Unit 12 - Non-Metals and Their Compounds Teacher Version

UNIT 12 – NON-METALS AND THEIR COMPOUNDS
UNIT 12
NON-METALS AND THEIR COMPOUNDS
Teacher Version
Source: www.slideshare.net
Contents
(a) Introduction to Non-Metals
(b) The Noble Gases
(c) The Halogens and their Compounds
(d) Water
(e) Hydrogen, Oxygen and their Other Compounds
(f) Sulphur and its Compounds
(g) Carbon and its Compounds
(h) Nitrogen and its Compounds
(i) Laboratory Preparation and Collection of Gases
(j) Rocks
Key words: noble gas, halogen, halide, halogen displacement, upward delivery, downward delivery, acidic oxide,
basic oxide, amphoteric oxide, oxo-acid, Haber process, thermal decomposition, Contact process, peat, sub-
bituminous coal, lignite, anthracite, coke, destructive distillation, coal tar, coal oil, coal gas, synthesis gas, mineral,
rock, igneous, sedimentary, metamorphic, weathering
Units which must be completed before this unit can be attempted:

Unit 1 – Atoms and the Periodic Table
Unit 2 – Particles, Bonding and Structures
Unit 3 – Amount of Substance and Measurement
Unit 4 – Introduction to Physical Chemistry
Unit 5 – Acids, Bases and Salts
Unit 6 – Redox Reactions
Unit 8 – Solubility and Precipitation Reactions
Unit 9 – Metals and Their Compounds
Estimated Teaching Time: 14 hours
1
UNIT 12 SUMMARY AND SYLLABUS REFERENCE
Lesson Title and Syllabus Reference

1 Introduction to Non-Metals; Noble Gases; Physical Properties of Halogens
CA2bi periodic gradation of elements in group i.e. the halogens: F 2/Cl2/Br2/I2 (recognition of group variations
noting any anomalies, treatment should include physical states, melting and boiling points); CC7ci halogens -
chlorine: properties; CC7f the noble gases – properties and uses; ISA4.1 particulate nature of matter (elements -
metals and non-metals (1st to 20th elements in the periodic table)); ISA10.1 classification of materials
(classification of materials into metals, semi-metals (metalloids), and non-metals) ISA10.2 uses of metals and semi-
metals (physical properties of non-metals under conductivity, luster, malleability, ductility, sonority, density, melting
point and tensile strength)
2 Chemical Properties of Halogens and Halides I
CA2bi periodic gradation of elements in group i.e. the halogens: F 2/Cl2/Br2/I2 (recognition of group variations
noting any anomalies, treatment should include redox properties of the elements: displacement reaction of one
halogen by another); CC7ci halogens - chlorine: properties and reactions; CC8a properties and uses of sodium and
its compounds (NaCl)
3 The Reducing Power of Halides
CA13ci characteristic reaction of conc. H2SO4 on solid samples of Cl- (no formal scheme of analysis is required);
CC7ci halogens - chlorine: laboratory preparation; CC8a properties and uses of sodium and its compounds (NaCl)
4 Chemical Properties of Halogens and Halides III
CA2bii properties of chlorine as a typical halogen (properties should include variable oxidation states, reaction with
water and alkali (balanced equations required)); CA8b practical application of solubility (generalisations of
solubility of salts and their applications in qualitative analyses); CC7ci halogens - chlorine: properties and
reactions; CC7cii halogens - uses of halogen compounds (uses should include silver halide in photography and
sodium oxochlorate (I) as a bleaching agent); CC8a properties and uses of sodium and its compounds (NaClO)
5 Water
CC7bii water and solution - water as a solvent; CC7biv water and solution - treatment of water for town supply
(test for water will be required); ISA9.1 physical and chemical properties of water (experiments to
determine/demonstrate the boiling point of water, the solvent action of water on a variety of substances, the polar
nature of water, the presence of dissolved substances, uses of water); ISA9.3 treatment of water for public
consumption (steps involved in the treatment of water for public consumption)
6 Hydrogen, Oxygen and their other Compounds
CA5bii the gases - properties of gases (chemical properties of H2); CA7a definitions of acids (effects of acids on
metals and indicators); CA7b chemical properties of acids (balanced chemical equations of all reactions); CA13cii
characteristic reaction of dilute HCl on solids or aqueous solutions of SO 32- and CO32-(no formal scheme of analysis
is required); CA13civ characteristic test for H2 (no formal scheme of analysis is required); CC7ai oxygen –
laboratory and industrial preparation; CC7aii oxygen - properties and uses; CC7aiii oxygen - binary compounds of
oxygen: acidic oxides, basic oxides, amphoteric oxides and neutral oxides; ISA7.2 chemical properties of acids,
bases and salts (test for H2 gas); ISA10.2 uses of non-metals (uses of O2); ISE6.2 first aid methods (demonstration
of the following using models: methods of extinguishing different fires)
7 Sulphur and its Compounds
CA5bii the gases – preparation and properties of gases (chemical properties of SO2); CA8b practical application of
solubility (generalisations of solubility of salts and their applications in qualitative analyses); CA13cii characteristic
reaction of dilute HCl on solids or aqueous solutions of SO 32-, confirmatory test for SO32- and of conc. H2SO4 on
solid samples of Cl- (no formal scheme of analysis is required); CA13civ characteristic test for SO2 gas (no formal
scheme of analysis is required); CC7ei Sulphur – allotropes and uses; CC7eii sulphur – compounds of sulphur:
sulphides; CC7eii sulphur - compounds of sulphur: trioxosulphate (IV) acid and its salts; sulphur - compounds of
sulphur: tetraoxosulphate (VI) acid - industrial preparation, reactions and uses (for industrial preparation, only the
Contact Process should be discussed)
2
Lesson Title and Syllabus Reference

8 Carbon and Its Inorganic Compounds
CA5bii the gases - properties of gases (chemical properties of CO2); CA13cii characteristic reaction of dilute HCl on
solids or aqueous solutions of CO32-, confirmatory test for CO32- (no formal scheme of analysis is required); CA13civ
characteristic test for CO2 gas (no formal scheme of analysis is required); CC6a allotropes of carbon other than
diamond and graphite (structures, properties and uses, the uses of the allotropes should be correlated with their
properties and structures, combustion of allotropes); CC6bi coal – different types (different types should include
anthracite, peat and lignite); CC6bii coal - destructive distillation of coal and uses of the products; CC6ci coke -
gasefication and uses; CC6cii coke - manufacture of synthetic gas and uses; CC6di oxides of carbon - carbon (IV)
oxide: uses; CC6dii oxides of carbon - carbon (II) oxide: properties and uses; CC8a properties and uses of sodium
and its compounds (Na2CO3 and NaHCO3); CC8b properties and uses of calcium and its compounds (CaCO3); ISA7.2
chemical properties of acids, bases and salts (test for carbon dioxide gas); ISA10.2 uses of non-metals (uses of C)
9 Nitrogen and Ammonia
CA5c the gases - properties of gases (chemical properties of NH3); CA13ci characteristic tests of NH4+ with NaOH,
confirmatory test for NH4+ (no formal scheme of analysis is required); CA13civ characteristic test for NH3 gas (no
formal scheme of analysis is required); CC7di nitrogen - preparation and properties (both laboratory and industrial
preparations from liquefied air are required); CC7dii nitrogen – uses of nitrogen; CC7diii nitrogen - compounds of
nitrogen – ammonia: industrial preparation and uses; ISA7.2 chemical properties of acids, bases and salts (test
for ammonia gas); ISA10.2 uses of non-metals (uses of N2)
10 Nitric Acid and Nitrates
CA13cii characteristic reaction of conc. H2SO4 on solid samples of NO3-; confirmatory test for NO3- (no formal
scheme of analysis is required); CC7diii nitrogen - compounds of nitrogen: trioxonitrate (V) acid - laboratory
preparation, reactions and uses; nitrogen - compounds of nitrogen: trioxonitrate (V) salts (action of heat will be
required); CC8a properties and uses of sodium and its compounds (NaNO3)
11 The preparation and collection of gases I
CA5bii the gases - preparation of gases (laboratory preparation of gases lighter than air (H 2) to illustrate the
principles of purification and collection of gases; ISA7.2 chemical properties of acids, bases and salts (description of
laboratory preparation of hydrogen gas, test for hydrogen gas); CC7ai oxygen - laboratory preparation; CC7ci
halogens - chlorine: laboratory preparation; CC7di nitrogen - preparation (laboratory preparation is required)
12 The preparation and collection of gases II
CA5bii the gases - preparation of gases (laboratory preparation of gases lighter than air (NH 3) and heavier than air
(HCI, SO2, CO2) to illustrate the principles of purification and collection of gases); CA13civ characteristic test for HCl
(no formal scheme of analysis is required); ISA7.2 chemical properties of acids, bases and salts (description of
laboratory preparation and test for ammonia gas and CO2 gas)
13 Rocks
ISA6.1 types, formation and characteristics of rocks (formation of igneous, sedimentary and metamorphic rocks
and their characteristics); ISA6.2 weathering of rocks (physical, biological and chemical weathering of rocks,
explanation of the effect of hydration, hydrolysis, carbonation and oxidation on rocks is required)
14 Unit 12 Revision and Summary
3
4
Lesson 1 – What are non-metals and what are some of their properties?
a) Introduction to non-metals
Summary Activity 1.1: What can you remember about Non-Metals?

- What is a non-metal?
- Give three examples of non-metals
- Describe the structure and bonding in diamond
- Describe the structure and bonding in chlorine
- A non-metal is an element which does not contain metallic bonding (or which contains covalent bonding)
- Hydrogen, carbon, oxygen, nitrogen, fluorine, chlorine, bromine, iodine
- Diamond - giant covalent structure (lattice of carbon atoms held together by covalent bonds)
- Chlorine – two atoms held together by a covalent bond to form a molecule; weak Van der Waal’s forces between
the molecules
 Non-metals are elements which do not contain metallic bonds; the vast majority of non-metals contain covalent
bonding; a small number (the noble gases) consist of free atoms; some non-metals have simple molecular
structures (eg H2, O2, N2), with the different molecules held together by intermolecular forces; some have giant
covalent structures (eg Si, B, C) in which the covalent bonds extend throughout the lattice
 The physical properties of non-metals depend largely on whether they have giant covalent or simple molecular
structures:
- those with giant structures have high melting points, because the atoms are held together by strong
covalent bonds; they are generally brittle, because the atoms cannot be moved around without breaking the
covalent bonds; they are generally poor conductors of electricity as they have no free electrons or ions
(although some, like graphite, do have free electrons and are exceptions); they can be soft or hard,
depending on whether the structure is 2D layered (like graphite) or 3D and not layered (like diamond)
- those with simple molecular and simple atomic structures have low melting points and are often gases at
room temperature, as the Van der Waal’s forces holding the molecules together are usually weak; they are
all soft, weak and non-conductors of electricity
b) The Noble Gases

 The noble gases (He, Ne, Ar, Kr and Xe) are the elements which occupy Group 0 of the Periodic Table; atoms of
these elements have full outer shells; these elements exist as free gaseous atoms and are extremely unreactive;
argon is the most abundant of these elements and makes up around 1% of the atmosphere
 Because first ionisation energies increase across a Period from left to right, noble gases have the highest first
ionisation energies; this means that they hold on to their electrons strongly and cannot form cations; because
their outer shells are full, they can also neither accept nor share electrons, and so they remain as free atoms
5
 The noble gases all have very low boiling points due to the very weak Van der Waal’s forces between the atoms;
on descending the Group from He to Xe the number of electrons per atom increases and so the Van der Waal’s
forces become stronger and the boiling point increases; He boils at 4 K (-269 oC) and Xe boils at 166 K (-107 oC)
 The density of the noble gases increases down the group as the mass of the atoms increase; He and Ne are less
dense than air; Ar, Kr and Xe are denser than air
 The uses of the noble gases are related to their unreactivity and in some cases their density:
- Helium is unreactive and less dense than air; it is used in party balloons and in hot air balloons; it is used
in deep sea diving oxygen tanks instead of nitrogen (nitrogen dissolves in the blood at high pressures
which can be very dangerous)
- Neon is mainly used in lighting, as when heated it gives a red-orange colour without burning
- Argon is used as an inert atmosphere when a reaction requires the absence of oxygen; argon will not
take part in the reaction
Test your knowledge 1.2: Understanding Group 0 – the noble gases

(a) Explain why the noble gases are so unreactive
(b) State and explain the trend in boiling points of the noble gases
(c) State and explain the trend in densities of the noble gases
(d) State a use for each of helium, neon and argon
(a) Eg ionisation energies very high so cannot lose electrons, outer shell full so cannot share or accept
electrons easily
(b) Increase on descending the group; more electrons per atom so stronger Van der Waal’s forces between
atoms
(c) Increase on descending the group; mass of nucleus increases much faster than volume of atoms
(d) Helium – hot air balloons/oxygen tanks for diving; neon – lighting; argon – inert atmosphere
c) The Halogens and their Compounds

 The halogens are the collective name given to the elements in group 7 of the Periodic Table; the four important
halogens are fluorine, chlorine, bromine and iodine
(i) Appearance and Physical Properties of the Halogens
 Since each atom in this group has seven valence electrons, they have one available space in their outer shell and
so tend to form diatomic molecules, eg F 2, Cl2, Br2 and I2; they thus have simple molecular structures, with weak
intermolecular forces between the molecules; they show all the typical properties of simple molecular
structures; they have low melting and boiling points, are poor conductors of electricity and tend to be soft and
weak
6
 The colour and appearance of the halogens depends on whether they are in pure elemental form, dissolved in
water or dissolved in a non-polar solvent:
Halogen In pure form In non-polar solvents In water

Fluorine Pale yellow gas (Reacts with solvents) (Reacts with water)
Chlorine Pale green gas Pale green solution Pale green solution
Bromine Dark red liquid Orange solution Orange solution
Iodine Grey solid Purple solution (Insoluble) but forms a brown

solution if excess KI is present
 The melting and boiling points of the halogens increase steadily down the group; this is due to the increase in
strength of the Van Der Waal's forces between the molecules, which results from the increasing number of
electrons in the molecule and the increasing surface area of the molecule:
Halogen Melting point /oC Boiling point /oC

