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Chemistry Extended Reading List

Bad Science by Ben Goldacre

Full of spleen, this is a hilarious, invigorating and informative journey through the world of Bad

Science. When Dr Ben Goldacre saw someone on daytime TV dipping her feet in an 'Aqua Detox'

footbath, releasing her toxins into the water, turning it brown, he thought he'd try the same at

home. 'Like some kind of Johnny Ball cum Witchfinder General', using his girlfriend's Barbie doll, he

gently passed an electrical current through the warm salt water. It turned brown. In his words:

'before my very eyes, the world's first Detox Barbie was sat, with her feet in a pool of brown

sludge, purged of a weekend's immorality.' Dr Ben Goldacre is the author of the Bad Science column

in the Guardian. His book is about all the 'bad science' we are constantly bombarded with in the

media and in advertising. At a time when science is used to prove everything and nothing, everyone

has their own 'bad science' moments from the useless pie-chart on the back of cereal packets to

the use of the word 'visibly' in cosmetics ads.

The Basis and Applications of Heterogeneous Catalysis by M Bowker

Catalysis is one of the most important technologies in our modern world. We depend on it to produce

materials, such as plastics, from oil; we depend on it to produce fuel to power our cars; we depend on it to

remove the pollutants emitted from the engines of those cars; we even depend on it for the functioning

and growth of our own bodies. It is therefore very important that we ask ourselves the question, 'what is

catalysis?' and this book does exactly that, concentrating on the most important type of catalysis for

industry, namely heterogeneous catalysis. The book is split into 3 sections, dealing with the fundamentals

of adsorption and reaction at surfaces, the nature of heterogeneous catalysts and their synthesis, and the

applications of this technology in the modern world.

Big bang- a history of explosives by G I Brown

The tale of explosives from gunpowder to the H-bomb. Laying the emphasis on the lives of those involved, on the

diverse uses of explosives and their social and historical impact, the author relates a story of international human

endeavour.

The Chemistry of Life by Steve Rose

First published in 1966, THE CHEMISTRY OF LIFE has held its own as a clear and authoritative introduction to the

world of biochemistry. This fourth edition has been fully updated and revised to include the latest developments in

DNA and protein synthesis, cell regulation, and their social and medical implications.

The Disappearing Spoon by Sam Kean

Why did Gandhi hate iodine (I, 53)? Why did the Japanese kill Godzilla with missiles made of cadmium (Cd, 48)?

How did radium (Ra, 88) nearly ruin Marie Curie's reputation? And why did tellurium (Te, 52) lead to the most

bizarre gold rush in history?

The periodic table is one of our crowning scientific achievements, but it's also a treasure trove of passion,

adventure, betrayal and obsession. The fascinating tales in The Disappearing Spoon follow carbon, neon, silicon,

gold and every single element on the table as they play out their parts in human history, finance, mythology,

conflict, the arts, medicine and the lives of the (frequently) mad scientists who discovered them.

Electrode Potentials by Sanders Compton

Offering a comprehensive introduction to equilibrium electrochemistry, this primer deals with electrode

potentials and their applications. It builds on a knowledge of elementary thermodynamics, giving the reader

an appreciation of the origin of electrode potentials and shows how these are used to deduce a wealth of

chemically important information such as equilibrium constants, free energy, enthalpy and entropy changes

of chemical reactions, activity coefficients, and the selective sensing of ions. The emphasis throughout is on

understanding the foundations of the subject and how it may be used to study problems of chemical

interest. The authors have minimized the mathematical aspects of the subject without any sacrifices in

clarity, so as to enhance the accessibility of this volume.

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How to Live a Low-Carbon Life by Chris Goodall

Climate change is the greatest challenge facing humanity: drastic reduction of carbon emissions

is vital if we are to avoid a catastrophe that devastates large parts of the world. Governments

and businesses have been slow to act and individuals now need to take the lead. The Earth can

absorb no more than 3 tonnes of carbon dioxide emissions each year for every person on the

planet if we are to keep temperature and rainfall change within tolerable limits. Yet from cars

and holiday flights to household appliances and the food on our plates, Western consumer

lifestyles leave each of us responsible for over 12 tonnes of carbon dioxide a year - four times

what the Earth can handle. Individual action is essential if we want to avoid climate chaos. How

to Live a Low-Carbon Life shows how easy it is to take responsibility, providing the first

comprehensive, one-stop reference guide to calculating your CO2 emissions and reducing them

to a sustainable 3 tonnes a year.

The Magic of Reality: How we know what’s really true by Richard Dawkins

Packed with clever thought experiments, dazzling illustrations and jaw-dropping facts, The Magic of

Reality explains a stunningly wide range of natural phenomena. What is stuff made of? How old is the

universe? Why do the continents look like disconnected pieces of a puzzle? What causes tsunamis?

Why are there so many kinds of plants and animals? Who was the first man, or woman? This is a page-

turning, graphic detective story that not only mines all the sciences for its clues but primes the

reader to think like a scientist as well.

Mechanisms of Organic Reactions by Howard Maskill

This concise, authoritative, and up-to-date overview begins with a chapter in which modern terminology,

definitions, and concepts of mechanisms and reactivity are introduced. The following chapters provide

accounts of the mechanisms of four of the main classes of reactions of aliphatic compounds. Rather than

simply presenting the mechanisms to the reader, these chapters begin with experimental evidence and then

demonstrate how this leads to the mechanistic deductions. Problems at the end of each chapter and a short

bibliography further enhance this volume.

Molecules at an Exhibition by John Emsley

What ingredient in Coke can remove rust from chrome? What is the bitte rest substance on earth? What is

the worst smelling one? In this entertaining tour of chemistry, John Emsley answers these and many other

questions as he illuminates the materials that make up our world. Dozens of lively articles explore such well-

known molecules as water, oxygen, and glass; versatile plastics like polypropylene, polystyrene, and

polyurethane; even "elements from hell" such as Sarin (a lethal nerve gas). With no formulas, equations, or

molecular diagrams to baffle the non-expert, each piece blends history, science, and anecdote, with many

intriguing facts added to the mix.

Napoleon’s Buttons by Le Couteur & Burreson

This fascinating book tells the stories of seventeen molecules that, like the tin of those buttons, greatly

influenced the course of history. These molecules provided the impetus for early exploration and made possible

the ensuing voyages of discovery. They resulted in grand feats of engineering and spurred advances in medicine;

lie behind changes in gender roles, in law, and in the environment; and have determined what we today eat, drink,

and wear.

NMR: the Toolkit by P J Hore This book provides a concise, approachable description of how modern NMR experiments work, aimed principally

at those who use, or might use, an NMR spectrometer and are curious about why the spectra look the way they

do. It provides, in an accessible and relatively informal fashion, the conceptual and theoretical tools needed to

understand the inner workings of some of the most important multi-pulse, multi-nuclear, multi-dimensional

techniques that chemists and biochemists use to probe the structures and dynamics of molecules in liquids.

