9E Sci

SAMPLE PAGES FROM UNIT E
Heinemann Science Scheme

Teacher Resource Pack 3
ISBN: 0 435 58249 6
E C T E D
O R R
UNC OOFS
PR
This sample contains most of Unit E from Heinemann Science Scheme

Teacher Resource Pack 3 in a PDF format. Because this advance
material has not yet been through all checking stages, it may still
contain minor errors.
The following pages are not included in this sample material but will
be in the Pack: test-yourself answers; keywords lists and glossary lists.
© D. Lees, 2002, The Heinemann Science Scheme
This material may be freely copied for institutional use prior to the publication of the book from which it is taken.
However, this material is copyright and under no circumstances may copies be offered for sale.
Book Learning objectives Teaching Learning outcomes Homework Specials Extension
spread (from QCA Scheme of Work) activities (from QCA Scheme of Work) resources (learning support) resources
Pupils should learn: Pupils:
E1 that metals are good conductors E1a Core: contrast the conductivity of E1 E1
Why are metals of heat and electricity Looking at metals metals and non-metals Why are metals Why are metals
useful? that most non-metallic elements and non-metals identify graphite as a non- useful? useful?
are poor conductors of heat and E1b Core: metallic conductor
electricity Properties of metals produce an information sheet
about the range of metals, their and non-metals that is correct and well
uses and where they are found sequenced and contains
to use and combine data from a appropriate information
variety of information sources make some generalisations
metal compounds
to organise facts/ideas/ about the properties of metals

information into an appropriate which make them useful, eg they
sequence are hard, they can be flexible
E2 that some metals react with E2 Core: identify the gas produced in the E2 E2
How do metals dilute acids to form salts and Reacting metals reaction between metals and Which metals How do metals
react with release hydrogen with acids acids as hydrogen react with react with
acids? to carry out a test for hydrogen write word equations for the acids? acids?
to represent the reactions of reactions and explain the
Unit E Reactions of metals and
metals with dilute acids by word similarities between them

equations use the formulae of the
to identify patterns in reactions reactants and products to
between metals and dilute acids explain how atoms join in
to use patterns in reactions to different ways as a result of the
C
make predictions about other reaction
reactions predict that hydrogen and the
appropriate salt will be made as
a result of the reaction
D Lees, 2002, The Heinemann Science Scheme

1
Scheme of Work
2
C
E3 that acids react with metal E3 Core: identify the gas produced as E3 E3 E3
How do metal carbonates, producing carbon Reacting carbonates carbon dioxide Naming salts How do metal Chemical
carbonates dioxide and a salt with acids identify evidence for a chemical carbonates translation
react with that production of new reaction, eg a gas is produced, the react with
acids? materials and energy changes test tube is getting hot acids?
are evidence of chemical represent reactions by word
reactions equations
identify the pattern in word

equations and produce a general
metal compounds
equation
E4 that acids react with metal E4 Core: identify evidence for a chemical E4 E4
How do metal oxides, producing a salt and Reacting metal reaction, eg crystals are made, How do metal How do metal
oxides react water oxides with acids which are a different colour from oxides react oxides react
with acids? that production of the salt is what we started with with acids? with acids?
evidence of a chemical reaction represent reactions by word (Note: this
to represent reactions of acids equations homework is
with metal oxides by word identify the patterns in word preparation for
equations equations and produce a general Activity E4)

to use preliminary work to find equation
out if a possible approach is decide whether they need to
practicable modify their plan
to use common laboratory obtain a satisfactory sample of
equipment safely and effectively the salt
to evaluate the methods used in identify where they found
terms of the quality of the salt problems and the effect these
made had on their product
to organise content into a piece produce an account of their
of writing, with the relationship work which identifies problems
between paragraphs clearly and corrects these, with clear
signalled explanations of how they were
dealt with
write, using evidence, in
paragraphs that develop points
decide whether they need to
modify their plan
Scheme of Work
E5 that when an alkali is added to E5a Core: identify that a solution of pH7 E5 E5
How do alkalis an acid, neutralisation takes Neutralising an is neutral How do alkalis How do alkalis
react with place acid with an alkali explain the safety precautions react with react with
acids? how to obtain a neutral solution E5b Extension: that need to be taken when acids? acids?
from an acid and an alkali Uses of salts using alkalis
the hazards associated with use the technique adopted to
alkalis obtain a neutral solution from
to identify key points about the which sodium chloride can be
reactions of metals and acids isolated
metal compounds
to identify patterns in the represent reactions by word

chemical reactions equations
that there are many different identify the pattern in word
salts equations and produce a general
that many salts are useful equation, eg acid 1 alkali
compounds salt 1 water
name a variety of salts
give the uses of a variety of salts
make generalisations about
reactions of acids and metals,

using chemical names for
products and reactants
E6 to summarise how acids react E6a Core: represent reactions by word E6 E6 E6
C
Balanced with metals, metal carbonates Writing equations equations Writing word (Note: there is Writing
symbol and metal oxides E6a Resource: equations no Specials balanced
equations to represent the reactions of Writing equations sheet as symbol
metals with dilute acids by word E6b Extension: balanced equations
equations Balanced symbol symbol
to represent reactions of acids equations equations is
with metal oxides by word considered
equations unsuitable)

3
Scheme of Work
Teacher and technician notes
Looking at metals and non-metals E1a
Resources available When hitting samples with a hammer to test for

brittleness, a wooden board will prevent damage
Core sheet Looking at metals and to bench tops. Safety screens must be used for
non-metals this test.
CD-ROM All resources customisable
Materials required
Links with Per group
samples of metals and non-metals (see
Book 3 SoW Sc1 below), labelled with the element name
E1 9E page 1 2fgijkm scalpel with guard
For the teacher demonstration

Safety
samples of mercury, lithium, white
Instruct students in the safe use of a scalpel.
phosphorus, chlorine
Scalpel guards can be made from a short
piece of rubber tubing. white tile
Use safety screens for the teacher scalpel
demonstration. hammer
Care should be taken by the teacher in the wooden board
use of mercury, lithium, chlorine and safety screens
phosphorus.
Notes on materials preparation
Activity procedure Suitable elements for the students' experiment
1 Students look at the appearance of samples of include: copper, iron, magnesium, zinc, roll
metals and non-metals sulphur, carbon (graphite rods). The metals
should ideally be in the form of rods, but thin
2 They test the samples for flexibility and
strips may be used.
hardness.
For the teacher demonstration samples of
3 As a teacher demonstration, students are
mercury (under water), white phosphorus
shown some elements that are more difficult
(under water) and chlorine should be provided
to handle.
in sealed containers, which should not be
4 The teacher tests some elements that the opened.
students have looked at for brittleness.
Lithium should be provided stored in oil with a
Running the activity scalpel and white tile for cutting.
Samples of elements can be shared between Samples of the elements for the students'
groups in the class on a rota basis. experiment will be needed for testing for
brittleness by hitting with a hammer.
Tell the students not to break samples when
testing them for flexibility. Point out to them Answers
that flexibility will be affected by the thickness of
1 Metals are shiny, usually silvery, flexible and
the samples used.
hard.
For the teacher demonstration, mercury should 2 Non-metals are usually dull, inflexible and
be kept under a layer of water in a sealed sample soft. Some are gases.
bottle. Take lithium out of its storage oil and cut
3 Mercury is a liquid metal. Lithium is soft.
it so that students can see the shiny, silver
surface. Keep gaseous non-metals such as 4 Conduction of heat and electricity
chlorine in sealed gas jars.
1
C D Lees, 2002, The Heinemann Science Scheme
Properties of metals and E1b

