Answers for the last test will be up tonight. Test 4 is on separating techniques
Standard test can be downloaded by clicking the following links
>> Page 1
>> Page 2
Extended test can be downloaded by clicking these links (It's a long one)
>>Page 1
>>Page 2
>>Page 3
>>Page 4
Tuesday, May 31, 2005
Friday, May 27, 2005
Test a day 3 - Atomic Structure and bonding
Todays test is on Atomic Structure and bonding.
Download, print out and take the standard test and extended test by clicking the following links. Each test should take half an hour. As usual, notes will be uploaded onto the forum.
>>Standard test page 1
>>Standard test page 2
>>Extended Test
Note: The extended test has been squeezed onto one page but it's dimensions are a bit funny so you may need to do some tweaking to get it to print out properly.
Good luck!
Download, print out and take the standard test and extended test by clicking the following links. Each test should take half an hour. As usual, notes will be uploaded onto the forum.
>>Standard test page 1
>>Standard test page 2
>>Extended Test
Note: The extended test has been squeezed onto one page but it's dimensions are a bit funny so you may need to do some tweaking to get it to print out properly.
Good luck!
Wednesday, May 25, 2005
Test-a-day day 1 answers uploaded
Answers to the Elements, compounds and mixtures test uploaded
>> Click here to download answers for standard test
>> Click here to download answers to extended test
Todays test for download is on the periodic table. Markscheme will be up tomorrow.
>> Periodic table test page 1
>> Periodic table test page 2
This test should take you half an hour and shouldn't cause anyone too many problems. A more difficult test on periodic table is the following one, which looks more at the patterns in the periodic table and the relationship between the place in the periodic table and properties of the elements. The following, extended test can be downloaded and done and should take you half an hour again.
Extended test
>> Page 1
>> Page 2
As usual, revision notes will be up on the forum website
Good luck!
>> Click here to download answers for standard test
>> Click here to download answers to extended test
Todays test for download is on the periodic table. Markscheme will be up tomorrow.
>> Periodic table test page 1
>> Periodic table test page 2
This test should take you half an hour and shouldn't cause anyone too many problems. A more difficult test on periodic table is the following one, which looks more at the patterns in the periodic table and the relationship between the place in the periodic table and properties of the elements. The following, extended test can be downloaded and done and should take you half an hour again.
Extended test
>> Page 1
>> Page 2
As usual, revision notes will be up on the forum website
Good luck!
Tuesday, May 24, 2005
Test a Day test 1 - Elements Compounds, Mixtures and changes of state
An easy one for starters, just some simple definitions and changes of state to get you in the mood.
The test is 7 questions long and worth 30 Marks. Start whenever you're ready and extra notes and exercises can be found on the forum. Most of these notes come from the scanned revision guides that I have been offering all of you, of which I now have Chemistry and Physics guides. As always the offer is open to burn you a copy if you bring me a blank CD. Answers will be posted tomorrow to allow you to mark for yourself.
The extended test is also uploaded - the answers to this test will take longer to come out though.
Elements, compounds, mixtures and changes in state test
Page 1
Page 2
Extended Test
Page 1
Page 2
Once you've marked it why not gloat on the forum about how excellent your mark was and maybe we can start a league table....
Phoenix
The test is 7 questions long and worth 30 Marks. Start whenever you're ready and extra notes and exercises can be found on the forum. Most of these notes come from the scanned revision guides that I have been offering all of you, of which I now have Chemistry and Physics guides. As always the offer is open to burn you a copy if you bring me a blank CD. Answers will be posted tomorrow to allow you to mark for yourself.
The extended test is also uploaded - the answers to this test will take longer to come out though.
Elements, compounds, mixtures and changes in state test
Page 1
Page 2
Extended Test
Page 1
Page 2
Once you've marked it why not gloat on the forum about how excellent your mark was and maybe we can start a league table....
Phoenix
Structured daily revision workout regime launch
Can't work out how to revise? Stuck for ideas? Do you find you can only really get yourself psyched up for a test by taking other tests? Then what you need is...
The Phoenix Test a Day Scheme!
Clinically proven to expand your brain and improve your confidence, this series of easy daily exercises will help you become the man (or woman if you're a if you're female. Or strange) that you've always wanted to be!
The idea is simple. Every day from now until your exam, a new test will be posted on this very site. The daily test can be downloaded and printed off and should take no more than half an hour to complete. The next day the answers will go up and you can check what you got. The marks are out of 30 every time.
Extra relevant helpsheets and exercises will also be uploaded aas necessary and these should be done before the test is attempted to give yourself as good a chance as you can.
The test should take half an hour and if you do half an hour a day this should put you in great stead for the exam. A further, harder test may also be uploaded on the same topic and if you find that neither test worries you unduly then you'll most likely breeze through the end of year exam. The further test should also take half an hour. One hours revision a day will almost certainly ensure you top marks.
Well good luck then Year 9. Your first test will be uploaded after this post...
Phoenix
PS - you may also want to check out the Physics website, same address but with "phys" instead of "chem" if you do physics. Same scheme operating over there.
The Phoenix Test a Day Scheme!
Clinically proven to expand your brain and improve your confidence, this series of easy daily exercises will help you become the man (or woman if you're a if you're female. Or strange) that you've always wanted to be!
The idea is simple. Every day from now until your exam, a new test will be posted on this very site. The daily test can be downloaded and printed off and should take no more than half an hour to complete. The next day the answers will go up and you can check what you got. The marks are out of 30 every time.
Extra relevant helpsheets and exercises will also be uploaded aas necessary and these should be done before the test is attempted to give yourself as good a chance as you can.
The test should take half an hour and if you do half an hour a day this should put you in great stead for the exam. A further, harder test may also be uploaded on the same topic and if you find that neither test worries you unduly then you'll most likely breeze through the end of year exam. The further test should also take half an hour. One hours revision a day will almost certainly ensure you top marks.
Well good luck then Year 9. Your first test will be uploaded after this post...
Phoenix
PS - you may also want to check out the Physics website, same address but with "phys" instead of "chem" if you do physics. Same scheme operating over there.
Mistake in Calculations Markscheme
If you've downloaded it already the Markscheme for the calculations test had a mistake in quesytion 8 - the answers for 8 are as follows
a)0.5 moles
b)0.2 moles
c)0.0625 moles
a)0.5 moles
b)0.2 moles
c)0.0625 moles
Thursday, May 19, 2005
Monday test 3 - Separating techniques and identifying substances
Next weeks Monday test covers two topics, separating chemicals and Identifying substances.
