Experiment guide chemistry cambridge igcse

 During changing state, the temperature is constant Apparatus and Chemical  Teacher does this experiment.. Experiment 3: DRY ICE Objective Student can state sublimation definition

HO CHI MINH CITY OF UNIVERSITY OF PEDAGOGY

DEPARTMENT OF CHEMISTRY

Student: Nguyen Thi Thanh Nhon Supervisor: MS Thai Hoai Minh

Topic 1: The nature of matter

experiment 1: solid-liquid-gas 3

experiment 2: change in physical states 4

experiment 3: dry ice 5

experiment 4: separate solid 6

experiment 5: separate liquid 7

Topic 2: Chemical reaction experiment 6: physical change and chemical change 10

experiment 7: exothermic and endothermic process 11

experiment 8: synthesis reaction 12

experiment 9: combustion 13

experiment 10: displacement reaction 13

experiment 11: decomposition reaction 13

Topic 3: Acids, bases experiment 12: decode the quiz 16

experiment 13: colourful tubes 17

experiment 14: strong-medium-weak 18

Topic 4: How far? How fast? experiment 15 : hot and cold 20

experiment 16: elephant toothpaste 21

Topic 5: Aluminium experiment 17: coke can 23

experiment 18: detect aluminium 23

Exercise solution 25

Lesson plan “What is an acid?” 32

Lesson plan “ Energy changes in chemical reaction” 44

Lesson plan “Aluminium” 54

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DIFFERENT TYPES OF SUBSTANCE

(LESSON 2.1) Experiment 1: SOLID-LIQUID-GAS

Objective

Student can state the properties of 3 states: solid, liquid, gas

Apparatus and Chemical

 Student observes the properties of 3 states and complete the worksheet

Exercise Complete the table below

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Experiment 2: CHANGING STATE OF ICE CUBE

Objective

 Student can state that changing state takes energy

 During changing state, the temperature is constant

Apparatus and Chemical

 Teacher does this experiment

 Teacher prepares the experiment like picture

 Teacher heats up the beaker of ice cube until it changes state

 Students observe the phenomena, concentrate on the thermometer during the period of the change in state

Exercise Answer the questions

1 After heating up the beaker of ice cubes, how do the ice cubes change in state?

2 What makes ice cube change state?

3 How does the temperature during the period of state changing?

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Experiment 3: DRY ICE

Objective

Student can state sublimation definition

Apparatus and Chemical

 Teacher divides class into smaller groups of 4

 Students pour about 10ml water into the bottle containing dry ice then cover the orifice by a balloon quickly

 Students observe the phenomena

Excercise

a Answer the question

1 How is the volume of water before and after experiment?

2 After pouring water into dry ice, what is the phenomenon?

3 What is the function of water in this experiment?

4 Can the reaction proceed without water?

Teacher introduces the phenomena of dry ice in this experiment is call sublimation and offers students state the definition

b Draw the mindmap

After experiment 1,2,3, use the concepts below to draw a mindmap to illustrate the state changing of substances

Melting, solidification, condensation, evaporation, sublimation, deposition

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SEPERATING AND PURIFYING SUBSTANCES

(LESSON: 2.2) Experiment 4: SEPARATE SOLIDS

 Teacher divides class into smaller groups of 4

 Prepare a mixture A of sand and small rocks

 Prepare a mixture B of sand and iron filings

 Teacher asks students use the apparatus to separate each element of each mixture

Excercise Answer the questions

1 How can you separate each element of mixture A?

2 Which physical property helps you distinguish sand and rock?

3 How can you separate each element of mixture B?

4 Which property helps you distinguish sand and iron filings?

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Experiment 5: SEPARATE LIQUID

 Teacher does this experiment

 Prepare a mixture of water and oil (cooking oil)

 Teacher asks students how to separate oil and water

 Teacher uses separatory funnel to separate each of them

Experiment b: CHROMATOGRAPHY

 Teacher divides class into pairs

 Each pair prepares the experiment (like picture)

• Draw a line on the filtrate paper with the distance from bottom to the line is 2cm

• Mark small pots of red, yellow, blue, green and black on the line Each dot separates each other 1cm

• Pour water into the beaker within the 1cm height

• Dip the filtrate paper into the beaker The line is above the water

surface 1cm

• Use paper clip and pencil to hang the paper

 Students observe the phenomena Note the path of each dot

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Excercise Answer the questions