non-metals
Resources available Materials required

Core sheet Properties of metals and Per group
non-metals battery
lamp
switch
Links with four connecting leads
two crocodile clips
Book 3 SoW Sc1
rods of metals and non-metals (see below),
E1 9E page 1 2fgijkm labelled with the element name where
appropriate
Safety
For the teacher demonstration
Safety screens should be used to separate the
beaker of boiling water and rods from the beaker of water
rest of the class. Bunsen burner
Care should be taken that the beaker of tripod and gauze
boiling water is not tipped over during the heatproof mat
demonstration. long rods of metals and non-metals (see below)
Eye protection must be worn when observing safety screens
the demonstration.
Activity procedure For the student activity small pieces, rods or
1 Students set up an electrical circuit strips of copper, iron, magnesium, zinc, roll
containing a battery, a lamp, a switch and sulphur, carbon (graphite rods) may be used. In
leads ending with crocodile clips. addition plastic, glass and wood may be used.
2 They use the circuit to test samples of metals Long rods of the same materials may be used for
and non-metals for electrical conductivity. the teacher demonstration.
3 As a teacher demonstration, students are
shown long rods of metals and non-metals,
Answers
each with one end standing in a beaker of 1 Copper, iron, magnesium, zinc
boiling water for at least 10 minutes. 2 Metals are good conductors of heat and
electricity; non-metals are poor conductors of
4 Students feel how hot the other end of each
heat and electricity.
rod has become.
3 Carbon (graphite) conducted electricity.
Running the activity 4 For example, copper is used for electrical
Some students may need help in connecting up wiring, plastic is used as insulation for wiring,
their circuit. copper is used to make saucepans, wood is
used for saucepan handles.
Set up the demonstration behind safety screens.
Students should visit this demonstration one 5 Plastic, wood and glass
group at a time to feel the ends of the rods.
2
Reacting metals with acids E2
Resources available Warn students not to heat the metal and acid
mixtures using Bunsen burners. If a faster
Core sheet Reacting metals with reaction is desired for zinc, the mixture should
acids be heated in a beaker of hot water. This could be
CD-ROM All resources customisable demonstrated.
Links with Materials required

Per group
Book 3 SoW Sc1 six test tubes and rack
E2 9E page 2 2fgijkm hydrochloric acid, 0.4 mol/dm3
sulphuric acid, 0.4 mol/dm3
Safety wooden splints
Eye protection must be worn. Bunsen burner
Care should be taken when handling both heatproof mat
hydrochloric acid and sulphuric acid as they
pieces of magnesium, zinc and copper foil
are corrosive.
Students should take care not to burn their Notes on materials preparation
fingers when using lighted splints for the 0.4 mol/dm3 hydrochloric acid should be
hydrogen test. prepared in a fume cupboard by making up
Take care when washing apparatus in case 35 cm3 of concentrated hydrochloric acid to
acid is splashed. 1000 cm3 with distilled water.
0.4 mol/dm3 sulphuric acid can be prepared by
Activity procedure
slowly adding 22 cm3 of concentrated sulphuric
1 Students place samples of metals in turn into acid to 800 cm3 of cold water and diluting the
hydrochloric acid and sulphuric acid. solution to 1000 cm3.
2 They test any gas evolved with a lighted Small pieces of metal foil, approximately 0.5 cm
splint. They also see if the test tube gets hot. square, are ideal for the metal samples.
Running the activity Answers
Students should be warned of the corrosive 1 Magnesium and zinc
nature of the two acids.
2 Yes, hydrogen was produced with both
Zinc reacts slowly at room temperature so there magnesium and zinc for both acids.
may not be enough gas evolved to produce a 3 Magnesium 1 hydrochloric acid
`pop' with a lighted splint. magnesium chloride 1 hydrogen
Some of the zinc and the copper will be left 4 With copper no bubbles of hydrogen were
unreacted at the end of the experiment. Students seen, and the test tube did not get hot.
should empty test tubes into a large beaker
before washing them to prevent blockage of
sinks.
3
Reacting carbonates with acids E3
Resources available Warn students not to use more than the

quantities of materials stated in the instructions.
Core sheet Reacting carbonates with
acids Delivery tubes are fragile. Warn students that
they are easily broken.
Materials required
Book 3 SoW Sc1 hydrochloric acid, 0.4 mol/dm3
sodium carbonate
E3 9E page 3 2fgijkm
copper(II) carbonate
Safety four test tubes

Eye protection must be worn. delivery tube and bung
Care should be taken when handling limewater
hydrochloric acid as it is corrosive. spatula
Take care when washing apparatus in case clamp stand
acid is splashed.
When powdered carbonate is added to acid,
0.4 mol/dm3 hydrochloric acid should be
the reaction is vigorous. Warn students to
prepared in a fume cupboard by making up
take care that the mixture does not fizz out
35 cm3 of concentrated hydrochloric acid to
of the tube over their hands.
1000 cm3 with distilled water.
Delivery tubes are easily broken. If this
happens, care should be taken not to cut Powdered anhydrous samples of the carbonates
hands on the sharp edges. should be used.
Activity procedure Answers

1 Students add sodium carbonate and copper(II) 1 A gas was given off; the test tube became
carbonate in turn to hydrochloric acid in a test warm.
tube. 2 Carbon dioxide
2 A delivery tube is used to pass the gas 3 Water
produced through limewater in a second test 4 A green colour in the liquid
tube. 5 Copper carbonate 1 hydrochloric acid
copper chloride 1 carbon dioxide 1 water
Running the activity
Students should be warned of the corrosive
nature of the acid, and of the danger of the
mixture `frothing over' when carbonate is added
to acid.
4
Reacting metal oxides with acids E4
Resources available Remind students to take care not to evaporate