Part A (chapters 1-6) starts with the vector model, and proceeds to the more powerful product operator

formalism. Part B (chapters 7-10) shows how straightforward quantum mechanics can be used to understand

NMR and product operators at a more fundamental level.

The treatment builds on material in P.J. Hore's OCP 32, Nuclear Magnetic Resonance, but it can also be used as a

stand-alone text.

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Out of Gas by David Goodstein

Our rate of oil discovery has reached its peak and will never be exceeded; rather, it is certain to

decline—perhaps rapidly—forever forward. Meanwhile, over the past century, we have developed

lifestyles firmly rooted in the promise of an endless, cheap supply. In this book, David Goodstein,

professor of physics at Caltech, explains the underlying scientific principles of the inevitable fossil fuel

shortage we face. He outlines the drastic effects a fossil fuel shortage will bring down on us. And he

shows that there is an important silver lining to the need to switch to other sources of energy, for

when we have burned up all the available oil, the earth's climate will have moved toward a truly life-

threatening state. With its easy-to-grasp explanations of the science behind every aspect of our most

urgent environmental policy decisions, Out of Gas is a handbook for the future of civilization.

Oxygen: the Molecule that made the World by Nick Lane

In Oxygen, Nick Lane takes the reader on an enthralling journey as he unravels the unexpected ways in

which oxygen spurred the evolution of life and death. He shows how oxygen underpins the origin of

biological complexity, the birth of photosynthesis, the sudden evolution of animals, the need for two

sexes, the accelerated aging of cloned animals like Dolly the sheep, and the surprisingly long lives of bats

and birds. Drawing on this grand evolutionary canvas, Oxygen offers fresh perspectives on our own lives

and deaths, explaining modern killer diseases, why we age, and what we can do about it. Advancing

revelatory new ideas, following chains of evidence, the book ranges through many disciplines, from

environmental sciences to molecular medicine. The result is a captivating vision of contemporary science

and a humane synthesis of our place in nature. This remarkable book will redefine the way we think about

the world.

Polymers by David J Walton and Phillip Walton

Here is the definitive introduction to polymer chemistry. This lively book takes the reader through the

historical beginnings of polymers, the development of high-tonnage materials in the early part of the

twentieth century, and on to the most modern high-performance materials available today. The authors are

both experience educators and practitioners within the polymer industry and are uniquely qualified to

discuss basic academic principles of polymers as well as their commercial application. Unlike other texts in

this area, it successfully describes the exciting principles and varied applications that contribute to the use

of plastics in every aspect of modern life.

Science, Money and Politics: Political Triumph and Ethical Erosion by Daniel S Greenberg

Each year, Congress appropriates billions of dollars for scientific research. In this book, veteran science reporter

Daniel S. Greenberg takes us behind closed doors to show us who gets it, and why. What he reveals is startling: an

overlooked world of false claims, pork, and cronyism, where science, money, and politics all manipulate one another.

The Selfish Gene by Richard Dawkins

Inheriting the mantle of revolutionary biologist from Darwin, Watson, and Crick, Richard Dawkins

forced an enormous change in the way we see ourselves and the world with the publication of The

Selfish Gene. Suppose, instead of thinking about organisms using genes to reproduce themselves,

as we had since Mendel's work was rediscovered, we turn it around and imagine that "our" genes

build and maintain us in order to make more genes. That simple reversal seems to answer many

puzzlers which had stumped scientists for years, and we haven't thought of evolution in the same

way since.

Why are there miles and miles of "unused" DNA within each of our bodies? Why should a bee give

up its own chance to reproduce to help raise her sisters and brothers? With a prophet's clarity,

Dawkins told us the answers from the perspective of molecules competing for limited space and

resources to produce more of their own kind. Drawing fascinating examples from every field of

biology, he paved the way for a serious re-evaluation of evolution. He also introduced the concept

of self-reproducing ideas, or memes, which (seemingly) use humans exclusively for their

propagation. If we are puppets, he says, at least we can try to understand our strings.

By Rob Lightner

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Top Drugs: Top Synthetic Routes by John Saunders

Today's top selling drugs have been uncovered from two major sources: natural products and

laboratory synthesis. Those synthesised directly by medicinal chemists usually have been the

result of a protracted discovery programme using a natural product (e.g. a hormone or an

enzyme substrate) or a screening lead as a starting point. Many of the major categories of

human disease cardiovascular, gastrointestinal, central nervous system, inflammatory and

infectious diseases are included. After a short introduction to the discovery and mechanism

of action of each drug, the syntheses of the best selling drugs are reviewed. Where the

information exists in the literature, the original research method to each drug is compared

with more recent approaches which aim either at improving the route or at validating newer

methodologies or reagents in the context of drug synthesis. Since, for many drugs, the

marketed product was originally prepared as a racemic mixture, perhaps the most important

comparison is between that route and alternatives which involve some element of asymmetric

synthesis.

Uncle Tungsten: Memories of a chemical Boyhood by Oliver Sacks

In Uncle Tungsten Sacks evokes, with warmth and wit, his upbringing in wartime England. He tells of the

large science-steeped family who fostered his early fascination with chemistry. There follow his years at

boarding school where, though unhappy, he developed the intellectual curiosity that would shape his later

life. And we hear of his return to London, an emotionally bereft ten-year-old who found solace in his passion

for learning. Uncle Tungsten radiates all the delight and wonder of a boy’s adventures, and is an

unforgettable portrait of an extraordinary young mind.

Unweaving the Rainbow: Science, Delusion and the Appetite for Wonder by Richard Dawkins

Did Newton "unweave the rainbow" by reducing it to its prismatic colours, as Keats contended? Did he,

in other words, diminish beauty? Far from it, says acclaimed scientist Richard Dawkins; Newton's

unweaving is the key to much of modern astronomy and to the breath-taking poetry of modern

cosmology. Mysteries don't lose their poetry because they are solved: the solution often is more

beautiful than the puzzle, uncovering deeper mysteries. With the wit, insight, and spellbinding prose

that have made him a best-selling author, Dawkins takes up the most important and compelling topics in

modern science, astronomy and genetics to language and virtual reality, combining them in a landmark

statement of the human appetite for wonder.

This is the book Richard Dawkins was meant to write: a brilliant assessment of what science is (and

isn't), a tribute to science not because it is useful but because it is uplifting.

GCSE → A Level transition

AQA Chemistry

What is this booklet for:

This is simply designed to be a bridging Chemistry booklet.

It has work to prepare you for the A level you are starting in September.

It contains a series of topics that you will have covered in GCSE and it is then extended

into some A level standard work.

