Chemistry_Grade_10-12 | Chemical Compounds | Chemical Bond

FHSST Authors

The Free High School Science Texts: Textbooks for High School Students Studying the Sciences Chemistry Grades 10 - 12

Version 0 November 9, 2008

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FHSST Editors
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FHSST Contributors
Rory Adams ; Prashant Arora ; Richard Baxter ; Dr. Sarah Blyth ; Sebastian Bodenstein ; Graeme Broster ; Richard Case ; Brett Cocks ; Tim Crombie ; Dr. Anne Dabrowski ; Laura Daniels ; Sean Dobbs ; Fernando Durrell ; Dr. Dan Dwyer ; Frans van Eeden ; Giovanni Franzoni ; Ingrid von Glehn ; Tamara von Glehn ; Lindsay Glesener ; Dr. Vanessa Godfrey ; Dr. Johan Gonzalez ; Hemant Gopal ; Umeshree Govender ; Heather Gray ; Lynn Greeff ; Dr. Tom Gutierrez ; Brooke Haag ; Kate Hadley ; Dr. Sam Halliday ; Asheena Hanuman ; Neil Hart ; Nicholas Hatcher ; Dr. Mark Horner ; Robert Hovden ; Mfandaidza Hove ; Jennifer Hsieh ; Clare Johnson ; Luke Jordan ; Tana Joseph ; Dr. Jennifer Klay ; Lara Kruger ; Sihle Kubheka ; Andrew Kubik ; Dr. Marco van Leeuwen ; Dr. Anton Machacek ; Dr. Komal Maheshwari ; Kosma von Maltitz ; Nicole Masureik ; John Mathew ; JoEllen McBride ; Nikolai Meures ; Riana Meyer ; Jenny Miller ; Abdul Mirza ; Asogan Moodaly ; Jothi Moodley ; Nolene Naidu ; Tyrone Negus ; Thomas O’Donnell ; Dr. Markus Oldenburg ; Dr. Jaynie Padayachee ; Nicolette Pekeur ; Sirika Pillay ; Jacques Plaut ; Andrea Prinsloo ; Joseph Raimondo ; Sanya Rajani ; Prof. Sergey Rakityansky ; Alastair Ramlakan ; Razvan Remsing ; Max Richter ; Sean Riddle ; Evan Robinson ; Dr. Andrew Rose ; Bianca Ruddy ; Katie Russell ; Duncan Scott ; Helen Seals ; Ian Sherratt ; Roger Sieloff ; Bradley Smith ; Greg Solomon ; Mike Stringer ; Shen Tian ; Robert Torregrosa ; Jimmy Tseng ; Helen Waugh ; Dr. Dawn Webber ; Michelle Wen ; Dr. Alexander Wetzler ; Dr. Spencer Wheaton ; Vivian White ; Dr. Gerald Wigger ; Harry Wiggins ; Wendy Williams ; Julie Wilson ; Andrew Wood ; Emma Wormauld ; Sahal Yacoob ; Jean Youssef Contributors and editors have made a sincere effort to produce an accurate and useful resource. Should you have suggestions, find mistakes or be prepared to donate material for inclusion, please don’t hesitate to contact us. We intend to work with all who are willing to help make this a continuously evolving resource!

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iii

iv

Contents
I II Introduction Matter and Materials 1 3
5 5 6 6 7 9 9 9

1 Classification of Matter - Grade 10 1.1 Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.2 Heterogeneous mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . Homogeneous mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . Separating mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Pure Substances: Elements and Compounds . . . . . . . . . . . . . . . . . . . . 1.2.1 1.2.2 Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.3 1.4

Giving names and formulae to substances . . . . . . . . . . . . . . . . . . . . . 10 Metals, Semi-metals and Non-metals . . . . . . . . . . . . . . . . . . . . . . . . 13 1.4.1 1.4.2 1.4.3 Metals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Non-metals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Semi-metals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

1.5 1.6 1.7 1.8

Electrical conductors, semi-conductors and insulators . . . . . . . . . . . . . . . 14 Thermal Conductors and Insulators . . . . . . . . . . . . . . . . . . . . . . . . . 15 Magnetic and Non-magnetic Materials . . . . . . . . . . . . . . . . . . . . . . . 17 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 21

2 What are the objects around us made of? - Grade 10 2.1 2.2

Introduction: The atom as the building block of matter . . . . . . . . . . . . . . 21 Molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 2.2.1 Representing molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

2.3 2.4 2.5 2.6

Intramolecular and intermolecular forces . . . . . . . . . . . . . . . . . . . . . . 25 The Kinetic Theory of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 The Properties of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 35

3 The Atom - Grade 10 3.1

Models of the Atom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 3.1.1 3.1.2 The Plum Pudding Model . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Rutherford’s model of the atom v . . . . . . . . . . . . . . . . . . . . . . 36

CONTENTS 3.1.3 3.2

CONTENTS The Bohr Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

How big is an atom? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 3.2.1 3.2.2 How heavy is an atom? . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 How big is an atom? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

3.3

Atomic structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 3.3.1 3.3.2 The Electron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 The Nucleus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

3.4 3.5

Atomic number and atomic mass number . . . . . . . . . . . . . . . . . . . . . 40 Isotopes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 3.5.1 3.5.2 What is an isotope? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Relative atomic mass . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

3.6

Energy quantisation and electron configuration . . . . . . . . . . . . . . . . . . 46 3.6.1 3.6.2 3.6.3 3.6.4 3.6.5 The energy of electrons . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Energy quantisation and line emission spectra . . . . . . . . . . . . . . . 47 Electron configuration . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Core and valence electrons . . . . . . . . . . . . . . . . . . . . . . . . . 51 The importance of understanding electron configuration . . . . . . . . . 51

3.7

Ionisation Energy and the Periodic Table . . . . . . . . . . . . . . . . . . . . . . 53 3.7.1 3.7.2 Ions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Ionisation Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

3.8

The Arrangement of Atoms in the Periodic Table . . . . . . . . . . . . . . . . . 56 3.8.1 3.8.2 Groups in the periodic table . . . . . . . . . . . . . . . . . . . . . . . . 56

Periods in the periodic table . . . . . . . . . . . . . . . . . . . . . . . . 58

3.9

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 63

4 Atomic Combinations - Grade 11 4.1 4.2 4.3 4.4

Why do atoms bond? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Energy and bonding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 What happens when atoms bond? . . . . . . . . . . . . . . . . . . . . . . . . . 65 Covalent Bonding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 4.4.1 The nature of the covalent bond . . . . . . . . . . . . . . . . . . . . . . 65

4.5 4.6

Lewis notation and molecular structure . . . . . . . . . . . . . . . . . . . . . . . 69 Electronegativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 4.6.1 4.6.2 Non-polar and polar covalent bonds . . . . . . . . . . . . . . . . . . . . 73 Polar molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

4.7

Ionic Bonding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 4.7.1 4.7.2 4.7.3 The nature of the ionic bond . . . . . . . . . . . . . . . . . . . . . . . . 74 The crystal lattice structure of ionic compounds . . . . . . . . . . . . . . 76 Properties of Ionic Compounds . . . . . . . . . . . . . . . . . . . . . . . 76

4.8

Metallic bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 4.8.1 4.8.2 The nature of the metallic bond . . . . . . . . . . . . . . . . . . . . . . 76 The properties of metals . . . . . . . . . . . . . . . . . . . . . . . . . . 77 vi

CONTENTS 4.9 Writing chemical formulae 4.9.1 4.9.2

CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

The formulae of covalent compounds . . . . . . . . . . . . . . . . . . . . 78 The formulae of ionic compounds . . . . . . . . . . . . . . . . . . . . . 80

4.10 The Shape of Molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 4.10.1 Valence Shell Electron Pair Repulsion (VSEPR) theory . . . . . . . . . . 82 4.10.2 Determining the shape of a molecule . . . . . . . . . . . . . . . . . . . . 82 4.11 Oxidation numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 4.12 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 5 Intermolecular Forces - Grade 11 5.1 5.2 5.3 5.4 91

Types of Intermolecular Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Understanding intermolecular forces . . . . . . . . . . . . . . . . . . . . . . . . 94 Intermolecular forces in liquids . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 101

6 Solutions and solubility - Grade 11 6.1 6.2 6.3 6.4

Types of solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Forces and solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Solubility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 107

7 Atomic Nuclei - Grade 11 7.1 7.2 7.3

Nuclear structure and stability . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 The Discovery of Radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Radioactivity and Types of Radiation . . . . . . . . . . . . . . . . . . . . . . . . 108 7.3.1 7.3.2 7.3.3 Alpha (α) particles and alpha decay . . . . . . . . . . . . . . . . . . . . 109 Beta (β) particles and beta decay . . . . . . . . . . . . . . . . . . . . . 109 Gamma (γ) rays and gamma decay . . . . . . . . . . . . . . . . . . . . . 110 Natural background radiation . . . . . . . . . . . . . . . . . . . . . . . . 112 Man-made sources of radiation . . . . . . . . . . . . . . . . . . . . . . . 113

7.4

Sources of radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 7.4.1 7.4.2

7.5 7.6 7.7 7.8

The ’half-life’ of an element . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 The Dangers of Radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 The Uses of Radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Nuclear Fission 7.8.1 7.8.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 The Atomic bomb - an abuse of nuclear fission . . . . . . . . . . . . . . 119 Nuclear power - harnessing energy . . . . . . . . . . . . . . . . . . . . . 120

7.9

Nuclear Fusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 7.10.1 Age of Nucleosynthesis (225 s - 103 s) . . . . . . . . . . . . . . . . . . . 121 7.10.2 Age of Ions (103 s - 1013 s) . . . . . . . . . . . . . . . . . . . . . . . . . 122 7.10.3 Age of Atoms (1013 s - 1015 s) . . . . . . . . . . . . . . . . . . . . . . . 122 7.10.4 Age of Stars and Galaxies (the universe today) . . . . . . . . . . . . . . 122

7.10 Nucleosynthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

7.11 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 vii

CONTENTS 8 Thermal Properties and Ideal Gases - Grade 11 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9

CONTENTS 125

A review of the kinetic theory of matter . . . . . . . . . . . . . . . . . . . . . . 125 Boyle’s Law: Pressure and volume of an enclosed gas . . . . . . . . . . . . . . . 126 Charles’s Law: Volume and Temperature of an enclosed gas . . . . . . . . . . . 132 The relationship between temperature and pressure . . . . . . . . . . . . . . . . 136 The general gas equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 The ideal gas equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Molar volume of gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Ideal gases and non-ideal gas behaviour . . . . . . . . . . . . . . . . . . . . . . 146 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 151

9 Organic Molecules - Grade 12 9.1 9.2 9.3 9.4

What is organic chemistry? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Sources of carbon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Unique properties of carbon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Representing organic compounds . . . . . . . . . . . . . . . . . . . . . . . . . . 152 9.4.1 9.4.2 9.4.3 Molecular formula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Structural formula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Condensed structural formula . . . . . . . . . . . . . . . . . . . . . . . . 153

9.5 9.6 9.7

Isomerism in organic compounds . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Functional groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 The Hydrocarbons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 9.7.1 9.7.2 9.7.3 9.7.4 9.7.5 9.7.6 9.7.7 9.7.8 9.7.9 The Alkanes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Naming the alkanes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Properties of the alkanes . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Reactions of the alkanes . . . . . . . . . . . . . . . . . . . . . . . . . . 163 The alkenes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Naming the alkenes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 The properties of the alkenes . . . . . . . . . . . . . . . . . . . . . . . . 169 Reactions of the alkenes . . . . . . . . . . . . . . . . . . . . . . . . . . 169

The Alkynes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

9.7.10 Naming the alkynes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 9.8 The Alcohols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 9.8.1 9.8.2 9.9 Naming the alcohols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Physical and chemical properties of the alcohols . . . . . . . . . . . . . . 175

Carboxylic Acids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 9.9.1 9.9.2 Physical Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Derivatives of carboxylic acids: The esters . . . . . . . . . . . . . . . . . 178

9.10 The Amino Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 9.11 The Carbonyl Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 9.12 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 viii

CONTENTS 10 Organic Macromolecules - Grade 12

CONTENTS 185

10.1 Polymers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 10.2 How do polymers form? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 10.2.1 Addition polymerisation . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 10.2.2 Condensation polymerisation . . . . . . . . . . . . . . . . . . . . . . . . 188 10.3 The chemical properties of polymers . . . . . . . . . . . . . . . . . . . . . . . . 190 10.4 Types of polymers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 10.5 Plastics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 10.5.1 The uses of plastics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 10.5.2 Thermoplastics and thermosetting plastics . . . . . . . . . . . . . . . . . 194 10.5.3 Plastics and the environment . . . . . . . . . . . . . . . . . . . . . . . . 195 10.6 Biological Macromolecules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 10.6.1 Carbohydrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 10.6.2 Proteins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 10.6.3 Nucleic Acids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 10.7 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

III

Chemical Change

209
211

11 Physical and Chemical Change - Grade 10

11.1 Physical changes in matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 11.2 Chemical Changes in Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 11.2.1 Decomposition reactions . . . . . . . . . . . . . . . . . . . . . . . . . . 213 11.2.2 Synthesis reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 11.3 Energy changes in chemical reactions . . . . . . . . . . . . . . . . . . . . . . . . 217 11.4 Conservation of atoms and mass in reactions . . . . . . . . . . . . . . . . . . . . 217 11.5 Law of constant composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 11.6 Volume relationships in gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 11.7 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 12 Representing Chemical Change - Grade 10 223

12.1 Chemical symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 12.2 Writing chemical formulae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

12.3 Balancing chemical equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 12.3.1 The law of conservation of mass . . . . . . . . . . . . . . . . . . . . . . 224 12.3.2 Steps to balance a chemical equation . . . . . . . . . . . . . . . . . . . 226

12.4 State symbols and other information . . . . . . . . . . . . . . . . . . . . . . . . 230 12.5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 13 Quantitative Aspects of Chemical Change - Grade 11 233

13.1 The Mole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 13.2 Molar Mass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 13.3 An equation to calculate moles and mass in chemical reactions . . . . . . . . . . 237 ix

. . . . . 257 14. . . . . . . .2 Reversible reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274 15. . . . . . . . . . . . . . . . . . . . . . . .1. . . . . . . . . . . . .CONTENTS 13. . . . . . . . . . . . . . . . . . 259 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 16. . . . . . . . . . . . . . . 252 14 Energy Changes In Chemical Reactions . . . . . . . . . . . . . . .1. . . . . . . . . . . . . . . .3 Conjugate acid-base pairs . . . . . . . . . . . . . 302 16. . . . . . . . . . . . . . . 302 16. . . . . . . . . . . . . . . . .2 Redox reactions . 255 14. . . . . . . . . 269 15. . . . . . . . . . . . . . . . . . . . . .3 Substitution reactions . . . . . . . . . . . . .1 Acid-base reactions .4 Summary . .6. . . .2. . . . . . . . . . . . .3 Reaction rates and collision theory . . . . . . 297 16. . . . . . . . 247 13.4 Acid-base reactions .2. .2 Elimination reactions . . . . . . .6 Molar Volumes of Gases . . . . . . . . . . . . 267 15. . . . . . . . . . . . . . .Grade 11 267 15. . . . .1 What causes the energy changes in chemical reactions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 15. . . . . . . . . . 264 15 Types of Reactions . . . . . . . . . . . .7 Summary . . . . . . . . . . . 255 14. . . . . . . . . . . 280 15. . . . . . . . . . 242 13. . .Grade 11 255 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. . .Grade 12 287 16. .5 The Composition of Substances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Examples of endothermic and exothermic reactions . . . . . . . . . 260 14. . . . . .3 Chemical equilibrium . . . . . .1 Oxidation and reduction . . . . . . . . . . . . . . . . .7 The equilibrium constant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. . . .2 Defining acids and bases . . . . . . . . . . . . . . . . . .1. . . . . . . . . . . . . . . . . 281 15. . . . . . . . . . . . .2 Factors affecting reaction rates . . . . .3 Addition. .5 Acid-carbonate reactions . . . . . . . . . . . . .1 Introduction . . . . . 295 16. . . . . . . .6. . . . . . . . . . . . .1 Addition reactions . . . 300 16. . . . . . 287 16. . . . . . . . . . . . . . . . . . . . .9 Summary . . . . . . .5 Spontaneous and non-spontaneous reactions . 278 15. . . . . . . . . . . .6 Chemical equilibrium . 246 13. . . . . . . . . . . . . . . .6 Activation energy and the activated complex . . . . . . 289 16. . .4 Measuring Rates of Reaction . . . . . . . . . . . . . . .5 Mechanism of reaction and catalysis . 303 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 13. . . . . . . . . . .3 The heat of reaction . . . . . . .7 Molar concentrations in liquids . . . . . . . . 282 15. . . . . . . . . . . . 239 13. . . . . . . . . .6. . . . . . . . . .8 Stoichiometric calculations . . . . . . . . . . . . . . .1. . . . . . 267 15. . 283 16 Reaction Rates . . . . . . . . . .1 Open and closed systems . . . . . . . . . . . . . . . . . . . . . .2 Exothermic and endothermic reactions . . . . 270 15. . . . . . . . . . 304 x . . .1. . . . . . . . . . 267 15. . . . . . . . . . . . .1 What are acids and bases? . . . . . . . . . 280 15. . . . . . . . . . . . . . . . . . . . . . . substitution and elimination reactions . . . . .3. . . . . .4 Molecules and compounds CONTENTS . . . . . . . 261 14. . . . . . . . . . . . . . . .2 Redox reactions . . . . . . . . . . . . . .

.8. . . . . . . . . . . . . . 310 16. .1 Introduction . . . . . . . . . . . . . . . . .3 The Electrolytic cell . . . . . . 325 17. . . .10Summary . .3 Extraction of aluminium . . . . . . . . . . . 355 18. . . . . . . . . . . 323 17. . . . . . . . . . . . . . . . . 330 17. . . . . . . . . . . . . . .4 The microscopic structure of water . . . . . . . . . . . 326 17. . . . . . . . . . . . .3 Measuring electrode potential . . . . . . . . . . . . 329 17. . . . . . . . . . . . .4. . . . .3 The Galvanic cell . . . . . . . 348 17. . . . . 310 16. 328 17. . . . . . . . . . . . .6 Applications of electrochemistry . . . . . . .4. . . . .4. . . . .7 Uses of standard electrode potential . . . . . . . . . . 342 17. . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . . .5 Standard electrode potentials . . . . . . 347 17. . . . 320 17. . . . . . . . .2 The production of chlorine . . . . . . . . . . . . . . . .2. . . . . . . . . . .2 The importance of water . 324 17. .9 Industrial applications . . .3. . . . . . . . . . . . . . . . . . . . 328 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 The meaning of kc values . . . . . . . . .6. . . . . . . . . . . . . . . . . . . . . . . . . . .2. . .4. . . .3. . . . . . . . . . . . . . . . . . . . . 327 17. . . . . . . . . . .4.1 Electroplating . . . . . . .3 A comparison of galvanic and electrolytic cells . . . . . . . . . . . 356 18. 349 IV Chemical Systems 353 355 18 The Water Cycle . . . . . .6. . . 338 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322 17. . . . . . . . . . . . . . . . . . . . . 355 18. . . .4. 321 17. . . . . . . . . . . . . . . . . . . 310 16. . . . 312 16. . . . . . . .2. . .4 Standard Electrode Potentials . . . 359 xi . . .8. . . . . . 349 17. .Grade 10 18. . . . . . . . . . . . . .2 The effect of temperature on equilibrium . . . . . . . . . . . . . . . . .4 The standard hydrogen electrode . . . . . . . . . . . . . . . . 333 17.CONTENTS CONTENTS 16. . . . . . . . . . . . . . . . . . . . . .2 The electrolysis of water . . .Grade 12 319 17. . . . . .1 The effect of concentration on equilibrium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319 17. . . . . . . . . . . . . . . . .3. .7. . . .1 Introduction . . . . . . . . . . . .6. . . . . . . . . . . . . . . . . . .3 The movement of water through the water cycle . . . .5 Balancing redox reactions . . . . . . . . . . . . . . . . . . . 305 16. . . . . . . .8. . . . . . . 329 17. . . . . . . . . . . . . . . .6 Combining half cells . . . . . . . . . . . .7 Summary . . . . . . . . . . . . . . . . . . .4 Uses and applications of the galvanic cell . . . . . . . . . .2 The Galvanic Cell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Calculating the equilibrium constant . . . 306 16. . . . . . . . . . . . . . . . . . . . . 316 17 Electrochemical Reactions . . . . . . . . . .1 The electrolysis of copper sulphate . . . . . . . . . .2. . . . . . . . . . . 337 17. . . .8 Le Chatelier’s principle . . . 315 16. . .2 Components of the Zn-Cu cell . . . . . . . .7. . . . .2 Equilibrium reactions in half cells . . . . . . . . . . . . . . . . . . . . . . . . . .3 The effect of pressure on equilibrium . . . . . . 330 17. . . . . . . . . . . . . . . . . . . . .1 The different reactivities of metals . . . 347 17. . . .1 Half-cell reactions in the Zn-Cu cell . . . . . . . . . . . . . . . .

. . . . . . .4 The Importance of the Hydrosphere . . . . . . . . . . . . . . . . . . . 360 18. . . . . . . . . . . . .Grade 10 377 20. . . . . . . .2 Hydrogen bonding in water molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 The industrial fixation of nitrogen . . . . . . .8. . . . . . 387 20. . . . . . . . . . . 392 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372 19. . . . . . . . . . . . . . . . . . .4 Test for bromides and iodides .1 Dissociation in water . . . . . . . . . . 369 19. . . . . . . . . . . .4 Acid rain . . . . . 377 20. . . . . . . . . . . . . . . . . . . . . . . .1 Introduction . . . . . . . . . .1 The polar nature of water . . . . . . . . 393 20. . . . . . . . . . . . . . .4. . . .3 A brief history of mineral use . . . . . . . . . . . 394 21 The Lithosphere . .5. . . . . . . . .5 Ions in aqueous solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397 21. 398 21. . . 379 20. 369 19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Water conservation . . . . . . . . 363 18. . 379 20. . . .5 Human Influences on the Nitrogen Cycle . . . . . . . . .2 Interactions of the hydrosphere . . . . . . . . . . . . . . . . . . .4.7 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Grade 10 369 19. . . . . . . 391 20. . . . . . . . 382 20. 359 18. . . . . . . . . .3 Exploring the Hydrosphere . 378 20. . . . . . . . . . . . . . . . . . . 400 xii . . . . . . . .1 Introduction .2 Test for a sulphate . . .3 Nitrification . . . .8 Testing for common anions in solution . .7 Precipitation reactions . . . . . . . . . . . . . . . . . . . .Grade 11 397 21. . . . . . . . . 386 20. . . . 392 20. . . . . . . 386 20. . . . . . . . . . . . . . . . . . . . . . . . . . 389 20.5. . . . . . . . . . .2 Ions and water hardness . . . . . . . . . . . . . . .5. . . . . . . . . . . . . .3 Test for a carbonate . . . . . . . . . . . . . . . . . . . . . 387 20. . . .5 The unique properties of water . . . . .3 The pH scale . . . . . . . . . . . . . .7 Summary . . . . . . . . . . . . . . . . . .1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399 21. . . . . . . . . . . . . . . . .10Summary .2 Non-electrolytes . . .1 Test for a chloride . . . . . . . . . . . 391 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366 19 Global Cycles: The Nitrogen Cycle . . . . . . . . . . . . . . . . . . . . .8. . . . . . . . . . . .CONTENTS CONTENTS 18. . . . . . . . . . 359 18.8. . . .6. . . . . . .3 Factors that affect the conductivity of water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Energy resources and their uses . . . . . . . . . . . . . . . . .9 Threats to the Hydrosphere . . . . . . . . 382 20. . . . . . . . . . . . . . 371 19. .5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6. . 374 20 The Hydrosphere . . 372 19. . . . . . . . . . . . . . . . . . . . . . . . . . . 384 20. . . . . . . . .6. . . . . . . . . 380 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Nitrogen fixation . . . . . . . . . . . . . . . . . . .8. . . . . . 377 20. 391 20. . . . . ionisation and conductivity . . . . . . . . . . . . . . . . . . .6 Electrolytes. . . . . . . . . . . . . . . . . . . . . . . . . . . .2 The chemistry of the earth’s crust . . . . . . . . . . . . . . . . . . . . . . .1 Electrolytes . .4 Denitrification . .

. . . 422 22. . . 422 22. . . . . . .5. . . . . . . . . . . . . . . . .2. . . . . . . . . . 424 22. . . . . . . . . . . . . . . .8. . . . . . . . . . . . . . . . . . .7 Mining and mineral processing: Phosphates . . . . . . . . . . . . . . . . . . . . . . . . . 402 21.6.5 The environmental impacts of coal mining . . . 411 21. . 415 21. . . . . . . . . . . 407 21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Summary . . . . . . . .7. . 426 22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 The thermosphere . . . . . . . . . . 413 21. . . . . . . . . . . . . . 401 21. . . . . . . . . . 422 22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 21. . . .10Alternative energy resources . . . . . . . . . 401 21. . . .4 Characteristics and uses of gold . . . . . . . . .2 Types of iron . . 404 21. . . . . . . . . . . . . 411 21. . . . . . . . . . . . . . . . . . . 426 22. . . . . . . . . . . . . . . . . . . . . . .6 Mining and mineral processing: Iron . . . . . . . . . . .6. . . . .1 The troposphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Energy resources and their uses: Oil . . . . . . . . . . . . . . . . . . . . . . . . .9. . 409 21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Iron in South Africa . . . . . . . . . . . . . .3 The uses of coal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406 21. . . .4 Taking action to combat global warming . . . . . . . . . . . . . . . .2 The stratosphere . . . . . .5 Environmental impacts of gold mining . . 431 xiii . . . .5. . . . . . .9. .CONTENTS CONTENTS 21. . .2 Uses of phosphates . . .5. . . . . . . . . . . . . . .5 Mining and Mineral Processing: Gold . . . . . . . . . .1 Introduction . . . . . . . . 415 21.2 The structure of the atmosphere . . . . . . . . . . . . 411 21. . .2 The greenhouse gases and global warming . . . .4 Coal and the South African economy . . . . . . . . . . . . . . . . .2 How coal is removed from the ground . .3 Other oil products . . . . . . 401 21. . .2 Extracting oil .6. . . . . . . . . . .1 Iron mining and iron ore processing . . . . . . . . . . . . . . . . .3 The mesosphere . . . . . . . . . . . . . . . . . 414 21. . . . .2 Mining the Gold . . . .Grade 11 421 22. . . .3. . . 430 22. . . . . . . . . . .8 Energy resources and their uses: Coal . . .1 How oil is formed . . . . . . . . . . . . . .8.3. . . . . . . . . . . . . . . . 412 21.1 The heating of the atmosphere .5. . . . .4 The environmental impacts of oil extraction and use . 429 22. . . . . . . . . . . . .2. 421 22. . . . . . . . . . 417 22 The Atmosphere . . . . .8. . . . . . . . . . . . . 408 21. . . . . . . . . .3 The consequences of global warming . . . . . . 414 21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. . . . . . . . . . . . . . . . . . . . .8. . . . . . . 426 22.3 Greenhouse gases and global warming . . . . . . .1 The formation of coal .3. . . . . .5. . . . . . . . . . . . . . .8. . . . . .1 Mining phosphates . 414 21. . . .1 The composition of the atmosphere .2. . . . . . . . . . . 406 21. . . . .11Summary . . . . . . . . . . . . . . . . . 412 21. .9. . .9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 21. . . . . . . . 409 21. . . 424 22. . . . . . . . .3 Processing the gold ore . . . . . . . . . . . . . . . . . . 401 21. . . . . . . .7. . . .3. . . . . . . . . . .

.5 Electrochemistry and batteries . . . . . 454 23. . . . 457 23. . . . . . . . . . . . . . . . . . .2 Sasol . . . . . . . . . . . . . . . . . . . . . . .Grade 12 CONTENTS 435 23. . . . . . . . . . . . .3 Lead-acid batteries . . .3 The Chloralkali Industry . . . . . . . . . . .5. . . . . . . . . . . . . . . . . . . . . . . .5 Environmental considerations . . . . . . . . . . . . . . . . . . . . . . . . . 436 23. . . . .3 The Industrial Production of Fertilisers . . . . . . . . . 461 A GNU Free Documentation License 467 xiv . . . . . . . . . . . . 442 23. . . . 435 23. . . . . . . . . . . . . 451 23. . . . . . . . . . . . . . 460 23. . . . .4. . . . . .3.4 The zinc-carbon dry cell . . .4 The Fertiliser Industry . . . . . . . . . . . . . . . . . . .1 Sasol today: Technology and production . . . . . . . . . . . . . . . . . . . . .1 The value of nutrients . . . . .4 Fertilisers and the Environment: Eutrophication . . . . . 457 23. . 450 23. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5. . 456 23. . . . . .5. . .5. . . . . . 440 23. . . . . . . . . . . . . . . . . 442 23. . . . . . . . . . . . . . .CONTENTS 23 The Chemical Industry . .4. .1 The Industrial Production of Chlorine and Sodium Hydroxide . .6 Summary . . . . . . .4. . . . . . . . . . 450 23. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Sasol and the environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450 23. . . . . .2 The Role of fertilisers . . . .5.3. . . . . . . . .2. . 459 23. . .2 Soaps and Detergents . . . . . . 456 23. . . . . . . . . . . .4. . . 446 23. . .1 How batteries work . . 435 23. . . .2. . . . . .2 Battery capacity and energy . . . . . . . . . . . .1 Introduction . . . . . . . . . . .

Part I Introduction 1 .

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Part II Matter and Materials 3 .

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you will see that there are also other ways of classifying materials. is a mixture of different foods such as meat and vegetables. for example. the ground we walk on. salt and other substances.1 Mixtures We see mixtures all the time in our everyday lives. The electrical wires in your home are made of metal because metals are a type of material that is able to conduct electricity. are made of a material that is waterproof.1: The classification of matter 1.Chapter 1 Classification of Matter .Grade 10 All the objects that we see in the world around us. In the example of the cupboard. It is very important to understand the properties of materials. a cupboard (an object) is made of wood. or materials. so that we can use them in our homes. 5 . and air is a mixture of gases such as carbon dioxide. the food we eat and the animals and plants that live around us. the strength of the wood and metals make the cupboard strong and durable. The properties of the materials will affect the properties of the object. For example. we will be looking at different types of materials and their properties. As you read further in this chapter. In this chapter. A stew. Matter makes up the air we breathe. in industry and in other applications. In the same way. MATTER MIXTURES Homogeneous Heterogeneous Metals Magnetic PURE SUBSTANCES Elements Compounds Non-metals Non-magnetic Figure 1. the raincoats that you wear during bad weather. are made of matter. sea water is a mixture of water. for example according to whether they are good electrical conductors. oxygen and nitrogen. nails and hinges (the materials). Even our own human bodies are made of matter! Different objects can be made of different types of matter. The diagram below shows one way in which matter can be classified (grouped) according to its different properties.

it will still be called a mixture of sand and water. and you can no longer see the salt as being separate from the water. 1. where these substances are not bonded to each other. In our sand and water example. Think also of a powdered drink that you mix with water.1 Heterogeneous mixtures A heterogeneous mixture does not have a definite composition. it won’t matter whether they take a sip from the top 6 . A solution of salt dissolved in water is an example of a homogeneous mixture. Although you may add one substance to the other. Another example is a mixture of oil and water. the drink will have the same sweet taste for anyone who drinks it. that is a mixture of cheese. • keep their physical properties In the example we used of the sand and water. steel (a mixture of iron and other materials) and the gold that is used to make jewellery. Even though the sand is in water. • can be separated by mechanical means To separate something by ’mechanical means’. platelets and plasma). Another example would be granite. it is possible to separate the mixture by simply pouring the water through a filter. it will spread evenly through the water so that all parts of the solution are the same. Some other examples of mixtures include blood (a mixture of blood cells. It doesn’t matter whether you add 20 g. a type of rock. The gold in jewellery is not pure gold but is a mixture of metals. rather than something chemical.1. means that there is no chemical process involved. Each slice will probably be slightly different from the next because the toppings like the mushrooms and peppers are not evenly distributed. When the salt dissolves. We say that these heterogeneous mixtures are non-uniform. But these minerals are not spread evenly through the rock and so some parts of the rock may have more quartz than others. the substances that make up the mixture: • are not in a fixed ratio Imagine. Granite is made up of lots of different mineral substances including quartz and feldspar. and specific properties. Definition: Heterogeneous mixture A heterogeneous mixture is one that is non-uniform. and where the different components of the mixture can be seen. 100 g or any other mass of sand to the water.1.1 CHAPTER 1. tomato. mushrooms and peppers. Think of a pizza. Provided you give the container a good shake after you have added the powder to the water. The carat of the gold gives an idea of how much gold is in the item. neither of these substances has changed in any way when they are mixed together. Something physical is done to the mixture. they will stay separate in the mixture. for example.1. We can group mixtures further by dividing them into those that are heterogeneous and those that are homogeneous. 40 g. in other words they are not exactly the same throughout. 1.GRADE 10 Definition: Mixture A mixture is a combination of more than one substance. In a homogeneous mixture. the different parts cannot be seen.2 Homogeneous mixtures A homogeneous mixture has a definite composition. that you have a 250 ml beaker of water. it still has the same properties as when it was out of the water. In a mixture. CLASSIFICATION OF MATTER .

the heavier cells sink to the bottom of the test tube. Can you think of a reason why it might be important to have a way of separating blood in this way? • Dialysis This is an interesting way of separating a mixture because it can be used in some important applications. where the resulting material has metallic properties.1. • Heating / evaporation Sometimes. Alloys are usually made to improve on the properties of the elements that make them up. A semi-permeable membrane is a barrier that lets some things move across it. This process is used to separate the cells and plasma in blood. When a person Interesting Fact Fact has renal failure. and this can be lifethreatening. On the other side there will be a fluid that has no waste products but lots of other important substances such as potassium ions (K + ) that the person will need. The air we breathe is another example of a homogeneous mixture since it is made up of different gases which are in a constant ratio. leaving the other part of the mixture behind. the blood of the patient flows on one side of a semi-permeable membrane.e. teresting Normally. waste products are taken out of the blood so that the person stays healthy. 1. their kidneys cannot do this any more. and where the different components of the mixture cannot be seen. CLASSIFICATION OF MATTER . Diffusion takes place when one substance in a mixture moves from an area where it has a high concentration to an area where its concentration is lower. When the test tubes that hold the blood are spun round in the machine.3 Separating mixtures Sometimes it is important to be able to separate a mixture. The potassium ions will move in the opposite direction from the fluid into the blood.GRADE 10 1. Waste products from the blood diffuse from where their concentration is high (i. These are some examples: • Filtration A piece of filter paper in a funnel can be used to separate a mixture of sand and water. • Centrifugation This is a laboratory process which uses the centrifugal force of spinning objects to separate out the heavier substances from a mixture. There are lots of different ways to do this. in the person’s blood) into the ’clean’ fluid on the other side of the membrane. Dialysis works using a process called diffusion. An alloy is a homogeneous mixture of two or more elements. This process is very important for people whose kidneys are not functioning properly. 7 . at least one of which is a metal. This movement takes place across a semi-permeable membrane. heating a solution causes the water to evaporate. You can try this using a salt solution. Using dialysis.CHAPTER 1. is much stronger than iron. an illness called renal failure. which is its main component. healthy kidneys remove waste products from the blood. and which can’t be distinguished from each other.1 or from the bottom. Through this process. but not others. Definition: Homogeneous mixture A homogeneous mixture is one that is uniform. Steel for example.

retort stand. has been separated using heating and evaporation. Method: 1. Conclusion: The sodium chloride solution. Stir until the salt dissolves completely. Measure a teaspoon of salt and pour this into the water. Place the beaker on a retort stand over a bunsen burner and heat gently. 5. iron filings (small pieces of iron metal).GRADE 10 Activity :: Investigation : The separation of a salt solution Aim: To demonstrate that a homogeneous salt solution can be separated using physical methods. CLASSIFICATION OF MATTER . Activity :: Discussion : Separating mixtures Work in groups of 3-4 Imagine that you have been given a container which holds a mixture of sand. bunsen burner. 4. salt.1 CHAPTER 1. salt and small stones of different sizes. This is now called a salt solution. What do you see in the beaker? salt solution stand bunsen burner H2 O water evaporates when the solution is heated salt crystals remain at the bottom of the beaker Results: The water evaporates from the beaker and tiny grains of salt remain at the bottom. water. You should increase the heat until the water almost boils. 3.1. Watch the beaker until all the water has evaporated. discuss how you would go about separating this mixture into the four materials that it contains. This salt solution is a homogeneous mixture. Is this a homogeneous or a heterogeneous mixture? In your group. Pour a small amount of water (about 20 ml) into a beaker. 2. 8 . Apparatus: glass beaker. which was a homogeneous mixture of salt and water.

where each element is abbreviated to a chemical symbol. The smallest unit of an element is the atom. In each of the examples above. hydrogen (H). has the chemical formula Fe. Examples of elements are magnesium (Mg). CLASSIFICATION OF MATTER . Sodium chloride (NaCl) is a compound made up of one sodium atom for every chlorine atom.2. When they are added together. Which of the following subtances are mixtures? (a) (b) (c) (d) (e) (f) tap water brass (an alloy of copper and zinc) concrete aluminium Coca cola distilled water 1.2 2. Most of these are natural. for example. sodium’s Latin name is ’natrium’ (Na) and gold’s is ’aurum’ (Au). It is much more difficult to break down pure substances into their parts. The elements we know are represented in the Periodic Table of the Elements. oxygen (O) and carbon (C). which describes the ratio in which the atoms of each element in the compound occur. they 9 .CHAPTER 1.1 Elements An element is a chemical substance that can’t be divided or changed into other chemical substances by any ordinary chemical means. for example. This is because the elements were originally given Latin names. Definition: Compound A substance made up of two or more elements that are joined together in a fixed ratio. is a compound that is made up of two hydrogen atoms for every one oxygen atom.2 Compounds A compound is a chemical substance that forms when two or more elements combine in a fixed ratio. 1. Iron has the abbreviation Fe because its Latin name is ’ferrum’. Water (H2 O).GRADE 10 Exercise: Mixtures 1. Pure substances include elements and compounds. say whether the mixture is homogeneous or heterogeneous 1. is called a pure substance. On the Periodic Table you will notice that some of the abbreviations do not seem to match the elements they represent.2 Pure Substances: Elements and Compounds Any material that is not a mixture. 1.2 might help you to understand the difference between the terms element. In the same way. The element iron. An important characteristic of a compound is that it has a chemical formula.2. mixture and compound. Definition: Element An element is a substance that cannot be broken down into other substances through chemical means. Diagram 1. Iron (Fe) and sulfur (S) are two elements. but some are man-made. There are 109 known elements. and complex chemical methods are needed to do this.

In other words. which element is named first. the ending is -ide)? The following are some guidelines for naming compounds: 10 Fe S Fe Fe S S S An atom of the element sulfur (S) Fe Fe S S S . But how are compounds named? In the example of iron sulfide that was used earlier.3 CHAPTER 1. also say whether it is a homogeneous or heterogeneous mixture. a mixture or a compound. one atom of iron is joined to one atom of sulfur in the compound iron sulfide. Substance Mixture or pure Homogeneous heterogeneous mixture or fizzy colddrink steel oxygen iron filings smoke limestone (CaCO3 ) 2. In each of the following cases. In the following table. mixtures and compounds 1. a new compound is formed. and which ’ending’ is given to the compound name (in this case. In this compound. tick whether each of the substances listed is a mixture or a pure substance. Exercise: Elements. (a) (b) (c) (d) (e) Cu iron and sulfur Al H2 SO4 SO3 1. the iron and sulfur are joined to each other in a ratio of 1:1. if the mixture is heated. say whether the substance is an element.3 Giving names and formulae to substances It is easy to describe elements and mixtures. which is called iron sulfide (FeS). If it is a mixture. However.2: Understanding the difference between a mixture and a compound form a mixture or iron and sulfur.GRADE 10 Fe Fe S Fe An atom of the element iron (Fe) S Fe S Fe Fe Fe S S A mixture of iron and sulfur The compound iron sulfide (FeS) Figure 1. The iron and sulfur are not joined together. CLASSIFICATION OF MATTER .1.

this tells us how many atoms of that element there are in relation to other elements in the compound. For example in nitrogen dioxide (NO2 ) there are two oxygen atoms for every one atom of nitrogen.CHAPTER 1. you will notice that sometimes there are numbers before the compound name.. You would have seen this in some of the examples we have used so far.3 1. When there are only two elements in the compound. e. In sulfur trioxide (SO3 ). and that in each molecule there are two hydrogen atoms for every one oxygen atom. SO4 is sulphate and PO4 is phosphate.. is a negative ion. NaCl and KBr. The NO− anion 3 has the name nitrate. In a compound.ate or . CLASSIFICATION OF MATTER .There are two atoms of oxygen for every one atom of nitrogen • SO3 (sulfur trioxide) . The symbols of the elements can be used to represent compounds e. Prefixes can be used to describe the ratio of the elements that are in the compound. Sodium therefore comes first in the compound name.There is one atom of oxygen for every one atom of carbon • N O2 (nitrogen dioxide) . 3. sodium is a group 1 element on the left hand side of the table. when we start looking at chemical equations. When a non-metal is combined with oxygen to form a negative ion (anion) which then combines with a positive ion (cation) from hydrogen or a metal. while chlorine is in group 7 on the right of the table.. The compound name will always include the names of the elements that are part of it.There are three atoms of oxygen for every one atom of sulfur Important: When numbers are written as ’subscripts’ in compounds (i.g. 11 .g. 2H2 O means that there are two molecules of water. In these three examples. the compound is often given a suffix (ending) of -ide. SO3 in a formula is sulphite. the ratio of the elements in each compound is 1:1. These are called chemical formulae.GRADE 10 1. the element that is to the left and lower down on the Periodic Table.e. for FeS. In the example of NaCl. Name of compound ion Carbonate sulphate Hydroxide Ammonium Nitrate Hydrogen carbonate Phosphate Chlorate Cyanide Chromate Permanganate formula CO3 2− SO4 2− OH− NH4 + NO3 − HCO3 − PO4 3− ClO3 − CN− CrO4 2− MnO4 − 5. A compound may contain compound ions. is used first when naming the compound.ite. sodium sulphite (Na2 SO3 ). which may combine with 3 a cation such as hydrogen (HNO3 ) or a metal like potassium (KNO3 ). • CO (carbon monoxide) . FeS. then the suffix of the name will be . 6. You should know the following prefixes: ’mono’ (one). NO− for example. Some of the more common compound ions and their names are shown below. For example. there is one atom of iron for every atom of sulfur in the compound. there are three oxygen atoms for every one atom of sulfur in the compound. they are written below the element symbol). 4.. ’di’ (two) and ’tri’ (three). So. Later. • A compound of iron (Fe) and sulfur (S) is iron sulf ide (FeS) • A compound of potassium (K) and bromine (S) is potassium bromide (KBr) • A compound of sodium (Na) and chlorine (Cl) is sodium chlor ide (NaCl) 2. The same is true for FeS and KBr.

The picture shows two compounds that have been chemically bonded to each other 5. (a) Is calcium carbonate a mixture or a compound? Give a reason for your answer. The picture shows a mixture of an element and a compound ii. Give the name of each of the following substances. The picture shows a mixture of two compounds iii. The formula for calcium carbonate is CaCO3 . What is the formula of this molecule? H H H C H A B C D C6 H2 O C2 H6 O 2C6HO 2 CH6 O C H O H 12 . and then answer the questions that follow. showing sodium chloride and water. Refer to the diagram below. (a) (b) (c) (d) What is the chemical formula for water? What is the chemical formula for sodium chloride? Label the water and sodium chloride in the diagram. Give the chemical formula for each of the following compounds. Which of the following statements most accurately describes the picture? i. (b) What is the ratio of Ca:C:O atoms in the formula? 2. (a) (b) (c) (d) (e) (f) (a) (b) (c) (d) (e) KBr HCl KMnO4 NO2 NH4 OH Na2 SO4 potassium nitrate sodium iodide barium sulphate nitrogen dioxide sodium monosulphate 3. CLASSIFICATION OF MATTER .3 CHAPTER 1.1.GRADE 10 Exercise: Naming compounds 1. 4.

The following are some of the properties of metals: • Thermal conductors Metals are good conductors of heat and are therefore used in cooking utensils such as pots and pans.CHAPTER 1. Some examples are listed below: • • • • • • hammer electrical wiring cooking pots jewellery burglar bars coins 2. 3. Semi-metals and Non-metals The elements in the Periodic Table can also be divided according to whether they are metals. What is the function of each of these objects? 4. without being damaged. Metals are found on the left of the line. On the Periodic Table. • Melting point Metals usually have a high melting point and can therefore be used to make cooking pots and other equipment that needs to become very hot. semi-metals and non-metals all have their own specific properties. CLASSIFICATION OF MATTER . You can see how the properties of metals make them very useful in certain applications. You should consider the properties of metals when you answer this question.1 Metals Examples of metals include copper (Cu). 13 . This line separates all the elements that are metals from those that are non-metals. and are therefore used in electrical conducting wires. and non-metals are those on the right. the metals are on the left of the zig-zag line. gold (Au) and silver (Ag). Discuss why you think metal was used to make each object. In groups of 3-4. • Shiny metallic lustre • Malleable • Ductile Metals have a characteristic shiny appearance and are often used to make jewellery. combine your collection of metal objects.4 Metals.4 1. This means that they can be bent into shape without breaking. On the right hand side of the Periodic Table is a dark ’zigzag’ line. Metals. There are a large number of elements that are metals.GRADE 10 1. • Electrical conductors Metals are good conductors of electricity. Activity :: Group Work : Looking at metals 1.4. semi-metals or non-metals. Collect a number of metal items from your home or school. zinc (Zn). 1. Metals can stretched into thin wires such as copper. which can then be used to conduct electricity.

2 Non-metals In contrast to metals. for example oxygen and water in the air. 14 . not because it is a particularly good conductor. Corrosion is when a material starts to deteriorate at the surface because of its reactions with the surroundings. silver actually has an even higher electrical conductivity than copper. In the overhead power lines that we see above us. Examples of insulators would be plastic and wood. phosphorus (P). 1. and this is why it is used to make conducting wire. sound etc through them.5 Electrical conductors. aluminium can. Do you understand now why electrical wires are normally covered with plastic insulation? Semi-conductors behave like insulators when they are cold.4. Many electrical conductors are metals. Insulators are the opposite to conductors because they inhibit or reduce the flow of heat. Copper is one of the best electrical conductors. 1. metal pencil sharpener. Occasionally gold is used to make wire. CLASSIFICATION OF MATTER . good electrical insulators (meaning that they do not conduct electrical charge) and are neither malleable nor ductile.GRADE 10 1. but because it is very resistant to surface corrosion. Activity :: Experiment : Electrical conductivity Aim: To investigate the electrical conductivity of a number of substances Apparatus: • two or three cells • light bulb • crocodile clips • wire leads • a selection of test substances (e. aluminium is used. it is not practical to use it for electrical wiring because such large amounts are needed. and include elements such as sulfur (S). The semi-metals include elements such as silicon (Si) and germanium (Ge). chalk). metal magnet.4. wood. but because silver is so expensive. and like conductors when they are hot.1. Notice where these elements are positioned in the Periodic Table. nitrogen (N) and oxygen (O). a piece of plastic.g.3 Semi-metals Semi-metals have mostly non-metallic properties. but non-metals can also be good conductors. The aluminium usually surrounds a steel core which adds tensile strength to the metal so that it doesn’t break when it is stretched across distances.5 CHAPTER 1. electrical charge. non-metals are poor thermal conductors. Definition: Conductors and insulators A conductor allows the easy movement or flow of something such as heat or electrical charge through it. This is the opposite of what happens in metals. One of their distinguishing characteristics is that their conductivity increases as their temperature increases. The elements silicon and germanium are examples of semiconductors. semi-conductors and insulators An electrical conductor is a substance that allows an electrical current to pass through it. An insulator is a non-conducting material that does not carry any charge. In reality. The non-metals are found on the right hand side of the Periodic Table.

CHAPTER 1. so that the test substance is held between the two crocodile clips. 1. Place the test substances one by one between the crocodile clips and see what happens to the light bulb. Set up the circuit as shown above. Activity :: Demonstration : Thermal conductivity Aim: To demonstrate the ability of different substances to conduct heat. without any movement of the material itself.6 Thermal Conductors and Insulators A thermal conductor is a material that allows energy in the form of heat. The wire leads should be connected to the cells and the light bulb should also be connected into the circuit. to be transferred within the material. Apparatus: 15 . CLASSIFICATION OF MATTER .6 light bulb test substance X crocodile clip Method: 1. 2. An easy way to understand this concept is through a simple demonstration.GRADE 10 battery 1. Metals are good electrical conductors and non-metals are not. the metals were able to conduct electricity and the non-metals were not. Results: Record your results in the table below: Test substance Metal/non-metal Does glow? bulb Conductor or insulator Conclusions: In the substances that were tested.

A person who is not wearing a wetsuit. Remember that a material that conducts heat efficiently. will lose heat very quickly to the water around them and can be vulnerable to hypothermia.g. Nitrogen gas has very low thermal conductivity. In other words. so it does not allow heat from the body (or the water trapped between the body and the wetsuit) to be lost to the water outside of the wetsuit.1. This explains why cooking pots are metal. The pot itself must be metal so that heat from the cooking surface can heat up the pot to cook the food inside it.e. Materials that are poor thermal conductors can also be described as being good insulators.6 CHAPTER 1. place a metal spoon into one cup and a plastic spoon in the other. foam neoprene. the metal conducts heat well. it is a good thermal conductor). which shows the thermal conductivity of a number of different materials. This water is then warmed by body heat and acts as an insulator. Wetsuits help to preserve body heat by trapping a layer of water against the skin. while plastic is a poor thermal conductor. but their handles are often plastic or wooden. the better the material is at conducting heat (i. a metal spoon and a plastic spoon. teresting Water is a better thermal conductor than air and conducts heat away from the Interesting Fact Fact body about 20 times more efficiently than air. Wetsuits are made out of closed-cell. Method: • Pour boiling water into the two cups so that they are about half full. Conclusion: Metal is a good thermal conductor.GRADE 10 You will need two cups (made from the same material e. The higher the number in the second column. 16 . In this way a person in a wetsuit is able to keep their body temperature much higher than they would otherwise. • At the same time. • Note which spoon heats up more quickly Results: The metal spoon heats up more quickly than the plastic spoon. plastic). CLASSIFICATION OF MATTER . Neoprene is a synthetic rubber that contains small bubbles of nitrogen gas when made for use as wetsuit material. and then answer the questions that follow. Activity :: Investigation : A closer look at thermal conductivity Look at the table below. but the plastic does not. but the handle is made from a poor thermal conductor so that the heat does not burn the hand of the person who is cooking. will also lose heat more quickly than an insulating material. An insulator is a material that does not allow a transfer of electricity or energy.

industrial and home environments. is to divide them into those that are magnetic and those that are non-magnetic.0.0. 2. 3.024 1.58 0.12 0.7 Use this information to answer the following questions: 1. Two building materials that are being used more and more worldwide.CHAPTER 1. this helps to keep energy within the building.2 0.9 . mould and mildew. Polystyrene is also a good insulator and is able to keep cool things cool and hot things hot! It has the added advantage of being resistant to moisture. such as into metals. Since air is a poor conductor and a good insulator. semi-metals and non-metals. Explain why: (a) cooler boxes are often made of polystyrene (b) homes that are made from wood need less internal heating during the winter months. CLASSIFICATION OF MATTER . but also act as an insulator to help the animal to keep its body temperature at the right level.04 . Think for example of the layer of blubber or fat that we find in animals. Mineral wool is a good insulator because it holds air still in the matrix of the wool so that heat is not lost. even in freezing conditions. 17 . and thermal conductors and insulators. Name two materials that are good thermal conductors. Name two materials that are good insulators.05 0. fat and blubber not only provide protection. Remember that concepts such as conductivity and insulation are not only relevant in the building. This is known as thermoregulation.25 0.7 Magnetic and Non-magnetic Materials We have now looked at a number of ways in which matter can be grouped.GRADE 10 Material Silver Stainless steel Standard glass Concrete Red brick Water Snow Wood Polystyrene Air Thermal Conductivity (W/m/K) 429 16 1.5 .69 0. One way in which we can further group metals. 1. electrical conductors and insulators. teresting It is a known fact that well-insulated buildings need less energy for heating than Interesting Fact Fact do buildings that have no insulation.03 0. are mineral wool and polystyrene. (c) igloos (homes made from snow) are so good at maintaining warm temperatures. Definition: Magnetism Magnetism is one of the phenomena by which materials exert attractive or repulsive forces on other materials. In very cold environments.

Steel on the other hand will stay magnetic for a longer time.8 CHAPTER 1. in computers and TV’s. as well as in generators and electric motors. they keep their individual properties and they can be separated from each other using mechanical means. Look at iron and steel for example. Activity :: Investigation : Magnetism You can test whether an object is magnetic or not by holding another magnet close to it. • This matter can be classified according to whether it is a mixture or a pure substance. then it too is magnetic. Find some objects in your classroom or your home and test whether they are magnetic or not. If the object is attracted to the magnet. platelets and plasma).8 Summary • All the objects and substances that we see in the world are made of matter. Some metals keep their magnetism for longer than others. CLASSIFICATION OF MATTER . discuss how our knowledge of the properties of materials has allowed society to: • develop advanced computer technology • provide homes with electricity • find ways to conserve energy 1.e. in the magnetic strips of video tapes and ATM cards where information must be stored. Then complete the table below: Object Magnetic magnetic or non- Activity :: Group Discussion : Properties of materials In groups of 4-5. Iron loses its magnetism quite quickly if it is taken away from the magnet. If you hold a magnet very close to a metal object. 18 . in compasses to find direction. made into a magnet). it may happen that its own electrical field will be induced and the object becomes magnetic.GRADE 10 A metal is said to be ferromagnetic if it can be magnetised (i.1. • The main characteristics of mixtures are that the substances that make them up are not in a fixed ratio. Magnets are used to sort the metals in a scrap yard. Examples of mixtures are air (a mixture of different gases) and blood (a mixture of cells. • A mixture is a combination of one or more substances that are not chemically bonded to each other. Steel is often used to make permanent magnets that can be used for a variety of purposes.

8 • A heterogeneous mixture is non-uniform and the different parts of the mixture can be seen. • All the elements are recorded in the Periodic Table of the Elements. sulfur (S).g. A Which of the following can be classified as a mixture: i. choose one correct answer from the list provided. jewellery and many other applications. table salt iii. semi-conductors and insulators. Iron B An element can be defined as: 19 . they are malleable and ductile. evaporation. semi-metals (e. • Materials may also be either magnetic or non-magnetic. cooking utensils. centrifugation and dialysis. • A homogeneous mixture is uniform.CHAPTER 1. • Mixtures can be separated using a number of methods such as filtration. iron. silicon and germanium) and non-metals (e. A number of rules can then be followed to name the compound. They are interspersed between the water molecules.g. These properties make metals very useful in electrical wires. it is important to know the elements that are in the compound. • When naming compounds and writing their chemical formula. calcium (Ca).GRADE 10 1. An example would be a mixture of sand and salt. Most metals are good electrical conductors. and the different components of the mixture can’t be seen. Examples are plastic. • A compound is a substance that is made up of two or more elements that are chemically bonded to each other in a fixed ratio. For each of the following multiple choice questions. • Another way of classifying matter is into metals (e. • A further way of classifying matter is into electrical conductors. sugar ii.g. and they have a high melting point. • An electrical conductor allows an electrical current to pass through it. iron sulfide (FeS). An example would be a salt solution. gold. The salt dissolves in the water. meaning that you can’t see the individual salt particles. • Pure substances can be further divided into elements and compounds. phosphorus and nitrogen). Exercise: Summary 1. • Materials may also be classified as thermal conductors or thermal insulators depending on whether or not they are able to conduct heat. cotton material and ceramic. Examples are iron (Fe). wood. Each element has its own chemical symbol. sulfur. calcium carbonate (CaCO3 ) and water (H2 O). copper). CLASSIFICATION OF MATTER . air iv. magnesium (Mg) and fluorine (F). • An element is a substance that can’t be broken down into simpler substances through chemical means. heating. • Metals are good electrical and thermal conductors. Examples of compounds are sodium chloride (NaCl). A salt solution is a mixture of salt and water. how many atoms of each of these elements will combine in the compound and where the elements are in the Periodic Table. they have a shiny lustre. Another example is a metal alloy such as steel. • An electrical insulator is not able to carry an electrical current.

1. write the chemical formula for each of the following substances: a silver metal b a compound that contains only potassium and bromine c a gas that contains the elements carbon and oxygen in a ratio of 1:2 6.GRADE 10 i. In the first column (A) is a list of substances. pure water. a Suggest one method that you could use to separate the iron filings from the sulfur. A uniform substance 2. a compound. salt water. Match up the substance in Column A with the description in Column B. soil. a b c d e f tar on roads iron burglar bars plastic furniture metal jewellery clay for building cotton clothing 20 . CLASSIFICATION OF MATTER . b What property of metals allows you to do this? 5. say what properties of the material make it important in carrying out its particular function.8 CHAPTER 1. A substance that contains two or more substances. carbon dioxide. pure air. a solution(homogeneous mixture). Given the following descriptions. Classify each of the following substances as an element. or a heterogeneous mixture: salt. For each of the following materials. You are given a test tube that contains a mixture of iron filings and sulfur. In the second column (B) is a description of the group that each of these substances belongs in. Column A iron H2 S sugar solution sand and stones steel Column B a compound containing 2 elements a heterogeneous mixture a metal alloy an element a homogeneous mixture 4. in definite proportion by weight iv. You are asked to weigh the amount of iron in the sample. Look at the table below. A substance with constant composition iii. Give the names of each of the following compounds: a NaBr b BaSO4 c SO2 7. gold and bronze 3. A substance that cannot be separated into two or more substances by ordinary chemical (or physical) means ii.