the solution to dryness. The final reduced-
Core sheet Reacting metal oxides volume solution may need to be left overnight
with acids for crystals to form. The students may be given
CD-ROM All resources customisable stock crystals to compare with the ones they
have made.
Links with One crystal of good shape may be selected and
suspended by a fine wire in the collected
Book 3 SoW Sc1
remaining solution to grow a larger crystal.
E4a 9E page 4 2afgijkm
Materials required
Safety Per group
Eye protection must be worn. 400 cm3 beaker
Care should be taken when handling Bunsen burner
sulphuric acid as it is corrosive. tripod and gauze
The beaker of hot water should be set up heatproof mat
carefully so that it will not be knocked over. sulphuric acid, 0.4 mol/dm3
Hot tripods should not be handled and boiling tube
should be left to cool.
copper(II) oxide
Activity procedure spatula
1 Students heat a mixture of copper(II) oxide filter funnel
and dilute sulphuric acid in a water bath. filter paper
2 They filter the mixture. evaporating basin
3 They partially evaporate the filtrate. Notes on materials preparation
4 They leave the solution to form crystals. 0.4 mol/dm3 sulphuric acid can be prepared by
slowly adding 22 cm3 of concentrated sulphuric
Running the activity acid to 800 cm3 of cold water and diluting the
Homework E4 may be used to plan all or part of solution to 1000 cm3.
this activity prior to the practical.
Answers
Care must be taken that students set up the
1 To speed up the reaction
water bath safely.
2 To remove excess (unreacted) copper oxide
If all of the copper(II) oxide reacts, more must
3 Crystals of copper sulphate
be added. It is essential that all of the acid has
reacted so that acid is not evaporated, so the 4 Copper oxide 1 sulphuric acid
copper(II) oxide must be in excess. copper sulphate 1 water
5 No gas was produced.
5
Neutralising an acid with an alkali E5a
Resources available Although the students plot pH against volume,

the computer printout will feature pH against
Core sheet Neutralising an acid with time. Since the alkali is added every two minutes
an alkali the computer plot is valid.
Materials required
Links with Per class
potassium hydroxide solution, 0.1 mol/dm3
Book 3 SoW Sc1
hydrochloric acid, 0.1 mol/dm3
E5 9E page 5 2fgijkm distilled water
25 cm3 pipette
Safety safety pipette filler
The titration should be demonstrated by the
50 cm3 burette and stand
teacher behind safety screens.
400 cm3 beaker
A safety pipette filler should be used to
measure out the acid. stirrer (magnetic if available)
pH probe
Activity procedure temperature sensor
1 As a teacher demonstration, a pipette is used data logger
to measure 25 cm3 of acid into a beaker. To
computer, preferably with printer
this is added approximately 25 cm3 of
distilled water, or more if necessary to cover stopwatch
the end of the pH probe. A stopwatch is
started and 2 cm3 of alkali are added from the
The computer, data logger and probes should be
burette every minute.
set up in advance and tested to make sure that
2 The pH of the mixture is monitored using a the system is working prior to the lesson.
data logger and computer. A temperature
sensor is used to follow temperature changes Acid/Base Titrations is a piece of simulations
in the mixture. software available from Newbyte Educational
Software, PO Box 16710, Glasgow, G12 9WS,
3 Students plot a graph of pH (on the vertical www.newbyte.com.
axis) against volume of alkali added. A graph
printed from the computer may also be Answers
provided for students. 1 So that the probes had enough depth of
liquid to work
2 Started low and rose. It changed little at first,
Tell the students that distilled water is added to
then it changed very rapidly near the
the acid in the beaker to allow enough depth for
neutralisation point. After this the pH again
the probes to work. Explain that the addition of
changed very little.
distilled water will not affect the results.
3 Correct result read from graph
Students should note the results each minute.
4 It gives out heat.
Most software will allow a large display of the
pH and temperature on the computer screen. 5 Potassium chloride
6
Uses of salts E5b
Resources available Answers

Extension Uses of salts Students are expected to expand on the brief
sheet details given below. The students' accounts
should be checked for accuracy and marked for
CD-ROM All resources customisable communication skills.
Ammonium nitrate ± fertiliser
Links with
Ammonium sulphate ± fertiliser
Book 3 SoW Sc1 Calcium carbonate ± indigestion remedy
E5 9E page 5 2bk Calcium chloride ± drying agent
Calcium nitrate ± fireworks
Activity procedure Calcium phosphate ± washing powder
1 Students are given a list of salts and asked to Calcium sulphate ± plaster casts
find out what they are used for, using
Copper sulphate ± fungicide
secondary sources such as text books and the
internet. Iron(II) nitrate ± animal feeds, catalyst
Iron sulphide ± making hydrogen sulphide gas
2 They use rough notes to write an account of
(in small quantities)
how salts are used in the twenty-first century.
Magnesium sulphate ± tanning, dyeing
Running the activity Potassium nitrate ± gunpowder
Careful selection of text books will allow much Silver chloride ± photography
of the required information to be gained from Silver nitrate ± testing for the presence of
them. chloride in water, as an antiseptic for treating
Students may be given access to a wider range of cuts and burns
books in the school library. Sodium carbonate ± glass-making
If possible students should be given access to the Sodium chloride ± salting roads, making acids
internet. Zinc sulphate ± pesticides and fungicides
Materials required
Per student or group
selection of science text books
access to school library
access to computer connected to the internet
7
Writing equations E6a
Resources available For some of the reactions in the questions,

students may need help to rearrange the
Core sheet Writing equations reactants into products.
Resource sheet Writing equations The cards may be kept for re-use in Activity E6b.
Materials required
Resource sheet E6a
Book 3 SoW Sc1 scissors
E6 9E pages 2±6 2ijk
The resource sheet should be photocopied on
Safety
thin card if possible, though paper may be used.
Blunt-ended scissors should be used.
Answers
Activity procedure
1 Nitric acid 1 potassium hydroxide
1 Students cut out cards from the resource potassium nitrate 1 water
sheet.
2 Magnesium 1 hydrochloric acid
2 They use the cards to put together the names magnesium chloride 1 hydrogen
of reactants.
3 Copper oxide 1 sulphuric acid
3 They rearrange the cards to make the copper sulphate 1 water
products of the reaction. 4 Zinc carbonate 1 hydrochloric acid
zinc chloride 1 carbon dioxide 1 water
5 Zinc 1 sulphuric acid
At this stage the different sizes of the boxes is
zinc sulphate 1 hydrogen
not important. If students ask about this they
6 Nitric acid 1 magnesium hydroxide
should be told to ignore it.
magnesium nitrate 1 water
Some students may need help with the idea of eg
hydrogen sulphate being sulphuric acid.
8
Balanced symbol equations E6b
Resources available Running the activity

Extension Balanced symbol Some students may require help in putting
sheet equations together the correct number of cards for each
formula.
Resource sheet Writing equations
Materials required
Per group:
Links with Resource sheet E6a
scissors
Book 3 SoW Sc1
E6 9E pages 2±6 2ijk
The resource sheet should be photocopied on
thin card if possible, though paper may be used.
Safety
Blunt-ended scissors should be used. Alternatively, cards made during Activity E6a
may be re-used for this activity.
Activity procedure
1 Students cut out cards from the resource
Answers
sheet, or re-use them from Activity E6a. 1 HNO3 1 KOH KNO3 1 H2O
2 Mg 1 2HCl MgCl2 1 H2
2 They use the cards to put together the
formulae of reactants. 3 CuO 1 H2SO4 CuSO4 1 H2O
4 ZnCO3 1 2HCl ZnCl2 1 CO2 1 H2O
3 They rearrange the cards to make the
formulae of the products of the reaction. 5 Zn 1 H2SO4 ZnSO4 1 H2
6 2HNO3 1 Mg(OH)2 Mg(NO3)2 1 2H2O
4 They use this information to write a balanced
symbol equation for the reaction.
9
Activity
Looking at metals and non-metals E1a

Core
Aim
To look at the different properties of metals and non-metals.
Equipment
samples of metal and non-metal elements
scalpel with guard scalpel
metal or
non-metal
What to do
1 Draw a table like the one below ready to record your results.
2 Collect a sample of one element.