How to use the booklet:

1) Read over the explanation notes and examples

2) Look over work from your GCSE exercise books and revision guides

3) Look on the internet for other guidance, google the chapter titles!

4) COMPLETE the Tasks in the ANSWER booklet section.

A-level Chemistry

Summer work

Booklet

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Chapter 1

Bonding

This is a cornerstone of chemistry, when elements react together they form new

compounds which have two or more elements chemically joined.

There are two main types of chemical bond.

Ionic -----between a Metal and Non-metal

Covalent ------between Non-metal and Non- metal

Task 1

Decide if the compounds below are Ionically or covalently bonded together and why?

a) Ammonia NH3

b) Zinc Oxide ZnO

c) Methane CH4

d) Benzene C6H6

e) Potassium Dichromate K2Cr2O7

Example of a typical covalently bonded

compound

Water

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Ionic Bonding

This is an ELECTROSTATIC ATTRACTION between 2 oppositely charged species called

IONS.

The compound is formed is neutral, which means it has no overall charge.

i.e. it has an equal amount of positive and negative charge from the different ions that

are making it up.

How are IONS made?

This is seen by the diagram above:

METALS: (Calcium) NON- METALS (Chlorine)

They form Positive ions as they lose their outer electrons to form a FULL OUTER SHELL.

They form NEGATIVE ions as they gain electrons to form a FULL OUTER SHELL.

Calcium 2 electrons in its outer shell as an element so LOSES 2 electrons to become a 2+ ion

Chlorine has 7 electrons in its outer shell so will GAIN 1 electron to become a 1- ion

Task 2

Draw out Atom and Ions for the following ionic compounds (like the calcium Oxide

diagram above)

1) Aluminium Oxide

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2) Lithium Oxide

3) Barium Nitride

Formula of Ionic compounds

When we form an Ionic compound we have oppositely charged ions attracted together

so that a neutral compound is formed.

This means there is a balance between the positive metals ions and negative non-metal

ions.

Aluminium Oxide made from Aluminium ions and Oxide ions.

Other examples above( don’t worry about the writing in red)

Task 3 ( Use appendix I)

Using the table of common ions work out the formula of the following ionic compounds.

1) Silver chloride

2) Lithium sulphate

You swap the NUMBERS of the charge

over

If a 1 you ignore it

If get 2 numbers the same ignore them

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3) Ammonium Hydroxide

4) Potassium Dichromate

5) Iron (II) Nitrate

Formula interpretation

When we have calculated the formula of a compound it is important we can interpret the

information about the number of atoms and types of elements in the compound.

e.g.

Calcium Carbonate

CaCO3

1 Ca

1 C

3 O

Task 4

Look at the following compounds and work out the number and type of elements in the

compound.

1) AgNO3

2) PbCO3

3) SnCl2

4) Mg(OH)2

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AQA Chemistry

Covalent bonding

The covalent bond is made up from non-metal atoms that want to bond together.

Covalent bonds are made from the atoms sharing their electrons to get a FULL OUTER

SHELL.

The above example shows,

Phosphorus in group 5 with 5 outer electrons sharing 1 electron each with a chlorine

atom which is in group 7.

Both the Phosphorus and Chlorine NOW have their FULL OUTER SHELL.

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More examples The example shows a series of covalently bonded molecules where the atoms have all got a FULL OUTER SHELL. Please note DOUBLE BOND on the CO2 molecule . The 4 SINGLE BONDS from the carbon attached to each individual F in the CF4 molecule. EXT Line diagrams These are simpler versions of the shown DOT-CROSS diagrams where you show each bond ( PAIR of ELECTRONS) as a line between the atoms in the molecule e.g.

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Task 5 Draw out the Dot/ Cross diagrams and Line diagram of the following molecules:

1) Ethane C2H6 2) Propene C3H6 3) Hydrogen Peroxide H2O2 4) Hydrogen Sulphide H2S Chapter 2 Structure There are 4 main structures you need to be aware of 1) Metallic structure 2) Giant Ionic 3) Giant covalent / Macromolecular 4) Simple Molecular

1) Metallic

This occurs in metals.

The extra pair of

electrons that are

not involved in

the bonds are

called LONE PAIR

of electrons.

These are shown

by the pair of

‘dots’ around the

central atom.

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These are strongly bonded structures which have HIGH boiling and melting points. They CAN conduct electricity due to the FREE ELECTRONS. 2 Giant Ionic This occurs as a LATTICE of IONS electrostatically attached together with the positive ions being attracted to the negative ions. It occurs in Ionically bonded compounds.

3 Giant covalent / Macromolecular This occurs in a select number of covalently bonded compounds which have ALL their atoms covalently bonded together in a large structure. Key examples are ALLOTROPES of carbon ( look up what Allotrope means!) and silicon dioxide Diamond Silicon Dioxide Graphite

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EXT Buckminster Fullerene

4) Simple Molecular This occurs in covalently bonded molecules which have STRONG covalent bonds inside the molecules But Much weaker INTERMOLECULAR bonds between the molecules. The three types of INTERMOLECULAR bond/ force are:

This is a C60 molecule in the shape of a

football.

They were discovered in the UK in 1985

and the chemists involved won the Nobel

prize in 1996.

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Van Der Waals

Permanent Dipole

Hydrogen Bond

Task 6 Research task Find out what the trend in melting/ boiling point is for Na-Mg-Al ( the metal in the third period) Explain why there is this trend ( linked to their structure) http://www.creative-chemistry.org.uk/alevel/module1/trends8.htm ( basic source exemplar ) Chapter 3 Equations We will be most interested in BALANCED symbol equations.

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These show us exactly what elements are in the reactants and the products and we need the SAME amount on both sides of the equation. Example Calcium + Oxygen Calcium Oxide Ca + O2 CaO This is not balanced, So we need to ADD large numbers in front of the formula given to balance it. Firstly

Ca + O2 2 CaO

Added a 2 in front to get the right number of oxygen’s. But

This means we know have too many calcium’s.

So we now need to add 2 on this side as well

2Ca + O2 2CaO

It is now a Balanced equation. Task 7 Balance the following equations:

1) N2 + H2 NH3 2) CH4 + O2 CO2 + H2O 3) Na + H2SO4 Na2SO4 + H2 4) SO2 + NaOH Na2SO3 + H2O 5) C2H5OH + O2 CO2 + H2O

State symbols

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These are linked to the three states of matter

Gas (g)

Liquid (l)

Solid (s) Also we have (aq) for a solution. EXT Ionic compounds in solutions

When we dissolve an ionic compound it is the separate ions in the compound being split apart and bonded to the water. NaCl (s) + aq NaCl (aq) Is in fact Na+ (aq) Cl- (aq)

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Chapter 4 Mole work. In its most basic form the ‘MOLE’ is just a word used to describe a number. e.g. Couple 2 Dozen 12 Mole 6.02 x 10 23 ( 602000000000000000000000) Why this large number? It was found that this number of ATOMS of any element is equal to the MASS NUMBER of this element in grams. e.g. 6.02 x 10 23 carbon atoms is equal to 12g

6.02 x 10 23 neon atoms is equal to 20g This leads to the FIRST mole equation. Moles = Mass R.A.M (relative atomic mass) e.g. How many moles are there in 24g of carbon?

