It produces only carbon ● Burns to give carbon dioxide, water, ash and lots
dioxide and water when burnt. of smoke.

Paraffin Methane
● Liquid. ● Gas.
● Made from crude oil by an expensive process. ● Found underground or made from rotting rubbish.
Crude oil is found deep in the ground and has to Methane from underground is called natural gas
be drilled for. and has to be drilled for.
● Paraffin is used mainly in small heaters. It is about ● Used in boilers to heat water, in fires and for
the same price as fuel oil. cookers. It can be used as a fuel in cars and buses,
● A smoky fuel but makes no ash. It burns to make but these have to be modified to use it. It is cheaper
carbon dioxide and water. than coal or fuel oil.
● A very clean fuel, producing no smoke or ash. It
produces carbon dioxide and water when burned.

Rape seed oil fuel Smokeless fuel
● Liquid. ● Solid.
● Made from rape seed oil. ● Made from coal.
● Fuel made from rape seed oil is still experimental. ● Used in boilers for heating water, and for fires.
It is very like diesel and it can be used in lorries and More expensive than coal, fuel oil or natural gas.
cars as fuel. ● Burns with little smoke, so it can be used in
● A clean fuel that burns producing mainly carbon ‘smokeless zones’. Makes carbon dioxide, water
dioxide and water. and a small amount of unpleasant gases like
sulphur dioxide when it burns. Burns to ash.
Hydrogen
● Gas.
● Made from water.
● Cars have been made that use hydrogen as a fuel,
but they are still experimental. Hydrogen is quite

cheap, but is very explosive when mixed with
oxygen and must be stored at very low temperature.
● Hydrogen is a very clean fuel – it produces only
water when burned.


Activity
M W Kerosene Charcoal
p ? ● Make from crude oil by an expensive process. Crude ● Made from wood.
oil is found underground and has to be drilled for. ● Use mainly for barbecues. Expensive.
t u ● Used in aeroplanes because it turns into gas easily ● Burns with little smoke and little ash. Burns at a very
^ _ in the engine. It is very high in energy. It is very high temperature. Produces carbon dioxide and
expensive. Airports buy tankers of kerosene from water when it burns.
UG LP suppliers and owners of small planes buy their
kerosene from airport owners.
TN ● Burns to give mainly carbon dioxide and water.
Fuel oil Blubber

● Made from crude oil by an expensive process. Crude ● Blubber is the fat from seals. Seal fat is a thick layer
oil is found deep in the ground and is drilled for. under the skin. It is only available to people who
● Used in boilers for heating water. Usually more hunt seals.
expensive than natural gas (methane) or coal. ● Blubber can be burned in fires.
● Produces unpleasant gases like sulphur dioxide ● It is a smoky fuel. Carbon dioxide and water are
when it burns, as well as carbon dioxide and water. produced when it burns.
Can be smoky.
Petrol Dung
● Made from crude oil by an expensive process. ● Made from animal droppings. The droppings are
Crude oil is found deep in the ground and has to collected and dried.
be drilled for. ● Used in fires. It is cheap because the droppings are
● Used in cars because it turns into petrol gas very a waste product.
easily in the engine. This means it works even at low ● Makes smoke and ash when burning. Produces
temperatures. Petrol is available from petrol stations mainly carbon dioxide and water.
all over the country.
● Burns to give mainly carbon dioxide and water.
Diesel Wood
● Made from crude oil by an expensive process. ● Collected from woods or forests, or bought.
Crude oil is found deep in the ground and has to ● Used in boilers to heat water, and for fires.
be drilled for. ● Can be cheap if collected by the person who is
● Used in cars and lorries because it can be turned going to burn it. Less cheap if it has to be bought.
into gas in the engine. Does not work at low ● Makes lots of smoke and ash when burning.
temperatures as it turns into a solid. It is cheaper

than petrol.
● Burns to give mainly carbon dioxide and water, but
can make smoke.


Teacher
H3a What happens to the mass? activity notes

p ? Practical Pupils learn that the mass of the products of a chemical reaction is the same as the
mass of the reactants.
Core
t u
^ _ Pupils pour two solutions into different test tubes, stand them in a beaker and
find their combined mass. The solutions are then mixed and the mass
UG LP measured again. Any changes in appearance are noted. Three different
reactions are studied. In the third reaction the temperature of solutions and
TC final mixture are also measured.
Expected outcomes
In each of the three experiments pupils will find that the mass of reactants is
the same as the mass of the products (to within the limits of accuracy of the
measurements). They will observe formation of a white precipitate in the first
reaction, formation of a pink colour in the second (the indicator changes
colour as conditions go from acid to alkaline), and a rise in temperature in the
third.
Pitfalls
Pupils may spill some of the mixture whilst mixing and then get a spurious
decrease in mass. A small mass change may be noted in the third reaction,
caused by some liquid being lost on the thermometer. Pupils should be guided
as to what is a significant change in mass and what is acceptable experimental
error.
Safety notes
Barium nitrate is poisonous. Contact with the mouth should be avoided.
Answers
1 The first two reactions involved a change in appearance (formation of
precipitate, change of indicator colour) and the third involved a change in
temperature.
2 None of the three reactions involved a significant change in mass.
3 An observable change each time showed that a new substance was formed,
and therefore a chemical reaction had taken place.
4 In a chemical reaction the mass of the products is equal to the mass of the
reactants.

H-Technician.qxd 26-May-04 11:56 AM Page 2

Technician
H3a What happens to the mass? activity notes

p ? Practical Pupils learn that the mass of the products of a chemical reaction is the same as the mass of
the reactants.
Core
t u
Equipment
^ _ For each group:
UG LP ● six test tubes

● 250 cm3 beaker
TN ● –10 to 50 °C thermometer
● sodium sulphate solution
● barium nitrate solution
● citric acid solution
● potassium hydroxide solution
● hydrochloric acid
● sodium hydroxide solution
● phenolphthalein solution
● access to a top pan balance
Normal bench concentrations of reagents may be used (1.0 mol/dm3).

Pupils pour two solutions into different test tubes, stand them in a beaker and
find their combined mass. The solutions are then mixed and the mass
measured again. Any changes in appearance are noted. Three different
reactions are studied. In the third reaction the temperature of solutions and
final mixture are also measured.
Expected outcomes
In each of the three experiments, pupils will find that the mass of reactants is
the same as the mass of the products (to within the limits of accuracy of the
measurements). They will observe formation of a white precipitate in the first
reaction, formation of a pink colour in the second (the indicator changes
colour as conditions go from acid to alkaline), and a rise in temperature in
the third.
Pitfalls
Pupils may spill some of the mixture whilst mixing and then get a spurious
decrease in mass. A small mass change may be noted in the third reaction,
caused by some liquid being lost on the thermometer. Pupils should be guided
as to what is a significant change in mass and what is acceptable experimental
error.
Safety notes
Barium nitrate is poisonous. Contact with the mouth should be avoided.


Activity
H3a What happens to the mass? Core
M W When a chemical reaction takes place one or more changes Wear eye
occur. These may include changes in appearance and protection.
p ? Barium nitrate
temperature. In this activity you will find out what happens is poisonous
t u to the mass of the reactants and products. and care
should be taken that it
^ _ does not enter the
Equipment mouth.
UG LP
● six test tubes ● potassium hydroxide solution
TN TC ● 250 cm3 beaker ● hydrochloric acid
● –10 to 50 ºC thermometer ● sodium hydroxide solution
● sodium sulphate solution ● phenolphthalein solution
● barium nitrate solution ● access to a top pan balance
● citric acid solution
Obtaining evidence
1 Copy the table and use it to record your results.
Solutions Mass Mass Other observations

before after or measurements
sodium sulphate and barium nitrate
citric acid and potassium hydroxide
hydrochloric acid and sodium

hydroxide
2 Pour sodium sulphate solution into a test tube until about

one-quarter full. Stand this test tube in a 250 cm3 beaker so
that it does not fall over.
3 Pour barium nitrate solution into a second test tube until this
also is about one-quarter full. Stand this test tube in the same
beaker.
4 Use a top pan balance to measure the mass of the beaker,
including the test tubes and solutions. Note down this mass
before the reaction.
5 Pour the liquid in one test tube into the liquid in the other test
tube. Mix the two solutions by holding the top of the test
tube firmly with one hand and tapping the bottom of the test
tube sharply with a finger of the other hand. Be careful not to
spill any of the mixture. Note down any changes that you
have seen. Also note down if the tube begins to feel hot.


Activity
H3a What happens to the mass? (continued) Core
M W 6 Place both test tubes back into the beaker and measure the
mass of beaker, tubes and mixture. Note down this mass after
p ?
the reaction.
t u 7 Using two clean test tubes, repeat steps 2 to 6, but this time
use a solution of citric acid to which you have added a few
^ _
drops of the indicator phenolphthalein in one test tube, and a
UG LP solution of potassium hydroxide in the other test tube.
TN TC Phenolphthalein is colourless in acid and pink in alkali.
8 Using two clean test tubes, repeat steps 2 to 6, but this time
use a solution of hydrochloric acid in the one test tube and a
solution of sodium hydroxide in the other test tube. Before you
measure the mass each time, use a thermometer to measure
the temperature of the solutions and of the mixture.

1 In each of these three chemical reactions the reactants
changed to form the products. In which reactions did this
involve a change in appearance? In which reaction was a
change in temperature involved?
2 Did any of the three reactions involve a significant change
in mass?
3 How do you know that a chemical reaction took place
each time?
4 Write a sentence about the mass of reactants and the mass of
products in a chemical reaction.