Fluorine -220 -188
Chlorine -101 -35
Bromine -7 59
Iodine 114 184
Test your knowledge 1.3: Understanding Group 7 – the halogens (physical properties)
(a) State the colour of pure iodine, iodine in cyclohexane and iodine in water
(b) State the colours of chlorine and bromine when dissolved in cyclohexane or water
(c) State and explain the trend in boiling points of the halogens
(d) The final halogen is astatine; suggest whether it will be a solid, liquid or gas at room temperature and
suggest a possible melting point and boiling point
(a) Eg ionisation energies very high so cannot lose electrons, outer shell full so cannot share or accept
electrons easily
(b) Increase on descending the group; more electrons per atom so stronger Van der Waal’s forces between
atoms
(c) Increase on descending the group; mass of nucleus increases much faster than volume of atoms
(d) Helium – hot air balloons/oxygen tanks for diving; neon – lighting; argon – inert atmosphere
Lesson 2 – What are the main chemical properties of halogens and halides (part 1)?
(ii) Chemical Properties of Halogens and Halides
 All the halogens are oxidising agents, as they can accept electrons and get reduced (see Unit 6 – Redox
Reactions):
F2(g) + 2e 2F-(aq)
Cl2(g) + 2e 2Cl-(aq)
Br2(l) + 2e 2Br-(aq)
I2(aq) + 2e 2I-(aq)
7
 They are most commonly found in the -1 oxidation state, as X - ions; these are known as halide ions
 Halide ions have no colour – they appear as colourless in aqueous solution and as white in the solid state
 Fluorine is the strongest oxidising agent, followed by chlorine; iodine is a mild oxidising agent; the fewer the
number of shells in the atom, the closer the electrons can get to the nucleus and the less shielded the electrons
are from the nucleus; the attraction of the electrons to the nucleus is thus stronger and the atom is more likely
to accept electrons; thus the oxidising power of the halogens decreases down a group:
Fluorine Chlorine Bromine iodine

Very strong oxidising Strong oxidising agent Fairly strong oxidising Mild oxidising agent
agent agent
 The halide ions are reducing agents, as they can lose electrons and get oxidised (see Unit 6 – Redox Reactions):
2F-(aq) F2(g) + 2e
-
2Cl (aq) Cl2(g) + 2e
-
2Br (aq) Br2(aq) + 2e
-
2I (aq) I2(aq) + 2e
Iodide ions are the most reducing, followed by bromide ions; fluoride ions have no significant reducing
properties; as the number of shells in the ion increases, there is more shielding of the nucleus and the outer
electrons become less strongly held; these electrons are thus lost more easily and the halide ion is more readily
oxidised; thus the reducing power of the halides increases down a group:
Fluoride Chloride Bromide iodide

Very poor reducing Poor reducing agent Fairly poor reducing Fairly good reducing
agent agent agent
 The displacement reactions of halogens with halide ions provides a clear illustration of the trends in oxidizing
properties of the halogens and the trends in reducing properties of the halide ions in aqueous solution; the more
reactive halogens (ie the strongest oxidising agents) will displace the more reactive halides (ie the strongest
reducing agents) from solutions of their ions:
- chlorine will displace bromide and iodide ions from solution
- bromine will displace iodide ions from solution, but not chloride ions
- iodine cannot displace either bromide or chloride ions from solution
Eg Cl2(g) + 2Br-(aq)  2Cl-(aq) + Br2(aq)
An orange colour (Br2) will appear in solution on adding chlorine to bromide ions
Cl2(aq) + 2I-(aq)  2Cl-(aq) + I2(aq)
A brown colour (I2) will appear in solution on adding chlorine to iodide ions
Br2(aq) + 2I-(aq)  2Br-(aq) + I2(aq)
A brown colour (I2) will appear in solution after adding bromine to iodide ions
8
Test your knowledge 2.1: Understanding Group 7 – redox properties of halogens and halides
(a) State and explain the trend in oxidising power of the halogens
(b) State and explain the trend in reducing power of the halides
(c) State what you would observe when bromine is added to a solution of sodium iodide; write an equation
for the reaction taking place and explain why this reaction takes place
(d) State what you would observe when bromine is added to a solution of sodium chloride; explain your
observations
(a) Decreases down the group from fluorine to iodine; more shells means more shielding, so electrons are
less strongly attracted into the outer shell on descending the group and the halogen does not accept an
electron as readily
(b) Increases down the group from fluoride to iodide; more shells means more shielding, so electrons in the
outer shell as less strongly held and can be more easily lost
(c) The orange colour disappears and a yellow/brown colour appears; this is because I 2 is being produced; Br2
+ 2I-  2Br- + I2; Br2 is a stronger oxidising agent than I2 so Br will displace I from its compounds
(d) No reaction; Br2 is a weaker oxidising agent than I2 so Br will not displace Cl from its compounds
9
Practical 2.2: Carry out halogen displacement reactions

Note: take care not to inhale the fumes of Cl2 or Br2; follow teacher’s instructions when disposing of chemicals for
this experiment
You will have access to bottles containing chlorine water, bromine water and iodine water, bottles containing
solutions of KCl, KBr and KI and a bottle of cyclohexane
1) Pour 2 cm3 of KCl(aq) into two separate test tubes
2) Add 2 cm3 of bromine water to one of the test tubes and 2 cm 3 of iodine water to the other test tube and
record your observations
3) Add 1 cm3 of cyclohexane to both test tubes and shake well; record your observations
4) Pour 2 cm3 of KBr(aq) into two separate test tubes
5) Add 2 cm3 of chlorine water to one of the test tubes and 2 cm 3 of iodine water to the other test tube and
7) Pour 2 cm3 of KI(aq) into two separate test tubes
8) Add 2 cm3 of chlorine water to one of the test tubes and 2 cm 3 of bromine water to the other test tube and
10) Summarise your observations in a table similar to the one below:
In which cases is the halogen present at the end of the reaction different from the halogen present at the start
of the reaction? Write equations for the reactions which take place.
Why do some of the reactions not take place?
Chemicals needed per group: access to bottles containing solutions of Cl 2, Br2, I2 (max conc. Possible), KCl, KBr, KI (1
M) and cyclohexane - each group will require around 5 cm 3 - each bottle must have its own dropping pipette
Apparatus needed per group: 6 test tubes and a test tube rack
In water, all solutions can appear yellow/orange/brown after the reaction; the addition of cyclohexane should give a
distinct orange colour (for bromine) and a distinct purple colour (for iodine)
The halogen changes during the following reactions:

Cl2 with KBr and KI, Br2 with KI:
Cl2 + 2Br-  2Cl- + Br2; Cl2 + 2I-  2Cl- + I2; Br2 + 2I-  2Br- + I2;
10
Lesson 3 – How else can we compare the reducing properties of halide ions?
 Further evidence for the difference in reducing power of the halide ions comes from the different ways in which
solid samples of halides react with concentrated sulphuric acid
 Concentrated sulphuric acid is both an acid and an oxidising agent:

- Br- and I- ions, which are stronger reducing agents, are oxidised by concentrated sulphuric acid and so a
redox reaction takes place
2H2SO4(l) + 2KBr(s)  SO2(g) + Br2(g) + 2H2O(l) + K2SO4(s)
this is a redox reaction; Br- is oxidised to Br2; Br2 can be seen as an orange vapour; SO2 can be tested for
using dichromate paper (see Unit 6 – Redox Reactions)
5H2SO4(l) + 8KI(s)  H2S(g) + 4I2(g) + 4H2O(l) + 4K2SO4(s)
this is a redox reaction; I- is oxidised to I2; I2 can be seen as a purple vapour
- Cl- is a much weaker reducing agent so is not oxidised by concentrated sulphuric acid; an acid-base reaction
takes place and HCl is produced:
H2SO4(l) + 2KCl(s)  K2SO4(s) + 2HCl(g)
this is not a redox reaction; white fumes of HCl are seen; this is the standard laboratory method for the
preparation of HCl gas
 It is possible to oxidise chloride ions to chlorine in the presence of a very strong oxidising agent, such as MnO 2:
MnO2 + 4HCl  MnCl2 + Cl2 + 2H2O
- the Mn is reduced from +4 to +2; the Cl - is oxidised to Cl2 (-1 to 0)
- this is the standard laboratory preparation of Cl2 gas
Test your knowledge 3.1: Group 7 – comparing the reducing power of halides
(a) Write an equation for the reaction of potassium chloride with concentrated sulphuric acid
(b) Write an equation for the reaction of potassium bromide with concentrated sulphuric acid
(c) Write an equation for the reaction of potassium iodide with concentrated sulphuric acid
(d) Explain how the equations in (g), (h) and (i) illustrate the trend in reducing properties of the halides
(e) Identify an oxidising agent which can oxidise chloride ions to chlorine. Would you expect this oxidising agent
to be able to oxidise bromide and iodide ions?
(a) H2SO4(l) + 2KCl(s)  K2SO4(s) + 2HCl(g)

(b) 2H2SO4(l) + 2KBr(s)  SO2(g) + Br2(g) + 2H2O(l) + K2SO4(s)
(c) 5H2SO4(l) + 8KI(s)  H2S(g) + 4I2(g) + 4H2O(l) + 4K2SO4(s)
(d) Cl- is the weakest reducing agent; it does not reduce H 2SO4; Br- is a stronger reducing agent; it reduces S in
H2SO4 from +6 to +4; I- is the strongest reducing agent; it reduces S in H 2SO4 from +6 to -2
(e) MnO2; it should also oxidise Br- and I- because these are stronger reducing agents than Cl -
11
Demonstration 3.2: Compare the reactions of concentrated sulphuric acid with the different halide ions
(CAUTION – the reaction releases toxic gases – use a fume cupboard; concentrated H 2SO4 is highly corrosive; wear
gloves)
1) Take three test tubes; to the first, add 2 g of solid KCl; to the second, add 2 g of solid KBr; to the third,
add 2 g of solid KI; place all three test tubes in a test tube rack in a fume cupboard
2) Using a dropping pipette, gradually add 2 cm 3 of concentrated H2SO4; note the colour of any gases
produced
3) Test the vapours produced with ammonia and dichromate paper
What is the colour of the vapour produced with KCl and what is this vapour?
What is the colour of the vapour produced with KBr and what is causing this colour?
What is the colour of the vapour produced with KI and what is causing this colour?
In which test tube is a redox reaction not taking place?
In the other test tubes, what is being oxidised and what is being reduced?
Equipment and chemicals needed: three test tubes, 2 g NaCl, 2 g KBr, 2 g KI, each with a spatula, one test tube rack;
10 cm3 of conc H2SO4 with dropping pipette; filter paper soaked in conc NH 3, dichromate paper - you must use gloves
and a fume cupboard for this experiment
The vapour with KCl is white; the vapour with KBr is orange; the vapour with KI is purple; NH 3 will give a white smoke
with all gases as HBr and HI are also produced and also give a white smoke with ammonia
White – HCl; orange – Br2; purple – I2; KCl reaction not redox; in KBr reaction S in H 2SO4 is reduced and Br- is oxidised;
in KI reaction S in H2SO4 is reduced and I- is oxidised
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=_I5O5dYEdO4
Lesson 4 – What else do I need to know about halogens and halides?
Summary Activity 4.1: What can you remember about tests for halide ions?
- Describe a simple test to identify chloride, bromide and iodide ions in solution
- Add HNO3 and then AgNO3; Cl- will give a white precipitate, Br - will give a cream precipitate and I - will give a
yellow precipitate
 Chlorine will combine directly with most metals to make metal chlorides; the chlorine is reduced (from 0 to -1)
and the metal is oxidised:
Eg Mg(s) + Cl(g)  MgCl2(s); 2Fe(s) + 3Cl2(g)  2FeCl3(s)
Bromine and iodine can react with some of the more reactive metals but the reactions tend to be slower and
less vigorous
12
 Chlorine is slightly soluble in water and also reacts slightly with water:
Cl2(g) + H2O(l) HCl(aq) + HClO(aq)
- The HCl produced makes the solution acidic, so chlorine is regarded as an acidic gas
- note that the chlorine is simultaneously oxidised and reduced in this reaction - from 0 to -1 (in HCl) and +1
(in HClO)
- HClO, or chloric (I) acid, is a mild oxidising agent and effective at killing bacteria without being harmful to
humans; for this reason a small amount of chlorine dissolved in water will sterilise the water and chlorine is
widely used in swimming pools and in water treatment
- chlorine is toxic to humans in anything other than very small doses, so care must be taken not to over-
chlorinate the water supply
- This reaction can be used to test for chlorine; add damp blue litmus paper to the gas; the litmus paper will
first turn red and then white (the chlorine reacts with water to produce HCl, which turns blue litmus red, and
HClO, which is a bleaching agent and turns the litmus paper white)
 Chlorine reacts readily with dilute alkali:

Cl2(g) + 2NaOH(aq)  NaCl(aq) + NaClO(aq) + H2O(l)
- This reaction is similar to the reaction of chlorine with water; the chlorine is simultaneously oxidised and
reduced in this reaction - from 0 to -1 (in HCl) and +1 (in NaClO)
- the ion ClO- is known as the chlorate (I) ion; it is an important oxidising agent and is the active ingredient in
domestic bleach; it is most commonly found as NaClO (sodium chlorate (I))
ClO- + 2H+ + 2e-  Cl- + H2O
 Chloride, bromide and iodide ions all from precipitates with the silver (I) ion, Ag +; each has its characteristic
colour and can these precipitation reactions can thus be used as chemical tests for these ions (see Unit 8 –
Solubility and Precipitation Reactions; nitric acid is added before the silver ions to remove any hydroxide or
carbonate ions which will also form a precipitate
Ag+(aq) + Cl-(aq)  AgCl(s) white precipitate
Ag+(aq) + Br-(aq)  AgBr(s) cream precipitate
Ag+(aq) + I-(aq)  AgI(s) yellow precipitate
(iii) Uses of Halogens and Halides
 Chlorine is added to water as a sterilising agent because of its oxidising properties; iodine, a milder oxidising
agent, is also a sterilising agent and is applied to wounds to prevent infection
 Sodium chlorate (I) (NaClO) is the main ingredient in bleach; the ClO - ion is a strong oxidising agent and kills
bacteria: ClO- + 2H+ + 2e-  Cl- + H2O
 Silver bromide (AgBr) is used in conventional photography; it is applied to photographic film and decomposes
on exposure to light, leaving silver: 2AgBr(s)  2Ag(s) + Br2(l); when the silver bromide is washed off, the silver
remains, leaving a dark area on the parts of the film which were exposed to light; this is the “negative” of the
photograph
13
Test your knowledge 4.2: Group 7 – describing other reactions of halogens and halides
(a) Magnesium reacts with both chlorine and bromine; write equations for the reactions taking place
(b) Explain why magnesium reacts faster with chlorine than with bromine
(c) Write an equation for the reaction of chlorine with water and hence explain why chlorine is added to
swimming pools and drinking water
(d) Write an equation for the reaction of chlorine with dilute sodium hydroxide and explain why the product is
useful
(e) Describe how the oxidation number of Cl changes during the reactions in (c) and (d)
(f) Describe a simple laboratory test for chlorine gas
(g) Describe a simple test for chloride, bromide and iodide ions in aqueous solution
(h) Give a use for chlorine, iodine, sodium chlorate (I) and silver bromide
(a) Mg + Cl2  MgCl2; Mg + Br2  MgBr2