Moles = Mass R.A.M Moles = 24 12 Moles = 2 moles of carbon Task 8 Calculate the number of moles in the following elements?

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1) 59 g of cobalt 2) 4.14 g of lead 3) 1.08g of gold

This can get increased very quickly to include compounds and not just elements. In this we use a very similar Mole equation: Moles = Mass R.F.M This is the Relative formula mass e.g. H2O H + H + O 1 + 1 + 16 = 18 e.g. How many moles are their in 88g of carbon dioxide?

Moles = Mass R.F.M CO2 = 88 44 C + O + O = 2 mole 12 + 16 + 16 = 44 NOTE- Good practice It is always good practice to start with the equation in word form then put the numbers in from the questions It is also good practice to show how you have worked out the RFM so if there is an error you can still get method marks. Task 9 How many moles are there in the following:

1) 62 g of sodium Oxide Na2O 2) 174 g of lithium bromide LiBr

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3) 3.2 g of oxygen 4) 1.24 g of Ammonia

Changing the equation We can have this mole equation in a simple MAGIC TRIANGLE and easily change the aspect we are trying to work out.

So we may get asked to calculate the Mass or Relative formula mass. Task 10 Calculate the :

1) Mass of 2 moles of calcium metal 2) 0.25 moles of lead carbonate PbCO3 3) The formula mass of a compound which has 0.5 moles of mass 14g

EXT Harder question Task 11 250g of hydrated copper sulphate ( CuSO4 .x H2O ) is collected and a student want to calculate the number of moles of water attached to the copper sulphate, the x value. The student completely dried the copper sulphate and the new mass was found to be 160g

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a) Calculate the moles of copper sulphate b) Calculate the mass of lost water c) Calculate the number of moles of lost water d) Therefore deduce the formula of the hydrated copper sulphate.

Moles and solution When we dissolve a solid in water we create a solution. We use a different mole equation to calculate the moles in the solutions we create. Molarity / M

Mol/dm3 ml or cm3 Moles = Conc x Vol 1000 e.g. How many moles are there in 250 cm 3 of 0.1 M Hydrochloric acid ? Moles = Conc x Vol 1000 = 0.1 x 250 1000 = 0.025 Moles This equation can again be moved around if you have to calculate the concentration using the moles and volume.

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AQA Chemistry

Task 12 1) Calculate the moles in 40 ml of 5M of sodium hydroxide solution 2) What is the concentration when you dissolve 2 moles of acid in 100ml of water 3) How many moles are there in 500ml of 0.1 mol/dm3 of salt solution 4) What is the concentration of 0.25 moles of alkali in 25 ml EXT Combining our work We often need to combine this work on moles and work out the mass of a solid we need to make up a set concentration of a solution. I.e. we want to make 100ml volume of a 0.5 M solution of sodium Hydroxide, how much mass do we need to dissolve? 1) How many moles are in this solution,

Moles = Conc x Vol

1000 = 0.5 M x 100ml 1000 = 0.05 Moles of sodium hydroxide in solution

2) What mass do we need for that many moles,

Mass = moles x RFM = 0.05 x 40 = 2 g

So we will need to dissolve 2 g in the 100ml to make the required solution concentration of 0.5M. Task 13

1) How many grams of potassium oxide (K2O) are needed to make 100ml of a 0.5M solution ?

NaOH

Na + O + H

23 + 16 + 1 = 40

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2) What is the concentration of a solution when we dissolve 730g of hydrochloric acid in 350 cm3?

3) What is the mass of calcium oxide, CaO needed to make a 250 ml volume of 0.5 M solution?

Molar Ratio This is the link between the balanced symbol equations and the amount of moles of each substance in the reaction. Simply it is the ratio of the numbers in front of the compounds in the balanced symbol equation. e.g.

2Ca + O2 2CaO

In this equation the Molar ratio is: 2 : 1 2 Means: 2 moles of calcium will react with 1 mole of oxygen and we will make 2 moles of the calcium oxide. As it is a ratio these numbers can be varied, So if we actually had 10 moles of the calcium?

2 : 1 2 original ratio 10 10 : 5 10 So 10 moles of the calcium would react with 5 moles of the oxygen and form 10 moles of the calcium oxide

NOTE- HINT

Keep looking carefully at the units

Ml= cm3 for volume mol/dm3 = Molarity =M for concentration

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Or if we wanted to make 0.25 moles of the calcium oxide

2 : 1 2 original ratio 0.25 0.25 : 0.125 0.25 We would need 0.25 moles of the CaO Final mole equation work We are often asked to calculate how much we will produce in a reaction from a certain starting amount of reactants, or how much reactants we will need to make a set amount of products. We put together the :

o Molar ratio work with the balanced equation o The different moles equations

NOTE

If it involves a SOLID it is …

e.g. Calcium oxide reacts with water to form calcium hydroxide. CaO + H2O Ca(OH)2 If I started with 28g of the calcium oxide what mass of calcium hydroxide would I make, and if it was in 100ml of water what would its concentration be 1 : 1 1 Molar Ratio

CaO + H2O Ca(OH)2 28g Moles = Mass

If it involves a solution it is ..

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RFM = 28 56 =0.5 moles 0.5 0.5 0.5 New molar ratio Mass = Moles x RFM = 0.5 x 74 = 37g And the solution concentration would be: 0.5 moles 100ml Conc = 1000 x mole Vol Conc = 1000 x 0.5 100 Conc = 5 mol/dm3

Task 14

1) Calcium cyanamide CaCN2 reacts with water to form calcium carbonate and ammonia

CaCN2 + 3H2O CaCO3 + NH3 What mass of calcium carbonate is formed if 20g of the CaCN2 is reacted with excess water.

2) Magnesium burns in air to make magnesium oxide 2Mg + O2 2MgO What mass of magnesium would you need to create 0.8g of magnesium oxide powder.

3) Iron reacts with water to form iron oxide and hydrogen 3Fe + 4H2O Fe3O4 + 4H2

Ca(OH)2

Ca + O + H + O + H

40 + 16 + 1 + 16 + 1 = 74

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AQA Chemistry

If the student starts with 1.68g of iron and it undergoes a complete reaction i) Number of moles of iron started with? ii) Moles of tri Iron oxide formed iii) Mass of tri iron oxide formed iv) The concentration of this solution if we had 500ml of water in the reaction?