H-Teachers.qxd 21-Jul-04 3:58 PM Page 7

Teacher
H3b Burning magnesium activity notes

p ? Practical Pupils burn magnesium and measure the increase in mass. They relate this to the Law of
Conservation of Mass.
Core (Extension)
Help
t u
^ _ Core: Pupils burn a known mass of magnesium in a crucible. They find the mass of magnesium oxide
formed, and from this the mass of oxygen that joined to the magnesium in the reaction.
UG LP
Help: Provides a table in which to enter results and make calculations.
TC Extension: Pupils are expected to organise their own recording of results and calculations.
Other relevant material

Skill sheet 34: Balancing equations
Expected outcomes
Core: Pupils will relate their mass measurements and calculations to the idea that, in a chemical reaction,
the mass of reactants is always the same as the mass of the products.
Help: Pupils calculate the masses of product and of oxygen that reacted with the magnesium. They realise
that the ‘extra’ mass in the magnesium oxide has come from the air.
Extension: Pupils relate their mass measurements and calculations to the Law of Conservation of Mass.
Pitfalls
If the crucible lid is lifted too high or removed too early, much of the magnesium oxide will be lost into the air.
If not enough air is admitted to the crucible, some of the magnesium will remain unburned. It is best to wind
the magnesium ribbon around a pencil to form a coil that will allow better contact with air in the crucible.
Safety notes
Magnesium burns with a very hot and bright flame. Do not allow pupils to burn the magnesium ribbon in
free air.
The crucible will get very hot during the experiment. It will need to stand for several minutes before it can
safely be handled.
Answers
Core:
1 Magnesium is a shiny silver metal. The product of the reaction (magnesium oxide) is a dull grey powder.
2 The magnesium oxide had a higher mass than the magnesium.
3 The extra mass was oxygen from the air.
4 The mass of the product, magnesium oxide, was the same as the combined mass of the two reactants,
magnesium and oxygen.
5 magnesium + oxygen → magnesium oxide
Help:
1 Shiny, silver metal. 2 Dull, grey powder.
3 The product (magnesium oxide) weighed more than the magnesium that was burned.
4 The extra mass came from (oxygen in) the air.
Extension:
1 – 5 As Core. 6 Yes. The magnesium and oxygen atoms always join together in the same ratio, 1:1.
7 During a chemical reaction mass is neither lost nor gained. 8 2Mg + O2 → 2MgO

H-Technician.qxd 21-Jul-04 4:04 PM Page 3

Technician
H3b Burning magnesium activity notes

p ? Practical Pupils burn magnesium and measure the increase in mass. They relate this to the Law of
Core (Extension)
Help
t u
Equipment
^ _ For each group:
UG LP ● magnesium ribbon ● Bunsen burner

● crucible and lid ● heatproof mat
TN ● pipe clay triangle ● tongs
● tripod ● access to a top pan balance
The magnesium ribbon should be cleaned with abrasive paper and cut into
10 cm strips.


Core: Pupils burn a known mass of magnesium in a crucible. They find the mass
of magnesium oxide formed, and from this the mass of oxygen that joined to
the magnesium in the reaction.
Help: Provides a table in which to enter results and make calculations.
Extension: Pupils are expected to organise their own recording of results and
calculations.
Expected outcomes
Core: Pupils will relate their mass measurements and calculations to the idea
that, in a chemical reaction, the mass of reactants is always the same as the
mass of the products.
Help: Pupils calculate the masses of product and of oxygen that reacted with the
magnesium. They realise that the ‘extra’ mass in the magnesium oxide has
come from the air.
Extension: Pupils relate their mass measurements and calculations to the Law of
Pitfalls
If the crucible lid is lifted too high or removed too early, much of the
magnesium oxide will be lost into the air.
If not enough air is admitted to the crucible, some of the magnesium will
remain unburned. It is best to wind the magnesium ribbon around a pencil to
form a coil that will allow better contact with air in the crucible.
Safety notes
Magnesium burns with a very hot and bright flame. Do not allow pupils to
burn the magnesium ribbon in free air.
The crucible will get very hot during the experiment. It will need to stand for
several minutes before it can safely be handled.


Activity
H3b Burning magnesium Core
M W Magnesium metal burns in air to form the compound magnesium Wear eye
oxide. In this activity you will find what happens to the mass of the protection.
p ? In this
magnesium as it reacts with oxygen to form magnesium oxide. experiment the
t u crucible gets
Equipment very hot. After heating,
^ _ ● magnesium ribbon ● tripod ● tongs
you must allow it to cool
for several minutes, until
UG LP ● crucible and lid ● Bunsen burner ● access to a top pan it can be handled safely.
● pipe clay triangle ● heatproof mat balance

TN TC
Obtaining evidence crucible lid
crucible
1 Weigh the crucible and its lid. Note down this mass. pipe clay triangle
2 Take a 10 cm piece of clean magnesium ribbon. magnesium ribbon
heat
Fold it or coil it so that it will fit into the crucible. tripod
3 Weigh the crucible, lid and magnesium. Note down
the mass.
4 Place the crucible containing the magnesium, with its lid, on a pipe clay triangle.
5 Use a Bunsen burner to heat the crucible. Heat gently at first, then strongly.
6 Every few minutes use tongs to lift the crucible lid a little. If the magnesium flares up,
put the lid back down. When no flaring is seen, remove the lid and place it on a
heatproof mat.
7 Stop heating and leave the crucible to cool.
8 Re-weigh the crucible, lid and contents. Note down this mass.
9 Use your mass measurements to calculate the following values:
● mass of magnesium ● mass of oxygen in the magnesium oxide.
● mass of magnesium oxide
1 Describe the difference in appearance of the magnesium before burning and the
magnesium oxide produced afterwards.
2 How did the mass of the magnesium oxide differ from the mass of magnesium that
was burned?
3 Where did this extra mass come from?
4 The mass of the products of a reaction is the same as the mass of reactants. Explain
how this is true for the burning of magnesium.
5 Write a word equation for the reaction of magnesium with oxygen.
6 This experiment could be repeated using different masses Extension

of magnesium. Would you expect the ratio of mass of
magnesium to mass of oxygen (in the magnesium oxide)
to be the same each time? Explain why.
7 The relationship of mass of products and mass of reactants is described in the Law of
Conservation of Mass. This law applies to all reactions. Suggest what this law says.
8 Write a symbol equation for the reaction of magnesium with oxygen.

Activity
H3b Burning magnesium Help
M W Use this sheet to record your results and do mass calculations.

p ?
Presenting the results
t u
1 Record your results in the mass column below.
^ _
2 Complete the bottom three rows of the mass column in the
UG LP table by working out the mass of magnesium used, the mass
TN TC of magnesium oxide made, and the mass of oxygen in this
magnesium oxide.
The ‘calculation’ column in the table shows you how to work

these out using the masses from the other rows.
Items on top pan balance Mass Calculation Row letter
crucible and lid a

crucible, lid and magnesium b
crucible, lid and magnesium oxide c

magnesium b–a d
magnesium oxide c–a e
oxygen in magnesium oxide e–d

1 What did the magnesium look like before it was burned?
2 What did the product look like after the magnesium had been
burned?
3 Did the product, magnesium oxide, weigh more or less than the
magnesium that you burned?
4 Where did this extra mass come from?

H-Teachers.qxd 21-Jul-04 3:58 PM Page 8

Teacher
H4a Combustion of a candle activity notes

p ? Practical Pupils are shown that the combustion of candle produces carbon dioxide and water. Core (Extension)
t u Running the activity

Core/Extension: A pump is used to draw the gases produced by a burning candle
^ _ through the apparatus. After a few seconds the limewater goes cloudy as carbon
dioxide reacts with the calcium hydroxide to produce a white precipitate. After a
UG LP few minutes the pump is turned off, and the U-tube disconnected. Water has
condensed in the U-tube. Anhydrous copper sulphate turns from white to blue,
TC proving that this liquid is water.

Catalyst Interactive Presentations 3 contains an animation of this demonstration,
should you wish to avoid a practical demonstration.
Expected outcomes
Core: Pupils will learn that candle wax burns to produce the products carbon
dioxide and water. They will write a word equation for the reaction.
Extension: Pupils will also write a symbol equation for the reaction. They will
extend ideas of combustion to produce carbon dioxide and water to other
hydrocarbons.
Pitfalls
After the pump has been run for a few minutes with the candle alight, the
precipitate in the limewater will disappear. This happens because insoluble
calcium carbonate reacts with more carbon dioxide (and water) to produce soluble
calcium hydrogen carbonate. You may wish to explain this to more able pupils.
The pump must be run for about 10 minutes with the candle alight for a
reasonable amount of water to collect in the U-tube.
If the filter funnel is positioned too close to the candle, the air supply is restricted.
Some incomplete combustion takes place introducing soot into the apparatus.
Safety notes
The inverted funnel may shatter when heated by the candle flame. Use a ‘Pyrex’
type funnel and lower it slowly over the flame allowing it to heat up uniformly.
Answers
Core:
1 The limewater went cloudy.
2 This shows that carbon dioxide was produced by the burning candle.
3 A colourless liquid.
4 The anhydrous copper sulphate changed from white to blue.
5 This shows that water was produced by the burning candle.
6 hydrocarbon + oxygen → carbon dioxide + water
Extension:
1 – 6 As Core. 7 C25H52 + 38O2 → 25CO2 + 26H2O
8 Carbon dioxide and water.

H-Technician.qxd 21-Jul-04 4:04 PM Page 4

Technician
H4a Combustion of a candle activity notes

p ? Practical Pupils are shown that the combustion of candle produces carbon dioxide and water. Core (Extension)
t u Equipment
For the demonstration:
^ _
● candle
UG LP ● glass filter funnel
● U-tube
TN ● side arm tube
● glass connecting tubes
● limewater
● ice
● anhydrous copper sulphate

Catalyst Interactive Presentations 3 contains an animation of this demonstration,
should you wish to avoid a practical demonstration.