The first part, separating substances covers sections 2 and 7, the experimental techniques section on the checklist uploaded, so will include filtration, distillation and chromatography.
The second part is mainly section 10, analysis, and covers identification of ions and chemicals given their states and properites under certain conditions.
Revision notes will be uploaded onto the forum under the correct topic heading. Feel free to add your own notes up there too.
Good luck!
The first part, separating substances covers sections 2 and 7, the experimental techniques section on the checklist uploaded, so will include filtration, distillation and chromatography.
The second part is mainly section 10, analysis, and covers identification of ions and chemicals given their states and properites under certain conditions.
Revision notes will be uploaded onto the forum under the correct topic heading. Feel free to add your own notes up there too.
Good luck!
Calculations test answers uploaded
The answers to the calculations test has been uploaded in Word and can be downloaded by clicking on this link
>> Calculations test answers
>> Calculations test answers
Tuesday, May 17, 2005
A story about rabbits
One day there was a rabbit, who lived in a burrow. He was a very clever rabbit and very popular too because he had many carrots, which he would always share with his rabbit friends.
For years, Mr Rabbit had been delivered all the carrots he needed, but one day, he looked in his store and realised that he didn’t have quite enough carrots.
“What must I do?”, thought the clever young rabbit to himself, as he rubbed the furry bit between his floppy ears. Mr Rabbit had never before needed to worry about his carrot supply.
In a flash, it came to him. Mr Rabbit, a keen student of far eastern philosophy had on his wall a plaque which read:
“Give a man a fish, and you feed him for a day.
Teach a man to fish and you feed him forever”
“I don’t like fish, “ thought he wistfully “but I do like carrots. I will learn to hunt carrots in the wild”
With this thought in mind, Mr Rabbit made his way to the local rabbit university, where he enrolled in course C4RR0T5, “Advanced Carrot capture and torture techniques for rabbits”
While enrolled on the course, Mr Rabbit made many friends and his teachers thought he was wonderful as he seemed to have so many carrots. His project marks were outstanding, as Mr Rabbit was never short of a carrot to hand in. Mr Rabbit was achieving the most outstanding grades the teachers at UCRBIT had ever seen and his work was the talk of all rabbitdom.
But things were not all as they seemed.
Not a single carrot handed in as a project had been Mr Rabbits own work.
The term was nearly at its end and Mr Rabbit’s supply of carrots was nearly exhausted. Every project he handed in was a carrot from his own stores.
Every day, Mr Rabbit would have less and less to eat, but his marks were staying constantly high. The other rabbits still thought he was a genius carrot-catcher, despite the fact he had not ensnared a single carrot in a single trap all year. While the other rabbits toiled with medieval devices, from the car-ROTATOR to the Looping Nail-a-pult with sometimes disastrous results, Mr Rabbit was still no better educated than when he had first entered the class.
The other rabbits, on hearing of Mr Rabbits skills, were now coming over to feast on carrot pie with broccoli gravy every weekend. Mr Rabbit’s carrot and coriander soup was legendary.
The end of term came and the final exam loomed on the horizon. Mr Rabbits storeroom was empty and his chances of passing the final examination with narry a vegetable to his name was slim.
Mr Rabbit failed his final exams and now people laugh when they think of how pathetic he really was. Here was a bright young rabbit with so much potential, whose only sin was to want to be seen to be clever.
While the other rabbits may have failed the small tests, Mr Rabbit never did appreciate the value of that plaque on his wall.
For years, Mr Rabbit had been delivered all the carrots he needed, but one day, he looked in his store and realised that he didn’t have quite enough carrots.
“What must I do?”, thought the clever young rabbit to himself, as he rubbed the furry bit between his floppy ears. Mr Rabbit had never before needed to worry about his carrot supply.
In a flash, it came to him. Mr Rabbit, a keen student of far eastern philosophy had on his wall a plaque which read:
“Give a man a fish, and you feed him for a day.
Teach a man to fish and you feed him forever”
“I don’t like fish, “ thought he wistfully “but I do like carrots. I will learn to hunt carrots in the wild”
With this thought in mind, Mr Rabbit made his way to the local rabbit university, where he enrolled in course C4RR0T5, “Advanced Carrot capture and torture techniques for rabbits”
While enrolled on the course, Mr Rabbit made many friends and his teachers thought he was wonderful as he seemed to have so many carrots. His project marks were outstanding, as Mr Rabbit was never short of a carrot to hand in. Mr Rabbit was achieving the most outstanding grades the teachers at UCRBIT had ever seen and his work was the talk of all rabbitdom.
But things were not all as they seemed.
Not a single carrot handed in as a project had been Mr Rabbits own work.
The term was nearly at its end and Mr Rabbit’s supply of carrots was nearly exhausted. Every project he handed in was a carrot from his own stores.
Every day, Mr Rabbit would have less and less to eat, but his marks were staying constantly high. The other rabbits still thought he was a genius carrot-catcher, despite the fact he had not ensnared a single carrot in a single trap all year. While the other rabbits toiled with medieval devices, from the car-ROTATOR to the Looping Nail-a-pult with sometimes disastrous results, Mr Rabbit was still no better educated than when he had first entered the class.
The other rabbits, on hearing of Mr Rabbits skills, were now coming over to feast on carrot pie with broccoli gravy every weekend. Mr Rabbit’s carrot and coriander soup was legendary.
The end of term came and the final exam loomed on the horizon. Mr Rabbits storeroom was empty and his chances of passing the final examination with narry a vegetable to his name was slim.
Mr Rabbit failed his final exams and now people laugh when they think of how pathetic he really was. Here was a bright young rabbit with so much potential, whose only sin was to want to be seen to be clever.
While the other rabbits may have failed the small tests, Mr Rabbit never did appreciate the value of that plaque on his wall.
Monday, May 16, 2005
Monday test 3 - Calculations and the mole - test uploaded
The test on calculations has been uploaded - answers to follow.
The calculations test can be downloaded by clicking on the following links
>>Test paper page 1
>>Test paper page 2
The calculations test can be downloaded by clicking on the following links
>>Test paper page 1
>>Test paper page 2
Sunday, May 15, 2005
Monday test 3 - Calculations and the mole
You were warned on Wednesday. I can tell you it's devilishly hard!
