International GCSE Chemistry Teacher Resource Pack Sample

EDEXCEL INTERNATIONAL GCSE (9 –1)
CHEMISTRY
TEACHER RESOURCE PACK

Chapter 7: Ionic compounds
Ions and ionic bonding
1. Use the words in the box to complete the gaps below. Use each word only once.
Missing words: anion, cation, charge, decreases, electrons, ion, ionic, metal, negative, non-metals,
oppositely, outer, positive
Ionic compounds usually contain a _________ and a non-metal. An _______is an element or

compound that has lost or gained ____________. Metals lose electrons to form
___________ ions. Non-metals form negative ions by _________ electrons. The charge of
the metals and non-metals change because electrons have a _________ charge. If electrons
are gained the overall negative _______increases. If electrons are lost the negative overall
charge___________. A positively ion is known as a _________ and a negative ion is known
as an _________. To form an _______ bond, electrons move from a metal atom to the non-
metal atom. This produces a positive and a negative ion. The _____________ charged ions
then attract each other. Electrons are transferred from the metals to the ____________ to
complete the non-metals atom’s __________ electron shell.
The structure of ionic compounds
2. Draw dot and cross diagrams for the following compounds:

a. Aluminium oxide (Al2O3)
b. Iron chloride (FeCl2)
c. Potassium nitrate (KNO3)
© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free.
3. Add the symbols for the ions formed by the following elements and compounds.
Element/compound Ion formed Element/compound Ion formed

Calcium Iodine
Barium Silver
Aluminium Ammonium
Beryllium Sulfate
Phosphorous Nitrate
Ionic compounds
4. Give the formula for the following ionic compounds.

a. Aluminium hydroxide
b. Barium sulfate
c. Ammonium chloride
d. Calcium carbonate
e. Copper(II) chloride
f. Lead(II) nitrate
Properties of ionic compounds
5. Look at the table below. Use the data to decide which of the compounds are ionic and
which are not.
Compound Melting point Boiling Electrical conductivity Electrical conductivity

/0C point /0C when molten when in aqueous solution
P 2015 2980 Good Good
Q -87 -67 Poor Poor
R 300 500 Good Insoluble
S 558 1506 Good Good
The ionic compound(s) are: ______________________________
Chapter 5: Chemical formulae, equations and calculations Part 1
Alignment with Student Book: Pages 38-63
Chapter overview
This chapter introduces quantitative chemistry. Students will explore chemical formulae, including
balancing equations. There will be a focus on the use of calculations including relative molecular
mass and relative atomic mass. The use of experimental data will feature prominently and students
will use a variety of techniques including reacting masses and the determination of formula by
combustion. The different types of formula will be introduced for the first time.
What to expect
1.25 write word equations and balanced chemical equations (including state symbols):
• for reactions studied in this specification
• for unfamiliar reactions where suitable information is provided
1.26 calculate relative formula masses (including relative molecular masses) (Mr) from
relative atomic masses (Ar)
1.27 know that the mole (mol) is the unit for the amount of a substance
1.28 understand how to carry out calculations involving amount of substance, relative
atomic mass (Ar) and relative formula mass (Mr)
1.29 calculate reacting masses using experimental data and chemical equations
1.30 calculate percentage yield
1.31 understand how the formulae of simple compounds can be obtained experimentally,
including metal oxides, water and salts containing water of crystallisation
1.32 know what is meant by the terms empirical formula and molecular formula
1.33 calculate empirical and molecular formulae from experimental data
1.36 practical: know how to determine the formula of a metal oxide by combustion (e.g.
magnesium oxide) or by reduction (e.g. copper(II) oxide)
This chapter contains material that is much more complex. Due to the quantitative nature of
much of the content students will need to have relatively strong mathematical skills.
Balancing equations should not be new to students and so will not need much time.
However, teaching how to calculate relative atomic mass and relative formula mass will
need ample time set aside. The mole has been a regularly identified topic which students
either do not fully understand or find very boring. Though the use of the mole in this
chapter is limited, it cannot be emphasised strongly enough how important it is for students
to fully comprehend what the mole is and how it is used. As much practice should be given
as possible, either in class or for homework, using the different equations and calculations.
As there is so much practical work, lesson time must be considered so as not to rush the
calculation aspect of the investigation.
Teaching notes
Starter Activities
Elements and compounds states game - Students must write three lists. One for each of the
three states of matter and list as many elements or compounds they can name that occur in
each state at room temperature.
The mole demonstration - Weigh out 1 mole of a variety of different elements to reinforce
that although the substances have different masses they have the same number of particles
inside (Carbon 12g, water 16g, Magnesium 24g, copper(II) carbonate 124g). Ask students if
they recognise the numbers for the elements from anywhere? Are they on the periodic
table? The mass of 1 mole is equal to the relative atomic mass.
Main activities/practical work