4) 25 ml of 0.1 M HCl reacts with 50ml of NaOH solution fully

What is the concentration of the NaOH solution. HCl + NaOH NaCl + H2O

Chapter 5 Organic chemistry This is a branch of chemistry that looks at compounds of carbon chained molecules. The main source of these compounds is CRUDE OIL. We FRACTIONALLY DISTILL this to separate it out into different FRACTIONS which have similar boiling points, size and properties.

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Task 15 Imagine you are a small CH4 molecule in crude oil and you are being fractionally distilled, What happened to you? Why? What happens to other molecules at the same time? Why? USE correct technical language to explain what’s going on. Types of organic compound There are lots of different types of organic compound which are based upon their FUNCTIONAL GROUPS or parts of the compound which determine how they react.

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AQA Chemistry

The table shows the most common functional groups with examples and naming ideas.

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AQA Chemistry

Another aspect of organic compounds is the SERIES (called HOMOLOGOUS SERIES) you have of compounds which all have the same functional group. These all increase by –CH2- each time and have a common pattern of naming linked to the number of carbons in the compound.

Task 16 Research What are the FIRST 10 stem names for organic compounds using alcohols as an example write out the molecular formula for the first 10, draw out the full structural/ displayed formula for the first 10 and names then as well. (HINT complete a table like one above but for the first 10 alcohols!) Chapter 6 Calculations on efficiency of reactions.

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AQA Chemistry

There are two main methods that are used to look over the efficiency of chemical reactions.

1) Atom economy

This is a measure of the useful products compared to all the products. e.g. Ethanol is decomposed into useful ethane and waste water.

Ethanol Ethene + Water C2H5OH C2H4 + H2O

RFM 46 28 18 Atom economy = mass of useful product x 100 mass of all reactants = 28 x 100 46 = 60.9% Task 17 What is the Atom economy in:

1) Hydrogen is used in synthesising ammonia and is made on a large scale from reacting methane with water

methane + water ==> hydrogen + carbon monoxide

CH4 + H2O ==> 3H2 + CO

2) In the blast furnace where we form Iron .

Fe2O3(s) + 3CO(g) ===> 2Fe(l) + 3CO2(g)

2) Percentage yield This is the second method we use to calculate the efficiency of the reaction. This gives an idea of what is actually formed in reality as compared to what we would expect to be formed.

GCSE → A Level transition

AQA Chemistry

NOTE You are often given the actual amount you form BUT you have to work out the theoretical amount from a mole calculation. e.g. Ethanol is decomposed into useful ethane and waste water.

Ethanol Ethene + Water C2H5OH C2H4 + H2O

We create 1.4 g of the ethene from a starting mass of 4.6g of ethanol, what is the percentage yield. CALC Moles = Mass RFM Moles = 4.6 46 = 0.1 moles 0.1 moles : 0.1 moles Mass = Moles x RFM = 0.1 x 28 = 2.8 g This is the theoretical yield amount i.e this is the full amount that could possibly be formed Final calc percentage = Actual x 100 yield Theoretical = 1.4 x 100 2.8 = 50% Task 18

1) When 5.00 g of KClO3 is heated it decomposes according to the equation: 2KClO3 2KCl + 3O2 a) Calculate the theoretical yield of oxygen. b) Give the % yield if 1.78 g of O2 is produced. c) How much O2 would be produced if the percentage yield was 78.5%? 2) The electrolysis of water forms H2 and O2.

2H2O 2H2 + O2

GCSE → A Level transition

AQA Chemistry

What is the % yield of O2 if 12.3 g of O2 is produced from the decomposition of 14.0 g H2O?

Transition from GCSE to A Level

Moving from GCSE Science to A Level can be a daunting leap. You’ll be expected to remember a lot more facts, equations,

and definitions, and you will need to learn new maths skills and develop confidence in applying what you already know to

unfamiliar situations.

This worksheet aims to give you a head start by helping you:

to pre-learn some useful knowledge from the first chapters of your A Level course

understand and practice of some of the maths skills you’ll need.

Learning objectives

After completing the worksheet you should be able to:

define practical science key terms

recall the answers to the retrieval questions

perform maths skills including:

o converting between units and standard form and decimals

o balancing chemical equations

o rearranging equations

o calculating moles and masses

o calculating percentage yield and percentage error

o interpreting graphs of reactions.

GCSE → A Level transition

AQA Chemistry

Retrieval questions

You need to be confident about the definitions of terms that describe measurements and results in A Level Chemistry.

Learn the answers to the questions below then cover the answers column with a piece of paper and write as many answers

as you can. Check and repeat.

Practical science key terms

When is a measurement valid? when it measures what it is supposed to be measuring

When is a result accurate? when it is close to the true value

What are precise results? when repeat measurements are consistent/agree closely with each other

What is repeatability? how precise repeated measurements are when they are taken by the

same person, using the same equipment, under the same conditions

What is reproducibility? how precise repeated measurements are when they are taken by

different people, using different equipment

What is the uncertainty of a measurement? the interval within which the true value is expected to lie

Define measurement error the difference between a measured value and the true value

What type of error is caused by results varying around

the true value in an unpredictable way?

random error

What is a systematic error? a consistent difference between the measured values and true values

What does zero error mean? a measuring instrument gives a false reading when the true value should

be zero

Which variable is changed or selected by the

investigator?

independent variable

What is a dependent variable? a variable that is measured every time the independent variable is

changed

Define a fair test a test in which only the independent variable is allowed to affect the

dependent variable

What are control variables? variables that should be kept constant to avoid them affecting the

dependent variable

GCSE → A Level transition

AQA Chemistry

Atomic structure

Learn the answers to the questions below then cover the answers column with a piece of paper and write as many answers

as you can. Check and repeat.

What does an atom consist of? a nucleus containing protons and neutrons, surrounded by electrons

What are the relative masses of a proton, neutron,

and electron? 1, 1, and

1840

1 respectively

What are the relative charges of a proton, neutron,

and electron?

+1, 0, and -1 respectively

How do the number of protons and electrons differ in

an atom?

they are the same because atoms have neutral charge

What force holds an atomic nucleus together? strong nuclear force

What is the atomic number of an element? the number of protons in the nucleus of a single atom of an element

What is the mass number of an element? number of protons + number of neutrons

What is an isotope? an atom with the same number of protons but different number of

neutrons

What is an ion? an atom, or group of atoms, with a charge

What is the function of a mass spectrometer? it accurately determines the mass and abundance of separate atoms or

molecules, to help us identify them

What is a mass spectrum? the output from a mass spectrometer that shows the different isotopes

that make up an element

What is the total number of electrons that each

electron shell (main energy level) can contain?