Word on the exam is that you have 2 papers, one which is a combination of papers 1 and 6 so that will be multichoice and practical, and another that is a combination of papers 2 and 3 which are the knowledge papers, core and extended. I have no information on when the exact exams will be.
Word on the exam is that you have 2 papers, one which is a combination of papers 1 and 6 so that will be multichoice and practical, and another that is a combination of papers 2 and 3 which are the knowledge papers, core and extended. I have no information on when the exact exams will be.
Tuesday, May 10, 2005
Monday test 2 - Acids, bases and salts
Some good results in for the second test, but many of you need to learn titrations and precipitations. The main question that you fell down on was the one about titration using Hydrochloric and Sulphuric Acid.
As both of these are strong acids, they disociate to the same extent i.e. they both completely split up releasing their hydrogen ions. The question says that both acids are of the same concentration. If you look at the formula for Hydrochloric Acid and the Formula for Sulphuric acid, you can see that when Sulphuric Acid breaks up, it releases 2 Hydrogen ions as it's H2SO4. Hydrochloric Acid only gives out one when it disociates.
Therefore if you use sulphuric rather than hydrochloric acid you only require HALF the volume as it supplies twice as many hydrogen ions.
The test paper can be found by clicking on the following links
Page 1
Page 2
The Mark scheme can be found by clicking on this link
Mark Scheme
As both of these are strong acids, they disociate to the same extent i.e. they both completely split up releasing their hydrogen ions. The question says that both acids are of the same concentration. If you look at the formula for Hydrochloric Acid and the Formula for Sulphuric acid, you can see that when Sulphuric Acid breaks up, it releases 2 Hydrogen ions as it's H2SO4. Hydrochloric Acid only gives out one when it disociates.
Therefore if you use sulphuric rather than hydrochloric acid you only require HALF the volume as it supplies twice as many hydrogen ions.
The test paper can be found by clicking on the following links
Page 1
Page 2
The Mark scheme can be found by clicking on this link
Mark Scheme
Sunday, May 08, 2005
Calculation of water of crystallization
To recreate the experiment done in class and for a little more help with calculating water of crystallization, click on the interactive web lab at http://oldmanhonda.com/Chemistry/WebLabs/Hydrate/Hydrate.html where you can do the experiment and use a specially made web lab calculator to perform all calculations for this experiment.
Saturday, May 07, 2005
Extra revision from 2 of the best books I've read - Acids bases and salts
Extra revision notes have been posted on the forum under the title Acids, bases and salts. Any further resources I find will be posted up on the forum under the appropriate title. The threads are available for anyone to post up any useful revision notes and links on. If you've got a good idea or resource, why not share it.
Forum can be found at http://phoenixscience.proboards38.com/index.cgi
Forum can be found at http://phoenixscience.proboards38.com/index.cgi
Wednesday, May 04, 2005
Topic to revise for Monday single lesson test 2
The topic tested next week will be Acids, bases and salts. This can be found mostly on chapter 7. More information and revision will be posted here shortly
Tuesday, May 03, 2005
Monday Revision test 1 – Solubility - Test and mark scheme
Our test on Monday was drawn from some past paper questions on solubility. These questions were variously gathered from past papers, including some paper 1, 2 and 6 and were designed to test your knowledge on solubility from different angles.
The results you got from this test will tell you how much you know and how much you need to learn. To help you fill in the gaps I’ve posted the paper here and the mark scheme, complete with comments on where most of you dropped marks.
Test paper
Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Mark Scheme
Click and save
Importantly there are a few major gaps I picked up, where all of you are slipping up.
The first is to do with the formation of crystals from solution.
We made quite a few crystals during Acids, bases and salts, and during that unit I tried to get you to make sure that the crystals were made properly.
When making crystals from a solution there are some stages we must follow
Filter our mixture to remove any excess residue that has not reacted. Usually our salts are made by adding a compound or metal to an acid. Let’s take Magnesium and Hydrochloric acid for example. What is left in the filter paper is any magnesium that has not reacted. The salt that is made remains in solution (Magnesium chloride) to go through the filter paper
In order to get the Magnesium Chloride (MgCL2) out of solution we have to evaporate it. SLOWLY. This is NOT in order to make big crystals (although it is true that the slower the crystals are cooled the bigger the crystals made) but it is in order to make crystals AT ALL
The solution that gets through the filter (the filtrate) is heated on a low flame until crystals are seen to form around the top of the solution. Then take it OFF the flame and leave it to evaporate.
Explanation
I didn’t teach you this the first time round as it’s not in the syllabus but now that we’ve finished the syllabus we’ll do a practical on this on Sunday.
Crystals are often held together by water. This so-called “Water of crystallisation” is loosely bonded to the molecules of the crystal and this loose bonding can be seen in the formula for example in the question on Page 3 of the test. MgSO4.7H2O shows that each MgSO4 molecule is surrounded by 7 water molecules.
These water molecules can be removed quite easily by heating the crystal, which causes the crystal to break down to powder Magnesium Sulphate, releasing the water as steam.
In Sunday’s lesson we will see the effect that heating away the water of crystallisation has on Copper Sulphate crystals.
If we heat the crystals too much the water of crystallisation evaporates and we don’t make crystals at all.
The reason we heat it is to speed up the process of evaporation, but we don’t want to heat it too far.
Ideally, we want to evaporate off enough water to leave us with a warm, saturated solution. As we know, warm water holds more solute than cold. If we can make a warm saturated solution, when it cools down the crystals in solution will crystallise out, with enough available water to hold the crystals together.
The results you got from this test will tell you how much you know and how much you need to learn. To help you fill in the gaps I’ve posted the paper here and the mark scheme, complete with comments on where most of you dropped marks.
Test paper
Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Mark Scheme
Click and save
Importantly there are a few major gaps I picked up, where all of you are slipping up.
The first is to do with the formation of crystals from solution.
We made quite a few crystals during Acids, bases and salts, and during that unit I tried to get you to make sure that the crystals were made properly.