Balancing equations practice - Give students a variety of unbalanced equations. This can be
differentiated very easily with some students given more complex examples.
The change in mass when magnesium burns demonstration or practical - Students weigh
some magnesium ribbon then burn it in air. They reweigh the new compound formed and
use the result to determine the formula of magnesium oxide. See activity three on page 48
of the textbook.
Determining relative atomic mass practical - Students measure the volume of hydrogen gas
produced when magnesium ribbon reacts with hydrochloric acid to determine the relative
atomic mass of magnesium.
Finding the formula of hydrated copper(II) sulfate practical - Students weigh some hydrated
copper(II) sulfate and then heat it to remove the water. They reweigh the copper(II) sulfate
to find the water of crystallisation. Mole calculations are then used to find the formula. See
page 53 of the textbook.
Finding the formula of copper oxide using methane practical or demonstration - Copper(II)
oxide is reduced using methane gas which is passed over the oxide as it is heated. This is a
complicated practical and so may be better as a demonstration with some students. By
weighing the Copper(II) oxide and then the copper produced the formula of copper(II) oxide
can be calculated. See activity 4 on page 49 of the textbook.
Determining the formula of water demonstration- See page 51 of the textbook.
Homework
The questions in the book on page 60-63 provide enough challenge to be set for a number
of homework sessions. The homework sheet in the TRP offers additional questions.
Possible misunderstandings
As students may struggle with the concept of the mole, try to use the analogy of a dozen. A
dozen apples and a dozen bananas do not have the same mass but there is the same
number of each fruit. Students may confuse the different formulae they need to use so care
must be taken to ensure they know when to use each.
When completing practical work remind students to weigh their reactants and their
products as they often forget to weigh the reactants which then prevents any kind of
analysis.
Highlight anything that students might find difficult to understand in the chapter in more
detail. Provide clarity on the issues. Suggest ways in which teachers can explain or
demonstrate the content so that it is most clear.
Differentiation
Students may be given a fourth list for the start game to include substances in solution (aq).
There is extension work on page 46 of the textbook on the Avogadro constant.
The use of formula triangles can be used to help support students. It is very easy for
students to get lost as they progress through worked examples. Frequent learning checks
are necessary.
Practicals
The change in mass when magnesium burns demonstration or practical. Details may be
found here:
http://www.rsc.org/learn-chemistry/resource/res00000718/the-change-in-mass-when-
magnesium-burns
Determining relative atomic mass practical - Details may be found here:
http://www.rsc.org/learn-chemistry/resource/res00000401/determination-of-relative-
atomic-mass?cmpid=CMP00006706
Finding the formula of hydrated copper(II) sulfate practical- Details may be found here:
http://www.rsc.org/learn-chemistry/resource/res00000436/finding-the-formula-of-hydrated-
copper-ii-sulfate
Finding the formula of copper oxide using methane practical or demonstration - Details may
be found here:
http://www.rsc.org/learn-chemistry/resource/res00000727/finding-the-formula-of-copper-ii-oxide
Unit 2 Multiple-choice questions
1. Look at the table below. Which one of the unknown elements is most likely to be potassium?
Substance Reaction with air Reaction with water