3 Look carefully at the appearance of the element.
4 Try to bend the sample to find out how flexible it is.
Make sure that you do not break it.
5 Try to scratch the sample using a scalpel, to find out how hard it is.
6 Record your results in your table.
7 Repeat steps 2 to 6 with each element. Take care using a scalpel.
Replace the guard between
use.
Your teacher will demonstrate the next part of the experiment.
8 Your teacher will show you some more elements.
9 Some samples of elements will be hit with a hammer, to find out how brittle they are.
10 Record the results of these experiments in your table.
Results
Element Is it a What does How How hard How
metal or a it look flexible is is it? brittle is it?
non-metal? like? it?
Questions
1 List the properties of the metal elements you studied.
2 List the properties of the non-metal elements you studied.
3 What exceptions to these general rules did you see?
4 What other properties of metals and non-metals could be tested?
1
Activity
Properties of metals and E1b

non-metals Core
Aim
To investigate the conduction of electricity and heat by metals and non-metals.
Equipment
battery switch two crocodile clips
lamp four connecting leads samples of metals and
non-metals
What to do
1 Draw a table like the one below ready
to record your results.
2 Put together the apparatus as ⴙ ⴚ
shown in the diagram.
3 Place a metal or non-metal sample
between the two crocodile clips.
4 Press the switch for a few seconds. crocodile
clips
5 Record in your table whether or
not the lamp lights.
6 Repeat steps 3 to 5 with each sample.
Your teacher will demonstrate the next part of the experiment.
7 Your teacher will set up a beaker of boiling water.
Wear eye protection.
8 Rods of metals and non-metals will be placed with one end in the
boiling water. They will be left for at least 10 minutes.
9 The teacher or students will feel the other end of each rod to see how hot it is.
10 Record the results in your table.
Results
Element Is it a metal or Did the lamp light? How hot was the
non-metal? end of the rod?
Questions
1 Which of the samples conducted electricity and heat well?
2 What is the pattern in the results for metals and non-metals?
3 What exceptions are there to this pattern?
4 Give two examples of how these properties determine how we use metals and
non-metals.
5 Which of the samples used are not elements?
2
Activity

Core
Aim
To find out how metals react with acids.
Equipment
six test tubes and rack wooden splints heatproof mat
dilute hydrochloric acid Bunsen burner pieces of magnesium,
dilute sulphuric acid zinc and copper foil
burning splint
;;;;
dilute
acid
metal
Take care not to get acid on
your skin or clothes.
What to do
2 Pour about 2 cm depth of dilute hydrochloric acid into a test tube in a rack.
3 Add a small piece of magnesium to the acid in the test tube. Immediately put your
finger or thumb over the end of the test tube.
4 After about one minute, bring a lighted splint to the end of the test tube as you
take your finger or thumb away.
5 Feel the bottom of the tube to see if it is hot.
6 Record the results in your table.
7 Repeat steps 2 to 6 using sulphuric acid instead of hydrochloric acid.
8 Repeat steps 2 to 6 using zinc instead of magnesium. You may not be able to
collect enough gas to test with a lighted splint this time.
9 Repeat steps 2 to 6 using copper instead of magnesium. Do not carry out the test
with a lighted splint this time.
Continued
3
Activity

continued Core
Results
Metal Acid Observations Results of test with

lighted splint
Questions
1 Which metals reacted with the two acids?
2 Was the same gas produced in each reaction?
3 Write a word equation for the reaction between magnesium and hydrochloric acid.
4 Copper did not react with the acids. How do you know that a reaction did not take
place?
4
Activity

Core
Aim
To find out how metal carbonates react with acids.
Equipment
dilute hydrochloric acid delivery tube and bung
sodium carbonate limewater
copper carbonate spatula
four test tubes clamp stand
delivery tube

your skin or clothes.
dilute acid
limewater
metal carbonate
What to do
2 Pour about 2 cm depth of dilute hydrochloric acid into a test tube.

3 Pour some limewater into another test tube so that it is about half full.
4 Get a delivery tube ready with the delivery end in the limewater.
5 Add a spatula measure of sodium carbonate to the test tube containing hydrochloric
acid. Immediately fit the delivery tube to this test tube to bubble gas through the
limewater.
6 Feel the bottom of the tube containing acid and carbonate to see if it is hot.
7 Record your observations in your table.
8 Repeat steps 2 to 7 using a few small pieces of copper carbonate instead of
sodium carbonate.
Results
Metal carbonate Observations in acid test Observations in limewater
tube test tube
Continued
5
Activity

continued Core
Questions
1 What observations showed you that a reaction takes place between sodium
carbonate and hydrochloric acid?
2 Which gas was produced in both of the reactions you carried out?
3 What additional substance is produced, other than a salt and carbon dioxide, in
these reactions?
4 What observation showed you that a salt was produced when copper carbonate
reacted with hydrochloric acid?
5 Write a word equation for the reaction of copper carbonate with hydrochloric acid.
6
Activity

Core
Aim
To find what happens when metal oxides react with acids.
Equipment
beaker dilute sulphuric acid filter funnel
Bunsen burner boiling tube filter paper
tripod and gauze copper oxide evaporating basin
heatproof mat spatula
What to do
1 Draw a table like the one on the next page ready to record your results.
Record your observations at each stage.
2 Set up a beaker half filled with water on a tripod and gauze. Wear eye protection.
Heat the water to boiling using a Bunsen burner. Turn off the your skin or clothes.
Bunsen burner when the water is boiling.
3 Pour about 3 cm depth of dilute sulphuric acid into a boiling tube.
4 Add two spatula measures of copper oxide to the sulphuric acid.
;;
5 Place the boiling tube in the beaker of
hot water for a few minutes. Every
minute remove the boiling tube to
shake the contents of the tube.
If all of the copper oxide disappears,
hot water sulphuric acid and
copper oxide
add another spatula measure.
;y;y;y;y
;y;y;y
When no more copper oxide will