2. hydrogen and oxygen that are joined to one another in different ways. that affects the properties of that substance. It is not often that substances are found in atomic form.1 Introduction: The atom as the building block of matter We have now seen that different materials have different properties. Even the food that we eat is made up of molecules that contain atoms of elements such as carbon.Grade 10 2. All of these are known as small molecules because there are only a few atoms in each molecule. what would we find? And how is it that a material’s microscopic structure is able to give it all these different properties? The answer lies in the smallest building block of matter: the atom. they can be used in lots of useful applications. Examples of giant molecules are diamonds. Depending on the properties of these materials. Some materials are metals and some are non-metals. neon and argon) that atoms are found individually and are not bonded to other atoms. But what is it exactly that makes up these materials? In other words.g. Giant molecules are those where there may be millions of atoms per molecule. Water is made up of molecules. It is only in the noble gases (e. each of which has two hydrogen atoms joined to one oxygen atom. while others are not.1 Representing molecules The structure of a molecule can be shown in many different ways. It is the type of atoms. Normally. Oxygen is a molecule that is made up of two oxygen atoms that are joined to one another. which are made up of millions of metal atoms bonded to each other. and metals. helium. 2. we may decide to simply represent a molecule using its chemical formula or its written name. some are electrical or thermal conductors. if we were to break down a material into the parts that make it up. 21 . but at other times.2. and the way in which they are arranged in a material.Chapter 2 What are the objects around us made of? . Sometimes it is easiest to show what a molecule looks like by using different types of diagrams. atoms are bonded to other atoms to form compounds or molecules. which are made up of millions of carbon atoms bonded to each other.2 Molecules Definition: Molecule A molecule is a group of two or more atoms that are attracted to each other by relatively strong forces or bonds Almost everything around us is made up of molecules. We will look at the reasons for this in a later chapter.

we would simply write NaCl. we saw how chemical compounds can be represented using element symbols from the Periodic Table. the formula would be written as CH2 O. but they don’t give us any idea of what the molecule actually looks like. A molecule of glucose has the molecular formula: C6 H12 O6 In each glucose molecule. Using diagrams to show the structure of a molecule Diagrams of molecules are very useful because they give us an idea of the space that is occupied by the molecule. but rather the simplest ratio of the atoms in the compound. or if we were to represent a molecule of sodium chloride. The molecular formula gives the exact number of each type of atom in the molecule.2. Chemical formulae therefore tell us something about the types of atoms that are in a molecule and the ratio in which these atoms occur in the molecule. Definition: Molecular formula A concise way of expressing information about the atoms that make up a particular chemical compound. A chemical formula can also tell us the number of atoms of each element that are in a molecule. and they also help us to picture how the atoms are arranged in the molecule. The ratio of carbon:hydrogen:oxygen is 6:12:6. or some other chemical substance. in other words its shape.2 CHAPTER 2. The empirical formula is useful when we want to write the formula for a giant molecule. There are two types of diagrams that are commonly used: 22 . The formula tells us that in one molecule of carbon dioxide. Definition: Empirical formula This is a way of expressing the relative number of each type of atom in a chemical compound. the chemical formula for a molecule of carbon dioxide is: CO2 The formula above is called the molecular formula of that compound. in the case of a metal such as copper. we would simply write Cu. Another type of formula that can be used to describe a molecule is its structural formula. WHAT ARE THE OBJECTS AROUND US MADE OF? . This is called the empirical formula of the molecule. It makes sense then to represent these molecules using their empirical formula. Since giant molecules may consist of millions of atoms. In most cases.GRADE 10 1. Using formulae to show the structure of a molecule A chemical formula is an abbreviated (shortened) way of describing a molecule. the empirical formula does not show the exact number of atoms. there is one atom of carbon and two atoms of oxygen. In chapter 1. For example. So. or if we were to use the element symbols. A structural formula uses a graphical representation to show a molecule’s structure (figure 2. Another useful way of representing molecules is to use diagrams. twelve hydrogen atoms and six oxygen atoms. there are six carbon atoms. it is impossible to say exactly how many atoms are in each molecule. The ratio of carbon atoms to oxygen atoms is 1:2. and their ratio in that molecule.1). We can simplify this ratio to write 1:2:1. 2.

2 Figure 2. These 23 . The centres of the atoms (the balls) are connected by straight lines which represent the bonds between them. A simplified example is shown in figure 2. Figure 2.CHAPTER 2. Interesting Fact Fact However. Figures 2. This is a simple molecule. teresting Diamonds are most often thought of in terms of their use in the jewellery industry.1: Diagram showing (a) the molecular. which is a giant molecule.GRADE 10 CH3 (a) C4 H10 (b) C2 H5 CH3 CH CH3 2. and this pattern repeats itself until a complex lattice structure is formed. oxygen atom hydrogen atoms H O H Figure 2.3: A space-filling model and structural formula of a water molecule. Space-filling models of water and ammonia are shown in figures 2. The atoms are represented by multicoloured spheres.2.2: A ball and stick model of a water molecule • Space-filling model This is also a 3-dimensional molecular model. and each line represents the bond between two carbon atoms. Each black ball in the diagram represents a carbon atom.4 are some examples of simple molecules that are represented in different ways.3 and 2. WHAT ARE THE OBJECTS AROUND US MADE OF? . oxygen atom hydrogen atom Figure 2. (b) the empirical and (c) the structural formula of isobutane • Ball and stick models This is a 3-dimensional molecular model that uses ’balls’ to represent atoms and ’sticks’ to represent the bonds between them.5 shows the bonds between the carbon atoms in diamond. about 80% of mined diamonds are unsuitable for use as gemstones and are therefore used in industry because of their strength and hardness. Each carbon atom is joined to four others.4. Each molecule is made up of two hydrogen atoms that are attached to one oxygen atom.3 and 2.

grinding.2 CHAPTER 2. Exercise: Atoms and molecules 1. and polishing. properties of diamonds are due to the strong covalent bonds betwene the carbon atoms in diamond. made up of numerous carbon atoms.4: A space-filling model and structural formula of a molecule of ammonia.2. say whether the chemical substance is made up of single atoms. simple molecules or giant molecules. Refer to the diagram below and then answer the questions that follow: 24 . The most common uses for diamonds in industry are in cutting. Diamond is a giant molecule. The diagram on the left shows part of a diamond lattice. drilling. WHAT ARE THE OBJECTS AROUND US MADE OF? .5: Diagrams showing the microscopic structure of diamond. In each of the following. The diagram on the right shows how each carbon atom in the lattice is joined to four others. (a) ammonia gas (NH3 ) (b) zinc metal (Zn) (c) graphite (C) (d) nitric acid (HNO3 ) (e) neon gas (Ne2 ) 2. Figure 2. This forms the basis of the lattice structure. This is a simple molecule.GRADE 10 nitrogen atom hydrogen atom H H N H Figure 2. Each molecule is made up of one nitrogen atom and three hydrogen atoms.

g.g. (a) H2 (b) NH3 (c) sulfur dioxide 2. (b) Write the molecular formula for the molecule. the higher the melting point and boiling point for that substance. There are covalent bonds between the carbon and oxygen atoms in a molecule of carbon dioxide. • Covalent bond Covalent bonds exist between non-metal atoms e. Intermolecular forces are those bonds that hold molecules together. These will be looked at in more detail in chapter 4. Examples of the types of chemical bonds that can exist between atoms inside a molecule are shown below.CHAPTER 2. Definition: Intramolecular force The force between the atoms of a molecule. The strength of the intermolecular forces increases as the size of the molecule increases. they are held together by chemical bonds. and the strength of the bond.3 O C O (a) Identify the molecule. contains many molecules of water. The strength of the intermolecular forces is important because they affect properties such as melting point and boiling point. (c) Is the molecule a simple or giant molecule? 3. • Ionic bond Ionic bonds occur between non-metal and metal atoms e.3 Intramolecular and intermolecular forces When atoms join to form molecules. • Metallic bond Metallic bonds join metal atoms e. WHAT ARE THE OBJECTS AROUND US MADE OF? . Represent each of the following molecules using its chemical formula. The type of bond. depends on the atoms that are involved. the stronger the intermolecular forces. which holds them together. These bonds are called intramolecular forces because they are bonding forces inside a molecule (’intra’ means ’within’ or ’inside’). 25 . There are metallic bonds between copper atoms in a piece of copper metal.GRADE 10 2. structural formula and ball and stick model. A glass of water for example.g. For example. There are ionic bonds between the sodium and chlorine atoms in a molecule of sodium chloride. Sometimes we simply call these intramolecular forces chemical bonds. These molecules are held together by intermolecular forces.

solid. Why is it important to understand the types of forces that exist between atoms and between molecules? Try to use some practical examples in your answer. 2. WHAT ARE THE OBJECTS AROUND US MADE OF? . Before we go on to look at some of these examples. Diagram 2.4 The Kinetic Theory of Matter The kinetic theory of matter is used to explain why matter exists in different phases (i.GRADE 10 Definition: Intermolecular force A force between molecules. 2. The kinetic theory of matter also helps us to understand other properties of matter. Exercise: Intramolecular and intermolecular forces 1. show where the intramolecular and intermolecular forces are. It should be clearer now that there are two types of forces that hold matter together. these forces are very important because they affect many of the properties of matter such as boiling point.e. melting point and a number of other properties. intermolecular forces intramolecular forces O H O H O O O H O Figure 2. 3. and how matter can change from one phase to the next. There are also intramolecular forces between each of these water molecules. there are intramolecular forces that hold the two hydrogen atoms to the oxygen atom in each molecule of water. It is important to realise that what we will go on to describe is only a theory. Broadly. In the case of water. which holds them together. it is important that we first take a look at the Kinetic Theory of Matter. (b) Explain what is meant by an intermolecular force.2. It cannot be proved beyond doubt. the Kinetic Theory of Matter says that: 26 . Draw a diagram showing three molecules of carbon dioxide.. Using ammonia gas as an example..6 may help you to understand the difference between intramolecular forces and intermolecular forces. suggests that it probably is more than just a theory. On the diagram.6: Two representations showing the intermolecular and intramolecular forces in water: space-filling model and structural formula. and other properties of matter. liquid and gas).4 CHAPTER 2. As mentioned earlier. (a) Explain what is meant by an intramolecular force or chemical bond. but the fact that it helps us to explain our observations of changes in phase.

partiment of particles energy and are con. the water molecules have very little energy and can’t move away from each other. volume. and the gas becomes a liquid or a solid Let’s look at an example that involves the three phases of water: ice (solid). • There are attractive forces between particles and these become stronger as the particles move closer together.g. Liquids can Solids have a fixed between particles be poured.Particles have high Particles have less Low energy . liquids and gases. These attractive forces will either be intramolecular forces (if the particles are atoms) or intermolecular forces (if the particles are molecules). but the energy varies depending on whether the substance is a solid. have less energy its temperature deand therefore move creases. repulsive forces start to act. Changes in phase In general a gas A liquid becomes a Solids become liqbecomes a liquid gas if its tempera. Table 2.uids or gases if their or solid when it is ture is increased.Weak forces because Stronger forces than Very strong forces. WHAT ARE THE OBJECTS AROUND US MADE OF? . • The temperature of a substance is a measure of the average kinetic energy of the particles. 2. Table 2.CHAPTER 2. If the ice is 27 . Particles becomes a solid if creased. Particles are tightly packed together Attractive forces be. The molecules are held close together in a regular pattern called a lattice.1 summarises the characteristics of the particles that are in each phase of matter. closer together so that the attractive forces become stronger. When the particles are extremely close.Smaller spaces than Very little space ticles cause of high energy in gases between particles. solid liquid Figure 2. tween particles of the large distance in gas. • There are spaces between the particles of matter.Large spaces be. ice).GRADE 10 • Matter is made up of particles that are constantly moving. water (liquid) and water vapour (gas). liquid or gas. It temperature is incooled. • A change in phase may occur when the energy of the particles is changed.7: The three phases of matter gas In a solid (e. Solid particles have the least energy and gas particles have the most amount of energy.4 • All particles have energy.energy than in the cles vibrate around a stantly moving gas phase fixed point Spaces between par. Property of matter Gas Liquid Gas Particles Atoms or molecules Atoms or molecules Atoms or molecules Energy and move.1: Table summarising the general features of solids.

It makes sense then that a solid which is held together by strong bonds will have a higher melting point than one where the bonds are weak. 1. If the molecules are heated further. This means that some of the water molecules are able to overcome the intermolecular forces that are holding them together.8 shows the changes in phase that may occur in matter. WHAT ARE THE OBJECTS AROUND US MADE OF? . the energy of the molecules increases. 28 . whereas the melting points for molecular solids and other atomic lattices (e.g. Generally. and the molecules move further apart to form liquid water.GRADE 10 heated. ionic solids and some atomic lattices (e. because the molecules are more free to move than they were in the solid lattice. the energy of the particles must increase enough to overcome the bonds that are holding the particles together.g. In the examples we have looked at. intermolecular forces and the kinetic theory of matter. graphite) are much lower. 2. Figure 2.8: Changes in phase co n eva dens p o a ti o rat n io n Solid 2. the intermolecular forces between molecular solids are weaker than those between ionic and metallic solids. the liquid water will become water vapour. diamond) have high melting points.2. which is a gas.blim su Liquid freezing melting Figure 2. This is why liquid water is able to flow. and see whether this can help us to understand some of the macroscopic properties of materials. Melting point Definition: Melting point The temperature at which a solid changes its phase or state to become a liquid. because more energy (heat) is needed to break the bonds. Boiling point Definition: Boiling point The temperature at which a liquid changes its phase to become a gas. and the names that describe these processes. metals. Gas particles have lots of energy and are far away from each other. In order for a solid to melt.5 The Properties of Matter Let us now look at what we have learned about chemical bonds. That is why it is difficult to keep a gas in a specific area! The attractive forces between the particles are very weak and they are only loosely held together.5 CHAPTER 2. The reverse process (change in phase from liquid to solid) is called freezing. Gas on a ti lim o n s u b a ti re.

Of the substances listed. Organic compound Molecular formula Boiling point (0 C) Methane CH2 -161.6 Propane C3 H8 -45 Butane C4 H10 -0. with relatively weak intermolecular forces.1 Hexane C6 H14 69 Heptane C7 H16 98. When boiling point is reached. the average kinetic energy of the particles also increases. so for now. let’s just focus on the boiling points for each of these substances.wikipedia. and sodium chloride and mercury have the strongest. In other words. Metallic and ionic compounds have high boiling points while the boiling point for molecular liquids is lower.42 Octane C8 H18 125. ethanol has the weakest intermolecular forces.3 0 -38.GRADE 10 2.6 Ethane C2 H6 -88.2: The melting and boiling points for a number of substances You will have seen that substances such as ethanol. (c) Suggest a reason for what you have observed. WHAT ARE THE OBJECTS AROUND US MADE OF? .83 801 Boiling point (0 C) 78.4 100 356.CHAPTER 2. the higher the boiling point needs to be in order to break these bonds. and its boiling point (Number of carbon atoms will go on the x-axis and boiling point on the y-axis). evaporation takes place and some particles in the liquid become a gas. Density and viscosity Density is a measure of the mass of a substance per unit volume. The data in table 2. and they are able to overcome the bonding forces that are holding them in the liquid. must be heated much more if the particles are to have enough energy to overcome the forces that are holding them together in the liquid or solid phase.5 Pentane C5 H12 36.52 Data from: http://www.2 below may help you to understand some of the concepts we have explained. Not all of the substances in the table are solids at room temperature. The density of a solid is generally higher than that of a liquid because the particles are hold much more closely 29 . Exercise: Forces and boiling point The table below gives the molecular formula and the boiling point for a number of organic compounds called alkanes. Refer to the table and then answer the questions that follow. The stronger the bonds within a liquid.73 1465 Table 2. have the lowest boiling point.5 When the temperature of a liquid increases.com (a) Draw a graph to show the relationship between the number of carbon atoms in each alkane. What do you notice? Substance Ethanol (C2 H6 O) Water Mercury Sodium chloride Melting point (0 C) -114. while substances with stronger intermolecular forces such as sodium chloride and mercury. the energy of the particles is too great for them to be held in a liquid anymore. (d) Why was it enough for us to use ’number of carbon atoms’ as a measure of the molecular weight of the molecules? 3. (b) Describe what you see.

Method: Determine the density of the distilled water and two liquids as follows: 1. thread. 4. depending on the elements that make it up. the characteristics we can see or observe) by understanding their microscopic structure and the way in which the atoms and molecules that make up matter are held together. 3. Every material. Repeat the above steps for the other two liquids you have. 6. Activity :: Investigation : Determining the density of liquids: Density is a very important property because it helps us to identify different materials. 10 ml and 100 ml graduated cylinders. the stronger the intermolecular forces in the liquid. clean and dry the graduated cylinder. Pour an amount of distilled water into the cylinder. Measure and record the mass of a 10 ml graduated cyclinder. Empty. Method: Determine the density of irregular solids as follows: 30 . WHAT ARE THE OBJECTS AROUND US MADE OF? . 7. density increases as the strength of the intermolecular forces increases. distilled water. Now compare this to how easy it is to pour water. will have a different density. Viscosity is a measure of how resistant a liquid is to changing its form. The equation for density is: Density = Mass/Volume Discussion questions: To calculate the density of liquids and solids.e. In other words. two different liquids. and the arrangement of its atoms. Measure and record the combined mass of the water and cylinder. Liquid Distilled water Liquid 1 Liquid 2 Mass (g) Volume (ml) Density (g/ml) Activity :: Investigation : Determining the density of irregular solids: Apparatus: Use the same materials and equpiment as before (for the liquids). Complete the table below. In general.GRADE 10 together and therefore there are more particles packed together in a particular volume. we need to be able to first determine their mass and volume. It should be clear now that we can explain a lot of the macroscopic properties of matter (i. Think for example of syrup and how slowly it pours from one container into another. think about the following questions: • How would you determine the mass of a liquid? • How would you determine the volume of an irregular solid? Apparatus: Laboratory mass balance.2. Viscosity is also sometimes described as the ’thickness’ of a fluid. As a group. there is a greater mass of the substance in a particular volume. the greater its viscosity. Record the volume of distilled water in the cylinder 5.5 CHAPTER 2. The viscosity of syrup is greater than the viscosity of water. Also find a number of solids that have an irregular shape. 2. Once again.

• The theory says that all matter is composed of particles which have a certain amount of energy which allows them to move at different speeds depending on the temperature (energy). • A small molecule consists of a few atoms per molecule.CHAPTER 2. A giant molecule consists of millions of atoms per molecule. • Intermolecular forces are the bonds that hold molecules together.6 Summary • The smallest unit of matter is the atom. • A molecule is a group of two or more atoms that are attracted to each other by chemical bonds. • The kinetic theory of matter attempts to explain the behaviour of matter in different phases. Tie a piece of thread around the solid.GRADE 10 1. 4. There are two types of chemical formulae: molecular and empirical formula. ionic bonds and metallic bonds are examples of chemical bonds. for example metals and diamonds. Solid Solid 1 Solid 2 Solid 3 Mass (g) Volume (ml) Density (g/ml) 2.6 2. and also attractive forces between particles when they come close together. • Molecules can also be represented using diagrams. Dtermine the volume of the solid by subtracting the combined volume from the original volume of the water only. Repeat these steps for the second object. An ionic bond exists between nonmetal and metal atoms. 31 . Pour some water into a 100 ml graduated cylinder and record the volume. using the symbols for the elements in the molecule. The atoms are represented by multi-coloured spheres. 5. Covalent bonds. Measure and record the mass of one of the irregular solids. 6. atoms are held together by chemical bonds or intramolecular forces. • A space-filling model is also a 3-dimensional molecular model. 2. • The structure of a molecule can be represented in a number of ways. • A ball and stick diagram is a 3-dimensional molecular model that uses ’balls’ to represent atoms and ’sticks’ to represent the bonds between them. • In a molecule. keeping hold of the thread. • The empirical formula of a molecule gives the relative number of atoms of each element in the molecule. and a metallic bond exists between metal atoms. Gently lower the solid into the water. Complete the table below. • The chemical formula of a molecule is an abbreviated way of showing a molecule. • A covalent bond exists between non-metal atoms. • The molecular formula of a molecule gives the exact number of atoms of each element that are in the molecule. Atoms can combine to form molecules. 7. There are spaces between the particles. Record the combined volume of the solid and the water. 3. WHAT ARE THE OBJECTS AROUND US MADE OF? .

is not a compound iii. cannot be an element iv. For each of the following questions. Exercise: Summary exercise 1. choose the one correct answer from the list provided. a Define ’boiling point’. The stronger the chemical bonds and intermolecular forces in a substance. WHAT ARE THE OBJECTS AROUND US MADE OF? . A Ammonia. (d) Chemical formula that gives the relative number of atoms of each element that are in a molecule.8 32 Boiling point (0 C) 2567 1107 -183 4827 -268. the higher the melting point will be. This means that ammonia.2. this suggests that. has the formula N3 H B If one substance A has a melting point that is lower than the melting point of substance B. ii. iii.6 444. 3. iv. B will be a gas at room temperature. Refer to the table below which gives the melting and boiling points of a number of elements. i. is a colourless gas ii. can be broken down to form one part nitrogen (N) and three parts hydrogen (H).. Boiling point is an important concept to understand.. • Melting point is the temperature at which a solid changes its phase to become a liquid. (b) The change in phase from liquid to gas. The chemical bonds in substance A are stronger than those in substance B. the higher the boiling point will be. to explain why water changes phase at this temperature.6 CHAPTER 2. • Viscosity is a measure of how resistant a liquid is to changing its form. (a) The property that determines how easily a liquid flows. 2. can help to explain many of the macroscopic properties of matter. 4. an ingredient in household cleaners.6 .GRADE 10 • Understanding chemical bonds.. • Boiling point is the temperature at which a liquid changes phase to become a gas. A will be a liquid at room temperature. (c) A composition of two or more atoms that act as a unit.com) Element copper magnesium oxygen carbon helium sulfur Melting point 1083 650 -218.chemicalelements. i. The chemical bonds in substance A are weaker than those in substance B. (Data from http://www. The reverse process (change in phase from liquid to solid) is called freezing. Give one word or term for each of the following descriptions. b What change in phase takes place when a liquid reaches its boiling point? c What is the boiling point of water? d Use the kinetic theory of matter and your knowledge of intermolecular forces. and then answer the questions that follow.. The stronger the chemical bonds and intermolecular forces in a substance. intermolecular forces and the kinetic theory of matter. • Density is a measure of the mass of a substance per unit volume.4 3500 -272 112.

GRADE 10 a What state of matter (i. solid.6 33 . WHAT ARE THE OBJECTS AROUND US MADE OF? .e. 2. liquid or gas) will each of these elements be in at room temperature? b Which of these elements has the strongest forces between its atoms? Give a reason for your answer. c Which of these elements has the weakest forces between its atoms? Give a reason for your answer.CHAPTER 2.

2.GRADE 10 34 . WHAT ARE THE OBJECTS AROUND US MADE OF? .6 CHAPTER 2.

based on what we know about how atoms behave. Definition: Model A model is a representation of a system in the real world.Grade 10 We have now looked at many examples of the types of matter and materials that exist around us. It is not necessarily a true picture of the exact structure of an atom. we need to take a closer look at the building block of matter. In this model. much like plums in a pudding or raisins in a fruit cake (figure 3. people realised that atoms were made up of even smaller particles than they had previously thought. For example. Models help us to understand systems and their properties. the atom. 3. the air we breathe. before the structure of the atom was properly understood. scientists came up with lots of different models or pictures to describe what atoms look like. The planets. with one person building on the ideas of someone else. there was still no understanding of how these electrons in the atom were arranged. the atomic nucleus had not been discovered yet. Nowadays. The Greek word ατ oµoν (atom) means indivisible because they believed that atoms could not be broken into smaller pieces. In 1906.J. 35 . But what is it that makes up these materials? And what makes one material different from another? In order to understand this. and we have investigated some of the ways that materials are classified. the sun. the atom is made up of negative electrons that float in a soup of positive charge. Thomson in 1897.Chapter 3 The Atom . However. This is often how scientific knowledge develops. Atoms are the basis of all the structures and organisms in the universe. grass and trees. and so the ’plum pudding model’ was put forward in 1904. However. Thomson was awarded the Nobel Prize for his work in this field. and people are all made up of different combinations of atoms.1).1. The idea of atoms was invented by two Greek philosophers.1 Models of the Atom It is important to realise that a lot of what we know about the structure of atoms has been developed over a long period of time. We are going to look at how our modern understanding of the atom has evolved over time. we know that atoms are made up of a positively charged nucleus in the centre surrounded by negatively charged electrons. an atomic model represents what the structure of an atom could look like. However. even with the Plum Pudding Model. Democritus and Leucippus in the fifth century BC. in the past. 3.1 The Plum Pudding Model After the electron was discovered by J.

36 . This screen allowed Rutherford to see where the alpha particles were landing. THE ATOM . C B gold sheet A α particles A α particles A radioactive substance B C (a) B C screen (b) nucleus of gold atom Figure 3.1: A schematic diagram to show what the atom looked like according to the Plum Pudding model The discovery of radiation was the next step along the path to building an accurate picture of atomic structure.2: Rutherford’s gold foil experiment. in 1911. It was Ernest Rutherford who.GRADE 10 - - - electrons - - ’soup’ of positive charge Figure 3.2. Some of these are positively charged alpha (α) particles. to try to get a better understanding of where the positive charge in the atom was. Figure (b) shows the arrangement of atoms in the gold sheets. was a screen made of zinc sulfide. He reasoned that the positively charged protons would be the ones to repel the positively charged alpha particles and alter their path.1. In the early twentieth century.2 Rutherford’s model of the atom Radioactive elements emit different types of particles. Rutherford set up his experiment so that a beam of alpha particles was directed at the gold sheets. A simplified diagram of his experiment is shown in figure 3. Rutherford carried out a series of experiments where he bombarded sheets of gold foil with these particles. because the mass of an electron is so much smaller than that of a proton. which are able to pass through matter in a similar way to X-rays (read more about this in chapter 7).1 CHAPTER 3. Behind the gold sheets. Rutherford knew that the electrons in the gold atoms would not really affect the path of the alpha particles. 3. and the path of the α particles in relation to this. Figure (a) shows the path of the α particles after they hit the gold sheet. used this discovery to revise the model of the atom.3. Marie Curie and her husband discovered that some elements (the radioactive elements) emit particles.

CHAPTER 3. A simplified picture of this is shown in figure 3. has different energy levels to Carbon. His new model described the atom as a tiny. Some of the particles ended up being slightly deflected onto other parts of the screen (B). The exact energies of the orbitals in each energy level depends on the type of atom.3 The Bohr Model There were. Another way of thinking about this model was that the atom was seen to be like a mini solar system where the electrons orbit the nucleus like planets orbiting around the sun. Niels Bohr solved this problem by proposing that the electrons could only orbit the nucleus in certain special orbits at different energy levels around the nucleus. When an electron in an atom changes energy levels.1. But what was even more interesting was that some of the particles were deflected straight back in the direction from where they had come (C)! These were the particles that had been repelled by the positive protons in the gold atoms. electron orbiting the nucleus nucleus (containing protons and neutrons) Figure 3. But this was not the case. negatively charged electrons. a photon of light is emitted. surrounded by lighter. and could be detected on the screen directly behind the foil (A). The energy of the light emitted is the same as the gap in the energy between the two energy levels.1 What he discovered was that most of the alpha particles passed through the foil undisturbed.6. teresting Light has the properties of both a particle and a wave! Einstein discovered that Interesting Fact Fact light comes in energy packets which are called photons. The fact that most particles passed straight through suggested that the positive charge was concentrated in one part of the atom only. If the Plum Pudding model of the atom were true.3: Rutherford’s model of the atom 3. THE ATOM . according to that model.GRADE 10 3. This photon has the same energy as the difference between the two electron energy levels. however. You can read more about this in section 3. some problems with this model: for example it could not explain the very interesting observation that atoms only emit light at certain wavelengths or frequencies. then light is emitted from the atom. The distance between the nucleus and the electron in the lowest energy level of a hydrogen atom is known as the Bohr radius. Helium for example. Rutherford’s work led to a change in ideas around the atom. is distributed throughout the atom. dense. then Rutherford would have expected much more repulsion since the positive charge. positively charged core called a nucleus.3. 37 . If an electron jumps down from a higher energy level to a lower energy level.

99 x 10−26 kg. scientists now have a good idea of what an atom looks like.1: The atomic mass of a number of elements Element Atomic mass (u) Nitrogen (N) 14 Bromine (Br) 80 Magnesium (Mg) 24 Potassium (K) 39 Calcium (Ca) 40 Oxygen (O) 16 The actual value of 1 atomic mass unit is 1. THE ATOM . the diameter of an atom ranges from 0.0000000010 m to 0. while the mass of an atom of hydrogen is about 1.0000000010 m or that 100 pm = 0. for example. 3.3 Atomic structure As a result of the models that we discussed in section 3. but rather its mass relative to the mass of other atoms in the Periodic Table. or its mass. This unit is called the atomic mass unit (amu). you would need very modern mass spectrometers. These electrons orbit the nucleus. Table 3. Using different units. If we give carbon an atomic mass of 12 u. the diameter of an atom ranges from 100 pm (Helium) to 670 pm (Caesium).2 CHAPTER 3.67 x 10−27 kg. 3.1 How heavy is an atom? It is possible to determine the mass of a single atom in kilograms. 38 . To make the situation simpler. Let us now take a closer look at the microscopic structure of the atom.2 How big is an atom? It is difficult sometimes to imagine the size of an atom.0000000010 m! In other words. The atomic masses of some elements are shown in table 3. We can abbreviate (shorten) this unit to just ’u’. You can check this by dividing the mass of a carbon atom in kilograms (see above) by the mass of a hydrogen atom in kilograms (you will need to use a calculator for this!). is about 1.1 below.1. This is very small indeed. scientists use a different unit of mass when they are describing the mass of an atom. because we cannot see them. Atomic mass units are therefore not giving us the actual mass of an atom.67 x 10−24 g or 1. and the values you would get would be very clumsy and difficult to use. 100 pm = 1 Angstrom. When we use atomic mass units instead of kilograms.3. we have discussed that atoms are made up of a positively charged nucleus surrounded by one or more negatively charged electrons. So far. The mass of a carbon atom.67 x 10−27 kg. This is a very tiny mass! 3. But to do this. If you do this calculation.2 pm stands for picometres. and 1 Angstrom = 10−10 m. Looking at these very small numbers makes it difficult to compare how much bigger the mass of one atom is when compared to another.GRADE 10 3. you will see that the mass of a carbon atom is twelve times greater than the mass of a hydrogen atom.0000000067 m.2. then the mass of an atom of hydrogen will be 1 u.2. it becomes easier to see this. and also because we are not used to working with such small measurements. On average. This knowledge is important because it helps us to understand things like why materials have different properties and why some materials bond with others. 1 pm = 10−12 m How big is an atom? Atomic diameter also varies depending on the element. That is the same as saying that 1 Angstrom = 0.

The proton and neutron are made up of 3 quarks each. if protons were the only particles in the nucleus.11 x 10−31 kg. He predicted this because if there were only positively charged protons in the nucleus.2: Summary of the particles inside the atom teresting Unlike the electron which is thought to be a point particle and unable to be Interesting Fact Fact broken up into smaller pieces. do not carry any extra charge. the protons and neutrons are called nucleons. The Neutron The neutron is electrically neutral i. In 1932 James Chadwick discovered the neutron and measured its mass.e. Since we know that atoms are electrically neutral.3 3. i. Protons and neutrons are built up of smaller particles called quarks. Together. This suggested that there must be something else inside the nucleus as well as the protons. Scientists believe that the electron can be treated as a point particle or elementary particle meaning that it can’t be broken down into anything smaller.6726 x 10−27 +1 1. 39 . then the number of protons in an atom has to be the same as the number of electrons to balance out the positive and negative charge to zero.6749 x 10−27 0 0 electron 9. THE ATOM . the proton and neutron can be divided.e.6749 x 10−27 kg (slightly heavier than the proton). i. the nucleons. this particle would have to be neutral itself. When we talk about the atomic mass of an atom. teresting Rutherford predicted (in 1920) that another kind of particle must be present in Interesting Fact Fact the nucleus along with the proton.6726 x 10−27 kg. The electron also carries one unit of negative electric charge which is the same as 1. To make sure that the atom stays electrically neutral. 3. However.3.2 The Nucleus Unlike the electron.CHAPTER 3. It has a mass of 9. The total positive charge of a nucleus is equal to the number of protons in the nucleus.GRADE 10 3. it is actually four times heavier than hydrogen. it carries no charge at all. we are mostly referring to the combined mass of the protons and neutrons.e.6 x 10−19 neutron 1.11 x 10−31 -1 -1. it is much heavier than the electron and its mass is 1. then it should break into bits because of the repulsive forces between the like-charged protons! Also. Like the proton.1 The Electron The electron is a very light particle. the nucleus can be broken up into smaller building blocks called protons and neutrons. Mass (kg) Units of charge Charge (C) proton 1. The Proton Each proton carries one unit of positive electric charge. then a helium nucleus (atomic number 2) would have two protons and therefore only twice the mass of hydrogen.3.6 x 10−19 Table 3. The proton is much heavier than the electron (10 000 times heavier!) and has a mass of 1.6 x 10−19 C (Coulombs).

3. THE ATOM .4 Atomic number and atomic mass number The chemical properties of an element are determined by the charge of its nucleus. is called the atomic mass number and is denoted by the letter A. Definition: Atomic mass number (A) The number of protons and neutrons in the nucleus of an atom Standard notation shows the chemical symbol. the atomic mass number and the atomic number of an element as follows: number of nucleons A ZX number of protons chemical symbol For example. the total number of protons plus neutrons.GRADE 10 3.e. The number of neutrons is simply the difference N = A − Z. Definition: Atomic number (Z) The number of protons in an atom The mass of an atom depends on how many nucleons its nucleus contains. This number is called the atomic number and is denoted by the letter Z. where the total nuclear charge is Z = 26 and the mass number A = 56.e. The number of nucleons. i. the iron nucleus which has 26 protons and 30 neutrons. i. 40 .4 CHAPTER 3. by the number of protons. is denoted as 56 26 Fe .

in the atom. This will be explained in section 3.of neutons trons trons Mg 24 12 O 8 17 Ni 28 40 20 Zn 0 C 12 6 3. with the protons and neutrons having about the same mass and the electron mass being negligible in comparison.of elec. Generally. Exercise: The structure of the atom 1. give the number of .85 You will notice in the example of iron that the atomic mass number is more or less the same as its atomic mass. with the way this information appears on the Periodic Table. For the element (a) protons (b) neutrons (c) electrons . This will be explained later. 26 Fe 55. the atomic number usually appears in the top lefthand corner of the block or immediately above the element’s symbol. The example of iron is used again below. On the Periodic Table. Complete the following table: (Note: You will see that the atomic masses on the Periodic Table are not whole numbers..CHAPTER 3.GRADE 10 3. Explain the meaning of each of the following terms: (a) nucleus (b) electron (c) atomic mass 2. Z = n). The number below the element’s symbol is its relative atomic mass.e. Use standard notation to represent the following elements: (a) potassium (b) copper (c) chlorine 4.. an atom that contains n protons and neutrons (i. . The reason is that a C-12 atom has 6 protons. For now..5.4 Important: Don’t confuse the notation we have used above.. This is not exactly the same as the atomic mass number. you can round off to the nearest whole number. 41 35 17 Cl. THE ATOM . will have a mass approximately equal to n u.) Element Atomic Atomic Number Number Number mass number of pro. 6 neutrons and 6 electrons.

but different numbers of neutrons. the ’12’ is the atomic mass of that atom. Which of the following atoms has 7 electrons? (a) 5 He 2 (b) 13 C 6 (c) 7 Li 3 (d) 15 N 7 6. are called isotopes. Therefore. “same place” reads as `σoς τ oπoς (isos topos). but a different number of neutrons.3. The different isotopes of an element have the same atomic number Z but different mass numbers A because they have a different number of neutrons N .5 CHAPTER 3. while Cl-37 has an atomic mass of 37 u. 3. (a) 40 X 18 (b) x Ca 20 (c) 31 P x 7. 42 . So. teresting In Greek. the chemical properties of an element depend on the number of protons inside the atom. Note that if an element is written for example as C-12. but a different number of neutrons.. THE ATOM . but they might vary in how stable their nucleus is.1 Isotopes What is an isotope? If a few neutrons are added to or removed from a nucleus. Definition: Isotope The isotope of a particular element. give the number or the element symbol represented by ’X’. This means that such an atom should remain in the same place in the Periodic table. called isotopes.GRADE 10 5.5. The chemical properties of the different isotopes of an element are the same. are called isotopes. the chemical properties of the atom will stay the same because its charge is still the same. (a) What is the same? (b) What is different? Uranium can occur in different forms. In each of the following cases.5 3. no matter how many neutrons we add or subtract from a nucleus with 6 protons. that element will always be called carbon and have the element symbol C (see the Table of Elements).. is made up of atoms which have the same number of protons as the atoms in the orginal element. Cl-35 has an atomic mass of 35 u.5. Complete the following table: A 235 92 U 238 92 U Z N In these two different forms of Uranium. You will learn more about isotopes in section 3. This is why atoms Interesting ι ` Fact Fact which have the same number of protons. For example. Atoms which have the same number of protons. They are in the same place on the Periodic Table! The following worked examples will help you to understand the concept of an isotope better.

43 . which gives: 232 92 U 234 92 U. the isotope with 2 fewer neutrons 2. if the isotope we want has 2 fewer neutrons than original mass number and subtract 2. then we take the Following the steps above.GRADE 10 3. use standard notation to describe: 1. they have a different number of neutrons. You need to look for the element that has the same atomic number but a different atomic mass number. we can write down the atomic number: 92 U Now. any isotope of uranium will have the symbol: U Also. we can write the isotope with 4 more neutrons as: 238 92 U Worked Example 2: Isotopes Question: Which of the following are isotopes of • • • 40 19 K 42 20 Ca 40 18 Ar 40 20 Ca? Answer Step 1 : Go over the definition of isotope: We know that isotopes have the same atomic number but different mass numbers. THE ATOM . and therefore a different mass number.5 Worked Example 1: Isotopes Question: For the element 234 92 U (uranium). Step 2 : Rewrite the notation for the isotopes Therefore. However. The only element is 12 Ca. What is different is that there are 20 2 more neutrons than in the original element. Step 2 : Determine which of the elements listed fits the definition of an isotope.CHAPTER 3. since the number of protons in uranium isotopes is always the same. the isotope with 4 more neutrons Answer Step 1 : Go over the definition of isotope We know that isotopes of any element have the same number of protons (same atomic number) in each atom which means that they have the same chemical symbol.

. give the number of.. Step 2 : Determine the number of nucleons by looking at the atomic mass number. The number of electrons is 16 (answer to (c)).5 CHAPTER 3. therefore the number of nucleons is 33 (answer to (b)).. For the sulfur isotopes. and atom B has 6 protons and 5 neutrons. 32 S and 34 S. Atom A has 5 protons and 5 neutrons. 16 16 (a) protons (b) nucleons (c) electrons (d) neutrons 3. Which of the following are isotopes of U-235? (X represents an element symbol) (a) 238 X 92 (b) 238 X 90 (c) 235 X 92 44 . therefore the number of protons is 16 (answer to (a)).. A = 33.3. Answer Step 1 : Determine the number of protons by looking at the atomic number. give the number of. Step 3 : Determine the number of electrons The atom is neutral. 2. Z = 16. THE ATOM . (a) allotropes (b) isotopes (c) isomers (d) atoms of different elements 2. These atoms are. 4. Z.. and therefore the number of electrons is the same as the number of protons.GRADE 10 Worked Example 3: Isotopes Question: For the sulfur isotope 1. protons nucleons electrons neutrons 33 16 S. Which of the following are isotopes of Cl35 ? (a) 17 Cl 35 (b) 35 Cl 17 (c) 37 Cl 17 4. 3. Exercise: Isotopes 1. Step 4 : Calculate the number of neutrons N = A − Z = 33 − 16 = 17 The number of neutrons is 17 (answer to (d)). A..

for example. Answer Step 1 : Calculate the mass contribution of chlorine-35 to the average relative atomic mass Contribution of Cl-35 = (75/100 x 35) = 26. This is then the number that will appear on the Periodic Table. Calculate the average relative atomic mass for chlorine. or that it has an atomic mass of 37 u. The abundance of these isotopes when they occur naturally is 75% chlorine-35 and 25% chlorine-37.5 3. while chlorine-37 has an atomic mass of 37 u. Definition: Relative atomic mass Relative atomic mass is the average mass of one atom of all the naturally occurring isotopes of a particular chemical element.5. the relative atomic mass that is shown is not a whole number. has two common isotopes which are chlorine-35 and chlorine-37.25 u Step 3 : Add the two values to arrive at the average relative atomic mass of chlorine Relative atomic mass of chlorine = 26. Chlorine.GRADE 10 3. It doesn’t make sense to say that the element chlorine has an atomic mass of 35 u.2 Relative atomic mass It is important to realise that the atomic mass of isotopes of the same element will be different because they have a different number of nucleons. You will notice that for many elements. expressed in atomic mass units. the average relative atomic mass for chlorine is 35.25 u + 9. In the world around us.CHAPTER 3. Neither of these are absolutely true since the mass varies depending on the form in which the element occurs.5 u. If you look on the periodic table. 1. We need to look at how much more common one is than the other in order to calculate the relative atomic mass for the element chlorine. THE ATOM . Worked Example 4: The relative atomic mass of an isotopic element Question: The element chlorine has two isotopes. Complete the table below: 45 . chlorine-35 and chlorine-37.25 u = 35. You should now understand that this number is the average relative atomic mass for those elements that have naturally occurring isotopes.5 u.25 u Step 2 : Calculate the contribution of chlorine-37 to the average relative atomic mass Contribution of Cl-37 = (25/100 x 37) = 9. both of these isotopes occur naturally. Chlorine-35 has an atomic mass of 35 u. Exercise: Isotopes You are given a sample that contains carbon-12 and carbon-14.

This means that you need to question information that you are given and decide whether it is accurate and whether it can be accepted as true. At the same time. There are many more examples like this one in the field of science.5% Cl-35.6. we saw how peoples’ understanding of atomic structure changed as more information was gathered about the atom. Although 46 . and that this nucleus is surrounded by electrons. which contains protons and neutrons. or whether it was not. 3. calculate the relative atomic mass of an atom in that sample. The same is true in science.1 Energy quantisation and electron configuration The energy of electrons You will remember from our earlier discussions. discuss some of the things that would need to be done to check whether a new idea or theory was worth listening to. or about the particle and wave nature of light. discuss the following questions: • Think about some other examples where scientific knowledge has changed because of new ideas and discoveries: – – – – What were these new ideas? Were they controversial? If so.5% Cl-37 and 77.GRADE 10 Protons Neutrons Electrons 2.. Think for example. An important part of being a scientist is to be a critical thinker. In another sample. • Present your ideas to the rest of the class.. It is important that we realise that what we know now about science may also change. THE ATOM . Often. If the sample you have contains 90% carbon-12 and 10% carbon-14. and other scientists. why? What role (if any) did technology play in developing these new ideas? How have these ideas affected the way we understand the world? • Many people come up with their own ideas about how the world works. these changes in scientific thinking can be very controversial because they disturb what people have come to know and accept.6 3. you have 22. you need to learn to be open to new ideas and not to become stuck in what you believe is right. Calculate the relative atomic mass of an atom in that sample. So how do we.3. 3. there might just be something new waiting around the corner that you have not thought about! In groups of 4-5.6 Isotope Carbon-12 Carbon-14 Chlorine-35 Chlorine-37 Z A CHAPTER 3. In this chapter for example. about our knowledge of the solar system and the origin of the universe. know what to believe and what not to? How do we know when new ideas are ’good’ science or ’bad’ science? In your groups. Activity :: Group Discussion : The changing nature of scientific knowledge Scientific knowledge is not static: it changes and evolves over time as scientists build on the ideas of others to come up with revised (and often improved) theories and ideas. that an atom is made up of a central nucleus.

You can think of this like going up a flight of steps: you can’t lift your foot by any amount to go from the ground to the first step. Electrons that are in the energy level that is closest to the nucleus.11).6. we see lines (called emission lines) at particular frequencies. You will need to learn the following rules: • The 1st energy level can hold a maximum of 2 electrons • The 2nd energy level can hold a maximum of 8 electrons • The 3rd energy level can hold a maximum of 8 electrons • If the number of electrons in the atom is greater than 18. The same rule applies for the higher energy levels. Like steps. Those electrons that have higher energy.12).6 these electrons all have the same charge and the same mass. it needs to release energy. each electron in an atom has a different amount of energy. the number of electrons will also be 3. one will see that for each element. For the excited electron to go back to its original energy (called the ground state). the energy levels are shown as concentric circles around the central nucleus. while the other 7 are found in the second energy level (figure 3. and an electron will only be found in the second energy level once the first energy level is full. the sharp lines we see mean that there are only certain particular energies that an electron can be excited to. These frequencies correspond to the energy of the emitted light.2 Energy quantisation and line emission spectra If the energy of an atom is increased (for example when a substance is heated). Fluorine Fluorine (F) has an atomic number of 9. 47 . The energy of the light released when an electron drops down from a higher energy level to a lower energy level is the same as the difference in energy between the two levels. Instead of a smooth continuum of frequencies. meaning that a neutral atom also has 9 electrons. It releases energy by emitting light. Each energy level can only hold a certain number of electrons.CHAPTER 3. for each element. we can think of these quantities as energy levels in the atom. This is called quantisation of energy because there are only certain quantities of energy that an electron can have in an atom.6. 3. while the third electron is found in the second energy level (figure 3. If electrons could be excited to any energy and lose any amount of energy. If you lift your foot too low you’ll bump into the step and be stuck on the ground level. 3. You have to lift your foot just the right amount (the height of the step) to go to the next step. or can lose. are found further away.3 Electron configuration Electrons are arranged in energy levels around the nucleus of an atom. will have the lowest energy and those further away will have a higher energy. The first 2 electrons are found in the first energy level. Lithium Lithium (Li) has an atomic number of 3. However.GRADE 10 3. The same goes for electrons and the amount of energy they can have. In the following examples. meaning that in a neutral atom. there would be a continuous spread of light frequencies emitted. The first two electrons are found in the first energy level. the energy of the electrons inside the atom can be increased (when an electron has a higher energy than normal it is said to be ”excited”). Electrons that have the lowest energy are found closest to the nucleus where the attractive force of the positively charged nucleus is the greatest. THE ATOM . they will need to move to the 4th energy level. 1. and so on. light is emitted only at certain frequencies (or wavelengths). 2. If one heats up different elements. and which are able to overcome the attractive force of the nucleus.

the second energy level contains one ’s’ orbital and three ’p’ orbitals and the third energy level also contains one ’s’ orbital and three ’p’ orbitals. the electrons move in orbitals. Argon Argon has an atomic number of 18. Figure 3. the next 8 are found in the second energy level. When we want to show how electrons are arranged in an atom. meaning that a neutral atom also has 18 electrons. Within each energy level. and the last 8 are found in the third energy level (figure 3. the ’s’ orbital is at a lower energy than the ’p’ orbitals. The first energy level contains only one ’s’ orbital.GRADE 10 second energy level electrons first energy level nucleus. THE ATOM .6 CHAPTER 3. These are the ’s’ and ’p’ orbitals (there are also ’d’ and ’f’ orbitals). Within each energy level. There are different orbital shapes.5: The arrangement of electrons in a fluorine atom. Figure 3.6: The arrangement of electrons in an argon atom.6). we need to remember the following principles: 48 .4: The arrangement of electrons in a lithium atom. The first 2 electrons are found in the first energy level. This arrangement is shown in figure 3. 3. but we will be dealing with only two.3. Definition: Atomic orbital An atomic orbital is the region in which an electron may be found around a single atom. containing 3 protons and 4 neutrons Figure 3. An orbital defines the spaces or regions where electrons move.7. But the situation is slightly more complicated than this.

7: The positions of the first ten orbits of an atom on an energy diagram.CHAPTER 3. 49 . THE ATOM .6 4s 3p 3s Third main energy level 2p Second main energy level E N E R G Y 2s First main energy level 1s Figure 3. Note that each block is able to hold two electrons.GRADE 10 3.

Electrons that occur together in an orbital are called an electron pair. Using standard notation. rather than share an orbital with another electron. An electron would also rather occupy a lower energy orbital with another electron. An Aufbau diagram for the element Lithium is shown in figure 3. 5. This is because when two electrons occupy the same orbital. and then if there are still electrons remaining. • An electron will always try to enter an orbital with the lowest possible energy. An Aufbau diagram uses arrows to represent electrons. You can use the following steps to help you to draw an Aufbau diagram: 1.8.GRADE 10 • Each orbital can only hold two electrons. These electrons spin in opposite directions around their own axes. the electron configuration of lithium is 1s2 2s1 . electrons will fill an ’s’ orbital before starting to fill ’p’ orbitals. 4. An element’s electron configuration can be represented using Aufbau diagrams or energy level diagrams. this electron is said to be an unpaired electron. 2. The notation describes the energy levels.10 respectively.6 CHAPTER 3.3. Electron pairs are shown with arrows in opposite directions. Definition: Electron configuration Electron configuration is the arrangement of electrons in an atom. the electrons are called an electron pair.9 and 3. Put one electron in each of the three ’p’ orbitals in the second energy level (the 2p orbitals). • An electron will occupy an orbital on its own. the electron configuration of fluorine is 1s2 2s2 2p5 and the electron configuration of argon is 1s2 2s2 2p6 3s2 3p6 . The way that electrons are arranged in an atom is called its electron configuration. 3. Aufbau diagrams for the elements fluorine and argon are shown in figures 3. Fill the ’s’ orbital in the second energy level (the 2s orbital) with the second two electrons. 50 . or other physical structure. 2s 1s Figure 3. orbitals and the number of electrons in each. In other words. they spin in opposite directions on their axes. and the number above the orbital shows how many electrons are in that orbital. Determine the number of electrons that the atom has.8: The electron configuration of Lithium. molecule. If the orbital only has one electron. within one energy level. Carry on in this way through each of the successive energy levels until all the electrons have been drawn. THE ATOM . shown on an Aufbau diagram A special type of notation is used to show an atom’s electron configuration. before occupying a higher energy orbital. For example. go back and place a second electron in each of the 2p orbitals to complete the electron pairs. Fill the ’s’ orbital in the first energy level (the 1s orbital) with the first two electrons. The number and letter describe the energy level and orbital. Important: When there are two electrons in an orbital.

excluding the valence electrons 3. THE ATOM .6 4s 3p 3s 2p E N E R G Y 2s 1s Fluorine Figure 3. you may well be wondering why it is important for you to understand how electrons are arranged around the nucleus of an atom. Remember that during chemical reactions.4 Core and valence electrons Electrons in the outermost energy level of an atom are called valence electrons.CHAPTER 3. when atoms come into contact with one another. Definition: Valence electrons The electrons in the outer energy level of an atom Definition: Core electrons All the electrons in an atom. The electrons that are in the energy shells closer to the nucleus are called core electrons.9: An Aufbau diagram showing the electron configuration of fluorine 3. excluding the valence electrons. An element that has its valence energy level full is more stable and less likely to react than other elements with a valence energy level that is not full.5 The importance of understanding electron configuration By this stage. More specifically. Core electrons are all the electrons in an atom.6. it is the electrons of these atoms that will interact first.6.GRADE 10 3. it is the valence electrons of the atoms that will determine how they 51 .

Use the Aufbau diagrams you drew to help you complete the following table: 52 . This will make more sense when we go on to look at chemical bonding in a later chapter.3. an atom is least stable (and therefore most reactive) when its valence electron orbitals are not full. To take this a step further. an atom is at its most stable (and therefore unreactive) when all its orbitals are full. On the other hand. the valence electrons are largely responsible for an element’s chemical behaviour. To put it simply.10: An Aufbau diagram showing the electron configuration of argon react with one another. Exercise: Energy diagrams and electrons 1.6 4s CHAPTER 3.GRADE 10 3p 3s 2p 2s 1s Argon Figure 3. and elements that have the same number of valence electrons often have similar chemical properties. Draw Aufbau diagrams to show the electron configuration of each of the following elements: (a) magnesium (b) potassium (c) sulfur (d) neon (e) nitrogen 2. THE ATOM .

Models are often simplified. of energy levels No. The small toy cars that you may have played with as a child are models. Give reasons for the order you give. Rank the elements used above in order of increasing reactivity. In a neutral atom. what parts make it up? how big is it?) • What materials can I use to represent these parts of the atom as accurately as I can? • How will I put all these different parts together in my model? As a group. Discuss the same questions for each of the models you see and record your answers. They give you a good idea of what a real car looks like. we focused our attention on the electron configuration of neutral atoms. models help us to build a picture in our heads of what the atom looks like.CHAPTER 3.GRADE 10 Element No. think about these questions: • What information do I know about the structure of the atom? (e. of valence electrons Electron configuration (standard notation) 3.7. In groups of 4-5. one of the uses of models is that they can help us to understand the structure of something that we can’t see. of core electrons No. we talked about different ’models’ of the atom. but in your model.g. 3. But what 53 .7 3. you are going to build a model of an atom. it might not have been possible for you to show this. A model cannot always be absolutely accurate and it is important that we realise this so that we don’t build up a false idea about something. Before you start. share your ideas and then plan how you will build your model. Activity :: Group work : Building a model of an atom Earlier in this chapter. In the case of the atom. Once you have built your model. • Are there any ways in which our model could be improved? Now look at what other groups have done. In science. the number of protons is the same as the number of electrons. THE ATOM . we know that electrons move around the atom’s nucleus. discuss the following questions: • Does our model give a good idea of what the atom actually looks like? • In what ways is our model inaccurate? For example. but they are much smaller and much simpler.1 Ionisation Energy and the Periodic Table Ions In the previous section.7 Mg K S Ne N 3.

The atom that is formed in either of these cases is called an ion. Fluorine A fluorine atom gains one electron to form a negative ion (figure 3. then the atom will become more negative. THE ATOM . Definition: Ion An ion is a charged atom. In this example. the lithium atom loses an electron to form the cation Li+ .11). Put simply.7 CHAPTER 3.12). If electrons are added. If electrons are taken away.g. The charge on an ion depends on the number of electrons that have been lost or gained. Activity :: Investigation : The formation of ions 54 . 1 electron gained F F− Figure 3.11: The arrangement of electrons in a lithium ion. the charge of the atom will change. N a+ . F − . then the atom will become more positive. an ion is a charged atom. the number of electrons that are lost or gained. Look at the following examples.3. 1 electron lost Li Li atom with 3 electrons Li+ Li+ ion with only 2 electrons Figure 3.12: The arrangement of electrons in a fluorine ion. A positively charged ion is called a cation e. Notice the number of valence electrons in the neutral atom.g. and the final charge of the ion that is formed. and a negatively charged ion is called an anion e. Lithium A lithium atoms loses one electrons to form a positive ion (figure 3.GRADE 10 happens if an atom gains or loses electrons? Does it mean that the atom will still be part of the same element? A change in the number of electrons of an atom does not change the type of atom that it is. However.

Use the diagram for lithium as a guide and draw similar diagrams to show how each of the following ions is formed: (a) Mg2+ (b) Na+ (c) Cl− (d) O2− 2.7 Observations: Once you have completed the activity. it becomes more and more difficult to remove an electron and the ionisation energy increases. The ionisation energy will be different for different atoms. you should notice that: • In each case the number of electrons that is either gained or lost. On the Periodic Table of the Elements. • If you look at an energy level diagram for sodium (Na). a group is a vertical column of the elements. and a period is a horizontal row. THE ATOM . The lower the ionisation energy. ionisation energy increases across a period. A negative ion is formed. The second ionisation energy is the energy that is needed to remove a second electron from an atom. 3. you will see that in a neutral atom. • In the case of oxygen (O). To fill the valence energy level. it makes more sense for this atom to gain two electrons. there are six valence electrons. and so on.CHAPTER 3.2 Ionisation Energy Ionisation energy is the energy that is needed to remove one electron from an atom. this electron will be lost.GRADE 10 1. Do you notice anything interesting about the charge on each of these ions? Hint: Look at the number of valence electrons in the neutral atom and the charge on the final ion. As an energy level becomes more full. In the periodic table. is the same as the number of electrons that are needed for the atoms to achieve a full or an empty valence energy level. and therefore a more stable state for the atom. the more reactive the element will be because there is a greater chance of electrons being involved in chemical reactions. 3. but decreases as you move down a group. In order to achieve an empty valence level.7. there is only one valence electron. Exercise: The formation of ions Match the information in column A with the information in column B by writing only the letter (A to I) next to the question number (1 to 7) 55 . We will look at this in more detail in the next section.

Al3+ E. Each row was referred to as a period. O2− I.GRADE 10 1. The anion that is formed when bromine gains an electron 4. An example of a compound ion 6. Mg2+ B.8 CHAPTER 3. Using the trends he observed. THE ATOM . Cl− C. with the exception of hydrogen which occurs in the first block of the table despite being a non-metal. Br− 3.8 The Arrangement of Atoms in the Periodic Table The periodic table of the elements is a tabular method of showing the chemical elements. Mg+ H. called groups. Many of these elements were indeed discovered and Mendeleev’s predictions were proved to be correct.13: A simplified diagram showing part of the Periodic Table 3. K+ G.1 Groups in the periodic table A group is a vertical column in the periodic table. He even predicted the properties that he thought the missing elements would have when they were discovered. group number 1 H Group Li 2 Be 3 B Al Ti V 4 C Si 5 N P 6 O S 7 F Cl Br 8 He Ne Ar Kr Na Mg K Ca Sc Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Period Figure 3. A positive ion with the electron configuration of argon 7. To show the recurring properties that he had observed. Mendeleev was a Russian chemist who designed the table in such a way that recurring (”periodic”) trends in the properties of the elements could be shown. can be attributed to a man called Dmitri Mendeleev in 1869. An ion that has 1 more electron than its neutral atom 3. One important feature to note in the periodic table is that all the non-metals are to the right of the zig-zag line drawn under the element boron. CO2− 3 D.3. The rest of the elements are metals. you will see the groups numbered 56 . he even left gaps for those elements that he thought were ’missing’. and is considered to be the most important way of classifying the elements.8. Mendeleev began new rows in his table so that elements with similar properties were in the same vertical columns. If you look at a periodic table. A negative ion with the electron configuration of neon A. Br2− F. Most of the work that was done to arrive at the periodic table that we know. The cation that is formed from a magnesium atom 5. A positive ion that has 3 less electrons than its neutral atom 2.