Core/Extension: A pump is used to draw the gases produced by a burning candle
through the apparatus. After a few seconds the limewater goes cloudy as carbon
dioxide reacts with the calcium hydroxide to produce a white precipitate. After
a few minutes, the pump is turned off, and the U-tube disconnected. Water has
condensed in the U-tube. Anhydrous copper sulphate turns from white to blue,
proving that this liquid is water.
Expected outcomes
Core: Pupils will learn that candle wax burns to produce the products carbon
dioxide and water. They will write a word equation for the reaction.
Extension: Pupils will also write a symbol equation for the reaction. They will
extend ideas of combustion to produce carbon dioxide and water to other
hydrocarbons.
Pitfalls
After the pump has been run for a few minutes with the candle alight, the
precipitate in the limewater will disappear. This happens because insoluble
calcium carbonate reacts with more carbon dioxide (and water) to produce
soluble calcium hydrogen carbonate. You may wish to explain this to more
able pupils.
The pump must be run for about ten minutes with the candle alight for a
reasonable amount of water to collect in the U-tube.
If the filter funnel is positioned too close to the candle, the air supply is
restricted. Some incomplete combustion takes place, introducing soot into
the apparatus.
Safety notes
The inverted funnel may shatter when heated by the candle flame. Use a
‘Pyrex’ type funnel and lower it slowly over the flame allowing it to heat up
uniformly.


Activity
H4a Combustion of a candle Core
M W When a candle is lit the wax burns. In this demonstration you will find out what
products are made during this reaction.
p ?
t u Equipment
glass
^ _ For the demonstration: tube rubber
tubing
UG LP ● candle ● glass connecting tubes glass
funnel U-tube
TN TC ● glass filter funnel ● limewater
to pump
● U-tube ● ice ice
● side arm tube ● anhydrous copper sulphate limewater
candle
Obtaining evidence
Your teacher will demonstrate an experiment using the apparatus shown in the diagram.
1 The pump is switched on to draw air through the apparatus. Air can be seen bubbling
through the limewater. The candle is lit.
2 Look carefully what happens to the limewater. Note down what you see.
3 After a few minutes the pump is switched off and the U-tube removed. Note down
what you can see in the U-tube.
4 A spatula measure of anhydrous copper sulphate is added to the U-tube. Note down
what happens.
5 Write a summary of what you observed during the experiment.

1 What change took place in the limewater?
2 What does this prove about the products of combustion of the candle?
3 What did you see in the U-tube?
4 What happened to the anhydrous copper sulphate when it was added to the U-tube?
5 What does this prove about the products of combustion of a candle?
6 Candle wax is made of hydrocarbons.
Write a word equation for the complete combustion of a hydrocarbon.
Extension
7 One of the hydrocarbons in candle wax has the formula C25H52.

Write a symbol equation for the complete combustion of this hydrocarbon.
8 Candle wax is a hydrocarbon, which means that it is a compound made from the
elements carbon and hydrogen only.
Petrol is a mixture of hydrocarbons. Suggest the products of combustion of petrol.


Teacher
H4b The discovery of oxygen activity notes

p ? ICT Pupils search the Internet for information about early theories of combustion and the
work of Priestley and Lavoisier.
Core
t u
^ _ Pupils search the Internet to find information about the early theories of
combustion (phlogiston theory) and the work of Joseph Priestley and Antoine
UG LP Lavoisier.
They summarise what they have found out in a time chart.
Some useful websites are suggested on the pupil sheet.

Skill sheet 4: Web searches
Expected outcomes
Pupils will see how scientific ideas change as additional evidence is gained.
Pitfalls
Some pupils may have difficulty in deciding what information is relevant and
irrelevant to the task.
Answers
1 In the phlogiston theory it was thought that all combustible materials
contained a substance called phlogiston. When these materials were burned
the phlogiston was thought to be given off. Presence of phlogiston in the
air was then thought to make this air unable to support further
combustion.
2 Both Priestley and Lavoisier thought that burning used up a gas that was
part of the air, so that when all of this gas had been used up substances
could no longer burn.
3 Antoine Lavoisier isolated a gas that reacted with substances as they
burned. As these substances burned they formed acidic products. Lavoisier
therefore named the gas oxygen, from the Greek words meaning ‘acid
maker’.


Activity
H4b The discovery of oxygen Core
M W In this activity you will use the Internet to find information about the
early ideas of combustion, and the most important scientists involved
p ?
in the discovery of oxygen: Joseph Priestley and Antoine Lavoisier.
t u
1 Use the Internet to search for information about early ideas of combustion
^ _ and about the discovery of oxygen. Some useful websites are listed below:
UG LP Phlogiston Theory
TN Information on Joseph Priestley
More information on Joseph Priestley
Information on Antoine Lavoisier
More information on Antoine Lavoisier
2 Make notes about:

● early ideas of what happens when a substance burns: the ‘phlogiston
theory’
● the experiments carried out by Joseph Priestley
● the theories of combustion put forward by Joseph Priestley
● the experiments carried out by Antoine Lavoisier
● the theories of combustion put forward by Antoine Lavoisier
● the discovery and naming of the gas oxygen
Make sure your information answers the questions below.
1 What is the ‘phlogiston theory’?

2 How were the ideas of Priestley and Lavoisier different from this theory?
3 Why did Lavoisier name his newly discovered gas oxygen?
3 Write a time chart to summarise what you have found out.

H-Plenaries.qxd 08-Jun-04 1:46 PM Page 1
H1 Products from reactions Plenaries
M Suggested alternative plenary activities (5–10 minutes)

p ? Review learning Sharing responses Group feedback Word game Looking ahead
Pupils match chemical Card game to use information Pupils report to the class Word-search using Show video of burning and use of a
t u products with their gained from Activity H1a to their ideas from Activity H1b. words from the range of fuels, e.g. natural gas,
uses. match the names of jobs to These are summarised into a activities. wood, coal, petrol, fuel oil.
^ _ the products produced. flow chart on the board. Catalyst Interactive Presentations 3
UG LP Review learning
● Pupils work in groups or individually to match cards showing chemical ➔ Pupil sheet
products with cards showing uses of these products.
● Pupils or groups in turn report their ‘matches’ for discussion by the class.
Write correct matches on the board.
Sharing responses
● Pupils work in groups of four. Each group is given a set of cards. Four cards ➔ Pupil sheet
contain the jobs from Activity H1a, and the remainder contain products or
Answers
other terms associated with these jobs.
Machine operator:
● Pupils shuffle the product/term cards and deal them to the four members of ethane, polythene,
the group. polymerisation, plastic
● One job card chosen at random is placed on the desk. Pharmacist: drugs,
aspirin, antibiotic,
● Pupils take turns to match a products/terms card to the job card.
penicillin
● When no pupil in the group can find a card to match, the next job card is Materials scientist:
chosen at random and the process repeated. useful materials, hard-
● The winner is the first pupil to have no cards left. wearing, stiff,
resistant to water
● Groups report their ‘matches’ back to the class for discussion. Chemical engineer:
ammonia, Fritz Haber,
Group feedback fertilisers, explosives
● Choose one pupil to begin the reporting back of ideas from Activity H1b.
● Ask this pupil to read to the class the first part of his/her summary of the key
stages in the development of aspirin.
● Discuss these ideas with the class to decide on a final summary to be written
on the board.
● Choose a second pupil to continue the reporting back, and so on, until a
complete summary is on the board.
● Ask pupils to comment on which ideas are relevant only to the development
of aspirin, and which are relevant to the development of all new products.
Word game
● Pupils complete a word-search using words from the activities. ➔ Pupil sheet
Answers
aluminium, ammonia,
aspirin, combustion,
fertiliser, food, Fritz,
fuel, Haber, iron,
polythene, rubber
Looking ahead
● Show pupils a video demonstrating a range of fuels being burned for ➔ Catalyst Interactive
different uses. Presentations 3
● Ask pupils to comment on similarities and differences in the way that
different fuels are used.

M Review learning
p ? You have two sets of cards.
t u The first set contains a number of chemical products.
^ _ The second set contains some uses of these products.
UG LP Match each chemical product with one of the uses.
TN Write down your matched pairs so that you can report them back to the class.
Chemical products Uses
aluminium used to make car tyres
copper used to make car bodies
glass used to make electrical cables
used to make light frames

polythene
for bicycles
used to make packaging for

polystyrene
electrical equipment
PVC used to make car windscreens
rubber used to make tables and chairs
steel (iron) used to make compact discs
used to make supermarket

wood
carrier bags

M Sharing responses
p ?You have a set of cards. These cards contain the jobs you looked at in Activity H1a, and
t u products or other terms associated with these jobs.
There are four ‘job’ cards and sixteen product/term cards.
^ _
Play a matching-card game.
UG LP
1 Shuffle the product/term cards and deal four to each player.
TN
2 Shuffle the job cards and put one card face up on the desk.
3 Each player now takes a turn at matching a product/term card with this job card.
4 If a player has no matching card he says ‘pass’ and the next player has a go.
5 When all four players say ‘pass’ turn the next job card face up on the desk.
6 Continue playing until one player has no cards. He/she is the winner.
Make a note of which cards match each job so that you can report this back to the
class later.
Job cards Product/term cards
ammonia
antibiotic
Machine operator
aspirin
drugs
ethane
explosives
Pharmacist
fertilisers
Fritz Haber
hard-wearing
penicillin
Materials scientist
plastic
polythene
polymerisation
resistant to water
Chemical engineer
useful materials
stiff

M Word game
p ? Twelve words to do with this topic are hidden in this wordsearch.
t u How many can you find?
^ _
UG LP
F E R T I L I S E R
TN
A V A O W I S P J Y
P O L Y T H E N E L
A T U H F U E L M A
C A M M O N I A U S
N D I R O N Y F F P
C X N T D E R V O I
F R I T Z H A B E R
X R U B B E R Z L I
C O M B U S T I O N