A No reaction No reaction
B Tarnishes slowly Slow effervescence
C Tarnishes quickly Effervescence
D Tarnishes Violent
immediately effervescence
2. Which of the following statements best explains why group 1 metals become more reactive
down the group?
A. Going down the group the distance between the nucleus and the outer shell electron
decreases. This means that the force of attraction is weaker and therefore the electron
is more easily lost.
B. Going down the group the distance between the nucleus and the outer shell electron
increases. This means that the force of attraction is stronger and therefore the electron
is more easily lost.
C. Going down the group the distance between the nucleus and the outer shell electron
increases. This means that the force of attraction is weaker and therefore the electron is
more easily lost.
D. Going down the group the distance between the nucleus and the outer shell electron
increases. This means that the force of attraction is stronger and therefore the electron
is less easily lost.
3. Where in the Periodic Table would the halogens be found?
A. Group 2
B. Group 5
C. Group 7
D. Group 8
4. Halogens vary in their reactivity. Based on your knowledge which of the following reactions
would not take place?
A. Potassium bromide + Chlorine -> Potassium chloride + Bromine

B. Sodium chloride + Iodine -> Sodium iodide + Chlorine
C. Magnesium Iodide + Bromine -> Magnesium bromide + Iodine
D. Zinc Bromide + Chlorine -> Zinc chloride + Bromine
5. Chlorine is one of the halogens. Look at the descriptions below and select the one the best
describes chlorine at room temperature.
A. Yellow gas
B. Grey solid
C. Red/brown liquid
D. Green gas
6. Astatine is a halogen and can be found in the Periodic Table, underneath Iodine. Using your
knowledge of the trends of the halogens choose the most suitable description of astatine’s
properties.
A. Very reactive gas.

B. Very reactive liquid.
C. Unreactive solid.
D. Unreactive liquid.
7. Why is chlorine more reactive than iodine?
A. Chlorine has a stronger tendency for form a 1- ion as its nucleus is closer to its outer
electron shell.
B. Iodine has a stronger tendency for form a 1- ion as its nucleus is further from its outer
electron shell.
C. Chlorine has a weaker tendency for form a 1- ion as its nucleus is closer to its outer
electron shell.
D. Iodine has a stronger tendency for form a 1- ion as its nucleus is closer to its outer
electron shell.
8. The percentage by volume of oxygen in the atmosphere is?
A. 78%
B. 0.4%
C. 21%
D. 0.9%
9. Which of the following would be a suitable test for oxygen?
A. Turns limewater cloudy.

B. Relights a glowing splint.
C. Makes a squeaky pop when ignited.
D. Turns damp litmus paper blue.
10. Burning fossil fuels can release oxides into the atmosphere. Which one of the following
oxides is not acidic?
A. Carbon dioxide.
B. Nitrogen dioxide.
C. Sulfur dioxide.
D. Potassium oxide.
11. When heated, copper (II) carbonate thermally decomposes. Which of the following reactions
shows the correct products?
A. Copper (II) carbonate -> Copper hydroxide + Carbon

B. Copper (II) carbonate -> Copper oxide + Carbon dioxide
C. Copper (II) carbonate -> Copper oxide + Hydrogen
D. Copper (II) carbonate -> Copper hydroxide + Carbon dioxide
12. Magnesium burns in oxygen to form magnesium oxide. Choose the correct symbol equation
for this reaction.
A. 2Mg + O2 -> 2MgO

B. Mg + O2 -> MgO
C. Mg + O -> MgO
D. 2Mg + O2 -> MgO2
13. Which of the following techniques could not be used to determine the percentage of oxygen
in air?
A. By reacting wet iron filings inside a conical flask and measuring the volume decrease
using a gas syringe.
B. By burning wire wool on a balance to show the mass increase.
C. By passing a known volume of air back and forth across heated copper turnings inside a
silica tube.
D. By reacting phosphorus inside a bell jar set in water and measuring the change in water
level.
14. Which of the following statements about reduction is true?
A. Reduction is the gain of electrons or the loss of hydrogen.