1 In experiment a, explain the phenomena when mixing water and oil

together

2 Which physical properties help you distinguish water and oil?

3 Describe the phenomena of experiment b

4 Draw the path of each color dot Which dot separates into other colors?

5 Which property makes each color have different path distance?

 Teacher concludes the separation methods Beside these methods, to separate substances we can use filtration, distillation, evaporation… depend

on the property of mixture

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CHEMICAL REACTIONS AND EQUATIONS

(LESSON 4.1) Experiment 6: PHYSICAL CHANGE AND CHEMICAL CHANGE

Objective

Distinguish the differences between physical and chemical changes

Apparatus and Chemical

 Teacher divides class into smaller groups of 4

 Teacher asks students use different ways to change the newspaper (each student has a newspaper sheet) by using apparatus

 Take note the ways

Excercise Complete the table

newspaper change Is the newspaper become a new

substance?

After students finish the table, teacher introduces the chemical change and physical change definition and asks student which solutions they use are physical or chemical changes?

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Experiment 7: EXOTHERMIC AND ENDOTHERMIC PROCESS

 Teacher divides class into smaller groups of 4

 Each group does those experiments:

o Burn the newspaper (use matches) (Experiment 1)

o Dissolve urea into water (use glass rod)

 Observe these phenomena

o Newspaper is burned

o Urea is dissolve in water

o Ice cube melts

o Boiling water vaporizes

Excercise Complete the table

No Experiment Physical

change Chemical change Increase atmosphere’

s temperature

Decrease atmosphere’s temperature

1 Newspaper

is burned

2 Urea is

dissolve in water

3 Ice cube

melts

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4 Boiling water

vaporizes

 Teacher introduces the concept “exothermic” and “endothermic” Ask student the conclusion after finishing the table

*** Chemical and physical changes can be exothermic or endothermic

*** Exothermic changes involve energy, usually heat, being given out;

endothermic changes take energy in

CHEMICAL TYPES OF CHEMICAL REACTION

(LESSON 4.3) Experiment 8: SYNTHESIS REACTION

 Dissolve quicklime into water

 Use glass rod stir the solution until quicklime absolutely dissolves

Experiment 9: COMBUSTION REACTION

Direction

 Use matches burn the newspaper in the beaker

Experiment 10: DISPLACEMENT REACTION

 Each group does 2 experiments

o Dissolve baking powder bottle containing vinegar then cover the orifice by a balloon quickly

o Carry out reaction of copper wire and silver nitrate

 Observe the phenomena

Experiment 11: DECOMPOSITION REACTION

Objective

Student can state decomposition is the reserve of synthesis: a substance

is split into simpler ones This can be brought about by heat in thermal decomposition

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Apparatus and Chemical

 Teacher divides into smaller groups of 4

 Pour 20ml hydrogen peroxide into the bottle

 Pour 20ml dishwashing solution and drop some food coloring into the bottle

 Gently swish the Hydrogen Peroxide, soap, and food coloring

 Add sodium iodine

 Observe the phenomena

Exercise (From experiment 8 to 11)

a Write the chemical equation of 4 kind of reactions

b Match the column A with column B

1 Synthesis reaction A atoms of an element replace

the atoms of another element

in a compound

2 Decomposition reaction B two or more reactants combine to form one product

3 Single displacement reaction C a compound breaks down into 2 or more simpler

substances

4 Combustion reaction D an exchange of positive ions between 2 compounds

5 Double displacement reaction

E the chemical species rapidly combines with oxygen and usually emits heat and light

c In reactions above, which reactions do oxygen numbers of reactants change?

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WHAT IS AN ACID ACID AND ALKALI SOLUTIONS STRONG AND WEAK ACIDS AND ALKALIS

(LESSON 5.1, 5.2, 5.11) Experiment 12: DECODE THE QUIZ

Objective

Teacher uses this experiment to engage student to new lessons,

introduce natural indicator

Apparatus and Chemical

 Beaker 2: baking soda

 Beaker 3: Lime solution

 After pouring cabbage solution, the color of 3 solutions change

 Beaker 1: red (pink)

indicator”

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Experiment 13: COLOURFUL TUBES

Objective

 Student can state the colour change of red cabbage solution in

different pH

 Student can state some substances in daily life are acids or bases

Apparatus and Chemical

 Sodium chloride solution

 Red cabbage solution

 Universal indicator

Direction

 Teacher divides class into small groups of 4

 Teacher prepare a set of 7 tubes contain 10ml of each solution in each tube (from solution number 1-7)