2.14. 57 . 2. then an open space which contains the transition elements. • Transition metals: The differences between groups in the transition metals are not usually dramatic.GRADE 10 3. Each element is missing just one electron from its outer energy shell. Important: The number of valence electrons of an element corresponds to its group number on the periodic table. rather than losing them. Each element only has two valence electrons and so in chemical reactions. Hydrogen Lithium Sodium Potassium Figure 3. These numbers are normally represented using roman numerals. • Group 1: These elements are known as the alkali metals and they are very reactive. All of the energy shells of the halogens are full. and so these elements are very unreactive.8 at the top of each column. • Group 7: These elements are known as the halogens.14: Electron diagrams for some of the Group 1 elements Activity :: Investigation : The properties of elements Refer to figure 3. followed by groups 3 to 8. In some groups. In some periodic tables. and the groups are even given separate names to identify them. The groups are numbered from left to right as follows: 1. Explain why elements from group 1 are more reactive than elements from group 2 on the periodic table (Hint: Think back to ’ionisation energy’).CHAPTER 3. THE ATOM . all the groups are numbered from left to right from number 1 to number 18. These elements are less reactive than those in group 1 because it is more difficult to lose two electrons than it is to lose one. • Group 2: These elements are known as the alkali earth metals. the elements display very similar chemical properties. • Group 8: These elements are the noble gases. The characteristics of each group are mostly determined by the electron configuration of the atoms of the element. Group 3 elements have three valence electrons. 1. What do you notice about the number of electrons in the valence energy level in each case? 3. the group 2 elements tend to lose these electrons so that the energy shells are complete. These elements tend to gain electrons to fill this shell. Use a Periodic Table to help you to complete the last two diagrams for sodium (Na) and potassium (K).

the number of core electrons increases as one moves down the group. Exercise: Trends in ionisation energy Refer to the data table below which gives the ionisation energy (in kJ/mol) and atomic number (Z) for a number of elements in the periodic table: 58 . • In general. 3. it is easier for them to be removed and the ionisation energy decreases. Consider the attractive force between the positively charged nucleus and the negatively charged electrons in an atom. all the valence electrons occur in the same energy shell.15: Electron diagrams for two of the noble gases. Some of the trends that can be observed within a period are highlighted below: • As you move from one group to the next within a period. the diameter of atoms decreases as one moves from left to right across a period.GRADE 10 Helium Lithium Figure 3. • Within a single period. If the period increases. so does the energy shell in which the valence electrons occur. As the number of protons increases. • Ionisation energy increases as one moves from left to right across a period. This is because. It is worth noting that in each of the groups described above. the atomic diameter of the elements increases as you move down the group. the number of protons in each atom increases. Because these electrons are not being held to the nucleus as strongly.2 Periods in the periodic table A period is a horizontal row in the periodic table of the elements. The opposite is true when you move down a group in the table because more energy shells are being added.8 CHAPTER 3. The number of electrons also increases. it becomes more difficult to remove electrons. while the number of valence electrons is the same in each element. As you move across a period. the number of valence electrons increases by one each time. As the valence electron shell moves closer to being full. THE ATOM .8. The electrons that are closer to the nucleus ’shield’ the outer electrons from the attractive force of the positive nucleus. the reactivity of the elements decreases from left to right across a period. the force of attraction between the nucleus and the electrons will increase and the atomic diameter will decrease. helium (He) and neon (Ne).3. but these electrons will still be in the same energy shell. • In general.

has an atomic number of 12 6.9 Summary • Much of what we know today about the atom. 2. Calcium (Ca). will have chemical properties that are most similar 11. Carbon (C) Which of the elements listed above: 1. has 4 neutrons in the nucleus of its atoms 7. has only one valence electron 9.9 1..CHAPTER 3. is a halogen 3. will form positive ions 3. (a) the ionisation energy for Z=2 is higher than for Z=1 (b) the ionisation energy for Z=3 is lower than for Z=2 (c) the ionisation energy increases between Z=5 and Z=7 Exercise: Elements in the Periodic Table Refer to the elements listed below: Lithium (Li). 3.. has all its energy orbitals full 10. has been the result of the work of a number of scientists who have added to each other’s work to give us a good understanding of atomic structure. is an alkali metal 5. Describe any trends that you observe. Magnesium (Mg). THE ATOM . Draw a line graph to show the relationship between atomic number (on the x-axis) and ionisation energy (y-axis). belongs to Group 1 2. is a noble gas 4. Explain why. 59 . Chlorine (Cl). contains electrons in the 4th energy level 8. Neon (Ne).GRADE 10 Z 1 2 3 4 5 6 7 8 9 Ionisation energy 1310 2360 517 895 797 1087 1397 1307 1673 Z 10 11 12 13 14 15 16 17 18 Ionisation energy 2072 494 734 575 783 1051 994 1250 1540 3. Oxygen (O).

• Ionisation energy decreases down a group in the Periodic Table. • The atomic mass number (A) is the number of protons and neutrons in the nucleus of an atom. • Atoms whose outermost energy level is full. An orbital defines the space in which an electron is most likely to be found. • The electrons that are not valence electrons are called core electrons. • Ionisation energy increases across a period in the Periodic Table. • Energy diagrams such as Aufbau diagrams are used to show the electron configuration of atoms.3. an atom will lose or gain the number of electrons that will make its valence energy level full.9 CHAPTER 3. Exercise: Summary 1. Electrons occur in specific energy levels around an atom’s nucleus. 1 u = 1. This means that not all atoms of an element will have the same atomic mass. • The energy of electrons in an atom is quantised. • The standard notation that is used to write an element. expressed in atomic mass units. • Within each energy level. A cation is a positively charged ion and an anion is a negatively charged ion. Ernest Rutherford (discovery that positive charge is concentrated in the centre of the atom) and Niels Bohr (the arrangement of electrons around the nucleus in energy levels). • When forming an ion. • The relative atomic mass of an element is the average mass of one atom of all the naturally occurring isotopes of a particular chemical element.J. but a different number of neutrons. THE ATOM . are less chemically reactive and therefore more stable. • The electrons in the outermost energy level are called valence electrons. • The atomic number (Z) is the number of protons in an atom. p. surrounded by electrons. their mass in measured in atomic mass units (u). including s. • The isotope of a particular element is made up of atoms which have the same number of protons as the atoms in the original element. an electron may move within a particular shape of orbital. is A X. A is the atomic mass number and Z is the atomic number.67 × 10−24 g. which led to the Plum Pudding Model of the atom).GRADE 10 • Some of the important scientific contributors include J. where X is the element Z symbol. Write down only the word/term for each of the following descriptions. The relative atomic mass is written under the elements’ symbol on the Periodic Table.Thomson (discovery of the electron. d and f orbitals. • An element’s ionisation energy is the energy that is needed to remove one electron from an atom. • Because of the very small mass of atoms. • An ion is a charged atom. There are different orbital shapes. than those atoms whose outer energy level is not full. (a) The sum of the number of protons and neutrons in an atom 60 . • An atom is made up of a central nucleus (containing protons and neutrons).

Period 1 Element H He Li Be B C N O F Ne First ionisation energy (kJ. have deflected more often iii. (d) Group 1 elements readily form negative ions.. For each of the following. negative (c) If Rutherford had used neutrons instead of alpha particles in his scattering experiment. and ions ii. neutrons. protium. 1s2 2s2 2p5 4. re-write the statement correctly. the neutrons would.GRADE 10 (b) The defined space around an atom’s nucleus. and tritium (b) The charge of an atom is. have been attracted to the nucleus easily iv. 12 electrons and 12 neutrons. (c) It is safer to use helium gas rather than hydrogen gas in balloons. 1s2 2s8 3s7 ii. THE ATOM . 3. The element has the same electron configuration as 238 U 92 iv. i. 1s2 2s2 2p6 3s2 3p5 iii. protons. protons. (a) 20 Ne and 22 Ne each have 10 protons. (c) Which TWO elements exert the strongest attractive forces on their electrons? Use the data in the table to give a reason for your answer. Which of the following statements is true? 92 i.. neutrons. neutral iii. deuterium. protons. 10 10 (b) The atomic mass of any atom of a particular element is always the same. 1s2 2s2 2p6 3s2 3p6 iv. say whether the statement is True or False. The element is an isotope of 234 Pu 94 ii... positive ii. where an electron is most likely to be found 2. neutrinos.CHAPTER 3. not deflect because they have no charge ii. If it is False. Multiple choice questions: In each of the following. 61 . and electrons iii.9 2 (a) What is the meaning of the term first ionisation energy ? (b) Identify the pattern of first ionisation energies in a period. The element contains 234 neutrons iii.mol−1 ) 1312 2372 520 899 801 1086 1402 1314 1681 2081 3. have given the same results (d) Consider the isotope 234 U. choose the one correct answer. and ions iv. i. The following table shows the first ionisation energies for the elements of period 1 and 2. The element has an atomic mass number of 92 (e) The electron configuration of an atom of chlorine can be represented using the following notation: i. (a) The three basic components of an atom are: i.

Is this statement correct? Explain your answer by referring to the table. (e) It is safer to use helium gas than hydrogen gas in balloons. 62 .GRADE 10 (d) Draw Aufbau diagrams for the TWO elements you listed in the previous question and explain why these elements are so stable.3. THE ATOM . Which property of helium makes it a safer option? (f) ’Group 1 elements readily form positive ions’.9 CHAPTER 3.

there are three forces that act on the atoms at the same time. Other atoms.1 Why do atoms bond? As we begin this section. some atoms that do exist on their own. helium (He) and argon (Ar). This model of the atom is useful in trying to understand how different types of bonding take place between atoms. As they move closer together. an atom also prefers to exist at the lowest possible energy state so that it is most stable. The electrons in the outermost energy level of an atom are called the valence electrons. why do some atoms bond but others do not? 4. You will remember from section 3. that electrons always try to occupy the lowest possible energy level. Look for example at the electron configuration of neon (1s2 2s2 3p6 ). Within each energy level. electrons move in orbitals of different shapes. you will realise that atoms seldom exist on their own. In the same way. These forces are shown in figure 4. In the model of the atom that has been used so far. however.Grade 11 When you look at the matter around you. it’s important to remember that what we will go on to discuss is a model of bonding. that is based on a particular model of the atom. and which do not bond with others. which then make up the objects in the complex world around us. and is unlikely to bond with other atoms. The important question then is. In other words. There are. You will remember from these earlier discussions of electrons and energy levels in the atom. the atom is made up of a central nucleus. 4.1 and are described below: 63 .1 that a model is a representation of what is happening in reality. and will not form new bonds. Chemical bonding is one of the most important processes in chemistry because it allows all sorts of different molecules and combinations of atoms to form. A stable atom is also an unreactive one. surrounded by electrons that are arranged in fixed energy levels (also sometimes called shells). They include elements like neon (Ne).2 Energy and bonding Let’s start by imagining that there are two hydrogen atoms approaching one another. An atom is most stable when all its valence electron orbitals are full.Chapter 4 Atomic Combinations . Neon has eight valence electrons in its valence energy shell. This is called chemical bonding. the outer energy level of the atom contains the maximum number of electrons that it can. This is the maximum that it can hold and so neon is very stable and unreactive. whose valence energy levels are not full. behave in this way. We are going to look a bit more closely at some of the energy changes that take place when atoms bond. the things around us are made up of different atoms that have been joined together. rather than as molecules. This explains why the noble gases are unreactive and why they exist as atoms. The noble gases in Group 8 of the Periodic Table. More often. are more likely to bond in order to become more stable.

2: Graph showing the change in energy that takes place as atoms move closer together In the example of the two hydrogen atoms. where the resultant force between them is attraction. + P Energy 0 Distance between atomic nuclei A Q - X Figure 4. as the atoms move closer together (i. repulsive forces start to dominate and this causes the potential energy of the system to rise again. repulsive force between the two positively-charged nuclei Now look at figure 4. 1. and the energy of the system is at its minimum (point X). left along the horizontal axis of the graph). because there is no interaction between the atoms.2 to understand the energy changes that take place when the two atoms move towards each other.2 CHAPTER 4. since like charges repel 2. As this happens. ATOMIC COMBINATIONS . When the atoms are closer together.GRADE 11 (1) (2) + (3) + Figure 4. that bonding takes place.1: Forces acting on two approaching atoms: (1) repulsion between electrons.e. It is at this point. when the energy is at a minimum. However. 64 . attractive forces dominate and the atoms are pulled towards each other. At some point. the energy of the system is zero when the atoms are far apart (point A). (2) attraction between protons and electrons and (3) repulsion between protons. attractive force between the nucleus of one atom and the electrons of another 3.4. repulsive force between the electrons of the atoms. the potential energy of the system decreases because energy would now need to be supplied to the system in order to move the atoms apart. the attractive and repulsive effects are balanced.

e. the greater will be the bond strength. Definition: Covalent bond Covalent bonding is a form of chemical bonding where pairs of electrons are shared between atoms. ionic and metallic bonding. 4. the distance between the nuclei of the atoms when they bond. As they move.CHAPTER 4.GRADE 11 4. Circles and crosses represent electrons in different atoms. Below are a few examples. The greater the number of bonds between atoms. Definition: Chemical bond A chemical bond is the physical process that causes atoms and molecules to be attracted to each other. i. 4. The type of bond that is formed depends on the elements that are involved. and held together in more stable chemical compounds. In general. the size of the bonded atoms and the number of bonds between the atoms. You need to remember that it is the valence electrons that are involved in bonding and that atoms will try to fill their outer energy levels so that they are more stable. it means that it will spend its time moving in the electron orbitals around both atoms. in other words one atom gains an electron while the other loses an electron. we will be looking at three types of chemical bonding: covalent. and this force holds the atoms together in a covalent bond. The shared electrons move in the orbitals around both atoms. The strength of a bond is related to the bond length. This attraction occurs when electrons are shared between atoms. or when electrons are exchanged between the atoms that are involved in the bond. The outermost orbitals of the atoms overlap so that unpaired electrons in each of the bonding atoms can be shared. ’Q’ represents the bond energy i.1 Covalent Bonding The nature of the covalent bond Covalent bonding occurs between the atoms of non-metals.4 4. If an electron is exchanged it means that it is transferred from one atom to another. the amount of energy that must be added to the system to break the bonds that have formed. The sharing or exchange of electrons takes place so that the outer energy levels of the atoms involved are filled and the atoms are more stable. the shorter the bond length. Worked Example 5: Covalent bonding 65 . By overlapping orbitals.4. the outer energy shells of all the bonding atoms are filled. ATOMIC COMBINATIONS .3 What happens when atoms bond? A chemical bond is formed when atoms are held together by attractive forces. If an electron is shared. the stronger the bond. and the smaller the atoms involved.3 The distance marked ’P’ is the bond length. Bond strength means how strongly one atom attracts and is held to another. and so when diagrams are drawn to show what is happening during bonding. it is only these electrons that are shown. Remember that it is only the valence electrons that are involved in bonding. In this section. there is an attraction between these negatively charged electrons and the positively charged nuclei.e. the stronger the bond between the atoms.

The chlorine atom also needs one more electron to complete its shell. A hydrogen atom has only 1 electron. A chlorine atom has 17 electrons. The hydrogen atom needs one more electron to complete its valence shell. 66 . ATOMIC COMBINATIONS . and how many of the electrons are paired or unpaired. Hydrogen has 1 valence electron and it is unpaired. One of these electrons is unpaired. one electron from the chlorine atom will spend some of its time orbiting the hydrogen atom so that hydrogen’s valence shell is full. and an electron configuration of 1s1 . Step 3 : Look to see how the electrons can be shared between the atoms so that the outer energy shells of all atoms are full. and how many of the electrons are paired or unpaired.3: Covalent bonding in a molecule of hydrogen chloride Worked Example 6: Covalent bonding involving multiple bonds Question: How do nitrogen and hydrogen atoms bond to form a molecule of ammonia (NH3 )? Answer Step 1 : Determine the electron configuration of each of the bonding atoms. A hydrogen atom has only 1 electron.4. A nitrogen atom has 7 electrons. and an electron configuration of 1s2 2s2 2p6 3s2 3p5 . Step 2 : Determine the number of valence electrons for each atom.3). Therefore one pair of electrons must be shared between the two atoms. Notice the shared electron pair in the overlapping orbitals. Nitrogen has 5 valence electrons meaning that 3 electrons are unpaired. and an electron configuration of 1s1 . and an electron configuration of 1s2 2s2 2p3 . Hydrogen has 1 valence electron and it is unpaired. Step 2 : Determine the number of valence electrons for each atom. paired electrons in valence energy level xx H + xx x x H x Cl xx overlap of electron orbitals and sharing of electron pair x Cl xx x x unpaired electrons Figure 4. Chlorine has 7 valence electrons.4 CHAPTER 4. Step 3 : Look to see how the electrons can be shared between the atoms so that the outermost energy levels of both atoms are full. In other words.GRADE 11 Question: How do hydrogen and chlorine atoms bond covalently in a molecule of hydrogen chloride? Answer Step 1 : Determine the electron configuration of each of the bonding atoms. A molecule of hydrogen chloride is formed (figure 4. The hydrogen electron will spend some of its time orbiting the chlorine atom so that chlorine’s valence shell is also full.

and so we call this a double bond (figure 4. 4. Each oxygen atom has 6 valence electrons. Each oxygen atom has 8 electrons. ATOMIC COMBINATIONS . A triple bond is formed if three pairs of electrons are shared. and their electron configuration is 1s2 2s2 2p4 . Step 3 : Look to see how the electrons can be shared between atoms so that the outer energy shells of all the atoms are full. Notice that the two electron pairs are being shared between the same two atoms. The nitrogen atom will share three of its electrons so that each of the hydrogen atoms now has a complete valence shell. Step 2 : Determine the number of valence electrons for each atom and how many of these electrons are paired and unpaired.CHAPTER 4. this is called a double bond. meaning that each atom has 2 unpaired electrons.4 xx 3 H + xx x H x N x H x H x N x Figure 4. Each oxygen atom needs two more electrons to complete its valence energy shell. Therefore three pairs of electrons must be shared between the four atoms involved. We say that the valency of the atoms is different. Definition: Valency The number of electrons in an atom which are used to form a bond. 67 .GRADE 11 Each hydrogen atom needs one more electron to complete its valence energy shell.4). Therefore two pairs of electrons must be shared between the two oxygen atoms so that both valence shells are full. The nitrogen atom needs three more electrons to complete its valence energy shell. Each of the hydrogen atoms will share its electron with the nitrogen atom to complete its valence shell (figure 4. If two pairs of electrons are shared between the same two atoms. Worked Example 7: Covalent bonding involving a double bond Question: How do oxygen atoms bond covalently to form an oxygen molecule? Answer Step 1 : Determine the electron configuration of the bonding atoms.5). You will have noticed in the above examples that the number of electrons that are involved in bonding varies between atoms. where only one pair of electrons is shared between the same two atoms.4: Covalent bonding in a molecule of ammonia The above examples all show single covalent bonds.

means that in this molecule carbon has a valency of 4. Important: There is a relationship between the valency of an element and its position on the Periodic Table. the valency of fluorine (group 7) is 8-7=1. of valence electrons No. For example. the valency is the same as the group number.GRADE 11 xx x x O x x+ O x x xx O x x O Figure 4. 2. therefore there is a single covalent bond between these two atoms. This means that three hydrogen atoms will need to bond with a single nitrogen atom. In the second example.4 CHAPTER 4. carbon (iv) oxide.5: A double covalent bond in an oxygen molecule In the first example. Complete the table below by filling in the number of valence electrons and the valency for each of the elements shown: Element No. the valency will be written in a bracket after the element symbol e. the valency of oxygen is two. Draw simple diagrams to show how electrons are arranged in the following covalent molecules: (a) Calcium oxide (CaO) (b) Water (H2 O) (c) Chlorine (Cl2 ) 68 . For the elements in groups 1 to 4. ATOMIC COMBINATIONS . so you always need to be careful when you are writing a chemical formula. Often. In the third example. Since there is only one other atom in a molecule of O2 . the valency of both hydrogen and chlorine is one. There are three single covalent bonds in a molecule of ammonia. nitrogen has a valency of three and hydrogen has a valency of one. the valency is calculated by subtracting the group number from 8. This means that each oxygen atom will form two bonds with another atom. For elements in groups 5 to 7. Explain the difference between the valence electrons and the valency of an element. Some elements have more than one possible valency. while the valency of calcium (group 2) is 2. a double covalent bond is formed between these two atoms. of electrons needed to fill outer shell Valency Mg K F Ar C N O 3.4. Exercise: Covalent bonding and valency 1.g.

such as Lewis notation and Couper notation. determine the number of valence electrons in the atom. and represent these using dots and crosses. for example. The chemical symbol of the element is used to represent the nucleus and the core electrons of the atom.GRADE 11 4. Lewis notation uses dots and crosses to represent the valence electrons on different atoms. So. a hydrogen atom would be represented like this: H A chlorine atom would look like this: • ×× Cl A molecule of hydrogen chloride would be shown like this: ×× H ×× Cl The dot and cross inbetween the two atoms. there are other forms of notation that can be used. The water molecule is represented below.5 4. H O ו H 69 ×× ×× ×× ×× ×× ×× ×× × ×• ו × . represent the pair of electrons that are shared in the covalent bond.CHAPTER 4. Each hydrogen atom has one valence electron. ATOMIC COMBINATIONS . The electron configuration of hydrogen is 1s1 and the electron configuration for oxygen is 1s2 2s2 2p4 . 2H• O × Step 2 : Arrange the electrons so that the outermost energy level of each atom is full.5 Lewis notation and molecular structure Although we have used diagrams to show the structure of molecules. and the oxygen atom has six valence electrons with two unpaired. which is unpaired. Worked Example 8: Lewis notation: Simple molecules Question: Represent the molecule H2 O using Lewis notation Answer Step 1 : For each atom.

The HCN molecule is represented below. all of which are unpaired. carbon has four valence electrons.4. H• C × × • Step 2 : Arrange the electrons in the HCN molecule so that the outermost energy level in each atom is full. three of which are unpaired. ××× ••• H C N Worked Example 10: Lewis notation: Atoms with variable valencies Question: Represent the molecule H2 S using Lewis notation Answer Step 1 : Determine the number of valence electrons for each atom. ATOMIC COMBINATIONS .GRADE 11 Worked Example 9: Lewis notation: Molecules with multiple bonds Question: Represent the molecule HCN using Lewis notation Answer Step 1 : For each atom. 2H• S × Step 2 : Arrange the atoms in the molecule so that the outermost energy level in each atom is full. and sulfur has six valence electrons. and nitrogen has five valence electrons.5 CHAPTER 4. Notice the three electron pairs between the nitrogen and carbon atom. determine the number of valence electrons that the atom has from its electron configuration. This means that hydrogen has one valence electron which is unpaired. Each hydrogen atom has one valence electron which is unpaired. Because these three covalent bonds are between the same two atoms. we know that the sulfur will be able to form 2 bonds with the hydrogen atoms. this is a triple bond. The electron configuration of hydrogen is 1s1 . ×× ×× ×• H ו S H 70 ×× •• • •• ×× × × ×• × N • . In this case. Although sulfur has a variable valency. the valency of sulfur must be two. the electron configuration of nitrogen is 1s2 2s2 2p3 and for carbon is 1s2 2s2 2p2 . Hydrogen has an electron configuration of 1s1 and sulfur has an electron configuration of 1s2 2s2 2p6 3s2 3p4 . The H2 S molecule is represented below.

7 below. Represent each of the following molecules using Lewis notation: (a) bromine gas (Br2 ) 71 ×× ×× H ×× ×• . come only from the nitrogen.GRADE 11 4.6: A water molecule represented using Couper notation H C N Figure 4. The hydrogen ion H+ does not contain any 4 electrons.1 in chapter 15. Lewis acids and bases will be discussed in section 15. Represent each of the following atoms using Lewis notation: (a) beryllium (b) calcium (c) lithium 2. a molecule of water and a molecule of HCN would be represented as shown in figures 4.5 Another way of representing molecules is using Couper notation. ATOMIC COMBINATIONS . A line is used for each covalent bond.CHAPTER 4.6 and 4. This happens when a Lewis base (an electron donor) donates a pair of electrons to a Lewis acid (an electron acceptor). and therefore the electrons that are in the bond that forms between this ion and the nitrogen atom.7: A molecule of HCN represented using Couper notation Extension: Dative covalent bonds A dative covalent bond (also known as a coordinate covalent bond) is a description of covalent bonding between two atoms in which both electrons shared in the bond come from the same atom. only the electrons that are involved in the bond between the atoms are shown. In this case. Using Couper notation. H O H Figure 4. One example of a molecule that contains a dative covalent bond is the ammonium ion (NH+ ) shown in the figure below. ×× H N H + [H]+ ו ו H N H ו H H Exercise: Atomic bonding and Lewis notation 1.

Two chemical reactions are described below. The table below shows the electronegativities of a number of elements: Table 4.9 Magnesium (Mg) 1. The greater the electronegativity of an element. ATOMIC COMBINATIONS . • nitrogen and hydrogen react to form ammonia • carbon and hydrogen bond to form a molecule of methane (CH4 ) the the the the valency of each of the atoms involved in the reaction Lewis structure of the product that is formed chemical formula of the product name of the product ×× For each reaction.1: Table of electronegativities for selected elements Element Electronegativity Hydrogen (H) 2. both atoms have a neutral charge.1). 4. Bromine will have a slightly negative charge.0 Bromine (Br) 2.0 Chlorine (Cl) 3. the stronger its attractive pull on electrons. and so the shared electrons will spend more of their time closer to the bromine atom. give: (a) (b) (c) (d) 5.8 Definition: Electronegativity Electronegativity is a chemical property which describes the power of an atom to attract electrons towards itself. in a molecule of hydrogen bromide (HBr).GRADE 11 (b) calcium chloride (CaCl2 ) (c) carbon dioxide (CO2 ) 3.6 Electronegativity Electronegativity is a measure of how strongly an atom pulls a shared electron pair towards it. Which of the three molecules listed above contains a double bond? 4.2 Calcium (Ca) 1. the electronegativity of bromine (2. 72 ×× ×• .4. and hydrogen will have a slightly positive charge. For example.8) is higher than that of hydrogen (2.6 CHAPTER 4. A chemical compound has the following Lewis notation: X (a) (b) (c) (d) (e) ו Y H How many valence electrons does element Y have? What is the valency of element Y? What is the valency of element X? How many covalent bonds are in the molecule? Suggest a name for the elements X and Y. In a molecule like hydrogen (H2 ) where the electronegativities of the atoms in the molecule are the same.1 Sodium (Na) 0.

the electron pair in the covalent bond is shared equally between them. So. For this work. ATOMIC COMBINATIONS . hydrogen is H δ − and chlorine is Clδ . Pauling was awarded the Nobel Prize in Chemistry in 1954. Although CO2 has two polar covalent bonds (between C+ atom and the two O− atoms). He also received the Nobel Peace Prize in 1962 for his campaign against aboveground nuclear testing. So there is no difference in charge between the two ends of the molecule.CHAPTER 4. Because the two atoms have the same electronegativity. e. An example is CO2 . The reason is that CO2 is a linear molecule and is therefore symmetrical.g. In a molecule of hydrogen chloride (HCl). Definition: Polar and non-polar molecules A polar molecule is one that has one end with a slightly positive charge. In 1939. and one end with a slightly negative charge. he published a book called ’The Nature of the Chemical Bond’.6. This is represented using the symbols δ + (slightly positive) + and δ − (slightly negative). Interesting Fact Fact and this became very useful in predicting the nature of bonds between atoms in molecules. 4. in a molecule such as hydrogen chloride (HCl). a polar covalent bond is formed where one atom will have a slightly negative charge and the other a slightly positive charge. But not all molecules with polar covalent bonds are polar. e. A non-polar molecule is one where the charge is equally spread across the molecule. Exercise: Electronegativity 1. Non-polar covalent bonds occur between two identical non-metal atoms.6.2 Polar molecules Some molecules with polar covalent bonds are polar molecules. The polarity of molecules affects properties such as solubility. the molecule itself is not polar. However.GRADE 11 4.1 Non-polar and polar covalent bonds Electronegativity can be used to explain the difference between two types of covalent bonds. H2 O.6 teresting The concept of electronegativity was introduced by Linus Pauling in 1932. if two different non-metal atoms bond then the shared electron pair will be pulled more strongly by the atom with the highest electronegativity. Cl2 and O2 . melting points and boiling points. As a result. H2 . 4.g. (a) What is the electronegativity of hydrogen (b) What is the electronegativity of chlorine? (c) Which atom will have a slightly positive charge and which will have a slightly negative charge in the molecule? (d) Is the bond a non-polar or polar covalent bond? (e) Is the molecule polar or non-polar? 73 . which became one of the most influential chemistry books ever published.

ATOMIC COMBINATIONS . When ionic bonds form.GRADE 11 2. causing electrons to be transferred from one atom to the other. a metal donates an electron. This is called ionic bonding.1.4. When the difference in electronegativity is large. Definition: Ionic bond An ionic bond is a type of chemical bond based on the electrostatic forces between two oppositely-charged ions. The two or more ions are then attracted to each other by electrostatic forces. The balanced equation for the reaction is: N a + Cl → N aCl This can be represented using Lewis notation: Example 2: Another example of ionic bonding takes place between magnesium (Mg) and oxygen (O) to form magnesium oxide (MgO).5. electrons are shared between the atoms. electrons are either shared or they are transferred between the atoms that are bonding. Sodium has only one valence electron. Ionic bonding takes place when the difference in electronegativity between the two atoms is more than 1. due to a low electronegativity. Chlorine gains an electron and forms a Cl− ion. to form a positive ion or cation. Since oxygen has 74 . In covalent bonding.7 CHAPTER 4.7. Magnesium has two valence electrons and an electronegativity of 1. one atom will attract the shared electron pair much more strongly than the other. Because the electronegativity of chlorine is higher than the electronegativity of sodium. This usually happens when a metal atom bonds with a non-metal atom.7. The non-metal atom has a high electronegativity. and therefore readily gains electrons to form negative ions or anions. The attractive force between the positive and negative ion is what holds the molecule together. There is another type of bonding. chlorine will attract the valence electron in the sodium atom very strongly. Sodium has lost an electron and forms a N a+ ion. the difference in electronegativity is 2.2. Complete the table below: Molecule Difference in electronegativity between atoms H2 O HBr NO2 F2 CH4 Non-polar/polar covalent bond Polar/non-polar molecule 4.1 Ionic Bonding The nature of the ionic bond You will remember that when atoms bond. while chlorine has seven. This electron from sodium is transferred to chlorine.7 4. while oxygen has six valence electrons and an electronegativity of 3. where electrons are transferred from one atom to another. Example 1: In the case of NaCl.

(a) What is the difference in electronegativity between these two elements? (b) Give the chemical formula for: • a magnesium ion • a choride ion • the ionic compound that is produced during this reaction (c) Write a balanced chemical equation for the reaction that takes place.9: Ionic bonding in magnesium oxide Important: Notice that the number of electrons that is either lost or gained by an atom during ionic bonding. 3. is the same as the valency of that element Exercise: Ionic compounds 1.8: Ionic bonding in sodium chloride a higher electronegativity.GRADE 11 ×× ×× ×× 4. Magnesium and chlorine react to form magnesium chloride.7 Na • +× electron transer from sodium to chlorine Cl× × × × [Na] [ Cl ×]− × × • + Figure 4. • ×× ×× • × Mg • × two electrons transferred from Mg to O O × × × [Mg] 2+ [ O × ]2− × × • Figure 4.CHAPTER 4. Magnesium loses two electrons to form M g 2+ . ATOMIC COMBINATIONS . The balanced equation for the reaction is: 2M g + O2 → 2M gO Because oxygen is a diatomic molecule. it attracts the two valence electrons from the magnesium atom and these electrons are transferred from the magnesium atom to the oxygen atom. and oxygen gains two electrons to form O2− . The attractive force between the oppositely charged ions is what holds the molecule together. two magnesium atoms will be needed to combine with two oxygen atoms to produce two molecules of magnesium oxide (MgO). Draw Lewis diagrams to represent the following ionic compounds: (a) sodium iodide (NaI) (b) calcium bromide (CaBr2 ) (c) potassium chloride (KCl) 75 . 2. Explain the difference between a covalent and an ionic bond.

The arrangement of ions in a regular. the positive atomic nuclei (sometimes called the ’atomic kernels’) are surrounded by a sea of delocalised electrons which are attracted to the nuclei (figure 4.GRADE 11 4. In a metallic bond.8 CHAPTER 4.7. This means that ionic compounds are often hard and have high melting and boiling points • Ionic compounds are brittle.8 4.g. and bonds are broken along planes when the compound is stressed • Solid crystals don’t conduct electricity.4.11). 76 . but rather a lot of these two ions arranged in a crystal lattice where the ratio of Na to Cl ions is 1:1. NaCl) 4. Na) atom of element 2 (e.1 Metallic bonds The nature of the metallic bond The structure of a metallic bond is quite different from covalent and ionic bonds. Cl) ionic bonds hold atoms together in the lattice structure Figure 4.8.g. The structure of a crystal lattice is shown in figure 4.7.3 Properties of Ionic Compounds Ionic compounds have a number of properties: • Ions are arranged in a lattice structure • Ionic solids are crystalline at room temperature • The ionic bond is a strong electrical attraction. Definition: Metallic bond Metallic bonding is the electrostatic attraction between the positively charged atomic nuclei of metal atoms and the delocalised electrons in the metal.2 The crystal lattice structure of ionic compounds Ionic substances are actually a combination of lots of ions bonded together into a giant molecule.10: The crystal lattice arrangement in an ionic compound (e. geometric structure is called a crystal lattice. meaning that an atom’s electrons do not stay around that one nucleus.g. In a metal bond. but ionic solutions do 4. atom of element 1 (e.10. So in fact NaCl does not contain one Na and one Cl ion. ATOMIC COMBINATIONS . the valence electrons are delocalised.

(a) covalent bonds (b) ionic bonds 77 . they can transport heat energy from one part of the material to another.CHAPTER 4. Because the electrons are loosely bound and are able to move. atoms can slide easily over one another. Give two examples of everyday objects that contain. The loosely bound electrons are able to move easily and to transfer charge from one part of the material to another. Because the bonds are not fixed in a particular direction. ATOMIC COMBINATIONS . which can then be used to conduct electricity.. • Electrical conductors Metals are good conductors of electricity.8. mould or draw into threads. The high melting point is due to the high strength of metallic bonds.2 The properties of metals Metals have several unique properties as a result of this arrangement: • Thermal conductors Metals are good conductors of heat and are therefore used in cooking utensils such as pots and pans. • Shiny metallic lustre Metals have a characteristic shiny appearance and are often used to make jewellery.GRADE 11 4. • Malleable and ductile This means that they can be bent into shape without breaking (malleable) and can be stretched into thin wires (ductile) such as copper. and are therefore used in electrical conducting wires. • Density Metals have a high density because their atoms are packed closely together. making metals easy to shape. Exercise: Chemical bonding 1. without being damaged.11: Positive atomic nuclei (+) surrounded by delocalised electrons (•) 4. The loosely bound electrons are able to absorb and reflect light at all frequencies. • Melting point Metals usually have a high melting point and can therefore be used to make cooking pots and other equipment that needs to become very hot.8 + + + + + + + + + + + + + + + + + + + + + + + + + + + Figure 4. making metals look polished and shiny.

This in turn can help to work out how many atoms of each element are in the compound. (c) Plastics are good insulators. 4.9. 5.GRADE 11 2. and therefore what its formula is. we need to use the valency of the atoms in the compound. This is because the valency tells us how many bonds each atom can form.9 4. Which of these substances will conduct electricity most effectively? Give a reason for your answer. Step 2 : Determine the valency of each element The valency of hydrogen is 1 and the valency of oxygen is 2. Complete the table below by identifying the type of bond (covalent.1 Writing chemical formulae The formulae of covalent compounds To work out the formulae of covalent compounds. The following are some examples where this information is used to write the chemical formula of a compound.e.4. Use your knowledge of the different types of bonding to explain the following statements: (a) Swimming during an electric thunderstorm (i.9 (c) metallic bonds CHAPTER 4. (b) Most jewellery items are made from metals. This means that oxygen can form two bonds with other elements and each of the hydrogen atoms can form one. ATOMIC COMBINATIONS . where there is lightning) can be very dangerous. 78 . ionic or metallic) in each of the compounds: Molecular formula H2 SO4 FeS NaI MgCl2 Zn Type of bond Ionic Metallic 4. A molecule of water contains the elements hydrogen and oxygen. Complete the table which compares the different types of bonding: Covalent Types of atoms involved Nature of bond between atoms Melting Point (high/low) Conducts electricity? (yes/no) Other properties 3. Worked Example 11: Formulae of covalent compounds Question: Write the chemical formula for water Answer Step 1 : Write down the elements that make up the compound.

while the valency of chlorine is 1. In a molecule of copper (II) chloride. ATOMIC COMBINATIONS . two hydrogen atoms will combine with one oxygen atom. 4. one atom of magnesium will combine with one atom of oxygen. In a molecule of magnesium oxide. The chemical formula for water is therefore: H2 O. A molecule of magnesium oxide contains the elements magnesium and oxygen. two atoms of chlorine will combine with one atom of copper. we know that in a single water molecule. Answer Step 1 : Write down the elements that make up the compound.CHAPTER 4.9 Worked Example 12: Formulae of covalent compounds Question: Write the chemical formula for magnesium oxide Answer Step 1 : Write down the elements that make up the compound. Step 2 : Determine the valency of each element The valency of copper is 2. A molecule of copper (II) chloride contains the elements copper and chlorine. Step 3 : Write the chemical formula The chemical formula for magnesium oxide is therefore: MgO Worked Example 13: Formulae of covalent compounds Question: Write the chemical formula for copper (II) chloride.GRADE 11 Step 3 : Write the chemical formula Using the valencies of hydrogen and oxygen. Step 2 : Determine the valency of each element The valency of magnesium is 2. Step 3 : Write the chemical formula The chemical formula for copper (II) chloride is therefore: CuCl2 79 . while the valency of oxygen is also 2.

Step 3 : Write the chemical formula The chemical formula for potassium iodide is therefore: KI 80 .2: Table showing common compound ions and their formulae Name of compound ion Carbonate sulphate Hydroxide Ammonium Nitrate Hydrogen carbonate Phosphate Chlorate Cyanide Chromate Permanganate formula CO3 2− SO4 2− OH− NH4 + NO3 − HCO3 − PO4 3− ClO3 − CN− CrO4 2− MnO4 − In the case of ionic compounds. Potassium iodide contains potassium and iodide ions.2 The formulae of ionic compounds The overall charge of an ionic compound will always be zero and so the negative and positive charge must be the same size. The following are some examples: Worked Example 14: Formulae of ionic compounds Question: Write the chemical formula for potassium iodide. charge = +1) and I− (valency = 1. Some ions are made up of groups of atoms. In MgO. ATOMIC COMBINATIONS . the charge on the sodium is +1 and the charge on the chlorine is -1. and these are called compound ions. Step 2 : Determine the valency and charge of each ion. In order to balance the charge in a single molecule. The charges balance (+1-1=0) and therefore the ionic compound is neutral. one atom of potassium will be needed for every one atom of iodine. In the case of NaCl for example. magnesium has a charge of +2 and oxygen has a charge of -2. valency of the chloride ion is 1 and not -1). charge = -1). It is a good idea to learn the compound ions that are shown in table 4.2 Table 4. the charges balance and the compound is neutral.9. We can use this information to work out what the chemical formula of an ionic compound is if we know the charge on the individual ions. Potassium iodide contains the ions K+ (valency = 1. Answer Step 1 : Write down the ions that make up the compound. the positive charges in the compound must balance out the negative.4. Again.9 CHAPTER 4. Since an ionic compound is always neutral. Positive ions are called cations and negative ions are called anions.g. the valency of an ion is the same as its charge (Note: valency is always expressed as a positive number e.GRADE 11 4.

GRADE 11 4. Sodium sulphate contains sodium ions and sulphate ions. Answer Step 1 : Write down the ions that make up the compound. charge = +1) and SO4 2− (valency = 2. Answer Step 1 : Write down the ions that make up the compound.9 Worked Example 15: Formulae of ionic compounds Question: Write the chemical formula for sodium sulphate. Step 2 : Determine the valency and charge of each ion. Two sodium ions will be needed to balance the charge of the sulphate ion. Step 3 : Write the chemical formula.CHAPTER 4. The chemical formula for calcium hydroxide is therefore: Ca(OH)2 Exercise: Chemical formulae 1. Calcium hydroxide contains the ions Ca2+ (charge = +2) and OH− (charge = -1). Copy and complete the table below: Compound potassium bromide NH+ 4 potassium chromate PbI potassium permanganate calcium phosphate 81 Cation Na+ Anion Cl− Br− Cl− Formula . ATOMIC COMBINATIONS . In order to balance the charge in a single molecule. charge = -2). Step 2 : Determine the valency and charge of each ion. The chemical formula for sodium sulphate is therefore: Na2 SO4 2− Worked Example 16: Formulae of ionic compounds Question: Write the chemical formula for calcium hydroxide. two hydroxide ions will be needed for every ion of calcium. Step 3 : Write the chemical formula. Na+ (valency = 1. Calcium hydroxide contains calcium ions and hydroxide ions.

it will have a different shape. For example. which is used to predict the shape of individual molecules.4. the electron pairs arrange themselves so that they are as far apart as they can be. Very simply. Step 2: Count the number of electron pairs around the central atom. a molecule with two electron pairs around the central atom has a linear shape. 4. based upon the extent of their electron-pair repulsion.10 4. Depending on the number of electron pairs in the molecule. Write the chemical formula for each of the following compounds: (a) (b) (c) (d) (e) (f) hydrogen cyanide carbon dioxide sodium carbonate ammonium hydroxide barium sulphate potassium permanganate 4. This is a model in chemistry that tries to predict the shapes of molecules.1 The Shape of Molecules Valence Shell Electron Pair Repulsion (VSEPR) theory The shape of a covalent molecule can be predicted using the Valence Shell Electron Pair Repulsion (VSEPR) theory. The pairs of electrons may be bonding or non-bonding (also called lone pairs). In other words. Definition: Valence Shell Electron Pair Repulsion Theory Valence shell electron pair repulsion theory (VSEPR) is a model in chemistry. follow these steps: Step 1: Draw the molecule using Lewis notation. Step 3: Determine the basic geometry of the molecule using the table below. Make sure that you draw all the electrons around the molecule’s central atom. VSEPR theory says that the electron pairs in a molecule will arrange themselves around the central atom of the molecule so that the repulsion between their negative charges is as small as possible. VSEPR theory is based on the idea that the geometry of a molecule is mostly determined by repulsion among the pairs of electrons around a central atom.10. The situation is actually more 82 .10 CHAPTER 4.2 Determining the shape of a molecule To predict the shape of a covalent molecule.GRADE 11 2.10. and one with four electron pairs around the central atom would have a tetrahedral shape. Only valence electrons of the central atom influence the molecular shape in a meaningful way. ATOMIC COMBINATIONS .

GRADE 11 Table 4. Figure 4. ATOMIC COMBINATIONS . but this will be discussed later in this section. the shaded part represents those parts of the molecule that are ’in front’.10 complicated than this. 180◦ 120◦ linear trigonal planar tetrahedral 90◦ 90◦ 109◦ trigonal hipyramidal octahedral Figure 4. while the dashed lines represent those parts that are ’at the back’ of the molecule.CHAPTER 4. ×× O O •• •• .3: The effect of electron pairs in determining the shape of molecules Number of electron pairs Geometry 2 linear 3 trigonal planar 4 tetrahedral 5 trigonal bipyramidal 6 octahedral 4. In the diagrams.12 shows each of these shapes. Remember that the shapes are 3-dimensional. and so you need to try to imagine them in this way. Step 3 : Determine the basic geometry of the molecule Since there are two electron pairs.12: Some common molecular shapes Worked Example 17: The shapes of molecules Question: Determine the shape of a molecule of O2 Answer Step 1 : Draw the molecule using Lewis notation ×× •• ×× 83 Step 2 : Count the number of electron pairs around the central atom There are two electron pairs. the molecule must be linear.

But there are also other electron pairs in the molecules. we looked only at the number of bonding electron pairs when we were trying to decide on the molecules’ shape. In the examples we have used above. ATOMIC COMBINATIONS . the molecule must be trigonal planar. are called lone pairs. Worked Example 19: Advanced Question: Determine the shape of a molecule of N H3 Answer Step 1 : Draw the molecule using Lewis notation lone pair of electrons ×× ×• H N H H Step 2 : Count the number of electron pairs around the central atom There are four electron pairs. Step 3 : Determine the basic geometry of the molecule Since there are three electron pairs.GRADE 11 Worked Example 18: The shapes of molecules Question: Determine the shape of a molecule of BF3 Answer Step 1 : Draw the molecule using Lewis notation •• ו •• F B •• F Step 2 : Count the number of electron pairs around the central atom There are three electron pairs. Extension: More about molecular shapes Determining the shape of a molecule can be a bit more complicated. 84 ו •• •• •× F •• •• •• ו •• ו . The worked example below will give you an indea of how these lone pairs can affect the shape of the molecule.4. These electrons. which are not involved in bonding but which are also around the central atom.10 CHAPTER 4.

This exercise is only to help you to visualise the 3-dimensional shapes of molecules. rather than the usual 109 degrees of a tetrahedral molecule. The bond angles between the hydrogen and nitrogen atoms in the molecule become 106 degrees. • Adjust the position of the atoms so that the bonding pairs are further away from the lone pairs. Try to use different coloured marshmallows to represent different elements. The shape of the molecule is trigonal pyramidal. while reduction is the gain of electrons by an atom. HBr and NH3 For each molecule. you are going to build a number of molecules using marshmallows to represent the atoms in the molecule. Step 5 : Determine the final shape of the molecule The lone pair needs more space than the bonding pairs. and toothpicks to represent the bonds between the atoms.11 Activity :: Group work : Building molecular models In groups. 85 . H2 O. Step 4 : Determine how many lone pairs are around the central atom There is one lone pair of electrons and this will affect the shape of the molecule. It doesn’t matter if it is not 100% accurate.GRADE 11 Step 3 : Determine the basic geometry of the molecule Since there are four electron pairs. CH4 . the toothpicks will hold the atoms (marshmallows) in the molecule together. The loss of electrons in one part of the reaction. the molecule must be tetrahedral. must be balanced by a gain of electrons in another part of the reaction. In other words.11 Oxidation numbers When reactions occur. Definition: Oxidation number A simplified way of understanding an oxidation number is to say that it is the charge an atom would have if it was in a compound composed of ions. an exchange of electrons takes place.CHAPTER 4. ATOMIC COMBINATIONS . • Decide whether this shape is accurate for that molecule or whether there are any lone pairs that may influence it. Oxidation is the loss of electrons from an atom. it is possible to keep track of whether that element is losing or gaining electrons during a chemical reaction. • How has the shape of the molecule changed? • Draw a simple diagram to show the shape of the molecule. you need to: • Determine the basic geometry of the molecule • Build your model so that the atoms are as far apart from each other as possible (remember that the electrons around the central atom will try to avoid the repulsions between them). 4. 4. Do the models help you to have a clearer picture of what the molecules look like? Try to build some more models for other molecules you can think of. You will build models of the following molecules: HCl. By giving elements an oxidation number. and therefore pushes the three hydrogen atoms together a little more.

Hydrogen will have a positive oxidation number (+1). in a molecule of water. These will probably not make much sense at first. Rule 5: Use a table of electronegativities to determine whether an atom has a positive or a negative oxidation number. 86 .11 CHAPTER 4. Worked Example 20: Oxidation numbers Question: Give the oxidation numbers for all the atoms in the reaction between sodium and chlorine to form sodium chloride. It will have a negative oxidation number (-2). in which case the oxidation number is equal to the charge. For example. In the reaction H2 + Br2 → 2HBr. Rule 7: The oxidation number of hydrogen is usually +1. N a + Cl → N aCl Answer Step 1 : Determine which atom will have a positive or negative oxidation number Sodium will have a positive oxidation number and chlorine will have a negative oxidation number. the oxidation number for the whole molecule will be zero. Rule 1: An element always has an oxidation number of zero. sodium has an oxidation number of +1 and chlorine has an oxidation number of -1.GRADE 11 There are a number of rules that you need to know about oxidation numbers. although there are some cases where its oxidation number is -1. 5. is determined by the electronegativities of the atoms involved. 7. Rule 3: Monatomic ions have an oxidation number that is equal to the charge on the ion. Rule 4: In a molecule. Chlorine (group 7) will have an oxidation number of -1. ATOMIC COMBINATIONS . 6. and the magnesium ion M g 2+ has an oxidation number of +2. you will soon start to understand! 1. an atom that is part of a molecule will have an oxidation number that has the same numerical value as its valency. Step 3 : Check whether the oxidation numbers add up to the charge on the molecule In the equation N a + Cl → N aCl. Important: You will notice that the oxidation number of an atom is the same as its valency. Step 2 : Determine the oxidation number for each atom Sodium (group 1) will have an oxidation number of +1. 8. the overall charge on the NaCl molecule is +1-1=0. in a molecule of NaCl. 3. This means that. 4. The chloride ion Cl− has an oxidation number of -1. Rule 8: In most compounds.4. but once you have worked through some examples. Whether an oxidation number os positive or negative. Rule 6: An oxygen atom usually has an oxidation number of -2. There are some exceptions where its oxidation number is -1. This is correct since NaCl is neutral. since it is neutral. and these are listed below. oxygen has a higher electronegativity so it must be negative because it attracts electrons more strongly. the oxidation numbers of hydrogen and bromine on the left hand side of the equation are both zero. 2. unless the molecule has a charge. the oxidation number of the halogens is -1. Rule 2: In most cases.

CHAPTER 4. Step 3 : Determine the oxidation number of sulfur by using the fact that the oxidation numbers of the atoms must add up to the charge on the molecule 2− In the polyatomic SO4 ion. 87 . ATOMIC COMBINATIONS . the sum of the oxidation numbers must be -2.GRADE 11 4. The unbalanced equation is shown below: H2 + O2 → H2 O Answer Step 1 : Determine which atom will have a positive or negative oxidation number Hydrogen will have a positive oxidation number and oxygen will have a negative oxidation number. then the oxidation number of sulfur must be +6. Therefore. Worked Example 22: Oxidation numbers 2− Question: Give the oxidation number of sulfur in a sulphate (SO4 ) ion Answer Step 1 : Determine which atom will have a positive or negative oxidation number Sulfur has a positive oxidation number and oxygen will have a negative oxidation number. hydrogen has an oxidation number of +1 and oxygen has an oxidation number of -2. Step 2 : Determine the oxidation number for each atom Oxygen (group 6) will have an oxidation number of -2. Since there are four oxygen atoms in the ion. the sum of the oxidation numbers is 2(+1)-2=0. In the water molecule. This is correct since the oxidation number of water is zero. Step 3 : Check whether the oxidation numbers add up to the charge on the molecule In the reaction H2 + O2 → H2 O. the total charge of the oxygen is -8. The oxidation number of sulfur at this stage is uncertain. the oxidation numbers for hydrogen and oxygen (on the left hand side of the equation) are zero since these are elements.11 Worked Example 21: Oxidation numbers Question: Give the oxidation numbers for all the atoms in the reaction between hydrogen and oxygen to produce water. in water. If the overall charge of the ion is -2. Step 2 : Determine the oxidation number for each atom Hydrogen (group 1) will have an oxidation number of +1. Oxygen (group 6) will have an oxidation number of -2.

GRADE 11 Exercise: Oxidation numbers 1. lines are used to represent the bonds between atoms. and therefore more likely to bond.12 CHAPTER 4. • Electronegativity can be used to explain the difference between two types of covalent bonds: polar covalent bonds (between non-identical atoms) and non-polar covalent bonds (between identical atoms). • Lewis and Couper notation are two ways of representing molecular structure. • Covalent bonding occurs between the atoms of non-metals and involves a sharing of electrons so that the orbitals of the outermost energy levels in the atoms are filled. • Bond length is the distance between the nuclei of the atoms when they bond. This explains why the noble gases do not combine to form molecules. Give the oxidation numbers for each element in the following chemical compounds: (a) NO2 (b) BaCl2 (c) H2 SO4 2. • A dative covalent bond is a bond between two atoms in which both the electrons that are shared in the bond come from the same atom. • Bond energy is the energy that must be added to the system for the bonds to break. • The valency of an atom is the number of bonds that it can form with other atoms. and repulsion between like-charged nuclei. when their outer electron orbitals are not full.4. ATOMIC COMBINATIONS .12 Summary • A chemical bond is the physical process that causes atoms and molecules to be attracted together and to be bound in new compounds. An exchange of electrons takes place and the atoms are held together by the electrostatic force of attraction between oppositely-charged ions. In Couper notation. 88 . In Lewis notation.1. • An ionic bond occurs between atoms where the difference in electronegativity is greater than 2. dots and crosses are used to represent the valence electrons around the central atom. repulsive forces between like-charged electrons. • Ionic solids are arranged in a crystal lattice structure. • Electronegativity measures how strongly an atom draws electrons to it. • There are a number of forces that act between atoms: attractive forces between the positive nucleus of one atom and the negative electrons of another. • Chemical bonding occurs when the energy of the system is at its lowest. • When atoms bond. • Atoms are more reactive. Give the oxidation numbers for the reactants and products in each of the following reactions: (a) C + O2 → CO2 (b) N2 + 3H2 → 2NH3 (c) Magnesium metal burns in oxygen 4. • A double or triple bond occurs if there are two or three electron pairs that are shared between the same two atoms. Atoms are less reactive when these outer orbitals contain the maximum number of electrons. electrons are either shared or exchanged.

Which ONE of the following best describes the bond formed between an H+ ion and the NH3 molecule? (a) (b) (c) (d) Covalent bond Dative covalent (coordinate covalent) bond Ionic Bond Hydrogen Bond 3.GRADE 11 4. ATOMIC COMBINATIONS .CHAPTER 4. and the way they bond. (a) H + H → H2 (b) Ne + Ne → Ne2 (c) I + I → I2 (a) (b) (c) (d) 5. brittle nature.. • Oxidation numbers are used to determine whether an atom has gained or lost electrons during a chemical reaction. X (a) What is the valency of X? ו Y X 89 ו ×× ×• X . Which of the following reactions will not take place? Explain your answer. Draw the Lewis structure for each of the following: calcium iodine hydrogen bromide (HBr) nitrogen dioxide (NO2 ) 6. the arrangement of solids in a lattice structure and the ability of ionic solutions to conduct electricity. Given the following Lewis structure. 2. where X and Y each represent a different element. their metallic lustre. Explain the meaning of each of the following terms: (a) valency (b) bond energy (c) covalent bond 4.. including their high melting and boiling points. Exercise: Summary exercise 1. can be used to determine the chemical formulae of compounds. • The valency of atoms. the fact that they are both malleable and ductile. and their high melting point and density. (a) The distance between two atoms in a molecule (b) A type of chemical bond that involves the transfer of electrons from one atom to another. (c) A measure of an atom’s ability to attract electrons to it.12 • Ionic compounds have a number of specific properties. • The shape of molecules can be predicted using the VSEPR theory. • A metallic bond is the electrostatic attraction between the positively charged nuclei of metal atoms and the delocalised electrons in the metal. which uses the arrangement of electrons around the central atom to determine the most likely shape of the molecule. including their ability to conduct heat and electricity. • Metals also have a number of properties. Give one word/term for each of the following descriptions.

Which of the following diagrams (Couper notation) accurately represents this molecule? (a) H H C H H C H H (b) H H C H C H H (c) H H C H H C H H 8. A molecule of ethane has the formula C2 H6 . 90 . (a) Give the name and chemical formula for each of the ions in solution. ATOMIC COMBINATIONS . (b) What is the chemical formula for potassium dichromate? (c) Give the oxidation number for each element in potassium dichromate. Potassium dichromate is dissolved in water.12 CHAPTER 4.4.GRADE 11 (b) What is the valency of Y? (c) Which elements could X and Y represent? 7.

However. with one end slightly positive and the other slightly negative.Chapter 5 Intermolecular Forces . This is important in explaining the properties of the substance. The result is that one end of the molecule will have a slightly positive charge (δ + ). and these molecules in turn have forces that bind them together.1 Types of Intermolecular Forces It is important to be able to recognise whether the molecules in a substance are polar or nonpolar because this will determine what type of inermolecular forces there are. the molecule itself may not necessarily be polar. who recognised that there were weak attractive and repulsive forces between the molecules of a gas. When atoms are joined to one another they form molecules. and the other end will have a slightly negative charge (δ + ). (b) Ion-dipole forces As the name suggests.2). You will also remember from the previous chapter. the positive pole of the one molecule will be attracted to the negative pole of the other. and can be divided into three types: (a) Dipole-dipole forces Figure 5. and the molecules will be held together in this way (figure 5. 1. this type of intermolecular force exists between an ion and a dipole molecule. A polar molecule is one in which there is a difference in electronegativity between the atoms in the molecule.1 to refresh your memory! 5.Grade 11 In the previous chapter. it is important to remember that just because the bonds within a molecule are polar. Examples of molecules that are held together by dipole-dipole forces are HCl. The molecule is said to be a dipole. that we can describe molecules as being either polar or non-polar. Van der Waals forces are weak intermolecular forces. and that these forces caused gases to deviate from ’ideal gas’ behaviour. SO2 and NO2 . When one dipole molecule comes into contact with another dipole molecule. You will remember that an ion is a charged atom. KBr. and this will 91 . The shape of the molecule may also affect its polarity. A few examples are shown in table 5. we discussed the different forces that exist between atoms (intramolecular forces).1 shows a simplified dipole molecule. These forces are known as intermolecular forces. Van der Waals forces These intermolecular forces are named after a Dutch physicist called Johannes van der Waals (1837 -1923). and we are going to look at them in more detail in this next section. such that the shared electron pair spends more time close to the atom that attracts it more strongly. FeS. Definition: Intermolecular forces Intermolecular forces are forces that act between stable molecules.

while the negative chloride ion (Cl− ) is attracted to the slightly positive hydrogen atom. The positive sodium ion (Na+ ) will be attracted to the slightly negative oxygen atoms in the water molecule.2: Two dipole molecules are held together by the attractive force between their oppositely charged poles be attracted to one of the charged ends of the polar molecule. A positive ion will be attracted to the negative pole of the polar molecule. (c) London forces These intermolecular forces are also sometimes called ’dipole. and yet we know that there are also intermolecular forces between non-polar molecules such as carbon dioxide.1: A simplified diagram of a dipole molecule δ+ δ− δ+ δ− Figure 5. These intermolecular forces weaken the ionic bonds between the sodium and chloride ions so that the sodium chloride dissolves in the water (figure 5.1 CHAPTER 5.GRADE 11 Table 5.1: Polarity in molecules with different atomic bonds and molecular shapes Molecule Chemical formula H2 Hydrogen Bond between atoms Covalent Shape of molecule Polarity of molecule Non-polar Linear molecule H H Linear molecule Hδ + Hydrogen ride chlo- HCl Polar covalent Polar covalent Polar Clδ − Carbon tetrafluoromethane CF4 Tetrahedral molecule Fδ − Non-polar Fδ − Cδ + Fδ − Fδ − δ+ δ− Figure 5.induced dipole’ or ’momentary dipole’ forces. INTERMOLECULAR FORCES . This can be seen when sodium chloride (NaCl) dissolves in water. while a negative ion will be attracted to the positive pole of the polar molecule. In 92 .5.3). Not all molecules are polar.