H2 Energy from reactions Plenaries

p ? Review learning Sharing responses Group feedback Word game Looking ahead
Pupils write a definition Pupils report results of Pupils work in groups using Pupils use cards Demo adding barium nitrate solution
t u of the word ‘fuel’. Activity H2a to the class. information from Activity H2b to to construct a little at a time to sodium sulphate
Individuals read out their Results are summarised produce an advertising poster for a word equations solution, each time getting more
^ _ definitions to the class. on the board and
discussed.
fuel, designed to appeal to those
who might purchase the fuel.
for the reactions
in Activity H2a.
precipitate. Ask pupils ‘Could we go
on doing this forever?’
UG LP
Review learning
● Pupils work individually or in groups to write a definition of the word
‘fuel’. Ask pupils in turn to read out their definitions to the class.
● Write a final class definition, agreed by the class, on the board. ‘A
substance that is burned to provide a source of energy’.
Sharing responses
● Pupils report their results from Activity H2a to the rest of the class. Ask
pupils to describe their observations and answers to the questions.
● Discuss these with the class, and summarise them on the board.
Group feedback
● Pupils work in their groups from Activity H2b, using the questions and
discussion from the activity to produce an advertising poster for a fuel.
● Tell pupils that the poster must appeal to those who might purchase the
fuel, and encourage them to purchase this fuel.
Word game
● Pupils work in groups, using a set of cards to help them construct word ➔ Pupil sheet
equations for the reactions that took place in Activity H2a.
Answers
● Ask them to construct a word equation for the first reaction in Activity 1 iron + copper sulphate →
H2a, between iron filings and copper sulphate solution. copper + iron sulphate
2 magnesium +
● Ask one group to tell the rest of the class the equation they have
copper sulphate →
constructed.
copper + magnesium
● Write this equation on the board. Continue with the other equations. sulphate
3 zinc + copper sulphate →
copper + zinc sulphate
Looking ahead
● Pupils watch a demonstration in which barium nitrate solution is added Equipment
to sodium sulphate solution. 1.0 mol/dm3 barium
nitrate solution;
● In a boiling tube half filled with sodium sulphate solution, add few
1.0 mol/dm3 sodium
drops of barium nitrate. Filter out the resulting white precipitate from
sulphate solution;
the solution. Then add more barium nitrate to the clear filtrate. Repeat
four boiling tubes; stand for
this at least two more times. The precipitate is barium sulphate.
boiling tubes; three filter
● Ask pupils ‘Could we go on doing this forever?’ funnels, each with filter
paper; dropping pipette
● Elicit the idea that eventually all of the sulphate in the solution will
have been removed as barium sulphate, so no further reaction will take
place when more barium nitrate is added.

H2 Energy from reactions Plenaries
M Word game
p ? In Activity H2a three chemical reactions took place.
t u The first was when you added iron filings to copper sulphate solution.
^ _ 1 Look back and see what happened in this reaction.
UG LP 2 Use the cards to construct a word equation for the reaction.
TN 3 Your teacher may ask you to tell the rest of the class what you have done, and will
write the correct equation on the board.
4 When instructed by your teacher, use the cards to construct word equations for the
other two reactions that took place in Activity H2a.
iron
magnesium
zinc
copper
sulphate

H3 Reactions in balance Plenaries

p ? Review learning Sharing responses Group feedback Word game Looking back
Role play of magnesium Groups report their results Groups report their results from Pupils work in groups to Pupils revise and consolidate
t u burning, with pupils from Activity H3a to the Activity H3b. A ‘perfect’ set of play game of ‘Taboo’ knowledge from the unit.
acting as magnesium class. Discussion leads to results is used to write a using words relevant to
^ _ atoms and oxygen
molecules.
ideas of conservation of
mass.
symbol equation. Pupils
suggest why their results do
these activities.
not fit the equation exactly.

UG LP
Review learning
Use the Teacher sheet to direct the role play. ➔ Teacher sheet
Sharing responses
● Ask groups in turn to report to the rest of the class their results from Activity H3a.
● Discuss these results with the class, and ask for explanations.
● Lead the discussion to ideas that chemical reactions do not involve an overall change
in mass. Instead they involve ‘re-arrangement’ of atoms to form different compounds.
● Mention the idea of ‘conservation of mass’ during chemical reactions.
Group feedback
● Ask groups in turn to report to the rest of the class their results from Activity H3a.
● Ask pupils if these results contradict the idea of conservation of mass during
chemical reactions.
● Explain, or get pupils to explain, that the total mass is the same since the mass
gained by the magnesium has been lost from the air.
● Choose a good set of results, or present a ‘perfect’ set of results to show that each
24 g of magnesium reacts with 16 g of oxygen.
● For more able pupils relate these masses to the relative atomic masses of magnesium
and oxygen, showing that the atoms have joined in a 1:1 ratio.
● Use this idea to write a symbol equation for the reaction.
● Ask pupils to suggest why their results are not the same as the perfect results
expected from the equation.
● Lead pupils to the idea that not all magnesium is burning and/or there is loss of
magnesium oxide as ‘smoke’ when the crucible lid is lifted.
Word game
● Pupils play Taboo using cards cut out from the pupil sheet. ➔ Pupil sheet
● Give one pupil a card with a mystery word on it. The pupil offers clues to the class
to allow them to identify the mystery word, but is not allowed to use the given
‘taboo’ words in their clues.
● You can adjust the level of challenge by banning the use of just the first, or first and
second words in the taboo list, and then increase the number later.
Looking back
● Pupils revise and consolidate work from the unit. They can use the Unit map, Pupil ➔ Unit map
checklist, or the Test yourself questions.
➔ Pupil checklist
➔ Test yourself

M Review learning
Teacher sheet
p ? ● Divide the class in half. Ask half of the pupils to stand in a group. These
pupils are modelling magnesium molecules. Ask the other half to stand in
t u pairs holding hands, in random arrangement around the first group. These
pupils are modelling oxygen molecules.
^ _
● Tell pupils that when you say ‘go’, the oxygen molecules are to move
UG LP around randomly. When they meet the magnesium atoms they let go of
each other and each holds hands with a magnesium atom to form
TN magnesium oxide. Each magnesium oxide pair then moves a little to allow
oxygen to get to the magnesium in the middle of the group.
● Tell pupils that when you say ‘stop’ they must stop moving.
● Stop pupils at stages during the ‘reaction’ so that you can point out to them
the way that magnesium on the outside burns first, and that it takes time for
all of the magnesium to be burned.
● Point out that the magnesium oxide formed will be heavier than the
magnesium (more pupils).
● The modelling can be extended to include the effect of raising the crucible
lid during the reaction. To do this, ask some of the pupils who are modelling
oxygen molecules to stand in a corner away from the magnesium atoms.
When all, or nearly all, of the other oxygen molecules have reacted, say
‘raise the lid’ at which time the oxygen molecules move from the corner to
the magnesium for the reaction to continue.

M Word game
p ?
t u Combustion Atom
^ _
● burning ● element
Taboo Taboo
UG LP
● heat ● molecule
TN
● oxygen ● particle
Reaction Molecule
● reactant ● atom
Taboo ●
●
product
chemical
Taboo ●
●
element
particle
Reactant Mass
● reaction ● weight
Taboo ●
●
product
chemical
Taboo ●
●
measurement
amount
Product Equation
● symbol
● reaction
Taboo Taboo
● word
● reactant
● reactant
● chemical
● product

H4 The story of burning – Think about Plenaries

p ? Group feedback Bridging to other topics
Groups report their results from Activity H4a to the Show video or photos of space rockets taking off.
t u class for discussion. They then compare what they Explain that the fuel is the gas hydrogen, and ask
have learned from practical evidence with the ideas pupils to suggest how it is stored in the rocket and
^ _ of Priestley and Lavoisier. They see that evidence
helps to confirm or change people’s ideas.
where the oxygen for burning comes from.
Catalyst Interactive Presentations 3
UG LP
Group feedback
● Ask each group in turn to report to the class their
observations from Activity H4a.
● Ask pupils to compare the ideas that they have gained
from the activity with the ideas of Priestley and
Lavoisier.
● Give each group a few minutes to discuss this
comparison.
● Ask each group in turn to present their comparison to
the class.
● Ask pupils whether the evidence from Activity H4a
confirms or changes the ideas of Priestley and Lavoisier.
● Ask pupils whether the ideas of Priestley and Lavoisier
confirmed or changed the ideas of most scientists at
that time.
Bridging to other topics

● Show pupils a video and/or photographs of a space ➔ Catalyst Interactive Presentations 3
rocket taking off.
● Tell pupils that the fuel used by these rockets is the gas
hydrogen. Tell them that hydrogen has a boiling point
of –253 ºC. Tell pupils that there is no oxygen in space.
● Ask pupils to discuss in groups the two questions Questions
opposite. 1 How is this hydrogen stored in rockets?
● Ask each group in turn to give their ideas to the rest of 2 Where does the oxygen needed to burn
the class. the fuel come from?
● Discuss pupils’ ideas with the class to arrive at ideas of
storage of hydrogen at low temperatures under pressure,
and similar storage of oxygen (boiling point –183 ºC), in
the rockets.
● Ideas can be extended to the use of re-usable booster
tanks for the space shuttle.

