Notes on activities for teachers/

technicians for Chapter 8

Activity 8.1
Extracting metals with charcoal
Apparatus and chemicals
small, hard-glass test tubes (or ignition tubes) Bunsen burner
test-tube holder powdered charcoal
test-tube rack copper(ii) oxide
spatula lead(ii) oxide
heatproof mat weighing dish

Hazards
T lead(ii) oxide
Safety
Wear eye protection.
Practical points
Be careful to note the difference between the two experiments: in experiment 2, the charcoal is layered
carefully on top of the copper oxide, rather than the two powders being mixed together.

Answers to questions
A1 lead(ii) oxide + carbon → lead + carbon dioxide
2PbO + C → 2Pb + CO2
copper(ii) oxide + carbon → copper + carbon dioxide
2CuO +C → 2Cu + CO2

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 8 1
 Activity 8.2
Reacting iron wool with steam
In this demonstration, steam is passed over red-hot iron wool. The gas produced in the reaction is collected
and tested with a lighted splint.
Apparatus and chemicals
steam generator and delivery tubing
Bunsen burner
tripod and gauze
wide glass tubing and bungs
boiling tubes for gas collection
water trough
iron wool

Answers to questions
A1 black
A2 3Fe + 4H2O → Fe3O4 + 4H2

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 8 2
 Activity 8.3
Displacement reactions of metals
Apparatus and chemicals
three boiling tubes copper(ii) sulfate solution (0.5 mol/dm3)
measuring cylinder (10 cm3 or 25 cm3) zinc powder
test-tube rack iron powder
spatula stopclock
zinc sulfate solution (0.5 mol/dm3) stirring thermometer (−10 to 110 °C)
magnesium powder
Hazards
F magnesium powder, zinc powder
H copper(ii) sulfate solution
Safety
Wear eye protection.
Practical points
◆ The solutions of metal salts need to be reasonably concentrated, about 0.5 mol dm−3.
◆ Fine iron filings work better than iron powder.
◆ After question A2 has been answered, the experiment with zinc and iron sulfate could be tried to check the
prediction. The iron(ii) sulfate would have to be freshly made, without the usual stabilising acid, otherwise
the results would be inaccurate.
Note
A mark scheme for using this activity to assess skill AO3.4 (Interpreting and evaluating experimental
observations and data) is included here. This activity could also be used to assess skill AO3.3 (Making and
recording observations, measurements and estimates) but it is not ideal for skill AO3.1 (Demonstrating
knowledge of how to safely use techniques, apparatus and materials (including following a sequence of
instructions where appropriate).
Assessment of skill AO3.4 (Interpreting and evaluating experimental observations and data)
Mark scheme
6 marks: Three graphs are plotted using the same axes. Scale is devised so that it is suitable for all three
graphs. Axes are labelled with quantities and units. Smooth curves are drawn for each combination. A valid
answer is provided for question A2 with a realistic estimate of the temperature change. Suitable comments
about sources of error and their avoidance are made.

4 marks: Graph may be inadequate in some way or help may have been given. The answer to question A2 is
given but may be in error or with a confused reason. Only a comment about possible errors is made.

2 marks: Graph requires a great deal of help or is inaccurate. Little attempt is made to address question A2.

Answers to questions
A1 The reaction would be exothermic, but the rise in temperature would not be as great as that observed
when zinc reacts with copper sulfate solution.
A2 Carry out the experiments in polystyrene cups to prevent heat loss / or lag the boiling tube with cotton
wool / take more frequent temperature readings to find the maximum temperature reached more
accurately.

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 8 3
 Activity 8.4
The reactivity series
This activity uses microscale ComboPlates® or white spotting tiles to investigate the reactions between
powdered metals and their solutions. This observational exercise allows the metals to be placed in series
depending on their reactivity.
Apparatus and chemicals
ComboPlate® iron(ii) sulfate solution (1 mol/dm3)
four propettes magnesium sulfate solution (1 mol/dm3)
microspatula zinc sulfate solution (1 mol/dm3)
tissue (for cleaning the microspatula) a supply of the metal powders – copper, iron, magnesium and zinc
copper(ii) sulfate solution (1 mol/dm3)

Hazards
F magnesium powder, zinc powder
H copper(ii) sulfate solution
Safety
Wear eye protection.
Practical points
◆ If students are using a ComboPlate®, the aqueous solutions can be placed in the large wells which will
therefore act as reservoirs when they do several experiments.
◆ The secret to seeing the reactions is to add small amounts of the metal powders. Colour changes will occur
and the metals may change in their appearance.

Answers to questions
A1 copper + chromium sulfate → no reaction
magnesium + chromium sulfate → magnesium sulfate + chromium
chromium + copper sulfate → copper + chromium sulfate
A2 Add chromium to solutions of zinc ions (zinc sulfate) and iron ions (iron(ii) sulfate) and observe. Add
iron and zinc metal powders to chromium sulfate solution. Observe what happens.
A3 The ionic equations are as follows:

Fe + Cu2+ → Fe2+ + Cu
Cu + Mg2+ → no reaction
Mg + Fe2+ → Mg2+ + Fe
Zn + Cu2+ → Zn2+ + Cu
Fe + Mg2+ → no reaction

The reactions are redox reactions because the oxidation states of the reactants change.

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 8 4
 Activity 8.5
Investigating electrochemical cells
This activity investigates the voltage generated when strips of different metals are combined with copper to
make an electrochemical cell.
Apparatus and chemicals
strips of metal, e.g. copper, zinc, magnesium, iron
voltmeter
an electrolyte solution (sodium chloride solution or dilute sulfuric acid)
connecting wires)
small beakers (25 cm3 or 50 cm3)
(For extension: solutions of appropriate metal salts, such as copper(ii) sulfate, at 1 mol/dm3 to match the
metal strips used and saturated potassium nitrate solution for salt bridge)
Hazards
H dilute sulfuric acid
(H copper(ii) sulfate solution (1 mol/dm3), for extension)
Safety
Wear eye protection.
Practical points
A novel addition to this activity is to make a cell using a fruit or potato. The voltage generated can be used to
power a digital timer!
Metal strips dipped in solutions of appropriate metal salts are linked with a salt bridge. The salt bridge can
be a U-tube filled with a saturated solution of potassium nitrate in agar gel or simply a rolled strip of filter
paper soaked in the saturated solution. The voltages produced are again measured with a voltmeter.

Answers to questions
A1 The more reactive the metal, the higher the voltage achieved when connected in a cell with copper.
A2 the heat energy given out when the metal displaces copper from a solution of, say, copper(ii) sulfate

© Cambridge University Press 2014 IGCSE Chemistry Notes on activities for teachers/technicians: Chapter 8 5