B. Reduction is the gain of electrons or the loss of oxygen.
C. Reduction is the loss of electrons or the loss of oxygen.
D. Reduction is the gain of electrons or the gain of oxygen.
15. A piece of magnesium is added to copper sulfate solution. Which of the following does not
happen?
A. The magnesium becomes covered in a thin layer of orange copper.

B. The colour of the solution becomes less blue.
C. Magnesium sulfate is formed.
D. There is a drop in the temperature of the solution.
16. Choose the conditions under which iron will rust at the fastest rate.
A. Dry, warm and in the presence of salt.

B. Dry, cold and in the presence of salt.
C. Wet, warm and in the presence of salt.
D. Wet, warm and in the absence of salt.
17. The reactivity series is used to show the difference in the reactivity of elements. Choose the
answer showing elements in the correct order of reactive from most reactive to least
reactive.
Most reactive Least reactive
A. Gold – sodium – magnesium- copper – zinc - iron

B. Potassium – zinc – sodium- calcium – aluminium - copper
C. Sodium - magnesium- aluminium - iron – copper – gold
D. Lithium – aluminium- zinc- iron – copper – silver
18. Bocks of magnesium can be added to the hull of ships made from iron to reduce the amount
of rusting that takes place. Which type of protection is this?
A. Sacrificial protection.
B. Barrier protection.
C. Galvanising.
D. Vulcanising.
19. Choose the correct statement about reducing agents.
A. Reducing agents gain electrons and are therefore oxidised during reactions.
B. Reducing agents gain electrons and are therefore oxidised during reactions.
C. Reducing agents give away electrons and are therefore reduced during reactions.
D. Reducing agents give away electrons and are therefore oxidised during reactions.
20. When added to dilute acids metals react in a general way. Which of the following shows the
correct products of this type of reaction?
A. Metal + Acid -> Salt + Water

B. Metal + Acid -> Salt + Hydrogen
C. Metal + Acid -> Metal oxide + Water
D. Metal + Acid -> Salt + Water + Carbon dioxide
21. Metals are usually found combined with other elements in rocks called ores. A few
unreactive metals are found in their pure form. Choose the metal that is most likely to be
found in its pure form.
A. Aluminium.
B. Iron.
C. Silver.
D. Lead.
22. Why is carbon used in the extraction of iron form iron oxide?
A. Because it is cheap.
B. Because it is more reactive than iron.
C. Because it is less reactive than iron.
D. Because it is more reactive than oxygen.
23. Copper and its alloys are widely used metals. The use of copper often depends on a specific
property it has. Pick the correct use of copper with the property that makes it suitable.
A. Wires- Copper is a good conductor of heat.

B. Water pipes- Copper is a very reactive metal.
C. Surfaces in hospitals- Copper has antimicrobial properties.
D. Pots and pans- Copper is a good conductor of electricity.
24. Steel is an example of an alloy. Select the best definition of an alloy.
A. A mixture of a metal with, usually, other metals or carbon.

B. A compound of a metal with a non-metal.
C. A metal produced by electrolysis.
D. A mixture of a metal with carbon.
25. Which of the following metals could not be extracted from its oxide by reduction with
carbon?
A. Copper.
B. Iron.
C. Zinc.
D. Aluminium.
26. Mild steel is an alloy of iron which contains about 0.25% carbon. Which of the following is
not a common use of mild steel?
A. Cutlery.
B. Car bodies.
C. Nails.
D. Bridges.
27. Alloys are often used because they are harder than pure metals. Why are alloys harder?
A. In alloys, the different sized atoms in the lattice make it harder for the layers of ions to
slide over one another.
B. In alloys, the different sized atoms in the lattice make it easier for the layers of ions to
C. In alloys, the different sized electrons in the lattice make it harder for the layers of ions
to slide over one another.
D. In alloys, the atoms are the same size which makes it harder for the layers of ions to
28. An indicator is a substance that can be used to determine the pH of an acid or alkali. A
number of indicators were added to a sample of acid. Choose the row from the table that
shows the results you would expect to see for each indicator if it was added to an acid.
Sample Phenolphthalein Methyl orange Universal Litmus