(b) Chlorine is more reactive than bromine as it attracts electrons more strongly
(c) Cl2(g) + H2O(l) == HCl(aq) + HClO(aq); HClO is an oxidising agent and can kill bacteria but is not harmful to
humans in small concentrations
(d) Cl2(g) + 2NaOH(aq)  NaCl(aq) + NaClO(aq) + H2O(l); NaClO is a strong oxidising agent and is used in
domestic bleach
(e) It changes from 0 to +1 and -1
Use blue litmus paper; chlorine turns it red and then bleaches it
(f) Add HNO3 and then AgNO3; Cl- will give a white precipitate, Br - will give a cream precipitate and I - will give a
yellow precipitate
(g) Chlorine used to sterilise water; iodine used to sterilise wounds; sodium chlorate (I) used in bleach, silver
bromide used in photography
Lesson 5 – Why is water special?
d) Water
Summary Activity 5.1: The special properties of water

- Describe the structure and bonding in water
- Describe how you would measure the boiling point of water and explain why the boiling point of water is
unusually high
- Which substances generally dissolve in water and which do not?
- simple molecular; water forms molecules (H 2O) which are held together by hydrogen bonding
- Heat a sample of water in a flask connected to a distillation apparatus with a thermometer in the head; record
the maximum temperature reached; the intermolecular forces in water are stronger than between other
molecules of a similar size, due to hydrogen bonding
- Most ionic compounds dissolve in water, especially those containing NH 4+, K+, Na+ or NO3-); simple molecules
dissolve in water only if they are polar or can form hydrogen bonds; most giant covalent substances do not
dissolve in water
 Water (H2O) is the most common oxide of hydrogen; the other oxide of hydrogen is hydrogen peroxide (H 2O2)
14
 Water has a simple molecular structure (see Unit 2 – Particles, Bonding and Structure), but despite being a small
molecule with weak Van der Waal’s forces, it has a relatively high melting point (273 K or 0 oC) and boiling point
(373 K or 100 oC) meaning that it is a liquid at room temperature; its high melting point and boiling point is due
to the presence of hydrogen bonding; the Celsius scale was created by setting the melting and boiling points of
water at 0 oC and 100 oC respectively; an experiment to measure the boiling point of water was studied in Unit 2
– Particles, Bonding and Structure
 The hydrogen bonding in water is responsible for other unusual properties of water; the low density of ice is
because the water molecules adopt a structure which maximises hydrogen bonding; the resulting structure is
open and has a low density; water also has a very high surface tension, which is responsible for the noticeable
meniscus in thin tubes and is the reason some insects can walk on water
 Hydrogen bonding is only possible in polar molecules; a simple electrostatic experiment can be used to
demonstrate the polarity of water:
Demonstration 5.2: Demonstrate the polarity of water

1) Inflate a balloon and rub it against an item of clothing (this makes it electrostatically charged)
2) Turn a tap on and allow a steady stream of water to run
3) Hold the balloon close to the stream of water
What happens?
Why does this happen?
Can you think of any other liquids which would give the same effect?
Can you think of any liquids which would not give this effect?
Apparatus needed: an inflated balloon and some water

The water stream should bend towards the balloon
This is because water is polar and polar molecules are attracted to charged particles
Ethanol and ethanoic acid should give the same effect
Most oils and paraffin should give no effect
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=8RSDK17lnUc
 The polar nature of water makes it a very good solvent; most ionic compounds are soluble in water because the
polar water molecules are attracted to the ions; simple molecular compounds are also soluble in water if they
are polar; see Unit 2 – Particles, Bonding and Structure and also Unit 8 – Solubility and Precipitation Reactions)
15
Practical 5.3: Investigate the solubility of different substances in water

1) Place seven test tubes into a test tube rack and place 5 cm 3 of water into each test tube
2) Into the first test tube, place a spatula of salt; into the second, place a spatula of sugar; into the third, a piece
of chalk; into the fourth, a spatula of sand; into the fifth, a piece of wax; into the sixth, 2 cm 3 of ethanol and
into the seventh, 2 cm3 of paraffin
3) Shake each test tube well for a few minutes and then allow them to stand for a few minutes; note your
observations
Which substances are soluble in water?

Can you explain the solubility of each substance in water in terms of its structure?
Chemicals needed: salt, sugar, chalk, wax, sand (1 g per group), each container needs its own spatula; paraffin and
ethanol (2 cm3 per group) each bottle needs its own dropping pipette, bottles of distilled water
Apparatus needed per group: seven test tubes and one test tube rack; one 10 cm 3 measuring cylinder
Salt, sugar and ethanol will dissolve; wax, sand, chalk and paraffin will not
- Salt and chalk are ionic; ionic compounds sometimes dissolve in water, but only if the attraction between
the ions and water is stronger than the attraction between the ions; in NaCl it is but in CaCO 3 it is not
- wax, sugar, ethanol and paraffin are simple molecular; simple molecular substances will dissolve in water
if they can form hydrogen bonds with water; sugar and ethanol (which have -OH groups) can, wax and
paraffin (which are non polar) cannot
- sand is giant covalent and giant covalent structures are usually insoluble in water
 The presence of dissolved substances in water can be tested in a number of ways:

- in various precipitation reactions (see Unit 8 – Solubility and Precipitation Reactions); these reactions can
confirm the presence of a number of ions
- from indicators or pH meters (see Unit 5 – Acids, Bases and Salts); pure water has a pH of 7; if water
contains dissolved acids or alkalis its pH will be lower or greater than 7
- by testing whether it conducts electricity (see Unit 6 – Redox Reactions); pure water does not conduct
electricity but water containing dissolved ions (electrolytes) does conduct electricity
- by heating the water until most of it evaporates (see Unit 8 – Solubility and Precipitation Reactions);
dissolved substances in water will often crystallise out as the water evaporates
 Water can form complex ions with d-block metal ions such as Cu 2+, which forms a blue complex ion with water;
anhydrous copper sulphate turns blue when water is added and this is a test for water (see Unit 9 – Metals and
their Compounds)
 Water is the most useful substance on earth; it is the basis for human life as the human body relies on water to
transport minerals and nutrients around the body and as a solvent for chemical reactions in cells; water is also
used for washing; water is used as an industrial coolant, especially in power stations; water is also used as a raw
material for making other useful substances, such as ethanol
16
 Societies need to provide a continuous supply of water which is pure and clean enough to drink; most water
sources need to be treated before the water is treatable; the main steps in the treatment of water are as
follows:
- Coagulation: positively charged ions are added to the water; this results in many dirt particles and many
other dissolved substances to coagulate and form larger particles
- The larger particles settle to the bottom of the water supply and can be separated
- The water remaining is filtered to remove the smaller particles
- A disinfectant is then added to kill any dissolved bacteria which may be harmful
Test your knowledge 5.4: Understanding the Importance of Water

(a) Give three unusual properties of water and explain why water has these properties
(b) Name two substances which dissolve in water and two which do not
(c) State four ways in which you could detect whether there are any dissolved substances in water
(d) Describe a simple chemical test for water
(e) Describe how water is treated so that it is safe to drink
(a) High boiling point, high surface tension and lower density in solid state than liquid state; these anomalous
properties are due to strong hydrogen bonding in water
(b) Sodium chloride (and most ionic compounds), sucrose, ethanol (and most molecules with hydrogen bonding)
all dissolve in water; chalk (and some other ionic compounds), sand (and most giant covalent substances),
wax and paraffin (and most non-polar molecules) do not
(c) Add NaOH or AgNO3 - a precipitate may form if dissolved substances are present; test pH - if not 7 then
dissolved substances are present; test conductivity - if conducts then dissolved substances are present;
evaporate off water – if residue left then dissolved substances are present
(d) Add a few drops to anhydrous copper sulphate; if the copper sulphate turns blue then water is present
(e) Add positively charged ions to water, which causes some particles and dissolved substances to coagulate;
separate off larger particles which settle at bottom; filter remaining water; add disinfectant
Lesson 6 – What do I need to know about hydrogen, oxygen and their compounds?
e) Hydrogen, Oxygen and their Other Compounds
Summary Activity 5.1: What do you know about hydrogen, oxygen and their compounds?
- Describe the structure and bonding in hydrogen and oxygen
- Write an equation for a reaction between any metal and any acid. Which metals react with acids? What gas is
produced in this reaction?
- Describe a simple test for H+ ions in aqueous solution
- Describe a simple test for OH- ions in aqueous solution
- Identify two basic oxides and write equations for their reactions with HCl
- Identify two acidic oxides and write equations for their reactions with NaOH
- Identify one amphoteric oxide and write equations for its reactions with HCl and NaOH
17
- both simple molecular; both form diatomic molecules with very weak Van der Waal’s forces holding the
molecules together
- Eg Mg + 2HCl  MgCl2 + H2; Mg, Al, Zn, Fe, Sn and Pb react steadily with acids; hydrogen gas is produced in this
reaction
- H+ ions turn blue litmus red; also it will give bubbles if added to CaCO 3 or another carbonate
- OH- ions turn red litmus paper blue; they also give a pungent-smelling gas when warmed with ammonium
chloride
- CaO: CaO + 2HCl  CaCl2 + H2O; Na2O: Na2O + 2HCl  2NaCl + H2O
- SO2 :SO2 + 2NaOH  Na2SO3 + H2O; Cl2O: Cl2O + 2NaOH  2NaClO + H2O
- ZnO: ZnO + 2HCl  ZnCl2 + H2O; ZnO + 2NaOH  Na2ZnO2 + H2O
(i) Hydrogen (H2)
 Hydrogen has a simple molecular structure; it exists as a diatomic gas (H 2); it is the most abundant element in
the universe but it is not present in the atmosphere as it has a very low density and escapes quickly
 Hydrogen reacts rapidly with oxygen to form water; if a sample of hydrogen gas is exposed to a burning splint, it
will give a “squeaky pop” sound when it burns; this is the standard test for hydrogen gas
 The flammability of hydrogen is the reason it is no longer used in hot air balloons
(ii) Hydrogen Ions (H+)
 Hydrogen can be oxidised and lose its (only) proton in aqueous solution to form a H + ion; the H+ ion cannot exist
in the solid state – it only exists in aqueous solution; its presence in solution makes solutions acidic (see Unit 5 –
Acids, Bases and Salts)
 H+ is usually formed when other acids dissolve in water: eg HCl  H+ + Cl-
 H+ ions turn blue litmus paper red; they will also give bubbles/fizzing if added to a solid or solution containing
CO32- or SO32- ions (see Unit 5 – Acids, Bases and Salts)
 H+ ions react with metals above hydrogen in the reactivity series (such as zinc) with acids to produce a salt and
water (this reaction is also studied in Unit 6 – Redox Reactions as a way of preparing salts):
Zn(s) + 2H+(aq)  Zn2+(aq) + H2(g) or Zn(s) + 2HCl(aq)  ZnCl2(aq) + H2(g)
+
The metal is oxidised (from 0 to +2) and the H in the acid is reduced from +1 to 0
This reaction works with any metal more reactive than hydrogen, but it is dangerous with very reactive metals;
this reaction is used in the laboratory preparation of hydrogen gas
(iii) Hydroxide ions (OH-)
 Water reacts with bases to produce solutions containing hydroxide ions: eg NH 3 + H2O == NH4+ + OH- (see Unit 5
– Acids, Bases and Salts)
 Hydroxide ions turn red litmus blue; if warmed with ammonium chloride, hydroxide ions will give off ammonia
gas which has a characteristic pungent smell (see Unit 5 – Acids, Bases and Salts)
18
(iv) Hydrogen Peroxide (H2O2)
 The most common oxide of hydrogen is water (H 2O); this contains oxygen in an oxidation state of -2
 Hydrogen peroxide (H2O2) is a less common oxide of hydrogen; it contains O in an oxidation state of -1; all
compounds containing O in an oxidation state of -1 are called peroxides
 Hydrogen peroxide is a useful oxidising agent known for its bleaching properties; it is especially used in the
bleaching of hair
 Hydrogen peroxide decomposes in the presence of a catalyst (MnO 2) to give water and oxygen:
2H2O2(l)  2H2O + O2(g)
In this reaction the O is both oxidised (from -1 to O, in O 2) and reduced (from -1 to -2, in H2O)
This reaction is a useful way of making oxygen gas in the laboratory
(v) Oxygen (O2)
 Oxygen has a simple molecular structure; in its most common form it exists as a diatomic gas (O 2) and makes up
20% of the atmosphere in this form; it also exists as ozone (O 3), especially in the higher parts of the atmosphere
(the stratosphere)
 Oxygen is prepared in the laboratory by the decomposition of hydrogen peroxide; it is prepared industrially by
the fractional distillation of liquid air (the main components of air are N 2 (79%), O2 (20%) and Ar (1%); the
apparatus is similar to the fractional distillation of crude oil (see Unit 7 – Introduction to Organic Chemistry) but
initial temperature used is much lower (-200 oC)
- the air is cooled to a very low temperature to ensure that all three gases condense into a liquid
- the liquid air is then run into the base of a fractionating column and the temperature is allowed to rise
slowly
- after argon, nitrogen is the next to boil (-196 oC, 77 K) and it is collected at the top of the fractionating
column
- oxygen-rich liquid is left at the bottom of the fractionating column
 Oxygen is necessary for all life as it is one of the reactants needed in respiration:
C6H12O6 + 6O2  6CO2 + 6H2O
This exothermic reaction is the source of energy all plants and animals need to live; oxygen can also react with
other fuels, mostly hydrocarbons or alcohols; these are exothermic reactions which produce energy
 Oxygen is a necessary component of combustion, and so will re-light a glowing splint; this is the standard test
for oxygen gas
 Fire is the glowing of gas molecules and dust particles as a result of them becoming very hot due to an
exothermic reaction between a fuel and oxygen; this process is known as “burning”:
- a substance which can catch fire (burn) but only if energy is provided initially in the form of an ignition is said
to be flammable (eg wood)
- a substance which can catch fire spontaneously is said to be inflammable (eg white phosphorus)
- a substance which cannot catch fire is said to be non-flammable (eg water or carbon dioxide)
19
 Fires are a very common way of disposing of unwanted material or creating heat; fires which are out of control,
however, can be very dangerous; there are a number of different ways to put out a fire:
- water removes heat from the fuel and therefore prevents it from burning; water can be used to put out fires
caused by burning most flammable solids, such as wood; water should not be used for flammable liquids or
gases, for electrical fires or for burning metals
- carbon dioxide can put out fires by depriving the fuel of oxygen; it is best used for flammable liquids and
gases, for electrical fires and for metals (water should not be used for these fires)
- some types of non-flammable foam can also be used for flammable liquids and gases
- all science laboratories and many households have fire extinguishers in order to put a fire out quickly; these
usually contain carbon dioxide but they sometimes contain foam or water
Activity 6.2: What is the best way to put out a fire?

