Notes on activities for teachers/

technicians for Chapter 6

Activity 6.1
Reacting marble chips with acid
Apparatus and chemicals
conical flask (250 cm3) cotton thread
bung to fit neck of conical flask digital balance
measuring cylinder (25 cm3) powdered marble
small test tube or ignition tube hydrochloric acid solution (2 mol/dm3)

Hazards
H dilute hydrochloric acid solution
Safety
Wear eye protection.
Practical points
Make sure that all of the powdered marble is washed out of the small tube by the acid.
Note
This is a useful experiment for stressing the idea of weighing to constant mass to judge that the reaction has
finished. The student worksheet for Activity 6.1 contains a self-assessment checklist on the drawing up of a
results table (skill AO3.3, Making and recording observations, measurements and estimates).

Answers to questions
A1 limestone and chalk
A2 magnesium carbonate

Additional note
A useful follow-up experiment is to investigate the action of acid on eggshell (see additional experiment
below). This experiment can be used to assess skill AO3.4 (Interpreting and evaluating experimental
observations and data).

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 1
 Activity 6.1 Additional experiment
Is eggshell pure calcium carbonate?
The shells of birds eggs are made from calcium carbonate. But is it pure? In this experiment, you will react
eggshells with hydrochloric acid and try to find how much of the shell is calcium carbonate.
Apparatus and chemicals
beaker (100 cm3)
access to a balance (weighing to 2 decimal places)
dilute hydrochloric acid (2 mol/dm3)
dry eggshell
Safety
Wear eye protection.
Method
1 Take a sample of dry eggshell and break it into small pieces.
2 Weigh a 100 cm3 beaker and then add the broken eggshell to it.
3 Record the new mass and work out the weight of the eggshell.
4 Carefully add 25 cm3 of hydrochloric acid and again record the weight of the beaker and contents.
5 Leave the beaker until the reaction stops and the eggshell has dissolved.
6 Record the new weight of the beaker and contents.
CaCO3 + 2HCl CaCl2 + H2O + CO2
7 How much mass did the beaker and contents lose?
8 Which compound in the equation is responsible for this loss?
9 Using Mr for this compound, how many moles of it were lost?
10 Using the equation, how many moles of calcium carbonate were dissolved?
11 What is the mass of this number of moles of calcium carbonate?
12 Using this figure and the original mass of eggshell, calculate the percentage by mass of calcium carbonate
in eggshell.
13 What are the most likely sources of error in this experiment?
14 How could you try to get a more accurate result?

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 2
 Activity 6.1 Additional experiment
Is eggshell pure calcium carbonate?
Apparatus and chemicals
beaker (100 cm3)
access to a balance (weighing to 2 decimal places)
dilute hydrochloric acid (2 mol/dm3)
dry eggshell
Hazards
C hydrochloric acid
Safety
Wear eye protection throughout the experiment.
Practical points
The shell of a normal hens egg weighs between 5 g and 10 g depending on the size of the egg. This quantity of
shell should be sufficient if a balance weighing to 2 decimal places is used.
Assessment of skill AO3.4 (Interpreting and evaluating experimental observations and data)
Mark scheme
This exercise is only really suitable for assessing skill AO3.4 (Interpreting and evaluating experimental
observations and data). It could produce marks for AO3.1 (Demonstrating knowledge of how to safely use
techniques, apparatus and materials (including following a sequence of instructions where appropriate)) and
AO3.3 (Making and recording observations, measurements and estimates), but not the maximum mark of 6.
The practical procedure here is reasonably straightforward and, if the exercise is not to be used to assess
skill AO3.1, it could be performed as a group activity. The awarding of marks depends chiefly on the correct
completion of the calculation.
The calculation will be rather complex for weaker candidates, especially any studying only the Core (who
will not be familiar with moles). A sheet giving equations and breaking the calculation down into simple
steps could be used but this should limit the mark for skill AO3.4 to a maximum of 4 marks.

6 marks: Calculations are successfully completed with only the aid of the questions on the worksheet. There
is an intelligent appreciation of the (many) sources of error in the experiment and there are some realistic
suggestions for overcoming these.

4 marks: Some help is needed with the calculation but it is completed correctly. For instance, a worksheet
breaking down the calculation into easier stages might be produced. Some comments about errors and
possible solutions are made.

2 marks: Even with help, progress with the calculation is limited but there are some suggestions regarding
difficulties and their solutions.