When making crystals from a solution there are some stages we must follow
Filter our mixture to remove any excess residue that has not reacted. Usually our salts are made by adding a compound or metal to an acid. Let’s take Magnesium and Hydrochloric acid for example. What is left in the filter paper is any magnesium that has not reacted. The salt that is made remains in solution (Magnesium chloride) to go through the filter paper
In order to get the Magnesium Chloride (MgCL2) out of solution we have to evaporate it. SLOWLY. This is NOT in order to make big crystals (although it is true that the slower the crystals are cooled the bigger the crystals made) but it is in order to make crystals AT ALL
The solution that gets through the filter (the filtrate) is heated on a low flame until crystals are seen to form around the top of the solution. Then take it OFF the flame and leave it to evaporate.
Explanation
I didn’t teach you this the first time round as it’s not in the syllabus but now that we’ve finished the syllabus we’ll do a practical on this on Sunday.
Crystals are often held together by water. This so-called “Water of crystallisation” is loosely bonded to the molecules of the crystal and this loose bonding can be seen in the formula for example in the question on Page 3 of the test. MgSO4.7H2O shows that each MgSO4 molecule is surrounded by 7 water molecules.
These water molecules can be removed quite easily by heating the crystal, which causes the crystal to break down to powder Magnesium Sulphate, releasing the water as steam.
In Sunday’s lesson we will see the effect that heating away the water of crystallisation has on Copper Sulphate crystals.
If we heat the crystals too much the water of crystallisation evaporates and we don’t make crystals at all.
The reason we heat it is to speed up the process of evaporation, but we don’t want to heat it too far.
Ideally, we want to evaporate off enough water to leave us with a warm, saturated solution. As we know, warm water holds more solute than cold. If we can make a warm saturated solution, when it cools down the crystals in solution will crystallise out, with enough available water to hold the crystals together.
Sunday, April 24, 2005
Question 8, Page 93
The sodium Hydroxide question really caught you out year 9. The answers were for all to see on pages 85-86 of your book under the title, “The Chlor-alkali industry” and we have done this as a class practical last term too. Before reading the answers, if you have not already read it, then turn in your books to pages 85-86. The answers follow:
a) Either diagram on Page 86 would be fine as long as it is labelled. Notice that Titanium anodes are used in each case
b) Anode: 2Cl- - 2e -> Cl2 Oxidation
Cathode: 2H+ + 2e-> H2 Reduction
c) A list of uses are at the bottom of page 85
d) The process is very energy intensive as it requires a lot of electricity. However, the three products produced in the process have a large number of uses which makes the process economical.
e) The membrane cell produces ppurer products and causes less pollution than the mercury cell as well as being cheaper.
a) Either diagram on Page 86 would be fine as long as it is labelled. Notice that Titanium anodes are used in each case
b) Anode: 2Cl- - 2e -> Cl2 Oxidation
Cathode: 2H+ + 2e-> H2 Reduction
c) A list of uses are at the bottom of page 85
d) The process is very energy intensive as it requires a lot of electricity. However, the three products produced in the process have a large number of uses which makes the process economical.
e) The membrane cell produces ppurer products and causes less pollution than the mercury cell as well as being cheaper.
Tuesday, April 12, 2005
Year 9 Checklist for chemistry
As a guide to help you revise here's the unedited scheme of work that you have been working from this year. We still have to cover identification of ions and criteria of purity but that should not take too long.
It can be downloaded by clicking this link >>>>>> LINK! <<<<<<<
Please use this as a checklist and feel free to ask any questions. Also I will be scanning in the revision guide for chemistry and if anyone wants a copy give me a blank CD or a fat memory stick next week.
Phoenix
It can be downloaded by clicking this link >>>>>> LINK! <<<<<<<
Please use this as a checklist and feel free to ask any questions. Also I will be scanning in the revision guide for chemistry and if anyone wants a copy give me a blank CD or a fat memory stick next week.
Phoenix
Friday, February 25, 2005
Royal Society of Chemistry website
I took a look on the website of the Royal Society of Chemistry some time back and found some resources that will help you to organise all the information that you have learnt about acids, bases and salts, and some helpsheets that you may find useful to classify reactions.
The ones that I think will be most useful are
Core
Acid revision map
Completing word equations
Types of Chemical Reaction
additional and extension
The periodic table
Explaining acid strength
Print and keep. Enjoy!
The ones that I think will be most useful are
Core
Acid revision map
Completing word equations
Types of Chemical Reaction
additional and extension
The periodic table
Explaining acid strength
Print and keep. Enjoy!
Mathematical interlude - The divine ratio, Phi
At the moment we are doing chemical calculations, an important part of the sylabus as these will lay the groundwork for much of the rest of your course, so we'll need to really understand what's going on here, hence why I am taking it so slowly to make sure that none of you get left behind.
In class the other day I mentioned the constant Phi, whose value is 1.618. This is a dimensionless constant as it is a ratio, and it's a ratio found so commonly in nature that it has it's own name: The Divine Ratio. More about the Divine Ratio in a minute.
When I say a "dimensionless ratio" I see a lot of you looking back at me blankly - let me clarify.
If we take a line and measure it we get back a measurement with units in, lets say for simplicity, metres. The unit of this measurement is metre. The dimension of this measurement is 1, as it's a straight line, which in theory takes up only one spatial dimension. It's one-dimensional or 1D.
If we then take the same line and move it "upwards" in space it traces out a new object. If we travel the same distance "up" as the length of the orignal line we get a new shape built, a square. The square now has units of metres-squared or metres to the power of 2. The shape exists now in a second dimension. This goes on and on by taking your new object and pulling it into the next dimension to create the next-dimensional object. *(see end notes for further comments on dimensional increase)
If we take a square and divide the area by the length of the line we arrive back at the original line length and the original unit, metre, and hence the original dimension.
If we however, take the square and divide it be another square, or take a square number and divide it by another square number, what do we get?
Something that has no units. A ratio. This tells us how many times our square can fit into the space occupied by the dividing square.
This ratio is dimensionless, as is the ratio of a line (1D) divided by a line (1D). In fact ALL ratios are dimensionless.
The point of the lesson on Wednesday was to point out that the RAM is nothing but a RATIO of masses, which compares the mass of the element you are looking at with another mass. The mass that was chosen was the mass of the carbon atom, or specifically part of a carbon atom. In order to give us a constant to compare to the mass of a standard Carbon-12 divided into 12 was chosen as the standard.