2n2 electrons, where n is the number of the shell

How many electrons can the first three electron shells

hold each?

2 electrons (first shell), 8 electrons (second shell), 18 electrons (third

shell)

What are the first four electron sub-shells (orbitals)

called?

s, p, d, and f (in order)

How many electrons can each orbital hold? a maximum of 2 electrons

Define the term ionisation energy, and give its unit the energy it takes to remove a mole of electrons from a mole of atoms in

the gaseous state, unit kJ mol-1

What is the equation for relative atomic mass (Ar)? relative atomic mass

Cof atom 1 of mass 12

1

atom 1 of mass average

12th

What is the equation for relative molecular mass

(Mr)? relative molecular mass

Cof atom 1 of mass 12

1

molecule 1 of mass average

12th

GCSE → A Level transition

AQA Chemistry

Maths skills

1 Core mathematical skills

A practical chemist must be proficient in standard form, significant figures, decimal places, SI units, and unit conversion.

1.1 Standard form

In science, very large and very small numbers are usually written in standard form. Standard form is writing a number in the format A × 10x where A is a number from 1 to 10 and x is the number of places you move the decimal place.

For example, to express a large number such as 50 000 mol dm−3 in standard form, A = 5 and x = 4 as there are four numbers after the initial 5.

Therefore, it would be written as 5×104 mol dm−3.

To give a small number such as 0.000 02 Nm2 in standard form, A = 2 and there are five numbers before it so x = −5.

So it is written as 2×10−5 Nm2.

Practice questions

1 Change the following values to standard form.

a boiling point of sodium chloride: 1413 °C

b largest nanoparticles: 0.0 001×10−3 m

c number of atoms in 1 mol of water: 1806×1021

2 Change the following values to ordinary numbers.

a 5.5×10−6 b 2.9×102 c 1.115×104 d 1.412×10−3 e 7.2×101

1.2 Significant figures and decimal places

In chemistry, you are often asked to express numbers to either three or four significant figures. The word significant means to ‘have meaning’. A number that is expressed in significant figures will only have digits that are important to the number’s precision.

It is important to record your data and your answers to calculations to a reasonable number of significant figures. Too many and your answer is claiming an accuracy that it does not have, too few and you are not showing the precision and care required in scientific analysis.

For example, 6.9301 becomes 6.93 if written to three significant figures.

Likewise, 0.000 434 56 is 0.000 435 to three significant figures.

Notice that the zeros before the figure are not significant – they just show you how large the number is by the position of the decimal point. Here, a 5 follows the last significant digit, so just as with decimals, it must be rounded up.

Any zeros between the other significant figures are significant. For example, 0.003 018 is 0.003 02 to three significant figures.

Sometimes numbers are expressed to a number of decimal places. The decimal point is a place holder and the number of digits afterwards is the number of decimal places.

For example, the mathematical number pi is 3 to zero decimal places, 3.1 to one decimal place, 3.14 to two decimal places, and 3.142 to three decimal places.

GCSE → A Level transition

AQA Chemistry

Practice questions

3 Give the following values in the stated number of significant figures (s.f.).

a 36.937 (3 s.f.) b 258 (2 s.f.) c 0.043 19 (2 s.f.) d 7 999 032 (1 s.f.)

4 Use the equation:

number of molecules = number of moles × 6.02 × 1023 molecules per mole

to calculate the number of molecules in 0.5 moles of oxygen. Write your answer in standard form to 3 s.f.

5 Give the following values in the stated number of decimal places (d.p.).

a 4.763 (1 d.p.) b 0.543 (2 d.p.) c 1.005 (2 d.p.) d 1.9996 (3 d.p.)

1.3 Converting units

Units are defined so that, for example, every scientist who measures a mass in kilograms uses the same size for the kilogram and gets the same value for the mass. Scientific measurement depends on standard units – most are Système International (SI) units.

If you convert between units and round numbers properly it allows quoted measurements to be understood within the scale of the observations.

Multiplication factor Prefix Symbol

109 giga G

106 mega M

103 kilo k

10–2 centi c

10–3 milli m

10–6 micro µ

10–9 nano n

Unit conversions are common. For instance, you could be converting an enthalpy change of 488 889 J mol−1 into kJ mol−1. A kilo is 103 so you need to divide by this number or move the decimal point three places to the left.

488 889 ÷ 103 kJ mol−1 = 488.889 kJ mol−1

Converting from mJ mol−1 to kJ mol−1, you need to go from 103 to 10−3, or move the decimal point six places to the left.

333 mJ mol−1 is 0.000 333 kJ mol−1

If you want to convert from 333 mJ mol−1 to nJ mol−1, you would have to go from 10−9 to 10−3, or move the decimal point six places to the right.

333 mJ mol−1 is 333 000 000 nJ mol−1

Practice question

6 Calculate the following unit conversions.

a 300 µm to m

b 5 MJ to mJ

c 10 GW to kW

34

2 Balancing chemical equations

2.1 Conservation of mass

When new substances are made during chemical reactions, atoms are not created or destroyed – they just become rearranged in new ways. So, there is always the same number of each type of atom before and after the reaction, and the total mass before the reaction is the same as the total mass after the reaction. This is known as the conservation of mass.

You need to be able to use the principle of conservation of mass to write formulae, and balanced chemical equations and half equations.

2.2 Balancing an equation

The equation below shows the correct formulae but it is not balanced.

H2 + O2 → H2O

While there are two hydrogen atoms on both sides of the equation, there is only one oxygen atom on the right-hand side of the equation against two oxygen atoms on the left-hand side. Therefore, a two must be placed before the H2O.

H2 + O2 → 2H2O

Now the oxygen atoms are balanced but the hydrogen atoms are no longer balanced. A two must be placed in front of the H2.

2H2 + O2 → 2H2O

The number of hydrogen and oxygen atoms is the same on both sides, so the equation is balanced.

Practice question

1 Balance the following equations.

a C + O2 → CO

b N2 + H2 → NH3

c C2H4 + O2 → H2O + CO2

2.3 Balancing an equation with fractions

To balance the equation below:

C2H6 + O2 → CO2 + H2O

Place a two before the CO2 to balance the carbon atoms.

Place a three in front of the H2O to balance the hydrogen atoms.

C2H6 + O2 → 2CO2 + 3H2O

There are now four oxygen atoms in the carbon dioxide molecules plus three oxygen atoms in the water molecules, giving a total of seven oxygen atoms on the product side.

To balance the equation, place three and a half in front of the O2.

C2H6 + 3½O2 → 2CO2 + 3H2O

Finally, multiply the equation by 2 to get whole numbers.