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 3
 Activity 6.2
Finding the composition of magnesium oxide
This experiment is designed to calculate the formula of magnesium oxide formed when magnesium is heated
in a crucible.
Apparatus and chemicals
magnesium ribbon, 20 cm pipeclay triangle
balance tripod
tongs sandpaper
Bunsen burner heatproof mat
crucible with lid
Hazards
F magnesium ribbon
Safety
Wear eye protection and take care handling the hot crucible and lid.
Practical points
Make sure the magnesium ribbon has been cleaned with sandpaper before use.
Care must be taken not to allow magnesium oxide dust to escape as a smoke when opening the crucible lid
to allow air in.
The alternative method using bottle tops is novel and raises points for discussion. The plastic liners of the
tops must be removed or burnt out before the tops are used for the experiment.
Note
By using a class set of results, a graph can be drawn of the mass of oxygen combined against the mass of
magnesium used.

Answers to questions
A1 The plotting of a class set of results and making deductions from values obtained from the graph helps
eliminate errors present in any one set of individual results.
A2 Incomplete reaction of all the magnesium / loss of magnesium oxide as a white smoke when lid is lifted
A3 Discuss and examine the results the crucible method allows for better access to the air during the
experiment / the bottle-top method minimises loss of magnesium oxide as smoke.

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 4
 Activity 6.3
The effect of varying the quantity of a reactant
Apparatus and chemicals
magnesium ribbon, 15 cm ruler
sandpaper scissors
dilute sulfuric acid (2 mol/dm3) trough for water
two measuring cylinders (10 cm3 and 50 cm3) boiling tube
two retort stands, with clamps delivery tube and bung

Hazards
C dilute sulfuric acid
F magnesium ribbon
Safety
Wear eye protection. Sulfuric acid is corrosive.
Note
The results are plotted on a graph. The generic self-assessment checklist for graphing can therefore be used
with this experiment.

Answers to questions
A1 This means that there is no loss in volume of the gas because some of it has dissolved in the water. It
would be possible to collect the gas and measure its volume using a gas syringe.
A2 Use a lighted splint. Put the lighted splint into the gas and there will be a shrill pop.
A3 That substances react in fixed proportions / that the amount of gas produced can be limited by the
amount of one of the reactants present if they are not in the correct proportions defined by the
equation one of the reactants will be in excess

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 5
 Activity 6.4
Determining the concentration of a hydrochloric acid solution
Apparatus and chemicals
burette (50 cm3) wash bottle with distilled water
pipette (25 cm3) pipette filler
small filter funnel dilute hydrochloric acid (approx. 0.2 mol/dm3)
conical flasks (250 cm3) sodium carbonate solution (approx. 0.1 mol/dm3 but known accurately)
white tile methyl orange indicator
burette stand and clamp
Hazards
H dilute hydrochloric acid
Safety
Wear eye protection.
Practical points
This experiment uses methyl orange as indicator and so detects the total neutralisation of the sodium
carbonate solution. It can be useful to repeat the experiment with phenolphthalein solution and discuss the
different result that is produced by detecting the partial neutralisation of the carbonate.
Notes
This experiment introduces the idea of a standard solution and hence the importance of titration as a method
for analysis of unknown solutions.
Additional note
Exercise 6.5 in the Workbook on finding the mass of 5 cm of magnesium ribbon can be used as a practical
experiment. The following are some notes on this experiment:

1 mol/dm3 sulfuric acid gives a sufficient excess and a reasonable rate of gas production. 0.5 mol/dm3
would also work.
It is a good idea to weigh a longer piece of magnesium ribbon, about 50 cm, after the experiment and then
to find the weight of 5 cm by division.
The planning part of the experiment can be carried out but it is best to use a minimum amount of acid to
avoid sulfur dioxide being given off when heating to dryness.

Answers to questions
A1 A standard solution is one whose concentration is known accurately and is stable the sodium
carbonate solid can be weighed accurately and the concentration is not affected by storage.
A2 sodium carbonate + hydrochloric acid sodium chloride + carbon dioxide + water
Na2CO3 + 2HCl 2NaCl + CO2 + H2O

Note
Titrations such as this can be carried out using microscale apparatus; a method is described in the following
additional experiment.

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 6
 Activity 6.4 Additional experiment Microscale method
To determine the concentration of a solution of hydrochloric acid
Apparatus and chemicals
ComboPlate white laminated sheet (to help see the indicator change)
microtitration kit standard 0.05 mol/dm3 sodium carbonate solution
propette hydrochloric acid
microspatula methyl orange indicator