Watch this video on different fire extinguishers and their uses: www.youtube.com/watch?v=GjSoxJF3RD4
(vi) Oxides of other elements
 The chemical properties of oxides depend on whether the bonding is ionic or covalent; most metals form ionic
oxides; all non-metals form covalent oxides; some metals form oxides which are intermediate in character
between ionic and covalent
 Metal oxides contain the oxide ion, O 2-; this is a base as it can accept protons from water to form OH - ions: O2- +
H2O  2OH-; it can also react with acids to form water: O 2- + 2H+  H2O (see Unit 5 – Acids, Bases and Salts);
oxides of metals are therefore bases; CaO and CuO are both examples of basic oxides; CaO reacts with water to
give the slightly soluble Ca(OH)2; CuO is insoluble in water but reacts with acids to make salts (see Unit 5 – Acids,
Bases and Salts): CaO + H2O  Ca(OH)2; CuO + H2SO4  CuSO4 + H2O
 Non-metal oxides do not contain ions and many react with OH - ions to form salts, or react with water to form H +
ions; most oxides of non-metals are therefore acids; examples are: CO 2, SO2 and SO3
- CO2: dissolves in water to give a slightly acidic solution CO 2 + H2O H+ + HCO3-; it reacts with
- 2-
hydroxides to form carbonates: CO2 + 2OH  CO3 ; when bubbled through limewater (Ca(OH)2) it forms
CaCO3 and this is the basis of the test for CO 2 (see Unit 5 – Acids, Bases and Salts)
- SO2: dissolves in water to give an acidic solution SO 2 + H2O 2H+ + SO32-; SO2 is sufficiently acidic to
turn damp blue litmus paper red and this is the basis of the one of the tests for SO 2 (see Unit 5 – Acids, Bases
and Salts)
- SO3: dissolves in water to give a strongly acidic solution: SO 3 + H2O 2H+ + SO42-; this is how
sulphuric acid is made
 The substances formed when covalent oxides react with water are known as oxo-acids; they can be considered
as hydroxides of non-metals: eg H2SO4, HNO3, HClO
20
 There are a small number of oxides of metals which are amphoteric; they can form salts by reacting with both
acids and alkalis; examples are PbO, Al2O3 and ZnO (see Unit 5 – Acids, Bases and Salts); metals which form
amphoteric oxides also form amphoteric hydroxides; the metals ions form precipitates with OH - ions which
dissolve in excess NaOH and this is used as a test for the metal ions (see Unit 8 – Solubility and Precipitation
Reactions)
Al(OH)3 + 3HCl  AlCl3 + 3H2O and Al(OH)3 + NaOH  NaAl(OH)4
ZnO + 2HCl  ZnCl2 + H2O and ZnO + 2NaOH  Na2ZnO2 + H2O
 A small number of oxides are neutral and do not react with acids or bases and therefore cannot be used to make
salts; the most common example is carbon monoxide (CO)
Test your knowledge 6.3: Understanding the reactions of hydrogen, oxygen and their compounds
(a) Describe a simple test for hydrogen gas
(b) Draw the structure of hydrogen peroxide
(c) Write an equation for the decomposition of hydrogen peroxide and explain why this reaction is useful
(d) Outline the main stages in the industrial preparation of oxygen
(e) Write an equation for the reaction of glucose with oxgygen and hence explain why oxygen is essential for life
(f) What is the best way to put out a fire caused by burning wood?
(g) What is the best way to put out a fire caused by burning oil?
(h) Explain how you can predict whether an oxide or hydroxide will be acidic or basic
(i) Classify the following oxides and hydroxides as acidic, basic or amphoteric: MgO, NaOH, CO 2, SO3, Al2O3,
ClOH, HPO(OH)2, FeO, SiO2
(j) Write equations for the reactions of CaO with SO 2, NaOH with SiO2 and CO2 with MgO
(a) Insert a lit splint into the test tube – the hydrogen burns with a squeaky pop
(b) H-O-O-H
(c) 2H2O2  2H2O + O2; used in the laboratory preparation of oxygen
(d) The air is cooled to a very low temperature to ensure that N 2, O2 and Ar all condense; liquid air run into base
of fractionating column; temperature allowed to rise slowly; N 2 and Ar boil first, leaving oxygen at base of
column
(e) C6H12O6 + 6O2  6CO2 + 6H2O; this is how all living things generate energy to function
(f) Water
(g) A fire extinguisher containing carbon dioxide or foam
(h) Covalent oxides (ie oxides of non-metals) are acidic; ionic oxides (ie oxides of metals) are basic
(i) Acidic: CO2, SO3, ClOH, HPO(OH)2, SiO2; basic: MgO, NaOH, FeO; amphoteric: Al2O3
(j) CaO + SO2  CaSO3; 2NaOH + SiO2  Na2SiO3 + H2O; CO2 + MgO  MgCO3
21
Lesson 7 – What do I need to know about sulphur and its compounds?
f) Sulphur and its Compounds
Summary Activity 7.1: What can you remember about sulphur dioxide?
- Give the formula of sulphur dioxide and discuss its acid-base properties
- Describe a simple chemical test for sulphur dioxide
- Give the formula of sulphuric acid and write an equation to show its reaction with:
(i) sodium hydroxide
(ii) ammonia
(iii) sodium chloride
(iv) sodium bromide
(v) sodium iodide
- State the type of reaction taking place in each of the above reactions
- Give the formula of sodium sulphide and the sulphide ion
- Describe a simple test for sulphate ions
- SO2; it is acidic – SO2 + 2OH-  SO32- + H2O

- It will turn blue litmus paper red and will turn acidified dichromate paper from orange to green
- H2SO4; (i) H2SO4 + 2NaOH  Na2SO4 + 2H2O, acid-base or neutralisation; (ii) H2SO4 + 2NH3  (NH4)2SO4, acid-base
or neutralisation; (iii) H2SO4 + 2NaCl  Na2SO4 + 2HCl, acid-base or acid-salt; (iv) 2H 2SO4 + 2NaBr  Na2SO4 + Br2
+ SO2 + 2H2O, redox; (v) 2H2SO4 + 2NaBr  Na2SO4 + Br2 + SO2 + 2H2O, redox; 5H2SO4(l) + 8NaI(s)  H2S(g) + 4I2(g)
+ 4H2O(l) + 4K2SO4(s), redox
- Na2S, S2-
- Add dilute HCl and then BaCl2 (aq), white precipitate seen
(i) Sulphur
 The element sulphur has a simple molecular structure; there are several allotropes of sulphur but most of these
contain S8 molecules, consisting of eight sulphur atoms in a ring; the large size of these molecules creates strong
Van der Waal’s forces and sulphur is a solid at room temperature with a melting point of 200 oC (473 K); it can
also exist as a polymer (with long chains of atoms) and as rings of different sizes
www.wikipedia.com
 Sulphur is used in the manufacture of rubber
 Most sulphur is used to manufacture sulphuric acid; the first stage in this process is the reaction of sulphur with
oxygen to make sulphur dioxide: S(s) + O 2(g)  SO2(g); many fossil fuels, such as coal and oil, contain sulphur
and when the fuel is burned, the sulphur is also burned to make SO 2
 Sulphur also reacts with metals to make sulphides, which contain the S2- ion:
Zn + S  ZnS
Cu + S  CuS
22
(ii) Sulphur dioxide, sulphuric (IV) acid and sulphate (IV) ions
 Sulphur dioxide (SO2) is a colourless gas with a simple molecular structure; like most oxides of non-metals, it is
acidic and it will turn damp blue litmus paper red; it dissolves in water to make the weak acid H2SO3 (sulphuric
(IV) acid): SO2(g) + H2O(l) H2SO3(aq) 2H+(aq) + SO32-(aq)
- This can be used as a test for sulphur dioxide although other acidic gases, such as HCl, also do this (see Unit
5 – Acids, Bases and Salts)
- SO2 also reacts with alkalis to make salts containing the sulphate (IV) ion (SO32-):
SO2 + 2OH-  SO32-
 Sulphate (IV) ions (SO32-) react with acids to give off sulphur dioxide gas
- this can be used a test for sulphate (IV) ions (see Unit 5 – acids, bases and salts); SO 32- + 2H+  SO2 + H2O
- this reaction can also be used in the laboratory reparation of sulphur dioxide
 Sulphate (IV) ions (SO32-), sulphuric (IV) acid and sulphur dioxide (SO 2) all contain oxygen in the +4 oxidation
state; sulphur is more stable in the +6 oxidation state (in the form of SO 3, sulphate ions (SO42-) and H2SO4); all
sulphur compounds in the +4 oxidation state are readily oxidised to the +6 oxidation state, and are therefore
reducing agents; this is the reason that SO 2 turns dichromate paper from orange to green (see Unit 6 – Redox
Reactions)
 The reducing properties of sulphur dioxide is the reason it is added to wine (it prevents the oxidation of the
ethanol); it is also the reason that sulphate (IV) salts are added to food (they are antioxidants)
 SO2 can be oxidised to SO3 in a very important industrial process called the Contact Process:
SO2(g) + O2(g) 2SO3(g);
- this is an exothermic and reversible reaction; according to Le Chatelier’s principle, the best yield of SO 3 will
be obtained at high pressure (because the reaction involves a reduction in the number of gas particles) and
low temperature (because the reaction is exothermic) (see Unit 4 – Introduction to Physical Chemistry)
- in fact a relatively low pressure of 2 atmospheres (200 kPa) is used, because a reasonably good yield is
obtained at this pressure
- a very low temperature will cause the reaction to be very slow (see Unit 4 – Introduction to Physical
Chemistry); in order to balance the need for a high temperature (to create a fast reaction) and a low
temperature (to create a high yield), a compromise temperature of 450 oC is used
- a V2O5 catalyst is used in order to speed up the reaction and allow a lower temperature to be used
(iii) Sulphur trioxide, Sulphuric acid and Sulphate (VI) ions
 Sulphur trioxide (SO3) is a colourless gas with a simple molecular structure

- like most oxides of non-metals, it is acidic; it dissolves readily and vigorously in water to make sulphuric acid
(H2SO4): SO3(g) + H2O(l)  H2SO4(aq)
- SO3 is formed in the atmosphere when SO2 in the air reacts with oxygen; acid rain is formed when SO 3 in the
atmosphere dissolves in rainwater
23
 Sulphuric acid (H2SO4) is the acid produced when SO3 is dissolved in water; it is produced on a huge scale
industrially:
- Sulphur is oxidised to sulphur dioxide (S + O 2  SO2); Sulphur dioxide is oxidised to sulphur trioxide in the
Contact Process: SO2(g) + O2(g) 2SO3(g); Sulphur trioxide is dissolved (indirectly) in water to make
sulphuric acid
- Sulphuric acid is a strong acid; it reacts with bases to make sulphate salts (SO42-) (see Topic 5 – Acids, Bases
and Salts); the reaction with ammonia is carried out on an industrial scale to make ammonium sulphate,
which is an important fertiliser (as a source of nitrogen for plants):
2NH3(g) + H2SO4(aq)  (NH4)2SO4(aq)
- Concentrated sulphuric acid also reacts with some salts to make another acid and another salt (see Unit 5 –
Acids, Bases and Salts); this is used in the laboratory preparations of HCl and HNO 3 and in the industrial
preparation of phosphoric acid:
H2SO4 + 2KCl  K2SO4 + 2HCl
H2SO4 + 2KNO3  K2SO4 + 2HNO3
3H2SO4 + Ca3(PO4)2 +  3CaSO4 + 2H3PO4
- Concentrated sulphuric acid is also an oxidising agent; it can oxidise bromide ions to bromine and iodide ions
to iodine:
H2SO4 + 2Br- + 2H+  SO2 + Br2 + 2H2O (S reduced from +6 to +4; Br oxidised from -1 to 0)
H2SO4 + 8I- + 8H+  H2S + 4I2 + 4H2O (S reduced from +6 to -2; Br oxidised from -1 to 0)
Concentrated sulphuric acid can also oxidise metals which are not reactive enough to react with the H + in
dilute acids, such as Cu:
Cu + 2H2SO4  CuSO4 + SO2 + 2H2O (S reduced from +6 to +4; Cu oxidised from 0 to +2)
Note that in most metal acid reactions the H in the acid is reduced (from +1 to 0) (see Unit 6 – Redox
Reactions) but in this case the S is reduced
This reaction can be used as an alternative laboratory preparation of sulphur dioxide gas
- Concentrated sulphuric acid has a very strong affinity for water and can be used as a drying agent, such as in
the preparations of chlorine and sulphur dioxide
- Sulphuric acid is also used in car batteries (see Unit 6 – Redox Reactions)
 Sulphate (VI) ions (SO42-) are formed when sulphuric acid reacts with bases; they are also formed when SO 2 or
SO3 ions are oxidised
- the presence of SO42- ions in solution can be easily detected by adding dilute hydrochloric acid followed by
aqueous barium chloride; a white precipitate of barium sulphate is formed (see Unit 8 – Solubility and
Precipitation Reactions): Ba2+(aq) + SO42-(aq)  BaSO4(s)
 sulphur trioxide, sulphuric (VI) acid and sulphate (VI) ions all contain S in the +6 oxidation state; concentrated
sulphuric acid is a good oxidising agent but in the absence of acidic conditions S is stable in the +6 oxidation
state and sulphate (VI) ions are not good oxidising agents
(iv) Sulphides (S2-)
 Sulphides are formed when sulphur reacts with metals; sulphides are commonly found in minerals in the earth’s
crust; the most abundant are ZnS, CuS and PbS; sulphides contain the sulphide ion S 2-
24
 All metal sulphides (like all metal oxides) are insoluble in water except for Group I sulphides such as Na 2S and K2S
and ammonium sulphide ((NH4)2S); the sulphide ion is strongly basic and reacts with water:
S2- + H2O  HS- + OH-; HS- + H2O H2S + OH-
Hydrogen sulphide gas (H2S) is gradually evolved; H2S smells of rotten eggs; H2S is also formed when sulphide
ions react with acids: eg CuS(s) + 2HCl(aq)  CuCl2(aq) + H2S(g)
 Metal sulphides and hydrogen sulphide contain S in the -2 oxidation state; sulphides can be oxidised to SO 2
when they are heated in air: eg 2CuS + 3O2  2CuO + 2SO2
In these reactions, S is oxidised from -2 to +4 and O is reduced from 0 to -2
This reaction is used to extract metals such as Cu, Pb and Zn from their sulphide ores; it is much easier to extract
a metal from its oxide than from its sulphide, so metal sulphides are heated in oxygen to convert them to metal
oxides
Test your knowledge 7.2 – understanding sulphur and its compounds