H-Specials.qxd 08-Jun-04 3:03 PM Page 1
H1 Products from reactions Specials
M W 1 Use some of these words to fill in the gaps.

p ?
bad tasty iron new
t u living food
^ _ cooking burn
energy ing oil
UG LP raw
A
a Chemical reactions make materials from
materials.
b Some chemical reactions, such as food, are useful.
Some, like food going , are not useful.
c Chemical reactions go on inside all things. Plants
use chemical reactions to make the they need.
Humans use chemical reactions to get from food.
2 Look at the list below. There are some raw materials and the new
materials that can be made from them. They’re all muddled up. Draw
lines to match the raw material to the new material it can make.
Raw materials New materials
brick
oil clay glass
cement
Quorn
fungus iron ore cement
Distance
walked = 5 Lee
Time Lee 0 m
to walk it took
= 25 s
limestone steel
sand paper
wood
plastic
H2 Energy from reactions Specials
M W 1 Use a tick () to show the correct answers.

p ? a Fuels are a store of:
t u
electrical energy
^ _
chemical energy
UG LP
heat energy
A
b The reaction that releases energy from fuels is called:
competition
completion
combustion
c When a fuel burns, the gas from the air that reacts with it
is called:
nitrogen
oxygen
carbon dioxide
d Two types of energy are released when a fuel burns.
They are called:
kinetic (movement)
heat
chemical
electrical
light

H2 Energy from reactions (continued) Specials
M W 2 Use words from this list to fill in the gaps. You may need to use the
p ? words once, more than once or not at all.
t u oil oxygen e
sugar water methan natural gas
^ _
UG LP carbon dioxide ethanol energy
wood coal
A
a When coal burns, is released.
b When a hydrocarbon burns, and
are made.
c The three fossil fuels are , and
.
d Natural gas contains a substance called .
e In Brazil, people run their cars on , which is made
from .
f When hydrogen burns, is made.
3 Look at this diagram showing the combustion of coal.
a The reactants are and .

b The products are , and
.
c The word equation for the reaction is:

energy
released
coal + + water +

H3 Reactions in balance Specials
M W
1 Look at these pictures. They show what happens to the atoms when
p ?
iron and sulphur react.
t u
^ _
s
sss s s
+ sss heat s
UG LP
sss s s s
A s s
iron sulphur iron sulphide
a How many iron atoms are there in the iron?

b How many sulphur atoms are there in the sulphur?
c How many iron atoms are there in the iron sulphide?
d How many sulphur atoms are there in the iron sulphide?
e Do the number of iron and sulphur atoms change during the

chemical reaction?
f Write a word equation for this reaction.
iron + →
2 Write true or false for each sentence.
a In a chemical reaction the mass of the chemicals
you start with is the same as the mass of the chemicals
you make.
b ‘Mass is conserved’ is another way of saying the mass
changes.
c The number of atoms involved in a chemical reaction
doesn’t change.
d The atoms are rearranged in a chemical reaction to
make the new chemicals.

H3 Reactions in balance (continued) Specials
M W 3 When iron and sulphur are heated together, they make a new
p ? chemical called iron sulphide.
t u Look carefully at the pictures. Use the information to answer the

^ _ questions below them.
UG LP 1 sulphur 2 iron
3 4 iron sulphide
iron +
sulphur
a What is the mass of iron? g

b What is the mass of sulphur? g
c What is the total mass of iron + sulphur?
mass of iron + sulphur = g+ g
= g
d What is the mass of the iron sulphide? g
e Underline the correct phrase to complete the sentence.
The total mass of iron and sulphur is bigger than/the same as/
smaller than the mass of the iron sulphide.
f 10.8 g of iron react with 6.4 g of sulphur to make iron sulphide.
What will the mass of the iron sulphide be?
mass of iron + mass of sulphur = g+ g
= g

H4 The story of burning Specials
M W 1 Draw lines to match the scientist to the idea he had about burning!
p ?
t u
^ _ He showed that a gas in the air

UG LP
was involved in burning. He
called this gas oxygen.
A George Stahl
1703
He believed that when things

burn, they split apart and
release phlogiston.
Joseph Priestley
1774
He heated red calx up.

Mercury was made. A gas
was also made.
Antoine Lavoisier
1775
2 Look at these pictures. 1 2 3

Use a tick (✓) to show
the correct answers.
a The mass of the
weigh magnesium burn and collect ash weigh ash
magnesium has:
gone down stayed the same gone up.
b The mass has changed because:
the magnesium has lost phlogiston
the magnesium has lost oxygen
the magnesium has combined with oxygen.
c This experiment supports the belief of:
Stahl Priestley Lavoisier.
Spe Answers.qxd 6/23/2004 9:19 AM Page 8
H Using chemistry Specials answers
M H1 Products from reactions H3 Reactions in balance

1 a new, raw 1 a 9
p ? b cooking, bad b 9
c living, food, energy c 9
t u 2 oil – plastic d 9
iron ore – steel e no
^ _ sand – glass f iron + sulphur → iron sulphide
fungus – Quorn 2 a true
UG clay – brick b false
limestone – cement c true
wood – paper d true
3 a 5.4
H2 Energy from reactions b 3.2
c 5.4, 3.2, 8.6
1 a chemical energy
d 8.6
b combustion
e the same as
c oxygen
f 10.8, 6.4, 17.2
d heat, light
2 a energy
b water, carbon dioxide H4 The story of burning
c coal, oil, gas 1 George Stahl – He came up with the idea of
d methane phlogiston to explain burning. When things
e ethanol, sugar burn, they split apart and release phlogiston.
f water Joseph Priestley – He heated red calx up.
3 a coal, oxygen Mercury was made. A gas was also made.
b carbon dioxide, water, soot Antoine Lavoisier – He showed that a gas in the
air was involved in burning. He called this gas
energy oxygen.
released 2 a gone up
c coal + oxygen carbon dioxide b the magnesium has combined with oxygen
+ water + soot c Lavoisier

H-Homework.qxd 26-May-04 1:16 PM Page 1
H1 Products from reactions Homework
M W HELP
p ? 1 Choose from the list below to answer the following questions.
t u plastic rubber Pyrex glass nylon foam
^ _
a Louise’s great granny is telling her about what things were
UG LP made of when she was a girl in 1920. Choose a material that
A each thing might be made from today.
i A bath sponge.
ii Tyre round a car wheel.
iii Rope to lower a bucket into a well.
iv A car bumper.
v An oven dish.
b The items in the list above are made from raw materials.
Which material is made from:
i Sand.
ii Crude oil.
iii The sap of a tropical tree.
CORE
2 For each of the changes described below, say whether they are
helpful or harmful to us and explain your reasons.
a Bacteria growing on meat that is past its sell-by date.
b Carbon dioxide combining with water in a plant.
c Carbon combining with oxygen on a barbecue.
d Glucose being converted into carbon dioxide and water.
3 The raw material copper oxide can be heated with carbon to

produce pure copper, to use for electrical wires.
a What product is formed, other than copper?
b Write a word equation to represent the reaction.

H1 Products from reactions (continued) Homework
M W EXTENSION
p ? 4 Aluminium is obtained from aluminium oxide by the reaction
given below.
t u
^ _ aluminium oxide aluminium + oxygen
UG LP Electricity is used to split the aluminium away from the oxygen.
A a Explain why aluminium is relatively expensive, compared with

copper.
b Thinking back to your work on burning fuels, suggest a

reason why extracting aluminium in this way adds to the
greenhouse effect.
5 a Explain how fermentation is
i similar to respiration.
ii different from respiration.
b Write the word equation for respiration.

H2 Energy from reactions Homework
M W HELP
p ? 1 Jane is looking at the flame of her Bunsen burner.
t u a Write down two things she observes that show a chemical
^ _ change is happening.
UG LP b Give the name of the gas that is burning.
A c Copy and complete the following sentences:

i The gas in a Bunsen burner is a fossil fuel because .
ii When the gas burns it is combining with .
iii When the gas burns it produces .
iv The type of energy stored in the gas is called .
CORE
2 The table gives some information about a range of fuels.
Fuel State at room Other information

temperature
Hydrogen Gas Very low density.

Explosive when mixed with air.
Coal Solid Contains mostly carbon with some sulphur.

Hard to ignite.
Ethanol Liquid Made from sugar. Ignites easily.
a Which fuel is useful to countries with small fossil fuel reserves?
b Which fuel could not be used easily for powering cars?
c i Which of the fuels would be the most polluting?
ii Explain the reason for your choice.
d i Write a word equation to represent the reaction that

takes place when the carbon in coal burns in air.
ii Explain how the products from this reaction are different

from those formed when ethanol burns in air.
3 Sam’s house has no gas supply. Everything works by electricity.

Explain why Sam’s house still contributes to global warming.

H2 Energy from reactions (continued) Homework
M W EXTENSION
p ? 4 When methane burns in plenty of air carbon dioxide and water
are formed.
t u
^ _ a Explain why methane is often called a hydrocarbon.
UG LP b Write down the word equation for the reaction when methane
burns in plenty of air.
A
c i What would be different about the reaction if the air supply
was very restricted?
ii Write the word equation for methane burning in a limited

air supply.
iii Why would this be a problem in a caravan heated by a

gas heater, if the air vent was blocked.
d Explain why natural gas is a non-renewable energy source

but ethanol is a renewable energy source.

H3 Reactions in balance Homework
M W HELP
p ?
1 Farina mixes together 2 g of hydrogen and 16 g of oxygen in a special
steel container. She ignites the mixture so that the two gases react. She
t u
has used just the right amounts of each gas to make them react exactly,
^ _ with none left over. She finds the mass of the products.
UG LP a What new compound will Farina make?
A
b What mass of the new compound will she collect?
c In a chemical reaction the mass is always conserved. Say how Farina’s

experiment shows that this is true.
d In Farina’s experiment two atoms of hydrogen join with one atom of

oxygen. How many atoms are there in the product from the reaction?
2 In another experiment, Joel strongly heats some zinc in a clay pot.

The zinc reacts with oxygen in the air.
a Will the mass of material in the pot go up, go down or

stay the same?
b Explain your reasoning.
c If 8 g of zinc reacts with 2 g of oxygen, what mass of product

will Joel make?
CORE
3 Look at the results below, from Susie’s experiment. She has heated some
magnesium ribbon in a crucible.
Mass of crucible alone = 10.5 g

Mass of crucible + magnesium ribbon = 11.7 g
Mass of crucible and contents after heating = 13.3 g
a Calculate the mass of magnesium that Susie burned.
b Calculate the mass of oxygen that reacted with the magnesium.
c Calculate the mass of magnesium oxide that formed in the crucible.
d Explain how the idea of conservation of mass is shown by

Susie’s experiment.