;y;y;y;y
;y;y;y
;y;y;y
;y;y;y
;y;y
;y;y
6
;y;y
;y;y
disappear, filter the contents of the

tube, collecting the filtrate in an
evaporating basin.
7 Place the evaporating basin on the tripod filtrate

and gauze. Boil the filtrate until only evaporating
y;y;y;y;
y;y;y;y;
y;y;y;
y;y;y;
y;y;y;
y;y;
y;y;
y;y;
y;y;
y;y;
basin
about a third of the original volume is left.
8 Leave your evaporating basin and remaining
liquid to cool. Then look at them and record
the appearance of the final product.
Continued
7
Activity

continued Core
Results
Appearance of Appearance of Appearance of Appearance of
acid and oxide acid and oxide filtrate final product
before heating after heating
Questions
1 Why were the of copper oxide and sulphuric acid heated?
2 Why were the contents of the test tube filtered?
3 What was formed at the end of the experiment?
4 Write a word equation for the reaction between copper oxide and sulphuric acid.
5 Why were no bubbles seen as the copper oxide and sulphuric acid reacted?
8
Activity
Neutralising an acid with an E5a

alkali Core
Aim
To find out what happens when an alkali is added to an acid.
Equipment
For the demonstration:
dilute potassium 25 cm3 pipette pH probe
hydroxide solution safety pipette filler temperature sensor
dilute hydrochloric 50 cm3 burette and stand data logger
acid 400 cm3 beaker computer
distilled water stirrer stopwatch
What to do
Your teacher will demonstrate this experiment.
potassium
1 Draw a table like the one hydroxide
solution
below ready to record your results.
2 Your teacher will set up the
apparatus shown in the diagram. temperature sensor
3 A pipette is used to measure 25 cm3 of pH probe

acid into the beaker. About 25 cm3 of
distilled water are added.
4 2 cm3 of alkali are added from to data
logger
the burette every minute while and
the mixture is stirred. computer
stirrer
5 The pH of the mixture is hydrochloric
monitored using a data logger. acid
6 A temperature sensor is used to follow the temperature change in the mixture.

7 Use your results to plot a graph of pH (on the vertical axis) against volume of
alkali added. Your teacher may give you a graph printed from the computer.
Results
Volume of alkali added (cm3) pH of mixture Temperature of mixture (8C)
Questions
1 Why was distilled water added to the acid in the beaker?
2 Describe what happened to the pH of the mixture during the experiment.
3 What volume of alkali exactly neutralises 25 cm3 of acid?
Use your graph to find the answer.
4 Does the neutralisation reaction give out heat or take in heat?
5 What is the name of the salt produced in this reaction?
9
Activity
Uses of salts E5b

Extension
Aim
To find the uses of some salts using secondary sources.
Equipment
selection of science text books
access to school library
access to computer connected to the internet
What to do
You will be given access to a range of books.
You may be given access to the internet to help you to
find information.
1 Use the resources available to find out what some or all
of the salts in the list below are used for.
2 During your research make notes that you can use
later.
3 Use your notes to write an account of the use of salts
in the twenty-first century.
Salts
ammonium nitrate
ammonium sulphate
calcium carbonate
calcium chloride
calcium nitrate
calcium phosphate
calcium sulphate
copper sulphate
iron(II) nitrate
iron sulphide
magnesium sulphate
potassium nitrate
silver chloride
silver nitrate
sodium carbonate
sodium chloride
zinc sulphate
10
Activity

Core
Aim
To write word equations for reactions.
Equipment
Resource sheet E6 scissors
What to do
1 Cut out the cards on the resource sheet.
2 Arrange the cards for hydrogen and chloride side by side:
H Cl
hydrogen chloride
This represents hydrochloric acid. All acids have hydrogen as part of the formula.
Sulphuric acid is hydrogen sulphate and nitric acid is hydrogen nitrate.
3 Now arrange the cards for sodium and hydroxide side by side:
Na OH
sodium hydroxide
This represents the alkali sodium hydroxide. All alkalis have hydroxide as part of
the formula.
4 You are going to write the word equation for the neutralisation reaction between
hydrochloric acid and sodium hydroxide.
First write the reactants on the left of the equation:
hydrochloric acid 1 sodium hydroxide
5 Now rearrange the cards to show the products:
Na Cl
sodium chloride
H OH
hydrogen hydroxide
6 Now complete the word equation:

hydrochloric acid 1 sodium hydroxide sodium chloride 1 water
Note that hydrogen hydroxide is water, H2O.
Continued
11
Activity
Writing equations continued E6a

Core
Questions
Use the same method to write a word equation for each of the following reactions.
4 Zinc carbonate 1 hydrochloric acid
12
Activity

Resource
NO3
nitrate
NO3 C
nitrate carbon
Na
sodium
Na
sodium
SO4
K sulphate
potassium
Cu
copper CO3
carbonate
Mg K
magnesium potassium
H
hydrogen
Zn
zinc
H
hydrogen
OH
hydroxide
O
oxide
OH
hydroxide
Cl Cl
chloride chloride
13
Activity

Extension
Aim
To write balanced symbol equations for reactions.
Equipment
Resource sheet E6 scissors
What to do
1 Cut out the cards on the resource sheet.
2 Arrange cards for hydrogen and chloride side by side:
H Cl
hydrogen chloride
To match the cards you need one hydrogen card and one chloride card. This
represents the formula for hydrochloric acid, which is HCl.
(Note: All acids have hydrogen as part of the formula. Sulphuric acid is hydrogen
sulphate and nitric acid is hydrogen nitrate.)
3 Now arrange the cards to show the formula for magnesium hydroxide:
OH
hydroxide
Mg
magnesium OH
hydroxide
Note that two hydroxide cards are needed to match up to one magnesium card, so
the formula for magnesium hydroxide is Mg(OH)2. The set of brackets around OH
shows that we have two lots of OH. If we wrote MgOH2 it would look like one
oxygen and two hydrogens.
4 Next, you are going to write a balanced symbol equation for the reaction between
magnesium hydroxide and hydrochloric acid.
Write the formulae of the reactants:
Mg(OH)2 1 HCl
Continued
14
Activity

continued Extension
5 Now rearrange the cards to make the formulae of the products:
Cl
chloride
Mg
magnesium
Cl
chloride
H OH
hydrogen hydroxide
H OH
hydrogen hydroxide
Note that you need an extra Cl because the formula for magnesium chloride is
MgCl2. To get this extra Cl you will need an extra molecule of hydrochloric acid.
Using the extra H, two molecules of water, H2O, can be formed.
6 Now use the cards to help you complete the symbol equation:
Mg(OH)2 1 2HCl MgCl2 1 2H2O
Note how the number 2 has been placed in front of the formulae for hydrochloric
acid and for water, to show that two molecules of each are in the equation.
Questions
Use the same method to write a balanced symbol equation for each of the following
reactions.
4 Zinc carbonate 1 hydrochloric acid
15
Homework
Why are metals useful? E1
Metals and non-metals in the home