The molecule will have a temporary dipole. 2. molecules that are next to each other attract each other very weakly.1 Cl− δ+ H2 O δ− Cl− δ + H2 O δ − N a+ δ − H2 O δ + Cl− δ− H2 O δ+ Cl− Figure 5. It is important to note however. When this happens.g. Hydrogen bonds are stronger than van der Waals forces.4). INTERMOLECULAR FORCES . either positive or negative. each end of the molecules has a slight charge. 93 . such as oxygen. Ne and Ar) and in other non-polar molecules such as carbon dioxide and methane.g. that both van der Waals forces and hydrogen bonds are weaker than the covalent and ionic bonds that exist between atoms.4: Two representations showing the hydrogen bonds between water molecules: spacefilling model and structural formula.CHAPTER 5. the electrons might not be evenly distributed.3: Ion-dipole forces in a sodium chloride solution non-polar molecules the electronic charge is evenly distributed but it is possible that at a particular moment in time. Water molecules for example. are held together by hydrogen bonds between the hydrogen atom of one molecule and the oxygen atom of another (figure 5. hydrogen bonds atomic bonds O H O H O O O H O Figure 5. nitrogen or fluorine. Hydrogen bonds As the name implies.GRADE 11 5. These London forces are found in the halogens (e. The hydrogen must be attached to another atom that is strongly electronegative. F2 and I2 ). this type of intermolecular bond involves a hydrogen atom. In other words. the noble gases (e.

. (a) strongest (b) weakest 5. the more likely they are to be able to overcome the forces that are holding them together. the more likely the substance is to exist as a gas because the particles are far apart. In which of the substances above are the intermolecular forces.2 CHAPTER 5. give us information about the phase of the substance at room temperature. 94 . Remember also that the temperature of a material affects the energy of its particles. that the phase of a substance is determined by how strong the forces are between its particles. This can cause a change in phase. Formula He Ne Ar F2 Cl2 Br2 NH3 H2 O HF Formula mass 4 20 40 38 71 160 17 18 20 Melting point (0 C) -270 -249 -189 -220 -101 -7 -78 0 -83 Boiling point (0 C) at 1 atm -269 -246 -186 -188 -35 58 -33 100 20 Table 5. Complete the following table by placing a tick to show which type of intermolecular force occurs in each substance: Formula DipoleMomentary Ion-dipole hydrogen dipole dipole bond HCl CO2 I2 H2 O KI(aq) NH3 2.2. melting point and boiling point. Now look at the data in table 5. The more energy the particles have.5. such as its phase. Definition: Boiling point The temperature at which a material will change from being a liquid to being a gas.2 Understanding intermolecular forces The types of intermolecular forces that occur in a substance will affect its properties. INTERMOLECULAR FORCES . If the forces are very strong.GRADE 11 Exercise: Types of intermolecular forces 1. if you think back to the kinetic theory of matter.2: Melting point and boiling point of a number of chemical substances The melting point and boiling point of a substance. The examples below will help to explain this. The weaker the forces.. You should remember. the particles are held closely together in a solid structure. and the strength of the intermolecular forces. Definition: Melting point The temperature at which a material will change from being a solid to being a liquid.

fluorine exists as a gas. At temperatures below -2200C. even though they both contain hydrogen bonds 95 . more energy is needed for the intermolecular forces to be overcome so that the molecules can move further apart. fluorine would be a solid. INTERMOLECULAR FORCES .2 Fluorine (F2 ) has a melting point of -2200 C and a boiling point of -1880C. fluorine will be a gas. Strength of intermolecular forces What does this information tell us about the intermolecular forces in fluorine? In fluorine. at room temperature. The intermolecular forces in fluorine are very weak van der Waals forces because the molecules are non-polar. In other words. it exists as a liquid. So. and if the temperature is increased above 200 C. This will be discussed more in chapter ?? deals with this in more detail. Intermolecular forces will exist between the hydrogen atom of one molecule and the fluorine atom of another. Only at temperatures below -1880 C will the molecules have a low enough energy that they will come close enough to each other for forces of attraction to act between the molecules. it will become a gas. Between -830 C and 200 C.CHAPTER 5.2 and then use your knowledge of different types of intermolecular forces to explain the following statements: • • • • The boiling point of F2 is much lower than the boiling point of NH3 At room temperature. and at any temperature inbetween these two. Example 2: Hydrogen fluoride (HF) Phase at room temperature For temperatures below -830 C. What do you notice about water? Luckily for us. which are stronger than van der Waals forces. these forces must be very weak for it to exist as a gas at room temperature.GRADE 11 Example 1: Fluorine (F2 ) Phase at room temperature 5. This can be seen by the increasing melting and boiling points of substances as formula mass increases. many elements exist naturally as gases The boiling point of HF is higher than the boiling point of Cl2 The boiling point of water is much higher than HF. These are hydrogen bonds. You should also note that the strength of the intermolecular forces increases with an increase in formula mass. hydrogen fluoride is a solid. which is a gas above a temperature of -330 C! There would be no liquid water on the planet. Exercise: Applying your knowledge of intermolecular forces Refer to the data in table 5. and that would mean that no life would be able to survive here. water behaves quite differently from the rest of the halides. because more energy is needed for fluorine to change into the gaseous phase. This means that for any temperature that is greater than -1880C. Strength of intermolecular forces What does this tell us about the intermolecular forces in hydrogen fluoride? The forces are stronger than those in fluorine. Imagine if water were like ammonia (NH3 ). The hydrogen bonds in water are particularly strong and this gives water unique qualities when compared to other molecules with hydrogen bonds. fluorine will be a liquid.

96 . This causes the water to be held more closely to the glass. This is because of surface tension. However. and how leaves float in water.5: Surface tension in a liquid • Capillarity Activity :: Investigation : Capillarity Half fill a beaker with water and hold a hollow glass tube in the centre as shown below. the intermolecular forces act in all directions.3 CHAPTER 5. For molecules in the centre of the liquid. Figure 5. Mark the level of the water in the glass tube. The forces between the glass and the water also mean that the water can be ’pulled up’ higher when it is in the tube than when it is in teh beaker.GRADE 11 5. What do you notice? meniscus water At the air-water interface. In water. so these forces are exerted in all directions. where the water appears to dip in the centre. This is called surface tension. Because they are only pulled sideways and downwards. each molecule is held to the surrounding molecules by strong hydrogen bonds. the attractive forces between the glass and the water are stronger than the intermolecular forces between the water molecules. you will notice a meniscus. Molecules in the centre of the liquid are completely surrounded by other molecules. Capillarity is the surface tension that occurs in liquids that are inside tubes.3 Intermolecular forces in liquids Intermolecular forces affect a number of properties in liquids: • Surface tension You may have noticed how some insects are able to walk across a water surface. so the molecules are closer together. In the glass tube. the water molecules at the surface are held more closely together. and a meniscus forms. For molecules at the surface there are no upward forces. INTERMOLECULAR FORCES . molecules at the surface do not have any water molecules above them to pull them upwards.5. and look carefully at the shape of the air-water interface in the tube.

and so will the temperature of the liquid. it will die. while others have a thin waxy layer covering their leaves. 97 . INTERMOLECULAR FORCES . Slowly the water level will drop over a period of time. 5. We therefore refer to the average kinetic energy of the molecules when we describe the liquid. Some plants are even able to close their stomata during the day when temperatures (and therefore transpiration) are highest. your body temperature increases and you begin to release moisture (sweat) through the pores in your skin. meaning that one part of the molecule is slightly positive and the other part is slightly negative. Non-polar molecules have an equal distribution of charge. those particles which have the highest energy will be able to overcome the intermolecular forces holding them in the liquid phase. The stronger the intermolecular forces in a liquid.4 Summary • Intermolecular forces are the forces that act between stable molecules. • Polar molecules have an unequal distribution of charge. they also affect the properties of solids. teresting Transpiration in plants .GRADE 11 • Evaporation 5. which reduces water loss. Desert plants have some amazing adaptations to deal with this problem! Some have hairs on their leaves. You should note that a liquid doesn’t necessarily have to reach boiling point before evaporation can occur. • The type of intermolecular force in a substance. Evaporation occurs when a liquid changes to a gas. Plants that live in very hot. dry places such as deserts. This helps to keep your body temperature at a level that is suitable forit to function properly.Did you know that plants also ’sweat’ ? In plants.CHAPTER 5. the harder the solid is likely to be. each particle has kinetic energy. For example. This is called evaporation.4 In a liquid. which reflect sunlight so that the temperature is not as high as it would be. will depend on the nature of the molecules. You will see this if you leave a glass of water outside in the sun. the higher the temperature of the molecules will have to be for it to become a gas. the stronger the intermolecular forces between the particles that make up the solid. This means that the average kinetic energy of the remaining molecules will decrease. Although this water loss is important in the survival of a plant. and the higher its melting point is likely to be. What happens then to the molecules of water that remain in the liquid? Remember that it was the molecules with the highest energy that left the liquid. and will become a gas. must be specially adapted to reduce the amount of water that transpires (evaporates) from their leaf surface. A similar process takes place when a person sweats during exercise. Interesting Fact Fact this is called transpiration. When you exercise. but some particles will have more energy than others. if a plant loses too much water. The sweat quickly evaporates and causes the temperature of your skin to drop. When the liquid is heated. and a plant will lose water through spaces in the leaf surface called stomata. Evaporation takes place all the time. Important: In the same way that intermolecular forces affect the properties of liquids.

HF Select the true statement from the list below: i. These are dipole-dipole. 2. for example. H2 O. Cl2 . NH3 and H2 S (IEB Paper 2. NH3 only iii. For example. • Dipole-dipole forces exist between two polar molecules. capillarity and evaporation are the result of intermolecular forces. (c) A charged atom. (a) The following table gives the melting points of various hydrides: Hydride Melting point (0 C) HI -50 NH3 -78 H2 S -83 CH4 -184 In which of these hydrides does hydrogen bonding occur? i. 2003) (b) Refer to the list of substances below: HCl. Exercise: Summary Exercise 1. properties such as surface tension. HI only ii. An example of this is when an ionic solid such as sodium chloride dissolves in water. Ion-dipole forces exist between molecules of HF iv. For each of the following questions. where at some point there is an uequal distribution of charge in the molecule. ion-dipole and London forces (momentary dipole). For example. The melting point of NH3 will be higher than for Cl2 iii. NH3 . The hydrogen atom in one molecule will be attracted to the nitrogen atom in another molecule. there are London forces between two molecules of carbon dioxide.4 CHAPTER 5. HI and NH3 only iv. HI. choose the one correct answer from the list provided.5. There are hydrogen bonds between water molecules and between ammonia molecules. • Intermolecular forces affect the properties of substances. the stronger the intermolecular forces. for example between two molecules of hydrogen chloride. At room temperature N2 is usually a liquid 98 . Its boiling point will also be higher. the higher the melting point of that substance.GRADE 11 • There are three types of Van der Waal’s forces. N2 . The ion is attracted to the part of the molecule that has an opposite charge to its own. • Hydrogen bonds occur between hydrogen atoms and other atoms that have a high electronegativity such as oxygen. Give one word or term for each of the following descriptions: (a) The tendency of an atom in a molecule to attract bonding electrons. and the more likely that substance is to exist as a solid or liquid. • Ion-dipole forces exist between ions and dipole molecules. (b) A molecule that has an unequal distribution of charge. INTERMOLECULAR FORCES . • Momentary dipole forces occur between two non-polar molecules. NH3 is a non-polar molecule ii. • In liquids. nitrogen and fluorine.

INTERMOLECULAR FORCES .CHAPTER 5. Explain.4 99 . (IEB Paper 2. 2002) 5. yet their boiling points differ. The respective boiling points for four chemical substances are given below: Hydrogen sulphide -600 C Ammonia -330 C Hydrogen fluoride 200 C Water 1000 C (a) Which one of the substances exhibits the strongest forces of attraction between its molecules in the liquid state? (b) Give the name of the force responsible for the relatively high boiling points of ammonia and water and explain how this force originates. (c) The shapes of the molecules of hydrogen sulphide and water are similar.GRADE 11 3.

GRADE 11 100 . INTERMOLECULAR FORCES .4 CHAPTER 5.5.

g. • A gas solute dissolved in a liquid solvent e. Definition: Solutes and solvents A solute is a substance that is dissolved in another substance.Grade 11 We are surrounded by different types of solutions in our daily lives. the resulting mixture is homogeneous because the solute has dissolved in the solvent. In most cases. • A liquid solute dissolved in a liquid solvent e. A solute can be a solid.g. or gaseous solute. Definition: Solution In chemistry. • A solid solute in a solid solvent e. When you mix salt and water. This is a heterogeneous mixture. A solute is a substance that dissolves in a solvent.g.g. sodium chloride dissolved in water.g. A solution then is a homogeneous mixture of a solute and a solvent. the homogeneous mixture of gases in the air that we breathe. • A gas solute in a gas solvent e. the solvent would be the water. metal alloys. In the case of a salt (NaCl) solution.Chapter 6 Solutions and solubility . liquid. While there are many different types of solutions. A solvent is the substance in which the solute dissolves. and this may be either heterogeneous or homogeneous. In the case of the NaCl solution. 6. a mixture is formed. most of those we will be discussing are liquids. the salt crystals are the solute. ethanol in water. Examples of solutions are: • A solid solute dissolved in a liquid solvent e. there is always more of the solvent than there is of the solute in a solution. the sand does not dissolve in the water. A solvent is the liquid that dissolves a solid. If you mix sand and water for example. 101 . carbon dioxide dissolved in water (fizzy drinks) or oxygen dissolved in water (aquatic ecosystems). a solution is a homogeneous mixture that consists of a solute that has been dissolved in a solvent.1 Types of solutions When a solute is mixed with a solvent. Any solution is made up of a solute and a solvent. liquid or gas.

Because the strength of the intermolecular forces in the solute and solvent are similar. iodine and ether) Iodine molecules are non-polar. The answer lies in understanding the interaction between the intramolecular and intermolecular forces between the solute and solvent particles.2 CHAPTER 6. • Polar solutes and polar solvents (e.GRADE 11 6. Because the intermolecular forces in both the solute and the solvent are similar. iodine. Apparatus: Salt. while non-polar solutes dissolve well in non-polar solvents. 102 .6. non-polar or ionic solute Solvent Ethanol Water Water Water Polar. An easy way to remember this is that ’like dissolves like’. allowing the solute to move into the spaces between the molecules of the solvent. • Non-polar solutes and non-polar solvents (e. while in other cases it does not. ethanol Method: 1. Mix half a teaspoon of vinegar (acetic acid) in 100cm3 of water 3. it is easy for these to be broken in the solute. There are also strong hydrogen bonds between water molecules. The solute dissolves in the solvent. Activity :: Experiment : Solubility Aim: To investigate the solubility of solutes in different solvents.g. non-polar or ionic solvent Does solute dissolve? You should have noticed that in some cases. SOLUTIONS AND SOLUBILITY . There are also weak van der Waals forces between ether molecules. and the forces between the molecules are weak van der Waals forces. Mix half a teaspoon of salt in 100cm3 of water 2. Mix a few grains of iodine in 100cm3 of water Results: Record your observations in the table below: Solute Iodine Iodine Vinegar Salt Polar. This will be explained in more detail below.2 Forces and solutions An important question to ask is why some solutes dissolve in certain solvents and not in others. vinegar. Mix a few grains of iodine in ethanol 4. Conclusions: In general. the solute dissolves in the solvent.g. polar and ionic solutes dissolve well in polar solvents. there is a high possibility that dissolution will occur. the solute will dissolve in the solvent. if the solute and the solvent have similar intermolecular forces. salt and water) There are strong electrostatic forces between the ions of a salt such as sodium chloride. in other words.

and the strength of forces between particles of the solvent Activity :: Experiment : Factors affecting solubility Aim: To determine the effect of temperature on solubility Method: 1. This is called the solubility of the solution. Keep adding salt until you notice that the salt is not dissolving anymore. if you try to dissolve salt (or some other solute) in a small amount of water. So what factors affect solubility? Below are some of the factors that affect solubility: • the quantity of solute and solvent in the solution • the temperature of the solution • other compounds in the solvent affect solubility because they take up some of the spaces between molecules of the solvent. stirring it as you add.3 Solubility You may have noticed sometimes that. but then appears not to be able to dissolve any further when you keep adding more solute to the solvent. SOLUTIONS AND SOLUBILITY . If a substance has a high solubility.GRADE 11 6. to dissolve in a solvent. that could otherwise be taken by the solute itself • the strength of the forces between particles of the solute. 6.CHAPTER 6. Repeat the steps above so that you obtain the solubility limit of salt at this higher temperature. Slowly pour the salt into the beaker with the water. Results: Record your results in the table below: Temp (0 C) Amount of solute that dissolves in 100 cm3 of water (g) 103 . Continue to increase the temperature as many times as possible and record your results. 5. Definition: Solubility Solubility is the ability of a given substance. Now increase the temperature of the water by heating it over a bunsen burner.3 6. Solubility refers to the maximum amount of solute that will dissolve in a solvent under certain conditions. 4. it will initially dissolve. You will need to start again with new salt and water! 7. Record the amount of salt that has been added to the water and the temperature of the solution. it means that lots of the solute is able to dissolve in the solvent. Measure 100 g of salt and place into another beaker 3. Measure 100cm3 of water into a beaker 2. the solute.

The beakers are heated over a bunsen burner until the temperature of their solutions is 600 C. dry evaporating basin using an electronic balance and record the mass.3 61. Write an equation to show how each of the following salts ionises in water: (a) KNO3 (b) K2 SO4 4. 5 g K2 SO4 is added to beaker 2 and 5 g NaCl is added to beaker 3.0 Solubility (g salt per 100 g H2 O) K2 SO4 NaCl 7. They follow the list of instructions shown below.7 9.6 45.5 16.6.0 36. Exercise: Investigating the solubility of salts The data table below gives the solubility (measured in grams of salt per 100 g water) of a number of different salts at various temperatures. each containing the same amount of water. using the apparatus that has been given to them: Method: 1. are you able to dissolve more or less salt? Conclusions: As the temperature of the solution increases. 2. Temp (0 C) 0 10 20 30 40 50 60 KNO3 13. Suggest a reason why this happens. 5 g KNO3 is added to beaker 1.2 31. SOLUTIONS AND SOLUBILITY . wish to separately investigate the solubility of potassium chloride at room temperature.5 106.9 21.4 83.8 36. Exercise: Experiments and solubility Two grade 10 learners. Look at the data and then answer the questions that follow.GRADE 11 As you increase the temperature of the water.5 36.2 37.3 1.8 18.1 36. 2.8 11. 3. draw line graphs to show how the solubility of the three salts changes with an increase in temperature.0 13. The solubility of sodium chloride increases as the temperature increases.3 35. On the same set of axes. Describe what happens to salt solubility as temperature increases. 104 .2 14. Determine the mass of an empty.3 CHAPTER 6. (a) Which salt solution will have the highest conductivity under these conditions? (b) Explain your answer. Siphiwe and Ann. You are given three beakers.4 35. so does the amount of salt that will dissolve. Pour 50 ml water into a 250 ml beaker.

12.55 85.CHAPTER 6. (c) Give a reason why you think each obtained results different from each other and the value in the reference book. 4. At 00 C. Stir the solution until the salt dissolves. 23. their results were as follows: Siphiwe’s results Temperature (0 C) 15 Mass of evaporating basin (g) 65. Determine the mass of the evaporating basin containing the dry cool salt on the electronic balance and record the mass. 17. 2006) 105 . Siphiwe and Ann now expand their investigation and work together. the temperature at which the solubility of copper sulphate is 50 g per 50 ml of water.7 g respectively. 5. ii.3 g.3 g and 20. 2.0 g and copper sulphate is 14. At 200 C.75 6. At 100 C. At 400 C. Carefully heat the filtrate in the evaporating basin until the salt is dry.1 g and 40. (c) Choose an appropriate scale and plot a graph of these results.32 Mass of evaporating basin + salt solution (g) 125. potassium chloride mass is 20. Place the evaporating basin in the desiccator (a large glass container in which there is a dehydrating agent like calcium sulphate that absorbs water) until it reaches room temperature.5 g. at 600 C.0 g respectively. (b) Identify the dependent and independent variables in their investigation. draw up a neat table to record Siphiwe and Ann’s results. On completion of the experiment. Determine the mass of the evaporating basin containing the solution that has passed through the filter (the filtrate) on the electronic balance and record the mass. (IEB Exemplar Paper 2. Add potassium chloride crystals to the water in the beaker in small portions. Calculate the solubility of potassium chloride.0 g per 100 ml of water at 250 C.4 g respectively. 8. Record the temperature of the potassium chloride solution. Ignite the Bunsen burner. (a) From the record of data provided above. Repeat the addition of potassium chloride (steps a and b) until no more salt dissolves and some salt remains undissolved. (d) From the graph. the maximum number of grams of potassium chloride which will dissolve in 100 ml of water at 700 C. using the data recorded by (a) Siphiwe (b) Ann A reference book lists the solubility of potassium chloride as 35. 9.3 1. We found the following masses of substance dissolved in the 50 ml of water. They collect and write up their results as follows: In each experiment we used 50 ml of water in the beaker.4 g and 55. 10.55 137. They investigate the solubility of potassium chloride at different temperatures but also the solubility of copper (II) sulphate at these same temperatures.6 g and 17.32 Mass of evaporating basin + salt (g) 81. 7.0 g and lastly at 800 C. 6. mass of potassium chloride is 14. Filter the solution into the evaporating basin.GRADE 11 3.2 g and copper sulphate is 28. determine: i.32 Ann’s results 26 67. 15. the masses were 26. SOLUTIONS AND SOLUBILITY . 11.

A general rule is the like dissolves like. I2 (s) ii. an organic liquid at room temperature. Briefly explain in terms of intermolecular forces why solid iodine does not dissolve in pure water. the air we breathe and gases such as oxygen and carbon dioxide dissolved in water. SOLUTIONS AND SOLUBILITY .4 Summary • In chemistry. yet it dissolves in xylene.GRADE 11 6. Exercise: Summary Exercise 1.6. • A solvent is a substance in which a solute dissolves. 2. For each of the following questions. • Not all solutes will dissolve in all solvents. Solutes and solvents that have similar intermolecular forces are more likely to dissolve. choose the one correct answer from the list provided. temperature. liquid or gas. A solvent can also be a solid. NaI(s) iii. CCl4 (l) iv. (b) A measure of how much solute is dissolved in a solution. liquid or gas. BaSO4 (s) (IEB Paper 2. while non-polar solutes will be more likely to dissolve in polar solvents.4 CHAPTER 6. metal alloys. 2005) b In which of the following pairs of substances will the dissolving process happen most readily? Solute Solvent A S8 H2 O B KCl CCl4 C KNO3 H2 O D NH4 Cl CCl4 (IEB Paper 2. • Examples of solutions include salt solutions. • Polar and ionic solutes will be more likely to dissolve in polar solvents. the intermolecular forces in the solute and solvent and other substances that may be in the solvent. Which one of the following three substances is the most soluble in pure water at room temperature? Hydrogen sulphide. 2002) 106 . A solute can be a solid. A Which one of the following will readily dissolve in water? i. • Solubility is the extent to which a solute is able to dissolve in a solvent under certain conditions. ammonia and hydrogen fluoride 4. • A solute is a substance that dissolves in a solute. (c) Forces between the molecules in a substance. Give one word or term for each of the following descriptions: (a) A type of mixture where the solute has completely dissolved in the solvent. (IEB Paper 2. 2004) 3. a solution is a homogenous mixture of a solute in a solvent. • Factors that affect solubility are the quantity of solute and solvent.

The protons and neutrons together are called nucleons. some scientists focus their attention on looking at the particles inside the nucleus and understanding how they interact. these forces are trying to produce opposite effects in the nucleus. there are different forces which act between the particles. The strong nuclear force acts to hold all the protons and neutrons close together. and the nucleons are close together. as the nucleus gets bigger (in elements with a higher number of nucleons). while others classify and interpret the properties of nuclei. In these nuclei. This detailed knowledge of the nucleus makes it possible for technological advances to be made. In 1903. we are going to touch on each of these different areas within the field of nuclear physics. who increased our knowledge of radioactive elements. His observations were taken further by the Polish scientist Marie Curie and her husband Pierre. and this force binds protons and neutrons together inside the nucleus. the strong nuclear force overpowers the electromagnetic force. In a way then. Within this field. because an electron has a very small mass when compared with a proton or a neutron. The strong nuclear force is the force between two or more nucleons. In atoms where the nuclei are small. and the atom is said to be radioactive. It is the nucleus that makes up most of an atom’s atomic mass.2 The Discovery of Radiation Radioactivity was first discovered in 1896 by a French scientist called Henri Becquerel while he was working on phosphorescent materials. We are going to look at these concepts in more detail in the next few sections. In this next chapter. he noticed that the film had lots of patches on it. it becomes possible for particles and energy to be ejected from the nucleus. This force is most powerful when the nucleus is small. while the electrons are found in energy orbitals around the nucleus. However. Within the nucleus. 7. The electromagnetic force causes the repulsion between like-charged (positive) protons. These nuclei are called unstable. The nucleus is the part of the atom that contains the protons and the neutrons. He happened to place some uranium crystals on black paper that he had used to cover a piece of film. Henri.Chapter 7 Atomic Nuclei . while the electromagnetic force acts to push protons further apart. 7.Grade 11 Nuclear physics is the branch of physics which deals with the nucleus of the atom. and that this did not happen when other elements were placed on the paper. Marie and Pierre were 107 .1 Nuclear structure and stability You will remember from an earlier chapter that an atom is made up of different types of particles: protons (positive charge) neutrons (neutral) and electrons (negative charge). When he looked more carefully. The particles and energy that a nucleus releases are referred to as radiation. the electromagnetic force becomes greater than the strong nuclear force. He eventually concluded that some rays must be coming out of the uranium crystals to produce this effect.

1. When a nucleus undergoes radioactive decay. Isotopes tend to be less stable because they contain a larger number of nucleons than ’non-isotopes’ of the same element. which was almost certainly partly Interesting Fact Fact due to her massive exposure to radiation during her lifetime. These radioactive isotopes are called radioisotopes. we discussed that when a nucleus is unstable it can emit particles and energy. and she was known to carry test tubes full of radioactive isotopes in her pockets and to store them in her desk drawers. These are shown in figure 7.7. and radium (Ra) after its highly radioactive characteristics. ATOMIC NUCLEI . and are described below. Radiation is the name for the emitted particles or electromagnetic waves. Even the rocks around us emit radiation! However some elements are far more radioactive than others. 7.3 Radioactivity and Types of Radiation In section 7. teresting Marie Curie died in 1934 from aplastic anemia. We are exposed to small amounts of radiation all the time. This is called radioactive decay. There are three main types of radiation: alpha. which they named polonium (Po) after Marie’s home country. Marie Curie and her husband went on to discover two new elements. Unfortunately it was only later in her life that the full dangers of radiation were realised. Radiation can be emitted in different forms. Marie was awarded a Nobel Prize in Chemistry in 1911. it emits radiation and the nucleus is called radioactive. Most of her work was carried out in a shed without safety measures.3 CHAPTER 7. beta and gamma radiation. alpha (α) beta (β) gamma (γ) paper aluminium lead Figure 7. For these dicoveries.GRADE 11 awarded the Nobel Prize in Physics for their work on radioactive elements.1: Types of radiation 108 . This award made Marie the first woman ever to receive a Nobel Prize. but her hands had become badly deformed due to their constant exposure to radiation. Definition: Radioactive decay Radioactive decay is the process in which an unstable atomic nucleus loses energy by emitting particles or electromagnetic waves. not only was she very ill.1. making her one of very few people to receive two Nobel Prizes. By the end of her life.

109 Helium-3 An electron and a neutrino are released . The atomic mass of the neptunium atom is 237 (A = 237) because 4 nucleons (2 protons and 2 neutrons) were emitted from the atom of Americium.e. and the number of protons increases by one.GRADE 11 7. hence the overall charge of +2.2 Beta (β) particles and beta decay In certain types of radioactive nuclei that have too many neutrons. Because alpha particles have a low penetration power. Beta particles have a higher penetration power than alpha particles and are able to pass through thicker materials such as paper.1 Alpha (α) particles and alpha decay An alpha particle is made up of two protons and two neutrons bound together. A = 241) undergoes α decay and releases one alpha particle (i. Alpha particles have very low penetration power. An alpha particle is sometimes represented using the chemical symbol He2+ .3. Since the number of protons before and after the decay is different. This can be seen in the decay of Americium (Am) to Neptunium (Np).2: β decay in a hydrogen atom During beta decay. Americium (Z = 95. Example: 241 95 Am →237 Np + αparticle 93 Let’s take a closer look at what has happened during this reaction. will absorb these particles so that they can’t go any further. Therefore. This type of radiation has a positive charge. the element which has 93 protons (Z = 93) is called Neptunium. The diagram below shows what happens during β decay: One of the neutrons from H-3 is converted to a proton Atomic nucleus electron (β particle) neutrino (¯) ν Hydrogen-3 = one proton = one neutron Figure 7. the nucleus emits an α particle. Alpha decay occurs because the nucleus has too many protons. the number of neutrons in the atom decreases by one. On the periodic table. 2 protons and 2 neutrons).CHAPTER 7. The high energy electrons that are released in this way are called beta particles. ATOMIC NUCLEI . The atom now has only 93 protons (Z = 93). Penetration power describes how easily the particles can pass through another material. 7.3 7. it means that even something as thin as a piece of paper or the outside layer of the human skin.3. and this causes a lot of repulsion between these like charges. because it has the same structure as a Helium atom (two neutrons and two protons) which is missing its two electrons. To try to reduce this repulsion. the Americium atom has become a Neptunium atom. an electron and another particle (called a neutrino). a neutron may be converted into a proton.

just like visible light. which led Wolfgang Pauli in 1930 to come up with the idea that another particle. also had to be involved in the decay. 7. Table 7. energy is released.GRADE 11 the atom has changed into a different element. Gamma decay occurs if the nucleus is at too high an energy level. This type of radiation is able to penetrate most common substances. beta and gamma decay Type of decay Particle/ray released Change in element Alpha (α) α particle (2 protons and 2 neutrons) Yes Beta (β) β particle (electron) Yes Gamma (γ) γ ray (electromagnetic energy) No Penetration power Low Medium High Worked Example 23: Radioactive decay Question: The isotope particles.3 CHAPTER 7. have little or no mass. including metals. This energy can leave the nucleus in the form of waves of electromagnetic energy called gamma rays.3 Gamma (γ) rays and gamma decay When particles inside the nucleus collide during radioactive decay. because he knew it had to be neutral.1: A comparison of alpha. He called this particle the neutrino (Italian for ”little neutral one”). and interact only very weakly. Therefore in gamma decay. unlike visible light. The atomic number and atomic mass remain unchanged. they can be thought of as waves or particles. protons and electrons Interesting Fact Fact involved in β-decays.1 summarises and compares the three types of radioactive decay that have been discussed. humans cannot see gamma rays because they are at a higher frequency and a higher energy. we can think of a ray or a particle (called a photon) being released. Since gamma rays are part of the electromagnetic spectrum. However. each 1 cm2 patch of the earth receives 70 billion (70×109) neutrinos each second! Luckily neutrinos only interact very weakly so they do not harm our bodies when billions of them pass through us every second.2. making it very hard to find experimentally! The neutrino was finally identified experimentally about 25 years after Pauli first thought of it. The only substances that can absorb this radiation are thick lead and concrete. The beta decay of the Hydrogen-3 atom can be represented as follows: 3 1H →3 He + βparticle + ν ¯ 2 teresting When scientists added up all the energy from the neutrons. ATOMIC NUCLEI . 241 95 Pb undergoes radioactive decay and loses two alpha 110 .3. Gamma radiation is part of the electromagnetic spectrum. which was not detected yet. In figure 7. We know that energy is always conserved. Gamma radiation has no mass or charge. Hydrogen has become Helium.7. Table 7. they noticed that there was always some energy missing. Due to the radioactive processes inside the sun.

CHAPTER 7. 2. discuss the following questions: • Which of the three types of radiation is most dangerous to living creatures (including humans!) 111 . 237 91 Pa Step 5 : Write an equation for the decay process. the total number of protons lost is four and the total number of neutrons lost is also four. Step 2 : Calculate the atomic number (Z) and atomic mass number (A) of the element that is formed. Write the chemical formula of the element that is produced as a result of the decay. ATOMIC NUCLEI .3 photon (γ particle) Helium-3 Helium-3 Figure 7. Z = 95 − 4 = 91 A = 241 − 4 = 237 Step 3 : Refer to the periodic table to see which element has the atomic number that you have calculated. Answer Step 1 : Work out the number of protons and/or neutrons that the radioisotope loses during radioactive decay One α particle consists of two protons and two neutrons. 241 95 P b →237 P a + 2 protons + 2 neutrons 91 Activity :: Discussion : Radiation In groups of 3-4. Write an equation for this decay process.3: γ decay in a helium atom 1. Since two α particles are released. The element that has Z = 91 is Protactinium (Pa). Step 4 : Write the symbol for the element that has formed as a result of radioactive decay.GRADE 11 7.

7.4

CHAPTER 7. ATOMIC NUCLEI - GRADE 11 • What can happen to people if they are exposed to high levels of radiation? • What can be done to protect yourself from radiation (Hint: Think of what the radiologist does when you go for an X-ray)?

Exercise: Radiation and radioactive elements 1. There are two main forces inside an atomic nucleus: (a) Name these two forces. (b) Explain why atoms that contain a greater number of nucleons are more likely to be radioactive. 2. The isotope 241 Pb undergoes radioactive decay and loses three alpha particles. 95 (a) Write the chemical formula of the element that is produced as a result of the decay. (b) How many nucleons does this element contain? 3. Complete the following equation:
210 82 Am

4. Radium-228 decays by emitting a beta particle. Write an equation for this decay process. 5. Describe how gamma decay differs from alpha and beta decay.

→ (alpha decay)

7.4

Sources of radiation

The sources of radiation can be either natural or man-made.

7.4.1

Natural background radiation

• Cosmic radiation

The Earth, and all living things on it, are constantly bombarded by radiation from space. Charged particles from the sun and stars interact with the Earth’s atmosphere and magnetic field to produce a shower of radiation, mostly beta and gamma radiation. The amount of cosmic radiation varies in different parts of the world because of differences in elevation and also the effects of the Earth’s magnetic field. Radioactive material is found throughout nature. It occurs naturally in the soil, water, and vegetation. The major isotopes that are of concern are uranium and the decay products of uranium, such as thorium, radium, and radon. Low levels of uranium, thorium, and their decay products are found everywhere. Some of these materials are ingested (taken in) with food and water, while others are breathed in. The dose of radiation from terrestrial sources varies in different parts of the world.

• Terrestrial Radiation

teresting Cosmic and terrestrial radiation are not the only natural sources. All people Interesting Fact Fact have radioactive potassium-40, carbon-14, lead-210 and other isotopes inside their bodies from birth.

112

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7.5

7.4.2

Man-made sources of radiation

Although all living things are exposed to natural background radiation, there are other sources of radiation. Some of these will affect most members of the public, while others will only affect those people who are exposed to radiation through their work. • Members of the Public

Man-made radiation sources that affect members of the public include televisions, tobacco (polonium-210), combustible fuels, smoke detectors (americium), luminous watches (tritium) and building materials. By far, the most significant source of man-made radiation exposure to the public is from medical procedures, such as diagnostic x-rays, nuclear medicine, and radiation therapy. Some of the major isotopes involved are I-131, Tc-99m, Co-60, Ir-192, and Cs-137. The production of nuclear fuel using uranium is also a source of radiation for the public, as is fallout from nuclear weapons testing or use.

• Individuals who are exposed through their work

Any people who work in the following environments are exposed to radiation at some time: radiology (X-ray) departments, nuclear power plants, nuclear medicine departments and radiation oncology (the study of cancer) departments. Some of the isotopes that are of concern are cobalt-60, cesium-137, americium-241, and others.

teresting Radiation therapy (or radiotherapy) uses ionising radiation as part of cancer Interesting Fact Fact treatment to control malignant cells. In cancer, a malignant cell is one that divides very rapidly to produce many more cells. These groups of dividing cells can form a growth or tumour. The malignant cells in the tumour can take nutrition away from other healthy body cells, causing them to die, or can increase the pressure in parts of the body because of the space that they take up. Radiation therapy uses radiation to try to target these malignant cells and kill them. However, the radiation can also damage other, healthy cells in the body. To stop this from happening, shaped radiation beams are aimed from several angles to intersect at the tumour, so that the radiation dose here is much higher than in the surrounding, healthy tissue. But even doing this doesn’t protect all the healthy cells, and that is why people have side-effects to this treatment.
Note that radiation therapy is different from chemotherapy, which uses chemicals, rather than radiation, to destroy malignant cells. Generally, the side effects of chemotherapy are greater because the treatment is not as localised as it is with radiation therapy. The chemicals travel throughout the body, affecting many healthy cells.

7.5

The ’half-life’ of an element

Definition: Half-life The half-life of an element is the time it takes for half the atoms of a radioisotope to decay into other atoms. Table 7.2 gives some examples of the half-lives of different elements. 113

7.5

CHAPTER 7. ATOMIC NUCLEI - GRADE 11 Table 7.2: Table showing the half-life of Radioisotope Chemical symbol Polonium-212 Po-212 Sodium-24 Na-24 Strontium-90 Sr-90 Cobalt-60 Co-60 Caesium-137 Cs-137 Carbon-14 C-14 Calcium Ca Beryllium Be Uranium-235 U-235 a number of elements Half-life 0.16 seconds 15 hours 28 days 5.3 years 30 years 5 760 years 100 000 years 2 700 000 years 7.1 billion years

So, in the case of Sr-90, it will take 28 days for half of the atoms to decay into other atoms. It will take another 28 days for half of the remaining atoms to decay. Let’s assume that we have a sample of strontium that weighs 8g. After the first 28 days there will be: 1/2 x 8 = 4 g Sr-90 left After 56 days, there will be: 1/2 x 4 g = 2 g Sr-90 left After 84 days, there will be: 1/2 x 2 g = 1 g Sr-90 left If we convert these amounts to a fraction of the original sample, then after 28 days 1/2 of the sample remains undecayed. After 56 days 1/4 is undecayed and after 84 days, 1/8 and so on.

Activity :: Group work : Understanding half-life Work in groups of 4-5 You will need: 16 sheets of A4 paper per group, scissors, 2 boxes per group, a marking pen and timer/stopwatch. What to do: • Your group should have two boxes. Label one ’decayed’ and the other ’radioactive’. • Take the A4 pages and cut each into 4 pieces of the same size. You should now have 64 pieces of paper. Stack these neatly and place them in the ’radioactive’ box. The paper is going to represent some radioactive material. • Set the timer for one minute. After one minute, remove half the sheets of paper from the radioactive box and put them in the ’decayed’ box. • Set the timer for another minute and repeat the previous step, again removing half the pieces of paper that are left in the radioactive box and putting them in the decayed box. • Repeat this process until 8 minutes have passed. You may need to start cutting your pieces of paper into even smaller pieces as you progress. Questions: 1. How many pages were left in the radioactive box after... (a) 1 minute (b) 3 minutes 114

CHAPTER 7. ATOMIC NUCLEI - GRADE 11 (c) 5 minutes 2. What percentage (%) of the pages were left in the radioactive box after... (a) 2 minutes (b) 4 minutes 3. After how many minutes is there 1/128 of radioactive material remaining? 4. What is the half-life of the ’radioactive’ material in this exercise?

7.5

Worked Example 24: Half-life 1

Question: A 100 g sample of Cs-137 is allowed to decay. Calculate the mass of Cs-137 that will be left after 90 years Answer Step 1 : You need to know the half-life of Cs-137 The half-life of Cs-137 is 30 years. Step 2 : Determine how many times the quantity of sample will be halved in 90 years. If the half-life of Cs-137 is 30 years, and the sample is left to decay for 90 years, then the number of times the quantity of sample will be halved is 90/30 = 3. Step 3 : Calculate the quantity that will be left by halving the mass of Cs-137 three times 1. After 30 years, the mass left is 100 g × 1/2 = 50 g 2. After 60 years, the mass left is 50 g × 1/2 = 25 g 3. After 90 years, the mass left is 25 g × 1/2 = 12.5 g Note that a quicker way to do this calculation is as follows: Mass left after 90 years = (1/2)3 × 100 g = 12.5 g (The exponent is the number of times the quantity is halved)

Worked Example 25: Half-life 2

Question: An 80 g sample of Po-212 decays until only 10 g is left. How long did it take for this decay to take place? Answer Step 1 : Calculate the fraction of the original sample that is left after decay Fraction remaining = 10 g/80 g = 1/8 Step 2 : Calculate how many half-life periods of decay (x) must have taken place for 1/8 of the original sample to be left 1 1 ( )x = 2 8 115

7.6 Therefore, x = 3

CHAPTER 7. ATOMIC NUCLEI - GRADE 11

Step 3 : Use the half-life of Po-212 to calculate how long the sample was left to decay The half-life of Po-212 is 0.16 seconds. Therefore if there were three periods of decay, then the total time is 0.16 × 3. The time that the sample was left to decay is 0.48 seconds.

Exercise: Looking at half life 1. Imagine that you have 100 g of Na-24. (a) What is the half life of Na-24? (b) How much of this isotope will be left after 45 hours? (c) What percentage of the original sample will be left after 60 hours? 2. A sample of Sr-90 is allowed to decay. After 84 days, 10 g of the sample remains. (a) What is the half life of Sr-90? (b) How much Sr-90 was in the original sample? (c) How much Sr-90 will be left after 112 days?

7.6

The Dangers of Radiation

Natural radiation comes from a variety of sources such as the rocks, sun and from space. However, when we are exposed to large amounts of radiation, this can cause damage to cells. γ radiation is particularly dangerous because it is able to penetrate the body, unlike α and β particles whose penetration power is less. Some of the dangers of radiation are listed below: • Damage to cells Radiation is able to penetrate the body, and also to penetrate the membranes of the cells within our bodies, causing massive damage. Radiation poisoning occurs when a person is exposed to large amounts of this type of radiation. Radiation poisoning damages tissues within the body, causing symptoms such as diarrhoea, vomiting, loss of hair and convulsions. • Genetic abnormalities When radiation penetrates cell membranes, it can damage chromosomes within the nucleus of the cell. The chromosomes contain all the genetic information for that person. If the chromosomes are changed, this may lead to genetic abnormalities in any children that are born to the person who has been exposed to radiation. Long after the nuclear disaster of Chernobyl in Russia in 1986, babies were born with defects such as missing limbs and abnormal growths. • Cancer Small amounts of radiation can cause cancers such as leukemia (cancer of the blood) 116

CHAPTER 7. ATOMIC NUCLEI - GRADE 11

7.7

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The Uses of Radiation

However, despite the many dangers of radiation, it does have many powerful uses, some of which are listed below: • Medical Field

Radioactive chemical tracers emitting γ rays can give information about a person’s internal anatomy and the functioning of specific organs. The radioactive material may be injected into the patient, from where it will target specific areas such as bones or tumours. As the material decays and releases radiation, this can be seen using a special type of camera or other instrument. The radioactive material that is used for this purpose must have a short half-life so that the radiation can be detected quickly and also so that the material is quickly removed from the patient’s body. Using radioactive materials for this purpose can mean that a tumour or cancer may be diagnosed long before these would have been detected using other methods such as X-rays. Radiation may also be used to sterilise medical equipment.

Activity :: Research Project : The medical uses of radioisotopes Carry out your own research to find out more about the radioisotopes that are used to diagnose diseases in the following parts of the body: – thyroid gland – kidneys – brain In each case, try to find out... 1. which radioisotope is used 2. what the sources of this radioisotope are 3. how the radioisotope enters the patient’s body and how it is monitored

• Biochemistry and Genetics

Radioisotopes may be used as tracers to label molecules so that chemical processes such as DNA replication or amino acid transport can be traced. Irradiation of food can stop vegetables or plants from sprouting after they have been harvested. It also kills bacteria and parasites, and controls the ripening of fruits. Radioisotopes can be used to trace and analyse pollutants. Natural radioisotopes such as C-14 can be used to determine the age of organic remains. All living organisms (e.g. trees, humans) contain carbon. Carbon is taken in by plants and trees through the process of photosynthesis in the form of carbon dioxide and is then converted into organic molecules. When animals feed on plants, they also obtain carbon through these organic compounds. Some of the carbon in carbon dioxide is the radioactive C-14, while the rest is a non-radioactive form of carbon. When an organism dies, no more carbon is taken in and there is a limited amount of C-14 in the body. From this point onwards, C-14 begins its radioactive decay. When scientists uncover remains, they are able to estimate the age of the remains by seeing how much C-14 is left in the body relative to the amount of non-radioactive carbon. The less C-14 there is, the older the remains because radioactive decay must have been taking place for a long time. Because scientists know the exact rate of decay of C-14, they can calculate a very accurate estimate of the age of the remains. Carbon dating has been a very important tool in building up accurate historical records. 117

• Food preservation

• Environment

• Archaeology and Carbon dating

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CHAPTER 7. ATOMIC NUCLEI - GRADE 11

Activity :: Case Study : Using radiocarbon dating Radiocarbon dating has played an important role in uncovering many aspects of South Africa’s history. Read the following extract from an article that appeared in Afrol news on 10th February 2007 and then answer the questions that follow. The world famous rock art in South Africa’s uKhahlamba-Drakensberg, a World Heritage Site, is three times older than previously thought, archaeologists conclude in a new study. The more than 40,000 paintings were made by the San people some 3000 years ago, a new analysis had shown. Previous work on the age of the rock art in uKhahlamba-Drakensberg concluded it is less than 1,000 years old. But the new study - headed by a South African archaeologist leading a team from the University of Newcastle upon Tyne (UK) and Australian National University in Canberra - estimates the panels were created up to 3,000 years ago. They used the latest radio-carbon dating technology. The findings, published in the current edition of the academic journal ’South African Humanities’, have ”major implications for our understanding of how the rock artists lived and the social changes that were taking place over the last three millennia,” according to a press release from the British university. Questions: 1. What is the half-life of carbon-14? 2. In the news article, what role did radiocarbon dating play in increasing our knowledge of South Africa’s history? 3. Radiocarbon dating can also be used to analyse the remains of once-living organisms. Imagine that a set of bones are found between layers of sediment and rock in a remote area. A group of archaeologists carries out a series of tests to try to estimate the age of the bones. They calculate that the bones are approximately 23 040 years old. What percentage of the original carbon-14 must have been left in the bones for them to arrive at this estimate?

7.8

Nuclear Fission

Nuclear fission is a process where the nucleus of an atom is split into two or more smaller nuclei, known as fission products. The fission of heavy elements is an exothermic reaction and huge amounts of energy are released in the process. This energy can be used to produce nuclear power or to make nuclear weapons, both of which we will discuss a little later.

Definition: Nuclear fission The splitting of an atomic nucleus

Below is a diagram showing the nuclear fission of Uranium-235. An atom of Uranium-235 is bombarded with a neutron to initiate the fission process. This neutron is absorbed by Uranium235, to become Uranium-236. Uranium-236 is highly unstable and breaks down into a number of lighter elements, releasing energy in the process. Free neutrons are also produced during this process, and these are then available to bombard other fissionable elements. This process is known as a fission chain reaction, and occurs when one nuclear reaction starts off another, which then also starts off another one so that there is a rapid increase in the number of nuclear reactions that are taking place. 118

CHAPTER 7. ATOMIC NUCLEI - GRADE 11

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Massive release of energy during nuclear fission

Neutron is absorbed by the nucleus of the U-235 atom to form U-236 The elements and number of neutrons produced in the process, is random.

U-235 neutron

U-236

U-236 splits into lighter elements called fission products and free neutrons

7.8.1

The Atomic bomb - an abuse of nuclear fission

A nuclear chain reaction can happen very quickly, releasing vast amounts of energy in the process. In 1939, it was discovered that Uranium could undergo nuclear fission. In fact, it was uranium that was used in the first atomic bomb. The bomb contained huge amounts of Uranium-235, enough to start a runaway nuclear fission chain reaction. Because the process was uncontrolled, the energy from the fission reactions was released in a matter of seconds, resulting in the massive explosion of that first bomb. Since then, more atomic bombs have been dropped, causing massive destruction and loss of life.

Activity :: Discussion : Nuclear weapons testing - an ongoing issue Read the article below which has been adapted from one that appeared in ’The Globe’ in Washington on 10th October 2006, and then answer the questions that follow. US officials and arms control specialists warned yesterday that North Korea’s test of a small nuclear device could start an arms race in the region and threaten the landmark global treaty designed nearly four decades ago to halt the spread of nuclear weapons. US officials expressed concern that North Korea’s neighbors, including Japan, Taiwan, and South Korea, could eventually decide to develop weapons of their own. They also fear that North Korea’s moves could embolden Iran, and that this in turn could encourage Saudi Arabia or other neighbours in the volatile Middle East to one day seek nuclear deterrents, analysts say. North Korea is the first country to conduct a nuclear test after pulling out of the Nuclear Nonproliferation Treaty. The treaty, which was created in 1968, now includes 185 nations (nearly every country in the world). Under the treaty, the five declared nuclear powers at the time (United States, the Soviet Union, France, China, and Great Britain) agreed to reduce their supplies of nuclear weapons. The treaty has also helped to limit the number of new nuclear weapons nations. But there have also been serious setbacks. India and Pakistan, which never signed the treaty, became new nuclear powers, shocking the world with test explosions in 1998. The current issue of nuclear weapons testing in North Korea, is another such setback and a blow to the treaty. Group discussion questions: 1. Discuss what is meant by an ’arms race’ and a ’treaty’. 119

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CHAPTER 7. ATOMIC NUCLEI - GRADE 11 2. Do you think it is important to have such treaties in place to control the testing and use of nuclear weapons? Explain your answer. 3. Discuss some of the reasons why countries might not agree to be part of a nuclear weapons treaty. 4. How would you feel if South Africa decided to develop its own nuclear weapons?

7.8.2

Nuclear power - harnessing energy

However, nuclear fission can also be carried out in a controlled way in a nuclear reactor. A nuclear reactor is a piece of equpiment where nuclear chain reactions can be started in a controlled and sustained way. This is different from a nuclear explosion where the chain reaction occurs in seconds. The most important use of nuclear reactors at the moment is to produce electrical power, and most of these nuclear reactors use nuclear fission. A nuclear fuel is a chemical isotope that can keep a fission chain reaction going. The most common isotopes that are used are Uranium-235 and Plutonium-239. The amount of free energy that is in nuclear fuels is far greater than the energy in a similar amount of other fuels such as gasoline. In many countries, nuclear power is seen as a relatively environmentally friendly alternative to fossil fuels, which release large amounts of greenhouse gases, and are also non-renewable resources. However, one of the concerns around the use of nuclear power, is the production of nuclear waste which contains radioactive chemical elements.

Activity :: Debate : Nuclear Power The use of nuclear power as a source of energy has been a subject of much debate. There are many advantages of nuclear power over other energy sources. These include the large amount of energy that can be produced at a small plant, little atmospheric pollution and the small quantity of waste. However there are also disadvantages. These include the expense of maintaining nuclear power stations, the huge impact that an accident could have as well as the disposal of dangerous nuclear waste. Use these ideas as a starting point for a class debate. Nuclear power - An energy alternative or environmental hazard? Your teacher will divide the class into teams. Some of the teams will be ’pro’ nuclear power while the others will be ’anti’ nuclear power.

7.9

Nuclear Fusion

Nuclear fusion is the joining together of the nuclei of two atoms to form a heavier nucleus. If the atoms involved are small, this process is accompanied by the release of energy. It is the nuclear fusion of elements that causes stars to shine and hydrogen bombs to explode. As with nuclear fission then, there are both positive and negative uses of nuclear fusion.

Definition: Nuclear fusion The joining together of the nuclei of two atoms. 120

is that it is a relatively environmentally friendly source of energy. Edwin Hubble was also able to measure the velocities of galaxies. 7. the universe started off at the beginning of time as a point which then exploded and expanded into the universe we live in today. the faster they are moving. the electrostatic force is overwhelmed by the more powerful strong nuclear force which only operates over short distances. Inside the cores of stars.10. One of the huge advantages of nuclear fusion. the Helium-4 nucleus (also called an alpha particle) can be formed in the following ways: H + n → 3H deuteron + neutron → triton then: 2 3 triton + proton → Helium4 (alpha particle) or 121 H+p → 4 He . If this happens. It also led to the Big Bang hypothesis. Just after the Big Bang.103 s) About 225 s after the Big Bang. Using protons and neutrons as building blocks.GRADE 11 7. they form the deuteron.1 Age of Nucleosynthesis (225 s .10 Nucleosynthesis An astronomer named Edwin Hubble discovered in the 1920’s that the universe is expanding. The helium that is produced is not radioactive or poisonous and does not carry the dangers of nuclear fission. The earth is part of the Milky Way galaxy which is shaped like a very large spiral. nuclear fusion can take place.CHAPTER 7. a lot of energy must be supplied if fusion is to take place. the temperature is high enough for hydrogen fusion to take place but scientists have so far been unsuccessful in making it work in the laboratory. The ’Big Bang’ hypothesis is an idea about how the universe may have started. 7.10 You will remember that nuclei naturally repel one another because of the electrostatic force between their positively charged protons. Astronomers can measure the light coming from distant galaxies using telescopes. As the universe expanded. and the further away they are. These observations led people to see that the universe is expanding. According to this theory. So. the protons and neutrons started binding together to form simple nuclei. The process of forming nuclei is called nucleosynthesis. if it could be made to happen. (∼ 10−2 s) and cooled. ATOMIC NUCLEI . This happened between 10 and 14 billion years ago. If two nuclei can be brought close enough together however. more nuclei can be formed as shown below. it was very hot and was made up of quarks and leptons (an example of a lepton is the electron). when the universe was only 10−43 s old. For example. in order to bring two nuclei together. the quarks started binding together to form protons and neutrons (together called nucleons). When a proton and a neutron bind together. The deuteron is like a hydrogen nucleus (which is just a proton) with a neutron added to it so it can be written as 2 H. Extension: What are galaxies? Galaxies are huge clusters of stars and matter in the universe. He measured that far-away galaxies are moving away from the earth at great speed.

1015 s) As the universe expanded further.GRADE 11 2 deuteron + proton → Helium3 then: H+p → 3 He 3 Helium3 + neutron → Helium4 (alpha particle) Some 7 Li nuclei could also have been formed by the fusion of 4 He and 3 H.11 CHAPTER 7. All these reactions release a large amount of energy and heat the star which causes heavier and heavier nuclei to fuse into nuclei with higher and higher atomic numbers. the hydrogen and helium along with the electrons. To make heavier nuclei. and negatively charged electrons not yet bound into atoms. Therefore.11 Summary • Nuclear physics is the branch of physics that deals with the nucleus of an atom. 7. He + n → 4 He 7. Earlier.10. which evetually formed stars.10. Also.2 Age of Ions (103 s . at this time the universe was still very hot and the electrons still had too much energy to become bound to the alpha particles to form helium atoms.7.3 Age of Atoms (1013 s . the first stage of thermonuclear reactions inside stars involves hydrogen and is called hydrogen burning.1013 s) However.10. Since stars are mostly composed of hydrogen. During the Age of Atoms. which is the most strongly bound nucleus. The process stops with the formation of 56 Fe. both the hydrogen and helium ions were positively charged which meant that they repelled each other (electrostatically). it cooled down until the electrons were able to bind to the hydrogen and helium nuclei to form hydrogen and helium atoms. even higher energies are needed than is possible inside normal stars.4 Age of Stars and Galaxies (the universe today) Inside the core of stars. Most of the heavier nuclei that exist today were formed inside stars from thermonuclear reactions! (It’s interesting to think that the atoms that we are made of were actually manufactured inside stars!). The next stage is helium burning which results in the formation of carbon.e. 7. for example when stars explode (an exploding star is called a supernova). greater than 4 He) are very short-lived and would have decayed almost immediately after being formed. were in the form of atoms which are electrically neutral and so they no longer repelled each other and instead pulled together under gravity to form clouds of gas. These nuclei are most likely formed when huge amounts of energy are released. This is also how all the nuclei formed inside stars get ”recycled” in the universe to become part of new stars and planets. the nuclei with mass numbers greater than 4 (i. during the Age of Ions. ATOMIC NUCLEI . The process has three steps and results in four hydrogen atoms being formed into a helium atom with (among other things) two photons (light!) being released. the universe moved through a stage called the Age of Ions when it consisted of free positively charged H+ ions and 4 He ions. 7. the densities and temperatures are high enough for fusion reactions to occur. 122 .

• During gamma decay. An alpha particle consists of two protons and two neutrons bound together. • The particles and energy released are called radiation and the atom is said to be radioactive. electromagnetic energy is released as gamma rays. • Nuclear fission is the splitting of an atomic nucleus into smaller fission products. ATOMIC NUCLEI . chemical tracers).GRADE 11 7. use in food preservation.11 • There are two forces between the particles of the nucleus. • During alpha decay. an electron and a neutrino. a neutron is converted to a proton. A beta particle is the electron that is released. • Nuclear fusion is the joining together of the nuclei of two atoms to form a heavier nucleus. the environment and in archaeology.g. Some of the negative impacts of radiation exposure include damage to cells. • Radioactive decay occurs when an unstable atomic nucleus loses energy by emitting particles or electromagnetic waves. • Man-made sources of radiation include televisions. • Radioactivity was first discovered by Marie Curie and her husband Pierre. Beta radiation has greater penetration power than alpha radiation. • During beta decay. • Natural sources of radiation include cosmic and terrestrial radiation. an alpha particle is released. genetic abnormalities and cancer. • There are three types of radiation from radioactive decay: alpha (α). This was very important in helping to form the universe as we know it. Nuclear fission produces large amounts of energy. Alpha radiation has low penetration power. radiation can also have many positive uses. • The half-life of an element is the time it takes for half the atoms of a radioisotope to decay into other atoms. which can be used to produce nuclear power. the electromagnetic force becomes greater than the strong nuclear force and particles or energy may be released from the nucleus. • There are many sources of radiation. and to make nuclear weapons. Some of natural and others are man-made. smoke detectors. During beta decay. a beta particle is released. • However. • Radiation can be very damaging. • Nucleosynthesis is the process of forming nuclei. In stars. These include use in the medical field (e. biochemistry and genetics. fusion reactions involve the joining of hydrogen atoms to form helium atoms. Explain each of the following terms: (a) electromagnetic force (b) radioactive decay (c) radiocarbon dating 123 . Gamma radiation has the highest penetration power of the three radiation types. • In atoms with large nuclei. Exercise: Summary exercise 1. X-rays and radiation therapy. • Radioactive isotopes are called radioisotopes. The strong nuclear force is an attractive force between the neutrons and the electromagnetic force is the repulsive force between like-charged protons.CHAPTER 7. beta (β) and gamma (γ) radiation.

electrons iv. i. iv. nucleus iii. neutrons ii. (b) Outline some of the benefits that have come from nuclear physics. Many people argue that studying the nucleus has led to devastation and huge loss of life. 4.7. (a) Outline some of the ways in which nuclear physics has been used in negative ways. 124 . 3. choose the one correct answer: (a) The part of the atom that undergoes radioactive decay is the. ATOMIC NUCLEI .11 CHAPTER 7. The number of nucleons after decay is 212. entire atom (b) The radio-isotope Po-212 undergoes alpha decay. 20 g of sodium-24 undergoes radoactive decay. The end product after decay is Po-208.. For each of the following questions. Which of the following statements is true? i. Nuclear physics can be controversial. The number of protons in the element after decay is 82. ii.GRADE 11 2. The number of protons in the element remains unchanged. Calculate the percentage of the original sample that remains after 60 hours.. iii. Others would argue that the benefits of nuclear physics far outweigh the negative things that have come from it.