H3 Reactions in balance (continued) Homework
M W e Susie did another experiment to check her results. She noticed that,
this time, a stream of white smoke came up from the crucible as the
p ?
magnesium was burning.
t u
i How would this problem affect the mass of the crucible and
^ _ contents after heating?
UG LP ii In what way would this experiment suggest that the idea of
A conservation of mass is wrong.
iii What could Susie do, in a third experiment, to try to solve the
problem?
f Write a word equation to represent the reaction in Susie’s

experiments.
g What is true about the number of atoms on each side of the equation
you have written?
EXTENSION
4 a The balanced equation for sulphuric acid reacting with sodium
hydroxide is:
H2SO4 + 2NaOH Na2SO4 + 2H2O
How many atoms are there
i on the left of the equation?
ii on the right of the equation?
iii Explain how this confirms the idea of conservation of mass.
b Copy and complete the symbol equation for the extraction of

aluminium, which is shown unbalanced below.
Al2O3 4Al + O2
c Use the formulae shown below to write the balanced equation for
the reaction between hydrochloric acid and potassium hydroxide,
forming potassium chloride and water.
H 2O HCI KCI KOH


Homework
H1 Products from reactions mark scheme
M W HELP
? Question Answer Mark
p
1 a i Foam 1
t u
ii Rubber 1
^ _ iii Nylon 1
UG LP iv Plastic 1
v Pyrex glass. 1
HM
b i Pyrex glass. 1
ii Plastic, nylon and foam. 1
iii Rubber 1
Total for Help 8
CORE
Question Answer Mark
2 a Harmful 1
because it forms poisonous chemicals that would make us ill. 1
b Helpful 1
because it is photosynthesis/it makes glucose/it is the only way
that the Sun’s energy can be converted into chemical energy. 1
c Helpful 1
because it produces heat to cook the food. 1
d Helpful 1
because it provides energy from the food we eat. 1
3 a Carbon dioxide 1
b copper oxide + carbon copper + carbon dioxide 1
Total for Core 10
EXTENSION
4 a Electricity is expensive. 1
b Fuels are burned to generate electricity. 1
Burning fuels to make electricity produces carbon dioxide. 1
Carbon dioxide is the main greenhouse gas. 1
Accept alternative equivalent responses.
5 a Both produce carbon dioxide. 1
b Respiration produces water but fermentation produces ethanol/alcohol. 1
c glucose + oxygen carbon dioxide + water 2
Award 1 mark for the reactants and 1 mark for the products
Total for Extension 8


Homework
H2 Energy from reactions mark scheme
M W HELP
p
1 a Heat and light. 2
t u
b Methane 1
^ _ c i The gas in a Bunsen burner is a fossil fuel because it was made from
the remains of dead animals millions of years ago. 1
UG LP Accept equivalent response. Underscore shows the pupil’s answer.
HM ii When the gas burns it is combining with oxygen. 1

iii When the gas burns it forms carbon dioxide and water. 2
Award one mark for each product.
iv The type of energy stored in the gas is called chemical energy. 1
Total for Help 8
CORE
2 a Ethanol 1
b Coal 1
c i Coal 1
ii It contains sulphur 1
which burns to form sulphur dioxide 1
which causes acid rain/breathing difficulties. 1
d i carbon + oxygen carbon dioxide 1
ii Ethanol also forms water. 1
3 Electricity is usually made by burning fossil fuels 1
which produces carbon dioxide that increases global warming. 1
Total for Core 10
EXTENSION
4 a It contains only carbon and hydrogen. 1
b methane + oxygen carbon dioxide + water 1
c i Carbon monoxide would be produced instead of carbon dioxide. 1
ii methane + oxygen carbon monoxide + water 1
iii The blocked vent restricts the air supply to the flame 1
so carbon monoxide is produced 1
and carbon monoxide is poisonous. 1
d Natural gas is not replaced as it is used but ethanol is made from
sugar cane, which can be quickly replaced. 1
Do not give any marks for answers that refer to ideas about re-use of the fuel.


Homework
H3 Reactions in balance mark scheme
M W HELP
p
1 a Water 1
t u
b 18 g 1
^ _ c She started with 18 g of hydrogen and oxygen mixed together 1
and finished with 18 g of water. 1
UG LP Accept equivalent responses.
HM d 3 1
2 a It will go up. 1
b The zinc will combine with oxygen adding to the mass. 1
c 10 g 1
Total for Help 8
CORE
3 a 1.2 g 1
b 1.6 g 1
c 2.8 g 1
d The mass of the reactants added together 1
is the same as the mass of the product. 1
e i It would reduce it. 1
ii The mass of product would now be less than the total mass
of the reactants. 1
iii She could put a lid on the crucible. 1
f magnesium + oxygen magnesium oxide 1
g It will be the same. 1
Total for Core 10
EXTENSION
4 a i 13 1
ii 13 1
iii The same number of atoms must have the same mass 1
so the mass is the same on both sides of the equation. 1
b i Balanced equation is: 2Al2O3 4Al + 3O2 2
Award 1 mark for each underlined balancing number.
c Balanced equation is: HCl + NaOH NaCl + H2O 2
Award 1 mark for correct reactants and products and 1 mark
for correct balancing.

Test-Qust.qxd 6/25/2004 10:32 AM Page 22
H Using chemistry Test yourself
M 1 Reactions can be classified as three types:
p ? A reactions used to provide energy

t u B reactions used to make new materials
^ _ C important reactions in biological systems
UG Are the following examples of A, B or C ?
A
a Limestone is roasted with clay to make cement.
b Glucose is oxidised in cells to produce carbon dioxide. ,

c Waste straw is burned in a power station.
2 Tick the useful reactions, and put a cross by the ones that are not useful.
photosynthesis rotting food
corrosion combustion
respiration digestion
3 a Rearrange the letters to make another name for burning.
NO BUS IT COM
b Rearrange the letters to write the name of what is released when

a fuel burns.
GREENY
4 Underline two hydrocarbons in the list.
air hydrogen
candle wax petrol
5 Complete the following sentences. Use the words below to fill the gaps.
energy
dioxide monoxide oxygen soot water
When natural gas burns, it joins with gas from the air and
releases . If there is plenty of air, carbon
and are formed.

Test-Qust.qxd 6/25/2004 10:32 AM Page 23
H Using chemistry (continued) Test yourself
M 6 Tim and Sue are choosing a good fuel for the open fire in the living room.
p ? Choose three properties of a good fuel.

t u A burns with a yellow, sooty flame
^ _ B gives out a lot of energy
UG C burns very quickly
A
D catches alight easily
E is not expensive
The three properties are:
7 The list gives four metals in order of decreasing reactivity. magnesium

Tin is added to lead nitrate. Complete the word equation. zinc
tin
tin + lead nitrate → nitrate +
lead
8 Diagram A shows a mixture of hydrogen and oxygen. Diagram B
shows how the atoms are rearranged in a reaction to produce water.
Complete diagram B to show the correct number of water molecules.
Key
hydrogen
oxygen
water
A B
9 For each of these statements underline the right word, true or false.
a There is always a change in mass when a chemical reaction takes place. true/false
b Energy is always given out when a chemical reaction takes place. true/false
c If 10 g of salt are dissolved in 100 g of water, the solution

weighs 110 g. true/false
d If a piece of wood is burned and all the products are collected,

the sum of the masses of the products is the same as the mass of
the piece of wood. true/false

Test-Ans.qxd 16-Jun-04 2:55 PM Page 22

Test yourself
H Using chemistry Answers
M 1 Reactions can be classified as three types:
p ? A reactions used to provide energy

t u B reactions used to make new materials
^ _ C important reactions in biological systems
UG Are the following examples of A, B or C ?
TY B
a Limestone is roasted with clay to make cement.
b Glucose is oxidised in cells to produce carbon dioxide. B , C
c Waste straw is burned in a power station. A
2 Tick the useful reactions, and put a cross by the ones that are not useful.
✓ photosynthesis ✗ rotting food
✗ corrosion ✓ combustion
✓ respiration ✓ digestion
3 a Rearrange the letters to make another name for burning.
NO BUS IT COM COMBUSTION
b Rearrange the letters to write the name of what is released when

a fuel burns.
GREENY ENERGY
4 Underline two hydrocarbons in the list.
air hydrogen
candle wax petrol
5 Complete the following sentences. Use the words below to fill the gaps.
energy
dioxide monoxide oxygen soot water
When natural gas burns, it joins with oxygen gas from the air and
releases energy . If there is plenty of air, carbon dioxide
and water are formed.

Test-Ans.qxd 16-Jun-04 2:55 PM Page 23

Test yourself
H Using chemistry (continued) Answers
M 6 Tim and Sue are choosing a good fuel for the open fire in the living room.
p ? Choose three properties of a good fuel.

t u A burns with a yellow, sooty flame
^ _ B gives out a lot of energy
UG C burns very quickly
TY
D catches alight easily
E is not expensive
The three properties are: B D E
7 The list gives four metals in order of decreasing reactivity. magnesium

Tin is added to lead nitrate. Complete the word equation. zinc
tin lead tin
tin + lead nitrate → nitrate +
lead
8 Diagram A shows a mixture of hydrogen and oxygen. Diagram B
shows how the atoms are rearranged in a reaction to produce water.
Complete diagram B to show the correct number of water molecules.
Key
hydrogen
oxygen
water
A B
9 For each of these statements underline the right word, true or false.
a There is always a change in mass when a chemical reaction takes place. true/false
b Energy is always given out when a chemical reaction takes place. true/false
c If 10 g of salt are dissolved in 100 g of water, the solution

weighs 110 g. true/false
d If a piece of wood is burned and all the products are collected,

the sum of the masses of the products is the same as the mass of
the piece of wood. true/false

G-I-EUTest.qxd 18-Jun-04 10:47 AM Page 7

End of unit test
H Using chemistry Green
M 1 Petrol is a fuel.
p ? a Write down the two words from the list below that best describe petrol. 2 marks
t u element hydrocarbon liquid solution
^ _
UG SS b What substance is needed for petrol to burn? 1 mark
MS ET c What is given out when a fuel burns, that makes a fuel useful? 1 mark
d Write a word equation for the burning of methane in oxygen. 2 marks
e Hydrogen can be used as a fuel in motor vehicles in place of petrol.

It burns in air to produce water.
Write down one advantage of using hydrogen as a fuel, compared

with using petrol or diesel. 1 mark
2 a Sam dissolves 10 g of sodium chloride crystals in 100 g of water.