Look in and around your home. You will find many articles that are made of metals
and many others that are made of materials that are not metals.
You may find that some articles in your home are made from a mixture of two or
more metals. A mixture of metals is called an alloy. An example of an alloy is brass,
which is a mixture of copper and zinc.
You will also find some compounds and mixtures in your home that are not metals.
For example, glass is a mixture made from the compounds silicon dioxide and
sodium carbonate.
1 Draw a table showing the names of some metals in your home, the job that each
one is used for, and the properties of the metal that make it useful for that job.
2 Draw a second table showing the names of some materials that are not metals in
your home, the job that each one is used for, and the properties that make it useful
for that job.
3 For one of the metals you have listed, try to find out more information:
When was the metal discovered?
Where do we get it from?
What are its properties?
What else is it used for?
Use books, the library and the internet if possible to find the information. Write up
your findings as a set of notes.
........................................................................................
Homework
Which metals react with acids? E2
Not all metals react with dilute acids. Amongst those that do not react are silver, gold
and platinum.
Some metals, such as iron and zinc, react slowly with dilute acids.
Sodium and potassium react so quickly and violently with dilute acids that these
reactions are too dangerous to be carried out in the laboratory.
1 Look at the names of the metals that do not react with dilute acids. How could you
show that these metals do not react with dilute acids?
2 Sweat contains dilute acids. Explain why it is better to make jewellery from gold
rather than zinc.
3 What might happen if you tried to show the reaction of sodium with dilute
hydrochloric acid in the laboratory?
1
Homework
Naming salts E3
Below are some reactions used to make salts. For each one, name the salt that is
produced.
1 Sulphuric acid 1 potassium hydroxide
2 Magnesium 1 nitric acid
3 Zinc oxide 1 hydrochloric acid
4 Copper carbonate 1 nitric acid
5 Zinc1 hydrochloric acid
6 Sulphuric acid + magnesium hydroxide
........................................................................................
Homework
How do metal oxides react with E4

acids?
Making copper sulphate crystals

Rather than asking questions about work you have done in class, this homework is to
prepare for your next science lesson.
Your science class is going to make crystals of copper sulphate from copper oxide
powder and a dilute solution of sulphuric acid.
Plan how you will carry out this experiment.
Include details of the apparatus you will use and full instructions for each step of the
experiment.
Draw diagrams of the apparatus you will use.
2
Homework
How do alkalis react with acids? E5
Neutralisation at home
Many of the products that we use at home contain acids or alkalis.
Look in and around your home to find products that contain acids or alkalis. You
will probably find the contents listed on the label of each product.
Remember that acids are usually called `something' acid, eg sulphuric acid, and alkalis
are usually called `something' hydroxide, eg sodium hydroxide.
Also look for substances that will neutralise acids, for example carbonates and
hydrogencarbonates (often called bicarbonates).
Good places to look are amongst cleaning products and in the medicine cupboard.
You must ask your parents or other adults for permission to look in these places.
Your medicine cupboard may be locked. You may need to be supervised when you
look at some of the products.
Make a table listing each product, the acid, alkali or neutralising substance it
contains, and what the product is used for.
........................................................................................
Homework
Writing word equations E6
In Homework E3 Naming salts you worked out the names of the salts formed in
some reactions.
For each one you can now write a word equation.
You may find it useful to look back at the work you did in Activity E6a Writing
equations.
5 Zinc 1 hydrochloric acid
6 Sulphuric acid 1 magnesium hydroxide
3
Specials
Why are metals useful? E1
1 Complete these sentences. Use the words below to fill the gaps. You must use each
word once only.
aluminium copper dense electricity shiny
is an excellent conductor of .
For this reason is used to make wires and cables to carry electricity in our homes.
is also a good conductor of electricity. It is used for
overhead power cables carried on pylons because it is less
than copper. Copper overhead cables would be too heavy.
Gold is used for making jewellery. It does not react with acid and so will stay
and not corrode.
2 Choose which of the statements in the table are descriptions of metals and which
are descriptions of non-metals.
Put a tick in the correct box for each one.
Non-
Statement Metals metals
They have a shiny surface.
They do not conduct electricity.
They are good conductors of heat.
They are flexible.
They are strong.
1
Specials
How do metals react with acids? E2
word once only.
burns gold heat hydrogen splint zinc
Not all metals react with dilute acids in the same way.
does not react at all, but reacts steadily. When a metal
does react with a dilute acid, a salt and gas are always
made. The reaction also gives out . You can test for
hydrogen gas using a lighted . The
gas with a popping noise.
2 Complete the word equations. Use the words below to fill the gaps. You must use
each word once only.
calcium hydrochloric hydrogen iron nitrate sulphate
a Magnesium 1 acid
magnesium chloride 1
b 1 sulphuric acid
calcium 1 hydrogen
c Iron 1 nitric acid
1 hydrogen
2
Specials
How do metal carbonates react E3

with acids?
1 The apparatus shown can be used to react calcium carbonate with hydrochloric
acid and test the gas given off.
a Write these labels in the correct boxes on the diagram.
calcium carbonate dilute hydrochloric acid delivery tube

limewater
b The limewater goes milky white as the gas passes through it.
Which gas does this test prove has been produced in the reaction?
Choose from this list and write your answer on the line below.
carbon dioxide hydrogen oxygen
word once only.
calcium nitrate sulphate zinc
Calcium carbonate and hydrochloric acid react to make the
salt chloride.
Copper carbonate and sulphuric acid react to make the salt
copper .
Zinc carbonate and nitric acid react to make the salt
3
Specials
How do metal oxides react with E4

acids?
1 The sentences below describe how crystals of copper sulphate can be made from
copper oxide and dilute sulphuric acid, but they are in the wrong order.
A Filter the mixture and collect the filtrate in an evaporating basin.
B Leave the hot solution to cool.
C Add copper oxide to dilute sulphuric acid in a test tube.
D Filter again to collect crystals of copper sulphate.
E Warm the mixture in a beaker of hot water.
F Heat the solution to evaporate off about two-thirds of the water.
Write the letters to show the correct order of the sentences.
The correct order is
nitrate sulphuric water zinc
a Magnesium oxide 1 acid
magnesium sulphate 1 water
b oxide 1 hydrochloric acid zinc chloride 1 water
c Iron oxide 1 nitric acid
iron 1
4
Specials
How do alkalis react with acids? E5
1 The apparatus shown can be used to react potassium hydroxide with hydrochloric
acid and measure the change in pH and temperature.
dilute potassium
hydroxide
pH probe stirrer
Write these labels in the correct boxes on the diagram.
burette to data logger and computer dilute hydrochloric acid

temperature sensor
2 The pH scale is shown here. 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Acid is added to alkali until
the solution is neutral. more acidic more alkaline
How does the pH of the solution neutral

change during this neutralisation reaction? Circle the correct answer.
from pH 14 to pH 7 from pH 7 to pH 14 from pH 1 to pH 7
calcium hydroxide potassium sulphate water
a hydroxide 1 hydrochloric acid

potassium chloride 1 water
b Sodium + sulphuric acid
sodium + water
c Calcium hydroxide 1 nitric acid
nitrate 1
5
Extension
Chemical translation E3
The language of chemical symbols, formulae and equations is the same all over the
world. Chemists from all countries can understand symbol equations, whatever
language they speak.
The passage below is about some chemical reactions that you have studied, but it is
written in German.
Look carefully at the equations included in the passage.
Wenn Kalziumcarbonat hinzugefuÈgt wird, um die SalzsaÈure zu verduÈnnen,
wird das Salz Kalziumchlorid gebildet. Wasser und Kohlendioxid werden auch gebildet.
CaCO3 1 2HCl CaCl2 1 H2O 1 CO2
FuÈr den Nachweis von Kohlendioxid, wird das Gas durch eine Kalziumhydroxid
LoÈsung geleitet. Die waÈssrige, klare LoÈsung wird zu einer truÈben weiûen
Mischung.
CO2 1 Ca(OH)2 CaCO3 1 H2O
1 What do you think this passage is about?