(a) Explain why SO2 and SO32- ions are reducing agents and state a use for these species which relies on this
property
(b) State and justify the conditions used in the conversion of SO 2 to SO3 in the Contact process
(c) State the acid-base properties of sulphur trioxide and explain how acid rain is produced
(d) Give a use for sulphuric acid (i) as an acid; (ii) as an oxidising agent; (iii) as a dehydrating agent
(e) Write an equation to show how zinc reacts with sulphur
(f) Write an equation to show how zinc sulphide reacts with dilute hydrochloric acid
(g) Write an equation to show how zinc sulphide reacts with oxygen and explain why this reaction is useful
(h) State how the oxidation number of S changes during the reactions above
(i) State how hydrogen sulphide gas can be identified
(a) The S can be oxidised from +4 to +6; SO2 is added to wine and sulphate (IV) ions are added to food to
prevent oxidation
(b) Low temperature gives higher yield of SO3 but slows down reaction so compromise temperature of 450 oC
used; high pressure gives higher yield of SO3 and fast reaction but is expensive so 200 kPa used; V2O5
catalyst speeds up reaction
(c) It is an acid and reacts with water in the air to form acid rain: SO 3 + H2O  H2SO4
(d) (i) it reacts ammonia to make ammonium sulphate which is a fertiliser and it can be used in the laboratory
preparation of HCl and HNO3; (ii) it is used in the laboratory preparation of SO 2; (iii) it is used to dry the SO2
produced in the laboratory preparation of SO 2
(e) Zn + S  ZnS (S reduced from O to -2)
(f) ZnS + 2HCl  ZnCl2 + H2S (not a redox reaction)
(g) 2ZnS + 3O2  2ZnO + 2SO2 (S oxidised from -2 to +4) this is the first stage in the extraction of Zn from its ore
(h) See above
(i) It smells of rotten eggs
25
Lesson 8 – What do I need to know about carbon and its inorganic compounds?
g) Carbon and its Compounds
Summary Activity 8.1: What can you remember about carbon, carbon dioxide and carbonate ions?
- Describe the structures of diamond and graphite; explain how their different structures result in diamond and
graphite having different properties
- Describe how carbon dioxide reacts with water and alkalis
- Describe a test for carbon dioxide gas
- Describe a test for carbonate ions in solution
- Diamond has a giant covalent structure; each C atom attached to four other C atoms in a tetrahedral shape;
graphite has a giant covalent structure; each C atom attached to three other C atoms in a trigonal planar shape;
this results in hexagonal layers; the layers are held together by Van der Waal’s forces; each C has one extra
electron in its outer shell which is delocalised; graphite conducts electricity due to its delocalised electrons but
diamond does not; graphite is soft as the layers can slide over each other but diamond is hard because all atoms
are fixed in place
- CO2 + H2O H2CO3 H+ + HCO3-; CO2 + 2NaOH  Na2CO3 + H2O (CO2 is acidic)
- Turns limewater milky and then colourless again
- Bubbles on addition of HCl; CO2 given off; precipitate formed on addition of BaCl 2 but precipitate dissolves in HCl
(i) Allotropes of carbon
 The element carbon exists in a number of forms, called allotropes (allotropes are different structures of the
same element); the two most important allotropes of pure carbon are diamond and graphite; the structures of
diamond and graphite were covered in Unit 2 (Particles, Bonding and Structures); most other allotropes of
carbon exist in the shape of either balls or tubes and are known as fullerenes; carbon also exists in other, less
pure forms, most notably coal and coke
26
 Fullerenes can be classified either as:

- Buckminster-Fullerenes, which are large molecules of carbon atoms arranged in a spherical shape, similar to
a football; the most common form is C60
- or as nanotubes, which are long cylinders of carbon atoms
Name Bukminster-Fullerenes Nanotubes

Diagram
Properties Cage-like structure which can trap other High surface area and good electrical
molecules conductivity
Uses As molecular cages; they can trap free As catalysts or electrodes
radicals produced during an allergic
reaction and reduce inflammation; they can
also trap hydrogen molecules and be used
as a very small fuel tank
 Carbon also exists in other, less pure forms, most notably coal and coke
 Coal is an impure form of carbon; it also contains variable quantities of hydrogen, nitrogen, oxygen and sulphur;
coal is a rock formed from dead plant matter which is compressed over time; various forms of coal exist,
depending on degree of compression and the time:
- the plant matter is first converted into peat (vegetation which has been partially decayed in acidic,
anaerobic conditions; peat contains less than 60% carbon)
- as the pressure builds up, peat is converted into a sedimentary rock called lignite (60 – 70% carbon), which
is then converted into sub-butuminous coal (71 – 77% carbon) and bituminous coal (77 – 87% carbon)
- the coal eventually being transformed into a metamorphic rock called anthracite (more than 87% carbon)
- these processes take place over millions of years
 Peat and coal are burned and used as an energy source (C + O 2  CO2)
 Coal is also converted into other, more useful products by a process called destructive distillation (strong heating
in the absence of air); this produces coke, coal gas (a mixture of gases such as hydrogen, carbon monoxide and
methane, which was a widely used fuel before the discovery of natural gas), coal tar (a liquid mixture of
hydrocarbons used in road surfacing and in some medicines) and coal oil (a fuel similar to kerosene)
 Coke is a pure form of carbon made by the destructive distillation of coal

- coke is widely used as a reducing agent in the extraction of metals
- coke can be converted into synthesis gas (a mixture of carbon monoxide and hydrogen) by a process called
gasefication (heating at 700 oC in a limited supply of oxygen) (C + H2O  CO + H2); synthesis gas is itself a fuel
and can also be used in the manufacture of methanol and hydrogen)
27
(ii) Carbon dioxide (CO2), carbonate ions (CO32-) and hydrogencarbonate ions (HCO3-)
 Carbon dioxide (CO2) is the most stable oxide of carbon; it has a linear simple molecular structure; the C atom is
attached to both O atoms with a double covalent bond O=C=O
- Carbon dioxide is acidic; it reacts with alkalis to form hydrogencarbonate ions and carbonate ions (see Unit
5: acids, bases and salts)
CO2 + OH-  HCO3-; CO2 + 2OH-  CO32- + H2O
Eg CO2 + NaOH  NaHCO3; CO2 + 2NaOH  Na2CO3 + H2O
This reaction is the basis for the test for carbon dioxide: CO 2 reacts with limewater (Ca(OH)2), initially to
make calcium carbonate (which is insoluble) and then calcium hydrogencarbonate (which is soluble), so
carbon dioxide turns limewater milky and then colourless again (see Unit 5 – Acids, Bases and Salts):
CO2(g) + Ca(OH)2(aq)  CaCO3(s) + H2O(l)
CaCO3(s) + CO2(g) + H2O(l)  Ca(HCO3)2(aq)
- Carbon dioxide is not flammable at all and is used in fire extinguishers; because it is denser than air, it sinks
onto the fire, preventing oxygen from getting to the fuel
 Carbonate ions (CO32-) are commonly found in rocks

- carbonate ions are formed when metal oxides (which are basic) react with CO 2 (which is acidic)
eg MgO + CO2  MgCO3
- carbonate ions can also be formed in solution by dissolving carbon dioxide in alkalis
CO2 + 2OH-  CO32- + H2O
- carbonate ions react with acids to form carbon dioxide: CO 32- + 2H+  CO2 + H2O (see Unit 5 – Acids, Bases
and Salts); this is commonly used in the preparation of carbon dioxide
- Sodium carbonate (Na2CO3) is a weak base, due to the CO32- ion; it is also known as washing soda; it is one of
a small number of soluble carbonates and so is a useful source of CO 32- in aqueous solution; it is used in the
manufacture of glass (by mixing it with silicon dioxide); it is also used as a water softener and to raise the pH
of water; it is also very useful for maxing standard solutions because it is stable in its most common form
Na2CO3.10H2O
- Calcium carbonate (CaCO3) is a weak base due to the CO3-2- ion; it is insoluble in water and is the main
component of limestone, chalk and marble; it is added to soil to reduce its acidity and is widely used in
building materials, although it is damaged by acids; it is also used in cement; it decomposes on heating into
CaO; CaCO3  CaO + CO2; it is therefore used to make CaO and is generally added during the manufacture of
steel to produce the CaO
 Hydrogencarbonate ions (HCO3-) are bases made by the partial neutralisation of CO 2 with alkalis or by the partial
neutralisation of carbonate ions with acids:
CO2 + OH-  HCO3-
CO32- + H+  HCO3-
- HCO3- ions react with bases to make carbonates and with acids to make CO 2; they are therefore amphoteric
(see Unit 5 – Acids, Bases and Salts); HCO 3- ions also react with themselves to make carbonates and CO 2:
HCO3- + OH-  CO32- + H2O
HCO3- + H+  CO2 + H2O;
2HCO3-  CO2 + CO32- + H2O
28
- Sodium hydrogencarbonate (NaHCO3) is a weak base due to the HCO3- ion; it is also known as baking soda or
baking powder; NaHCO3 reacts with itself on heating to release CO 2: 2NaHCO3  Na2CO3 + CO2 + H2O; when
added to dough, the CO2 is slowly released into the dough on heating, causing it to rise; it is therefore very
useful in baking; in water it behaves predominantly as a mild base and is taken in tables to reduce stomach
acidity (ie treat indigestion); it is also used to raise the pH of swimming pools
(iii) Carbon monoxide
 Carbon monoxide (CO) is a less stable oxide of carbon; it has a simple molecular structure similar to nitrogen,
with a triple bond between the C and the O; the third bond is a dative covalent bond, with O providing both
electrons:
- CO is formed when carbon or hydrocarbons react with a limited supply of oxygen, or by reacting carbon with
carbon dioxide:
2C + O2  2CO2
C + CO2  2CO
- it is a colourless and odourless gas and it is extremely toxic, and it binds irreversibly with red blood cells,
preventing them from carrying oxygen; it is therefore important that carbon and hydrocarbons are not
burned in confined spaces in which people live
- it reacts readily with oxygen to produce CO 2:

2CO + O  2CO2
Test your knowledge 8.2 – understanding carbon and its compounds

(a) Explain the difference between peat, lignite, coal and anthracite
(b) Explain how coke is produced from coal and list any other useful products of this process
(c) What is synthesis gas and how is it made?
(d) Write equations to show the acidic behaviour of carbon dioxide, the basic behaviour of carbonate ions and
the amphoteric behaviour of hydrogencarbonate ions
(e) Describe the laboratory preparation of carbon dioxide and explain how the gas is collected
(f) Explain why carbon dioxide is used in fire extinguishers
(g) Give the formulae of sodium carbonate, calcium carbonate and sodium hydrogencarbonate and explain why
each is useful
(a) Peat is plant and animal matter partially decayed in acidic, anaerobic conditions (<60% C); lignite is a
sedimentary rock formed when peat is compressed (60 – 70% C); continued pressure converts lignite into
coal (70 – 87% C) and continued high temperature and pressure converts coal into a metamorphic rock
called anthracite (>87% C)
(b) Coke is produced by the destructive distillation of coal; coal gas, coal tar and coal oil are also produced
(c) Mixture of CO and H2, produced by heating coke at 700 oC in a limited supply of oxygen
(d) CO2 + 2OH-  CO32- + H2O; CO32- + 2H+  CO2 + H2O; 2HCO3-  CO32- + CO2 + H2O or HCO3- + H+  CO2 + H2O
and HCO3- + OH-  CO32-
(e) Add dilute HCl to CaCO3; collect CO2 by downward delivery
(f) It is not flammable and more dense than air
(g) Na2CO3 – water softener and used to make glass; CaCO 3 – used in steel manufacture and to neutralise acidic
soil; NaHCO3 – baking powder
29
Lesson 9 – What do I need to know about nitrogen and ammonia?
h) Nitrogen and its Compounds
Summary Activity 9.1: What can you remember about nitrogen and ammonia?
- Describe the structure and bonding in nitrogen
- Describe the structure and bonding in ammonia
- Write an equation to show ammonia behaving as a base
- Describe a simple chemical test for ammonia
- Describe a simple chemical test for ammonium ions
- It is simple molecular, forming diatomic molecules (N 2) in which two N atoms are joined by triple covalent bonds;
the molecules are held together by weak Van der Waal’s forces
- It is simple molecular, consisting of (NH3) molecules in which the N atom is attached to three H atoms by
covalent bonds; the molecules are held together by hydrogen bonds
- NH3 + HCl  NH4Cl
- It turns red litmus blue and forms a white smoke in the presence of concentrated HCl
- If warmed with NaOH, it gives off NH3 which has a pungent smell
(i) Nitrogen (N2)
 Nitrogen has a simple molecular structure (see Unit 2 – Particles, Bonding and Structure); it exists as a diatomic
gas (N2) and makes up 80% of the atmosphere; the bond between the nitrogen atoms is a triple covalent bond
which is very strong and hard to break; this makes nitrogen a very unreactive gas; it is non-polar and so not very
soluble in water
 Industrially, pure nitrogen is prepared by the fractional distillation of liquid air in the same process as that used
to prepare oxygen industrially (see above)
 The main use of nitrogen is to manufacture ammonia (NH3) by the Haber process:
N2(g) + 3H2(g) 2NH3(g);
- this is an exothermic and reversible reaction; according to Le Chatelier’s principle, the best yield of ammonia
will be obtained at high pressure (because the reaction involves a reduction in the number of gas particles)
and low temperature (because the reaction is exothermic) (see Unit 4 – Introduction to Physical Chemistry)
- a high pressure of 250 atmospheres (25 MPa) is used
- a very low temperature will cause the reaction to be very slow (see Unit 4 – Introduction to Physical
Chemistry); in order to balance the need for a high temperature (to create a fast reaction) and a low
temperature (to create a high yield), a compromise temperature of 450 oC is used
- an iron catalyst is used in order to speed up the reaction and allow a lower temperature to be used
- the unreacted nitrogen and hydrogen can be recycled
30
(ii) Ammonia (NH3) and ammonium ions (NH4+)
 Ammonia (NH3) has a simple molecular structure; it exists as NH 3 molecules and is a pungent-smelling gas; the
molecule is pyramidal in shape, is very polar and is able to form hydrogen bonds; as a result it has a higher
boiling point (-33 oC or 240 K) than most other small molecules and is very soluble in water
 It reacts with water to form an alkaline solution; NH 3(g) + H2O(l) NH4+(aq) + OH-(aq); it is the only
common gas with basic properties; good tests for ammonia gas include its ability to turn red litmus paper blue
(because it releases OH- ions in the presence of water) and it ability to neutralise HCl gas, forming a white smoke
which is the salt NH4Cl (see Topic 5 – Acids, Bases and Salts)
 Ammonia can also react with nitric acid and sulphuric acid to make the salts NH 4NO3 and (NH4)2SO4, which are
both important fertilisers; this is the most important use of ammonia
NH3 + HNO3  NH4NO3; 2NH3 + H2SO4  (NH2)2SO4
NH4+ ions are a very important source of nitrogen, which plants needed; bacteria in the soil gradually oxidise
NH4+ ions to NO3- ions, which plants can absorb through their roots
 Ammonia is also a component of cleaners; alkaline solutions are useful for breaking down fats into water soluble
products
 The ammonium ion (NH4+) is acidic and ammonium salts (as salts of weak bases) are therefore acidic; NH 4+ ions
can react with bases to form NH3 gas; this is used as a test for NH4+ ions in solution; if warmed with NaOH
solution a pungent gas will be given off which turns damp red litmus paper blue (see Unit 5 – Acids, Bases and
Salts); this reaction is also used in the laboratory preparation of NH3; solid Ca(OH)2 is heated with solid NH4Cl
and the following reaction takes place: Ca(OH)2(s) + 2NH4Cl(s)  CaCl2(s) + 2NH3(g) + 2H2O(l)
 In NH3 and NH4+, the N has an oxidation number of -3; although N is stable in this form, it can be oxidised to
nitrogen gas (oxidation number = 0) by strong oxidising agents; NH 4+ ions are thus mild reducing agents; one
oxidising agent which can be used for this purpose is NaNO 2; NO2- ions are known as nitrate (III) ions:
NaNO2(s) + NH4Cl(s)  N2(g) + NaCl(s) + 2H2O(l)
The N in NH4+ is oxidised from -3 to 0; the N in NO 2- is reduced from +3 to 0; N2 gas is thus the product of the
oxidation and reduction processes
This is the standard laboratory method for the preparation of nitrogen gas
 There is no good single test for nitrogen gas; a gas is often assumed to be nitrogen if the tests for all other gases
are negative; nitrogen puts out a lit splint, has no effect on litmus paper or on the pH of water, and does not
readily take part in redox reactions
Test your knowledge 9.1 – Understanding Nitrogen and Ammonia