The name RELATIVE Atomic Mass tells us that it's not ACTUALLY an atomic mass, as that would have units of mass, namely the atomic mass unit or even grams if you wanted. But this tells us how many times more or less it's mass is compared to something else.
So Hydrogen has a mass equal to one twelth of a carbon-12, Lithium, 7 times etc. Note that the RAM is the Relative Atomic Mass of a number of atoms and hence it can be a non-integer number (not whole number) like Chlorine.
As this is only a ratio and has no units, in calculations it does not represent ACTUAL quantities, only it only tells us how much more one elements mass is than another. e.g. it's true to say "The mass of Oxygen is 16 times that of Hydrogen and 4 times that of Helium" - this statement would hold true if we were talking about any quantity of oxygen, hydrogen or helium. It's a COMPARISON. It's also true to say that "The same NUMBER OF ATOMS of oxygen would have a mass 16 times that of the SAME NUMBER of Hydrogen and 4 times that of the SAME NUMBER of helium"
Anyway back to the Divine Ratio. The divine ratio is dimensionless, as a ratio always is. It is the most beautiful example (in so many ways) of the dimensionlessness of ratios as it is seen in nature in the division of many different dimensions.
Plants, Animals and human beings all display proportions that follow the divine ratio. Try it next time you have a tape measure. Measure the distance between the top of your head and the floor. Then divide that length by the distance between your belly button to the floor. The number that comes out is 1.618. Phi.
Try this one - hip to floor divided by knee to floor. Or this one while you're sitting at your desk - finger joints. Toes. Spinal divisions. In fact the human being is such a testimony to Phi that Leonardo da Vinci himself drew his human figure, The Vitruvian Man in these proportions and this was long regarded as the most perfect human figure in art. The name of the painting derives from the Roman Architect Marcus Vitruvius who praised the Divine Proportion in his text De Architectura. You can read more about the Divine Ratio in Dan Browns "The Da Vainci Code"
Phi is everywhere - in shells, trees, mountains, coastlines, clouds and other fractals. Everywhere. The number of males to females in any bee colony is phi.
If you want to read about fractals but don't want to pick up a maths book I strongly recommend, Michael Crichtons Jurassic Park. If you do want to pick up a maths book then I would recommend popular science such as "From here to infinity" by Ian Stewart (A lecturer at my old university)
And of course there is a wealth of information to be found on the web too. Have fun!
Phoenix
*End notes - In Edwin A Abbot's classic mathematical novel "Flatland" he describes the process beautiully as "being pulled "up but not north". The story describes the encounter of A Square, an inhabitant of Flatland where all beings are 2-dimensional, who one day meets a divine being from the next dimension, A Sphere. Described with the fanaticism of a avid mathematician Abbott paints a witty and thought provoking picture of the narrowmindedness of society, through a discourse in geometry, and opens the minds eye to the possiblity, or should that be certainty of dimensions above the limits of our perception. Written in the 19th century, Abbotts novel predated Einsteins advances into the next dimension (relativity) by almost half a century.
- Extended -
At your present level of study, a thorough knowledge of dimensional analysis is not really important as you deal with so few variables in your equations. As your study increaseas it becomes much more important to check that the dimensions on either side of your equations balance, and this is why I feel it necessary to introduce you to the concept of dimensions, even though it's not on the sylabus as such. If you choose to take this knowledge on then that's great, if not then you'll learn it later anyway, it is your choice.
A point of note though - a dimensionless constant, though dimensionless, still can have a very profound effect on your final answer as these are ratios. Take Pi for example. This is but a ratio of the circumference over the diameter of a circle. Though dimensionless it appears in one of the first equations you will have ever learnt. The point here in chemistry is that the RAM is a dimensionless constant, a ratio of the mass of a given amount of an element against 1/12 of the mass of a carbon-12 atom.
Other dimensionless constants you may have met include Hubbles constant, e and now Phi. If it's a ratio it's dimensionless by it's very definition, because it is one quantity divided by another quantity of the same units. Hence, in actual fact, the big numbers in our balanced equations that we refer to as the number of moles are actually dimensionless ratios showing us proportions of reactants
In class the other day I mentioned the constant Phi, whose value is 1.618. This is a dimensionless constant as it is a ratio, and it's a ratio found so commonly in nature that it has it's own name: The Divine Ratio. More about the Divine Ratio in a minute.
When I say a "dimensionless ratio" I see a lot of you looking back at me blankly - let me clarify.
If we take a line and measure it we get back a measurement with units in, lets say for simplicity, metres. The unit of this measurement is metre. The dimension of this measurement is 1, as it's a straight line, which in theory takes up only one spatial dimension. It's one-dimensional or 1D.
If we then take the same line and move it "upwards" in space it traces out a new object. If we travel the same distance "up" as the length of the orignal line we get a new shape built, a square. The square now has units of metres-squared or metres to the power of 2. The shape exists now in a second dimension. This goes on and on by taking your new object and pulling it into the next dimension to create the next-dimensional object. *(see end notes for further comments on dimensional increase)
If we take a square and divide the area by the length of the line we arrive back at the original line length and the original unit, metre, and hence the original dimension.
If we however, take the square and divide it be another square, or take a square number and divide it by another square number, what do we get?
Something that has no units. A ratio. This tells us how many times our square can fit into the space occupied by the dividing square.
This ratio is dimensionless, as is the ratio of a line (1D) divided by a line (1D). In fact ALL ratios are dimensionless.
The point of the lesson on Wednesday was to point out that the RAM is nothing but a RATIO of masses, which compares the mass of the element you are looking at with another mass. The mass that was chosen was the mass of the carbon atom, or specifically part of a carbon atom. In order to give us a constant to compare to the mass of a standard Carbon-12 divided into 12 was chosen as the standard.
The name RELATIVE Atomic Mass tells us that it's not ACTUALLY an atomic mass, as that would have units of mass, namely the atomic mass unit or even grams if you wanted. But this tells us how many times more or less it's mass is compared to something else.
So Hydrogen has a mass equal to one twelth of a carbon-12, Lithium, 7 times etc. Note that the RAM is the Relative Atomic Mass of a number of atoms and hence it can be a non-integer number (not whole number) like Chlorine.