• There are spaces between the particles • There are attractive forces between particles and these become stronger as the particles move closer together. In this chapter. An ideal gas is one that obeys all the assumptions of the kinetic theory of matter.Chapter 8 Thermal Properties and Ideal Gases . colliding with each other or with the sides of the container if the gas is enclosed.g. The space in which the particles move is the volume of the gas. an ideal gas would have identical particles of zero volume. The kinetic theory applies to all matter. The temperature of a substance is a measure of the average kinetic energy of the particles. The pressure of a gas is a measure of the frequency of collisions of the gas particles with each other and with the sides of the container that they are in. In other words. This theory is very important in understanding how gases behave. the average kinetic energy of the gas particles will increase and if the temperature is decreased. 8. In a gas. • A change in phase may occur when the energy of the particles is changed. we are going to try to understand more about gases. Definition: Ideal gas An ideal gas or perfect gas is a hypothetical gas that obeys all the assumptions of the kinetic theory of matter. the gas liquifies. atoms or molecules) • These particles are constantly moving because they have kinetic energy. 125 . A real gas behaves like an ideal gas.1 A review of the kinetic theory of matter The main assumptions of the kinetic theory of matter are as follows: • Matter is made up of particles (e. so does their energy. This will be discussed in more detail later in this chapter. the particles are far apart and have a high kinetic energy. The kinetic theory of matter was discussed in chapter 2. The atoms or molecules in an ideal gas would also undergo elastic collisions with the walls of their container. They move around freely. If the gas is heated. including gases. If the energy of the particles decreases significantly. and learn how to predict how they will behave under different conditions. • All particles have energy.Grade 11 We are surrounded by gases in our atmosphere which support and protect life on this planet. with no intermolecular forces between them. except at high pressures and low temperatures.

Results: What did you notice when you pushed the plunger in? What happens to the volume of air inside the syringe? Did it become more or less difficult to push the plunger in as the volume of the air in the syringe decreased? In other words. This is called an inverse relationship. Aim: To demonstrate Boyle’s law. and notice whether it becomes more or less difficult to push the plunger in. Hold the syringe in one hand.2 Boyle’s Law: Pressure and volume of an enclosed gas Activity :: Demonstration : Boyle’s Law If you have ever tried to force in the plunger of a syringe or a bicycle pump while sealing the opening with a finger. high pressures and low temperatures. the pressure of the gas increases. Apparatus: You will only need a syringe for this demonstration. the volume of the gas decreased when the pressure increased. 126 .1. and with the other pull the plunger out towards you so that the syringe is now full of air.g. Conclusion: If the volume of the gas decreases. 3. THERMAL PROPERTIES AND IDEAL GASES . mℓ 10 5 Method: 1. In the previous demonstration. These results support Boyle’s law. and the volume increased when the pressure decreased. Slowly push the plunger in. The inverse relationship between pressure and volume is shown in figure 8. the pressure of that gas increases. 8. If the volume of the gas increases. Seal the opening of the syringe with your finger so that no air can escape the syringe. the pressure decreases.GRADE 11 Definition: Real gas Real gases behave more or less like ideal gases except under certain conditions e. The pressure of the gas inside the syringe pushing back on the plunger is greater. did you have to apply more or less pressure to the plunger as the volume of air in the syringe decreased? As the volume of air in the syringe decreases. It will be easy to make sense of these laws if you understand the kinetic theory of gases that was discussed above.8. Another way of saying this is that as the volume of the gas in the syringe decreases. you have to apply more pressure to the plunger to keep forcing it down. There are a number of laws that describe how gases behave. you will have seen Boyle’s Law in action! This will now be demonstrated using a 10 ml syringe. 2.2 CHAPTER 8.

1: Graph showing the inverse relationship between pressure and volume Can you use the kinetic theory of gases to explain this inverse relationship between the pressure and volume of a gas? Let’s think about it. This can be seen when a graph of pressure against the inverse of volume is plotted. When the values are plotted.2: The graph of pressure plotted against the inverse of volume. the pressure will naturally increase. He discovered the startlingly simple fact that the pressure and volume of a gas are not just vaguely inversely related. This shows that pressure and volume are exactly inversely proportional. Pressure 1/Volume Figure 8. This relationship is shown in figure 8. this means that the same number of gas particles are now going to come into contact with each other and with the sides of the container much more often. produces a straight line. Now.CHAPTER 8.2. the graph is a straight line. You may remember from earlier that we said that pressure is a measure of the frequency of collisions of gas particles with each other and with the sides of the container they are in. but are exactly inversely proportional. 127 . if the volume decreases. So. If you decrease the volume of a gas. THERMAL PROPERTIES AND IDEAL GASES .2 Pressure Volume Figure 8.GRADE 11 8. It was an Englishman named Robert Boyle who was able to take very accurate measurements of gas pressures and volumes using excellent vacuum pumps. Definition: Boyle’s Law The pressure of a fixed quantity of gas is inversely proportional to the volume it occupies so long as the temperature remains constant. The opposite is true if the volume of the gas is increased. the gas particles collide less frequently and the pressure will decrease.

The time and the distance covered are shown in the table below. The shorter the driving time. They are directly proportional because both values are increasing. as the driving time increases. x is time and k is the proportionality constant. For this example. 2. This shows that the values are proportional to each other. 100 = 6000 1/60 128 If you repeat this using the other values. y∝ or y= 1 x k x This means that as one value gets bigger. We will look at two examples to show the difference between directly proportional and inversely proportional. This relationship can be described mathematically as: y = kx where y is distance. If you divide each distance value by the time the car has been driving. the time taken for a journey is inversely proportional to the speed of travel. Two quantities are said to be proportional if they vary in such a way that one of the quantities is a constant multiple of the other. Inversely proportional Two variables are inversely proportional if one of the variables is directly proportional to the multiplicative inverse of the other. The same is true if the values decrease. In other words.2 CHAPTER 8. In other words. assume that the distance of the journey is 100 km. . For example. the terms directly proportional and inversely proportional will be used a lot. we should always get the same number. The variables are inversely proportional to each other. Directly proportional A car travels at a constant speed of 120 km/h. Look at the table below to check this for yourself. you will always get 2. In other words. or if they have a constant ratio. For example. THERMAL PROPERTIES AND IDEAL GASES . the two variables are inversely proportional is one variable is directly proportional to the inverse of the other. Note that this is the equation for a straight line graph! The symbol ∝ is also used to show a directly proportional relationship.GRADE 11 Important: Proportionality During this chapter.8. Time (mins) 10 20 30 40 Distance (km) 20 40 60 80 What you will notice is that the two quantities shown are constant multiples of each other. and it is important that you understand their meaning. if we divide one of the variables by the inverse of the other. which in this case is 2. the smaller the distance covered. Speed (km/h) 100 80 60 40 Time (mins) 60 75 100 150 According to our definition. you will find that the answer is always 6000. 1. the other value will get smaller. so does the distance covered.

if you let a little of the air escape from the container in which it is enclosed.CHAPTER 8. assuming the temperature is constant. the amount of gas must stay constant. Clearly. This means that k is constant in a particular set of situations. the temperature must stay constant. to make things a bit easier for you. where the subscripts 1 and 2 refer to two pairs of pressure and volume readings for the same mass of gas at the same temperature. We can write this relationship symbolically as p∝ This equation can also be written as follows: p= k V 1 V where k is a proportionality constant. If we rearrange this equation. Describe the relationship that you see. we can say that: pV = k This equation means that. provided the temperature stays the same. the pressure data have been converted to a unit that is more familiar. 129 . However. and the inverse proportion relationship is broken. Note that the volume is given in terms of arbitrary marks (evenly made). if you were to heat up the gas in the syringe. the pressure of the gas will decrease along with the volume. for example. THERMAL PROPERTIES AND IDEAL GASES . k is a ”variable constant”. it would expand and force you to apply a greater force to keep the plunger at a given position. Volume (graduation mark) 12 14 16 18 20 22 24 26 Pressure (kPa) 398 340 298 264 239 217 199 184 Volume (graduation mark) 28 30 32 34 36 38 40 Pressure (kPa) 170 159 150 141 133 125 120 In the gas equations. the proportionality would be broken. In our original syringe demonstration. multiplying any pressure and volume values for a fixed amount of gas will always give the same value. So. Note that pressure would originally have been measured using a mercury manometer and the units for pressure would have been millimetres mercury or mm Hg. Again. From this. but in two different sets of situations it has different constant values. 1. Plot a graph of pressure (p) against volume (V).GRADE 11 8. Volume will be on the x-axis and pressure on the y-axis.2 We know now that the pressure of a gas is inversely proportional to the volume of the gas. we can then say that: p1 V1 = p2 V2 Important: Remember that Boyle’s Law requires two conditions. Second. p1 V1 = k and p2 V2 = k. First. Activity :: Investigation : Boyle’s Law Here are some of Boyle’s original data. Cooling or heating matter generally causes it to contract or expand.

then V2 = p1 V1 p2 Step 2 : Substitute the known values into the equation. The opposite process happens when a person breathes out. the diaphragm moves down and becomes more ’flattened’ so that the volume of the lungs can increase. teresting Did you know that the mechanisms involved in breathing also relate to Boyle’s Interesting Fact Fact Law? Just below the lungs is a muscle called the diaphragm. What volume will it occupy if the pressure is adjusted to 80 kPa and if the temperature remains unchanged? Answer Step 4 : Write down all the information that you know about the gas. 3. Do your results support Boyle’s Law? Explain your answer. Calculate the unknown variable. Plot a graph of p against 1/V . the pressure in the lungs decreases (Boyle’s law). and the air that was in the lungs will be forced out towards the lower air pressure outside the body.2 CHAPTER 8. When a person breathes in. V2 = 100 × 160 = 200cm3 80 The volume occupied by the gas at a pressure of 80kPa. Now. V1 = 160 cm3 and V2 = ? p1 = 100 kPa and p2 = 80 kPa Step 1 : Use an appropriate gas law equation to calculate the unknown variable.GRADE 11 2. When the lung volume increases. Describe the relationship that you see. THERMAL PROPERTIES AND IDEAL GASES . Since air always moves from areas of high pressure to areas of lower pressure.8. Worked Example 26: Boyle’s Law 1 Question: A sample of helium occupies a volume of 160 cm3 at 100 kPa and 25 ◦ C. the diaphragm moves upwards and causes the volume of the lungs to decrease. air will now be drawn into the lungs because the air pressure outside the body is higher than the pressure in the lungs. is 200 cm3 130 . Because the temperature of the gas stays the same. making sure that the units for each variable are the same. The pressure in the lungs will increase. the following equation can be used: p1 V1 = p2 V2 If the equation is rearranged.

Calculate the unknown variable. this would involve multiplication on both sides of the equation. An unknown gas has an initial pressure of 150 kPa and a volume of 1 L. Exercise: Boyle’s Law 1. What is the volume of the air in the syringe? 4.5 l volume of gas is increased from 695 Pa to 755 Pa while a constant temperature is maintained. The air inside a syringe occupies a volume of 10 cm3 and exerts a pressure of 100 kPa.3l 755 Important: It is not necessary to convert to Standard International (SI) units in the examples we have used above. V2 = p1 V1 p2 Step 3 : Substitute the known values into the equation. However. V2 = 695 × 2. 131 . Changing pressure and volume into different units involves multiplication. p1 V1 = p2 V2 Therefore.5 L. If the end of the syringe is sealed and the plunger is pushed down.5 l and V2 = ? p1 = 695 Pa and p2 = 755 Pa Step 2 : Choose a relevant gas law equation to calculate the unknown variable.5 = 2.GRADE 11 8. what will the pressure now be? 2. although SI units don’t have to be used. What is the pressure of the air inside the pump? 3. where SI units must be used. At constant temperature.CHAPTER 8.2 Worked Example 27: Boyle’s Law 2 Question: The pressure on a 2. If the volume is increased to 1. making sure that the units for each variable are the same. the following results were obtained. This is not true for some of the calculations we will do at a later stage. the pressure increases to 120 kPa. If you were to change the units in the above equation. During an investigation to find the relationship between the pressure and volume of an enclosed gas at constant temperature. you must make sure that for each variable you use the same units throughout the equation. THERMAL PROPERTIES AND IDEAL GASES . and so the conversions cancel each other out. If the air is compressed. A bicycle pump contains 250 cm3 of air at a pressure of 90 kPa. the volume is reduced to 200 cm3 . V1 = 2. What is the volume of the gas under these pressure conditions? Answer Step 1 : Write down all the information that you know about the gas.

but he referenced unpublished work by Jacques Charles from around 1787. plot a graph of pressure (y-axis) against the inverse of volume (x-axis). empty glass coke bottle). Another way of saying this is that temperature and volume are directly proportional (figure ??). You may need to wear gloves for protection. retort stand Method: 1. the volume of a given mass of an ideal gas increases or decreases by the same factor as its temperature (in kelvin) increases or decreases.GRADE 11 Volume (cm3 ) 40 30 25 Pressure (kPa) 125. bunsen burner.0 (a) For the results given in the above table. Activity :: Demonstration : Charles’s Law Aim: To demonstrate Charles’s Law using simple materials.0 166. Place the bottle on the retort stand over the bunsen burner and allow it to heat up.3 CHAPTER 8. THERMAL PROPERTIES AND IDEAL GASES .7 200. teresting Charles’s Law is also known as Gay-Lussac’s Law. Definition: Charles’s Law The volume of an enclosed sample of gas is directly proportional to its absolute temperature provided the pressure is kept constant. Show on your graph how you arrived at your answer. and it was rediscovered independently by another French Chemist Joseph Louis Gay-Lussac some years later. 2. balloon. This is because Charles Interesting Fact Fact did not publish his discovery. Observe what happens to the balloon. Apparatus: glass bottle (e. The law was first published by Joseph Louis Gay-Lussac in 1802.3 Charles’s Law: Volume and Temperature of an enclosed gas Charles’s law describes the relationship between the volume and temperature of a gas. Place the balloon over the opening of the empty bottle.g.8. WARNING: Be careful when handling the heated bottle. (c) Use the graph to predict what the volume of the gas would be at a pressure of 40 kPa. (b) From the graph. 132 . (IEB 2004 Paper 2 ) 8. This law states that at constant pressure. deduce the relationship between the pressure and volume of an enclosed gas at constant temperature.

the Kelvin scale must be used instead. the temperature is actually -273.3 Mathematically. As the air inside the bottle is heated. causing it to expand. Conclusion: The temperature and volume of the gas are directly related to each other.. the relationship between temperature and pressure can be represented as follows: V ∝T or V = kT If the equation is rearranged. When the volume is zero. then. the air moves into the balloon. This relationship is shown in figure 8. if this graph is plotted on a celsius temperature scale. Since zero on the Celsius scale corresponds with a Kelvin temperature of -273.CHAPTER 8. Volume 0 Temperature (K) Figure 8. it can be said that: Kelvin temperature (T) = Celsius temperature (t) + 273. Since the volume of the glass bottle can’t increase.150C. As one increases.GRADE 11 Results: You should see that the balloon starts to expand.3: The volume of a gas is directly proportional to its temperature. causing the volume to increase..150C (figure 8.3. THERMAL PROPERTIES AND IDEAL GASES . V =k T and. the pressure also increases. the zero point of temperature doesn’t correspond to the zero point of volume. A new temperature scale. 8.4.15 133 . However. provided the pressure of the gas is constant. so does the other. following the same logic that was used for Boyle’s law: V2 V1 = T1 T2 The equation relating volume and temperature produces a straight line graph (refer back to the notes on proportionality if this is unclear).

the gas pushed out the balloon instead.2 1240. Volume (l) 0 0. THERMAL PROPERTIES AND IDEAL GASES .6 331. Because the glass bottle couldn’t expand. At school level.1 937.4 -3.2 1543.3 N2 O -275.3 CHAPTER 8.25 0.8 680.GRADE 11 -273◦ C 0K Volume (kPa) 0◦ C 273 K Temperature Figure 8.273 Can you explain Charles’s law in terms of the kinetic theory of gases? When the temperature of a gas increases. 3. you can simplify this slightly and convert between the two temperature scales as follows: T = t + 273 or t = T .9 -111.0 1.2 1846.6 839.1 634.6 50.1 -57.4 -245.4 -113.0 -123.5 0.2 1.6 -191.5 28.1 -33.0 3.8 -164.2 103. Exercise: Charles’s law The table below gives the temperature (in 0 C) of a number of gases under different volumes at a constant pressure. Describe the relationship you observe.4: The relationship between volume and temperature.1 179. What is significant about this temperature? 134 . shown on a Celsius temperature scale. On the same set of axes. The molecules collide with the walls of the container more often and with greater impact. so does the average speed of its molecules.8 -192. so that the gas occupies a greater volume than it did at the start.7 45.75 1. at what temperature do they intersect? 4.8. draw graphs to show the relationship between temperature and volume for each of the gases.4 363.9 H2 -271.5 3.5 -218.5 He -272.7 204.1 521. 2. extend the graph line even though you may not have the exact data points).5 2 2. We saw this in the first demonstration. If you extrapolate the graphs (in other words. These collisions will push back the walls.

GRADE 11 8.3 Worked Example 28: Charles’s Law 1 Question: Ammonium chloride and calcium hydroxide are allowed to react. temperature must be converted into Kelvin. It is now placed in a water bath set at 7◦ C.CHAPTER 8. therefore: T1 = 32 + 273 = 305 K T2 = 7 + 273 = 280 K Step 3 : Choose a relevant gas law equation that will allow you to calculate the unknown variable. V2 V1 = T1 T2 Therefore. Here. The ammonia that is released in the reaction is collected in a gas syringe and sealed in. What volume will the gas occupy if its temperature is reduced to 273 K? Answer 135 . not multiplication by a fixed conversion ratio (as is the case with pressure and volume.) Worked Example 29: Charles’s Law 2 Question: At a temperature of 298 K. The volume of the ammonia is found to be 122 ml. This gas is allowed to come to room temperature which is 32◦ C. What will be the volume reading after the syringe has been left in the bath for a good while (assume the plunger moves completely freely)? Answer Step 1 : Write down all the information that you know about the gas. V2 = V1 × T2 T1 Calculate the Step 4 : Substitute the known values into the equation. V1 = 122 ml and V2 = ? T1 = 320 C and T2 = 70 C Step 2 : Convert the known values to SI units if necessary. a certain amount of CO2 gas occupies a volume of 6 l. V2 = 122 × 280 = 112ml 305 Important: Note that here the temperature must be converted to Kelvin (SI) since the change from degrees Celcius involves addition. unknown variable. THERMAL PROPERTIES AND IDEAL GASES .

therefore p = kT We can also say that: p =k T 136 . if the volume is kept constant (figure 8. THERMAL PROPERTIES AND IDEAL GASES . When the temperature of a gas increases. This causes them to move more rapidly and to collide with each other and with the side of the container more often. V2 = V1 × T2 T1 Calculate the Step 4 : Substitute the known values into the equation. Since pressure is a measure of these collisions. the pressure of the gas increases with an increase in temperature. as follows: T ∝ p. V1 = 6 l and V2 = ? T1 = 298 K and T2 = 273 K Step 2 : Convert the known values to SI units if necessary. Temperature data is already in Kelvin.5l 298 8.5: The relationship between the temperature and pressure of a gas In the same way that we have done for the other gas laws. so does the energy of the particles.4 CHAPTER 8. unknown variable. we can describe the relationship between temperature and pressure using symbols. The pressure of the gas will decrease if its temperature decreases.5).8. V2 V1 = T1 T2 Therefore.4 The relationship between temperature and pressure The pressure of a gas is directly proportional to its temperature. Pressure 0 Temperature (K) Figure 8. and so no conversions are necessary.GRADE 11 Step 1 : Write down all the information that you know about the gas. Step 3 : Choose a relevant gas law equation that will allow you to calculate the unknown variable. V2 = 6 × 273 = 5.

3. A gas has an initial volume of 2600 mL and a temperature of 350 K.. we get p = k V or. This is known as the general gas equation. p or V) remains constant. When a cylinder has been placed in sunlight. (a) If the volume is reduced to 1500 mL. pV = kT We can also rewrite this relationship as follows: pV =k T Provided the mass of the gas stays the same.GRADE 11 and that.5 Exercise: More gas laws 1. we can also say that: p2 V2 p1 V1 = T1 T2 In the above equation. When the temperature of the gas is increased to 100◦ C.. What is the pressure of the gas inside the cylinder at this temperature? 8. provided the amount of gas stays the same. A gas of unknown volume has a temperature of 14◦ C. What was the initial volume of the gas? 2. p1 p2 = T1 T2 8. what will the temperature of the gas be in Kelvin? (b) Has the temperature increased or decreased? (c) Explain this change. rearranging the equation. 137 . we get p ∝ T V T If we introduce the proportionality constant k. These relationships are as follows: Boyle’s law: p ∝ 1 V (constant T) Relationship between p and T: p ∝ T (constant V) If we combine these relationships. THERMAL PROPERTIES AND IDEAL GASES ... Since this is unlikely to be the case most times. A cylinder of propane gas at a temperature of 20◦ C exerts a pressure of 8 atm. the volume is found to be 5. its temperature increases to 25◦ C. it is useful to combine the relationships into one equation. using the kinetic theory of matter.5 The general gas equation All the gas laws we have described so far rely on the fact that at least one variable (T.5 L. the subscripts 1 and 2 refer to two pressure and volume readings for the same mass of gas under different conditions.CHAPTER 8.

unknown variable. Answer Step 1 : Write down all the information that you know about the gas. The temperature of the tyre is 160 C. Use the general gas equation to solve this problem: p1 × V1 p2 × V2 = T1 T2 Therefore.5 CHAPTER 8.GRADE 11 Temperature is always in kelvin and the units used for pressure and volume must be the same on both sides of the equation.8. temperature must be converted into Kelvin. p2 = p1 × V1 × T2 T1 × V2 Calculate the Step 4 : Substitute the known values into the equation. p1 = 170 kPa and p2 = ? V1 = 30 dm3 and V2 = 32 dm3 T1 = 160 C and T2 = 400 C Step 2 : Convert the known values to SI units if necessary. a truck tyre has a volume of 30 dm3 and an internal pressure of 170 kPa. what pressure does the gas now exert? (Refer to table 8. What is the tyre pressure at the end of the journey? Answer Step 1 : Write down all the information that you know about the gas. Here. Worked Example 30: General Gas Equation 1 Question: At the beginning of a journey. Important: Remember that the general gas equation only applies if the mass of the gas is fixed. If the temperature of the cylinder increases to 250 C. p2 = Worked Example 31: General Gas Equation 2 Question: A cylinder that contains methane gas is kept at a temperature of 150 C and exerts a pressure of 7 atm. By the end of the trip.1 to see what an ’atm’ is. 170 × 30 × 313 = 173kP a 289 × 32 The pressure of the tyre at the end of the journey is 173 kPa. THERMAL PROPERTIES AND IDEAL GASES . p1 = 7 atm and p2 = ? 138 . the volume of the tyre has increased to 32 dm3 and the temperature of the air inside the tyre is 350 C. therefore: T1 = 16 + 273 = 289 K T2 = 40 + 273 = 313 K Step 3 : Choose a relevant gas law equation that will allow you to calculate the unknown variable.

24 atm. p1 1 = T2 T 1 × p2 T 1 × p2 p1 139 Therefore. unknown variable. we can write: p1 p2 = T1 T2 Therefore. at what temperature will the container start to leak if the gas exerts a pressure of 100 kPa at 150 C? Answer Step 1 : Write down all the information that you know about the gas. p2 = Worked Example 32: General Gas Equation 3 Question: A gas container can withstand a pressure of 130 kPa before it will start to leak. temperature must be converted into Kelvin. p2 = p1 × T 2 T1 Calculate the 8. Here. therefore: T1 = 15 + 273 = 288 K T2 = 25 + 273 = 298 K Step 3 : Choose a relevant gas law equation that will allow you to calculate the unknown variable.24atm 288 The pressure of the gas is 7.5 Step 4 : Substitute the known values into the equation. temperature must be converted into Kelvin. Here. 7 × 298 = 7. Since the volume of the cylinder is constant. p1 = 100 kPa and p2 = 130 kPa T1 = 150 C and T2 = ? Step 2 : Convert the known values to SI units if necessary. we can write: p1 p2 = T1 T2 Therefore. Assuming that the volume of the gas in the container stays the same. Since the volume of the container is constant. THERMAL PROPERTIES AND IDEAL GASES .GRADE 11 T1 = 150 C and T2 = 250 C Step 2 : Convert the known values to SI units if necessary. T2 = . therefore: T1 = 15 + 273 = 288 K Step 3 : Choose a relevant gas law equation that will allow you to calculate the unknown variable.CHAPTER 8.

40 C 100 Calculate the Exercise: The general gas equation 1.e. atoms or molecules). the volume of the balloon increases by a factor of 1.3143 J. The value of R is 8. what was the initial pressure of the gas? 2. of the same volume. Calculate the final pressure of the gas. the value of k is different for different masses of gas. unknown variable. The pressure of the gas is unknown.K−1 . pV = nRT Important: 1.3 J. 140 . contain the same number of molecules. Amedeo Avogadro hypothesised that if you have samples of different gases. What is the final pressure of the gas (assuming none has escaped)? 3. The following table may help you when you convert to SI units. A closed gas system initially has a volume of 8 L and a temperature of 100◦ C.GRADE 11 Step 4 : Substitute the known values into the equation. that we combined different gas law equations to get one that included temperature. You will remember from an earlier section.6 CHAPTER 8. A balloon is filled with helium gas at 27◦ C and a pressure of 1. THERMAL PROPERTIES AND IDEAL GASES . If the pressure of the gas under these conditions is 1. then the samples must contain the same number of freely moving particles (i. 8.8. where n is the number of moles of gas and R is the universal gas constant. at a fixed temperature and pressure. All quantities in the equation pV = nRT must be in the same units as the value of R. the temperature of the gas increases to 28◦ C. The value of R is the same for all gases 2. pV = kT.K−1 . In other words. at the same temperature and pressure. if we replace k in the general gas equation. 8.6 and the temperature decreases to 15◦ C.4K = 101. the gas occupies a volume of 5 L.2 atm.6 The ideal gas equation In the early 1800’s. then k = nR. When the gas is compressed to 20 cm3 . If the temperature of the gas decreases to 50◦ C. 25 cm3 of gas at 1 atm has a temperature of 20◦ C. As the balloon rises. If we were to measure the amount of gas in moles. Definition: Avogadro’s Law Equal volumes of gases.0 atm. So. volume and pressure. SI units must be used throughout the equation. T2 = 288 × 130 = 374. or for most calculations. In this equation. we get the following ideal gas equation.

325 kPa Volume (V) m3 1 m3 = 1000000 cm3 = 1000 dm3 = 1000 litres moles (n) mol universal gas constant (R) J. p=? V = 25 dm3 n=2 T = 400 C Step 2 : Convert the known values to SI units if necessary.025m3 1000 T = 40 + 273 = 313K Step 3 : Choose a relevant gas law equation that will allow you to calculate the unknown variable.mol. Calculate the pressure of the gas under these conditions. p = 2 × 8. 141 . Answer Step 1 : Write down all the information that you know about the gas.025 = 207832P a = 207. Variable SI unit Other units and conversions Pressure (p) Pascals (Pa) 760 mm Hg = 1 atm = 101325 Pa = 101.CHAPTER 8. p= nRT V Calculate the Step 4 : Substitute the known values into the equation.K−1 temperature (K) kelvin (K) K = 0C + 273 Worked Example 33: Ideal gas equation 1 Question: Two moles of oxygen (O2 ) gas occupy a volume of 25 dm3 at a temperature of 400 C. THERMAL PROPERTIES AND IDEAL GASES .GRADE 11 8.6 Table 8. pressure and temperature. V = 25 = 0.3 × 3130. pV = nRT Therefore. The pressure of the gas is 105 kPa at a temperature of 200 C.8kP a Worked Example 34: Ideal gas equation 2 Question: Carbon dioxide (CO2 ) gas is produced as a result of the reaction between calcium carbonate and hydrochloric acid. unknown variable.1: Conversion table showing different units of measurement for volume. The gas that is produced is collected in a 20 dm3 container.

pV = nRT Therefore.GRADE 11 What mass of carbon dioxide was produced? Answer Step 1 : Write down all the information that you know about the gas. unknown variable.02 = 0.3 × 293 m M Step 5 : Calculate mass from moles n= Therefore.mol−1 Therefore.86moles 8. m = 0. THERMAL PROPERTIES AND IDEAL GASES .02m3 1000 Step 3 : Choose a relevant gas law equation that will allow you to calculate the unknown variable. n= 105000 × 0. p = 105 × 1000 = 105000P a T = 20 + 273 = 293K V = 20 = 0. p = 105 kPa V = 20 dm3 T = 200 C Step 2 : Convert the known values to SI units if necessary.6 CHAPTER 8. n= pV RT Calculate the Step 4 : Substitute the known values into the equation.86 × 44 = 37.84g Worked Example 35: Ideal gas equation 3 Question: 1 mole of nitrogen (N2 ) reacts with hydrogen (H2 ) according to the following equation: N2 + 3H2 → 2N H3 142 . m=n×M The molar mass of CO2 is calculated as follows: M = 12 + (2 × 16) = 44g.8.

pV = nRT Therefore. Answer Step 1 : Write down all the information that you know about the gas. p= 2 × 8. Calculate the pressure of the gas inside the cylinder. which is 1:2) T = 220 C Step 2 : Convert the known values to SI units if necessary. Answer Step 1 : Write down all the information that you know about the gas. V = 25 dm3 n = 2 (Calculate this by looking at the mole ratio of nitrogen to ammonia. p = 98 × 1000 = 98000P a T = 23 + 273 = 296K Step 3 : Choose a relevant gas law equation that will allow you to calculate the unknown variable.GRADE 11 The ammonia (NH3 ) gas is collected in a separate gas cylinder which has a volume of 25 dm3 . p= nRT V Calculate the Step 4 : Substitute the known values into the equation.CHAPTER 8. pV = nRT 143 . unknown variable.6 T = 22 + 273 = 295K Step 3 : Choose a relevant gas law equation that will allow you to calculate the unknown variable. V = 10 m × 7 m × 2m = 140 m3 p = 98 kPa T = 230 C Step 2 : Convert the known values to SI units if necessary.025 Worked Example 36: Ideal gas equation 4 Question: Calculate the number of air particles in a 10 m by 7 m by 2 m classroom on a day when the temperature is 23◦ C and the air pressure is 98 kPa.025m3 1000 8. V = 25 = 0.89kP a 0.3 × 295 = 195880P a = 195. The temperature of the gas is 220 C. THERMAL PROPERTIES AND IDEAL GASES .

05 s.31 × (273 + 25) Step 6 : Convert the number of moles to number of grams 144 .I. Here you are given the volume. You are required to work out the mass of N2 . n= 99.3 × 296 Worked Example 37: Applying the gas laws Question: Most modern cars are equipped with airbags for both the driver and the passenger. if at all. THERMAL PROPERTIES AND IDEAL GASES . The following reaction of sodium azide (a compound found in airbags) is activated by an electrical signal: 2N aN3 (s) → 2N a(s) + 3N2 (g) 1. and the information you still need. n= 98000 × 140 = 5584. Calculate the mass of N2 (g) needed to inflate a sample airbag to a volume of 65 dm3 at 25 ◦ C and 99. Assume the gas temperature remains constant during the reaction. units Pressure: 93.8. Step 2 : Check that all the units are S.125 s. CHAPTER 8. unknown variable. Describe. An airbag will completely inflate in 0.3 kPa. In reality the above reaction is exothermic. as the gas temperature returns to 25 ◦ C. in terms of the kinetic molecular theory. 2.31 Step 3 : Write out the Ideal Gas formula pV = nRT Step 4 : Solve for the required quantity using symbols n= pV RT Step 5 : Solve by substituting numbers into the equation to solve for ’n’. Answer Step 1 : Look at the information you have been given.3 × 103 Pa Volume: 65 × 10−3 m3 Temperature: (273 + 25) K Gas Constant: 8.3 × 103 × 65 × 10−3 8.5mol 8. This is important because a typical car collision lasts about 0. temperature and pressure. how the pressure in the sample airbag will change.6 Therefore.GRADE 11 n= pV RT Calculate the Step 4 : Substitute the known values into the equation.

CHAPTER 8. An average pair of human lungs contains about 3.9 atm.7 m m m = = = n×M 2. (b) Are the units of the final answer correct? (c) Rewrite the solution. Assuming that air in your lungs is at 37◦ C and 1. An unknown gas has pressure. 4. A learner is asked to calculate the answer to the problem below: Calculate the pressure exerted by 1. therefore p= = = 0.0g Step 7 : Theory Question When the temperature decreases the intensity of collisions with the walls of the airbag and between particles decreases. 1.5 L of air after inhalation and about 3.002 m3 at a temperature of 26◦ C. What is the pressure of the gas under these conditions? 3. Exercise: The ideal gas equation 1. nRV T 1.3 J.61 × 28 73. How many moles of gas are present? 2.K−1 .3 × 20 310 8. The learner writes the solution as follows: V = 20 dm3 n = 1.5 moles of nitrogen gas in a container with a volume of 20 dm3 at a temperature of 37◦ C. correcting the mistakes to arrive at the right answer.0 atm.mol−1 T = 37 + 273 = 310 K p = nRT.GRADE 11 8. Therefore pressure decreases.7 Molar volume of gases It is possible to calculate the volume of a mole of gas at STP using what we now know about gases. 8 L and 120◦ C respectively. volume and temperature of 0.5 × 8. determine the number of moles of air in a typical breath.5 mol R = 8.0 L after exhalation. THERMAL PROPERTIES AND IDEAL GASES . 6 g of chlorine (Cl2 ) occupies a volume of 0.8 kPa (a) Identify 2 mistakes the learner has made in the calculation. Write down the ideal gas equation 145 .

8 Ideal gases and non-ideal gas behaviour In looking at the behaviour of gases to arrive at the Ideal Gas Law.GRADE 11 pV = nRT.6: Gases deviate from ideal gas behaviour at high pressure. Record the values that you know. THERMAL PROPERTIES AND IDEAL GASES . These are as follows: p = 101. We now need to look at two of these again because they affect how gases behave either when pressures are high or when temperatures are low. we have limited our examination to a small range of temperature and pressure. So what is happening at these two extremes? Earlier when we discussed the kinetic theory of gases. 8. This causes the pressure of the gas to be higher than what would normally have been predicted by Boyle’s law (figure 8. and are called ideal gases.4 dm3 .4 × 10−3 m3 = 22.mol−1 T = 273 K 3.mol−1 × 273K 101300P a 4. making sure that they are in SI units You know that the gas is under STP conditions.6).K−1 . but there are deviations at high pressures and low temperatures.3 kPa = 101300 Pa n = 1 mole R = 8. Molecules do occupy volume This means that when pressures are very high and the molecules are compressed. their volume becomes significant. Calculate the volume of 1 mole of gas under these conditions The volume of 1 mole of gas at STP is 22. Volume rea i de al ga lg as s Pressure Figure 8.8 CHAPTER 8. This means that the total volume available for the gas molecules to move is reduced and collisions become more frequent. therefore V = nRT p 2.K −1 . V = nRT p V = 1mol × 8. Most gases do obey these laws most of the time. Substitute these values into the original equation. 1.8.3J. 146 . we made a number of assumptions about the behaviour of gases.3 J.

THERMAL PROPERTIES AND IDEAL GASES . Pressure ea id re a lg Temperature p1 V1 = p2 V2 . • The temperature of a fixed mass of gas is directly proportional to its pressure. Temperature in degrees Celsius (temperature = t) can be converted to temperature in Kelvin (temperature = T) using the following equation: T = t + 273 lg as as . the intermolecular forces become more apparent. In other words.7. a real gas will liquify. • Boyle’s law states that the pressure of a fixed quantity of gas is inversely proportional to its volume. • An ideal gas is one that obeys all the assumptions of the kinetic theory. if the volume is constant. Under these conditions. as long as the temperature stays the same. pV = k or • Charles’s law states that the volume of an enclosed sample of gas is directly proportional to its temperature.7: Gases deviate from ideal gas behaviour at low temperatures 8. In other words. Forces of attraction do exist between molecules 8. their movement decreases and there are fewer collisions between them. except at high pressures and low temperatures. when the speed of the molecules decreases and they move closer together. V1 V2 = T1 T2 p1 p2 = T1 T2 147 Figure 8. temperature must be written in Kelvin.9 At low temperatures.GRADE 11 2. The pressure of the gas at low temperatures is therefore lower than what would have been expected for an ideal gas (figure 8. • In the above equations. If the temperature is low enough or the pressure high enough. as long as the pressure stays the same. • A real gas behaves like an ideal gas.9 Summary • The kinetic theory of matter helps to explain the behaviour of gases under different conditions. the forces between molecules become significant and the gas will liquify. In other words.CHAPTER 8. As the attraction between molecules increases.

The carbon dioxide will be at the greatest pressure (IEB 2004 Paper 2 ) (c) One mole of an ideal gas is stored at a temperature T (in Kelvin) in a rigid gas tank. which is 8. (a) Which one of the following properties of a fixed quantity of a gas must be kept constant during a Boyle’s law investigation? i. or p1 V1 p2 V2 = T1 T2 • Because the mass of gas is not always constant. volume (IEB 2003 Paper 2 ) (b) Three containers of EQUAL VOLUME are filled with EQUAL MASSES of helium.9 CHAPTER 8. • The volume of one mole of gas under STP is 22. THERMAL PROPERTIES AND IDEAL GASES . choose the one correct answer. If the average speed of the gas particles is doubled. Volume (m3 ). For each of the following multiple choice questions. (c) The temperature of a fixed mass of gas is directly proportional to its pressure. gives the general gas equation. 2T √ iii. (a) Real gases behave like ideal gases.4 dm3 . If the statement is false.3 J. (b) The volume of a given mass of gas is inversely proportional to the pressure it exerts. density ii. s Exercise: Summary exercise 1. SI units must be used. The nitrogen will be at the greatest pressure iv. All three gases will be at the same pressure ii. nitrogen and carbon dioxide gas respectively. temperature iv. 4T ii. except at low pressures and low temperatures. which applies as long as the amount of gas remains constant. rewrite the statement correctly. another equation is needed for these situations. pressure iii. In this equation. what is the new Kelvin temperature of the gas? i. The ideal gas equation can be written as pV = nRT where n is the number of moles of gas and R is the universal gas constant. The helium will be at the greatest pressure iii.8. pressure (Pa) and temperature (K). The gases in the three containers are all at the same TEMPERATURE. For each of the following. 2. The general gas equation is pV = kT.K−1 . 2T 148 . Which one of the following statements is correct regarding the pressure of the gases? i. regardless of the volume of the gas.mol−1 . This is called the molar gas volume. say whether the statement is true or false.GRADE 11 • Combining Boyle’s law and the relationship between the temperature and pressure of a gas.

45 mol He gas at standard pressure. (IEB 2002 Paper 2 ) 6.00. have a volume of 0. Calculate the pressure of the gas (in kPa) in cylinder A.25 mol He gas at pressure p and cylinder B contains 2. The ratio of the Kelvin temperatures A:B is 1.9 Volume (m3 ) 0 Temperature (K) (a) On the axes. (b) If the gradient of the above graph is measured to be 0.3 mol of this gas would exert. Cylinder A contains 1. (c) The volume of a car tyre increases after a trip on a hot road. 2007 ) 3. using a solid line. Copy the following set of labelled axes and answer the questions that follow: 8. calculate the pressure that 0. From the results of the investigation.CHAPTER 8.15 m3 and 0. helium gas behaves like an ideal gas.K−1 . she draws the graph below: pressure (kPa) 300 10 20 temperature (0 C) (a) Under the conditions of this investigation.008 m3 . draw the graph that would be obtained for a fixed mass of an ideal gas if the pressure is kept constant. THERMAL PROPERTIES AND IDEAL GASES . Explain briefly why this is so. rigi container that is used to hold gases at a pressure that is higher than the normal air pressure).GRADE 11 iv. Two gas cylinders. 0.80:1.5 T (IEB 2002 Paper 2 ) (d) The ideal gas equation is given by pV = nRT. A learner investigates the relationship between the Celsius temperature and the pressure of a fixed amount of helium gas in a 500 cm3 closed container. (a) It is dangerous to put an aerosol can near heat. 4. Which one of the following conditions is true according to Avogadro’s hypothesis? a p ∝ 1/V (T = constant) b V∝T (p = constant) c V∝n (p. T = constant) d p∝T (n = constant) (DoE Exemplar paper 2. A and B. (IEB 2002 Paper 2) 5. (b) A pressure vessel that is poorly designed and made can be a serious safety hazard (a pressure vessel is a closed. Use your knowledge of the gas laws to explain the following statements.20 m3 respectively. 149 .

GRADE 11 (b) From the shape of the graph.9 CHAPTER 8. (c) Write down. One of the cylinders of a motor car engine. THERMAL PROPERTIES AND IDEAL GASES . (b) Extrapolate (extend) your graph and determine the temperature (in 0 C) at which the graph will pass through the temperature axis. Is her conclusion correct? Briefly explain your answer. at a temperature of 30◦ C and a pressure of 100 kPa.8. a group of learners obtained the following results: Pressure (kPa) Temperature (0 C) Total gas volume (cm3 ) 101 0 250 120 50 250 130. (DoE Exemplar Paper 2. (d) Calculate the mass of helium gas in the container. In an experiment to determine the relationship between pressure and temperature of a fixed mass of gas.5 80 250 138 100 250 (a) Draw a straight-line graph of pressure (on the dependent. (IEB 2003 Paper 2 ) 7. Plot the points. the learner concludes that the pressure of the helium gas is directly proportional to the Celcius temperature. decreases or stays the same. (c) Calculate the pressure of the helium gas at 0 ◦ C. (e) How would the gradient of the graph be affected (if at all) if a larger mass of the gas is used? Write down ONLY increases. the relationship between pressure and Kelvin temperature. If the volume of the cylinder after compression decreases to one tenth of the original volume. x-axis) on a piece of graph paper. 8. and the temperature of the gas mixture rises to 140◦C. Give your graph a suitable heading. determine the pressure (in kPa) at 173 K. 2007 ) 150 . (d) From your graph. in words. before compression contains 450 cm3 of a mixture of air and petrol in the gaseous phase. y-axis) versus temperature (on the independent. A straight-line graph passing through the origin is essential to obtain a mathematical relationship between pressure and temperature. Indicate on your graph how you obtained this value. calculate the pressure now exerted by the gas mixture.

9. but were still unable to produce the complex molecules that they found in living organisms. oxygen (O). Organic compounds are also used to make products such as medicines. chemists had managed to make many simple compounds in the laboratory. sulfur (S) and phosphorus (P) are also common in these molecules. The properties of organic compounds are not due to a ’vital force’ but to the unique properties of the carbon atom itself.1 What is organic chemistry? Organic chemistry is the branch of chemistry that deals with organic molecules. were different from those for inorganic compounds.Grade 12 9. He also suggested that the laws that governed how organic compounds formed. From this. It was around this time that a Swedish chemist called Jons Jakob Berzelius suggested that compounds found only in living organisms (the organic compounds) should be grouped separately from those found in the non-living world (the inorganic compounds). plastics. An organic molecule is one which contains carbon. an organic compound in the urine of animals which. had only been found in animals. until that point. other elements such as hydrogen (H). scientists believed that organic compounds would not follow the normal physical and chemical laws that applied to other inorganic compounds because the very ’force of life’ made them different. made the organic compound acetic acid from inorganic compounds. Hermann Kolbe.2 Sources of carbon The main source of the carbon in organic compounds is carbon dioxide in the air. Plants are therefore able to make their own organic compounds through photosynthesis. Plants use sunlight to convert carbon dioxide into organic compounds through the process of photosynthesis. they are in the food we eat and in the clothes we wear. the idea developed that there was a ’vital force’ in organic compounds. In other words. Organic compounds are very important in daily life. One of the first to do this was Friedrich Wohler in 1828. who successfully prepared urea. A few years later a student of Wohler’s. dyes. nitrogen (N).Chapter 9 Organic Molecules . Until the early nineteenth century. washing powders. and these molecules can range in size from simple molecules to complex structures containing thousands of atoms! Although the main element in organic compounds is carbon. They make up a big part of our own bodies. This idea of a mystical ’vital force’ in organic compounds was weakened when scientists began to manufacture organic compounds in the laboratory from non-living materials. along with a list of other items. 151 . while animals feed on plants or plant products so that they gain the organic compounds that they need to survive. By this stage it was acknowledged that organic compounds are governed by exactly the same laws that apply to inorganic compounds.

so this is a pure covalent bond. C C C C Figure 9. The number of each atom is written as a subscript after the atomic symbol.GRADE 12 Another important source of carbon is fossil fuels such as coal. This is because fossil fuels are themselves formed from the decaying remains of dead organisms (refer to chapter 21 for more information on fossil fuels). ORGANIC MOLECULES . This affects some of the properties of organic compounds.1 Molecular formula The molecular formula of a compound shows how many atoms of each type are in a molecule. Because of the number of bonds that carbon can form with other atoms. Because of this.2). 9.1) is so small that C-H bonds are almost purely covalent. Think for example of a C-C bond.3 CHAPTER 9.2: A branched carbon chain • Because of its position on the Periodic Table. 9. 9. These chains can either be unbranched (figure 9. In the case of a C-H bond. The difference in electronegativity between the two atoms is zero.4. We will use the example of a molecule called 2-methylpropane to help explain the difference between each.1: An unbranched carbon chain C C C C C C C Figure 9. the difference in electronegativity between carbon (2.1) or branched (figure 9.9. long chain structures can form. petroleum and natural gas.5) and hydrogen (2.4 Representing organic compounds There are a number of ways to represent organic compounds. The molecular formula of 2-methylpropane is: 152 . The result of this is that most organic compounds are non-polar.3 Unique properties of carbon Carbon has a number of unique properties which influence how it behaves and how it bonds with other atoms: • Carbon has four valence electrons which means that each carbon atom can form bonds with four other atoms. There are three main ways of representing a compound. most of the bonds that carbon forms with other atoms are covalent. It is useful to know all of these so that you can recognise a molecule however it is shown. organic compounds can be very complex.

The structural formula of 2-methylpropane is shown in figure 9. ORGANIC MOLECULES .GRADE 12 C4 H10 9. followed by a similar molecular formula for the neighbouring carbon atom. each carbon atom and the hydrogen atoms that are bonded directly to it are listed as a molecular formula. H H H H C H C H C H H C H H Figure 9.3 Condensed structural formula When a compound is represented using its condensed structural formula. CH3 CH(CH3 )CH3 Exercise: Representing organic compounds 1.CHAPTER 9.4. H H C H (a) H C H C H C H H 153 .3: The structural formula of 2-methylpropane 9. give the condensed structural formula and the molecular formula. Each bond is represented by a line.3.4. You can check this by looking at the structural formula in figure ??. The condensed structural formula below shows that in 2-methylpropane.4 9. For each of the following organic compounds. Branched groups are shown in brackets after the carbon atom to which they are bonded. there is a branched chain attached to the second carbon atom of the main chain.2 Structural formula The structural formula of an organic compound shows every bond between every atom in the molecule.

For each of the following. Give two possible structural formulae for the compound with a molecular formula of C4 H10 . Exercise: Isomers Match the organic compound in Column A with its isomer Column B: 154 . Definition: Isomer In chemistry. H H H H C H H C H H C H H C H H H H C H H C H C H H C H Figure 9. give the structural formula and the molecular formula.5 CHAPTER 9. Such compounds are called isomers.9.5 Isomerism in organic compounds It is possible for two organic compounds to have the same molecular formula but a different structural formula. isomers are molecules with the same molecular formula and often with the same kinds of chemical bonds between atoms. Look for example at the two organic compounds that are shown in figure 9. but in which the atoms are arranged differently.4. (a) CH3 CH2 CH3 (b) CH3 CH2 CH(CH3 )CH3 (c) C2 H6 3. but their structure is different and so are their properties. 9.4: Isomers of a 4-carbon organic compound If you were to count the number of carbon and hydrogen atoms in each compound. They both have the same molecular formula (C4 H10 ). you would find that they are the same.GRADE 12 H H H C H (b) C C C H H C H H H H 2. ORGANIC MOLECULES .

6 shows a molecule of ethane which is a saturated hydrocarbon. that are responsible for the characteristic chemical reactions of those molecules. All alcohols will contain an oxygen and a hydrogen atom bonded together in some part of the molecule. the alcohols. an oxygen and a hydrogen atom that are bonded to each other form the functional group for those compounds. Hydrocarbons that contain only single bonds are called saturated hydrocarbons because each carbon atom is bonded to as many hydrogen atoms as possible. Table 9. These molecules only contain carbon and hydrogen.CHAPTER 9. We will look at these in more detail later in this chapter. a functional group is a specific group of atoms within molecules.7 The Hydrocarbons Let us first look at a group of organic compounds known as the hydrocarbons. The aliphatic compounds are divided into acyclic compounds (chain structures) and cyclic compounds (ring structures).GRADE 12 Column A CH3 CH(CH3 )OH H H C H CH3 H C H H C H H C H H C H H C H H C3 H7 OH H C H H H H C H Column B CH3 CH(CH3 )CH3 H C H CH3 C H H 9. This group is important in determining how a compound will react. The hydrocarbons that we are going to look at are called aliphatic compounds.5 summarises the classification of the hydrocarbons. double and triple bonds of the alkanes.6 9. 155 . Figure 9. the single. Figure 9. The chain structures are further divided into structures that contain only single bonds (alkanes). 9. In another group. The same functional group will undergo the same or similar chemical reaction(s) regardless of the size of the molecule it is a part of. ORGANIC MOLECULES . Cyclic compounds include structures such as the benzene ring.6 Functional groups All organic compounds have a particular bond or group of atoms which we call its functional group. In one group of organic compounds called the hydrocarbons. those that contain double bonds (alkenes) and those that contain triple bonds (alkynes). Definition: Functional group In organic chemistry. elkenes and alkynes are examples of functional groups.1 summarises some of the common functional groups.

Cl.I) Halo-alkane Chloroethane H C OH H C H Alcohol/ alkanol O C Carboxylic acid OH ethanoic acid CH3 C CH3 Ethanol O C H H OH X O H R Amine N H Glycine OH C H C H N H H Table 9.1: Some functional groups of organic compounds Hydrocarbons that contain double or triple bonds are called unsaturated hydrocarbons because they don’t contain as many hydrogen atoms as possible. If you compare the number of carbon and hydrogen atoms 156 .7 shows a molecule of ethene which is an unsaturated hydrocarbon. Figure 9.Br.7 Name of group CHAPTER 9. ORGANIC MOLECULES .9.GRADE 12 Functional group Example Diagram H C C H C H H C H H C H C H H Alkane Ethane H C C Alkene Ethene C Alkyne C Ethyne (acetylene) H C C H H C X CH3 C H (X=F.

Diets high in saturated fat are correlated with an increased incidence of atherosclerosis and coronary heart disease according to a number of studies. H C H C H H Figure 9. coconut oil. lard. you will see that the number of hydrogen atoms in ethene is less than the number of hydrogen atoms in ethane despite the fact that they both contain two carbon atoms.6: A saturated hydrocarbon in a molecule of ethane and a molecule of ethene. cottonseed oil.7: An unsaturated hydrocarbon teresting Fat that occurs naturally in living matter such as animals and plants is used as Interesting Fact Fact food for human consumption and contains varying proportions of saturated and unsaturated fat. In order for an unsaturated compound to become saturated. Vegetable oils contain unsaturated fats and can be hardened to form margarine by adding hydrogen on to some of the carbon=carbon double bonds using a nickel catalyst. Foods that contain a high proportion of saturated fat are butter. The process is called hydrogenation 157 . dairy products (especially cream and cheese). a double bond has to be broken. and another two hydrogen atoms added for each double bond that is replaced by a single bond. and palm kernel oil. benzene ring) Alkanes (single bonds) Alkenes (contain double bonds) Alkynes (contain triple bonds) Figure 9.7 Aliphatic hydrocarbons Acyclic compounds (chain structures) Cyclic compounds (ring structures e.g. meat. ghee. suet. ORGANIC MOLECULES .GRADE 12 9. and some prepared foods. tallow.5: The classification of the aliphatic hydrocarbons H H C H H C H H Figure 9.CHAPTER 9.

two hydrogen atoms are added. This is called a homologous series. These groups are the alkanes. This molecule is shown in figure 9.GRADE 12 We will now go on to look at each of the hydrocarbon groups in more detail.9.9: The structural (a) and molecular formula (b) for ethane The third alkane in the series has three carbon atoms and is called propane (Figure 9.g. teresting Some fungi use alkanes as a source of carbon and energy. The alkanes have the general formula Cn H2n+2 . an important component of petrol). you should notice a pattern developing.g. This is shown in figure 9.7 CHAPTER 9.10). octane.9. each molecule differs from the one before it by CH2 .1 The Alkanes The alkanes are hydrocarbons that only contain single covalent bonds between their carbon atoms. the alkenes and the alkynes.8: The structural (a) and molecular formula (b) for methane The second alkane in the series has two carbon atoms and is called ethane. The alkanes are the most important source of fuel in the world and are used extensively in the chemical industry. and this can cause problems for aircraft in tropical areas! 158 .7.8. ORGANIC MOLECULES . The simplest alkane has only one carbon atom and is called methane.10: The structural (a) and molecular formula (b) for propane When you look at the molecular formula for each of the alkanes. H (a) H C H H C H H C H H (b) C3 H8 Figure 9. methane and ethane). One fungus AmorInteresting Fact Fact photheca resinae prefers the alkanes used in aviation fuel. Some are gases (e. This means that they are saturated compounds and are quite unreactive. For each carbon atom that is added to the molecule. H (a) H C H Figure 9. 9. H (b) CH4 H (a) H C H H C H H (b) C2 H6 Figure 9. In other words. while others are liquid fuels (e.

This number will determine the prefix (the ’beginning’) of the compound’s name. We will first look at some of the steps that need to be followed when naming a compound.2: The prefix of a compound’s name is determined by the number of carbon atoms in the longest chain 3. 1. this step can be left out. prefix. 2.CHAPTER 9. STEP 5: Combine the elements of the name into a single word in the following order: branched groups. STEP 2: Find the longest continuous carbon chain (it won’t always be a straight chain) and count the number of carbon atoms in this chain. Worked Example 38: Naming the alkanes Question: Give the IUPAC name for the following compound: Note: The numbers attached to the carbon atoms would not normally be shown. an alkane that has 3 carbon atoms will have the suffix prop and the compound’s name will be propane. the IUPAC (International Union of Pure and Applied Chemistry) nomenclature is used. STEP 4: Look for any branched groups and name them. It is an alkane and will have a suffix of -ane. The atoms have been numbered to help you to name the compound. the suffix will be -ane. 5. name ending according to the functional group and its position along the longest carbon chain. When naming organic compounds.2 Naming the alkanes In order to give compounds a name. If there are no branched groups. STEP 3: Number the carbons in the longest carbon chain (Important: If there is a double or triple bond. and then try to apply these rules to some specific examples. and so on.2. For example. you need to start numbering so that the bond is at the carbon with the lowest number. ORGANIC MOLECULES . Answer Step 1 : Identify the functional group The compound is a hydrocarbon with single bonds between the carbon atoms. STEP 1: Recognise the functional group in the compound. These prefixes are shown in table 9. if the compound is an alkane. So. Also give them a number to show their position on the carbon chain.7 9.GRADE 12 9. if the compound is an alcohol the suffix will be -ol. certain rules must be followed. Step 2 : Find the longest carbon chain 159 . Carbon atoms 1 2 3 4 5 6 7 8 9 10 prefix meth(ane) eth(ane) prop(ane) but(ane) pent(ane) hex(ane) hept(ane) oct(ane) non(ane) dec(ane) Table 9.7. for example. if the compound is an alkene the suffix will be -ene. This will determine the suffix (the ’end’) of the name. 4.