indicator
A Colourless Red Red Red
B Red Red Red Red
C Pink Red Blue Blue
D Pink Orange Red Blue
29. Ethanoic acid is a weak acid. What pH value would you expect it to have?
A. 12
B. 4
C. 2
D. 7
30. A wasp sting is alkaline and can be neutralised using a weak acid like vinegar. Which of the
following description about acids and alkalis is correct?
A. In an aqueous solution, alkalis are sources of hydrogen ions and acids are sources of
hydroxide ions.
B. In an aqueous solution, acids are sources of hydrogen ions and alkalis are sources of
hydroxide ions.
C. In an aqueous solution, acids are sources of hydroxide ions and alkalis are sources of
hydrogen ions.
D. In an aqueous solution, acids are sources of hydrogen ions and alkalis are sources of
hydrogen ions.
31. Two students were testing the solubility in water of different nitrates. Which row shows the
results that you would expect to obtain?
Potassium nitrate Sodium nitrate Calcium nitrate

A Soluble Insoluble Soluble
B Insoluble Insoluble Soluble
C Insoluble Soluble Insoluble
D Soluble Soluble Soluble
32. Which of the following chlorides are insoluble in water?
A. Silver chloride.
B. Calcium chloride.
C. Sodium chloride.
D. Copper chloride.
33. Calcium carbonate is a base that is often used in medication to reduce stomach acidity. The
acid present in your stomach is hydrochloric acid. Choose the correct balanced equation for
the reaction between calcium carbonate and hydrochloric acid.
A. CaCO3 + HCl -> CaCl2 + CO + H2O

B. CaCO3 + 2HCl -> CaCl2 + CO2
C. CaCO3 + HCl -> CaCl3 + CO2 + H2O
D. CaCO3 +2HCl -> CaCl2 + CO2 + H2O
34. Copper (II) sulfate crystals can be made from copper oxide. Choose the best method from
the answers below.
A. Add copper oxide to hot hydrochloric acid until no more will dissolve, filter off the
undissolved copper oxide, heat the filtrate in an evaporating basin until blue crystal
begin to form.
B. Add copper oxide to hot sulfuric acid until no more will dissolve, filter off the
undissolved copper oxide, distil the filtrate into a condensing tube.
C. Add copper oxide to hot sulfuric acid until no more will dissolve, filter off the
undissolved copper oxide, heat the filtrate in an evaporating basin until blue crystal
begin to form.
D. Heat the copper oxide with powdered carbon, dissolve both in water and then filter off
any undissolved copper oxide, leave the filtrate to cool in an evaporating basin.
35. Which of the following is the correct colour for a lithium flame test?
A. Blue.
B. Pink.
C. Red.
D. Lilac.
36. Ammonia is a strong-smelling gas which can be harmful if inhaled in high concentrations.
What is the chemical test for ammonia?
A. Heat the liquid and hold a piece of damp litmus paper at the end of the test tube, it will
turn blue.
B. By bubbling it through lime water, it will turn cloudy.
C. By adding a glowing splint, it will reignite.
D. Heat the liquid and hold a piece of litmus paper at the end of the test tube, it will be
bleached.
37. What would you expect to see if copper (II) sulfate was added to sodium hydroxide solution?
A. A yellow precipitate forms.