2 What helped you answer question 1?
3 Try to write a `translation' of the passage.
........................................................................................
Extension
Writing balanced symbol E6

equations
In Homework E6 Writing word equations, you wrote word equations for some
reactions involving acids.
For each one you can now write a balanced symbol equation.
You may find it useful to look back at the work you did in Activity E6b Balanced
symbol equations.
5 Zinc 1 hydrochloric acid
6 Sulphuric acid 1 magnesium hydroxide
1
Test yourself
Reactions of metals and metal Unit E

compounds
1 Tick the statements that are true.

A metal is:
a good conductor of heat
brittle
a solid
shiny
strong
living
an electrical insulator
2 Complete the passage. Choose from the words below to fill the gaps. Use each
word once only.
high liquids low metals non-metals solids
Most of the elements are . These are all
at room temperature except mercury. Most metals
have melting points.
3 Complete this table about metals by filling in the empty boxes.
Metal Use of metal Property related to this use

copper conducts electricity
aluminium saucepans
drills very hard
gold jewellery
4 When a metal reacts with an acid, two products are formed.

What are these two products?
1 a
Continued
1
Test yourself

compounds continued
5 Look at this list of metals.
potassium sodium zinc iron copper gold
Choose from the list a metal that:

a reacts violently with dilute hydrochloric acid
b reacts steadily with dilute hydrochloric acid
c does not react with dilute hydrochloric acid.
6 Complete this word equation.
magnesium 1 acid
sulphate 1
7 When metal carbonates react with acids, the gas carbon dioxide is produced.
Describe a test for carbon dioxide.
Test:
Result:
8 Complete this word equation.
copper carbonate 1 acid copper nitrate 1
Continued
2
Test yourself

compounds continued
9 a These sentences describe how you could make crystals of zinc sulphate, but
some instructions have been missed out.
Fill in the missing instructions.
Add some zinc oxide to dilute sulphuric acid in a test tube.
Warm the mixture in a beaker of hot water.
Evaporate some of the water by boiling the solution.
Filter to get the crystals of zinc sulphate.
b Write a word equation for the reaction between zinc oxide and sulphuric acid.
10 15 cm3 of sodium hydroxide solution are measured into a beaker.

30 cm3 of the same concentration of hydrochloric acid are added 1 cm3 at a time.
The pH of the solution is measured after each addition.
a What is the pH:
i when no acid has been added? pH
ii when 15 cm3 of acid have been added? pH
iii when 30 cm3 of acid have been added? pH
b What is this type of reaction called?
c What is the name of the salt formed during this reaction?
Continued
3
Test yourself

compounds continued
11 The table gives the names of salts and substances that can be reacted to form
these salts. Fill in the empty boxes to complete the table.
Salt Substances reacted together to make the salt

hydrochloric acid sodium hydroxide
copper sulphate copper oxide
magnesium nitrate magnesium carbonate
potassium sulphate sulphuric acid
12 Complete these word equations.

aluminium oxide + acid
aluminium sulphate + water
lithium hydroxide + nitric acid
+ water
calcium + hydrochloric acid
calcium +
potassium carbonate + hydrochloric acid
1 1 water
4
End of unit test

compounds Tier 3±6
1 Which of the following changes are chemical reactions?

A When magnesium is heated, it changes from shiny silver to a
white powder.
B When chocolate is heated, it goes liquid and then solid.
C hen salt is added to water, a clear liqiud is produced.
D When a marble chip is added to an acid, bubbles are produced (2 marks)
2 a When calcium carbonate is added to hydrochloric acid,

carbon dioxide gas is produced.
How could you prove that the gas is carbon dioxide? (2 marks)
b When zinc is added to sulphuric acid, hydrogen gas is produced.
How could you prove that the gas is hydrogen? (2 marks)
3 When dilute hydrochloric acid is added to copper carbonate, a salt is

produced.
Copy and complete this word equation for the reaction. (2 marks)
copper carbonate 1 hydrochloric acid copper
1 1 water
4 A piece of zinc is added to some dilute sulphuric acid in a test tube.

A chemical reaction takes place.
a i Describe two observations that show a chemical reaction is taking
place. (2 marks)
ii Name the salt made in this reaction. (1 mark)
iii Name the gas produced (1 mark)
b A piece of magnesium is added to some more dilute sulphuric acid
in another test tube. The metal reacts with the acid.
Describe one way in which this reaction is similar to that of zinc
and dilute sulphuric acid. (1 mark)
c Zinc oxide reacts with sulphuric acid as shown in the word equation
below.
zinc oxide 1 sulphuric acid zinc sulphate 1 water
i Using this information, copy and complete the general equation below
to show how metal oxides react with acids. (1 mark)
metal oxide 1 acid 1 water
ii When iron oxide reacts with sulphuric acid, what else is produced
apart from water? (1 mark)
Continued
1
End of unit test

compounds continued Tier 3±6
5 10 cm3 of a dilute solution of potassium hydroxide are placed in a beaker.

Dilute nitric acid is then added a few drops at a time and the solution
tested with Universal Indicator paper after each addition. When the alkali
has been neutralised no more acid is added.
a What colour does Universal Indicator change to to show
neutralisation has taken place? (1 mark)
b Write a word equation for this neutralisation reaction. (2 marks)
c How could crystals of the salt from this reaction be obtained from
the neutral solution? (2 marks)
2
End of unit test

compounds Tier 5±8
1 A piece of zinc is added to some dilute sulphuric acid in a test tube.

A chemical reaction takes place.
a i Describe two observations that show a chemical reaction is taking
place. (2 marks)
ii Name the salt made in this reaction. (1 mark)
b A piece of magnesium is added to some more dilute sulphuric acid in
another test tube. The metal reacts with the acid.
Describe one way in which this reaction is similar to that of zinc and
dilute sulphuric acid. (1 mark)
c Zinc oxide reacts with sulphuric acid as shown in the word equation
below.
zinc oxide 1 sulphuric acid zinc sulphate 1 water
Using this information, copy and complete the general equation
below to show how metal oxides react with acids. (2 marks)
metal oxide 1 1 water
2 10 cm3 of a dilute solution of potassium hydroxide are placed in a beaker.