As this is only a ratio and has no units, in calculations it does not represent ACTUAL quantities, only it only tells us how much more one elements mass is than another. e.g. it's true to say "The mass of Oxygen is 16 times that of Hydrogen and 4 times that of Helium" - this statement would hold true if we were talking about any quantity of oxygen, hydrogen or helium. It's a COMPARISON. It's also true to say that "The same NUMBER OF ATOMS of oxygen would have a mass 16 times that of the SAME NUMBER of Hydrogen and 4 times that of the SAME NUMBER of helium"
Anyway back to the Divine Ratio. The divine ratio is dimensionless, as a ratio always is. It is the most beautiful example (in so many ways) of the dimensionlessness of ratios as it is seen in nature in the division of many different dimensions.
Plants, Animals and human beings all display proportions that follow the divine ratio. Try it next time you have a tape measure. Measure the distance between the top of your head and the floor. Then divide that length by the distance between your belly button to the floor. The number that comes out is 1.618. Phi.
Try this one - hip to floor divided by knee to floor. Or this one while you're sitting at your desk - finger joints. Toes. Spinal divisions. In fact the human being is such a testimony to Phi that Leonardo da Vinci himself drew his human figure, The Vitruvian Man in these proportions and this was long regarded as the most perfect human figure in art. The name of the painting derives from the Roman Architect Marcus Vitruvius who praised the Divine Proportion in his text De Architectura. You can read more about the Divine Ratio in Dan Browns "The Da Vainci Code"
Phi is everywhere - in shells, trees, mountains, coastlines, clouds and other fractals. Everywhere. The number of males to females in any bee colony is phi.
If you want to read about fractals but don't want to pick up a maths book I strongly recommend, Michael Crichtons Jurassic Park. If you do want to pick up a maths book then I would recommend popular science such as "From here to infinity" by Ian Stewart (A lecturer at my old university)
And of course there is a wealth of information to be found on the web too. Have fun!
Phoenix
*End notes - In Edwin A Abbot's classic mathematical novel "Flatland" he describes the process beautiully as "being pulled "up but not north". The story describes the encounter of A Square, an inhabitant of Flatland where all beings are 2-dimensional, who one day meets a divine being from the next dimension, A Sphere. Described with the fanaticism of a avid mathematician Abbott paints a witty and thought provoking picture of the narrowmindedness of society, through a discourse in geometry, and opens the minds eye to the possiblity, or should that be certainty of dimensions above the limits of our perception. Written in the 19th century, Abbotts novel predated Einsteins advances into the next dimension (relativity) by almost half a century.
- Extended -
At your present level of study, a thorough knowledge of dimensional analysis is not really important as you deal with so few variables in your equations. As your study increaseas it becomes much more important to check that the dimensions on either side of your equations balance, and this is why I feel it necessary to introduce you to the concept of dimensions, even though it's not on the sylabus as such. If you choose to take this knowledge on then that's great, if not then you'll learn it later anyway, it is your choice.
A point of note though - a dimensionless constant, though dimensionless, still can have a very profound effect on your final answer as these are ratios. Take Pi for example. This is but a ratio of the circumference over the diameter of a circle. Though dimensionless it appears in one of the first equations you will have ever learnt. The point here in chemistry is that the RAM is a dimensionless constant, a ratio of the mass of a given amount of an element against 1/12 of the mass of a carbon-12 atom.
Other dimensionless constants you may have met include Hubbles constant, e and now Phi. If it's a ratio it's dimensionless by it's very definition, because it is one quantity divided by another quantity of the same units. Hence, in actual fact, the big numbers in our balanced equations that we refer to as the number of moles are actually dimensionless ratios showing us proportions of reactants
Tuesday, February 22, 2005
Chill out year 9 it's a QUIZ
Maybe I didn't really make this clear enough. The quiz is designed to help you to LEARN and to try to STRETCH you. It's not a TEST as such in that the result is for you and me to know, no one else. It's for me to test your learning and for you to see what more you need to learn. It's NOT a test in the sense that it will not go on any official documents. It is there to HELP YOU.
Is that clear enough?
Is that clear enough?
Monday, February 14, 2005
Acids, bases and salts test now online
The test is uploaded and ready to take now until Feb 23 at the very very latest. I suggest though that you wait until after the Wednesday lesson before you take it.
It's very hard....
http://quizstar.4teachers.org and log on using the username and password you were given in class - if you have lost it please email me
good luck!
It's very hard....
http://quizstar.4teachers.org and log on using the username and password you were given in class - if you have lost it please email me
good luck!
Amphoteric Shmamphoteric
Why was I so blase about the amphoteric definition? I have never EVER seen a test question on amphoteric properties. Just know it as a definition and I'm sure you will be fine. Can be a H+ donor or acceptor. That's it. Boring.
Don't stress over it.
Don't stress over it.
IGCSE too easy for you...?
Greetings happy campers! Not one for keeping this class at IGCSE levels I have been looking through work that could extend those really bright ones amongst you. Which I must add is most of you actually.
In response to some of your questions I have answered "The answer to that question you will meet at A-level" and I know that some of you probably think "what a cop-out he just doesn't know" Well actually here is what I mean.
At A-level we study the same thing in more detail in a topic called acid equilibria. If you read the first few pages of an A-level textbook you can see that it's identical to what you have already learnt. They start off with details of acid reactions, tell you about indicators and tell you about the pH scale.
Then they start to tell you in depth about the numbers involved in making the pH scale, which are based on a logarithmic scale of H+ ions. And in answer to your question at the beginning of the acids and bases course this leads to the definiton of the letters pH which stands for Partial Pressure of Hydrogen ions hence the small p (sometimes written as a sort of double p letter).
After that you will learn about indicators and how they work over a really small range (remember that universal indicator is a mixture of indicators) and you will go more in depth with acids, understanding why some acids are strong.
Already you know that it's to do with hydrogen ions and the definiton of strong and concentrated should be well understood. At A-level we talk about something called the disociation constant (remember that the "strength" of an acid depends on all the H+ ions disociating in water) - this puts disociation into numbers that can be compared.
Here, solubility comes into the picture again.
So what you learn at IGCSE follows directly on from year 8 acids and alkalis goes to IGCSE Acids, bases and salts, then leads to Acid equilibria.
If you're interested in learning more the following uploaded files will really push you hard but I promise that if you can do them you will find ALL the answers to all your IGCSE questions on this topic and the IGCSE acids, bases and salts topic will seem like a walk in the park.
If you want to do the exercises in your book then feel free.