2C2H6 + 7O2 → 4CO2 + 6H2O

35

Practice question

2 Balance the equations below.

a C6H14 + O2 → CO2 + H2O

b NH2CH2COOH + O2 → CO2 + H2O + N2

2.4 Balancing an equation with brackets

Ca(OH)2 + HCl → CaCl2 + H2O

Here the brackets around the hydroxide (OH−) group show that the Ca(OH)2 unit contains one calcium atom, two oxygen atoms, and two hydrogen atoms.

To balance the equation, place a two before the HCl and another before the H2O.

Ca(OH)2 + 2HCl → CaCl2 + 2H2O

Practice question

3 Balance the equations below.

a Mg(OH)2 + HNO3 → Mg(NO3)2 + H2O

b Fe(NO3)2 + Na3PO4 → Fe3(PO4)2 + NaNO3

3 Rearranging equations and calculating concentrations

3.1 Rearranging equations

In chemistry, you sometimes need to rearrange an equation to find the desired values.

For example, you may know the amount of a substance (n) and the mass of it you have (m), and need to find its molar mass (M).

The amount of substance (n) is equal to the mass you have (m) divided by the molar mass (M):

M

mn

You need to rearrange the equation to make the molar mass (M) the subject.

Multiply both sides by the molar mass (M):

M × n = m

Then divide both sides by the amount of substance (n):

N

mm

Practice questions

1 Rearrange the equation V

nc to make:

a n the subject of the equation

b V the subject of the equation.

2 Rearrange the equation PV = nRT to make:

a n the subject of the equation

b T the subject of the equation.

36

3.2 Calculating concentration

The concentration of a solution (a solute dissolved in a solvent) is a way of saying how much solute, in moles, is dissolved in 1 dm3 or 1 litre of solution.

Concentration is usually measured using units of mol dm−3. (It can also be measured in g dm3.)

The concentration of the amount of substance dissolved in a given volume of a solution is given by the equation:

V

nc

where n is the amount of substance in moles, c is the concentration, and V is the volume in dm3.

The equation can be rearranged to calculate:

the amount of substance n, in moles, from a known volume and concentration

of solution

the volume V of a solution from a known amount of substance, in moles, and

the concentration of the solution.

Practice questions

3 Calculate the concentration, in mol dm−3, of a solution formed when 0.2 moles of a solute is dissolved in 50 cm3 of solution.

4 Calculate the concentration, in mol dm−3, of a solution formed when 0.05 moles of a solute is dissolved in 2.0 dm3 of solution.

5 Calculate the number of moles of NaOH in an aqueous solution of 36 cm3 of 0.1 mol dm−3.

4 Molar calculations

4.1 Calculating masses and gas volumes

The balanced equation for a reaction shows how many moles of each reactant and product are involved in a chemical reaction.

If the amount, in moles, of one of the reactants or products is known, the number of moles of any other reactants or products can be calculated.

The number of moles (n), the mass of the substance (m), and the molar mass (M) are linked by:

M

mn

Note: The molar mass of a substance is the mass per mole of the substance. For CaCO3, for example, the atomic mass of calcium is 40.1, carbon is 12, and oxygen is 16. So the molar mass of CaCO3 is:

40.1 + 12 + (16 × 3) = 100.1. The units are g mol−1.

37

Look at this worked example. A student heated 2.50 g of calcium carbonate, which decomposed as shown in the equation:

CaCO3(s) → CaO(s) + CO2(g)

The molar mass of calcium carbonate is 100.1 g mol−1.

a Calculate the amount, in moles, of calcium carbonate that decomposes.

M

mn 2.50/100.1 0.025 mol

b Calculate the amount, in moles, of carbon dioxide that forms.

From the balanced equation, the number of moles of calcium carbonate

number of moles of carbon dioxide 0.025 mol

Practice questions

1 In a reaction, 0.486 g of magnesium was added to oxygen to produce magnesium oxide.

2Mg(s) + O2(g) → 2MgO(s)

a Calculate the amount, in moles, of magnesium that reacted.

b Calculate the amount, in moles, of magnesium oxide made.

c Calculate the mass, in grams, of magnesium oxide made.

2 Oscar heated 4.25 g of sodium nitrate. The equation for the decomposition of

sodium nitrate is:

2NaNO3(s) → 2NaNO2(s) + O2(g)

a Calculate the amount, in moles, of sodium nitrate that reacted.

b Calculate the amount, in moles, of oxygen made.

3 0.500 kg of magnesium carbonate decomposes on heating to form magnesium oxide and carbon dioxide. Give your answers to 3 significant figures.

MgCO3(s) → MgO(s) + CO2(g)

a Calculate the amount, in moles, of magnesium carbonate used.

b Calculate the amount, in moles, of carbon dioxide produced.

5 Percentage yields and percentage errors

5.1 Calculating percentage yield

Chemists often find that an experiment makes a smaller amount of product than expected. They can predict the amount of product made in a reaction by calculating the percentage yield.

The percentage yield links the actual amount of product made, in moles, and the theoretical yield, in moles:

percentage yield 100product of moles) (in amount ltheoretica

product of moles) (in amount actual

Look at this worked example. A student added ethanol to propanoic acid to make the ester, ethyl propanoate, and water.

C2H5OH + C2H5COOH → C2H5COOC2H5 + H2O

The experiment has a theoretical yield of 5.00 g.

The actual yield is 4.50 g.

The molar mass of C2H5COOC2H5 = 102.0 g mol−1

38

Calculate the percentage yield of the reaction.

Actual amount of ethyl propanoate: M

mn = 4.5/102 0.0441 mol

Theoretical amount of ethyl propanoate: M

mn = 5.0/102 0.0490 mol

percentage yield (0.0441/0.0490) × 100%  90%

Practice questions

1 Calculate the percentage yield of a reaction with a theoretical yield of 4.75 moles of product and an actual yield of 3.19 moles of product. Give your answer to 3 significant figures.

2 Calculate the percentage yield of a reaction with a theoretical yield of 12.00 moles of product and an actual yield of 6.25 moles of product. Give your answer to 3 significant figures.

5.3 Calculating percentage error in apparatus

The percentage error of a measurement is calculated from the maximum error for the piece of apparatus being used and the value measured:

percentage error value measured

error maximum× 100%

Look at this worked example. In an experiment to measure temperature changes, an excess of zinc powder was added to 50 cm3 of copper(II) sulfate solution to produce zinc sulfate and copper.

Zn(s) + CuSO4(aq) → ZnSO4(aq) + Cu(s)

The measuring cylinder used to measure the copper(II) sulfate solution has a maximum error of ±2 cm3.

a Calculate the percentage error.

percentage error (2/50) × 100% 4%

b A thermometer has a maximum error of ±0.05 °C.

Calculate the percentage error when the thermometer is used to record a temperature rise of 3.9 °C. Give your answer to 3 significant figures.

percentage error (2 × 0.05)/3.9 × 100% 2.56%

(Notice that two measurements of temperature are required to calculate the temperature change so the maximum error is doubled.)