What is the mass of the resulting solution? Write down the letter.
A 100 g B 10 g C 110 g D 90 g 1 mark
b Sam reads that the total mass of reactants is always the same as the
total mass of products. When 0.24 g of magnesium reacts with 0.16 g
of oxygen, what mass of magnesium oxide would Sam expect to get?
Write down the letter.
A 0.24 g B 0.40 g C 0.16 g D 0.08 g 1 mark
c Write down the letter for the correct answer. When a chemical
reaction takes place, the total number of atoms in the reactant is: 1 mark
A always different from the number of atoms in the product

B sometimes different from the number of atoms in the product
C always the same as the number of atoms in the product
D sometimes the same as the number of atoms in the product.
d Describe how the atoms in the reaction below have been arranged
in the reaction. 1 mark
sulphur + oxygen sulphur dioxide


End of unit test
H Using chemistry (continued) Green
M e The equation below shows the reaction between hydrogen and

oxygen to produce water.
p ?
t u hydrogen + oxygen water
^ _
UG SS
i How many hydrogen atoms are there on each side of the equation? 1 mark
MS ET
ii How many oxygen atoms are there on each side of the equation? 1 mark
iii How does the number of atoms in the equation show that mass
is conserved in the chemical reaction? 1 mark
3 Carbon burns in oxygen to form carbon dioxide (CO2).
a Copy and complete the diagram showing the changed arrangement

of particles when this reaction takes place. 2 marks
key
carbon atom
oxygen atom
b What is released, in addition to carbon dioxide, when carbon is burned 1 mark
4 Copper reacts with silver nitrate solution and produces silver.
a Write down the best word from the list below to describe this reaction. 1 mark
combustion displacement neutralisation
b Copy and complete this word equation. 1 mark
copper + silver nitrate → silver +
c The beaker becomes warm during this reaction. Why is this? 1 mark

G-I-EUTest.qxd 22-Jul-04 9:33 PM Page 9

End of unit test
H Using chemistry (continued) Green
M 5 A new source of protein called Constituent Mass (g per 100 g)

mycoprotein has been developed for
p ? Protein 12.0
human food. It is made by growing
t u a fungus on glucose derived from Dietary fibre 6.0
maize starch. The harvested Fat 3.0
^ _
mycoprotein is made to look and Carbohydrate 3.0
UG SS taste like meat and is marketed
Sodium 0.005
MS ET under the brand name Quorn.
Cholesterol 0.0
This is the nutrition information
Water 75.0
table for mycoprotein:
a How many grams of protein are there in 100 grams of mycoprotein? 1 mark
It took fifteen years of research to develop the product Quorn.

This included ten years of testing before it was approved for
human consumption.
b i Suggest a reason why new products are tested thoroughly

before being approved for human use. 1 mark
The results of scientific testing are usually published so that

other scientists can look at them. They can then try to produce
the same results.
ii Suggest why it is important that other scientists try to produce

the same results of an experiment. 1 mark
When an ingredient like mycoprotein is being developed, scientists use

small-scale experiments using laboratory-size flasks. When they
are sure everything is working properly, a full-size production
factory is built.
c i Why do scientists think it is important to carry out small-scale

experiments before building full-scale factories? 1 mark
This table shows the

Constituent Mass (g per 100 g)
nutritional information
for a typical fast-food Protein 15.6
cheeseburger. Dietary fibre 1.5
ii How does the amount of Fat 13.4

dietary fibre in 100 g of Carbohydrate 30.0
mycoprotein compare with
that in 100 g of
cheeseburger? 1 mark


End of unit test
H Using chemistry Red
M 1 The diagram shows a gas burner.
p ? small blue
flames
t u gas burner
^ _ a Write a word equation for the burning of methane in oxygen. 2 marks
UG SS b Hydrogen can be used as a fuel in motor vehicles in place of

petrol. It burns in air to produce water.
MS ET
Write down one advantage of using hydrogen as a fuel, compared
with using petrol or diesel. 1 mark
2 Carbon burns in oxygen to form carbon dioxide (CO2).
a Copy and complete the diagram showing the changed arrangement

of particles when this reaction takes place. 2 marks
key
carbon atom
oxygen atom
b What is released, in addition to carbon dioxide, when carbon is burned? 1 mark
c The diagram shows how nitrogen and hydrogen can react to form ammonia.
key
nitrogen atom
hydrogen atom
How does the diagram show that the mass of the reactants and
products is the same? 1 mark
d When copper carbonate is heated, carbon dioxide gas is given off

and black copper oxide is left.
i Why is the mass of copper oxide left less than the mass of copper
carbonate that was heated? 1 mark
ii Copy and complete the symbol equation for the reaction. 1 mark
CuCO3 → +


End of unit test
H Using chemistry (continued) Red
M e The equation below shows the reaction between hydrogen and oxygen
to produce water.
p ?
hydrogen + oxygen water
t u
^ _
UG SS How does the number of atoms in the equation show that mass is
MS ET conserved in the chemical reaction? 1 mark
3 Copper, zinc and magnesium are added to separate samples of silver

nitrate solution.
a Copy and complete the word equation. 2 marks
copper + silver nitrate → +
b Here is a list of four metals in decreasing order or reactivity:

magnesium
zinc
copper
silver
Jenny carries out the following reaction:
A magnesium with silver nitrate solution

B copper with silver nitrate solution
C zinc with silver nitrate solution.
i Which combination of metals shown above will release the most

energy, A, B or C? 1 mark
ii Which combination of metals shown above will release the least
energy, A, B or C? 1 mark
4 The diagram shows apparatus that can be used to turn copper oxide
into copper. Water is also produced.
excess hydrogen
burning
hydrogen
copper oxide
heat
a Write a symbol equation for the reaction? 2 marks
b Explain why the mass of the test tube and contents decreases
during the reaction. 2 marks


End of unit test
M Groups of students did this

experiment with different masses 0.8
p ?
of copper oxide. Here is a graph
t u
Mass of copper (g)

showing their results.
0.6
^ _ c Use the graph to find
UG SS the mass of copper
oxide needed to 0.4
MS ET
produce 0.50 g
of copper. 1 mark 0.2
d Copper can be converted
into copper oxide.
0
0 0.2 0.4 0.6 0.8 1.0
What mass of copper oxide Mass of copper oxide (g)
would be produced from
0.64 g of copper? 1 mark
5 A new source of protein called mycoprotein has been developed for human food. It is
made by growing a fungus on glucose derived from maize starch. The harvested
mycoprotein is made to look and taste like meat and is marketed under the brand
name Quorn.
Constituent Mass (g per 100 g)
This is the nutrition information
table for mycoprotein: Protein 12.0
Dietary fibre 6.0
When an ingredient like
mycoprotein is being developed, Fat 3.0
scientists use small-scale Carbohydrate 3.0
experiments using laboratory-size Sodium 0.005
flasks. When they are sure
Cholesterol 0.0
everything is working properly, a
full-size production factory is built. Water 75.0
a Why do scientists think it is important to carry out small-scale

experiments before building full scale factories? 1 mark
This table shows the nutritional Constituent Mass (g per 100 g)

information for a typical fast-food Protein 15.6
cheeseburger:
Dietary fibre 1.5
b i How does the amount of Fat 13.4
dietary fibre in 100 g of Carbohydrate 30.0
mycoprotein compare with
that in 100 g of cheeseburger? 1 mark


End of unit test
M Many doctors are very concerned that we have a diet that is too
high in carbohydrate and fat.
p ?
ii Use the nutritional information tables to suggest how eating
t u
foods made with mycoprotein might help to improve our diet. 1 mark
^ _
Mycoprotein was developed because in the 1950s scientists predicted a
UG SS world-wide shortage of high protein foods. High protein foods are
MS ET usually meat or fish which are expensive to produce and the animals
take many months to grow before they can be used for meat.
Mycoprotein in Quorn is made by growing a fungus on glucose derived

from maize starch. Once harvested, it can be made to look and taste
like meat. The process takes several weeks.
c Suggest two reasons why scientists think that mycoprotein may be an

answer to a shortage of protein rich foods for humans. 2 marks


End of unit test
H Using chemistry mark scheme
M Green (NC Tier 3–6)

p ? Question Answer Mark Level
1 a Hydrocarbon 1 3
t u Liquid 1 3
^ _ b Oxygen or air. 1 4
c Energy or heat or light. 1 4
UG SS
d Methane + oxygen → carbon dioxide + water
MS ET One mark for left-hand side, one mark for right-hand side. 2 6
e It produces no pollution or named pollutant. 1 6
2 a C 1 5
b B 1 5
c C 1 4
d Oxygen has combined or joined with sulphur or 1 5
sulphur dioxide molecules have been formed.
e i 4 hydrogen atoms on each side. 1 4
ii 2 oxygen atoms on each side. 1 4
iii There are the same number of atoms on each side of the equation. 1 6
3 a Diagram shows:
Molecules with one carbon joined to two oxygen atoms. 1 5
The same number of carbon and oxygen atoms on each side. 1 5
b Energy or heat or light. 1 5
4 a Displacement 1 4
b Copper + silver nitrate → silver + copper nitrate
One mark for copper nitrate. 1 6
c The reaction gives out energy. 1 5
5 a 12.0 1 4
b i To make sure that there is nothing that could make humans ill. 1 5
ii To make sure the results are reliable. 1 5
c i To make sure everything works properly or it would be very
expensive to build a factory and then find it did not work. 1 6
ii Four times as much dietary fibre or more fibre in mycoprotein
than a cheeseburger. 1 6
Scores in the range of: NC Level

4–6 3
7–11 4
12–16 5
17–25 6


End of unit test
H Using chemistry mark scheme
M Red (NC Tier 5–7*)

p ? Question Answer Mark Level
1 a Methane + oxygen → carbon dioxide + water
t u One mark for left-hand side, one mark for right-hand side. 2 6
^ _ b It produces no pollution or named pollutant. 1 6