B. Effervescence.
C. A blue precipitate.
D. A white precipitate.
38. Look at the table below. Which row shows the correct results when iron (II) and iron (III) ions
are added to sodium hydroxide?
Sample Iron (II) ions Iron (III) ions

A Orange/ brown precipitate Orange/ brown
precipitate
B Green precipitate Orange/ brown
precipitate
C Green precipitate Green precipitate
D Orange/ brown precipitate Green precipitate
39. Flame tests are a useful way to identify unknown substances. A sample of an unknown
powder was added to a damp splint. The split was then held in a flame. A yellow flame was
observed. Which ion was present?
A. Lithium
B. Calcium
C. Copper (II)
D. Sodium
40. Describe the colour change observed when water is added to anhydrous copper (II) sulfate.
A. Blue to white.
B. Blue to red.
C. White to blue.
D. White to orange.
Answers
1. D
2. C - Going down the group the distance between the nucleus and the outer shell electron increases.
This means that the force of attraction is weaker and therefore the electron is more easily lost.
3. C - Group 7
4. B - Sodium chloride + Iodine -> Sodium iodide + Chlorine
5. D - Green gas
6. C - Unreactive solid.
7. A - Chlorine has a stronger tendency for form a 1- ion as its nucleus is closer to its outer electron shell.
8. C - 21%
9. B - Relights a glowing splint.
10. C - Potassium oxide.
11. B - Copper (II) carbonate -> Copper oxide + Carbon dioxide
12. A - 2Mg + O2 -> 2MgO
13. B - By burning wire wool on a balance to show the mass increase.
14. B - Reduction is the gain of electrons or the loss of oxygen.
15. D - There is a drop in the temperature of the solution.
16. C - Wet, warm and in the presence of salt.
17. C - Sodium - magnesium- aluminium - iron – copper – gold
18. A - Sacrificial protection
19. D - Reducing agents give away electrons and are therefore oxidised during reactions.
20. B - Metal + Acid -> Salt + Hydrogen
21. C - Silver
22. B - Because it is more reactive than iron.
23. C - Surfaces in hospitals- Copper has antimicrobial properties.
24. A - A mixture of a metal with, usually, other metals or carbon.
25. D - Aluminium
26. A - Cutlery
27. A - In alloys, the different sized atoms in the lattice make it harder for the layers of ions to slide over
one another.
28. A
29. B-4
30. B - In an aqueous solution, acids are sources of hydrogen ions and alkalis are sources of hydroxide
ions.
31. D
32. A - Silver chloride.
33. D - CaCO3 +2HCl -> CaCl2 + CO2 + H2O
34. A - Add copper oxide to hot hydrochloric acid until no more will dissolve, filter off the undissolved
copper oxide, heat the filtrate in an evaporating basin until blue crystal begin to form.
35. C - Red
36. A - Heat the liquid and hold a piece of damp litmus paper at the end of the test tube, it will turn blue.
37. C - A blue precipitate.
38. B
39. D - Sodium
40. C - White to blue.
Chemistry paper 1
Exam question
• Copper oxide can be used to make copper(II) sulfate using the
reaction below.
• CuO(s) + H2SO4(aq) -> CuSO4(aq) + H2O(l)
• Explain how a student could use this reaction to obtain a sample of

pure hydrated copper(II) sulfate crystals if supplied with copper(II)
oxide and dilute sulfuric acid.
(5)
Student response 1
• The student should mix the copper oxide with the sulfuric acid. Keep
on adding copper oxide until it no longer dissolves and there is some
of the powered left in the bottom of the beaker. The solution should
then be left to crystallise for one day.
• Is it a good answer?
Is it a good answer?
Good Could be improved

• They have described the • The answer lacks detail.
reaction. • They have missed out some
• They have explained how the steps.
copper sulfate crystals will be
formed.
Student response 1: Commentary
• The student should mix the copper oxide with the sulfuric acid (1).
They have correctly described the first stage of the process.
• Keep on adding copper oxide until it no longer dissolves and there is

some of the power left (1) in the bottom of the beaker.
They have not used the word ‘excess’ but the description is clear
enough for a mark.
• The solution should then be left to crystallise (1) for one day.
They have described the final step of the process but they have
forgotten to describe the excess copper oxide being filtered out
or the need to heat up the solution to remove some of the water.
Overall they achieved 3 of the 5 possible marks.
Student response 2
• Add an excess copper oxide to the sulfuric acid. Heat the mixture
slightly to allow more copper oxide to dissolve. Allow the solution to
cool and then filter out any remaining copper oxide using filter paper
and a filter funnel. Heat the solution again so that some of the water
evaporates off to make a more concentrated copper sulfate solution.
Allow the solution to crystallise in a warm oven.
This is a strong answer.