At present not all the files have been uploaded on this topic and I will have to take them down after a while to avoid infringing too many copyright laws.
You may find it helpful to know how to use logarithms before you start on these though...
(Don't worry too much about the filenames it's just automatic filenames I put on my scanner)
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00001.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00002.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00003.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00004.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00005.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00006.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00007.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00008.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00009.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00010.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00011.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00012.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00013.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00014.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00015.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00016.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00017.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00018.jpg
Give them a try - just challenge yourself.
In response to some of your questions I have answered "The answer to that question you will meet at A-level" and I know that some of you probably think "what a cop-out he just doesn't know" Well actually here is what I mean.
At A-level we study the same thing in more detail in a topic called acid equilibria. If you read the first few pages of an A-level textbook you can see that it's identical to what you have already learnt. They start off with details of acid reactions, tell you about indicators and tell you about the pH scale.
Then they start to tell you in depth about the numbers involved in making the pH scale, which are based on a logarithmic scale of H+ ions. And in answer to your question at the beginning of the acids and bases course this leads to the definiton of the letters pH which stands for Partial Pressure of Hydrogen ions hence the small p (sometimes written as a sort of double p letter).
After that you will learn about indicators and how they work over a really small range (remember that universal indicator is a mixture of indicators) and you will go more in depth with acids, understanding why some acids are strong.
Already you know that it's to do with hydrogen ions and the definiton of strong and concentrated should be well understood. At A-level we talk about something called the disociation constant (remember that the "strength" of an acid depends on all the H+ ions disociating in water) - this puts disociation into numbers that can be compared.
Here, solubility comes into the picture again.
So what you learn at IGCSE follows directly on from year 8 acids and alkalis goes to IGCSE Acids, bases and salts, then leads to Acid equilibria.
If you're interested in learning more the following uploaded files will really push you hard but I promise that if you can do them you will find ALL the answers to all your IGCSE questions on this topic and the IGCSE acids, bases and salts topic will seem like a walk in the park.
If you want to do the exercises in your book then feel free.
At present not all the files have been uploaded on this topic and I will have to take them down after a while to avoid infringing too many copyright laws.
You may find it helpful to know how to use logarithms before you start on these though...
(Don't worry too much about the filenames it's just automatic filenames I put on my scanner)
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00001.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00002.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00003.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00004.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00005.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00006.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00007.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00008.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00009.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00010.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00011.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00012.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00013.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00014.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00015.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00016.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00017.jpg
http://www.geocities.com/sally500uk/CGPFoundationGCSEPhys00018.jpg
Give them a try - just challenge yourself.
Ionic Equations
Following Sundays lesson on ionic equations here are the notes promised regarding technique for dealing with them.
When you write an equation down of an acid reaction it’s obviously going to be in a solution as acids HAVE to be in solution right. And therefore it follows that there will be ions roaming about waiting to react.
Lets take for our example NaOH reacting with H2SO4, a common reaction
Worked Example 1
Step 1 – work out compounds involved
NaOH + H2SO4 --> H2O + Na2SO4
The 2 after the Na comes from the fact that SO4 has a valency of 2-
Step 2 – balance equation
2NaOH + H2SO4 --> 2H2O + Na2SO4
Notice again that it takes 2 OH- to neutralise that H2SO4 – this was Question 5c earlier
Step 3 – Break into ions
(2Na+)(2OH-) + (2H+)(SO4-) --> (2H2O) + (2Na+)(SO4-)
At this point note – there are 2 reasons that H2O is not written as ionsIt is NOT an ionic bond that links itIt is the solvent – it’s not actually IN solution and hence we can’t say it breaks up in solution because it IS the solution!
Step 4 – Which ones are no longer in solution?
We can tell which ones are still in solution because they are still ionic and dissociated. Because they started off dissociated and in solution then they appear the same on both sides so you can cross them off on either side because they are identical. After all, all these reactions can only take place IN water so if they are not soluble in water no further reactions can take place. What is left over will be either covalent, water or insoluble.
There are 2 ways to spot the ones that are no longer in solution
Step 5 – Write out the ones left
This is done by crossing out the ions that are identical on both sides (for the reasons described above) (2Na+)(2OH-) + (2H+)(SO4-) --> (2H2O) + (2Na+)(SO4-) This gives us the final equation 2OH- + 2H+ --> 2H2O Hope this makes more sense now.
When you write an equation down of an acid reaction it’s obviously going to be in a solution as acids HAVE to be in solution right. And therefore it follows that there will be ions roaming about waiting to react.
Lets take for our example NaOH reacting with H2SO4, a common reaction
Sodium Hydroxide + Sulphuric Acid à Water + Sodium Sulphate
To create an ionic equation and understand how it works we need to follow some simple steps, as follows- Work out the compounds involved (They will be ionic obviously so we may need to use our ionic cross trick)
- Balance the equation (once you’ve flipped the numbers from top to bottom it usually unbalances the equation so you need to make sure that the equation is balanced – otherwise the charges will later come back and bite you!)
- Break the equation into individual ions and bracket them off
- See which ones come out of the solution and hence are no longer reactive
- Write out the ions that are left still IN solution
Worked Example 1
Step 1 – work out compounds involved
NaOH + H2SO4 --> H2O + Na2SO4
The 2 after the Na comes from the fact that SO4 has a valency of 2-
Step 2 – balance equation
2NaOH + H2SO4 --> 2H2O + Na2SO4
Notice again that it takes 2 OH- to neutralise that H2SO4 – this was Question 5c earlier
Step 3 – Break into ions
(2Na+)(2OH-) + (2H+)(SO4-) --> (2H2O) + (2Na+)(SO4-)
At this point note – there are 2 reasons that H2O is not written as ionsIt is NOT an ionic bond that links itIt is the solvent – it’s not actually IN solution and hence we can’t say it breaks up in solution because it IS the solution!
Step 4 – Which ones are no longer in solution?
We can tell which ones are still in solution because they are still ionic and dissociated. Because they started off dissociated and in solution then they appear the same on both sides so you can cross them off on either side because they are identical. After all, all these reactions can only take place IN water so if they are not soluble in water no further reactions can take place. What is left over will be either covalent, water or insoluble.
There are 2 ways to spot the ones that are no longer in solution
- They will tell you that the product is insoluble The list on page 98 under the heading formation of salts gives you rules for which salts are and are not soluble.