Safety
Wear eye protection. Hydrochloric acid is corrosive.
Method
The microburette apparatus used is shown in the diagram. The base of the microstand should be positioned
in well D2 and the two plastic arms placed in the way shown.
plunger

syringe

silicone tube

microburette stand
microstand
plastic arms

plastic tip

Comb
oPlate

1 Rinse out your microburette (2 cm3 graduated pipette) with the standard hydrochloric acid solution.
a Fill it up to the zero mark with the solution of hydrochloric acid. Make sure that there are no air bubbles
in the disposable tip.
b Place the microburette in the microburette stand as shown in the diagram.
c Ensure that the disposable tip is not directly over the wells to be used.
2 Rinse out the propette (or micropipette) with the standard sodium carbonate solution.
3 Add 1 cm3 of sodium carbonate solution separately to wells F1, F2 and F3 in the ComboPlate.
4 Add 1 drop of methyl orange indicator to each well.
5 Move the end of the microburette so that it is positioned over well F1.
6 a Carry out a rough titration of the hydrochloric acid against the sodium carbonate solution by adding
0.1 cm3 at a time.
b After each addition, stir the mixture with a microspatula.
c Continue adding the acid to the sodium carbonate until the yellow colour just changes to orange. If it
goes red, you have gone past the end-point.
d Read the volume of solution from the microburette and record it in your results table. The volume
added is called the titre.
e If necessary, refill your microburette.

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 7
 7 Carry out an accurate titration with the sodium carbonate in wells F2 and F3.
a Add the hydrochloric acid quickly to the sodium carbonate solution until you get within 0.100 cm3 of
your rough titre.
b Now add a drop at a time until the colour change to orange just occurs.
c Note your result in the results table.
8 Repeat the titration until you get results which are within 0.010 cm3 of each other.*

*As you get more skilled in your titration techniques, try to get this figure down to 0.005 cm3 by using the
micropipette.
Results
Volume of acid
Titration 1 Titration 2 Titration 3
added / cm3
Final volume / cm3

Starting volume / cm3

Volume added (titre) / cm3

Use the average of the two titres which are within 0.010 cm3 of each other. Volume of acid required
= cm3
The concentration of the sodium carbonate = 0.0500 mol/dm3
The equation for the reaction is:

Na2CO3(aq) + 2HCl(aq) 2NaCl(aq) + CO2(g) + H2O(l)

The equation shows that mol of HCl react with 1 mol of sodium carbonate.
The number of moles of sodium carbonate = (0.05/1000) 1
= 5 105 moles
Number of moles of acid = .. moles
Concentration of acid = (number of moles acid/volume used in cm3) 1000
= . mol/dm3
Carry out your calculations using your average titre.

Conclusions
The sodium carbonate solution is a standard solution. Explain what is meant by the term standard solution.
..
..

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 8
 Activity 6.4 Additional experiment Microscale method
To determine the concentration of a solution of hydrochloric acid
This experiment is useful:
to explain how the titration of a standard solution (the sodium carbonate) against the acid with the
unknown concentration can be used to find the concentration of the latter
to introduce students to the concepts of rough and accurate titres and to explain the difference between
them emphasises the reason for doing a rough titration and, subsequently, what is required of the
accurate titres.
Apparatus and chemicals
ComboPlate white laminated sheet (to help see the indicator change)
microtitration kit standard 0.05 mol/dm3 sodium carbonate solution
propette hydrochloric acid
microspatula methyl orange indicator

Hazards
H hydrochloric acid, sodium carbonate solution
Safety
Wear eye protection. The acid and sodium carbonate are both irritants at these concentrations.
Practical points
To add less than 1 drop of acid, the syringe is very slightly compressed so that a fraction of a droplet can
be seen coming from the tip of the microburette. The microspatula handle can be used to transfer this
fraction of a drop into the reaction mixture and then stirred.
The acid and the sodium carbonate solutions can be dispensed into labelled boiling tubes.
The concentration of the acid is not critical as long as it is greater than 0.100 mol/dm3; this means that the
students will need less than 1.00 cm3 to reach the end-point.
The storage and dispensing of the kits is a matter of preference in that they can be put into plastic
containers and each container can be for one student; or the parts can be put into separate containers and
dispensed from the front of the class.
This experiment is particularly good for weaker students because the masses and volumes make the
maths easy.
It is helpful if a large trough/plastic bowl is used which allows the measuring cylinder to be put on its side.
This makes it easier to fill the cylinder with water.

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 9
 Activity 6.5
Interpreting data on the solubility of solids and gases in water
In quantitative chemistry, the concentration of a solution is usually measured in moles per cubic decimetre
(mol/dm3). However, when the solubility of a substance is measured, the units are often given in g of
solute/100 cm3 of water. This activity gives students experience in the plotting and interpretation of data using
these different units for both solids and gases.

Plotting a solubility curve

Answers to questions
A1 71 g/100 g water
A2 33 C
A3 40 g

Interpreting graphs

Answers to questions
A1 A
A2 E
A3 B
A4 E
A5 D

The solubility of gases

Apparatus and chemicals
boiling tube and holder
soda water or sparkling water (do not use other fizzy drinks as they contain other acids)
methyl red indicator
dropping pipette
Bunsen burner

Answers to question
A1 The carbon dioxide is released as the sparkling water is heated so the solution becomes less acidic. The
pH increases and the indicator changes colour.

Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 6 10