(a) Outline the main stages in the industrial preparation of nitrogen
(b) Describe the laboratory preparation of nitrogen; state the type of reaction taking place and explain why the
gas can be collected in this way
(c) Describe the laboratory preparation of ammonia; state the type of reaction taking place and explain why the
gas needs to be collected in this way
(d) Describe and justify the conditions used in the manufacture of ammonia by the Haber process
(e) State the main use of ammonia
31
(a) The air is cooled to a very low temperature to ensure that N 2, O2 and Ar all condense; liquid air run into base
of fractionating column; temperature allowed to rise slowly; Ar boils first, then N 2, so N2 collected at top of
column
(b) NH4Cl reacts with NaNO2; redox reaction; N2 not very soluble in water so can be collected over water
(c) Ca(OH)2 reacts with NH4Cl; acid-base reaction; NH3 very soluble in water so not collected over water; less
dense than air so collected by upward delivery
(d) Low temperature gives higher yield of ammonia but slows down reaction so compromise temperature of
450 oC used; high pressure gives higher yield of ammonia and fast reaction so 25 MPa used; Fe catalyst
speeds up reaction
(e) To make fertilisers
Lesson 10 – What do I need to know about nitric acid and nitrates?
Summary Activity 10.1: What can you remember about nitric acid and nitrates?
- Give the formula of nitric acid and the nitrate ion
- Discuss the acid-base properties of nitric acid and nitrate ions
- Write an equation to show how nitric acid reacts with ammonia
- Describe a simple chemical test for nitrate ions
- HNO3, NO3-
- Nitric acid is a strong acid, so nitrate ions are neutral
- HNO3 + NH3  NH4NO3
- Add almuminium powder, NaOH and heat; a pungent gas (NH 3) is given off which turns damp red litmus paper
blue
(iii) Nitric acid (HNO3) and nitrate (V) ions (NO3-)
 Hydrogen nitrate (HNO3) has a simple molecular structure; it is a polar molecule with hydrogen bonding and
therefore has a relatively high melting point of 83 oC; it is most commonly found dissolved in water; it is highly
soluble in water and the mixture is known as nitric acid; it is a strong acid, fully dissociated into its ions: H +(aq) +
NO3-(aq); even concentrated nitric acid contains around 32% water (see Unit 5 – Acids, Bases and Salts)
 Nitric acid reacts with bases to make salts (see Unit 5 – Acids, Bases and Salts); nitrate salts are useful as
fertilisers; the NO3- ion is readily absorbed by plants as a valuable source of nitrogen; this is the most important
use of nitric acid; the most commonly used fertiliser is ammonium nitrate, made by reacting nitric acid with
ammonia: HNO3 + NH3  NH4NO3
32
 Concentrated acids react with salts to make another acid and another salt; the H + in the acid is replaced by the
cation in the salt and vice versa; this reaction can be used to make a number of salts (see Unit 5 - Acids, Bases
and Salts) as well as hydrogen chloride; this reaction is also used in the laboratory preparation of nitric acid:
H2SO4(l) + KNO3(s)  HNO3(g) + K2SO4(s)
An animation of this process can be seen on www.youtube.com/watch?v=OxZZA_BbmNs

Gentle heating of the mixture causes the HNO 3 to evaporate; it is distilled off and can be condensed
separately
 Nitrate (V) ions (NO3-) are found in dilute nitric acid and in all salts of nitric acid; in both nitric acid and nitrate
(V) ions, the oxidation number of the N is +5; nitrate (V) ions should be distinguished from nitrate (III) ions (NO 2-)
in which the N has an oxidation number of +3; however NO 3- ions are commonly known simply as “nitrate ions”
because they are much more common and stable than NO 2- ions, which are always referred to as nitrate (III) ions
 All nitrates are soluble in water so do not give precipitation reactions (see Unit 8 – Solubility and Precipitation
Reactions); they are salts of a strong acid so are not bases (see Unit 5 – Acids, Bases and Salts); nitrate ions can
behave as oxidising agents; when heated with Al and NaOH the NO 3- ion can be reduced to NH3, which is given
off as a pungent gas which turns damp red litmus paper blue; the N is reduced from +5 (in the NO 3-) to -3 (in the
NH3); this is the standard test for NO3- ions (see Unit 6 – Redox Reactions)
 Nitrates are unstable on heating – they undergo thermal decomposition; the N is reduced and the O is oxidised:
- NaNO3 and KNO3 decompose to give nitrate (III) salts and oxygen gas:
2NaNO3(s)  2NaNO2(s) + O2(g)
The N is reduced from + 5 to +3 and the O is oxidised from -2 to 0
- All other nitrates decompose to give oxides, NO 2(g) and O2(g):
2Ca(NO3)2(s)  2CaO(s) + 4NO2(g) + O2(g)
The N is reduced from +5 to +4 and the O is oxidised from -2 to 0; the NO 2 is clearly visible as a brown gas
33
Practical 10.2: Decompose different nitrate salts

You are given access to sodium nitrate and calcium nitrate – both salts decompose on heating, but in
different ways:
1) Place two spatulas of sodium nitrate into a test tube
2) Heat the solid sample gently using a Bunsen Burner (medium flame); continue heating until bubbles are
seen; hold the test tube at a 45o angle at all times
3) Dip a glowing splint into the test tube
4) Repeat steps 1 – 3 using calcium nitrate
Write an equation for the reactions occurring when both salts are heated; in each case, state what is
oxidised and what is reduced
What happens to the glowing splint in both reactions and why?
What is responsible for the brown colour in the second reaction?
Chemicals needed per group: calcium nitrate and sodium nitrate (around 2 g per group), each container with its own
spatula
Apparatus needed per group: 2 test tubes, 1 tongs, 1 Bunsen burner, 1 splint
2NaNO3(s)  2NaNO2(s) + O2(g)
The N is reduced from + 5 to +3 and the O is oxidised from -2 to 0
2Ca(NO3)2(s)  2CaO(s) + 4NO2(g) + O2(g)
The N is reduced from +5 to +4 and the O is oxidised from -2 to 0
The glowing splint re-lights, confirming the presence of oxygen
The brown gas is NO2
Can’t do this experiment? Watch these videos instead: www.youtube.com/watch?v=VNTkJWkPbiM;
www.youtube.com/watch?v=L7qRoYQEBPk
Test your knowledge 10.3 – Nitric acid and nitrates

(a) Describe how concentrated nitric acid is prepared in the laboratory; name the type of reaction taking place
and write an equation for the reaction
(b) State the main use of nitric acid
(c) Write an equation to show the reactions taking place when sodium nitrate and copper (II) nitrate are heated
separately
(a) By adding concentrated sulphuric acid to potassium nitrate: H 2SO4(l) + KNO3(s)  HNO3(g) + K2SO4(s); acid-
base or acid-salt reaction
(b) To make fertilisers (mainly ammonium nitrate)
(c) 2NaNO3(s)  2NaNO2(s) + O2(g); 2Cu(NO3)2(s)  2CuO(s) + 4NO2(g) + O2(g)
34
Lesson 11 – How can we prepare and collect gases in the laboratory? (Part 1)
i) The Preparation and Collection of Gases
Summary Activity 11.1: Which reactions can be used to prepare different gases in the laboratory?
- Go through the previous lessons on this topic and recall which chemical reactions are used in the laboratory
preparation of the following gases: hydrogen (H 2), oxygen (O2), nitrogen (N2), chlorine (Cl2), hydrogen chloride
(HCl), sulphur dioxide (SO2), carbon dioxide (CO2) and ammonia (NH3); in each case, write an equation for the
reaction and state the type of reaction occurring
- State the chemical tests for all the above gases
- H2: Zn + 2HCl  ZnCl2 + H2 (redox or metal-acid); O2: 2H2O2  2H2O + O2 (redox or disproportionation); N2: NH4Cl
+ NaNO2  N2 + 2H2O + NaCl (redox); Cl2: MnO2 + 4HCl  MnCl2 + Cl2 + 2H2O (redox); HCl: H2SO4 + 2KCl  K2SO4
+ 2HCl (acid-salt); SO2: either Na2SO3 + 2HCl  2NaCl + SO2 + H2O (acid-base) or Cu + 2H2SO4  CuSO4 + SO2 +
2H2O (redox); CO2: CaCO3 + 2HCl  CaCl2 + CO2 + H2O (acid-base); NH3: Ca(OH)2 + 2NH4Cl  CaCl2 + 2NH3 + 2H2O
(acid-base)
- H2 burns with a squeaky pop; O2 relights a glowing splint; there is no specific test for N 2; Cl2 turns blue litmus red
and then white; HCl will give white fumes in contact with a strip of filter paper soaked in NH 3; SO2 will turn
dichromate paper from orange to green; CO 2 will turn limewater milky and then colourless again; NH 3 will give
white fumes in contact with a strip of filter paper soaked in HCl
(i) General Principles of Collection of Gases
 Earlier in this topic you have studied the chemical reactions used to prepare the following gases in the
laboratory: hydrogen (H2), oxygen (O2), nitrogen (N2), chlorine (Cl2), hydrogen chloride (HCl), sulphur dioxide
(SO2), carbon dioxide (CO2) and ammonia (NH3)
 When the gas is produced it needs to be collected; gases can be collected in one of three ways:
- by upward delivery over water; many gases can be conveniently collected by bubbling the gas through water
and into an inverted gas jar, cylinder or boiling tube which was full of water; the gas displaces the water and
the container fills up with the gas
- by upward delivery without water; in some cases, the gas is released upwards into an inverted container
which is not full of water (ie which just contains air)
- by downward delivery without water; in some cases, the gas is released downwards into a container which
is not full of water (ie which just contains air)
 The best method for collecting a particular gas depends on two properties of the gas:
- its solubility in water: gases which are insoluble or only slightly soluble in water are always collected by
upward delivery over water, as this is the most efficient way to collect a gas; gases which are highly soluble
in water, however, cannot be collected by this method (eg HCl and NH 3) and have to be collected without
water
- its density: the density of a gas is directly proportional to its molecular mass; the average molecular mass of
air is 28.4; gases with a molecular mass of less than 28 are less dense than air and move upwards through
air; these gases are collected by upward delivery ; gases with a molecular mass of more than 28 are denser
than air and move downwards through air; these gases are collected by downward delivery; note that if a
gas is insoluble in water it can always be collected over water, regardless of its density
35
(ii) hydrogen
 Hydrogen (H2) is prepared in the laboratory by reacting dilute hydrochloric acid with a fairly reactive metal such
as zinc
- it is a redox reaction (metal-acid): Zn + 2HCl  Zn + ZnCl2 + H2 (Zn oxidised from 0 to +2, H reduced from +1
to 0)
- hydrogen is insoluble in water as it is non-polar; it can therefore be collected over water:
www.blogspot.com
Demonstration 11.2: Prepare H2 gas in the laboratory

Set up the apparatus as shown in the diagram above (a flask, a dropping funnel, a delivery tube, a bung to fit the
flask with holes both for a delivery tube and a dropping funnel, a trough of water and a gas jar)
1) Fill the dropping funnel with 2 moldm -3 HCl; add around 20 zinc granules into the flask
2) Gradually add the HCl to the zinc; you will observe a gas being given off which will collect in the gas jar
3) Once the gas jar is almost full, slide a lid under the gas jar, remove it from the water; keep the lid of the gas
jar under the jar
4) Confirm that the gas is H2 by lighting a splint, lifting the gas jar and placing the splint below the gas
Write an equation for the reaction taking place

What is oxidised and what is reduced?
Why can H2 be collected over water?
Why should the lid of the gas jar always be placed at the bottom of the jar?
What is the test for hydrogen gas?
What reaction is taking place during this test?
Equipment and chemicals needed as described above (a flask, a dropping funnel, a delivery tube, a bung to fit the
flask with holes both for a delivery tube and a dropping funnel, a trough of water, a gas jar with lid, clamp, stand,
boss, 2 moldm-3 HCl, zinc granules)
Bubbles can be clearly seen when the HCl is added, and bubbles should be seen entering the gas jar; the water level
in the gas jar should drop
- Zn + 2HCl  ZnCl2 + H2
- Zn is oxidised (from 0 to +2) and the H+ in the acid is reduced from +1 to 0
- it is insoluble in water because it is non-polar
- hydrogen gas is less dense than air so it rises, if you remove the lid from underneath the jar, most of the
gas will remain in the jar; if you remove the lid from the top of the jar, the gas will all escape
- It burns with a squeaky pop
- The hydrogen is reacting with oxygen: 2H2(g) + O2(g)  2H2O(l)
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=K45ivcudgqY
36
(iii) oxygen
 Oxygen (O2) is prepared in the laboratory by the decomposition of hydrogen peroxide in the presence of a
catalyst (MnO2)
- it is a redox reaction (disproportionation): 2H 2O2  2H2O + O2 (O is oxidised from -1 and reduced from -1 to -
2)
- oxygen has limited solubility in water as it is non-polar, so it can be collected over water:
www.letslearnnepal.com
Demonstration 11.3: Prepare O2 gas in the laboratory