- They ARE the solvent - water.
Step 5 – Write out the ones left
This is done by crossing out the ions that are identical on both sides (for the reasons described above) (2Na+)(2OH-) + (2H+)(SO4-) --> (2H2O) + (2Na+)(SO4-) This gives us the final equation 2OH- + 2H+ --> 2H2O Hope this makes more sense now.
Sunday, January 30, 2005
Acids and Oxides
Good work today in class - I'm looking specifically for understanding of the experiment's aim.
Explicitly the aim of today was to use a metal oxide and explain the reaction with an acid and from this to extrapolate to wider conclusions.
What I want to see in your conclusion is the following:
Explicitly the aim of today was to use a metal oxide and explain the reaction with an acid and from this to extrapolate to wider conclusions.
What I want to see in your conclusion is the following:
- What did you observe?
- What do you expect to see in the evaporating dish tomorrow?
- What reaction happened? How could you tell that a reaction had occured?
- What happens when acids are reacted with metal oxides? Take a look at P101 for more ideas on this.
- What type of salt is always produced when sulphuric acid is used in a neutralisation?
So I want you to comment on observations, explain them in equations if you can, and use your results to predict what will happen if similar experiments are carried out.
The worksheet you were given will give you some ideas on oxide reactions and are good practice.
If everything is as in the book, you should not have seen any bubbles coming off as no gas should have been produced. Some of you noticed some bubbles. Was there enough to call this fizzing? Would we say that gas is a major product here? If not where do we think it may have come from?
What could we have done better in this experiment? Rarely are experiments ever perfect.
Don't forget to write your own method
Thursday, January 27, 2005
Acids and Alkalis - revision from year 8
Some of the trouble you may encounter in year 9 can be easily avoided by revising your year 8 notes. Acids, bases and salts builds on the acids and alkalis unit from last year and is not really all that different, except for the more detailed description of ion disociation.
Just as a reminder, I have scanned and uploaded the notes for the year 8 module from the year 8 book and added the questions for year 8 chemistry from the CGP guide for you to download and print. It would be a good idea to do these questions (use your books if you wish) and read these notes if you are having any difficulty.
Remember you can always ask any questions by email.
Notes can be found by clicking the following links:
Year 8 book - acids and alkalis chapter and summary
http://www.geocities.com/sally500uk/ChemWS00052.jpg
http://www.geocities.com/sally500uk/ChemWS00053.jpg
http://www.geocities.com/sally500uk/ChemWS00054.jpg
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http://www.geocities.com/sally500uk/ChemWS00056.jpg
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http://www.geocities.com/sally500uk/ChemWS00059.jpg
Year 8 - CGP Practice Questions
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http://www.geocities.com/sally500uk/CGPKS3Chemistry00015.jpg
http://www.geocities.com/sally500uk/CGPKS3Chemistry00016.jpg
Hope these come in useful. Download and save quickly before the copyright people get me!
Just as a reminder, I have scanned and uploaded the notes for the year 8 module from the year 8 book and added the questions for year 8 chemistry from the CGP guide for you to download and print. It would be a good idea to do these questions (use your books if you wish) and read these notes if you are having any difficulty.
Remember you can always ask any questions by email.
Notes can be found by clicking the following links:
Year 8 book - acids and alkalis chapter and summary
http://www.geocities.com/sally500uk/ChemWS00052.jpg
http://www.geocities.com/sally500uk/ChemWS00053.jpg
http://www.geocities.com/sally500uk/ChemWS00054.jpg
http://www.geocities.com/sally500uk/ChemWS00055.jpg
http://www.geocities.com/sally500uk/ChemWS00056.jpg
http://www.geocities.com/sally500uk/ChemWS00057.jpg
http://www.geocities.com/sally500uk/ChemWS00058.jpg
http://www.geocities.com/sally500uk/ChemWS00059.jpg
Year 8 - CGP Practice Questions
http://www.geocities.com/sally500uk/CGPKS3Chemistry00003.jpg
http://www.geocities.com/sally500uk/CGPKS3Chemistry00004.jpg
http://www.geocities.com/sally500uk/CGPKS3Chemistry00005.jpg
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http://www.geocities.com/sally500uk/CGPKS3Chemistry00014.jpg
http://www.geocities.com/sally500uk/CGPKS3Chemistry00015.jpg
http://www.geocities.com/sally500uk/CGPKS3Chemistry00016.jpg
Hope these come in useful. Download and save quickly before the copyright people get me!
Monday, January 24, 2005
Acids, bases and salts – What you should know by the end of this unit
8.1 The characteristic properties of acids and bases
– describe the characteristic properties of acids as reactions with metals, bases, carbonates and effect on litmus
- define acids and bases in terms of proton transfer, limited to aqueous solutions
- describe the meaning of weak and strong acids and bases
– describe the characteristic properties of bases as reactions with acids and with ammonium salts and effect on litmus
– describe neutrality and relative acidity and alkalinity in terms of pH (whole numbers only) measured using Universal Indicator paper
– describe and explain the importance of controlling acidity in soil
8.2 Types of oxides
– classify oxides as either acidic or basic, related to metallic and non-metallic character
– further classify other oxides as neutral or amphoteric
8.3 Preparation of salts
– describe the preparation, separation and purification of salts as examples of some of the techniques specified in section 2.2 (b) and the reactions specified in section 8.1
– describe the preparation of insoluble salts by precipitation
– suggest a method of making a given salt from suitable starting materials, given appropriate information
– describe the characteristic properties of acids as reactions with metals, bases, carbonates and effect on litmus
- define acids and bases in terms of proton transfer, limited to aqueous solutions
- describe the meaning of weak and strong acids and bases
– describe the characteristic properties of bases as reactions with acids and with ammonium salts and effect on litmus
– describe neutrality and relative acidity and alkalinity in terms of pH (whole numbers only) measured using Universal Indicator paper
– describe and explain the importance of controlling acidity in soil
8.2 Types of oxides
– classify oxides as either acidic or basic, related to metallic and non-metallic character
– further classify other oxides as neutral or amphoteric
8.3 Preparation of salts
– describe the preparation, separation and purification of salts as examples of some of the techniques specified in section 2.2 (b) and the reactions specified in section 8.1
– describe the preparation of insoluble salts by precipitation
– suggest a method of making a given salt from suitable starting materials, given appropriate information
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