Practice questions

3 A gas syringe has a maximum error of ±0.5 cm3. Calculate the maximum percentage error when recording these values. Give your answers to 3 significant figures.

a 21.0 cm3 b 43.0 cm3

4 A thermometer has a maximum error of ±0.5 °C. Calculate the maximum percentage error when recording these temperature rises. Give your answers to 3 significant figures.

a 12.0 °C b 37.6 °C

39

6 Graphs and tangents

6.1 Deducing reaction rates

To investigate the reaction rate during a reaction, you can measure the volume of the product formed, such as a gas, or the colour change to work out the concentration of a reactant during the experiment. By measuring this concentration at repeated intervals, you can plot a concentration–time graph.

Note: When a chemical is listed in square brackets, it just means ‘the concentration of’ that chemical. For example, [O2] is just shorthand for the concentration of oxygen molecules.

By measuring the gradient (slope) of the graph, you can calculate the rate of the reaction. In the graph above, you can see that the gradient changes as the graph is a curve. If you want to know the rate of reaction when the graph is curved, you need to determine the gradient of the curve. So, you need to plot a tangent.

The tangent is the straight line that just touches the curve. The gradient of the tangent is the gradient of the curve at the point where it touches the curve.

Looking at the graph above. When the concentration of A has halved to 1.0 mol dm−3, the tangent intercepts the y-axis at 1.75 and the x-axis at 48.

The gradient is 48

751. = −0.0365 (3 s.f.).

So the rate is 0.0365 mol dm−3 s−1.

Practice question

1 Using the graph above, calculate the rate of reaction when the concentration of A halves again to 0.5 mol dm−3.

6.2 Deducing the half-life of a reactant

In chemistry, half-life can also be used to describe the decrease in concentration of a reactant in a reaction. In other words, the half-life of a reactant is the time taken for the concentration of the reactant to fall by half.

40

Practice question

2 The table below shows the change in concentration of bromine during the course of a reaction.

Time / s [Br2] / mol dm−3

0 0.0100

60 0.0090

120 0.0066

180 0.0053

240 0.0044

360 0.0028

a Plot a concentration–time graph for the data in the table.

b Calculate the rate of decrease of Br2 concentration by drawing tangents.

c Find the half-life at two points and deduce the order of the reaction.

41

Appendix I Common ions

42

Appendix II

Periods are Horizontal across the table

Groups are vertical down the table

Group1 –Alkali metals 7 Halogens 8 Noble Gases

1

ANSWER BOOKLET

Name:___________

2

Task 1

Ionic or Covalently bonded

a)

b)

c)

d)

e)

Task 2

Drawing out

Dot/ Cross diagram Atoms to Ions

1) Aluminium Oxide

2) Lithium Oxide

3) Barium Nitride

3

Task 3 (HINT Use Appendix I to help)

Put the final answer in the box provided

1) Silver chloride

2) Lithium sulphate

3) Ammonium Hydroxide

4) Potassium Dichromate

5) Iron (II) Nitrate

Task 4

Elements in compounds

1) AgNO3 2) PbCO3

3) SnCl2 4) Mg(OH)2

4

Task 5

Dot / Cross Line diagrams

1) Ethane C2H6

2) Propene C3H6

3) Hydrogen Peroxide H2O2

4) Hydrogen Sulphide H2S

5

Task 6

Research on melting points Na-Mg-Al

Task 7

Balancing equations

1) N2 + H2 NH3

2) CH4 + O2 CO2 + H2O

3) Na + H2SO4 Na2SO4 + H2O

4) SO2 + NaOH Na2SO3 + H2O

5) C2H5OH + O2 CO2 + H2O

6

Task 8 Moles in the following:

1) 59 g of cobalt

2) 4.14 g of lead

3) 1.08g of gold

Task 9

Moles in these compounds:

1) 62 g of sodium Oxide Na2O

2) 174 g of lithium bromide LiBr

3) 3.2 g of oxygen

4) 1.24 g of Ammonia

7

Task 10

Calculate the mass of:

1) Mass of 2 moles of calcium metal

2) 0.25 moles of lead carbonate PbCO3

3) The formula mass of a compound which has 0.5 moles of mass 14g

Task 11

a)

b)

c)

d)

8

Task 12

1) Calculate the moles in 40 ml of 5M of sodium hydroxide solution

2) What is the concentration when you dissolve 2 moles of acid in 100ml of water

3) How many moles are their in 500ml of 0.1 mol/dm3 of salt solution

4) What is the concentration of 0.25 moles of alkali in 25 ml

Task 13

1) How many grams of potassium oxide (K2O) are needed to make 100ml of a 0.5M solution ?

2) What is the concentration of a solution when we dissolve 730g of hydrochloric acid in 350 cm3?

3) What is the mass of calcium oxide, CaO needed to make a 250 ml volume of 0.5 M solution?

9

Task 14

1) Calcium cyanamide CaCN2 reacts with water to form calcium carbonate and ammonia

CaCN2 + 3H2O CaCO3 + NH3 What mass of calcium carbonate is formed if 20g of the CaCN2 is reacted with excess water.

2) Magnesium burns in air to make magnesium oxide 2Mg + O2 2MgO What mass of magnesium would you need to create 0.8g of magnesium oxide powder.

3) Iron reacts with water to form iron oxide and hydrogen 3Fe + 4H2O Fe3O4 + 4H2

If the student starts with 1.68g of iron and it undergoes a complete reaction i) Number of moles of iron started with? ii) Moles of tri Iron oxide formed iii) Mass of tri iron oxide formed iv) The concentration of this solution if we had 500ml of water in the reaction?

10

Task 15

Imaginary story! You are CH4

Use as much technical language as you can and HIGHLIGHT these key words

11

Task 16

Name Molecular formula Structural/displayed

1

2

3

4

5

6

7

8

9

10

12

Task 17

1) Hydrogen is used in synthesising ammonia and is made on a large scale from reacting methane with water

methane + water ==> hydrogen + carbon monoxide

CH4 + H2O ==> 3H2 + CO

2) In the blast furnace where we form Iron .

Fe2O3(s) + 3CO(g) ===> 2Fe(l) + 3CO2(g)

Task 18

1) When 5.00 g of KClO3 is heated it decomposes according to the equation:

2KClO3 2KCl + 3O2 a) Calculate the theoretical yield of oxygen. b) Give the % yield if 1.78 g of O2 is produced. c) How much O2 would be produced if the percentage yield was 78.5%? 2) The electrolysis of water forms H2 and O2.

2H2O 2H2 + O2 What is the % yield of O2 if 12.3 g of O2 is produced from the decomposition of 14.0 g H2O?