Dilute nitric acid is then added a few drops at a time and the solution
tested with Universal Indicator paper after each addition. When the alkali
has been neutralised no more acid is added.
a What colour does Universal Indicator change to to show
neutralisation has taken place? (1 mark)
b Write a word equation for this neutralisation reaction. (2 marks)
3 Jo wants to make some copper sulphate. She reacts copper carbonate

with dilute sulphuric acid to make the salt.
a Copy and complete this word equation for the reaction. (2 marks)
copper carbonate 1 sulphuric acid copper sulphate 1
1
b How could Jo make sure that all of the sulphuric acid is used up
during the reaction to leave a clear, neutral solution? (2 marks)
Continued
3
End of unit test

compounds continued Tier 5±8
4 a The table shows some substances that are reacted together, and the
products from these reactions. Write answers for A, B and C to
complete this table. (3 marks)
Substances reacted together Products of the reaction

tin nitric acid A hydrogen
lead oxide hydrochloric acid B water
C sulphuric acid calcium sulphate water
b Copy and complete this symbol equation for the reaction between
tin and nitric acid. (2 marks)
Sn 1 Sn(NO3)2 1
c This word equation shows the reaction between magnesium hydroxide
Mg(OH)2 and hydrochloric acid.
magnesium hydroxide 1 hydrochloric acid magnesium chloride 1 water

Write a symbol equation for the reaction. (2 marks)
4
Mark scheme

compounds Tier 3±6
Question Part Answer Mark Level

1 A and D 1, 1 3
2 a Bubble the gas through limewater 1 4
The limewater goes milky or cloudy or forms a white 1 4
precipitate
b Hold a lighted splint to the mouth of a test tube of the 1 4
gas
You will hear a squeaky pop when the gas ignites 1 4
3 Copper carbonate 1 hydrochloric acid 1 4
copper chloride 1 carbon dioxide 1 water
(L4 mark for chloride in correct space, 1 5
L5 mark for carbon dioxide in correct space)
3 ai Bubbles are seen 1 5
Heat is given out 1 5
ii Zinc sulphate 1 6
iii Hydrogen 1 5
b One from: 1 5
Bubbles are seen
Heat is given out
Hydrogen is produced
A salt or a sulphate is produced
ci Metal oxide 1 acid salt 1 water 1 6
(one mark for salt in correct space)
ii iron sulphate 1 5
4 a Colour changes to yellow/green 1 5
b Potassium hydroxide 1 nitric acid 2 6
potassium nitrate 1 water
(one mark for each product)
c Evaporate (most of) the water 1 5
Leave the (saturated) solution to cool 1 6
Scores in the range of: Level

x±x
x±x
x±x
x±x
1
Mark scheme

compounds Tier 5±8
Question Part Answer Mark Level

1 ai Bubbles are seen 1 5
Heat is given out 1 5
ii Zinc sulphate 1 6
b One from: 1 5
Bubbles are seen
Heat is given out
Hydrogen is produced
A salt or a sulphate is produced
c Metal oxide 1 acid salt 1 water 1 5
(one mark for acid in correct space, one mark for salt in
correct space)
2 a Colour changes to yellow/green 1 6
b Potassium hydroxide 1 nitric acid 2 6
potassium nitrate 1 water
(one mark for each product)
3 a Copper carbonate 1 sulphuric acid 2 6
copper sulphate 1 water 1 carbon dioxide
(one mark for water, one mark for carbon dioxide in any
order as products)
b Add excess copper carbonate or add copper carbonate 1 7
until some is left unreacted
Filter off the excess solid 1 7
Accept for two marks:
Keep adding copper carbonate until the mixture is
neutral when tested with Universal Indicator paper
4 a A Tin nitrate 1 6
B Lead chloride 1 6
C Calcium hydroxide 1 7
b Sn 1 2HNO3 Sn(NO3)2 1 H2 2 7
(one mark for each formulae, one mark for balancing)
c Mg(OH)2 1 2HCl MgCl2 1 2H2O 2 8
(one mark for formulae, one mark for balancing)
Scores in the range of: Level

x±x
x±x
x±x
x±x
2
Student record sheet

compounds
I can I can I need to

do this do this do more
very quite well work on
well this
I know some uses for metals and non-metals
I know that metals are good conductors of heat and electricity

I know that non-metals are poor conductors of heat and
electricity
I know the things that show a chemical reaction has taken place
I know that a new substance is made when a chemical reaction

takes place
I know that hydrogen is produced when many metals react with

acids
I know that carbon dioxide is produced when acids react with
metal carbonates
I can describe tests for hydrogen and carbon dioxide
I can describe how metals react with acids

I can describe how acids react with metal carbonates, metal
oxides and alkalis
I know how to extract a salt by filtering and evaporation
I can represent reactions by word equations

I can find patterns in reactions and write general word
equations
I can name a variety of salts
I can describe the uses of some salts
I can represent chemical compounds by formulae

I can use formulae to write symbol equations
I can use my knowledge of reactions to make predictions about

other reactions
What I enjoyed most in this unit was
The most useful thing I have learned in this unit was
I need to do more work on
1

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SAMPLE PAGES FROM UNIT E

Heinemann Science Scheme

This sample contains most of Unit E from Heinemann Science Scheme

© D. Lees, 2002, The Heinemann Science Scheme

to organise facts/ideas/ about the properties of metals

metals with dilute acids by word similarities between them

D Lees, 2002, The Heinemann Science Scheme

D Lees, 2002, The Heinemann Science Scheme

equations equations and produce a general Activity E4)

to identify patterns in the represent reactions by word

reactions of acids and metals,

E6 to summarise how acids react E6a Core: represent reactions by word E6 E6 E6

D Lees, 2002, The Heinemann Science Scheme

Looking at metals and non-metals E1a

Resources available When hitting samples with a hammer to test for

For the teacher demonstration

Properties of metals and E1b

Resources available Materials required

Reacting metals with acids E2

Links with Materials required

Reacting carbonates with acids E3

Resources available Warn students not to use more than the

Safety four test tubes

Activity procedure Answers

Reacting metal oxides with acids E4

Resources available Remind students to take care not to evaporate

Neutralising an acid with an alkali E5a

Resources available Although the students plot pH against volume,

Uses of salts E5b

Resources available Answers

Writing equations E6a

Resources available For some of the reactions in the questions,

Balanced symbol equations E6b

Resources available Running the activity

Looking at metals and non-metals E1a

2 Collect a sample of one element.

Properties of metals and E1b

Reacting metals with acids E2

Reacting metals with acids E2

Metal Acid Observations Results of test with

Reacting carbonates with acids E3

Wear eye protection.

2 Pour about 2 cm depth of dilute hydrochloric acid into a test tube.

Reacting carbonates with acids E3

Reacting metal oxides with acids E4

When no more copper oxide will

disappear, filter the contents of the

7 Place the evaporating basin on the tripod filtrate

Reacting metal oxides with acids E4

Neutralising an acid with an E5a

3 A pipette is used to measure 25 cm3 of pH probe

6 A temperature sensor is used to follow the temperature change in the mixture.

Uses of salts E5b

Writing equations E6a

2 Arrange the cards for hydrogen and chloride side by side:

6 Now complete the word equation:

Writing equations continued E6a

Writing equations E6a