Set up the apparatus as shown in the diagram above (a flask, a dropping funnel, a delivery tube, a bung to fit the
flask with holes both for a delivery tube and a dropping funnel, a trough of water and a gas jar)
1) Add around 100 cm3 of water and one spatula of MnO2 into the flask; fill the dropping funnel with
concentrated H2O2 (2 moldm-3)
2) Gradually add the H2O2 to the flask; you will observe a gas being given off which will collect in the gas jar
3) Once the gas jar is almost full, slide a lid under the gas jar and remove it from the water
4) Confirm that the gas is O2 by lowering a glowing splint into the jar

Why can O2 be collected over water?
What is the test for oxygen gas?
What reaction is taking place during this test?
Equipment and chemicals needed as described above (wear gloves for this experiment) (a flask, a dropping
funnel, a delivery tube, a bung to fit the flask with holes both for a delivery tube and a dropping funnel, a trough
of water, a gas jar with lid, clamp, stand, boss, 2 moldm -3 H2O2, MnO2 powder)
Bubbles can be clearly seen when the H 2O2 is added, and bubbles should be seen entering the gas jar; the water
level in the gas jar should drop
- 2H2O2(l)  2H2O + O2(g)
- In this reaction the O is both oxidised (from -1 to O, in O 2) and reduced (from -1 to -2, in H 2O)
- It relights a glowing splint
- The wood in the splint is reacting with the oxygen in a combustion reaction
37
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=nkeniDKGs6Q
(iv) Nitrogen
 Nitrogen (N2) is prepared in the laboratory by the reaction of ammonium chloride with sodium nitrate (III)
- it is a redox reaction: NH4Cl + NaNO2  N2 + 2H2O + NaCl (N in NH4+ is oxidised from -3 to 0 and N in NO 2- is
reduced from +3 to 0)
- nitrogen has limited solubility in water as it is non-polar, so it can be collected over water:
www.kenyaplex.com
Demonstration 11.4: Prepare N2 gas in the laboratory

Set up the apparatus as shown in the diagram above (a flask, a delivery tube, a bung to fit the flask with a hole for a
delivery tube, a Bunsen burner with tripod and gauze, a trough of water and a gas jar)
1) Dissolve 14 g NaNO2 and 11 g of NH4Cl in around 200 cm3 of water in the round-bottomed flask
2) Heat the mixture gently; you will observe a gas being given off which will collect in the gas jar
3) Once the gas jar is almost full, slide a lid under the gas jar and remove it from the water

Why can N2 be collected over water?
Equipment and chemicals needed as described above (a flask, a dropping funnel, a delivery tube, a bung to fit
the flask with a delivery tube, Bunsen, tripod, gauze, a trough of water, a gas jar with lid, clamp, stand, boss, 14 g
NaNO2, 11 g of NH4Cl)
Bubbles should be visible shortly after heating starts; bubbles should be seen entering the gas jar; the water level
in the gas jar should drop
- NH4Cl + NaNO2  N2 + 2H2O + NaCl
- N in NH4+ is oxidised from -3 to 0 and N in NO 2- is reduced from +3 to 0
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=6mos8zB36TY
38
(v) chlorine
 Chlorine (Cl2) is prepared in the laboratory by the reaction of MnO 2 with concentrated HCl
- this is a redox reaction: MnO2 + 4HCl  MnCl2 + Cl2 + 2H2O (Mn reduced from +4 to +2; Cl- oxidised from -1
to 0)
- the chlorine should be bubbled through water first (to remove HCl) and then through concentrated sulphuric
acid (to remove water)
- chlorine reacts with water so should not be collected over water
- a solution of KMnO4 can be used as an alternative to MnO2
- chlorine is denser than air (m r = 71) so should be collected by downward delivery:
www.chem-guide.blogspot.com
Demonstration 11.5: Prepare Cl2 gas in the laboratory

(caution – concentrated HCl and concentrated H2SO4 are very corrosive; wear gloves)
1) Set up the apparatus as shown in the diagram above (a round-bottomed flask, two conical flasks, a dropping
funnel, three bungs to fit the flasks, each with two holes, thee delivery tubes, a gas jar, Bunsen burner,
tripod, gauze)
2) Fill the dropping funnel with concentrated HCl; add around 5 g of MnO 2 into the round-bottomed flask; add
around 50 cm3 of water to the first conical flask and 50 cm 3 of concentrated sulphuric acid to the second
conical flask
3) Gradually add the concentrated HCl to the MnO 2 and start to heat the mixture gently; you will observe a gas
being given off which will eventually collect in the gas jar
4) When a reasonable quantity of gas has been collected in the gas jar, close the tap of the dropping funnel,
remove the delivery tube from the gas jar and place a lid on the gas jar
5) Confirm that the gas is Cl2 by dipping briefly some damp blue litmus paper into the gas jar

Why is the Cl2 bubbled through first water and then concentrated H2SO4?
Why is the gas then collected using downward delivery?
Why does Cl2 turn damp litmus paper red and then bleach it?
39
Equipment and chemicals needed: a round-bottomed flask, two conical flasks, a dropping funnel, three bungs to
fit the flasks, each with two holes, thee delivery tubes, a gas jar, Bunsen burner, tripod, gauze), MnO 2, conc HCl,
conc H2SO4, damp blue litmus paper) you must use gloves for this experiment
Bubbles can be clearly seen when the conc HCl is added; heating may not be necessary; bubbles should be seen
passing through the water and the sulphuric acid; the gas may appear as a pale green colour in the gas jar
- MnO2 + 4HCl  MnCl2 + Cl2 + 2H2O
- The Mn is reduced from +4 to +2; the Cl - is oxidised to Cl2 (-1 to 0)
- Water removes the HCl and concentrated H 2SO4 removes the water
- Chlorine gas is denser than air
- Cl2(g) + H2O(l) == HCl(aq) + HClO(aq); HCl contains H+ and turns litmus red; HClO is a bleaching agent and
turns it white
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=C2kf7OBbFsM (note that this
preparation uses a different oxidising agent)
Test your knowledge 11.6: Describing the collection of different gases (Part 1)
(a) Write an equation for the reactions used to prepare the following gases in the laboratory:
(i) hydrogen
(ii) oxygen
(iii) nitrogen
(iv) chlorine
(b) For each of the gases above, state how the gas is collected and explain any differences in the way the gases
are collected
(c) Describe a simple chemical test which could confirm the identify of:
(i) hydrogen
(ii) oxygen
(iii) chlorine
(a) (i) H2: Zn + 2HCl  ZnCl2 + H2 (redox or metal-acid); (ii) O2: 2H2O2  2H2O + O2 (redox or disproportionation);
(iii) N2: NH4Cl + NaNO2  N2 + 2H2O + NaCl (redox); (iv) Cl2: MnO2 + 4HCl  MnCl2 + Cl2 + 2H2O (redox)
(b) H2, O2 and N2 have limited solubility in water so are collected over water; Cl 2 reacts with water and is denser
than air so is collected by downward delivery
(c) H2 burns with a squeaky pop; O2 relights a glowing splint; Cl2 turns blue litmus red and then white
40
Lesson 12 – How can we prepare and collect gases in the laboratory? (Part 2)
(vi) Hydrogen chloride
 Hydrogen chloride (HCl) is prepared in the laboratory by reaction of concentrated H 2SO4 with solid KCl
- this is an acid-salt reaction: H2SO4 + 2KCl  K2SO4 + 2HCl
- HCl is very soluble in water so cannot be collected over water
- because HCl is denser than air (mr = 36.5) it is collected by downward delivery:
Reacting Mixture: concentrated H2SO4 added

to a solid sample of KCl
Gas X = HCl
www.saburchill.com
Demonstration 12.1: Prepare HCl gas in the laboratory

(CAUTION – HCl gas is highly toxic – use a fume cupboard; concentrated H 2SO4 is highly corrosive; wear gloves)
1) Set up the apparatus as shown in the diagram above (a round-bottomed flask, a dropping funnel, a delivery
tube, a bung to fit the flask with holes both for a delivery tube and a dropping funnel, a gas jar, clamp, stand
and boss)
2) Add around 5 cm3 of concentrated H2SO4 into the dropping funnel; add 2 spatulas of KCl into the round-
bottomed flask
3) Gradually add the concentrated sulphuric acid to the potassium chloride; you will observe a gas being given
off which will collect in the gas jar
4) After around 30 seconds; close the tap of the dropping funnel, remove the delivery tube from the gar jar and
place a lid on the gas jar
5) Confirm that the gas is HCl by dipping briefly some damp blue litmus paper into the gas jar, and then a piece
of filter paper soaked in NH3)
Why is the HCl collected by downward delivery?

Why is the HCl not collected over water?
Write an equation for the reaction taking place which produces HCl
Write an equation for the reaction taking place on the damp litmus paper
Write an equation for the reaction taking place with NH 3
Equipment and chemicals needed: round-bottomed flask, dropping funnel, bung for flask with 2 holes,
delivery tube, gas jar, spatula, dropping pipette, gas jar, clamp, stand and boss; solid KCl, conc H 2SO4 , filter
paper soaked in conc NH3 (you must use gloves for this experiment and use a fume cupboard if you have one)
- HCl collected by downward delivery as it is denser than air
- HCl not collected over water as it is very soluble in water
- H2SO4(l) + 2KCl(s)  K2SO4(s) + 2HCl(g)
- HCl(g)  H+(aq) + Cl-(aq) (H+ turns the blue litmus red)
- NH3(g) + HCl(g)  NH4Cl(s) (NH4Cl is the white smoke)
41
(vii) Sulphur dioxide
 Sulphur dioxide (SO2) can be prepared in the laboratory by in one of two ways:
(i) by the addition of dilute HCl to a solid sample of Na 2SO3; this is an acid-base reaction:
Na2SO3 + 2HCl  2NaCl + SO2 + H2O
(ii) by the reduction of concentrated sulphuric acid using copper metal; this is a redox reaction:
Cu + 2H2SO4  CuSO4 + SO2 + 2H2O (Cu oxidised from 0 to +2; S reduced from +6 to +4)
- sulphur dioxide cannot be collected over water as it is soluble in water (it is polar)
- the gas can be passed through concentrated H 2SO4 in order to remove any water vapour
- sulphur dioxide is denser than air (m r = 64) so it should be collected by downward delivery:
[email protected] www.youtube.com
method (i) method (ii)
Demonstration 12.2: Prepare SO2 gas in the laboratory (Part 1)

1) Set up the apparatus as shown in the method (i) diagram above (a round-bottomed flask, a dropping funnel,
two delivery tubes, conical flask two bungs to fit the flasks, each with two holes, a gas jar, Bunsen, tripod,
gauze, clamp, boss, stand)
2) Fill the dropping funnel with 1.0 moldm -3 HCl; add around 5 spatulas of Na2SO3 into the round-bottomed
flask; add around 50 cm3 of concentrated sulphuric acid to the second conical flask
3) Gradually add the dilute HCl, and stare heating the mixture; you will observe a gas being given off which will
eventually collect in the gas jar
4) When a reasonable quantity of gas has been collected in the gas jar, close the tap of the dropping funnel,
remove the delivery tube from the gas jar and place a lid on the gas jar
5) Confirm that the gas is SO2 by dipping briefly some damp blue litmus paper, and then some acidified
dichromate paper, into the gas jar

What type of reaction is this?
Why is the gas bubbled through concentrated H2SO4?
Why is the gas collected by downward delivery?
Why is the gas not collected over water?
State and explain the effect of SO2 on damp blue litmus paper and on acidified dichromate paper
42
Equipment and chemicals needed: (round-bottomed flask, dropping funnel, conical flasks, two delivery tubes,
two bungs to fit the flasks, each with two holes, a gas jar, clamp, stand, boss, Bunsen, tripod, gauze, 5 g Na 2SO3,
50 cm3 1 moldm-3 HCl, blue litmus paper, dichromate paper); you must use gloves for this experiment
Bubbles can be clearly seen when the dilute HCl is added; heating should increase the rate of production of
bubbles and bubbles should be seen passing through the sulphuric acid
- Na2SO3(s) + 2HCl(aq)  2NaCl(aq) + SO2(g) + H2O(l)
- Acid-base reaction
- concentrated H2SO4 removes the water
- SO2 is denser than air
- SO cannot be collected over water as it is soluble in water
- SO2(g) + H2O(l) == H2SO3(aq) == 2H+(aq) + SO32-(aq); H+ and turns litmus red
- SO2 is a reducing agent; it gets oxidised to SO 42- ions and reduces dichromate ions to Cr3+
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=x7GycA9_wKg
Demonstration 12.3: Prepare SO2 gas in the laboratory (Part 2)

(caution – concentrated H2SO4 is very corrosive; wear gloves)
tube, a bung to fit the flask with two holes, a gas jar, a Bunsen burner with tripod and gauze, a clamp with
stand and boss)
2) Fill the dropping funnel with concentrated H 2SO4; add around 5 spatulas of copper turnings into the round-
bottomed flask; the concentrated sulphuric acid should just cover the copper turnings (if necessary, add a
little more concentrated sulphuric acid)
3) Start heating the mixture; you will observe a gas being given off which will collect in the gas jar
4) Confirm that the gas is SO2 by dipping briefly some damp blue litmus paper, and then some acidified
dichromate paper, into the gas jar

Equipment and chemicals (round-bottomed flask, dropping funnel, delivery tube, bung to fit the flask with two
holes, gas jar, Bunsen burner with tripod and gauze, clamp, stand, boss, conc H 2SO4 (50 cm3), Cu turnings (5 g),
blue litmus paper, dichromate paper) you must use gloves for this experiment
Bubbles should be seen when the mixture is heated
- Cu + 2H2SO4  CuSO4 + SO2 + 2H2O
- S reduced from +6 to +4; Cu oxidised from 0 to +2
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=au04TpZOON0 (go to 4:15)
43
(viii) Carbon dioxide
 carbon dioxide (CO2) is generally prepared in the laboratory by reacting carbonates with acids
- this is an acid-base reaction: CaCO3(s) + 2HCl(aq)  CaCl2(aq) + CO2 + H2O
- carbon dioxide is fairly soluble in water so should not be collected over water (although it is possible to
collect some gas by the method)
- carbon dioxide is denser than air (mr = 44) so is best collected by downward delivery
www.igcse2016.wordpress.com
Demonstration 12.4: Prepare CO2 gas in the laboratory

tube, a bung to fit the flask with two holes, a gas jar, a clamp with stand and boss)
2) Fill the dropping funnel with 2 moldm -3 HCl; add around 5 spatulas of marble chips into the round-bottomed
flask
3) Whilst the gas is being produced, dip the delivery tube into a test tube containing limewater for a few
minutes and observe what happens
4) Collect a small amount of the gas in a test tube. Light a splint and place it into the test tube; observe what
happens