2 a Diagram shows:
UG SS Molecules with one carbon joined to two oxygen atoms. 1 5
The same number of carbon and oxygen atoms on each side. 1 5
MS ET
b Energy or heat or light 1 5
c The same number of atoms (of each element) in each box. 1 5
d i Because carbon dioxide has been given off. 1 5
ii CuCO3 → CuO + CO2
One mark for both products 1 7
e There are the same number of atoms on each side of the equation. 1 6
3 a Copper + silver nitrate → silver + copper nitrate
One mark for each product. 2 6
b i A 1 7
ii B 1 7
4 a CuO + H2 → Cu + H2O
One mark for left-hand side, one mark for right-hand side. 2 7*
b Copper oxide loses oxygen. 1 7
Water is lost from the text tube. 1 7
c 0.64 g (accept 0.63 or 0.65 g). 1 7
d 0.80 g or 0.82 g. 1 6
5 a To make sure everything works properly or it would be very 1 6
expensive to build a factory and then find it did not work.
b i Four times as much dietary fibre. 1 6
ii Would cut down on carbohydrate by 10 times, and fat by
three quarters. 1 6
c Mycoprotein can be made to look and taste like meat. 1 7
Mycoprotein is quicker to produce than meat. 1 7
Scores in the range of: NC Level

5–9 5
10–14 6
15–18 7
19–25 7*

Pupil-Checklist.qxd 17-Jun-04 8:00 PM Page 8
H Using chemistry Pupil checklist
M Learning outcomes I can do I can do I need to

p ? this very this quite do more
well well work on this
t u
I can describe how products are made
^ _
from raw materials by chemical reactions.
UG
I can name the key stages in the
development of a new product.
I can describe some of the jobs carried

out by scientists.
I can describe some positive and negative

effects of new products.
I can describe how chemical reactions can

release energy.
I can identify carbon dioxide and water as

the products of burning hydrocarbons.
I can carry out measurements of

temperature.
I can identify which fuel is best for

which job.
I can describe what happens to atoms in

chemical reactions.
I can carry out experiments to show that

mass is conserved during chemical reactions.
I can use the Internet to find information

about the discovery of oxygen.

Glossary.qxd 18-Jun-04 11:33 AM Page 9
H Using chemistry Glossary
M Word Definition
p ?
conserved The basic material or natural substance from which
t u something is made, such as metal ore.
hydrocarbon
^ _ A simple battery in which electricity passes between two
phlogiston
UG metals placed in dilute acid. R
raw material
Stays the same. In all chemical reactions, the mass of
voltaic cell R substances is conserved.
A substance supposed by eighteenth century scientists to be

contained by anything that burns, and that is released by
burning.
A substance that contains only carbon and hydrogen atoms.

Keywords.qxd 18-Jun-04 11:35 AM Page 8
H Using chemistry Key words
M conserved raw material
p ? hydrocarbon voltaic cell R

t u phlogiston
^ _
UG

Sheet 1 of 1
H Using chemistry Key words
conserved raw material
hydrocarbon voltaic cell R
phlogiston

Book Answers.qxd 18-Jun-04 12:44 PM Page 21
H Using chemistry Book answers
M H1 Products from reactions 1 brick – clay

cement – limestone
Green
p ? a Steel – from iron ore.
wallpaper – wood
(plaster – gypsum)
Plastic – from chemicals found in oil. glass – sand
t u Rubber – from the sap of the rubber tree. 2 a iron
Glass – from sand. b Carbon dioxide.
^ _ b i starch → sugar + water c iron ore + carbon → iron + carbon dioxide
ii starch → carbon + water
UG c vegetarians
3 Digestion, respiration, photosynthesis (in any
order).
d From glucose and oxygen.
Red
a React
Mould into Collect sap
rubber parts with from rubber
Distil Get chemicals Mould plastics
for cars. sulphur. trees.
crude for making into car
oil. into plastics. accessories.
Pass electric Cool, roll into

current through Aluminium Manufacture car. sheets and press
molten bauxite. into car bodies.
Machine
into engine
Steel
blocks.
Add small amount

Melt sand Make of carbon to
Wash sand
with other glass molten iron.
with acid.
chemicals. sheets.
Iron ore
heated
with coke.
b Add fungus to b Burning coal produces carbon dioxide. Too

Extract starch starch and Protein
from potatoes. (Quorn)
much carbon dioxide in the atmosphere causes
allow to grow.
global warming.
c Yes. The petrol used in cars comes from oil. Oil
'Chicken Shape Add chicken was produced over past centuries by the decay of
nuggets'. into 'nuggets'. flavouring. animal matter. All animals require sunlight to
produce their food.
d ethanol + oxygen → carbon dioxide + water
c Glucose and oxygen. e hydrogen + oxygen → water
1 Heat the copper oxide with carbon. f There are no other products which would
2 water + carbon dioxide (+ sunlight) → glucose + pollute the atmosphere.
oxygen 1 When petrol burns in a car engine it transfers
3 a yeast + sugar → ethanol + carbon dioxide energy as ... movement energy and heat energy.
b ethanol Fossil fuels store energy as ... chemical energy.
c Bread. Flour, fat, water and yeast are heated When fuels burn the energy is released as ... heat
to produce bread. and some light energy.
4 ammonium hydroxide + phosphoric acid → 2 Carbon and hydrogen.
ammonium phosphate + water 3 a The only product of combustion is water.
b To prevent pollution with carbon dioxide.
H2 Energy from reactions Red
Green a Carbon dioxide and water.
a Any three from: wood, paper, cloth, leather, b Carbon monoxide is produced instead of carbon
plastic, or other suitable material. dioxide. Carbon monoxide is poisonous.

Book Answers.qxd 18-Jun-04 12:44 PM Page 22
H Using chemistry (continued) Book answers
c ethanol + oxygen → carbon dioxide + water H4 The story of burning

M
d When hydrogen burns only water is produced.
Green
p ? 1 Carbon and hydrogen.
a Today we know that oxygen is gained when
2 Cleaner burning fuels will cause less pollution.
3 Electricity made from oil-fired power stations something is burned.
t u b oxygen
will produce carbon dioxide in the process. Solar
cells overcome this by producing electrical c Lavoisier’s theory that there is something
^ _ energy directly from sunlight. joining during burning.
1 a i D
UG 4 Solar cells placed on the moon could generate
ii A
electricity directly from sunlight. This could be
used to melt ice deposits and provide water for iii C
plants and people. iv B
b up
c Lavoisier’s theory.
H3 Reactions in balance
Red
Green a Today we know that oxygen is gained when
a Nathan something is burned.
b The same amounts of substances were there b Lavoisier’s theory that there is something
before and after the reaction. They have just joining during burning.
changed places in making the new compounds. c mercury oxide → mercury + oxygen
c Two of hydrogen and one of oxygen. The d The carbon and hydrogen in the solid wood are
formula tells us so. burned to carbon dioxide and water vapour
d Hydrogen, chlorine, sodium and oxygen are on which are gases. These gases that go into the air
the left side and on the right side. account for the ‘mass loss’.
1 In a chemical reaction the atoms are rearranged e Less than the original tin.
and combine in a different way. The number of 1 a At B, the magnesium is added to the crucible.
atoms stays the same in the reaction, so the At C, the magnesium begins to burn.
mass is conserved. At D, the magnesium has finished burning.
2 a iron + oxygen → iron oxide b There is a mass gain when the magnesium
b carbon + iron oxide → carbon dioxide + iron was burned.
c magnesium + hydrochloric acid → hydrogen c
+ magnesium chloride
3 a magnesium + oxygen → magnesium oxide
b 1.6 g
Red
Mass in grams
a Nathan
b The same amounts of substances were there 2.4
before and after the reaction. They have just
changed places in making the new compounds.
c There are two hydrogen atoms, one oxygen
atom, one sodium atom and one chlorine atom
on each side of the equation.
1 3.2 g 0
2 a magnesium + oxygen → magnesium oxide 0 60 120 180 240
b The magnesium has gained oxygen from the Time in seconds
air.
c 1.6 g d Collect the carbon dioxide and water vapour
d 2Mg + O2 → 2MgO gases given off during the burning and weigh
e 2.0 g. Exactly half of what you got with 2.4 g them.
of magnesium. e The total amount of the carbon dioxide given
3 a calcium carbonate → calcium oxide + carbon off during burning weighed more than the
dioxide carbon that was burned.
CaCO3 → CaO + CO2
b yes
c Carbon dioxide is lost to the air.
4 a 2Na + Cl2 → 2NaCl
b 2Na + 2H2O → 2NaOH + H2


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G-I-Unit Guides.

qxd 16-Jun-04 3:12 PM Page 8

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H Using chemistry Unit guide

M W Where this unit fits in Prior learning

Framework yearly teaching objectives – Particles

Expectations from the QCA Scheme of Work

in terms of scientific enquiry NC Programme of Study Sc1 2g, i, j, k, l, m

Suggested lesson allocation (see individual lesson planning guides)

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

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Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2004 Catalyst 3

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Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2004 Catalyst 3

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Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2004 Catalyst 3

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H Using chemistry Unit map

Energy from reactions Conservation of mass

alcohol food phlogiston

© Harcourt Education Ltd 2004 Catalyst 3

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H1 Products from reactions Starters

M Suggested alternative starter activities (5–10 minutes)

^ _ development of a new product.

Introduce the unit

Share learning objectives

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H1 Products from reactions Starters

bread gold water

cabbage hydrogen wood

© Harcourt Education Ltd 2004 Catalyst 3

H1 Products from reactions Starters

air copper petrol

alcohol crude oil polystyrene

aluminium glass rubber

bread gold water

cabbage hydrogen wood

© Harcourt Education Ltd 2004 Catalyst 3

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H1 Products from reactions Starters

© Harcourt Education Ltd 2004 Catalyst 3

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H2 Energy from reactions Starters

M Suggested alternative starter activities (5–10 minutes)

Share learning objectives

Capture interest (1)

Capture interest (2)