Worked Example 39: Naming the alkanes Question: Give the IUPAC name for the following compound: H H C H H C H H C H C H H H Answer Step 1 : Identify the functional group The compound is an alkane and will have the suffix -ane. Step 3 : Number the carbons in the carbon chain If we start at the carbon on the left.GRADE 12 H H C(1) H H C(2) H H C(3) H H C(4) H H There are four carbon atoms in the longest chain. However. This group has the formula CH3 which is methane. name them and give their position on the carbon chain There is a branched group attached to the second carbon atom. methyl).9. ORGANIC MOLECULES . Step 5 : Combine the elements of the name into a single word The name of the compound is butane. it is easy. The prefix for this compound is -prop.e. Step 2 : Find the longest carbon chain There are three carbons in the longest chain. The position of the methyl group comes just 160 . The carbons are numbered from left to right.7 CHAPTER 9. because it is not part of the main chain. from one to four. The prefix of the compound will be ’but’. Step 3 : Number the carbons in the longest chain In this case. name them and give their position on the carbon chain There are no branched groups in this compound. Step 4 : Look for any branched groups. it is given the suffix -yl (i. we can number the atoms as shown below: Step 4 : Look for any branched groups.

carbon atoms are numbered as shown in the diagram above.) Answer Step 1 : Draw the compound from its condensed structural formula The structural formula of the compound is: H H C(1) H CH3 CH3 C(2) H C(3) H H C(4) H H Step 2 : Identify the functional group The compound is an alkane and will have the suffix -ane. Step 3 : Find the longest carbon chain There are four carbons in the longest chain. Worked Example 40: Naming the alkanes Question: Give the IUPAC name for the following compound: CH3 CH(CH3 )CH(CH3 )CH3 (Remember that the side groups are shown in brackets after the carbon atom to which they are attached. A second way that the carbons could be numbered is: H H C(1) H CH3 CH3(4) C(2) H 161 C(3) H H C H H .GRADE 12 9. The compound’s name is 2-methylpropane.CHAPTER 9. prefix.7 H H C(1) H H H C(2) H C(3) H H C H H before its name (see next step). Step 4 : Number the carbons in the carbon chain If we start at the carbon on the left. ORGANIC MOLECULES . name ending according to the functional group. The prefix for this compound is -but. Step 5 : Combine the elements of the compound’s name into a single word in the order of branched groups.

prefix.9. Step 2 : Find the longest carbon chain and number the carbons in the longest chain. name them and give their position on the carbon chain There are two methyl groups attached to the main chain. ORGANIC MOLECULES . The compound’s name is 1. There are five carbons in the longest chain if they are numbered as shown below. 162 . Step 6 : Combine the elements of the compound’s name into a single word in the order of branched groups.3-dimethyl-pentane. The first one is attached to the second carbon atom and the second methyl group is attached to the third carbon atom. The compound’s name is 2. name them and give their position on the carbon chain There are two methyl groups attached to the main chain. the methyl groups are still attached to the second and third carbons and so the naming of the compound is not affected. The prefix for the compound is -pent. name ending according to the functional group. The first one is attached to the first carbon atom and the second methyl group is attached to the third carbon atom.3-dimethyl-butane. CH3 H C(1) H H C(2) H C(3) H C H H H C H H H CH2(4) CH3(5) Step 3 : Look for any branched groups. Step 4 : Combine the elements of the compound’s name into a single word in the order of branched groups. prefix.GRADE 12 Step 5 : Look for any branched groups. Worked Example 41: Naming the alkanes Question: Give the IUPAC name for the following compound: CH3 H C H H C H H C CH2 CH3 Answer Step 1 : Identify the functional group The compound is an alkane and will have the suffix -ane.7 CHAPTER 9. Notice that in this example it does not matter how you have chosen to number the carbons in the main chain. name ending according to the functional group.

heat or light are needed for this 163 . when the molecular mass of the alkanes is low (i.e. H H H (a) (b) CH3 CH2 CH(CH3 )CH2 CH3 (c) CH3 CH(CH3 )CH2 CH(CH3 )CH3 9.11). This can be seen in the data in table 9.7. Give the structural formula for each of the following: (a) (b) (c) (d) Octane CH3 CH2 CH3 CH3 CH(CH3 )CH3 3-ethyl-pentane H H C H C CH3 C H 2. ORGANIC MOLECULES .3 Properties of the alkanes We have already mentioned that the alkanes are relatively unreactive because of their stable C-C and C-H bonds. and their surface area. there are few carbon atoms). The melting point also increases as the number of carbon atoms in the molecule increases. The more carbon atoms there are in an alkane.CHAPTER 9. As the number of carbon atoms and the molecular mass increases. Substitution reactions Substitution reactions involve the removal of a hydrogen atom which is replaced by an atom of another element. the organic compounds are gases because the intermolecular forces are weak. the compounds are more likely to be liquids or solids because the intermolecular forces are stronger. the greater the surface area and therefore the higher the boiling point. Br or I) (figure 9.7 Exercise: Naming the alkanes 1. such as a halogen (F. Formula CH4 C2 H6 C3 H8 C4 H10 C5 H12 C6 H14 C17 H36 Name methane ethane propane butane pentane hexane heptadecane Melting point (0 C) -183 -182 -187 -138 -130 -95 22 Boiling point (0 C) -162 -88 -45 -0.7. Give the IUPAC name for each of the following organic compounds.3. The product is called a halo-alkane.5 36 69 302 Phase at room temperature gas gas gas gas liquid liquid solid Table 9.4 Reactions of the alkanes There are three types of reactions that can occur in saturated compounds such as the alkanes. The boiling point and melting point of these molecules is determined by their molecular structure. Since alkanes are not very reactive.3: Properties of some of the alkanes You will also notice that. 9.GRADE 12 9. Cl. 1.

Oxidation reactions When alkanes are burnt in air. they react with the oxygen in air and heat is produced. Elimination reactions Saturated compounds can also undergo elimination reactions to become unsaturated (figure 9.13: An elimination reaction 3.11: A substitution reaction reaction to take place.12). CH2 Cl − CH2 Cl → CH2 = CHCl + HCl H H C Cl H C Cl H H H C H C Cl + HCl Figure 9. One example is trichloromethane. This is called an oxidation or combustion reaction.12: Trichloromethane 2. also known as ’chloroform’ (figure 9. CH4 + 2O2 → CO2 + 2H2 O + heat Exercise: The Alkanes 164 .g. In the example below. H C Cl Cl Cl CHCl3 Figure 9. The burning of alkanes provides most of the energy that is used by man. Heat is also released during the reaction.9.13). an atom of hydrogen and chlorine are eliminated from the original compound to form an unsaturated halo-alkene. e. Carbon dioxide and water are given off as products.7 H H C H C H CHAPTER 9. e.GRADE 12 H + HBr H C H Figure 9. CH2 =CH2 + HBr → CH3 -CH2 -Br (halo-alkane) H C H Br Halo-alkanes (also sometimes called alkyl halides) that contain methane and chlorine are substances that can be used as anaesthetics during operations. ORGANIC MOLECULES .g.g. e.

using molecular formulae. is that methane itself is a greenhouse gas and has a much higher global warming potential than carbon dioxide. However. The production of methane in this way is very important because methane can be used as a fuel source. The simplified reaction is shown below: Organic matter → Simple organic acids → Biogas The organic matter could be carbohydrates. animal manure and decaying material) are broken down by bacteria under conditions that are anaerobic (there is no oxygen).g. (a) Write an unbalanced equation for the chemical reaction which takes place when petrol (C8 H18 ) burns in excess oxygen. methane can also be produced when organic wastes (e. The ’octane rating’ of petrol refers to the percentage of the petrol which is C8 H18 . (b) Write the general formula of the alkanes. (c) Define the term structural isomer. So. 4. One of the advantages of methane over other fuels like coal. Give the IUPAC name for each of the following alkanes: (a) C6 H14 H H H H C C H C H H C H H C H H 9.2.4-trimethylpentane. For example. (d) Use the information given in this question and your knowledge of naming organic compounds to deduce and draw the full structural formula for 2. (c) What type of reaction has taken place in this example? 5. Methane-forming bacteria then convert these acids into biogases such as methane and ammonia. is that it produces more energy but with lower carbon dioxide emissions. Petrol (C8 H18 ) is in fact not pure C8 H18 but a mixture of various alkanes.GRADE 12 1. natural gas and permafrost.4-trimethylpentane. proteins or fats which are broken down by acid-forming bacteria into simple organic acids such as acetic acid or formic acid. 93 octane fuel contains 93% C8 H18 and 7% other alkanes. Chlorine and ethane react to form chloroethane and hydrogen chloride. (a) What is the structural formula of methane? (b) Write an equation to show the reaction that takes place when methane is burned as a fuel. The isomer of C8 H18 referred to in the ’octane rating’ is in fact not octane but 2. ORGANIC MOLECULES . producing methane may in fact have an even more dangerous impact on the environment.2. Methane occurs naturally in wetlands. (b) Give the structural formula of chloroethane. (IEB pg 25) 165 . Give the structural formula for each of the following compounds: (a) octane (b) 3-methyl-hexane 3.CHAPTER 9.7 H (b) (c) CH3 CH3 2. The problem however. Methane is one of the simplest alkanes and yet it is an important fuel source. (c) Explain what is meant by the statement that methane ’has a greater global warming potential than carbon dioxide’. (a) Write a balanced chemical equation for this reaction.

ORGANIC MOLECULES . The simplest alkene is ethene (also known as ethylene). Note that if an alkene has two double bonds.7 CHAPTER 9.14: The (a) structural. (b) condensed structural and (c) molecular structure representations of propene The elkenes have a variety of uses. Ethylene for example is a hormone in plants that stimulates the ripening of fruits and the opening of flowers. there is at least one double bond between two carbon atoms.7.9. It is used as a monomer to make polypropylene and is also used as a fuel gas for other industrial processes. H (a) H C H H C C H (b) CH3 CHCH2 H (c) C3 H6 Figure 9. H (a) H C C H (b) H CH2 CH2 (c) C2 H4 Figure 9. 9.14.7. which is shown in figure 9.15). The second alkene in the series would therefore be C3 H6 .5 The alkenes In the alkenes.6 Naming the alkenes Similar rules will apply in naming the alkenes. Worked Example 42: Naming the alkenes Question: Give the IUPAC name for the following compound: 166 . This means that they are unsaturated and are more reactive than the alkanes. They have the general formula Cn H2n . This molecule is known as propene (figure 9. (b) condensed structural and (c) molecular structure representations of ethene As with the alkanes. Propene is an important compound in the petrochemicals industry. as for the alkanes. the elkenes also form a homologous series.GRADE 12 9.15: The (a) structural. it is called a diene and if it has three double bonds it is called a triene.

Step 5 : Name the compound The name of this compound is but-2-ene. Step 4 : Combine this information to draw the structural formula for this molecule. There is no number immediately before the suffix which means that the double bond must be at the first carbon in the chain. Step 4 : Look for any branched groups. or from the right to left.CHAPTER 9. The position of the bond will come just before the suffix in the compound’s name. name them and give their position on the carbon chain There are no branched groups in this molecule. ORGANIC MOLECULES . The double bond will still fall between C2 and C3 .7 H H C(1) H H C(2) H C(3) H C(4) H H Answer Step 1 : Identify the functional group The compound is an alkene and will have the suffix -ene. Worked Example 43: Naming the alkenes Question: Draw the structural formula for the organic compound 3-methyl-butene Answer Step 1 : Identify the functional group The suffix -ene means that this compound is an alkene and there must be a double bond in the molecule. 167 . Step 3 : Number the carbon atoms Remember that when there is a double or triple bond. it doesn’t matter whether we number the carbons from the left to right. Step 2 : Find the longest carbon chain There are four carbon atoms in the longest chain and so the prefix for this compound will be ’but’. In this case. the carbon atoms must be numbered so that the double or triple bond is at the lowest numbered carbon. Step 3 : Look for any branched groups There is a methyl group at the third carbon atom in the chain. Step 2 : Determine the number of carbons in the longest chain The prefix for the compound is ’but’ so there must be four carbons in the longest chain.GRADE 12 9.

9.7 CHAPTER 9.GRADE 12 H H H C H C C H C H H C H H H Worked Example 44: Naming the alkenes Question: Give the IUPAC name for the following compound: CH3 H H C(1) CH2 C(2) H C(3) H C(4) H Answer Step 1 : Identify the functional group The compound is an alkene and will have the suffix -ene. Step 2 : Find the longest carbon chain and number the carbon atoms There are four carbon atoms in the longest chain and so the prefix for this compound will be ’but’. The organic compound is therefore a ’diene’. C5 H10 2. Step 3 : Look for any branched groups. CH3 CHCHCH3 168 . There is a double bond between the first and second carbons and also between the third and forth carbons. name them and give their position on the carbon chain There is a methyl group on the first carbon and an ethyl group on the second carbon.2-ethyl-1. ORGANIC MOLECULES . Step 4 : Name the compound The name of this compound is 1-methyl. The carbon atoms are numbered 1 to 4 in the diagram above. Exercise: Naming the alkenes Give the IUPAC name for each of the following alkenes: 1.3 diene. Remember that the main carbon chain must contain both the double bonds.

compounds that have four or less carbon atoms are gases at room temperature. They readily react with hydrogen.7 9.CHAPTER 9. Hydrogenation reactions A catalyst such as platinum is normally needed for these reactions CH2 = CH2 + H2 → CH3 − CH3 (figure 9. As with the alkanes. Halogenation reactions CH2 = CH2 + HBr → CH3 − CH2 − Br (figure 9.GRADE 12 H H 3. 9.16) H H C H C H + H2 H H C H Figure 9. saturated bond is formed. C C H C H C H H 9. The double bond is broken and a single.7.8 Reactions of the alkenes Alkenes can undergo addition reactions because they are unsaturated. A new group is then added to one or both of the carbon atoms that previously made up the double bond. except that the alkenes are more reactive because they are unsaturated.7. water and the halogens.17) H H C H C H + HBr H H C H Figure 9.7 The properties of the alkenes The properties of the alkenes are very similar to those of the alkanes.18) H C H Br H C H H 169 .17: A halogenation reaction 3. The formation of alcohols CH2 = CH2 + H2 O → CH3 − CH2 − OH (figure 9. The following are some examples: 1.16: A hydrogenation reaction 2. while those with five or more carbon atoms are liquids. ORGANIC MOLECULES .

7 CHAPTER 9. (c) If you look at an alkane and an alkene that have the same number of carbon atoms. hexane or hexene. (b) What is the name of the product? (c) What type of reaction is this? 170 . Give the IUPAC name for each of the following organic compounds: H H C H C H C H H (a) (b) CH3 CHCH2 H C H C H H 2. ii.18: The formation of an alcohol Exercise: The Alkenes 1. Explain why this is the case. Can you explain why their melting points and boiling points are different? (d) Which of the compounds... i. 250 C). Describe what happens to the melting point and boiling point as the number of carbon atoms in the compound increases. ORGANIC MOLECULES .9. The following reaction takes place: CH3 CHCH2 + H2 → CH3 CH2 CH3 (a) Give the name of the organic compound in the reactants. How do their melting points and boiling points compare? ii. 3.. i. which of the organic compounds in the table are: i. Formula C4 H10 C5 H12 C6 H14 C4 H8 C5 H10 C6 H12 Name Butane Pentane Hexane Butene Pentene Hexene Melting point (0 C) -138 -130 -95 -185 -138 -140 Boiling point (0 C) -0. gases ii. is more reactive? Explain your answer.GRADE 12 H H C H C H + H2 O H H C H H C H OH Figure 9.5 36 69 -6 30 63 (a) At room temperature (approx. Refer to the data table below which shows the melting point and boiling point for a number of different organic compounds. liquids (b) In the alkanes..

there is at least one triple bond between two of the carbon atoms.9 The Alkynes In the alkynes.19).7. The fuel gas burns with oxygen in a torch. ORGANIC MOLECULES . 9.CHAPTER 9. Their general formula is Cn H2n−2 . They are unsaturated compounds and are therefore highly reactive. except that the suffix of the name will now be -yne.GRADE 12 (d) Which compound in the reaction is a saturated hydrocarbon? 9. also known as acetylene. and this is enough to melt metal. Many of the alkynes are used to synthesise other chemical products.10 Naming the alkynes The same rules will apply as for the alkanes and alkenes.7. The simplest alkyne is ethyne (figure 9. An incredibly high heat is produced. Worked Example 45: Naming the alkynes Question: Give the IUPAC name for the following compound: CH3 CH CH3 CH2 C C CH3 Answer Step 1 : Identify the functional group 171 . Acetylene can be produced through the following reactions: CaO + 3C → CaC2 + CO CaCO3 → CaO CaC2 + 2H2 O → Ca(OH)2 + C2 H2 An important use of acetylene is in oxyacetylene gas welding. H C C H Figure 9.7 9.19: Ethyne (acetylene) teresting The raw materials that are needed to make acetylene are calcium carbonate and Interesting Fact Fact coal.

the name of the compound is 5-methyl-hex-2-yne. CH3 CH2 CCH CH3 C H C C H 9. Step 5 : Combine the elements of the name into a single word in the following order: branched groups. name them and show the number of the carbon atom to which the group is attached There is a methyl (CH3 ) group attached to the fifth carbon (remember we have numbered the carbon atoms from right to left).8 The Alcohols An alcohol is any organic compound where there is a hydroxyl functional group (-OH) bound to a carbon atom. so the suffix will in fact be 2-yne. The triple bond is at the second carbon. ORGANIC MOLECULES .8 CHAPTER 9. H H C H 1.GRADE 12 There is a triple bond between two of the carbon atoms. If we follow this order. name ending according to the functional group and its position along the longest carbon chain. you will need to number the carbons from right to left so that the triple bond is between carbon atoms with the lowest numbers.9. The prefix of the compound’s name will be ’hex’. 2. The suffix will be -yne. The alcohols have a number of different uses: • methylated spirits (surgical spirits) is a form of ethanol where methanol has been added • ethanol is used in alcoholic drinks • ethanol is used as an industrial solvent 172 . prefix.20). there are six. Exercise: The alkynes Give the IUPAC name for each of the following organic compounds. so this compound is an alkyne. The general formula for a simple alcohol is Cn H2n+1 OH. Step 3 : Number the carbons in the longest chain In this example. The simplest and most commonly used alcohols are methanol and ethanol (figure 9. Step 2 : Find the longest carbon chain and give the compound the correct prefix If we count the carbons in a straight line. C2 H2 3. Step 4 : Look for any branched groups.

8 OH C H H C H OH C H H Figure 9. The effects of drinking too much alcohol can be reduced by drinking lots of water. grape juice is fermented to produce alcohol. The role of ADH is to control the amount of water that the body retains. and experience symptoms such as headaches. Part of the reason for the headaches is that dehydration causes the brain to shrink away from the skull slightly. dry mouth.GRADE 12 (a) H (b) H H 9.CHAPTER 9. beer and yoghurt.20: (a) methanol and (b) ethanol • methanol and ethanol can both be used as a fuel and they burn more cleanly than gasoline or diesel (refer to chapter 21 for more information on biofuels as an alternative energy resource. This reaction is shown below: C6 H12 O6 → 2CO2 + 2C2 H5 OH + energy teresting Ethanol is a diuretic. This is why people who drink too much alcohol can become dehydrated. In humans. it can cause dehyration because too much water is lost from the body in the urine.8. 9. and lethargy.1 Naming the alcohols The rules used to name the alcohols are similar to those already discussed for the other compounds. ethanol reduces the secretion of a hormone Interesting Fact Fact called antidiuretic hormone (ADH). ORGANIC MOLECULES . except that the suffix of the name will be different because the compound is an alcohol. When this hormone is not secreted in the right quantities. To make wine. perfumes and vegetable essences • ethanol is an antiseptic teresting Interesting Fact Fact ’Fermentation’ refers to the conversion of sugar to alcohol using yeast (a fungus).) • ethanol is used as a solvent in medical drugs. The process of fermentation produces items such as wine. 173 .

GRADE 12 H H C1 H OH C2 H H C3 H H Worked Example 46: Naming alcohols 1 Question: Give the IUPAC name for the following organic compound Answer Step 1 : Identify the functional group The compound has an -OH (hydroxyl) functional group and is therefore an alcohol. numbered ’2’. name them and give their position on the carbon chain. There are no branched groups in this compound. Worked Example 47: Naming alcohols 2 Question: Give the IUPAC name for the following compound: OH H C1 H OH C2 H H C3 H H C4 H H 174 . name ending according to the functional group. The hydroxyl group will still be attached to the middle carbon atom.9. The prefix for this compound will be ’prop’. Step 5 : Combine the elements of the compound’s name into a single word in the order of branched groups. Step 2 : Find the longest carbon chain There are three carbons in the longest chain. it doesn’t matter whether you start numbering from the left or right. ORGANIC MOLECULES . Since there are only single bonds between the carbon atoms. prefix. The suffix will be -2-ol because the hydroxyl group is attached to the second carbon. The compound’s name is propan-2-ol. The compound will have the suffix -ol. Step 4 : Look for any branched groups. but you still need to indicate the position of the hydroxyl group on the second carbon.8 CHAPTER 9. Step 3 : Number the carbons in the carbon chain In this case. the suffix becomes ’propan’ (similar to the alkane ’propane’).

The suffix will therefore become 1.8. so there are two opposing trends in the alcohols. Give the structural formula of each of the following organic compounds: (a) pentan-3-ol (b) butan-2. Alcohols with shorter carbon chains are usually more soluble than those with longer carbon chains. 175 . but you still need to indicate the position of the hydroxyl groups on the first and second carbon atoms. However. The hydroxyl group generally makes the alcohol molecule polar and therefore more likely to be soluble in water.3-diol (c) 2-methyl-propanol 2. 9. prefix.CHAPTER 9.GRADE 12 Answer Step 1 : Identify the functional group The compound has an -OH (hydroxyl) functional group and is therefore an alcohol.2-diol. Step 4 : Look for any branched groups. so the suffix will be -diol. The compound’s name is butan-1.2-diol. Step 2 : Find the longest carbon chain There are four carbons in the longest chain. Alcohols tend to have higher boiling points than the hydrocarbons because of the strong hydrogen bond between hydrogen and oxygen atoms. Step 5 : Combine the elements of the compound’s name into a single word in the order of branched groups. ORGANIC MOLECULES . the carbon chain resists solubility. The prefix for this compound will be ’butan’. There are two hydroxyl groups in the compound. name them and give their position on the carbon chain. name ending according to the functional group. There are no branched groups in this compound.2 Physical and chemical properties of the alcohols The hydroxyl group affects the solubility of the alcohols. Give the IUPAC name for each of the following: (a) CH3 CH2 CH(OH)CH3 H CH3 (b) C OH CH2 CH2 CH3 9. Step 3 : Number the carbons in the carbon chain The carbons will be numbered from left to right so that the two hydroxyl groups are attached to carbon atoms with the lowest numbers.8 Exercise: Naming the alcohols 1.

or in mixtures with petrol. Ethanoic acid (CH3 COOH). Methanol can also be used as a fuel.21. In most cases. Questions 1. this is a useful way for countries without an oil industry to reduce imports of petrol. ethanoic acid and methyl esters. Ethanol is also used as a solvent in many perfumes and cosmetics. The simplest carboxylic acid.9 Carboxylic Acids Carboxylic acids are organic acids that are characterised by having a carboxyl group. Our most common use of the word ’alcohol’ is with reference to alcoholic drinks. 3. these are then turned into other products. which is also bonded to a hydroxyl group. Write a balanced chemical equation for the combustion reaction of ethanol. or more commonly written as -COOH. is used as a food preservative. Propan-2-ol is another important alcohol. Give the structural formula for propan-2-ol. In a carboxyl group.9. and they have a variety of uses. ORGANIC MOLECULES . water and energy and can therefore be used as a fuel on its own. which is used in a variety of applications as a solvent. an oxygen atom is double-bonded to a carbon atom. 9. More complex organic acids also have a variety of different functions.9 CHAPTER 9. which has the formula -(C=O)-OH. Because ethanol can be produced through fermentation. in other words it is used to make other things such as methanal (formaldehyde). or as a petrol additive to improve combustion. Most methanol is used as an industrial feedstock. it produces carbon dioxide. 2. methanoic acid. Benzoic acid (C6 H5 COOH) for example. O C H OH Figure 9. Methanoic acid (also known as formic acid) has the formula HCOOH and is found in insect stings. is the main component of vinegar. Activity :: Case Study : The uses of the alcohols Read the extract below and then answer the questions that follow: The alcohols are a very important group of organic compounds. ketones and carboxylic acids. They also undergo oxidation reactions to form aldehydes. is shown in figure 9. or acetic acid. teresting Interesting Fact Fact 176 . But ethanol has many more uses apart from alcoholic drinks! When ethanol burns in air.GRADE 12 Alcohols can show either acidic or basic properties because of the hydroxyl group. Explain why the alcohols are good solvents. The alcohol in drinks is in fact ethanol.21: Methanoic acid Carboxylic acids are widespread in nature.

H H C C OH H H C C O− Hydrogen ion O O + H+ H Acetic acid H Acetate ion Figure 9.3 boiling point (0 C) 101 118 141 164 186 205 223 239 (a) Fill in the missing spaces in the table by writing the formula.GRADE 12 9.9. which is used to defend themselves against other organisms that might try to eat them.22: The dissociation of a carboxylic acid Exercise: Carboxylic acids 1.9 A certain type of ant. 9. manufacture and secrete formic acid. Formula Common Source name formic acid CH3 CO2 H propionic acid CH3 (CH2 )2 CO2 H butyric acid valeric acid CH3 (CH2 )4 CO2 H caproic acid enanthic acid CH3 (CH2 )6 CO2 H caprylic acid ants vinegar milk butter valerian root goats vines goats IUPAC name melting point (0 C) methanoic 8. called formicine ants.CHAPTER 9. This is shown in figure 9. In other words.4 acid ethanoic 16. the hydrogen tends to separate itself from the oxygen atom.1 Physical Properties Carboxylic acids are weak acids. in other words they only dissociate partially. the carboxyl group becomes a source of positivelycharged hydrogen ions (H+ ).5 pentanoic -34. Why does the carboxyl group have acidic properties? In the carboxyl group.8 acid -5. (c) Give the molecular formula for caprylic acid. ORGANIC MOLECULES . Refer to the table below which gives information about a number of carboxylic acids.5 acid -4 -7. (b) Draw the structural formula for butyric acid. and then answer the questions that follow.5 16.22. common name or IUPAC name. (d) Draw a graph to show the relationship between molecular mass (on the x-axis) and boiling point (on the y-axis) 177 .6 acid propanoic -20.

9. Describe the trend you see. A new bond is formed between what remains of the alcohol and acid. which contains three carbon atoms. and an OH from the carboxlic acid.11 The Carbonyl Group The carbonyl group (-CO) consists of a carbon atom that is joined to an oxygen by a double bond.GRADE 12 i. If the functional group is on the end of the carbon chain. an ester is formed. One example is glycine. and to the carbon skeleton. the organic compound is called a ketone. In the reaction. Glycine belongs to a group of organic compounds called amino acids. ii. An example is shown in figure 9.10 The Amino Group The amino group has the formula -NH2 and consists of a nitrogen atom that is bonded to two hydrogen atoms.23. Most esters have a characteristic and pleasant smell. ORGANIC MOLECULES . the hydrogen atom from the hydroxyl group. The simplest ketone is acetone. which are the building blocks of proteins. Organic compounds that contain this functional group are called amines.2 Derivatives of carboxylic acids: The esters When an alcohol reacts with a carboxylic acid. H H C H methanol O H + H O O C H H H C H O O C H + H2 O methanoic acid methyl methanoate Figure 9.24: A molecule of glycine 9.23: The formation of an ester from an alcohol and carboxylic acid 9. form a molecule of water.10 CHAPTER 9.9. The suffix for an ester is -oate. A ketone has the ending ’one’ in its IUPAC name. The name of the ester is a combination of the names of the alcohol and carboxylic acid. H C OH C H N H O H Figure 9. Suggest a reason for this trend. 178 .9.

Plants use sunlight to convert carbon dioxide in the air into organic compounds through the process of photosynthesis. ORGANIC MOLECULES . (a) What type of organic compound is ethyl methanoate? (b) Name the two reactants in this chemical reaction. which give it certain reaction characteristics. (c) Give the structural formula of ethyl methanoate. 2. • All living organisms contain carbon. using its molecular formula. It also forms mostly covalent bonds with the atoms that it bonds to. Animals and other organisms then feed on plants to obtain their own organic compounds.CHAPTER 9. esters. They can be further divided into the alkanes. • The carbon atom has four valence electrons. • It is the unique properties of the carbon atom that give organic compounds certain properties. ester. An organic molecule is one that contains carbon. 179 .12 Summary • Organic chemistry is the branch of chemistry that deals with organic molecules. based on the type of bonds between the carbon atoms. • A hydrocarbon is said to be saturated if it contains the maximum possible number of hydrogen atoms for that molecule. amines and ketones 1. amine or ketone. structural formula or condensed structural formula. • The hydrocarbons are organic compounds that contain only carbon and hydrogen. 9. They are more reactive than the alkanes. • An organic compound can be represented in different ways. it means that they have the same molecular formulae but different structural formulae. A chemical reaction takes place and ethyl methanoate is formed. • The alkanes have only single bonds between their carbon atoms and are unreactive.12 (a) Complete the table by identifying each compound as either a carboxylic acid. Look at the list of organic compounds in the table below: Organic compound CH3 CH2 CH2 COOH NH2 CH2 COOH propyl ethanoate CH3 CHO Type of compound 9. • The alkenes have at least one double bond between two of their carbon atoms. so it can bond with many other atoms. Organic compounds can be grouped according to their functional group. meaning that most organic molecules are non-polar. • The alkynes have at least one triple bond between two of their carbon atoms. Fossil fuels are another important source of carbon.GRADE 12 Exercise: Carboxylic acids. • If two compounds are isomers. alkenes and alkynes. often resulting in long chain structures. The alkanes are all saturated compounds. They are the most reactive of the three groups. • A functional group is a particular group of atoms within a molecule. (b) Give the name of the compounds that have been written as condensed structural formulae.

• The alcohols have a number of different uses including their use as a solvent. The strong hydrogen bond between the hydrogen and oxygen atoms in the hydroxyl group gives alcohols a higher melting point and boiling point than other organic compounds. The IUPAC rules for nomenclature are used in the naming of organic molecules. Some amines belong to the amino acid group. • An alcohol is an organic compound that contains a hydroxyl group (OH). The hydroxyl group affects the solubility of the alcohols. • The molecular mass of the hydrocarbons determines whether they will be in the gaseous. name of the organic compound that is found in alcoholic beverages. If a double or triple bond is broken. which are the building blocks of proteins. more hydrogen atoms can be added to the molecule. which has the formula NH2 .GRADE 12 • A hydrocarbon is unsaturated if it does not contain the maximum number of hydrogen atoms for that molecule. Give one word for each of the following descriptions: (a) (b) (c) (d) (e) The The The The The group of hydrocarbons to which 2-methyl-propene belongs. The hydroxyl group also gives the alcohols both acidic and basic properties. • An ester is formed when an alcohol reacts with a carboxylic acid. name of the functional group that gives alcohols their properties. • The melting point and boiling point of the hydrocarbons increases as their number of carbon atoms increases. the number of carbon atoms in the molecule and the position of any double and triple bonds. • The carboxylic acids are organic acids that contain a carboxyl group with the formula COOH. • The ketones are a group of compounds that contain a carbonyl group. and those with longer chains are less soluble. group of organic compounds that have acidic properties. Exercise: Summary exercise 1. the carbonyl group is on the end of the carbon chain. liquid or solid phase at certain temperatures. 180 . • There are three types of reactions that occur in the alkanes: substitution. name of the organic compound that is found in vinegar. In a ketone. Those with shorter carbon chains are generally more soluble. elimination and oxidation reactions. the bonds between atoms and molecules. • The amines are organic compounds that contain an amino functional group. for medicinal purposes and in alcoholic drinks. which consists of an oxygen atom that is double-bonded to a carbon atom. • The alcohols share a number of properties because of the hydroxyl group. In a carboxyl group. an oxygen atom is double-bonded to a carbon atom. and their surface area.9. • The alkenes undergo addition reactions because they are unsaturated. • The carboxylic acids have weak acidic properties because the hydrogen atom is able to dissociate from the carboxyl group. • Many of the properties of the hydrocarbons are determined by their molecular structure. which is also bonded to a hydroxyl group.12 CHAPTER 9. ORGANIC MOLECULES . The alkenes and alkynes are examples of unsaturated molecules. • Organic compounds are named according to their functional group and its position in the molecule.

What is responsible for this large difference in boiling point? (e) Give the IUPAC name and the structural formula of an isomer of butane. the possible product formed is.2. i. propanoic acid iii. 181 . iii.2-diol propan-1.3-triol Formula CH4 C2 H6 C3 H8 C4 H10 C5 H12 CH3 OH C2 H5 OH C3 H7 OH CH3 CHOHCH2 OH CH2 OHCHOHCH2 OH Boiling Point (0 C) -164 -88 -42 0 36 65 78 98 189 290 The following questions refer to the compounds shown in the above table. propyl methanoate (IEB 2004) (b) What is the IUPAC name for the compound represented by the following structural formula? Cl H C H Cl C Cl H C H i. Compounds 1. ORGANIC MOLECULES .2. 1 2 3 4 5 6 7 8 9 10 Compound methane ethane propane butane pentane methanol ethanol propan-1-ol propan-1.2. In each of the following questions.CHAPTER 9.2-trichloro-3-methylpropane 1-chloro-2.9 and 10 is the same. Write balanced equations for the following reactions: (a) Ethene reacts with bromine (b) Ethyne gas burns in an excess of oxygen (c) Ethanoic acid ionises in water 4.2 and 3 ii. 1. methyl propanol iv.2-dichloro-3-methylpropane H H C H 9..3-triol is much higher than the boiling point of propan-1-ol. The table below gives the boiling point of ten organic compounds.2. Compounds 6.7 and 8 (b) Which of the above compounds are gases at room temperature? (c) What causes the trend of increasing boiling points of compounds 1 to 5? (d) Despite the fact that the length of the carbon chain in compounds 8. propane ii.. the boiling point of propan-1.GRADE 12 2.2-dichlorobutane 1. (a) To which homologous series do the following compounds belong? i. (a) When 1-propanol is oxidised by acidified potassium permanganate.12 (IEB 2003) 3. choose the one correct answer from the list provided. iv. ii.2-trichlorobutane 1-chloro-2.

9. (IEB 2004 ) 5. carboxylic acids (c) The correct IUPAC name for compound 3 is. aldehydes iv. 4. 1 HO O C H C H H C H H C H H 2 HO H C H H C H H 3 H C C H C H Br C Br H 4 H H C H O C O H C H H (a) Which one of the above compounds is produced from the fermentation of starches and sugars in plant matter? i. write an equation for the reaction which produces ethylmethanoate. compound 4 (b) To which one of the following homologous series does compound 1 belong? i. methylpropanoate IEB 2005 6.GRADE 12 (f) Which one of the above substances is used as a reactant in the preparation of the ester ethylmethanoate? (g) Using structural formulae.1-dibromo-3-butyne ii. compound 1 ii.. 4.4-dibromo-1-butyne iii. alcohols iii. compound 3 iv. methylethanoate iv. 1. compound 2 iii. Refer to the numbered diagrams below and then answer the questions that follow. Answer the following questions: (a) What is a homologous series? (b) A mixture of ethanoic acid and methanol is warmed in the presence of concentrated sulphuric acid. give an equation for the reaction which takes place. i.4-dibromo-1-butyne iv. i. ORGANIC MOLECULES . 182 . 2.12 CHAPTER 9. Using structural formulae.4-dibromo-1-propyne (d) What is the correct IUPAC name for compound 4? i. esters ii. propanoic acid ii. ethylmethanoate iii..

183 . Consider the organic compounds labelled A to E.12 H H C H C H C H C H H i. Write down the structural formula of an isomer of compound A that has only FOUR carbon atoms in the longest chain. ORGANIC MOLECULES . ii. A.GRADE 12 ii. What is the IUPAC name of the organic compound formed in this reaction? (c) Consider the following unsaturated hydrocarbon: 9. (IEB Paper 2. Give the IUPAC name for this compound.CHAPTER 9. Give the balanced equation for the combustion of this compound in excess oxygen. Write down the IUPAC name for compound E. Methylamine E H H H H C H H H C C C C H H C H H H O C H C H H (a) (b) (c) (d) H Write a balanced chemical equation for the preparation of compound C using an alkane as one of the reactants. 2003) 7. CH3 -Cl D. CH3 CH2 CH2 CH2 CH2 CH3 B. C6 H6 C. Write down the structural formula for compound B.

9. ORGANIC MOLECULES .12 CHAPTER 9.GRADE 12 184 .

and at how they form. In this chapter. To put it more simply. or monomers. The examples shown below will help to make these concepts clearer. is the repetition of identical or similar monomers in the polymer chain. Polyethene Chapter 9 looked at the structure of a group of hydrocarbons called the alkenes. A polymer can also be inorganic.1: (a) Ethene monomer and (b) polyethene polymer 185 . The key feature that makes a polymer different from other macromolecules. connected by covalent chemical bonds. When lots of similar monomers are joined together by covalent bonds. a monomer is like a building block. a macromolecule is a large molecule that forms when lots of smaller molecules are joined together. Definition: Polymer Polymer is a term used to describe large molecules consisting of repeating structural units. in which case there may be atoms such as silicon in the place of carbon atoms. (a) H C H C H H (b) H C H H C H H C H H C H Figure 10. they form a polymer.1.Chapter 10 Organic Macromolecules . The structural formula of ethene is is shown in figure 10. the monomers would be joined by the carbon atoms of the polymer ’backbone’. we will be taking a closer look at the structure and properties of different macromolecules. One example is the molecule ethene. When lots of ethene molecules bond together. In an organic polymer. Polyethene is a cheap plastic that is used to make plastic bags and bottles. 10. 1. when joined to other ethene molecules. a polymer called polyethene is formed. Ethene is the monomer which.Grade 12 As its name suggests.1 Polymers Some macromolecules are made up of lots of repeating structural units called monomers. forms the polymer polyethene.

GRADE 12 A polymer may be a chain of thousands of monomers. where monomer molecules react together to form a polymer chain. the only thing that changes is that the double bond between the carbon atoms in each ethene monomer is replaced by a single bond so that a new carbon-carbon bond can be formed with the next monomer in the chain. H n C H H C H Figure 10. and so it is impossible to draw the entire polymer.10. (a) CH3 C H C H (b) CH3 C H C H CH3 C H H C H or n CH3 C H H C H H H Figure 10. The monomer is enclosed in brackets and the ’n’ represents the number of ethene molecules in the polymer.3). fibres and ropes. 186 . In this polymer. 10. but is stronger than polyethene and is used to make crates.1 Addition polymerisation In this type of reaction. Rather.2 CHAPTER 10.2. In other words. No small molecules are eliminated in the process. after an addition reaction. where ’n’ is any whole number. Definition: Polymerisation In chemistry. Polypropene Another example of a polymer is polypropene (fig 10. the structure of a polymer can be condensed and represented as shown in figure 10. monomer molecules are added to a growing polymer chain one at a time. What this shows is that the ethene monomer is repeated an indefinite number of times in a molecule of polyethene.3: (a) Propene monomer and (b) polypropene polymer 10.2 How do polymers form? Polymers are formed through a process called polymerisation. Polypropene is also a plastic. the monomer is the alkene called propene. or single units together through a variety of reaction mechanisms to form longer chains called polymers. the monomer is an unsaturated compound which.1). ORGANIC MACROMOLECULES . When molecules of ethene are joined to each other.2: A simplified representation of a polyethene molecule 2. polymerisation is a process of bonding monomers. Two types of polymerisation reactions are addition polymerisation and condensation polymerisation.2. An example of this type of reaction is the formation of polyethene from ethene (fig 10. becomes a saturated compound.

This is an addition reaction. X. Cl or CH3 . Once a monomer has been added. 2. initiation is the starting point of the polymerisation reaction. To what group of organic compounds does this monomer belong? 3. ORGANIC MACROMOLECULES . The monomer has a double bond between two carbon atoms. No atoms are lost or gained for the bonds between monomers to form. it is the reactive end groups of the polymer chain that react in each propagation step. Worked Example 48: Polymerisation reactions Question: A polymerisation reaction takes place and the following polymer is formed: W n C Y X C Z Note: W. They are simply added to each other.2 There are three stages in the process of addition polymerisation.g. In other words. Y and Z could represent a number of different atoms or combinations of atoms e. Give the structural formula of the monomer of this polymer. Initiation refers to a chemical reaction that triggers off another reaction. What type of polymerisation reaction has taken place to join these monomers to form the polymer? Answer Step 1 : Look at the structure of the repeating unit in the polymer to determine the monomer. The monomer is: W C Y X C Z Step 2 : Look at the atoms and bonds in the monomer to determine which group of organic compounds it belongs to.CHAPTER 10. to add a new monomer to the chain.GRADE 12 Extension: Initiation. Step 3 : Determine the type of polymerisation reaction. 187 . propagation and termination 10. F. Termination refers to a chemical reaction that destroys the reactive part of the polymer chain so that propagation stops. unsaturated monomers combine to form a saturated polymer. 1. In this example. The monomer must be an alkene. During chain propagation. H. the reactive part of the polymer is now in this last monomer unit so that propagation will continue. Chain propagation is the part where monomers are continually added to form a longer and longer polymer chain.

PET is made from ethylene glycol (an alcohol) and terephthalic acid (an acid). polyesters are used to make clothing. They are resistant to stretching and shrinking. teresting Polyester is not just a textile. sheets. guitar strings and machine parts to name 188 . shoes. curtains. The reaction is shown in figure 10. pillows and upholstery. 1.2. Polyesters are stretched out into fibres and can then be made into fabric and articles of clothing. they are easily washed and dry quickly. Nylon Nylon was the first polymer to be commercially successful. A new bond is formed between an oxygen and a carbon atom. (a) HO CH2 CH2 ethylene glycol H2 O molecule lost OH + HO O C terephthalic acid O C OH (b) HO CH2 CH2 O ester linkage O C O C OH Figure 10.2 CHAPTER 10.4.4: An acid and an alcohol monomer react (a) to form a molecule of the polyester ’polyethylene terephthalate’ (b). In the reaction. and is used in fishing line. Polyethylene terephthalate is in fact a plastic Interesting Fact Fact which can also be used to make plastic drink bottles.GRADE 12 10. Nylon is very strong and resistant. Many drink bottles are recycled by being reheated and turned into polyester fibres. Polyester and nylon are examples of polymers that form through condensation polymerisation. carpets. and they are resistant to mildew.10. Nearly all biological reactions are of this type. This bond is called an ester linkage. the term polyester usually refers to polyethylene terephthalate (PET). 2. a hydrogen atom is lost from the alcohol. Although there are many forms of polyesters. It is for these reasons that polyesters are being used more and more in textiles. ORGANIC MACROMOLECULES . Together these form one water molecule which is lost during condensation reactions. In the home. Polyesters have a number of characteristics which make them very useful. Polyester Polyesters are a group of polymers that contain the ester functional group in their main chain.2 Condensation polymerisation In this type of reaction. Nylon replaced silk. and a hydroxyl group is lost from the carboxylic acid. two monomer molecules form a covalent bond and a small molecule such as water is lost in the bonding process. This type of recycling helps to reduce disposal problems. toothbrush bristles. and was used to make parachutes during World War 2.

5). nylon was used more and more to make parachutes.6-diaminohexane) and an acid monomer (adipic acid) (figure 10. The bond that forms between the two monomers is called an amide linkage. (c) Is the reaction an addition or condensation reaction? 189 . 40 000 women queued up for 13 000 pairs of stockings. An amide linkage forms between a nitrogen atom in the amine monomer and the carbonyl group in the carboxylic acid. Nylon is formed from the reaction of an amine (1. In one of the worst disturbances. ORGANIC MACROMOLECULES . The following monomer is a reactant in a polymerisation reaction: H C H CH3 C CH3 (a) What is the IUPAC name of this monomer? (b) Give the structural formula of the polymer that is formed in this polymerisation reaction. After the war. when manufacturers were able to shift their focus from parachutes back to stockings.5: An amine and an acid monomer (a) combine to form a section of a nylon polymer (b). which led to fights breaking out! Exercise: Polymers 1. (a) H H N (CH2 )4 H N H + HO O C (CH2 )4 O C OH H2 O molecule is lost (b) H H N (CH2 )4 H N O C (CH2 )4 O C OH amide linkage Figure 10. and so stockings became more difficult to buy. However.CHAPTER 10.2 just a few.GRADE 12 10. teresting Nylon was first introduced around 1939 and was in high demand to make stockInteresting Fact Fact ings. a number of riots took place as women queued to get stockings. as World War 2 progressed.

Below are some examples: • Hydrogen bonds between adjacent chains Polymers that contain amide or carbonyl groups can form hydrogen bonds between adjacent chains. methanol ii. the greater will be the tensile strength and melting point of the polymer. ORGANIC MACROMOLECULES . Because polymer chains are so long. these interchain forces are very important. It is usually the side groups on the polymer that determine what types of intermolecular forces will exist. i. Polymers that contain urea linkages would fall into this category. H C H Cl C H H C H Cl C H H C H Cl C H (a) (b) (c) (d) Give the structural formula of the monomer in this polymer. The greater the strength of the intermolecular forces.3 The chemical properties of polymers The attractive forces between polymer chains play a large part in determining a polymer’s properties.6: The structural formula for urea • Dipole-dipole bonds between adjacent chains Polyesters have dipole-dipole bonding between their polymer chains.10. The positive hydrogen atoms in the N-H groups of one chain are strongly attracted to the oxygen atoms in the C=O groups on another. (a) Give the structural formula for. O C H2 N NH2 Figure 10. Has this polymer been formed through an addition or condensation polymerisation reaction? 3.. What is the name of the monomer? Draw the abbreviated structural formula for the polymer. methanoic acid iii. The polymer below is the product of a polymerisation reaction.GRADE 12 2..6. The structural formula for urea is shown in figure 10. Polymers that contain urea linkages have high tensile strength and a high melting point. Dipole bonding is not as strong as hydrogen bonding. so a polyester’s melting point and strength are lower 190 . A condensation reaction takes place between methanol and methanoic acid. the product of the reaction (b) What is the name of the product? (Hint: The product is an ester) 10.3 CHAPTER 10.

• Weak van der Waal’s forces Other molecules such as ethene do not have a permanent dipole and so the attractive forces between polyethene chains arise from weak van der Waals forces. fishing line to plumbing pipes. cellulose (a plant polymer used in fibres and ropes) and natural rubber from rubber trees. Both of these groups of polymers play a very important role in our lives. in other words they have the property of plasticity. Their name comes from the fact that they are ’malleable’. An important use of rubber now is in vehicle tyres. Definition: Plastic Plastic covers a range of synthetic or semisynthetic organic polymers.CHAPTER 10. Their name comes from the fact that many of them are malleable. Natural rubber for example. the more likely it is to be moulded or stretched into fibres. 10. the weaker bonds between the chains means that polyesters have greater flexibility. Some are organic.4 Types of polymers There are many different types of polymers. It was only in the nineteenth century that it was discovered that plastics could be made by chemically changing natural polymers. more elastic and much less sensitive to temperature. compact discs to electronic equipment. However. Examples of natural organic polymers include waxes from plants. We are going to take a look at two groups of organic polymers: plastics. only natural organic polymers had been used.4 than those of the polymers where there are hydrogen bonds between the chains. 10. we can hardly imagine life without plastic. where these properties of rubber are critically important. But in many cases. one that was not based on any material found in Interesting Fact Fact nature) was Bakelite. these natural organic polymers didn’t have the characteristics that were needed for them to be used in specific ways. Polyethene therefore has a lower melting point than many other polymers. plastics have become a very important part of our daily lives. teresting The first true plastic (i. a cheap.e.5 Plastics In today’s world. After this. Friedrich Ludersdorf of Germany and Nathaniel Hayward of the US. where their properties of insulation and heat resistance are very important. What these inventors had done was to improve the properties of a natural polymer so that it could be used in new ways. In 1834 two inventors. The greater the flexibility of a polymer. while others are inorganic. 191 .GRADE 12 10. strong and durable plastic. in other words their shape can be changed and moulded. From cellphones to food packaging. Some of these plastics are still used for example in electronic circuit boards. which are usually synthetic or semi-synthetic and biological macromolecules which are natural polymers. ”Plastics” cover a range of synthetic and semi-synthetic organic polymers. For centuries before this. independently discovered that adding sulfur to raw rubber helped to stop the material from becoming sticky. Plastics may contain other substances to improve their performance. ORGANIC MACROMOLECULES . Organic polymers can be broadly grouped into either synthetic/semi-synthetic (artificial) or biological (natural) polymers. Charles Goodyear discovered that heating this modified rubber made it more resistant to abrasion. is sensitive to temperature and becomes sticky and smelly in hot weather and brittle in cold weather.

electronic equipment. Some of these chemicals. plasticizers are used to make PVC more flexible. called additives. In the polystyrene polymer. In the USA.GRADE 12 10. most companies have stopped making PVC toys.1 The uses of plastics There is such a variety of different plastics available. which was produced in a variety of forms. In PVC. • Synthetic rubber Another plastic that was critical to the World War 2 effort was synthetic rubber. Not only were worldwide natural rubber supplies limited. a liquid hydrocarbon that is manufactured from petroleum. wires and food packaging. the monomer is styrene.7: The polymerisation of a styrene monomer to form a polystyrene polymer • Polyvinylchloride (PVC) Polyvinyl chloride (PVC) (figure 10.5 CHAPTER 10. there is concern that some of these products may leach into the mouths of the babies that are chewing on them.5.10.8) is used in plumbing.2) is a common plastic that is used in model kits. ORGANIC MACROMOLECULES . gutters. There are also concerns that some of the plasticizers added to PVC may cause a number of health conditions including cancer. which give it its particular characteristics. Because many baby toys are made from PVC. • Polystyrene Polystyrene (figure 15. CH2 CH2 CH CH CH2 CH CH2 CH polymerisation etc Figure 10. 192 . H n H C C H Cl Figure 10.8: Polyvinyl chloride teresting Interesting Fact Fact Many vinyl products have other chemicals added to them to give them particular properties. The side chains of PVC contain chlorine atoms. The following are just a few examples. disposable eating utensils and a variety of other products. each having their own specific properties and uses. can leach out of the vinyl products.

solid Exercise: Plastics 1. properties and uses of some common plastics Name Polyethene (low density) Polyethene (high density) Polypropene Formula -(CH2 -CH2 )n -(CH2 -CH2 )n -[CH2 -CH(CH3 )]n Monomer CH2 =CH2 CH2 =CH2 CH2 =CHCH3 Properties soft. synthetic rubber also played an important part in the space race and nuclear arms race.1: A summary of the formulae. electrical insulation Polyvinylchloride -(CH2 -CHCl)n (PVC) Polystyrene -[CH2 -CH(C6 H5 )]n Polytetrafluoroethylene -(CF2 -CF2 )n - CH2 =CHCl CH2 =CHC6 H5 hard. Teflon is also used to make the breathable fabric Gore-Tex. bottles and toys carpets and upholstery pipes. flexible and durable plastic and is used to make films and packaging materials. packaging non-stick surfaces.1) was discovered in 1933.9: A tetra fluoroethylene monomer and polytetrafluoroethylene polymer Table 10. Varying the monomers that combine to form a polymer.CHAPTER 10.GRADE 12 10. rigid Uses film wrap and plastic bags electrical insulation. One of the most well known polyethylene products is ’Tupperware’. It is possible for macromolecules to be composed of more than one type of repeating monomer. The resulting polymer is called a copolymer. rigid CF2 =CF2 resistant. ORGANIC MACROMOLECULES .9) is more commonly known as ’Teflon’ and is most well known for its use in non-stick frying pans. waxy solid rigid different grades: some are soft and others hard strong. the sealable food containers designed by Earl Tupper and promoted through a network of housewives! • Polytetrafluoroethylene (PTFE) Polytetrafluoroethylene (figure 10. flooring toys. Rubber was needed for tyres and parts of war machinery. properties and uses of some of the most common plastics. containers and car fittings. • Polyethene/polyethylene (PE) Polyethylene (figure 10. smooth. Table 10. and answer the questions that follow: 193 . is one way of controlling the properties of the resulting material.5 but most rubber-producing areas were under Japanese control. Refer to the table below which shows a number of different copolymers of rubber. After the war. It is a cheap. F C F F C F n F C F F C F Figure 10.1 summarises the formulae.

(b) Give the structural formula of the copolymer viton. polypropylene and PVC. is proving to be a major environmental problem.5 Monomer A H2 C=CHCl H2 C=CHC6 H5 CHAPTER 10. Together. use your examples to complete the following table: Object Type of plastic Properties Uses 10. and many glues. most of the food we eat and many of the liquids we drink come encased in plastic. polyethylene. melanine (used to make furniture).oil. they cannot be remelted or remoulded. polystyrene. Thermosetting plastics have strong covalent bonds between chains and this makes them very strong. In an effort to overcome these problems. (c) In what ways would you expect the properties of SBR to be different from nitrile rubber? (d) Suggest a reason why the properties of these polymers are different.GRADE 12 Monomer B H2 C=CCl2 H2 C=C-CH=CH2 Copolymer Saran SBR (styrene butadiene rubber) Nitrile rubber Butyl rubber Viton Uses films and fibres tyres H2 C=CHCN H2 C=C(CH3 )2 F2 C=CF(CF3 ) H2 C=C-CH=CH2 H2 C=C-CH=CH2 H2 C=CHF adhesives and hoses inner tubes gaskets (a) Give the structural formula for each of the monomers of nitrile rubber. ORGANIC MACROMOLECULES . coal and natural gas. vulcanised rubber. it is cheap to manufacture and seems to last forever. however.10. These properties of thermoplastics are mostly due to the fact that the forces between chains are weak. Activity :: Case Study : Biodegradable plastics Read the article below and then answer the questions that follow. such as plants. Thermoplastics are more easily recyclable than some other plastics. Thermosetting plastics are generally stronger than thermoplastics and are better suited to being used in situations where there are high temperatures. Another problem is that traditional plastics are manufactured from non-renewable resources . Lasting forever. Bring them to school and show them to your group. In your home. 2. Plastic packaging provides excellent protection for the product.5. 194 . Almost every product we buy. This also means that these plastics can be easily stretched or moulded into any shape. researchers and engineers have been trying to develop biodegradable plastics that are made from renewable resources. Our whole world seems to be wrapped in plastic. glassy state when it is cooled enough. Examples include bakelite.2 Thermoplastics and thermosetting plastics A thermoplastic is a plastic that can be melted to a liquid when it is heated and freezes to a brittle. Thermosetting plastics differ from thermoplastics because once they have been formed. find as many examples of different types of plastics that you can. Examples of thermoplastics include nylon. They are not able to be recycled.

wheat or potatoes. Many plants contain large amounts of starch. 1. This problem can be overcome by changing starch into a different polymer. First. the lactic acid is chemically treated to cause the molecules of lactic acid to link up into long chains or polymers. starch is harvested from corn. Starch is a natural polymer. would you choose to buy a biodegradable plastic rather than another? Explain your answer. Questions 1. then microorganisms transform it into lactic acid.3 Plastics and the environment Although plastics have had a huge impact globally. However. explain what is meant by a ’biodegradable plastic’. and certain blends have proved successful in medical implants. The reason most plastics are not biodegradable is because their long polymer molecules are too large and too tightly bonded together to be broken apart and used by decomposer organisms.5. 3. PLA can be used for products such as plant pots and disposable nappies. they can produce toxic gases such as carbon monoxide. 3. Some plastics can be remelted and re-used. Recycling It is very difficult to recycle plastics because each type of plastic has different properties and so different recycling methods may be needed for each plastic.5 10. it has not become as popular as one would have hoped. and this limits its use. articles made from starch will swell and deform when exposed to moisture. The following are just some of the ways in which plastics can cause damage to the environment. which bond together to form a plastic called polylactide (PLA). In your own words. Air pollution When plastics burn. granular carbohydrate produced by plants during photosynthesis and it serves as the plant’s energy store. However. However. 195 . when making a biodegradable plastic. 4. a monomer. because it is soluble in water. plastics based on natural plant polymers that come from wheat or corn starch have molecules that can be more easily broken down by microbes. hydrogen cyanide and hydrogen chloride (particularly from PVC and other plastics that contain chlorine and nitrogen). explain why some polymers are biodegradable and others are not. Waste disposal Plastics are not easily broken down by micro-organisms and therefore most are not easily biodegradeable. Finally. 2. It is a white.CHAPTER 10. This leads to waste dispoal problems. there is also an environmental price that has to be paid for their use. 2. attempts are being made to find ways of recycling plastics more effectively. while others can be ground up and used as a filler. It has been commercially available in some countries since 1990. and therefore is unlikely to remain in the environment. 5. Explain why lactic acid is a more useful monomer than starch.GRADE 12 The term biodegradable means that a substance can be broken down into simpler substances by the activities of living organisms. Using your knowledge of chemical bonding. What do you think could be done to make biodegradable plastics more popular with consumers? 10. sutures and drug delivery systems because they are able to dissolve away over time. If you were a consumer (shopper). However. ORGANIC MACROMOLECULES . because PLA is much more expensive than normal plastics. Starch can be processed directly into a bioplastic but.

how many clasrooms would be filled if all of these bags were thrown away and not re-used? 2. Biological macromolecules include molecules such as carbohydrates. Where does all of this go to? You are going to do some simple calculations to try to estimate the volume of plastic packets that is produced in South Africa every year. 196 . This encourages people to collect and re-use the bags they already have. spokeswoman for the Department of Environmental Affairs and Tourism. ”Government has targeted plastic bags because they are the most visible kind of waste. and then answer the questions that follow. taken from ’Planet Ark’ (September 2003). breadth and depth of your squashed plastic bag. Take a plastic shopping packet and squash it into a tight ball. It is difficult sometimes to imagine exactly how much waste is produced in our country every year.” South Africa is awash in plastic pollution. This process is difficult to do with machinery. shoppers must now pay for plastic bags.6 Biological Macromolecules A biological macromolecule is one that is found in living organisms. Lipids are also biological macromolecules.the millions of used plastic bags that litter the landscape. including South Africa. plastics should be re-used. (e) If South Africa produces an average of 8 billion plastic bags each year. They are essential for all forms of life to survive. What can you do to reduce the amount of plastic that you throw away? 10. What has South Africa done to try to reduce the number of plastic bags that are produced? 3. a move officials hope will stop people from simply tossing them away. Beginning on Friday. 1. Plastic bags are such a common eyesore that they are dubbed ”roadside daisies” and referred to as the national flower. breadth and height. (b) Calculate the approximate volume that is occupied by the packet. Alternatively. (d) Calculate the number of squashed plastic packets that would fit into a classroom of this volume. (a) Measure the approximate length. Activity :: Case Study : Plastic pollution in South Africa Read the following extract. a figure which could drop by 50 percent if the new law works. proteins and nucleic acids. In many countries. (c) Now calculate the approximate volume of your classroom by measuring its length.GRADE 12 one of the problems with recycling plastics is that they have to be sorted according to plastic type. ”But this is mostly about changing people’s mindsets about the environment. plastic shopping bags used in the country must be both thicker and more recyclable.” said Phindile Makwakwa. ORGANIC MACROMOLECULES .6 CHAPTER 10. and therefore needs a lot of labour. Bill Naude of the Plastics Federation of South Africa said the country used about eight billion plastic bags annually. South Africa launches a programme this week to exterminate its ”national flower” .10. Do you think this has helped the situation? 4.

which takes place in plants. 10. glucose and oxygen react to produce carbon dioxide. and also for the other animals and organisms that may feed on it. During this reaction.1 Carbohydrates Carbohydrates include the sugars and their polymers. The glucose molecule can exist in an open-chain (acyclic) and ring (cyclic) form. This glucose is stored in various ways in the plant. sunlight (solar energy). One of the most important monomers in the carbohydrates is glucose (figure 10. The purpose of eating then.10). water and ATP energy. ATP is a type of energy that can be used by the body’s cells so that they can function normally. These molecules are essential to the survival of life. and the remaining carbon atom is double bonded to an oxygen atom to form a carbonyl group.10: The open chain (a) and cyclic (b) structure of a glucose molecule Glucose is produced during photosynthesis. During photosynthesis. which is a chemical reaction that occurs in the cells of all living organisms. The photosynthesis reaction is as follows: 6CO2 + 6H2 O + sunlight → C6 H12 O6 + 6O2 Glucose is an important source of energy for both the plant itself.CHAPTER 10.GRADE 12 10. water and carbon dioxide are involved in a chemical reaction that produces glucose and oxygen. In the carbohydrate monomers. hydrogen and oxygen.6 Definition: Biological macromolecule A biological macromolecule is a polymer that occurs naturally in living organisms. Glucose plays a critical role in cellular respiration. every carbon except one has a hydroxyl group attached to it. is to obtain glucose which the body can then convert into the ATP energy it needs to be able to survive. ORGANIC MACROMOLECULES . One key characteristic of the carbohydrates is that they contain only the elements carbon. The reaction for cellular respiration is as follows: 6C6 H12 O6 + 602 → 6CO2 + 6H2 O + ATP (cell energy) 197 .6. (a) O C1 H OH C2 H H C3 OH OH C4 H OH C5 H OH C6 H H CH2 OH (b) H C5 H C4 OH OH C3 H O C1 OH H H C2 OH Figure 10.