 Teacher prepare a beaker which contains red cabbage solution

 Students use pipet drop cabbage solution into each tube

 Students observe the colour change of each solution and complete the

Experiment 14: STRONG-MEDIUM-WEAK

Objective

Student can state the different concentrations give different range of colour

Apparatus and Chemical

 Teacher divides class into small groups of 4

 prepare 3 tubes, assign tube number 1, 2, 3

 Use pipet drop 1 drop of vinegar to tube number 1, 10 drops to tube number 2, 4 full pipets to tube number3

 Pour water to 3 tubes to 10ml

 Drop 1 pipet of red cabbage solution to 3 tubes

 Observe the change of color of 3 tubes

Exercise Answer these following question

1 Are the solutions in 3 test tubes acidic or basic?

2 Why do the colors change differently in 3 test tubes?

 Teacher concludes: “there are a lot of indicator in your daily life, you can easily check a substance is a base or acid without using chemical in

laboratory, science is around you, chemistry is around you”

 Introduce some other ways to extract natural indicators (from turmeric, rose, hibiscus flower…)

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ENERGY CHANGES IN CHEMICAL REACTIONS

(LESSON: 7.1.) Experiment 15 : HOT AND COLD

Objective

Student can state the definition of exothermic and endothermic reaction

Apparatus and Chemical

Experiment a: EXOTHERMIC REACTION

 Prepare a bottle of vinegar ( 250ml)

 Pour baking powder (20g) into this bottle and use a balloon to cover the orifice

 Observe the experiment, compare the temperature around the bottle before and after the experiment

Experiment b: ENDOTHERMIC REACTION

 Prepare a cup of water

 Pour urea (20g) into this cup

 Use a rod to stir the solution

 Observe the experiment, compare the temperature around the bottle before and after the experiment

Exercise

a Complete this table

Experiment a Experiment b Phenomena - There are bubbles on the

surface of vinegar solution

- The balloon is bigger

Urea dissolves in water

equation +H2O + 2CH3COONa NH3 + CO2

b Answer these following questions

1 What kind of reaction in experiment a?

2 Why some people use urea to store seafood? Is this the good way?

CATALYST (LESSON: 7.3) Experiment 16: ELEPHANT TOOTHPASTE

 Teacher divides into smaller groups of 4

 Prepare bottle 1 and bottle 2 follow these steps:

o Pour the Hydrogen Peroxide into the bottle

o Add soap and food coloring

o Gently swish the Hydrogen Peroxide, soap, and food coloring

 Add sodium iodine in one bottle (bottle 1)

 Observe the phenomena

Exercise Answer the question

1 What are the phenomena of 2 bottles?

2 What makes the different phenomena?

3 Write the chemical equation of reaction

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ALUMINIUM (LESSON: 8.2.) Experiment 17: COKE CAN

Objective

Student know the properties of aluminium (dissolve in base and acid)

Apparatus and Chemical

 Teacher does this experiment

 Prepare 2 beakers (250ml), each beaker contains a piece of coke can (assign beaker 1 and beaker 2)

 Pour sodium hydroxide into beaker 1 and hydrochloric acid into beaker

2

 Observe the experiment (finish the reaction after 10-15 minutes )

Experiment 18: DITECT ALUMINIUM

Objective

Student can distinguish aluminium with other metals

Apparatus and Chemical

 Teacher divides class into smaller groups of 4

 Prepare 2 beakers which contain Al3+ solution (AlCl3)(assign beaker1 and beaker2)

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 Drop ammonia solution into beaker 1 and sodium hydroxide into beaker

2 until no more precipitate is formed

 Continue dropping excess ammonia and sodium hydroxide solution and observe the phenomena

Exercise

a Complete this table

Beaker 1(Al + NaOH) Beaker 2 (Al + HCl) Phenomena

Exothermic/endothermic

reaction

Is there any reaction?