What type of reaction is this?
Why is the gas collected using downward delivery?
What effect does CO2 have on limewater and why?
What effect does CO2 have on a lit splint and why?
Equipment and chemicals needed: (round-bottomed flask, dropping funnel, delivery tube, bung to fit the flask
with two holes, gas jar, test tube, clamp with stand and boss, marble chips (5 g), 2 moldm -3 HCl (50 cm3),
limewater, 10 cm3, splint)
Bubbles can be clearly seen when the dilute HCl is added
- CaCO3(s) + 2HCl(aq)  CaCl2(aq) + CO2(g) + H2O(l)
- Acid-base reaction
- CO2 is denser than air
- CO2 turns limewater milky and then colourless again; the milky appearance is due to the insoluble
calcium carbonate; CO2(g) + Ca(OH)2(aq)  CaCO3(s) + H2O(l); CaCO(s) + CO2(g) + H2O(l)  Ca(HCO3)2(aq)
- Carbon dioxide extinguishes a lit splint as it is not flammable
44
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=8zF7nKX6wOY
(ix) Ammonia
 ammonia (NH3) is generally prepared in the laboratory by warming a solid hydroxide with a solid sample of an
ammonium salt
- this is an acid-base reaction: Ca(OH)2(s) + 2NH4Cl(s)  CaCl2(s) + 2NH3(g) + 2H2O(l)
- ammonia is very soluble in water so cannot be collected over water
- ammonia is less dense than air (mr = 17) so is best collected by upward delivery
- the NH3 produced also contains water vapour and should be passed through a drying agent such as CaO
before it is collected
www.kullabs.com
Demonstration 12.5: Prepare NH3 gas in the laboratory

Set up the apparatus as shown in the diagram above (a round-bottomed flask with a bung attached to a delivery
tube, a CaO tower and a gas jar, and a Bunsen burner)
1) Add two spatulas each of ammonium chloride and calcium hydroxide to the boiling tube; shake the mixture
so it is well mixed
2) Heat the solid mixture gently using a Bunsen burner until a gas starts to be produced; this gas will be forced
through the CaO and be collected in the gas jar, which should be held upside down
3) Test the gas by placing damp red litmus paper into the jar

What type of reaction is taking place?
Why can NH3 not be collected over water?
What is the function of the CaO?
Why must NH3 be collected by upward delivery?
What is the test for NH3 and how does it work?
Equipment and chemicals needed: round-bottomed flask with a bung attached to a delivery tube, CaO tower,
gas jar, Bunsen burner, NH4Cl (2 g), Ca(OH)2 (2 g), red litmus paper
Bubbles should be visible after gently heating the mixture for a short time
- Ca(OH)2(s) + 2NH4Cl(s)  CaCl2(s) + 2NH3(g) + 2H2O(l)
- A neutralisation or acid-base reaction is taking place
- Ammonia is very soluble in water so cannot be collected over water
- To remove any water from the gaseous mixture
- It is less dense than air
- It turns red litmus paper blue; NH 3 is a base and reacts with water on the paper to form OH - ions
Can’t do this experiment? Watch this video instead: www.youtube.com/watch?v=95HaDtR35eI
45
Test your knowledge 12.6: Describing the collection of different gases (Part 2)
(a) Write an equation for the reactions used to prepare the following gases in the laboratory:
(i) hydrogen chloride
(ii) sulphur dioxide
(iii) carbon dioxide
(iv) ammonia
(b) For each of the gases above, state how the gas is collected and explain any differences in the way the gases
are collected
(c) Describe a simple chemical test which could confirm the identify of:
(i) hydrogen chloride
(ii) sulphur dioxide
(iii) carbon dioxide
(iv) ammonia
(a) (i) HCl: H2SO4 + 2KCl  K2SO4 + 2HCl (acid-salt); (ii) SO2: either Na2SO3 + 2HCl  2NaCl + SO2 + H2O (acid-base)
or Cu + 2H2SO4  CuSO4 + SO2 + 2H2O (redox); (iii) CO2: CaCO3 + 2HCl  CaCl2 + CO2 + H2O (acid-base); (iv)
NH3: Ca(OH)2 + 2NH4Cl  CaCl2 + 2NH3 + 2H2O (acid-base)
(b) HCl, SO2, CO2 and NH3 are highly soluble in water so cannot be collected over water; HCl, SO 2 and CO2 are
denser than air so collected by downward delivery; NH 3 is less dense than air so collected by upward delivery
(c) HCl will give white fumes in contact with a strip of filter paper soaked in NH 3; SO2 will turn dichromate paper
from orange to green; CO2 will turn limewater milky and then colourless again; NH 3 will give white fumes in
contact with a strip of filter paper soaked in HCl
Lesson 13 – What do I need to know about rocks?
j) Rocks
 A mineral is an element or compound of fixed composition which is found naturally in the earth’s crust and not
produced by life processes
 A rock is a natural substance made from one or more minerals and found in the earth’s crust; rocks are
composed of grains of minerals
 The most abundant mineral in the earth’s crust is silicon dioxide (SiO 2), but many other minerals contain metals
in the form of oxides, carbonates or salts; elements occurring naturally are also classified as minerals
(i) Types of rock
 Rocks can be classified into three types based on their texture and how they are formed: igneous, metamorphic
and sedimentary
 Igneous rocks are formed when molten rock cools and solidifies; molten rock above ground (lava) cools quickly
to form rocks with small crystals; these are called extrusive igneous rocks (eg basalt and pumice); molten rock
below ground (magma) cools slowly to form rocks with large crystals; these are called intrusive igneous rocks (eg
granite)
46
 Sedimentary rocks are formed fragments of other rocks and organisms accumulate and cement together and
are then further compacted, either on the earth’s surface or under water (eg limestone, shale and sandstone)
 Metamorphic rocks are formed when sedimentary rocks are subjected to pressures and temperatures higher
than that which resulted in their formation and which result in a significant change in the structure of the rock
(eg slate and marble)
(ii) Weathering
 Weathering is the breaking down of rocks into smaller particles; the smaller particles are transported to other
areas by wind, water and other land movement; the combination of weathering and transport is called erosion
 There are three types of weathering: physical, biological and chemical:
- Physical weathering is the fragmentation of rocks as a result of a physical process; the most common is
freeze-thaw weathering, which consists of water getting into rock cracks and then freezing; the resulting
expansion cracks and fragments the rock; the movement of water against the coast and in rivers, and the
movement of rocks against each other, are also causes of physical weathering
- Biological weathering is the fragmentation of rocks by the action of living organisms; the most important is
the growth of tree and other plant roots through rocks, which causes them to fragment
- Chemical weathering is the fragmentation of rocks as a result of chemical processes:

Hydrolysis is the chemical breakdown of a rock as a result of a reaction with H +, OH- or water; these ions can
react with silica rocks, change their chemical composition and weaken their structure
Hydration is the absorption of water by a rock to form a new substance; oxides can react with water to form
hydroxides and some minerals can absorb water and become hydrated; some silica rocks (especially clays)
can absorb water; this can change their composition and weaken their structure
Carbonation is the dissolving of carbon dioxide in rainwater to form carbonic acid; the resulting rainwater is
acidic and will dissolve most carbonate rocks to form soluble salts
Oxidation is the reaction of a rock with oxygen in the air; this is common in rocks with contain iron (the Fe 2+
is oxidised to Fe3+); the resulting rock is usually softer and weaker than the original rock; rusting is a type of
oxidation
Test your knowledge 13.1 – understanding rocks

(a) Explain the difference between a rock and a mineral
(b) Describe the three types of rock and explain how each is formed
(c) Explain what is meant by the term “weathering”
(d) Give three examples of chemical weathering
(a) Mineral – substance of fixed composition found in the earth’s crust; rock – mixture of minerals
(b) Igneous – formed by cooling lava or magma; sedimentary – formed by small rock deposits being compressed;
metamorphic – formed by subjecting sedimentary rocks to high temperature and pressure
(c) Breaking down of rocks into smaller particles
(d) Hydrolysis - breaking down a rock by reacting it with water, acid or alkali; hydration - absorption of water by
a rock; carbonation – dissolving a rock in carbonic acid; oxidation – reaction of a rock with oxygen
47
Lesson 14 – What have I learned about non-metals and their compounds?
14.1 END-OF-UNIT QUIZ

1. Describe the structure and bonding in argon, chlorine, hydrogen, oxygen, nitrogen and sulphur.
2. Describe the laboratory preparations of oxygen, chlorine and nitrogen; state the type of reaction taking place
and explain, with a reason, how the gas is collected in each case.
3. Describe the laboratory preparations of HCl, NH 3 and CO2; state the type of reaction taking place and explain,
with a reason, how the gas is collected in each case.
4. Describe the tests for hydrogen, oxygen, chlorine and nitrogen.
5. Write equations for the following reactions:

(a) Chlorine with sodium hydroxide
(b) Chlorine with sodium bromide
6. Describe how nitrogen and oxygen are prepared industrially from air.
7. Describe the industrial preparation of ammonia, justifying the conditions used.
8. Write equations to show what happens when the following substances are heated:
(a) Calcium nitrate
(b) Sodium nitrate
(c) Copper sulphide in the presence of air
9. Describe the stages in the formation of anthracite from peat.
10. Name the three types of rock and explain how they are formed.
11. What is weathering? Name three types of chemical weathering.
48
1. Ar = simple atomic, Van der Waal’s forces between atoms; Cl 2, H2, O2, N2 = simple molecular, diatomic
molecules with single covalent bonds (Cl-Cl and H-H) or double covalent bonds (O=O) or triple covalent bonds
(N≡N between atoms; S8 crown shaped molecule with eight S atoms held together in a ring by single covalent
bonds, Van der Waal’s forces between all molecules
2. O2: decomposition of H2O2 in presence of MnO2; Cl2: oxidation of concentrated HCl by MnO 2; N2: oxidation of
NH4Cl by NaNO2; redox reactions; Cl2 collected by downward delivery as denser than air and reacts with water;
N2 and O2 collected over water as they are not very soluble in water
3. HCl: H2SO4 with KCl (acid-base or acid-salt); NH 3: NH4Cl with Ca(OH)2 (acid-base); CO2: CaCO3 with HCl (acid-
base); HCl and NH3 highly soluble in water so not collected over water; HCl denser than air so collected by
downward delivery; NH3 less dense than air so collected by upward delivery; CO 2 denser than air so collected
by downward delivery (or over water)
4. H2: burns with a squeaky pop; O2: relights a glowing splint; Cl2: turns blue litmus paper red and then white; N 2:
negative test for all other gases
5. (a) Cl2 + 2NaOH  NaCl + NaClO + H2O
(b) Cl2 + 2NaBr  2NaCl + Br2
6. Fractional distillation; air is cooled until it completely liquefies and inserted into the base of a fractionating
column; N2 has a lower boiling point and is collected at the top of the fractionating column
7. N2 + 3H2 2NH3; 450 oC (compromise temperature: high temperature gives faster reaction but lower
yield); 25 MPa (high pressure gives fast reaction and good yield); Fe catalyst to increase rate of reaction
8. (a) 2Ca(NO3)2  2CaO + 4NO2 + O2
(b) 2NaNO3 + 2NaNO2 + O2
(c) 2CuS + 3O2  2CuO + 2SO2
9. Peat compressed into lignite and then into coal; over millions of years it is further compressed at high
temperatures into anthracite
10. Igneous – formed from cooling lava or magma; sedimentary – formed by compression and sedimentation of
small rock deposits; metamorphic – formed by further compression of sedimentary rock at high temperature
11. Breaking down of rocks into smaller pieces (hydration, hydrolysis, carbonation and oxidation)
49

Unit 12 - Non-Metals and Their Compounds Teacher Version

Uploaded by

Copyright:

Available Formats

Unit 12 - Non-Metals and Their Compounds Teacher Version

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 12 - Non-Metals and Their Compounds Teacher Version

Uploaded by

Copyright:

Available Formats

UNIT 12 – NON-METALS AND THEIR COMPOUNDS

Units which must be completed before this unit can be attempted:

Estimated Teaching Time: 14 hours

UNIT 12 SUMMARY AND SYLLABUS REFERENCE

Lesson Title and Syllabus Reference

Lesson Title and Syllabus Reference

Summary Activity 1.1: What can you remember about Non-Metals?

b) The Noble Gases

Test your knowledge 1.2: Understanding Group 0 – the noble gases

c) The Halogens and their Compounds

(i) Appearance and Physical Properties of the Halogens

Halogen In pure form In non-polar solvents In water

Bromine Dark red liquid Orange solution Orange solution

Iodine Grey solid Purple solution (Insoluble) but forms a brown

Halogen Melting point /oC Boiling point /oC

(ii) Chemical Properties of Halogens and Halides

Fluorine Chlorine Bromine iodine

Fluoride Chloride Bromide iodide

Practical 2.2: Carry out halogen displacement reactions

The halogen changes during the following reactions:

 Concentrated sulphuric acid is both an acid and an oxidising agent:

(a) H2SO4(l) + 2KCl(s)  K2SO4(s) + 2HCl(g)

Lesson 4 – What else do I need to know about halogens and halides?

 Chlorine reacts readily with dilute alkali:

(iii) Uses of Halogens and Halides

(a) Mg + Cl2  MgCl2; Mg + Br2  MgBr2

Lesson 5 – Why is water special?

Summary Activity 5.1: The special properties of water

Demonstration 5.2: Demonstrate the polarity of water

Apparatus needed: an inflated balloon and some water

Practical 5.3: Investigate the solubility of different substances in water

Which substances are soluble in water?

 The presence of dissolved substances in water can be tested in a number of ways:

Test your knowledge 5.4: Understanding the Importance of Water

e) Hydrogen, Oxygen and their Other Compounds

(i) Hydrogen (H2)

(ii) Hydrogen Ions (H+)

 H+ is usually formed when other acids dissolve in water: eg HCl  H+ + Cl-

(iii) Hydroxide ions (OH-)

(iv) Hydrogen Peroxide (H2O2)

(v) Oxygen (O2)

Activity 6.2: What is the best way to put out a fire?

(vi) Oxides of other elements

Lesson 7 – What do I need to know about sulphur and its compounds?

f) Sulphur and its Compounds

- SO2; it is acidic – SO2 + 2OH-  SO32- + H2O

(iii) Sulphur trioxide, Sulphuric acid and Sulphate (VI) ions

 Sulphur trioxide (SO3) is a colourless gas with a simple molecular structure

(iv) Sulphides (S2-)

Test your knowledge 7.2 – understanding sulphur and its compounds

g) Carbon and its Compounds

(i) Allotropes of carbon

 Fullerenes can be classified either as:

Name Bukminster-Fullerenes Nanotubes

 Coke is a pure form of carbon made by the destructive distillation of coal

 Carbonate ions (CO32-) are commonly found in rocks

(iii) Carbon monoxide

- it reacts readily with oxygen to produce CO 2:

Test your knowledge 8.2 – understanding carbon and its compounds