• Add an excess copper oxide to the sulfuric acid (2). Heat the mixture
slightly to allow more copper oxide to dissolve.
The process is clearly explained gaining the student 2 marks: one
for describing missing the reactants; one for stating that copper
oxide should be in excess.
• Allow the solution to cool and then filter out any remaining copper
oxide using filter paper (1) and a filter funnel.
The removal of the excess copper oxide after the reaction has
taken place is described well here gaining another mark.
• Heat the solution again so that some of the water evaporates off (1)
to make a more concentrated copper sulfate solution.
A good description of the next step and the reason for it.
• Allow the solution to crystallise in a warm oven (1).

The final step of the process, obtaining the copper sulfate
crystals, is described. Stating that the solution should be left to
crystallise would also have been good enough to gain the mark.
The student gained full marks.
Mark scheme
Answer Marks
1. Mix copper oxide and sulfuric acid (heat) 1
2. Added copper oxide in excess 1
3. Filter out excess copper oxide 1
4. Heat solution to remove some of the water 1
5. Leave to crystallise 1

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EDEXCEL INTERNATIONAL GCSE (9 –1)

TEACHER RESOURCE PACK

Ionic compounds usually contain a _________ and a non-metal. An _______is an element or

The structure of ionic compounds

2. Draw dot and cross diagrams for the following compounds:

b. Iron chloride (FeCl2)

c. Potassium nitrate (KNO3)

Element/compound Ion formed Element/compound Ion formed

4. Give the formula for the following ionic compounds.

Properties of ionic compounds

Compound Melting point Boiling Electrical conductivity Electrical conductivity

The ionic compound(s) are: ______________________________

1.30 calculate percentage yield

1.33 calculate empirical and molecular formulae from experimental data

Main activities/practical work

Determining relative atomic mass practical - Details may be found here:

Substance Reaction with air Reaction with water

3. Where in the Periodic Table would the halogens be found?

A. Potassium bromide + Chlorine -> Potassium chloride + Bromine

A. Very reactive gas.

7. Why is chlorine more reactive than iodine?

8. The percentage by volume of oxygen in the atmosphere is?

9. Which of the following would be a suitable test for oxygen?

A. Turns limewater cloudy.

A. Copper (II) carbonate -> Copper hydroxide + Carbon

A. 2Mg + O2 -> 2MgO

14. Which of the following statements about reduction is true?

A. Reduction is the gain of electrons or the loss of hydrogen.

A. The magnesium becomes covered in a thin layer of orange copper.

A. Dry, warm and in the presence of salt.

Most reactive Least reactive

A. Gold – sodium – magnesium- copper – zinc - iron

19. Choose the correct statement about reducing agents.

A. Metal + Acid -> Salt + Water

A. Wires- Copper is a good conductor of heat.

24. Steel is an example of an alloy. Select the best definition of an alloy.

A. A mixture of a metal with, usually, other metals or carbon.

Sample Phenolphthalein Methyl orange Universal Litmus

Potassium nitrate Sodium nitrate Calcium nitrate

32. Which of the following chlorides are insoluble in water?

A. CaCO3 + HCl -> CaCl2 + CO + H2O

A. A yellow precipitate forms.

Sample Iron (II) ions Iron (III) ions

• Explain how a student could use this reaction to obtain a sample of

Good Could be improved

• Keep on adding copper oxide until it no longer dissolves and there is

This is a strong answer.

• Allow the solution to crystallise in a warm oven (1).

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Ionic compounds usually contain a ___ and a non-metal. An _is an element or