10. and consists of long chains of glucose monomers. This is why potatoes are such a good source of energy. Starch and cellulose are two example of carbohydrates that are polymers composed of glucose monomers. we eat complex carbohydrates that our bodies have to break down into individual glucose molecules before they can be used in cellular respiration.11: Two glucose monomers (a) undergo a condensation reaction to produce a section of a carbohydrate polymer (b). but in this case it is stored as a compound called glycogen. (a) H CH2 OH C5 H C4 OH OH C3 H O C OH H + OH H CH2 OH C5 H C4 OH C3 H O C OH H H C2 OH H C2 OH (b) H CH2 OH C5 C4 OH H H C3 H C2 OH O C H O H CH2 OH C5 O C H + H2 O OH H C4 OH C3 H H C2 OH Figure 10. 198 . More often. Animals are also able to store glucose. including termites and cows. but the bonding between the polymers is slightly different from that in starch. These complex carbohydrates are polymers. which form through condensation polymerisation reactions (figure 10. Many animals.6 CHAPTER 10. One molecule of water is produced for every two monomers that react. teresting It is very difficult for animals to digest the cellulose in plants that they Interesting Fact Fact may have been feeding on. ORGANIC MACROMOLECULES .GRADE 12 We don’t often eat glucose in its simple form. However. • Cellulose Cellulose is also made up of chains of glucose molecules. rather than as starch. which they can then use more easily. Cellulose is found in the cell walls of plants and is used by plants as a building material. • Starch Starch is used by plants to store excess glucose. Potatoes are made up almost entirely of starch. use these organisms to break cellulose down into glucose. fungi and some protozoa are able to break down cellulose.11).

their side chains (’R’ groups) are different. and is sometimes simply represented by the letter ’R’ in a molecule’s structural formula. The amino acid glycine can therefore also be represented as shown in the figure below. alanine and serine Although each of these amino acids has the same basic structure. Figure 10. the side chain consists only of a hydrogen atom. and they carry out a number of functions such as support. An amino acid is an organic molecule that contains a carboxyl and an amino group. The ’R’ group in serine is CH2 .6. In the amino acid glycine. Amongst other things. the amino group acts as a base because the nitrogen atom has a pair of unpaired electrons which it can use to bond to a hydrogen ion. while serine has a polar side chain.2 Proteins Proteins are an incredibly important part of any cell. then the amino acid is hydrophilic. the side chains affect whether the amino acid is hydrophilic (attracted to water) or hydrophobic (repelled by water). ORGANIC MACROMOLECULES . Extension: Charged regions in an amino acid In an amino acid. The amino group therefore attracts the hydrogen ion from the carboxyl group. and ends up having a charge of +1. Glycine and alanine both have non-polar side chains. as well as a carbon side chain. storage and transport within the body. If the side chain is polar. The monomers of proteins are called amino acids. The carboxyl group from which the hydrogen ion has been taken then has a charge of -1.6 10.12 shows some examples of different amino acids.GRADE 12 10. Carboxyl group H H2 N Amino group C H C OH Side chain (’R’) glycine alanine O H2 N H C CH3 C OH O H H2 N C CH2 OH serine C O OH Figure 10. while alanine has a methyl side chain.CHAPTER 10.OH. The carbon side chain varies from one amino acid to the next. but if the side chain is non-polar then the amino acid is hydrophobic. 199 .12: Three amino acids: glycine.

this seems like a very small number. Sometimes.6 CHAPTER 10. As the chain grows in size. This is known as the secondary structure of the protein. This is called the tertiary structure of the protein. At first. bonds may form between the side chains (R groups) of the amino acids.GRADE 12 H H3 N+ C H glycine C O O− When two amino acid monomers are close together. The polpeptide chains are then joined to each other in different ways to form a protein. The reaction is a condensation reaction. ORGANIC MACROMOLECULES . they may be joined to each other by peptide bonds (figure 10. it begins to twist. in this coiled helical structure. . teresting There are twenty different amino acids that exist. The amino acids are joined by a peptide bond between a carbon atom of one amino acid and a nitrogen atom of the other amino acid. both plant and Interesting Fact Fact animal. curl and fold upon itself.13) to form a polypeptide chain.13: Two amino acids (glycine and alanine) combine to form part of a polypeptide chain. The sequence of the amino acids in the chain is known as the protein’s primary structure. The different parts of the polypeptide are held together by hydrogen bonds. especially considering the huge number of different 200 . This results in even more irregular contortions of the protein. All cells. Polypeptides can vary in length from a few amino acids to a thousand or more. which form between hydrogen atoms in one part of the chain and oxygen or nitrogen atoms in another part of the chain. (a) H2 N H C H C O + OH Peptide bond H2 N H C CH3 C O OH (b) H2 N H C H O C N H H C CH3 C O + H2 O OH Figure 10. It is the sequence of the amino acids in the polymer that gives a protein its particular properties. build their proteins from only twenty amino acids.10.

is a protein that contains iron. In an effort to lose weight. There are many diets on offer. ORGANIC MACROMOLECULES . you will start to realise the endless possible combinations of amino acids that are available. • Storage proteins such as albumin in egg white provide a source of energy. 2. Enzymes play an important role in all cellular reactions such as respiration. horns and feather quills. • Structural proteins such as collagen in animal connective tissue and keratin in hair. • Hormonal proteins coordinate the body’s activities. 10. In order to keep our bodies healthy. Plants store proteins in their seeds to provide energy for the new growing plant.CHAPTER 10. it is important that we eat a balanced diet with the right amounts of carbohydrates.GRADE 12 proteins that exist. and then complete the following table: Food Carbohydrates Proteins (%) Fats (%) (%) (a) Which food type contains the largest proportion of protein? (b) Which food type contains the largest proportion of carbohydrates? (c) Which of the food types you have listed would you consider to be the ’healthiest’ ? Give a reason for your answer. and they also provide a protective layer around many vital organs. proteins and fats. Most food packaging has a label that provides this information. many people choose to diet.6 The functions of proteins Proteins have a number of functions in living organisms. Look at the list of diets below: • Vegetarian diet • Low fat diet • Atkin’s diet 201 . Haemoglobin in the blood for example. each of which is based on particular theories about how to lose weight most effectively. if you consider that most proteins are made up of polypeptide chains that contain at least 100 amino acids. all provide support. Activity :: Research Project : Macromolecules in our daily diet 1. Digestive enzymes such as salivary amylase in your saliva. Haemoglobin has an affinity (attraction) for oxygen and so this is how oxygen is transported around the body in the blood. photosynthesis and many others. Choose a number of different food items that you eat. • Enzymes are chemical catalysts and speed up chemical reactions. Insulin for example. is a hormonal protein that controls the sugar levels in the blood. they provide insulation for the body. • Transport proteins transport other substances in the body. help to break down polymers in food. However. Look at the food label for each. Our bodies also need certain essential vitamins and minerals. Fats are an important source of energy.

DNA is the genetic material that organisms inherit from their parents.10.6. (b) On the structural formula of the first monomer. 2.GRADE 12 • Weight Watchers For each of these diets. a phosphate and a nitrogenous base. 3. 10. Each nucleotide has three parts: a sugar. The following polypeptide is the end product of a polymerisation reaction: H H2 N C CH3 O C N H H C CH2 SH O C N H H C H C O OH (a) Give the structural formula of the monomers that make up the polypeptide. But what controls how the amino acids arrange themselves to form the specific proteins that are needed by an organism? This task is for the gene. The diagram in figure 10. answer the following questions: (a) What theory of weight loss does each type of diet propose? (b) What are the benefits of the diet? (c) What are the potential problems with the diet? Exercise: Carbohydrates and proteins 1. (b) A polypeptide chain.3 Nucleic Acids You will remember that we mentioned earlier that each protein is different because of its unique sequence of amino acids. (c) What is the chemical formula for the carbon side chain in the second monomer? (d) Name the bond that forms between the monomers of the polypeptide. consisting of three glucose molecules. 202 . The DNA polymer is made up of monomers called nucleotides. Give the structural formula for each of the following: (a) A polymer chain. Write balanced equations to show the polymerisation reactions that produce the polymers described above.6 CHAPTER 10. label the amino group and the carboxyl group. It is DNA that provides the genetic coding that is needed to form the specific proteins that an organism needs. ORGANIC MACROMOLECULES . A gene contains DNA (deoxyribonucleic acid) which is a polymer that belongs to a class of compounds called the nucleic acids. consisting of two molecules of alanine and one molecule of serine.14 may help you to understand this better. Another nucleic acid is RNA (ribonucleic acid).

teresting A single defect in even one nucleotide. Interesting Fact Fact One example of this is a disease called sickle cell anaemia.6 nucleotide DNA polymer made up of four nucleotides Figure 10. cytosine (C). Since proteins control much of what happens in living organisms. it is easy to see how important nucleic acids are as the starting point of this process.GRADE 12 phosphate sugar nitrogenous base 10. can be devastating to an organism. for example. Individuals who have sickle cell anaemia generally have a lower life expectancy. It is the sequence of the nitrogenous bases in a DNA polymer that will determine the genetic code for that organism. So. This process damages the red blood cell membrane.CHAPTER 10. ORGANIC MACROMOLECULES . Haemoglobin is the protein in red blood cells that helps to transport oxygen around the body. Because of one wrong nucletide in the genetic code. the body produces a protein called sickle haemoglobin. if the nitrogenous bases on three nucleotides are uracil. The polypeptide chain is built up in this way until it is long enough (and with the right amino acid sequence) to be a protein. thymine (T) and uracil (U). the red blood cells change shape. Exercise: Nucleic acids 203 . This can cause serious organ damage. This then means that the red blood cells. Table 10.2 shows some other examples of genetic coding for different amino acids. one serine amino acid will become part of the polypeptide chain. can’t get to the tissues where they are needed. cytosine and uracil (in that order). and can cause the cells to become stuck in blood vessels. whcih are carrying oxygen.14: Nucleotide monomers make up the DNA polymer There are five different nitrogenous bases: adenine (A). Three consecutive nitrogenous bases provide the coding for one amino acid. guanine (G). When sickle haemoglobin is produced.

g. (b) Thymine and uracil are examples of nucleotides. For each of the following. will also contain five nucleotides. • Polymers that contain carbon atoms in the main chain are called organic polymers. say whether the statement is true or false.7 CHAPTER 10. (a) Deoxyribonucleic acid (DNA) is an example of a polymer and a nucleotide is an example of a monomer. polystyrene). (e) A polypeptide that consists of five amino acids. The polymer polyethene is formed through an addition reaction. If the statement is false. ORGANIC MACROMOLECULES . • The polymer polyethene for example. natural rubber) or synthetic organic polymers (e. The breaking of a double bond between carbon atoms in the monomer. alkenes) are added to each other one by one. means that a bond can form with the next monomer. • Two examples of polymerisation reactions are addition and condensation reactions.GRADE 12 Table 10. A polypeptide chain consists of three amino acids. 2. For each of the following sequences of nitrogenous bases.7 Summary • A polymer is a macromolecule that is made up of many repeating structural units called monomers which are joined by covalent bonds. and therefore what characteristics they will have.g.10. (a) UUU (b) UCUUUU (c) GGUUAUGUUGGU 3. 204 .2: Nitrogenouse base sequences and the corresponding amino acid Nitrogenous base sequence Amino acid UUU Phenylalanine CUU Leucine UCU Serine UAU Tyrosine UGU Cysteine GUU Valine GCU Alanine GGU Glycine 1. give a reason for your answer. • Organic polymers can be divided into natural organic polymers (e. (d) An amino acid is a protein monomer. is made up of many ethene monomers that have been joined into a polymer chain. (c) A person’s DNA will determine what proteins their body will produce. 10. Give the structural formula of the polypeptide.g. write down the amino acid/s that will be part of the polypeptide chain. • Polymers form through a process called polymerisation. The sequence of nitrogenous bases in the nucleotides of the DNA is GCUGGUGCU. • An addition reaction occurs when unsaturated monomers (e.

plastic bags. • Polyvinyl chloride (PVC) consists of vinyl chloride monomers. the greater the strength of the polymer. • Polystyrene is a plastic that is made up of styrene monomers. • Some of these environmental problems include issues of waste disposal. secondary and tertiary structure. Polystyrene is used a lot in packaging.CHAPTER 10. which are joined by peptide bonds. • The glucose monomer is also a building block for carbohydrate polymers such as starch. both of which are essential for life to survive. glycogen and cellulose. • It is the sequence of amino acids that determines the nature of the protein. PVC is used to make pipes and flooring. DNA is a polymer. and the higher its melting point. • Each nucleotide consists of a sugar. and so they create environmental problems.GRADE 12 10. • Glucose is a carbohydrate monomer. The stronger the bonds. Polyesters and nylon are polymers that are produced through a condensation reaction.7 • In a condensation reaction. The water molecule is made up of atoms that have been lost from each of the monomers. • A protein consists of monomers called amino acids. ORGANIC MACROMOLECULES . • Examples of biological macromolecules include carbohydrates and proteins. • It is the DNA of an organism that determines the order in which amino acids combine to make a protein. • A thermoset plastic cannot be melted or re-shaped once formed.g. 205 . • Proteins have a number of important functions. as well as a carbon side chain of varying lengths. Polyethene is used to make film wrapping. • A biological macromolecule is a polymer that occurs naturally in living organisms. electrical insulation and bottles. Glucose is the molecule that is needed for photosynthesis in plants. a phosphate and a nitrogenous base. made up of a carboxyl and an amino group. • One group of synthetic organic polymers. • A protein has a primary. a molecule of water is released as a product of the reaction. • Polytetrafluoroethylene is used in non-stick frying pans and electrical insulation. These include their roles in structures. It is the sequence of the nitrogenous bases that provides the ’code’ for the arrangement of the amino acids in a protein. Examples of thermoset plastics are vulcanised rubber and melanine. are the plastics. and is made up of monomers called nucleotides. • A thermoplastic can be heated and melted to a liquid. air pollution and recycling. glassy state when cooled very quickly. Examples of thermoplastics are polyethene and PVC. • An amino acid is an organic molecule. • Polyethene. storage. • DNA is a nucleic acid. hormonal proteins and enzymes. It freezes to a brittle. • Carbohydrates include the sugars and their polymers. and by the strength of the bonds between adjacent polymer chains. and are an important source of energy in living organisms. transport. tensile strength and melting point) are determined by the types of atoms in the polymer. is made from ethene monomers. • The chemical properties of polymers (e. or polyethylene. • It is not easy to recycle all plastics.

ii. ORGANIC MACROMOLECULES . Suggest a reason why the melting point of PVC is higher than the melting point for polyethene.GRADE 12 Exercise: Summary exercise 1.10. The formula of the polymer is: i. (d) The name given to a protein monomer. -(CH3 -CHCN)n (b) A polymer has the formula -[CO(CH2 )4 CO-NH(CH2 )6NH]n -. Which of the following statements is true? i. (c) Glucose. -(CH-CHCN)n iv. Plastic Polyethene PVC Polyester Melting point (0 C) 105 .7 CHAPTER 10.. which determines the sequence of amino acids that will make up a protein.115 212 260 206 . but lower than that for polyester. (b) A polymerisation reaction that produces a molecule of water for every two monomers that bond. The table below shows the melting point for three plastics. Is the reaction an addition or condensation reaction? To what group of organic compounds do the two monomers belong? What is the name of the monomers? What type of bond forms between the monomers in the final polymer? 4. The polymer contains an amide linkage. is the monomer of starch iv. -(CH2 =CHCN)n ii. (f) The monomer of DNA. The polymer is a polyester. iv. is a monomer that is produced during cellular respiration ii. The following monomers are involved in a polymerisation reaction: H H2 N C H O C OH + H2 N H C H O C OH (a) (b) (c) (d) (e) Give the structural formula of the polymer that is produced. The polymer contains an ester linkage. is a sugar polymer iii. (a) A polymer is made up of monomers. choose the one correct answer from the list provided. The polymer is the product of an addition reaction.. Give one word for each of the following descriptions: (a) A chain of monomers joined by covalent bonds. is a polymer produced during photosynthesis 3. For each of the following questions. (e) A six-carbon sugar monomer. (c) The bond that forms between an alcohol and a carboxylic acid monomer during a polymerisation reaction. -(CH2 -CHCN)n iii. 2. i. each of which has the formula CH2 =CHCN. iii.

An amino acid has the formula H2 NCH(CH2 CH2 SCH3 )COOH.CHAPTER 10. ORGANIC MACROMOLECULES . 10. (b) What is the chemical formula of the carbon side chain in this molecule? (c) Are there any peptide bonds in this molecule? Give a reason for your answer. (a) Give the structural formula of this amino acid.GRADE 12 5.7 207 .

10. ORGANIC MACROMOLECULES .7 CHAPTER 10.GRADE 12 208 .

Part III Chemical Change 209 .

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But matter doesn’t always stay the same. but the molecular structure of the water has not changed. 11. H2 O(s) → H2 O(l) 211 . the temperature and energy of the water molecules increases and the liquid water evaporates to form water vapour. As energy is transferred from one material to another. the water molecules move further apart as their temperature (and therefore energy) increases. are all examples of matter.Chapter 11 Physical and Chemical Change Grade 10 Matter is all around us. In the solid phase. molecules) may re-arrange themselves without actually breaking up in any way. The desks we sit at.g. Dissolving one substance in another is also a physical change. the molecules overcome the forces holding them together and they move apart. H2 O(l) → H2 O(g) Conduction (the transfer of energy through a material) is another example of a physical change. When this happens. It can change in many different ways. the form of matter may change. The same would be true if ice were to melt. In this chapter. A change in temperature is an example of a physical change. Definition: Physical change A change that can be seen or felt. the particles (e. the particles have re-arranged themselves. the energy of each material is changed. In the example of evaporation that we used earlier. During a physical change. This is an example of a physical change. some kind of change has taken place. the air we breathe and the water we drink. water molecules are packed close together in a very ordered way. There are some important things to remember about physical changes in matter: • Arrangement of particles When a physical change occurs. Once again. When water is heated for example. atoms. but when the ice is heated. but that doesn’t involve the break up of the particles in the reaction. but have not broken up. we are going to take a closer look at physical and chemical changes that occur in matter. but not its chemical makeup. but not its identity.1 Physical changes in matter A physical change is one where the particles of the substances that are involved in the change are not broken up in any way.

In each phase of water. The breakdown of copper(II) chloride to form copper and chlorine is an example of chemical change. can be changed back to liquid water if the temperature is lowered. Cl Cu Cl Cu + Cl Cl CuCl2 → Cu + Cl2 Figure 11. once the reaction is complete. These new products may have very different properties from the substances that were there at the start of the reaction. • Energy changes Energy changes may take place when there is a physical change in matter. Water vapour for example.1: The arrangement of water molecules in the three phases of matter Figure 11. the water molecule itself stays the same. In a physical change.1 shows this more clearly.2. but these energy changes are normally smaller than the energy changes that take place during a chemical change. the number of atoms and the number of molecules will always stay the same. the initial substance is copper(II) chloride but. There are some important things to remember about chemical changes: • Arrangement of particles 212 . Liquid water can be changed into ice by simply increasing the temperature.2 CHAPTER 11.GRADE 10 solid liquid gas Figure 11. A simplified diagram of this reaction is shown in figure 11.2 Chemical Changes in Matter When a chemical change takes place. 11. and so on. the products are copper and chlorine. • Reversibility Physical changes in matter are usually easier to reverse than chemical changes. new substances are formed in a chemical reaction. In this reaction.11. the total mass.2: The decomposition of copper(II) chloride to form copper and chlorine Definition: Chemical change The formation of new substances in a chemical reaction. but the way the molecules are arranged has changed. One type of matter is changed into something different. PHYSICAL AND CHEMICAL CHANGE .

11.3: The decomposition of H2 O2 to form H2 O and O2 The decomposition of mercury (II) oxide is another example. as does the total mass of the atoms. and then energy is released when the new product is formed.1 Decomposition reactions A decomposition reaction occurs when a chemical compound is broken down into elements or smaller compounds. This will be discussed in more detail in a later section. the CuCl2 molecules were split up into their component atoms.2. In the example of copper (II) chloride that was used earlier. and all the products of the reaction must be very carefully disposed of. Bunsen burner.CHAPTER 11. 213 . Apparatus: Mercury (II) oxide (an orange-red product). • Reversibility Chemical changes are far more difficult to reverse than physical changes. PHYSICAL AND CHEMICAL CHANGE . Note: Because this experiment involves mercury. • Energy changes The energy changes that take place during a chemical reaction are much greater than those that take place during a physical change in matter. Two types of chemical reactions are decomposition reactions and synthesis reactions. During a chemical reaction. the particles themselves are changed in some way. However. The generalised equation for a decomposition reaction is: AB → A + B One example of such a reaction is the decomposition of hydrogen peroxide (figure 11. it should be done in a fume cupboard. wooden splinter. stopper and delivery tube. what you should have noticed. a large beaker.2 During a chemical change. is that the number of atoms of each element stays the same. energy is used up in order to break bonds. which is a poisonous substance.3) to form hydrogen and oxygen according to the following equation: 2H2 O2 → 2H2 O + O2 H O O H H O O H H O H H O H + O O Figure 11. two test tubes. Activity :: Experiment : The decomposition of mercury (II) oxide Aim: To observe the decomposition of mercury (II) oxide when it is heated. The number of particles will change because each one CuCl2 molecule breaks down into one copper atom (Cu) and one chlorine molecule (Cl2 ).GRADE 10 11. This will be discussed in more detail in section ??.

Do you notice anything on the walls of the test tube? Record these observations.2. Conclusions: When mercury is heated. Then allow it to cool. Put a small amount of mercury (II) oxide in a test tube and heat it gently over a Bunsen burner. deposits of mercury formed on the inner surface of the test tube. the only change that took place was a change in colour from orange-red to black and then back to its original colour. What do you notice about the colour of the mercury (II) oxide? 2. Results: • During the first heating of mercury (II) oxide.2 Synthesis reactions During a synthesis reaction. • When the test tube was heated again. The chemical decomposition reaction that takes place can be written as follows: 2HgO → 2Hg + O2 11. and note what happens.2 CHAPTER 11. What colour is this mercury? • The glowing splinter burst into flame when it was placed in the test tube. 3.GRADE 10 delivery tube rubber stopper bubbles of oxygen gas collecting in second test tube mercury (II) oxide water bunsen burner Method: 1. a new product is formed from smaller elements or compounds. Test for the presence of oxygen using a glowing splinter.11. The generalised equation for a synthesis reaction is as follows: A + B → AB 214 . meaning that oxygen is present. it decomposes to form mercury and oxygen. PHYSICAL AND CHEMICAL CHANGE . Heat the test tube again.

CHAPTER 11. bunsen burner Method: 1.4 shows the chemical changes that take place at a microscopic level during this chemical reaction.GRADE 10 11.6 g iron filings and 3. Before you carry out the experiment. Apparatus: 5. 2. you will need to remove the test tube from the flame. Heat the test tube containing the mixture over the Bunsen burner. write a balanced equation for the reaction you expect will take place. 4.4: The synthesis of magnesium oxide (MgO) from magnesium and oxygen Activity :: Experiment : Chemical reactions involving iron and sulfur Aim: To demonstrate the synthesis of iron sulfide from iron and sulfur. Record your observations.2 One example of a synthesis reaction is the burning of magnesium in oxygen to form magnesium oxide. Take some of this mixture and place it in the test tube. Once the reaction begins. test tube. The test tube should be about 1/3 full. The equation for the reaction is: 2M g + O2 → 2M gO Figure 11. 3. PHYSICAL AND CHEMICAL CHANGE . This reaction should ideally take place in a fume cupboard.2 g powdered sulfur. 215 . Mg Mg + O O Mg O Mg O Figure 11. Measure the quantity of iron and sulfur that you need and mix them in a porcelain dish. porcelain dish. Increase the heat if no reaction takes place.

In each of the above cases.5 g iron filings and 0.2 CHAPTER 11. Method: 1. Take a 5 cm piece of magnesium ribbon and tear it into 1 cm pieces. if you run a magnet along the outside of the test tube? 6. and run a magnet alongside the outside of the test tube. Now heat the test tube that contains the iron and sulfur. PHYSICAL AND CHEMICAL CHANGE . otherwise the glass will shatter everywhere and you may be hurt. iron sulfide. sulfur. Take about 0. What does the product look like? Does it look anything like the original reactants? Does it have any of the properties of the reactants (e. the mixture glowed a bright red colour. Place a small amount of wax from a birthday candle into a test tube and heat it over the bunsen burner until it melts. NaCl (table salt). 6. Record your answers in the table below: Description Physical chemical change or Reason melting candle wax dissolving NaCl mixing NaCl with AgNO3 tearing magnesium ribbon adding HCl to magnesium ribbon mixing iron and sulfur heating iron and sulfur 216 . • The product. a test tube rack and a test tube holder. is a dark colour and does not share any of the properties of the original reactants.GRADE 10 5. 3. pipette. Add a small spatula of NaCl to 5 ml water in a test tube and shake. 2. 4. It is an entirely new product. Conclusions: A synthesis reaction has taken place. Questions: Decide whether each of the following changes are physical or chemical and give a reason for your answer in each case. 4 test tubes. 0. Then use the pipette to add 10 drops of AgNO3 to the sodium chloride solution.5 g sulfur. iron filings. Wait for the product to cool before breaking the test tube with a hammer. The reaction is exothermic and produces energy.11. Mix the two samples in a test tube. Leave it to cool. What changes do you see? What happens now. Test each substance with a magnet. Place two of these pieces into a test tube and add a few drops of 6M HCl. record your observations. Make sure that the test tube is rolled in paper before you do this. The equation for the reaction is: F e + S → F eS Activity :: Investigation : Physical or chemical change? Apparatus: Bunsen burner. 5. magnet. magnesium ribbon. a birthday candle.g. 6M HCl. small spatula. NOTE: Be very careful when you handle this acid because it can cause major burns.1M AgNO3 . the magnetism of iron)? Results: • After you removed the test tube from the flame.

energy is released. When new bonds form. This means that in the overall reaction. and heating was needed for the reaction to occur.4 Conservation of atoms and mass in reactions The total mass of all the substances taking part in a chemical reaction is conserved during a chemical reaction. while new bonds may form. and energy is released when the product (MgO) forms. the change in energy is much smaller than in chemical reactions. is less than the total energy that is released when new bonds are formed. some bonds will break. In the earlier part of this chapter. it is important to remember that energy cannot be created or destroyed.GRADE 10 11. Chemical reactions may produce some very visible. During a physical change in matter. the energy of the water molecules increases. We will use two of our earlier examples of chemical reactions to demonstrate this: 217 . When a chemical reaction occurs..3 Energy changes in chemical reactions All reactions involve some change in energy. 11. An explosion. For example.. The total number of atoms of each element also remains the same during a reaction. is a sudden increase in volume and release of energy when high temperatures are generated and gases are released. and energy that leaves a system will again become part of that environment. Under these conditions.Total energy released when new bonds form So. most decomposition reactions were endothermic. This type of reaction is known as an exothermic reaction. This is known as the law of conservation of mass. For bonds to break.3 11. the energy that must be absorbed to break the bonds in the reactants. It can only be changed from one form to another. PHYSICAL AND CHEMICAL CHANGE . In other reactions. it is highly sensitive and can detonate easily in an explosive exothermic reaction. In some reactions. for example. This means that in the overall reaction. for example. energy will be released because the new product has a lower energy than the ’inbetween’ stage of the reaction when the bonds in the reactants have just been broken. Most of the synthesis reactions were exothermic. although these may be arranged differently in the products. Despite all the energy changes that seem to take place during reactions.CHAPTER 11. This principle is known as the principle of conservation of energy. energy must be absorbed from the surroundings. the energy that must be absorbed to break the bonds in the reactants. such as the evaporation of liquid water to water vapour. we can describe the energy changes that take place during a chemical reaction as: Total energy absorbed to break bonds . Definition: Conservation of energy principle Energy cannot be created or destroyed. 2M g + O2 → 2M gO Energy is needed to break the O-O bonds in the oxygen molecule so that new Mg-O bonds can be formed. is more than the total energy that is released when new bonds are formed. More simply. However. Energy that enters a system will have come from the surrounding environment. changes. NH4 NO3 can be heated to generate nitrous oxide. meaning that energy was given off in the form of heat or light. This type of reaction is known as an endothermic reaction. energy must be absorbed. Energy changes in chemical reactions result from the breaking and forming of bonds. and often violent. in the reaction.

GRADE 10 • The decomposition of hydrogen peroxide into water and oxygen 2H2 O2 → 2H2 O + O2 H O O H H O O H H O H H O H + O O Left hand side of the equation Number of atoms of each element = (4 × H) + (4 × O) Right hand side of the equation Total atomic mass = (4 × 1) + (2 × 16) + (2 × 16) = 68 u Number of atoms of each element = (4 × H) + (4 × O) Total atomic mass = (4 × 1) + (4 × 16) = 68 u Both the atomic mass and the number of atoms of each element are conserved in the reaction. PHYSICAL AND CHEMICAL CHANGE .3) + (2 × 16) = 80.3) + (2 × 16) = 80. • The synthesis of magnesium and oxygen to form magnesium oxide 2M g + O2 → 2M gO Mg Mg + O O Mg O Mg O Left hand side of the equation Total atomic mass = (2 × 24. Each colour will represent a different element. 218 .6 u Number of atoms of each element = (2 × Mg) + (2 × O) Right hand side of the equation Total atomic mass = (2 × 24.11.6 u Number of atoms of each element = (2 × Mg) + (2 × O) Both the atomic mass and the number of atoms of each element are conserved in the reaction. Activity :: Demonstration : The conservation of atoms in chemical reactions Materials: • Coloured marbles or small balls to represent atoms.4 CHAPTER 11.

in the reaction between hydrogen and oxygen to produce water. In this example you may for example join one red marble (calcium).5 11. Stick marbles together to represent the reactants and put these on one side of your table. use marbles to make the product molecules and place these on the other side of the table. Discussion You should have noticed that the number of atoms in the reactants is the same as the number of atoms in the product. you will also see that the molecules in the reactants and products is not the same. What do you notice? 5. one green marble (carbon) and three yellow marbles (oxygen) together to form the molecule calcium carbonate (CaCO3 ).5 Law of constant composition In any given chemical compound. Now count the number of atoms on each side of the table.6 Volume relationships in gases In a chemical reaction between gases. Choose a reaction from any that have been used in this chapter or any other balanced chemical reaction that you can think of. For example. Multiple proportions are possible. CaCO3 → CO2 + CaO 2. two volumes of H2 react with 1 volume of O2 to produce 2 volumes of H2 O. The number of atoms is conserved during the reaction. we see that 94% of the mass of a water molecule is accounted for by oxygen. This relationship is also known as Gay-Lussac’s Law. For example.GRADE 10 • Prestik Method: 1. hydrogen and oxygen may combine in different proportions to form H2 O2 rather than H2 O. Leaving your reactants on the table. To help to explain this activity. For example. in any particular chemical compound. 4. all samples of that compound will be made up of the same elements in the same proportion or ratio. This is the law of constant proportions. and the remaining 6% is the mass of hydrogen. 219 . PHYSICAL AND CHEMICAL CHANGE . If we look at the relative masses of oxygen and hydrogen in a water molecule. In H2 O2 . The law of constant composition says that. This mass proportion will be the same for any water molecule. 3. we will use the decomposition reaction of calcium carbonate to produce carbon dioxide and calcium oxide. the relative volumes of the gases in the reaction are present in a ratio of small whole numbers if all the gases are at the same temperature and pressure.CHAPTER 11. However. Observe whether there is any difference between the molecules in the reactants and the molecules in the products. any water molecule is always made up of two hydrogen atoms and one oxygen atom in a 2:1 ratio. This will be the same for any molecule of hydrogen peroxide. the elements always combine in the same proportion with each other. 11. 11. This does not mean that hydrogen and oxygen always combine in a 2:1 ratio to form H2 O. The arrangement of atoms is not conserved during the reaction. the H:O ratio is 1:1 and the mass ratio of hydrogen to oxygen is 1:16.

the mass and number of atoms is conserved. N2 + 3H2 → 2N H3 This relationship will also be true for all other chemical reactions. energy is needed to break bonds in the reactants. For example. but the number of molecules is not always the same. • Chemical reactions involve larger changes in energy. Complete the following table by saying whether each of the descriptions is an example of a physical or chemical change: 220 . • Physical changes involve small changes in energy. when water evaporates. • The conservation of energy principle states that energy cannot be created or destroyed. then the reaction is endothermic. the arrangement of particles may change but the mass. These chemical reactions are not easily reversible. If the energy released is greater than the energy absorbed. • A chemical change occurs when one form of matter changes into something else. number of atoms and number of molecules will stay the same. • Gay-Lussac’s Law states that in a chemical reaction between gases.GRADE 10 2H2 + O2 → 2H2 O In the reaction to produce ammonia.11. and energy is released when new products form. and are easily reversible. all samples of that compound will be made up of the same elements in the same proportion or ratio. During chemical change. • The law of conservation of mass states that the total mass of all the substances taking part in a chemical reaction is conserved and the number of atoms of each element in the reaction does not change when a new product is formed. For example.7 CHAPTER 11. it can only change from one form to another. • The law of constant composition states that in any particular compound. It may undergo physical or chemical changes • A physical change means that the form of matter may change. CO2 + H2 O → H2 CO3 • A chemical change may involve a decomposition or synthesis reaction. but not the structure of the water molecule itself. PHYSICAL AND CHEMICAL CHANGE . • During a physical change.7 Summary • Matter does not stay the same. the relative volumes of the gases in the reaction are present in a ratio of small whole numbers if all the gases are at the same temperature and pressure. one volume of nitrogen gas reacts with three volumes of hydrogen gas to produce two volumes of ammonia gas. Exercise: Summary exercise 1. carbon dioxide reacts with water to form carbonic acid. A chemical reaction involves the formation of new substances with different properties. During a reaction. If the energy released is less than the energy absorbed. 11. but not its identity. then the reaction is exothermic. the energy and the arrangement of water molecules will change. • Decomposition reactions are usually endothermic and synthesis reactions are usually exothermic.

For each of the following reactions.CHAPTER 11. say whether it is an example of a synthesis or decomposition reaction: (a) (b) (c) (d) (N H4 )2 CO3 → 2N H3 + CO2 + H2 O 4F e + 3O2 → 2F e2 O3 N2 (g) + 3H2 (g) → 2N H3 CaCO3 (s) → CaO + CO2 CaCO3 → CO2 + CaO Show that the ’law of conservation of mass’ applies.7 3. For the following equation: 221 .GRADE 10 Description hot and cold water mix together milk turns sour a car starts to rust food digests in the stomach alcohol disappears when it is placed on your skin warming food in a microwave separating sand and gravel fireworks exploding 2. PHYSICAL AND CHEMICAL CHANGE . Physical chemical or 11.

PHYSICAL AND CHEMICAL CHANGE .GRADE 10 222 .11.7 CHAPTER 11.

For example. The compounds on the right are called the products and these are what is formed from the reaction.1 Chemical symbols It is very important to know the chemical symbols for common elements in the Periodic Table so that you are able to write chemical equations and to recognise different compounds. Be able to write the chemical formulae for different reactants and products 3. A chemical equation describes a chemical reaction by using symbols for the elements involved. a number of changes can occur when elements react with one another. In order to be able to write a balanced chemical equation. These changes may either be physical or chemical. we could represent these changes either in words or using chemical symbols: iron + sulfur → iron sulfide or F e + S → F eS Another example would be: ammonia + oxygen → nitric oxide + water or 4N H3 + 5O2 → 4N O + 6H2 O Compounds on the left of the arrow are called the reactants and these are needed for the reaction to take place. 12. Know the state symbols for the equation We will look at each of these steps separately in the next sections. Balance chemical equations by understanding the laws that govern chemical change 4. 223 .Chapter 12 Representing Chemical Change Grade 10 As we have already mentioned. In this equation. if we look at the reaction between iron (Fe) and sulfur (S) to form iron sulfide (FeS). One way of representing these changes is through balanced chemical equations. Know the chemical symbols for the elements involved in the reaction 2. the reactants are ammonia and oxygen. there are a number of important things that need to be done: 1.

224 .2 CHAPTER 12.3. has the chemical formula C2 H6 . learning the symbols for at least the first twenty elements in the periodic table. The number of atoms (if greater than one) is shown as a subscript. For example. it is important to understand the law of conservation of mass. For now. we will use formulae that you already know. • Compare your list with another learner and add any symbols and names that you don’t have. 12.2 Writing chemical formulae A chemical formula is a concise way of giving information about the atoms that make up a particular chemical compound. • Write a short test for someone else in the class and then exchange tests with them so that you each have the chance to answer one.3 12. either in class or at home. and also shows how many atoms of each element are found in that compound. each carbon atom in the ethane molecule is bonded to three hydrogen atoms. 12. Examples: CH4 (methane) Number of atoms: (1 x carbon) + (4 x hydrogen) = 5 atoms in one methane molecule H2 SO4 (sulfuric acid) Number of atoms: (2 x hydrogen) + (1 x sulfur) + (4 x oxygen) = 7 atoms in one molecule of sulfuric acid A chemical formula may also give information about how the atoms are arranged in a molecule if it is written in a particular way. • Spend some time. A chemical formula shows each element by its symbol. The slightly tricky part of writing chemical formulae comes when you have to work out the ratio in which the elements combine. A molecule of ethane. Valency is the number of bonds that an element can form with another element. will be covered in chapter 4. You should also learn the symbols for other common elements that are not in the first twenty. but this formula gives us more information about how the atoms are arranged in relation to each other. for example.GRADE 10 Exercise: Revising common chemical symbols • Write down the chemical symbols and names of all the elements that you know.1 Balancing chemical equations The law of conservation of mass In order to balance a chemical equation. but doesn’t tell us anything about how these atoms are arranged. In fact. Working out the chemical formulae of chemical compounds using their valency. Another way of writing the formula for ethane is CH3 CH3 . REPRESENTING CHEMICAL CHANGE . This formula tells us how many atoms of each element are in the molecule. you may know that sodium (Na) and chlorine (Cl) react to form sodium chloride. The number of atoms of each element has not changed. but how do you know that in each molecule of sodium chloride there is only one atom of sodium for every one atom of chlorine? It all comes down to the valency of an atom or group of atoms.12.

225 . In a chemical equation then.1 u = 87. the mass of the reactants must equal the mass of the products. but cannot be created or destroyed. Matter can change form. regardless of the processes acting inside the system. Example 2: H2 + O2 → H2 O H H + O O H O H Reactants Atomic mass of reactants = (1 + 1) + (16 + 16) = 34 u Number of atoms of each element in the reactants: (2 × H) and (2 × O) Product Atomic mass of product = (1 + 1 + 16) = 18 u Number of atoms of each element in the products: (2 × H) and (1 × O) Since the total atomic mass of the reactants and the products is not the same.1 u = 87. the equation is not balanced.3 Definition: The law of conservation of mass The mass of a closed system of substances will remain constant.8 u + 32. REPRESENTING CHEMICAL CHANGE .9 u Number of atoms of each element in the reactants: (1 × Fe) and (1 × S) Products Atomic mass of product = 55.9 u Number of atoms of each element in the products: (1 × Fe) and (1 × S) Since the number of atoms of each element is the same in the reactants and in the products.8 u + 32. we say that the equation is balanced. In order to make sure that this is the case.GRADE 10 12.CHAPTER 12. and since there are more oxygen atoms in the reactants than there are in the product. the mass of the reactants must be equal to the mass of the products. the number of atoms of each element in the reactants must be equal to the number of atoms of those same elements in the products. Some examples are shown below: Example 1: F e + S → F eS Fe + S Fe S Reactants Atomic mass of reactants = 55. For any chemical process in a closed system.

In the first example. 3 is the coefficient. You will see later in chapter 13 that these coefficients tell us something about the mole ratio in which substances react.GRADE 10 N aOH + HCl → N aCl + H2 O Na O H + H Cl Na Cl + H O H Reactants Atomic mass of reactants = (23 + 16 + 1) + (1 + 35.12. • STEP 1: Identify the reactants and the products in the reaction. this means that there are 3 molecules of HCl.2 Steps to balance a chemical equation When balancing a chemical equation.4 u Number of atoms of each element in the reactants: (1 × Na) + (1 × O) + (2 × H) + (1 × Cl) Products Atomic mass of products = (23 + 35. this means that there are 2 molecules of water. For example. 12. and the products on the right.4 u Number of atoms of each element in the products: (1 × Na) + (1 × O) + (2 × H) + (1 × Cl) Since the number of atoms of each element is the same in the reactants and in the products. In other words there are 3 hydrogen atoms and 3 chlorine atoms in total. • STEP 6 (we will look at this a little later): Add any extra details to the equation e. we say that the equation is balanced. • STEP 3: Count the number of atoms of each element in the reactants and the number of atoms of each element in the products. • STEP 5: Check that the atoms are in fact balanced. This can be done by changing the coefficients of the molecules until the atoms on each side of the arrow are balanced. phase. REPRESENTING CHEMICAL CHANGE . 2 is the coefficient and in the second example. Important: Coefficients Remember that if you put a number in front of a molecule. They also tell us about the volume relationship between gases in the reactants and products. and write their chemical formulae.g. there are a number of steps that need to be followed. that number applies to the whole molecule. change the coefficients of the molecules until the number of atoms of each element on either side of the equation balance.3. In other words.4) + (1 + 1 + 16) = 76. • STEP 2: Write the equation by putting the reactants on the left of the arrow. there are 4 hydrogen atoms and 2 oxygen atoms. • STEP 4: If the equation is not balanced. if you write 2H2 O. If we write 3HCl. We now need to find a way to balance those equations that are not balanced so that the number of atoms of each element in the reactants is the same as that for the products.3 Example 3: CHAPTER 12.4) = 76. 226 .

The equation is now balanced. H = 2 atoms and Cl = 2 atoms Step 2 : Balance the equation The equation is not balanced since there are 2 chlorine atoms in the product and only 1 in the reactants. H = 1 atom and Cl = 1 atom Products: Mg = 1 atom. REPRESENTING CHEMICAL CHANGE . The final equation is: M g + 2HCl → M gCl2 + H2 M g + 2HCl → M gCl2 + H2 M g + HCl → M gCl2 + H2 Worked Example 50: Balancing chemical equations 2 Question: Balance the following equation: Answer Step 1 : Count the number of atoms of each element in the reactants and products Reactants: C = 1. If we put a coefficient of 2 in front of O2 . we find the following: Reactants: Mg = 1. H = 4. the equation will look like this: Step 3 : Check that the atoms are balanced If we count the atoms on each side of the equation. You now need to repeat the previous step. H = 2.GRADE 10 12. H = 2. Cl = 2 Products: Mg = 1. The equation will be: CH4 + O2 → CO2 + 2H2 O Step 3 : Check that the atoms balance Reactants: C = 1. then the number of hydrogen atoms in the reactants will be 4. O = 3 Step 2 : Balance the equation If we add a coefficient of 2 to H2 O. although the number of hydrogen atoms now balances. then we will increase the number of oxygen atoms in the reactants by 2. CH4 + O2 → CO2 + H2 O 227 . O = 2 Products: C = 1.CHAPTER 12. which is the same as for the reactants. The new equation is: CH4 + 2O2 → CO2 + 2H2 O When we check the number of atoms again. there are more oxygen atoms in the products. If we add a coefficient of 2 to the HCl to increase the number of H and Cl atoms in the reactants. O = 4 You will see that. H = 2. O = 2 Products: C = 1. we find that the number of atoms of each element in the reactants is the same as the number in the products. Cl = 2 The equation is balanced. you can move straight on to counting the number of atoms of each element in the reactants and products Reactants: Mg = 1 atom. H = 4.3 Worked Example 49: Balancing chemical equations 1 Question: Balance the following equation: Answer Step 1 : Because the equation has been written for you. H = 4.

Reactants: sugar (C6 H12 O6 ) and oxygen (O2 ) Products: carbon dioxide (CO2 ) and water (H2 O) Step 2 : Write the equation by putting the reactants on the left of the arrow. we could rewrite the equation as: N2 + H2 → 2N H3 Step 5 : Check that the atoms are balanced In the above equation. Answer Step 1 : Identify the reactants and the products.3 CHAPTER 12. REPRESENTING CHEMICAL CHANGE . Write the balanced equation for this reaction.GRADE 10 Worked Example 51: Balancing chemical equations 3 Question: Nitrogen gas reacts with hydrogen gas to form ammonia. but the hydrogen atoms don’t (there are 2 hydrogen atoms in the reactants and 6 in the product).12. and write their chemical formulae The reactants are nitrogen (N2 ) and hydrogen (H2 ). Write a balanced chemical equation for this reaction. and the products on the right C6 H12 O6 + O2 → CO2 + H2 O Step 3 : Count the number of atoms of each element in the reactants and the number of atoms of each element in the products 228 . H = 2 Products: N = 1. The final equation is: N2 + 3H2 → 2N H3 Worked Example 52: Balancing chemical equations 4 Question: In our bodies. sugar (C6 H12 O6 ) reacts with the oxygen we breathe in to produce carbon dioxide. H = 3 Step 4 : Balance the equation In order to balance the number of nitrogen atoms. water and energy. and the product is ammonia (NH3 ). If we put a coefficient of 3 in front of the hydrogen (H2 ). and write their chemical formulae. Step 2 : Write the equation so that the reactants are on the left and products on the right of the arrow The equation is as follows: N 2 + H2 → N H 3 Step 3 : Count the atoms of each element in the reactants and products Reactants: N = 2. then the hydrogen atoms and the nitrogen atoms balance. the nitrogen atoms now balance. Answer Step 1 : Identify the reactants and products in the reaction.

is one of the most important reactions in the chemical industry. Products: C=6. The synthesis of ammonia (NH3 ). Balance the following equation: 2. O=8. N2 (g) + H2 (g) → N H3 (g) H2 (g) + O2 (g) → H2 O(l) 229 . 5. Step 6 : Now we just need to balance the oxygen atoms. O=3. Balance the following equation used to produce ammonia: M g + P4 → M g3 P2 Ca + H2 O → Ca(OH)2 + H2 CuCO3 + H2 SO4 → CuSO4 + H2 O + CO2 CaCl2 + N a2 CO3 → CaCO3 + N aCl C12 H22 O11 + O2 → CO2 + H2 O Barium chloride reacts with sulphuric acid to produce barium sulphate and hydrochloric acid. H=12. C6 H12 O6 + O2 → 6CO2 + 6H2 O Reactants: C=6. O=18. 4. Ethane (C2 H6 ) reacts with oxygen to form carbon dioxide and steam. It is easier to start with carbon as it only appears once on each side. O=18. Ammonium carbonate is often used as a smelling salt. Many of these cells work by reacting hydrogen and oxygen gases together to form water. Products: C=1. H=2. H=12. H=12. Products: C=6. Step 4 : Change the coefficents of the molecules until the number of atoms of each element on either side of the equation balance. 12.GRADE 10 Reactants: C=6. C6 H12 O6 + 6O2 → 6CO2 + 6H2 O Reactants: C=6. 7. the equation looks like this: C6 H12 O6 + O2 → 6CO2 + H2 O Reactants: C=6.3 Exercise: Balancing simple chemical equations Balance the following equations: 1. REPRESENTING CHEMICAL CHANGE . O=13. 10. Step 5 : Change the coefficients again to try to balance the equation. Balance the following reaction for the decomposition of ammonium carbonate: (N H4 )2 CO3 (s) → N H3 (aq) + CO2 (g) + H2 O(l) 3. O=8. Products: C=6.CHAPTER 12. O=18. Hydrogen fuel cells are extremely important in the development of alternative energy sources. H=12. H=2. 8. Let’s try to get the number of hydrogens the same this time. 6. H=12. 9. made famous by the German chemist Fritz Haber in the early 20th century. If we add a 6 in front of CO2 . H=12. O=8. a reaction which also produces electricity.

this is shown by using the symbol of the catalyst above the arrow in the equation. A catalyst is a substance that speeds up the reaction without undergoing any change to itself. Step 2 : Place the reactants on the left of the equation and the products on the right hand side of the arrow. This is done by placing the correct label on the right hand side of the formula. REPRESENTING CHEMICAL CHANGE . There are only four labels that can be used: 1.12.4 State symbols and other information The state (phase) of the compounds can be expressed in the chemical equation. (g) for gaseous compounds 2. a catalyst is added to the reaction. Step 5 : Ensure all details (e.g. a Greek delta (∆) is placed above the arrow in the same way as the catalyst. Important: You may remember from chapter 11 that energy cannot be created or destroyed during a chemical reaction but it may change form. you were told that zinc was a metal. you will see that all the atoms are now balanced. Zn(s) + 2HCl(aq) → ZnCl2 (aq) + H2 (g) 230 . state symbols) are added In the initial description. Since there are two chlorine atoms on the right and only one on the left. Worked Example 53: Balancing chemical equations 4 Question: Solid zinc metal reacts with aqueous hydrochloric acid to form an aqueous solution of zinc chloride (ZnCl2 )and hydrogen gas. To show that heat was needed for the reaction. ∆H is greater than zero.4 CHAPTER 12. In an exothermic reaction. This value is often written at the end of a chemical equation. (l) for liquids 3. (aq) for an aqueous (water) solution Occasionally. and in an endothermic reaction. hydrochloric acid and zinc chloride were in aqueous solutions and hydrogen was a gas. Zn + 2HCl → ZnCl2 + H2 Step 4 : Check that all the atoms balance When you look at the equation again. we will give HCl a coefficient of 2 so that there will be two chlorine atoms on each side of the equation. Zn + HCl → ZnCl2 + H2 Step 3 : Balance the equation You will notice that the zinc atoms balance but the chlorine and hydrogen atoms don’t. ∆H is less than zero. The products are zinc chloride (ZnCl2 ) and hydrogen (H2 ). In a chemical equation. Answer Step 1 : Identify the reactants and products and their chemical formulae The reactants are zinc (Zn) and hydrochloric acid (HCl). (s) for solid compounds 4.GRADE 10 12. Write a balanced equation for this reaction.

M g(OH)2 (aq) + HN O3 (aq) → M g(N O3 )2 (aq) + 2H2 O(l) 3. We will add a second Na atom by giving NaOH a coefficient of two. There are two Na atoms on the right and one on the left. REPRESENTING CHEMICAL CHANGE . a white precipitate (solid) of silver chloride appears. Answer Step 1 : Balance the equation With a complex equation. We now need to check the equation again: (N H4 )2 SO4 + 2N aOH → 2N H3 + 2H2 O + N a2 SO4 The equation is now balanced. 4. Na. This is done by adding another H2 O molecule on the right hand side. Exercise: Balancing more advanced chemical equations Write balanced equations for each of the following reactions: 1.e. 231 . the first two steps are not necessary because the reactants and products have already been given. Na and S atoms balance. We need to add one O atom and two H atoms on the right to balance the equation. and five O atoms and eight H atoms on the right. Calcium nitrate (Ca(NO3 )2 ) is also produced in the solution. 5. The equation now looks as follows: (N H4 )2 SO4 + 2N aOH → 2N H3 + H2 O + N a2 SO4 Step 2 : Check that all atoms balance N. aluminium reacts with solid copper oxide to produce copper metal and aluminium oxide (Al2 O3 ). it is always best to start with atoms that appear only once on each side i. To balance the N atoms.CHAPTER 12. but O and H atoms do not. There are six O atoms and ten H atoms on the left. There are two N atoms on the left and one on the right. we will start with Na and N atoms.4 Worked Example 54: Balancing chemical equations 5 (advanced) Question: Balance the following equation: (N H4 )2 SO4 + N aOH → N H3 + H2 O + N a2 SO4 In this example. Since the S atoms already balance. Lead(ll)nitrate solution reacts with potassium iodide solution. NH3 will be given a coefficient of two. N and S atoms.GRADE 10 12. When calcium chloride solution is mixed with silver nitrate solution. When heated. Al2 O3 (s) + H2 SO4 (aq) → Al2 (SO4 )3 (aq) + 3H2 O(l) 2.

Write the balanced equation for its combustion (reaction with O2 ) to form CO2 gas. then the equation is not balanced. liquid H2 O. (b) Prove that the law of conservation of mass is obeyed during this chemical reaction. the law of conservation of mass applies. chlorine and hydrogen. The equation for this spontaneous reaction is: P4 (s) + O2 (g) → P2 O5 (s) C3 H8 (l) + O2 (g) → CO2 (g) + H2 O(l) (a) Balance the chemical equation. (d) Classify the reaction as endothermic or exothermic. • In a chemical equation. all chemicals that release suffocating and poisonous gases are not to be used as weapons. reactants are written on the left hand side of the equation. a very reactive allotrope of phosphorus. This means that the total atomic mass of the reactants must be the same as the total atomic mass of the products. Propane is a fuel that is commonly used as a heat source for engines and homes. • If the number of atoms of each element in the reactants is the same as the number of atoms of each element in the product. • When representing chemical change. Many people got severe burns and some died as a result. and the products on the right. Exercise: Summary exercise Balance each of the following chemical equations: 1. • In order to balance an equation. coefficients can be placed in front of the reactants and products until the number of atoms of each element is the same on both sides of the equation. 3. (DoE Exemplar Paper 2 2007) 232 . it is important to be able to write the chemical formula of a compound. White phosphorus. Give a reason for your answer. F e2 (SO4 )3 + K(SCN ) → K3 F e(SCN )6 + K2 SO4 6. This also means that the number of atoms of each element in the reactants must be the same as the number of atoms of each element in the product. Give a reason for your answer. was recently used during a military attack.GRADE 10 12. • In any chemical reaction.12. has the formula C14 H18 N2 O5 . Balance the following equation for the combustion of propane: 4. and N2 gas. According to this protocol. 5.5 CHAPTER 12. • If the number of atoms of each element in the reactants is not the same as the number of atoms of each element in the product. REPRESENTING CHEMICAL CHANGE . Aspartame. Phosphorus burns vigorously in oxygen. The arrow is used to show the direction of the reaction. Sodium chloride and water react to form sodium hydroxide. an artificial sweetener.5 Summary • A chemical equation uses symbols to describe a chemical reaction. Chemical weapons were banned by the Geneva Protocol in 1925. then the equation is balanced. (e) Classify the reaction as a sythesis or decomposition reaction. (c) Name the product formed during this reaction. N H4 + H2 O → N H4 OH 2.

we will only need 1g of hydrogen for the number of atoms in the two samples to be the same? You will notice that the number of particles (in this case. and the quantity of product that will be formed. and it also tells us the ratio in which the reactants combine to form products. So the mass of an atom of carbon (relative atomic mass is 12 u) for example. is the quantities or the amount of each substance that is involved. You will remember from chapter 3 that the relative atomic mass of an element. How will you know how many atoms of iron are in this sample? And how many atoms of sulfur will you need for the reaction to use up all the iron you have? Is there a way of knowing what mass of iron sulfide will be produced at the end of the reaction? These are all very important questions. What mass of hydrogen will contain the same number of atoms as 12 g carbon? We know that each atom of carbon weighs twelve times more than an atom of hydrogen. is twelve times greater than the mass of an atom of hydrogen. Surely then. 13. what the equation doesn’t tell us. that we have a sample of 12g carbon.1 The Mole Sometimes it is important to know exactly how many particles (e. This chapter will look at how to quantify the changes that take place in chemical reactions. atoms) in the two substances is the same when the ratio of their sample masses (12g carbon: 1g hydrogen = 12:1) is the same as the ratio of their relative atomic masses (12 u: 1 u = 12:1). where it is important to know the quantities of reactants that are needed. It tells us what the reactants and the products are in the reaction.g. Look at the equation below: F e + S → F eS In this reaction.Chapter 13 Quantitative Aspects of Chemical Change . How can this information be used to help us to know what mass of each element will be needed if we want to end up with the same number of atoms of carbon and hydrogen? Let’s say for example. every atom of iron (Fe) will react with a single atom of sulfur (S) to form one molecule of iron sulfide (FeS). describes the mass of an atom of that element relative to the mass of an atom of carbon-12.Grade 11 An equation for a chemical reaction can provide us with a lot of useful information. You may for example be given a small sample of iron for the reaction. especially when the reaction is an industrial one. which has a relative atomic mass of 1 u. However. or what quantity of a substance is needed for a chemical reaction to take place. 233 . atoms or molecules) are in a sample of a substance.

if you were to weigh out samples of a number of elements so that the mass of the sample was the same as the relative atomic mass of that element.31 u) for example.1 CHAPTER 13. you would find that the number of particles in each sample is 6. This is known as Avogadro’s number. Definition: Mole The mole (abbreviation ’n’) is the SI (Standard International) unit for ’amount of substance’. Definition: Avogadro constant The number of particles in a mole. Table 13.13. 24. has the same number of atoms as 40. teresting The original hypothesis that was proposed by Amadeo Avogadro was that ’equal Interesting Fact Fact volumes of gases. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . molecules or other particle units) as there are atoms in 12 g carbon.08 40. A mole of any substance always contains the same number of particles. while 40. In the examples that were used earlier. It is also sometimes referred to as the number of atoms in 12 g of carbon-12. at the same temperature and pressure.08 g of calcium (relative atomic mass = 40.31 6.08 6.GRADE 11 To take this a step further. the relative atomic mass and the number of atoms in a sample.023 x 1023 Magnesium (Mg) 24.31 g of magnesium (relative atomic mass = 24.01 1. Exercise: Moles and mass 1.023 x 1023 .01 6.1: Table showing the relationship between the sample mass. there are 6.01 12.1 below for a number of different elements. for a number of elements.023 x 1023 particles.07 32. A mole is defined as being an amount of a substance which contains the same number of particles as there are atoms in 12 g of carbon.07 6. Element Relative atomic mass (u) Sample mass (g) Atoms in sample Hydrogen (H) 1. It is defined as an amount of substance that contains the same number of particles (atoms. In honour of his contribution to science.023 x 1023 Carbon (C) 12.31 24. 24. contain the same number of molecules’. Complete the following table: 234 . In one mole of any substance. that his original hypothesis was accepted and that it became known as ’Avogadro’s Law’.08 g of calcium is one mole of calcium.08 u). equal to 6.023 x 1023 Calcium (Ca) 40. the number of particles in one mole was named Avogadro’s number.31 g magnesium is one mole of magnesium.01 6. His ideas were not accepted by the scientific community and it was only four years after his death. These results are shown in table 13.023 x 1023 .023 x 1023 Sulfur (S) 32.023 x 1023 This result is so important that scientists decided to use a special unit of measurement to define this quantity: the mole or ’mol’. So.