Chemical equation

b Write all the chemical equation in reaction 2

After reaction, what can you conclude?

c Fill in the blank

Aluminium ions do not give a characteristic colour in the flame test The presence of aluminium ions (Al3+) in a compound must be detected by some other methods If an aluminium salt is dissolved in water and sodium hydroxide solution is added, a (1) is formed Other metal ions such as calcium and magnesium also give the similar phenomena However, the aluminium hydroxide precipitate will (2) if (3) sodium hydroxide is added The precipitates of calcium hydroxide and magnesium hydroxide will not do this, they are (4), whereas aluminium hydroxide is amphoteric

An amphoteric substance is a substance that has the ability to act either

as an acid or a base In general, an amphoteric substance possesses both acidic and basic properties, when it reacts with an acid, it acts as (5) and vice versa Some amphoteric substances are: Al2O3, ZnO, H2O, Al(OH)3, Zn(OH)2…

- Teacher concludes about the amphoteric substances

Note:

Aluminium is not an amphoteric substance even it can react with both acid and base (because when Al reacts with NaOH solution, it reacts with H2O first to form Al(OH)3 And so do some other metals such as Zn, Be…

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Experiment 1

Physical

Solid

(ice cube) volume Has a fixed High Has a definite

Liquid

(cool water) Has a fixed volume Moderate to high No definite

shape-takes the shape

of container

Generally flows easily

Gas

(water

vapor)

No fixed volume low No definite shape- takes the shape of

2 The energy (heat) from the alcohol lamp

3 The temperature is constant

Experiment 3

Answer the question

1 The volume is constant

2 Dry ice changes the state, turns into gas (CO2), the balloon is blown

bigger

3 Water increases the temperature of dry ice

4 Yes, it can but it will take more time

Draw the mindmap (reference)

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Experiment 4

1 Use sieve to separate sand and rock (screening)

2 Particle size

3 Use magnet to absorb iron filings

4 Magnetism property of iron filings

Experiment 5

1 Because oil is insoluble in water, they make 2 different phases, the oil

density is lighter so oil phase is above water

2 Solubility, density

3 Water moves up the paper, taking different components along at different

rates and some dots (green, black) begin to separate The runs is stopped just before the solvent front reaches the stop of the paper

4 Green: yellow, blue

black: blue, yellow, red,…

5 The solubility of each color

Experiment 6 (reference)

newspaper change Is the newspaper become a new

yes

…

Experiment 7

No Experiment Physical

change Chemical change Increase atmosphere’s

temperature

Decrease atmosphere’s temperature

1 Newspaper

2 Urea is

dissolved in water

3 Ice cube

27

4 Boiling

water vaporizes

3 NaHCO3 + CH3COOH → CH3COONa + H2CO3 (CO2 + H2O)

Cu + 2AgNO3 → Cu(NO3)2 + 2Ag

• Lime solution

• Dish washing solution

The colour range of red cabbage solution

Experiment 14

1 Each tube gives different level of red colour

2 Because of different concentrations

Experiment 15

pH

28

Complete this table

Experiment a Experiment b Phenomena - There are bubbles on the

surface of vinegar solution

- The balloon is bigger

Urea dissolves in water

equation 2CH+H2O + 2CH3COOH + Na3COONa 2CO3→ CO2 (NHNH32 + CO)2CO + H2 2O →

Answer the questions

1 Neutralization

2 Fertilize plant, store seafood (but this is not a good way because urea

reacts with water to form NH3 which makes food poisonous)

Experiment 16

1) Bottle 1: a lot of foam is made, the soap bubbles move up which makes

the resulting column of foam that gushes out look even more like

toothpaste The reaction is also release a lot of heat

Bottle 2: there are almost no phenomena

2) Sodium iodine

3) 2H O2 2→I− 2H O O2 + 2

Experiment 17, 18

a Complete this table

Beaker 1(Al + NaOH) Beaker 2 (Al +

HCl) Phenomena - There are bubbles on

the surface and hydrogen gas is produced

-The reaction release a lot of heat (than beaker 2)

- after reaction, all the aluminium dissolves

-There are bubbles on the surface and hydrogen gas is produced

-The reaction release a lot of heat

- after reaction, there are some pieces of aluminium still not react

Exothermic/endother

mic reaction Exothermic reaction reaction Exothermic

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reaction?

Chemical equation 2Al + 6H2O → 2Al(OH)3

+ 3H2

Al(OH)3 + NaOH → Na[Al(OH)4]

= 2NaOH + 2Al + 2H2O

→ 2NaAlO2 +3 H2

or 2NaOH + 2Al + 6H2O → 2Na[Al(OH)4] +3 H2

2Al + 6HCl → 2AlCl3 + 3H2

b

• AlCl3 + 3NH3 + 3H2O → Al(OH)3 + 3NH4Cl

AlCl3 + 3NaOH → Al(OH)3 +3 NaCl

Al(OH)3 + NaOH → Na[Al(OH)4]

• Al(OH)3 can be dissolved in excess alkali Strong alkali such as NaOH is needed to dissolve all Al(OH)3

c Fill in the blank

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