45 Sample mass (g) 1.31 g of magnesium (e) 24.01 35. This second use is the molar mass of the element. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . Element Relative atomic mass (u) 24.01 24.1. It is worth remembering the following: On the Periodic Table.31 24..85 Mass of one mole of the element (g) 24.2 Molar Mass Definition: Molar mass Molar mass (M) is the mass of 1 mole of a chemical substance.CHAPTER 13. The unit for molar mass is grams per mole or g. Refer to table 13.mol−1 . molar mass and the mass of one mole for a number of elements.01 55.94 16 14.08 Number of moles in the sample 13.31 6.01 55..01 24. You will remember that when the mass. of an element is equal to its relative atomic mass.2 Hydrogen Magnesium Carbon Chlorine Nitrogen 2. The mass of a single. The mass of one mole of the element.01 55. Table 13. (a) 1 mole of a substance (b) 2 moles of calcium (c) 5 moles of phosphorus (d) 24.31 6.85 Molar mass (g.31 6. 1. the relative atomic mass that is shown can be interpreted in two ways. average atom of that element relative to the mass of an atom of carbon.02 70.85 Magnesium Lithium Oxygen Nitrogen Iron 235 .02 g of carbon 13. 2. in grams.94 16 14. How many atoms are there in. the sample contains one mole of that element.94 16 14.2: The relationship between relative atomic mass.GRADE 11 Element Relative atomic mass (u) 1.31 12.9 42. This mass is called the molar mass of that element.mol−1 ) 24.

How many atoms of zinc are in the sample? Answer Step 1 : Find the molar mass of zinc Molar mass of zinc is 65. meaning that 1 mole of zinc has a mass of 65.mol−1 .13. Step 2 : Use the molar mass and sample mass to calculate the number of moles of iron If 1 mole of iron has a mass of 55.85 g.38 g.7 g must be: 111. If 1 mole of zinc has a mass of 65.mol−1 . we see that the molar mass of iron is 55.7 g sample. then: the number of moles of iron in 111. What is the mass of the zinc in the sample? 2.9 g (answer to a) Step 3 : Use the number of moles of zinc and Avogadro’s number to calculate the number of zinc atoms in the sample. using moles and molar mass. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . Calculate the number of moles in each of the following samples: (a) 21.38 g. Give the molar mass of each of the following elements: (a) hydrogen (b) nitrogen (c) bromine 2.62 g of boron (B) 236 .115 × 1023 Exercise: Moles and molar mass 1.38 g x 5 mol = 326.023 × 1023 = 30. then 5 moles of zinc has a mass of: 65.GRADE 11 Worked Example 55: Calculating the number of moles from mass Question: Calculate the number of moles of iron (Fe) in a 111. Answer Step 1 : Find the molar mass of iron If we look at the periodic table.85g.85 g. Worked Example 56: Calculating mass from moles Question: You have a sample that contains 5 moles of zinc. Step 2 : Calculate the mass of zinc.mol−1 There are 2 moles of iron in the sample.7g = 2mol 55. 5 × 6.2 CHAPTER 13. This means that 1 mole of iron will have a mass of 55. 1.85 g.38 g.

3 An equation to calculate moles and mass in chemical reactions The calculations that have been used so far. You need to imagine that the horizontal line is like a ’division’ sign and that the vertical line is like a ’multiplication’ sign. can be made much simpler by using the following equation: n (number of moles) = m (mass of substance in g) M (molar mass of substance in g · mol−1 ) Important: Remember that when you use the equation n = m/M. for example.mol−1 ). In your calculation then.GRADE 11 (b) 54.94 g of manganese (Mn) (c) 100. if you want to calculate ’M’. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE .3 13.CHAPTER 13. then the remaining two letters in the triangle are ’m’ and ’n’ and ’m’ is above ’n’ with a division sign between them. The equation can also be used to calculate mass and molar mass. So. using the following equations: m=n×M and M= m n The following diagram may help to remember the relationship between these three variables. ’m’ will be the numerator and ’n’ will be the denominator. the mass is always in grams (g) and molar mass is in grams per mol (g.3 g of mercury (Hg) (d) 50 g of barium (Ba) (e) 40 g of lead (Pb) 13. m n M 237 .

mol−1 Therefore. Answer Step 1 : Calculate the number of moles of aluminium in the sample.95g The sample of sodium has a mass of 114. Number of atoms in 3 mol aluminium = 3 × 6.13. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE .95 g.GRADE 11 Worked Example 57: Calculating moles from mass Question: Calculate the number of moles of copper there are in a sample that weighs 127 g.55 There are 2 moles of copper in the sample. n= m 80. What mass of sodium is in the sample? Answer Step 1 : Write the equation to calculate the sample mass.023 × 1023 There are 18.94 g.94 = = 3moles M 26.98 Step 2 : Use Avogadro’s number to calculate the number of atoms in the sample.99 g.99 = 114.94 g. m = 5 × 22.3 CHAPTER 13.069 × 1023 aluminium atoms in a sample of 80. m=n×M Step 2 : Substitute values into the equation. MN a = 22. n= Worked Example 58: Calculating mass from moles Question: You are given a 5 mol sample of sodium. 238 . Answer Step 1 : Write the equation to calculate the number of moles n= m M Step 2 : Substitute numbers into the equation 127 =2 63. Worked Example 59: Calculating atoms from mass Question: Calculate the number of atoms there are in a sample of aluminium that weighs 80.

(b) How many lead atoms are in the sinker? 3. If there are no numbers in front of the element symbol. Calculate the mass of each of the following samples: (a) 2. A lead sinker has a mass of 5 g. In a balanced chemical equation. 6. Worked Example 60: Calculating molar mass Question: Calculate the molar mass of H2 SO4 .4 Exercise: Some simple calculations 1. when you calculate the molar mass of a molecule. this means the number is ’1’. Sulfur = 32.023 × 1023 atoms of hydrogen. the number of moles will also apply to the whole molecule. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . Oxygen = 16 g. However. if you have one mole of nitric acid (HNO3 ).g. This also means that there are 6.mol−1 . Hydrogen = 1. 1 mole of nitrogen reacts with 3 moles of hydrogen to produce 2 moles of ammonia.5 × 1025 atoms of silica 13. Also.CHAPTER 13. you will need to add the molar mass of each atom in that compound. So. N2 + 3H2 → 2N H3 In this reaction. the number that is written in front of the element or compound. (a) Calculate the number of moles of lead the sinker contains. mass and molar mass in relation to elements.4 Molecules and compounds So far.023 × 1023 atoms of nitrogen and (3 × 6. Answer Step 1 : Use the periodic table to find the molar mass for each element in the molecule.023 × 1023 ) atoms of oxygen in the sample. shows the mole ratio in which the reactants combine to form a product. it means you have 6. But what happens if we are dealing with a molecule or some other chemical compound? Do the same concepts and rules apply? The answer is ’yes’.5 mol magnesium (b) 12 g lithium (c) 4. we have only discussed moles. e. you need to remember that all your calculations will apply to the whole molecule.mol−1 239 . For example.02 g of manganese (c) 40 g of aluminium 2.mol−1 .6 g of calcium (b) 0.023 x 1023 molecules of nitric acid in the sample.GRADE 11 13. Calculate the number of moles in each of the following samples: (a) 5.07 g.008 g.

21g. to substitute into the equation 1.31 + (2 × 35.0096mol M 208.5mol 95.13.mol−1 Step 3 : Substitute values into the equation 1000 = 10.45) = 95.008) + (32.07) + (4 × 16) = 98.GRADE 11 Step 2 : Add the molar masses of each atom in the molecule M(H2 SO4 ) = (2 × 1. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . n= m M Step 2 : Calculate the values that you will need.. n= Worked Example 62: Calculating the mass of reactants and products Question: Barium chloride and sulfuric acid react according to the following equation to produce barium sulphate and hydrochloric acid. 1.. Convert mass into grams m = 1kg × 1000 = 1000g 2.21 There are 10.mol−1 Worked Example 61: Calculating moles from mass Question: Calculate the number of moles there are in 1kg of MgCl2 .4 CHAPTER 13. M(MgCl2 ) = 24.09g. Calculate the molar mass of MgCl2 . What mass of HCl is produced during the reaction? Answer Step 1 : Calculate the number of moles of BaCl2 that react.24 240 .5 moles of magnesium chloride in a 1 kg sample. Answer Step 1 : Write the equation for calculating the number of moles in the sample. n= 2 m = = 0. What quantity (in g) of H2 SO4 will you need for the reaction so that all the barium chloride is used up? 2. BaCl2 + H2 SO4 → BaSO4 + 2HCl If you have 2 g of BaCl2 .

CHAPTER 13.0096). 2. (a) Write down Avogadro’s number without using scientific notation. How many moles are present in: (a) 10 g of Na2 SO4 (b) 34 g of Ca(OH)2 (c) 2. 2 moles of HCl are produced for every 1 mole of the two reactants. Calculate the molar mass of the following chemical compounds: (a) KOH (b) FeCl3 (c) Mg(OH)2 2. which equals 0.0192 moles. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . Step 5 : Calculate the mass of HCl.0096 moles of BaCl2 react.0192 × 35.45 x 1023 molecules of CH4 ? 241 . m = n × M = 0.0096 × 98.GRADE 11 Step 2 : Determine how many moles of H2 SO4 are needed for the reaction According to the balanced equation. The exact size of Avogadro’s number is sometimes difficult to imagine. (b) How long would it take to count to Avogadro’s number? You can assume that you can count two numbers in each second. Therefore the number of moles of HCl produced is (2 × 0. molecules and Avogadro’s number Divide into groups of three and spend about 20 minutes answering the following questions together: 1. Therefore. You have a 56 g sample of iron sulfide (FeS) (a) How many moles of FeS are there in the sample? (b) How many molecules of FeS are there in the sample? (c) What is the difference between a mole and a molecule? 3.94g (answer to 1) Step 4 : Determine the number of moles of HCl produced. What are the units of the mole? Hint: Check the definition of the mole. then there must be the same number of moles of H2 SO4 that react because their mole ratio is 1:1. Exercise: More advanced calculations 1. Step 3 : Calculate the mass of H2 SO4 that is needed. 1 mole of BaCl2 will react with 1 mole of H2 SO4 .69g (answer to 2) 13.4 Activity :: Group work : Understanding moles. m = n × M = 0.086 = 0. According to the balanced equation. if 0.73 = 0.

2 moles of Ca(NO3 )2 6. Knowing either the empirical or molecular formula of a compound. the empirical formula for this compound is CH2 O. has the molecular formula CH3 COOH or simply C2 H4 O2 . The opposite is also true. There are three different types of composition problems that you might come across: 242 . calculate.2 g sulfur reacts with an unknown quantity of zinc according to the following equation: (a) What mass of zinc will you need for the reaction. four hydrogen atoms and two oxygen atoms. can help to determine its composition in more detail. In contrast. Calculate the mass of: (a) 3 moles of NH4 OH (b) 4. what quantity (in g) of calcium chloride will you need at the start of the reaction? Zn + S → ZnS 13. if all the sulfur is to be used up? (b) What mass of zinc sulfide will this reaction produce? 7.5 The Composition of Substances The empirical formula of a chemical compound is a simple expression of the relative number of each type of atom in it. Definition: Empirical formula The empirical formula of a chemical compound gives the relative number of each type of atom in it. the molecular formula of a chemical compound gives the actual number of atoms of each element found in a molecule of that compound. (a) What is the chemical formula of calcium chloride? (b) How many calcium atoms are in the sample? 5. For a sample of 0. (a) the number of moles of K+ ions (b) the number of moles of Br− ions 4.GRADE 11 3.. Therefore.5 CHAPTER 13. there are two carbon atoms. You have a sample containing 3 moles of calcium chloride. The compound ethanoic acid for example.. Calcium chloride reacts with carbonic acid to produce calcium carbonate and hydrochloric acid according to the following equation: CaCl2 + H2 CO3 → CaCO3 + 2HCl If you want to produce 10 g of calcium carbonate through this chemical reaction. Definition: Molecular formula The molecular formula of a chemical compound gives the exact number of atoms of each element in one molecule of that compound. The ratio of atoms in the compound is 2:4:2. 96. Knowing the composition of a substance can help you to determine its formula. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . which can be simplified to 1:2:1.13.2 moles of potassium bromide (KBr). In one molecule of this acid. The empirical formula contains the smallest whole number ratio of the elements that make up a compound.

06% 98. Problems where you will be given the products of a chemical reaction and asked to calculate the formula of one of the reactants.09 (You should check at the end that these percentages add up to 100%!) In other words. 243 . Hydrogen = 1. Answer Step 1 : Write down the relative atomic mass of each element in the compound.5 1.GRADE 11 13.016 + 32.25%.07 + 64 = 98.07 u Oxygen = 4 × 16 = 64 u Step 2 : Calculate the molecular mass of sulfuric acid.016 u Sulfur = 32.09u Step 3 : Convert the mass of each element to a percentage of the total mass of the compound Use the equation: Percentage by mass = atomic mass / molecular mass of H2 SO4 × 100% Hydrogen 2.25% 98. Worked Example 63: Calculating the percentage by mass of elements in a compound Question: Calculate the percentage that each element contributes to the overall mass of sulfuric acid (H2 SO4 ). Use the calculations in the previous step to calculate the molecular mass of sulfuric acid.09 Oxygen 64 × 100% = 65.016 × 100% = 2.008 × 2 = 2.09 Sulfur 32.06% of the mass of the compound. hydrogen makes up 2. These are usually referred to as combustion analysis problems. Problems where you will be given the percentage composition and asked to calculate the formula.07 × 100% = 32.69% and oxygen makes up 65. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . M ass = 2. 3. 2.69% 98. in one molecule of sulfuric acid. Problems where you will be given the formula of the substance and asked to calculate the percentage by mass of each element in the substance.CHAPTER 13. sulfur makes up 32.

5 CHAPTER 13. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . Therefore. Answer Step 1 : If we assume that we have 100 g of this substance. Do you recognise this compound? Worked Example 65: Determining the formula of a compound Question: 207 g of lead combines with oxygen to form 239 g of a lead oxide.18 Oxygen 2.2 = 4.8% oxygen (O)..13.90mol 1. the smallest number of moles is 2.8 g Step 2 : Convert the mass of each element into number of moles n= Therefore.35 =2 2.18 Therefore the empirical formula of this substance is: C2 H6 O. Carbon = 52.90 =6 2.2 g.01 13 = 12.18mol 16 Step 3 : Convert these numbers to the simplest mole ratio by dividing by the smallest number of moles In this case. Determine its empirical formula. Answer Step 1 : Calculate the mass of oxygen in the reactants 239 − 207 = 32g 244 .18 Hydrogen 12. Use this information to work out the formula of the lead oxide (Relative atomic masses: Pb = 207 u and O = 16 u).8 = 2.35mol 12. hydrogen = 13 g and oxygen = 34. 13.18.GRADE 11 Worked Example 64: Determining the empirical formula of a compound Question: A compound contains 52. then we can convert each element percentage into a mass in grams.0% hydrogen (H) and 34. Carbon 4.. n(carbon) = n(hydrogen) = n(oxygen) = 52.008 m M 34.2% carbon (C).18 =1 2.

9% carbon. The molar mass of acetic acid using the empirical formula is 30 g/mol. using the molar mass of acetic acid. which means that for every atom of lead. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . the empirical formula) in acetic acid. A sample of acetic acid has the following percentage composition: 39. is a dilute form of acetic acid.9 = 3.4 = 3.7 mol 1 53. Determine the molecular formula of acetic acid if the molar mass of acetic acid is 60g/mol. 6.34 mol 16 Step 3 : Divide the number of moles of each element by the lowest number to get the simplest mole ratio of the elements (i. n= Lead 207 = 1mol 207 Oxygen 32 = 2mol 16 Step 3 : Deduce the formula of the compound The mole ratio of Pb:O in the product is 1:2.4% oxygen. 6.33 mol 12 6. which is used in our homes.e. m n= M nC nH nO = = = 39. Empirical formula is CH2 O Step 4 : Calculate the molecular formula. Therefore the actual number of moles of each element must be double what it is in the emprical formula.GRADE 11 Step 2 : Calculate the number of moles of lead and oxygen in the reactants.7% hyrogen and 53.7 g H and 53. 1. The formula of the compound is PbO2 . there will be two atoms of oxygen. there is 39. The molecular formula is therefore C2 H4 O2 or CH3 COOH 245 .4 g O Step 2 : Calculate the number of moles of each element in 100 g of acetic acid. In 100g of acetic acid.5 Worked Example 66: Empirical and molecular formula Question: Vinegar. 2.CHAPTER 13.7 = 6. m M 13.9 g C. Answer Step 1 : Calculate the mass of each element in 100 g of acetic acid. Determine the empirical formula of acetic acid.

6 Molar Volumes of Gases It is possible to calculate the volume of a mole of gas at STP using what we now know about gases. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . Write down the ideal gas equation pV = nRT. therefore V = nRT p 2. what is the mass of calcium in the sample? (d) How many moles of calcium chloride are in the sample? 2. A chlorinated hydrocarbon compound when analysed.3J.4% calcium.What is the empirical formula of zinc sulfide? (a) What mass of zinc sulfide will be produced? (b) What percentage does each of the elements in zinc sulfide contribute to its mass? (c) Determine the formula of zinc sulfide.3 kPa = 101300 Pa n = 1 mole R = 8.5% sulphur and 47.72% chlorine. Substitute these values into the original equation. (a) What is the formula of calcium chloride? (b) What percentage does each of the elements contribute to the mass of a molecule of calcium chloride? (c) If the sample contains 5 g of calcium chloride.4 dm3 .K−1 .mol−1 T = 273 K 3. 23. Calculate the empirical formula of the mineral.K −1 .GRADE 11 Exercise: Moles and empirical formulae 1. V = nRT p V = 1mol × 8.1% oxygen by mass. 13. 71.3 J. Deduce the empirical and molecular formula. These are as follows: p = 101.04% hydrogen. 3. 246 .13. 4. Calcium chloride is produced as the product of a chemical reaction.mol−1 × 273K 101300P a 4.24% carbon. Calculate the volume of 1 mole of gas under these conditions The volume of 1 mole of gas at STP is 22. making sure that they are in SI units You know that the gas is under STP conditions. 4.6 CHAPTER 13. consisted of 24.4 × 10−3 m3 = 22. 13g of zinc combines with 6. A calcium mineral consisted of 29. 1.4g of sulfur. The molecular mass was found to be 99 from another experiment. Record the values that you know.

concentration (C) is defined as moles of solute (n) per unit volume (V) of solution. 247 . Step 2 : Write the equation for calculating the number of moles in a gas. Compressed carbon dioxide is contained within a gas cylinder at a pressure of 700 kPa. The volume of air inside a tyre is 19 litres and the temperature is 290 K.7 Molar concentrations in liquids A typical solution is made by dissolving some solid substance in a liquid. Worked Example 67: Ideal Gas Question: A sample of gas occupies a volume of 20 dm3 . Remember also that 1000cm3 = 1dm3 and 1000dm3 = 1m3 . An enclosed gas has a volume of 300 cm3 and a temperature of 300 K.7 Important: The standard units used for this equation are P in Pa. We know that pV = nRT Therefore. 2. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . What pressure will 3 mol gaseous nitrogen exert if it is pumped into a container that has a volume of 25 dm3 at a temperature of 29 0 C? 3.02 m3 . The temperature of the gas in the cylinder is 310 K and the number of moles of gas is 13 moles carbon dioxide. n= pV RT Step 3 : Substitute values into the equation to calculate the number of moles of the gas. n= 105 × 0.31 × 280 2326. You check the pressure of your tyres and find that the pressure is 190 kPa. V in m3 and T in K.02 2.GRADE 11 13. The amount of substance that is dissolved in a given volume of liquid is known as the concentration of the liquid. Calculate the number of moles of gas that are present in the sample. V = 0.1 = = 0. How many moles of air are present in the tyre? 4.0009moles 8. Calculate the number of moles of gas that are present in the container. has a temperature of 280 K and has a pressure of 105 Pa. What is the volume of the gas inside? 13.8 Exercise: Using the combined gas law 1.CHAPTER 13. Answer Step 1 : Convert all values into SI units The only value that is not in SI units is volume. The pressure of the gas is 50 kPa. Mathematically.

the units for volume are dm3 .7 CHAPTER 13.dm−3 it is known as the molarity (M) of the solution. Therefore. m = n × M = 0.035 V 2.13.2 M? Answer Step 1 : Calculate the number of moles of KMnO4 needed. n V 248 . Molarity is the most common expression for concentration.0875 = = 0.035 mol. n= C= n 0. When concentration is expressed in mol. Another term that is used for concentration is molarity (M) Worked Example 68: Concentration Calculations 1 Question: If 3.035 M Worked Example 69: Concentration Calculations 2 Question: You have a 1 dm3 container in which to prepare a solution of potassium permanganate (KMnO4 ).dm−3 ? Answer Step 1 : Convert the mass of NaOH into moles m 3.5 The concentration of the solution is 0.dm−3 or 0. It is measured in mol.61 g.dm−3 .04 = 31.2 × 1 = 0.5 = = 0.dm−3 . the unit of concentration is mol.2mol Step 2 : Convert the number of moles of KMnO4 to mass. what is the concentration of the solution in mol. What mass of KMnO4 is needed to make a solution with a concentration of 0.61g The mass of KMnO4 that is needed is 31. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE .GRADE 11 n V C= For this equation.5 g of sodium hydroxide (NaOH) is dissolved in 2. Definition: Concentration Concentration is a measure of the amount of solute that is dissolved in a given volume of liquid. C= therefore n = C × V = 0.0875mol M 40 Step 2 : Calculate the concentration of the solution.2 × 158.5 dm3 of water.

Calculate its molarity. 2. What mass (g) of hydrogen chloride (HCl) is needed to make up 1000 cm3 of a solution of concentration 1 mol.7 mol.01 M? Answer Step 1 : Convert all quantities into the correct units for this equation.dm−3 ? 5. n = C × V = 0.45 = 0. How many moles of H2 SO4 are there in 250 cm3 of a 0.8M sulphuric acid solution? What mass of acid is in this solution? 13. (a) (b) (c) (d) How many moles of NaCl are present in solution? What is the volume of water (in dm3 )? Calculate the concentration of the solution. Chapter 12 showed how to write balanced chemical equations.8 Stoichiometric calculations Stoichiometry is the study and calculation of relationships between reactants and products of chemical reactions. What mass of sodium chloride would need to be added for the concentration to become 5.95g of potassium bromide was dissolved in 400cm3 of water.8 Worked Example 70: Concentration Calculations 3 Question: How much sodium chloride (in g) will one need to prepare 500 cm3 of solution with a concentration of 0. 249 .5dm3 1000 Step 2 : Calculate the number of moles of sodium chloride needed. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE .005 × 58. 5.5 = 0.GRADE 11 13. 100 g of sodium chloride (NaCl) is dissolved in 450 cm3 of water.29 g Exercise: Molarity and the concentration of solutions 1.29g The mass of sodium chloride needed is 0. Some examples are shown below.CHAPTER 13. What is the molarity of the solution formed by dissolving 80 g of sodium hydroxide (NaOH) in 500 cm3 of water? 4.01 × 0. By knowing the ratios of substances in a reaction. m = n × M = 0.dm−3 ? 3.005mol Step 3 : Convert moles of KMnO4 to mass. V = 500 = 0. it is possible to use stoichiometry to calculate the amount of reactants and products that are involved in the reaction.

T. F e(s) + S(s) → F eS(s) Step 2 : Calculate the number of moles of iron that react.6 m = = 0. 0. Step 3 : Determine the volume of oxygen needed for the reaction. Important: A closer look at the previous worked example shows that 5. In this example. the amount of iron (II) sulfide will not increase because there is not enough iron to react with the additional sulfur in the reactants to produce more FeS. therefore 2 dm3 of propane will need 10 dm3 of oxygen for the reaction to proceed to completion. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . is needed for the complete combustion of 2dm3 of propane (C3 H8 )? (Hint: CO2 and H2 O are the products in this reaction) Answer Step 1 : Write a balanced equation for the reaction.79 g.P.85 Step 3 : Determine the number of moles of FeS produced. Step 4 : Calculate the mass of iron sulfide formed m = n × M = 0.79g The mass of iron (II) sulfide that is produced during this reaction is 8.1 × 87.911 = 8.1 moles of iron in the reactants will give 0. C3 H8 (g) + 5O2 (g) → 3CO2 (g) + 4H2 O(g) Step 2 : Determine the ratio of oxygen to propane that is needed for the reaction. Because there is more sulfur than can be used up in the reaction.1 moles of iron sulfide in the product. Therefore.13. When all the iron is used up the reaction stops. the amount of iron(II) sulfide produced remains the same. the ratio of oxygen to propane in the reactants is 5:1.GRADE 11 Worked Example 71: Stoichiometric calculation 1 Question: What volume of oxygen at S. From the balanced equation.4 g but the amount of iron was still 5.79 g of iron (II) sulphide.6 g of iron is completely reacted with sulfur? Answer Step 1 : Write a balanced chemical equation for the reaction. The amount of sulfur that is needed in the reactants is 3.6 g of iron is needed to produce 8. it is called the excess reagent. n= 5. Worked Example 72: Stoichiometric calculation 2 Question: What mass of iron (II) sulphide is formed when 5. the iron is called the limiting reagent.6 g? Would more FeS be produced? In fact. 1 volume of propane needs 5 volumes of oxygen. From the equation 1 mole of Fe gives 1 mole of FeS. No matter how much sulfur is added to the system. 250 .2 g.8 CHAPTER 13.1mol M 55. What would happen if the amount of sulfur in the reactants was increased to 6.

how many grams of water would we expect to produce? 2. NH3 is in excess and H2 SO4 is the limiting reagent.03g/mol n(N H3 ) = Step 2 : Use the balanced equation to determine which of the reactants is limiting. B2 H6 . When triggered. In this example. 20.39 moles of (NH4 )2 SO4 . The maximum mass of ammonium sulphate that can be produced is calculated as follows: m = n × M = 20. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE .72mol 17.8 Worked Example 73: Industrial reaction to produce fertiliser Question: Sulfuric acid (H2 SO4 ) reacts with ammonia (NH3 ) to produce the fertiliser ammonium sulphate ((NH4 )2 SO4 ) according to the following equation: H2 SO4 (aq) + 2N H3 (g) → (N H4 )2 SO4 (aq) What is the maximum mass of ammonium sulphate that can be obtained from 2.GRADE 11 13.694 kg. Therefore 20.4 grams of sodium azide are reacted.39 moles of H2 SO4 will produce 20. Step 3 : Calculate the maximum amount of ammonium sulphate that can be produced Again from the equation.CHAPTER 13.0 kg of ammonia? Answer Step 1 : Convert the mass of sulfuric acid and ammonia into moles n(H2 SO4 ) = 2000g m = = 20.41mol × 132g/mol = 2694g The maximum amount of ammonium sulphate that can be produced is 2.78 moles of NH3 . the mole ratio of H2 SO4 in the reactants to (NH4 )2 SO4 in the product is 1:1. Therefore.0 kg of sulfuric acid and 1. From the balanced chemical equation. Diborane. how many moles of nitrogen gas would we expect to produce? 251 .078g/mol 1000g = 58. 1 mole of H2 SO4 reacts with 2 moles of NH3 to give 1 mole of (NH4 )2 SO4 .37 grams of diborane. The combustion reaction for diborane is: B2 H6 (g) + 3O2 (l) → 2HBO2 (g) + 2H2 O(l) If we react 2.39 moles of H2 SO4 need to react with 40. Exercise: Stoichiometry 1.39mol M 98. it has the following reaction: 2N aN3 (s) → 2N a(s) + 3N2 (g) If 23. was once considered for use as a rocket fuel. Sodium azide is a commonly used compound in airbags.

Photosynthesis is a chemical reaction that is vital to the existence of life on Earth. the study of the relationships between reactants and products. n is the number of moles of solute dissolved in the solution and V is the volume of the solution (in dm3 ). plants and bacteria convert carbon dioxide gas.9 Summary • It is important to be able to quantify the changes that take place during a chemical reaction. • The molecular formula of a compound describes the actual number of atoms of each element in a molecule of the compound. the molar mass has the same numerical value as the molecular mass of that compound. C= n V where C is the concentration (in mol. For a compound.dm−3 . These particles could be atoms. • The molar mass (M) is the mass of one mole of a substance and is measured in grams per mole or g. • The percentage composition of a substance can be used to deduce its chemical formula.023 × 1023 . molecules or other particle units. • The formula of a substance can be used to calculate the percentage by mass that each element contributes to the compound.9 CHAPTER 13.dm−3 ).13. (a) Write down the equation for the photosynthesis reaction. During photosynthesis. • One mole of gas occupies a volume of 22.mol−1 . (b) Balance the equation. depending on the substance. what mass of glucose will be produced? 13. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . • The mole (n) is a SI unit that is used to describe an amount of substance that contains the same number of particles as there are atoms in 12 g of carbon. and light into glucose (C6 H12 O6 ) and oxygen gas. can be used to determine the quantities of reactants and products that are involved in chemical reactions. (c) If 3 moles of carbon dioxide are used up in the photosynthesis reaction. and its units are mol.GRADE 11 3. the number in front of the chemical symbols describes the mole ratio of the reactants and products. 252 . • The empirical formula of a compound is an expression of the relative number of each type of atom in the compound. • Molarity is a measure of the concentration of a solution. The numerical value of an element’s molar mass is the same as its relative atomic mass. • Stoichiometry. • The relationship between moles (n). liquid water.4 dm3 . • The number of particles in a mole is called the Avogadro constant and its value is 6. • The concentration of a solution can be calculated using the following equation. mass in grams (m) and molar mass (M) is defined by the following equation: m n= M • In a balanced chemical equation.

8 ii. 4 iv. 0. x = . Once the reaction is complete. 0.9 • A limiting reagent is the chemical that is used up first in a reaction.6023 × 1023 iii. A 5 g of magnesium chloride is formed as the product of a chemical reaction. the number of atoms of Cl in the product is approximately 0. c Is the number of moles of sulfuric acid enough to fully neutralise the sodium hydroxide solution? Support your answer by showing all relevant calculations. which is seen over most urban areas. 0. there will still be some of this chemical that has not been used up. as it causes breathing (respiratory) problems.. The NO2 gas also causes the brown smog (smoke and fog). Multiple choice: Choose the one correct answer from those given. the number of atoms of Mg is 0.05 iv.GRADE 11 13. 0. b Calculate the number of moles of sulfuric acid which were added to the sodium hydroxide solution. 9. • An excess reagent is a chemical that is in greater quantity than the limiting reagent in the reaction. 36. 64 g iv. 32 g ii. What is the mass of oxygen in the reactants? i.09 M ii.. containing 5 g of NaCl is. This gas is also harmful to humans.3 D The molarity of a 150 cm3 solution. Ozone (O3 ) reacts with nitrogen monoxide gas (NO) to produce NO2 gas. oxygen makes up x% of the mass of the compound. i.2 iii.1 mol.125 g iii. The following equation indicates the reaction between ozone and nitrogen monoxide: 253 . 0. a Write down a balanced equation for the reaction which takes place when these two solutions are mixed. The NO gas forms largely as a result of emissions from the exhausts of motor vehicles and from certain jet planes.08 moles of magnesium chloride are formed in the reaction ii. i. the atomic ratio of Mg atoms to Cl atoms in the product is 1:1 B 2 moles of oxygen gas react with hydrogen.57 M iv.063 g C In the compound potassium sulphate (K2 SO4 ). Exercise: Summary Exercise 1. 5. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE .7 × 10−4 M iii. 0.03 M 3. 18. (IEB Paper 2 2004) 4.CHAPTER 13. Write only the word/term for each of the following descriptions: (a) the mass of one mole of a substance (b) the number of particles in one mole of a substance 2. 300 cm3 of a 0.dm−3 solution of sulfuric acid is added to 200 cm3 of a 0.. and which therefore determines how far the reaction will go before it has to stop.dm−3 solution of sodium hydroxide.. Select the true statement from the answers below: i.5 mol.

a Calculate the number of moles of O3 and of NO present at the start of the reaction. Will his solution have the correct concentration? Explain your answer. 2004) 254 .13.dm−3 .5 mol. (IEB Paper 2. d Calculate the number of moles of H2 SO4 which were added to the NaOH solution.dm−3 solution of sulfuric acid (H2 SO4 ) is added to 200 cm3 of a 0. 2007) 5.74 g of O3 reacts with 0.1 mol. (DoE Exemplar Paper 2. e Is the number of moles of H2 SO4 calculated in the previous question enough to fully neutralise the NaOH solution? Support your answer by showing all the relevant calculations. b Using an accurate balance the learner accurately measures the correct mass of the NaOH pellets. c Calculate the mass of NO2 produced from the reaction. c Write down a balanced equation for the reaction which takes place when these two solutions are mixed.GRADE 11 O3 (g) + N O(g) → O2 (g) + N O2 (g) In one such reaction 0. b Identify the limiting reagent in the reaction and justify your answer.5 mol. 300 cm3 of a 0. QUANTITATIVE ASPECTS OF CHEMICAL CHANGE . To the pellets he now adds exactly 200 cm3 of pure water. a Determine the mass of sodium hydroxide pellets he needs to use to do this. A learner is asked to make 200 cm3 of sodium hydroxide (NaOH) solution of concentration 0.67 g NO.dm−3 solution of NaOH at 250 C.9 CHAPTER 13.

mol−1 .mol−1 ) that is needed to break the chemical bond between two atoms. This means that in the overall reaction. we are able to see these energy changes by either an increase or a decrease in the overall energy of the system.Chapter 14 Energy Changes In Chemical Reactions . For bonds to break. When new bonds form.1 What causes the energy changes in chemical reactions? When a chemical reaction occurs. because energy has been released during the reaction. We can represent this using the following general formula: Reactants → Product + Energy 255 . bonds in the reactants break. New bonds will form between the two hydrogen atoms and the single oxygen atom in the water molecule that is formed as the product. 14.2 Exothermic and endothermic reactions In some reactions.Grade 11 All chemical reactions involve energy changes. In some reactions. 14. energy is released. Hydrogen reacts with oxygen to form water. This type of reaction is called an exothermic reaction. the bond between the two hydrogen atoms in the H2 molecule will break. while new bonds form in the product. energy must be absorbed. is less than the total energy that is released when new bonds are formed. as will the bond between the oxygen atoms in the O2 molecule. It is the amount of energy (in kJ. Bond energies are measured in units of kJ. the energy that must be absorbed to break the bonds in the reactants. The energy that is needed to break a bond is called the bond energy or bond dissociation energy. according to the following equation: 2H2 + O2 → 2H2 O In this reaction. Definition: Bond energy Bond energy is a measure of bond strength in a chemical bond. Another way of describing an exothermic reaction is that it is one in which the energy of the product is less than the energy of the reactants. The following example may help to explain this. energy is released as either heat or light.

Stir in the sodium bicarbonate (NaHCO3 ). Record your results in a table like the one below. Note that citric acid is found in citrus fruits such as lemons. is more than the total energy that is released when new bonds are formed. Time (mins) Temperature (0 C) 0 2 4 6 The equation for the reaction that takes place is: H3 C6 H5 O7 (aq) + 3N aHCO3 (s) → 3CO2 (g) + 3H2 O(l) + N aC6 H5 O7 (aq) Results: • Plot your temperature results on a graph of temperature against time. a glass beaker. Activity :: Demonstration : Endothermic and exothermic reactions 1 Apparatus and materials: You will need citric acid. Method: 1. because energy has been absorbed during the reaction.14. It is also sometimes referred to as the enthalpy change of the system. 4. sodium bicarbonate. It might help you to look back to chapter ?? for some ideas! 256 . cover the beaker with its ’lid’ and record the temperature of the solution. energy must be absorbed from the surroundings. This means that in the overall reaction.2 CHAPTER 14. Immediately record the temperature. Cut a piece of plastic from the ice-cream container lid that will be big enough to cover the top of the beaker. • Suggest another container that could have been used and give reasons for your choice. Cut a small hole in the centre of this piece of plastic and place the thermometer through it. In other reactions. then cover the beaker again. This can be represented by the following formula: Reactants + Energy → Product Definition: Endothermic reaction An endothermic reaction is one that absorbs energy in the form of heat. ENERGY CHANGES IN CHEMICAL REACTIONS . the lid of an icecream container. 2. Another way of describing an endothermic reaction is that it is one in which the energy of the product is greater than the energy of the reactants. thermometer.GRADE 11 Definition: Exothermic reaction An exothermic reaction is one that releases energy in the form of heat or light. glass stirring rod and a pair of scissors. Sodium bicarbonate is actually bicarbonate of soda (baking soda). the baking ingredient that helps cakes to rise. What happens to the temperature during this reaction? • Is this an exothermic or an endothermic reaction? • Why was it important to keep the beaker covered with a lid? • Do you think a glass beaker is the best thing to use for this experiment? Explain your answer. and then take a temperature reading every two minutes after that. This type of reaction is known as an endothermic reaction.the energy that must be absorbed to break the bonds in the reactants. Pour some citric acid (H3 C6 H5 O7 ) into the glass beaker. The difference in energy (E) between the reactants and the products is known as the heat of the reaction. 3.

The jar is automatically sealed when you do this because the thermometer is through the top of the lid. 4. Take the thermometer out of the jar. For example. 257 .1. where: ∆H = Eprod − Ereact • In an exothermic reaction. 2. steel wool. The vinegar removes the protective coating from the steel wool so that the metal is exposed to oxygen. 3. ∆H is greater than zero because the energy of the reactants is less than the energy of the product.3 The heat of reaction The heat of the reaction is represented by the symbol ∆H. ∆H is less than zero because the energy of the reactants is greater than the energy of the product. After the steel wool has been in the vinegar. Conclusion: The reaction between oxygen and the exposed metal in the steel wool. Results: You should notice that the temperature increases when the steel wool is wrapped around the thermometer. Leave the steel wool in the beaker for about 5 minutes and then record the temperature. Method: 1. C + H2 O → CO + H2 ∆H = +131 kJ Some of the information relating to exothermic and endothermic reactions is summarised in table 14. is exothermic. You will need to leave the thermometer in the beaker for about 5 minutes in order to get an accurate reading. ENERGY CHANGES IN CHEMICAL REACTIONS . 14. For example. H2 + Cl2 → 2HCl ∆H = -183 kJ • In an endothermic reaction.3 Activity :: Demonstration : Endothermic and exothermic reactions 2 Apparatus and materials: Vinegar. Put the thermometer through the plastic lid. Wrap the steel wool around the thermometer and place it (still wrapped round the thermometer) back into the jar. 5.GRADE 11 14. glass beaker and plastic lid (from previous demonstration).CHAPTER 14. cover the beaker and record the temperature in the empty beaker. which means that energy is released and the temperature increases. remove it and squeeze out any vinegar that is still on the wool. thermometer. Record your observations. Soak a piece of steel wool in vinegar for about a minute.

GRADE 11 Table 14.14. Important: Writing equations using ∆H There are two ways to write the heat of the reaction in an equation For the exothermic reaction C(s) + O2 (g) → CO2 (g). C(s) + H2 O(g) → H2 (g) + CO(g). or using a thermometer. Dilute 3 cm3 of concentrated H2 SO4 in 10 cm3 of water in the fifth test tube and observe whether the temperature changes. 2. they take in heat from the surroundings.mol−1 . 3. The process is exothermic. which then gives the total amount of energy that is released or absorbed when the product forms. Record which of the above reactions are endothermic and which are exothermic. the ∆H value gives the amount of energy that is absorbed or released per mole of product that is formed. The dissolution of these salts is endothermic. we can write: C(s) + O2 (g) → CO2 (g) ∆H = -393 kJ.1: A comparison of exothermic and endothermic reactions Type of reaction Exothermic Endothermic Energy absorbed or re.Energy of reactants greater Energy of reactants less tants and products than energy of product than energy of product Sign of ∆H Negative Positive Definition: Enthalpy Enthalpy is the heat content of a chemical system. 5. Results: • When BaCl2 and KNO3 dissolve in water. ENERGY CHANGES IN CHEMICAL REACTIONS .Released Absorbed leased Relative energy of reac. 258 . In other words.mol−1 or C(s) + H2 O(g) + 131 kJ.mol−1 → CO + H2 The units for ∆H are kJ. potassium nitrate (KNO3 ) and barium chloride (BaCl2 ). Observe whether the reaction is endothermic or exothermic. and is given the symbol ’H’. KNO3 and BaCl2 . Wait a few minutes and then add NaOH to the H2 SO4 . Method: 1.3 CHAPTER 14. Activity :: Investigation : Endothermic and exothermic reactions Apparatus and materials: Approximately 2 g each of calcium chloride (CaCl2 ).mol−1 or C(s) + O2 (g) → CO2 (g) + 393 kJ. sodium hydroxide (NaOH).mol−1 For the endothermic reaction. 5 test tubes. Observe any energy changes. heat is released. concentrated sulfuric acid (H2 SO4 ). NaOH. thermometer. we can write: C(s) + H2 O(g) → H2 (g) + CO(g) ∆H = +131 kJ. 4. • When CaCl2 and NaOH dissolve in water. Units can also be written as kJ. Dissolve about 1 g of each of the following substances in 5-10 cm3 of water in a test tube: CaCl2 . either by feeling whether the side of the test tube gets hot or cold.

because the chemical changes that take place during the reaction release huge amounts of energy. ENERGY CHANGES IN CHEMICAL REACTIONS . Endothermic reactions • Photosynthesis Photosynthesis is the chemical reaction that takes place in plants.GRADE 11 • The reaction of H2 SO4 and NaOH is also exothermic. The following equations describe the combustion of a hydrocarbon such as methane (CH4 ): Fuel + Oxygen → Heat + Water + CarbonDioxide CH4 + 2O2 → Heat + H2 O + CO2 This is why we burn fuels for energy. which uses energy from the sun to change carbon dioxide and water into food that the plant needs to survive. The equation for the reaction is shown below: CaCO3 → CaO + CO2 2. 1. Exothermic reactions • Combustion reactions . to form carbon dioxide (which we breathe out).4 14.CHAPTER 14. You should also note that carbon dioxide is produced during this reaction. but the exothermic reaction that takes place when compounds within the food react with the oxygen you have breathed in! 259 . The energy that is produced allows the cell to carry out its functions efficiently. which in this case is sunlight. and we as humans rely heavily on this process for our energy requirements. water and energy. and which other organisms (such as humans and other animals) can eat so that they too can survive.The burning of fuel is an example of a combustion reaction. The chemical reaction that takes place when fuels burn therefore has both positive and negative consequences. The equation for this reaction is: 6CO2 + 12H2 O + energy → C6 H12 O6 + 6O2 + 6H2 O Photosynthesis is an endothermic reaction because it will not happen without an external source of energy. • The thermal decomposition of limestone In industry. 14. Can you see now why you are always told that you must eat food to get energy? It is not the food itself that provides you with energy. • Respiration Respiration is the chemical reaction that happens in our bodies to produce energy for our cells.4 Examples of endothermic and exothermic reactions There are many examples of endothermic and exothermic reactions that occur around us all the time. which we then use for things like power and electricity. The equation below describes what happens during this reaction: C6 H12 O6 + 6O2 → 6CO2 + 6H2 O + energy In the reaction above. However. Quicklime can be used to make steel from iron and also to neutralise soils that are too acid. The following are just a few examples. the breakdown of limestone into quicklime and carbon dioxide is very important. glucose (a type of carbohydrate in the food we eat) reacts with oxygen from the air that we breathe in. Later we will discuss some of the negative impacts of CO2 on the environment. the limestone must be heated in a kiln at a temperature of over 9000 C before the decomposition reaction will take place.

ENERGY CHANGES IN CHEMICAL REACTIONS .14. In each of the following reactions.5 Spontaneous and non-spontaneous reactions Activity :: Demonstration : Spontaneous and non-spontaneous reactions Apparatus and materials: A length of magnesium ribbon. and for decoration and Interesting Fact Fact fun. say whether the process is endothermic or exothermic and give a reason for your answer. A lightstick is a plastic tube with a glass vial inside it.5 CHAPTER 14. thick copper wire and a bunsen burner 260 . which breaks the glass vial.8H2 O + 2N H4 N O3 → Ba(N O3 )2 + 2N H3 + 10H2 O Within a few minutes. (d) N a + Cl2 → 2N aCl ∆H = -411 kJ (e) C + O2 → CO2 2. (a) evaporation (b) the combustion reaction in a car engine (c) bomb explosions (d) melting ice (e) digestion of food (f) condensation 14. and give a reason for your answer. causing the lightstick to glow! Exercise: Endothermic and exothermic reactions 1. This allows the chemicals that are inside the glass to mix with the chemicals in the plastic tube. (a) H2 + I2 → 2HI + 21kJ (b) CH4 + 2O2 → CO2 + 2H2 O ∆ H = -802 kJ (c) The following reaction takes place in a flask: Ba(OH)2 . say whether the reaction is endothermic or exothermic.GRADE 11 teresting Lightsticks or glowsticks are used by divers. campers. These two chemicals react and release energy. To activate a lightstick. the temperature of the flask drops by approximately 20C. Another part of a lightstick is a fluorescent dye which changes this energy into light. you bend the plastic stick. For each of the following descriptions.

Now try adding a solution of dilute sulfuric acid with a solution of sodium hydroxide. and the reaction between copper and oxygen are both non-spontaneous. Observe whether any chemical reaction takes place. ENERGY CHANGES IN CHEMICAL REACTIONS . Definition: Spontaneous reaction A spontaneous reaction is a physical or chemical change that occurs without the addition of energy. return the metal to the bunsen flame and continue to heat it. the reaction stopped. the reaction continued. Remove the metals from the flame and observe whether the reaction stops. Other reactions will not carry on unless there is a constant addition of energy. 14. Results: • Did any reaction take place before the metals were heated? • Did either of the reactions continue after they were removed from the flame? • Write a balanced equation for each of the chemical reactions that takes place. Scrape the length of magnesium ribbon and copper wire clean.6 magnesium ribbon Method: 1. no reaction was observed. This was the case when copper reacted with oxygen. Before the metals were held over the bunsen burner. Heat each piece of metal over the bunsen burner.CHAPTER 14. Even after the magnesium was removed from the flame. If the reaction stops. This is what happened when the magnesium reacted with oxygen. After the reaction has started. In the demonstration above. in a non-luminous flame.6 Activation energy and the activated complex From the demonstrations of spontaneous and non-spontaneous reactions. They need energy to initiate the reaction.GRADE 11 14. 3. As soon as the copper was removed from the flame. it should be clear that most reactions will not take place until the system has some minimum amount of energy added 261 . it may then carry on spontaneously. What do you observe? This is an example of a spontaneous reaction because the reaction takes place without any energy being added. 2. the reaction between magnesium and oxygen.

An energy diagram is shown below (figure 14. In this example. This state is sometimes called a transition state and the energy that is needed to reach this state is equal to the activation energy for the reaction. The compound that is formed in this transition state is called the activated complex.1: The energy changes that take place during an exothermic reaction The reaction between H2 (g) and F2 (g) (figure 14. Let’s consider an example: H2 (g) + F2 (g) → 2HF (g) [H2 F2 ] (activated complex) activation energy Potential energy H2 + F2 reactants ∆H = −268 k. Notice that the activation energy for the endothermic reaction is much greater than for the exothermic reaction.6 CHAPTER 14. Definition: Activated complex The activated complex is a transitional structure in a chemical reaction that results from the effective collisions between reactant molecules. It is possible to draw an energy diagram to show the energy changes that take place during a particular reaction. and this is the activation energy. and which remains while old bonds break and new bonds form. after which either the original bonds reform. the final products have a higher energy than the reactants. In this example. teresting The reaction between H and F was considered by NASA (National Aeronautics Interesting Fact Fact and Space Administration) as a fuel system for rocket boosters because of the energy that is released during this exothermic reaction. Definition: Activation energy Activation energy or ’threshold energy’ is the energy that must be overcome in order for a chemical reaction to occur. ENERGY CHANGES IN CHEMICAL REACTIONS .1) needs energy in order to proceed. Activation energy is the ’threshold energy’ or the energy that must be overcome in order for a chemical reaction to occur. The transition state lasts for only a very short time.J. Once the reaction has started.GRADE 11 to it. 262 .14. This energy is called the activation energy. the activated complex has the formula XYZ. an in-between. In endothermic reactions.mol−1 2HF products Time Figure 14. temporary state is reached where the two reactants combine to give H2 F2 .2) for the endothermic reaction XY + Z → X + Y Z. The reaction is exothermic and ∆H is negative. or the bonds are broken and a new product forms. the final product is HF and it has a lower energy than the reactants.

CHAPTER 14. There are many enzymes in the human body.2: The energy changes that take place during an endothermic reaction Important: Enzymes and activation energy An enzyme is a catalyst that helps to speed up the rate of a reaction by lowering the activation energy of a reaction.GRADE 11 14.6 [XYZ] Potential energy activation energy X + YZ products ∆H > 0 XY + Z reactants Time Figure 14. You will learn more about catalysts in chapter ??. without which lots of important reactions would never take place. Cellular respiration is one example of a reaction that is catalysed by enzymes. Refer to the graph below and then answer the questions that follow: 25 Potential energy (kJ) 0 -15 Time 263 . Exercise: Energy and reactions 1. ENERGY CHANGES IN CHEMICAL REACTIONS . Carbon reacts with water according to the following equation: C + H2 O ⇔ CO + H2 ∆H > 0 (a) Is this reaction endothermic or exothermic? (b) Give a reason for your answer. 2.

• If the energy that is needed to break the bonds is less than the energy that is released when new bonds form. • Reactions where energy must be supplied for the activation energy to be overcome.7 (a) (b) (c) (d) CHAPTER 14. This is called the activation energy of the reaction. Exercise: Summary Exercise 1. and in an exothermic reaction.14. 264 . energy is absorbed and when new bonds form. give a reason for your answer.GRADE 11 What is the energy of the reactants? What is the energy of the products? Calculate ∆H. • Combustion reactions and respiration are both examples of exothermic reactions. • When bonds break. • In an endothermic reaction. • In any reaction. some minimum energy must be overcome before the reaction will proceed. What is the activation energy for this reaction? 14. say whether the statement is true or false. • The difference in energy between the reactants and the product is called the heat of reaction and has the symbol ∆H. • The bond energy is the amount of energy that is needed to break the chemical bond between two atoms. • Photosynthesis. (a) Energy is released in all chemical reactions. are called non-spontaneous reactions. ENERGY CHANGES IN CHEMICAL REACTIONS . These changes involve energy. • An endothermic reaction is one that absorbs energy in the form of heat. some bonds break and new bonds form.7 Summary • When a reaction occurs. • A reaction which proceeds without additional energy being added. is called a spontaneous reaction. (b) The condensation of water vapour is an example of an endothermic reaction. For each of the following. The energy of the product is less than the energy of the reactants. while an exothermic reaction is one that releases energy in the form of heat and light. then the reaction is exothermic. • If the energy that is needed to break the bonds is greater than the energy that is released when new bonds form. energy is released. are all examples of endothermic reactions. • The activated complex is the transitional product that is formed during a chemical reaction while old bonds break and new bonds form. ∆H is a positive number. ∆H will be negative. If it is false. then the reaction is endothermic. evaporation and the thermal decomposition of limestone. The energy of the product is greater than the energy of the reactants.

ii. The overall energy of the system increases during the reaction. All non-spontaneous reactions are endothermic. The energy of the product is less than the energy of the reactants.GRADE 11 (c) (d) 2.7 (i) (ii) (iii) (iv) 3. For (a) In an exothermic reaction ∆H is less than zero. The energy of the reactants is less than the energy of the product. (b) Explain what is meant by ’activation energy’. (c) What role do enzymes play in this reaction? (d) Glucose is one of the reactants in cellular respiration. What important chemical reaction produces glucose? (e) Is the reaction in your answer above an endothermic or an exothermic one? Explain your answer. ENERGY CHANGES IN CHEMICAL REACTIONS . The reaction is non-spontaneous. The cellular respiration reaction is catalysed by enzymes. (b) Consider the following chemical equilibrium: 2NO2 ⇔ N2 O4 Which one of the following graphs best represents the changes in potential energy that take place during the production of N2 O4 ? 14.mol−1 i. The equation for the reaction is: C6 H12 O6 + 6O2 → 6CO2 + 6H2 O The change in potential energy during this reaction is shown below: activation energy Potential energy C6 H12 O6 + 6O2 ∆H 6CO2 + 6H2 O Time (a) Will the value of ∆H be positive or negative? Give a reason for your answer. For the following reaction: A + B ⇔ AB ∆H = -129 kJ. iii. each of the following.CHAPTER 14. iv. (f) Explain why proper nutrition and regular exercise are important in maintaining a healthy body. 265 . choose the one correct answer.

ENERGY CHANGES IN CHEMICAL REACTIONS .GRADE 11 266 .7 CHAPTER 14.14.

15. Some of these are found in household cleaning products. we will be looking at a few of the more common reaction types: acid-base and acid-carbonate reactions. In this chapter.Grade 11 There are many different types of chemical reactions that can take place. 15. plastics and petroleum refining industries.1 Acid-base reactions What are acids and bases? In our daily lives. vinegar (acetic acid). are shown in table 15. Some common acids and bases. lemon juice (citric acid) and tartaric acid (the main acid found in wine) are common. Arrhenius (1887) noticed that water dissociates (splits up) into hydronium (H3 O+ ) and hydroxide (OH− ) ions according to the following equation: H2 O ⇔ H3 O+ + OH− 267 . One of the earliest was the Arrhenius definition.1. It is important to be able to have a definition for acids and bases so that they can be correctly identified in reactions. ammonium hydroxide and ammonia. we encounter many examples of acids and bases. redox reactions and addition.1 15.1: Some common acids and Acid Formula Hydrochoric acid HCl Sulfuric acid H2 SO4 Nitric acid HNO3 Acetic (ethanoic) acid CH3 COOH Carbonic acid H2 CO3 Sulfurous acid H2 SO3 Phosphoric acid H3 PO4 bases and their chemical Base Sodium hydroxide Potassium hydroxide Sodium carbonate Calcium hydroxide Magnesium hydroxide Ammonia Sodium bicarbonate formulae Formula NaOH KOH Na2 CO3 Ca(OH)2 Mg(OH)2 NH3 NaHCO3 Most acids share certain characteristics. In the home. and most bases also share similar characteristics. Acids and bases are also important commercial products in the fertiliser. and their chemical formulae. as do tea and wine (tannic acid)! Bases that you may have heard of include sodium hydroxide (caustic soda).1. Hydrochloric acid is also found in the gastric juices in the stomach. Table 15. sulfuric acid and nitric acid are examples of acids that are more likely to be found in laboratories and industry. Even fizzy drinks contain acid (carbonic acid). elimination and substitution reactions. while hydrochloric acid.2 Defining acids and bases A number of definitions for acids and bases have developed over the years.Chapter 15 Types of Reactions .1.

NH3 + H2 O → NH+ + OH− 4 The reaction can be broken down as follows: 268 . 2. The Bronsted-Lowry model defines acids and bases in terms of their ability to donate or accept protons. an acid is a substance that gives away protons (H+ ). HCl + H2 O → H3 O+ + Cl− For more information on dissociation. and is therefore called a proton acceptor. this definition could only be used for acids and bases in water. 2. 3. we need to look at what happens to each reactant.15. and is therefore called a proton donor. A base is a substance that takes up protons. In this case. Hydrochloric acid in water increases the concentration of H3 O+ ions and is therefore an acid. it is clear that HCl is a proton donor and is therefore an acid. Below are some examples: 1. HCl(g) + NH3 (g) → NH4+ + Cl− In order to decide which substance is a proton donor and which is a proton acceptor. However.1 CHAPTER 15. NaOH + H2 O → Na+ + OH− Sodium hydroxide in water increases the concentration of OH− ions and is therefore a base. water acts as a base because it accepts a proton to form H3 O+ . TYPES OF REACTIONS . Look at the following examples showing the dissociation of hydrochloric acid and sodium hydroxide (a base) respectively: 1. Definition: Acids and bases According to the Bronsted-Lowry theory of acids and bases. CH3 COOH (acetic acid) is a proton donor and is therefore the acid. refer to chapter 20. and that NH3 is a proton acceptor and is therefore a base.GRADE 11 Arrhenius described an acid as a compound that increases the concentration of H3 O+ ions in solution. CH3 COOH + H2 O → H3 O+ + CH3 COO− The reaction can be broken down as follows: CH3 COOH → CH3 COO− + H+ and H2 O + H+ → H3 O+ In this reaction. It was important to come up with a much broader definition for acids and bases. The reaction can be broken down as follows: HCl → Cl− + H+ and NH3 + H+ → NH+ 4 From these reactions. and a base as a compound that increases the concentration of OH− ions in a solution. It was Lowry and Bronsted (1923) who took the work of Arrhenius further to develop a broader definition for acids and bases.

GRADE 11 H2 O → OH− + H+ and 15. A conjugate acid-base pair is two compounds in a reaction that change into each other through the loss or gain of a proton. the chloride ion is the proton acceptor (base) and NH+ is the proton 4 donor (acid). Examples of amphoteric substances include water.1 NH3 + H+ → NH+ 4 In this reaction. conjugate pair HCl + NH3 acid1 base2 NH+ + Cl− 4 acid2 base1 conjugate pair The reaction between ammonia and water can also be used as an example: 269 .1. This is also true of other substances. the changes that take place are as follows: NH+ → NH3 + H+ and 4 Cl− + H+ → HCl In the forward reaction. These substances are called ampholytes and are said to be amphoteric. the reaction that proceeds from right to left). In the reverse reaction. HCl is a proton donor (acid) and NH3 is a proton acceptor (base). the changes that take place can be shown as follows: HCl → Cl− + H+ and NH3 + H+ → NH+ 4 Looking at the reverse reaction (i. Ammonia accepts the proton and is therefore the base. zinc oxide and beryllium hydroxide. water acted as a base and that in this equation it acts as an acid. Definition: Amphoteric An amphoteric substance is one that can react as either an acid or base.3 Conjugate acid-base pairs Look at the reaction between hydrochloric acid and ammonia to form ammonium and chloride ions: HCl + NH3 ⇔ NH+ + Cl− 4 Looking firstly at the forward reaction (i. the reaction that proceeds from left to right). 15. TYPES OF REACTIONS .e. water donates a proton and is therefore an acid in this reaction.CHAPTER 15.e. Water can act as both an acid and a base depending on the reaction. Notice that in the previous equation. The conjugate acid-base pairs for the above reaction are shown below.

In each of the following reactions. A salt is a product that is made up of the cation from a base and the anion from an acid. Look at the following examples: 1. In other words. (a) (b) (c) (d) (a) (b) (c) (d) H2 SO4 + Ca(OH)2 → CaSO4 + 2H2 O CuO + H2 SO4 → CuSO4 + H2 O H2 O + C6 H5 OH → H3 O+ + C6 H5 O− HBr + C5 H5 N → (C5 H5 NH+ )Br− 2. TYPES OF REACTIONS .1 CHAPTER 15. Potassium bromide is made up of K+ cations from the base (KOH) and Br− anions from the acid (HBr). H2 SO4 + H2 O ⇔ H3 O+ + HSO− 4 NH+ + F− ⇔ HF + NH3 4 H2 O + CH3 COO− ⇔ CH3 COOH + OH− H2 SO4 + Cl− ⇔ HCl + HSO− 4 15. they neutralise each other to form a salt. If the base contains hydroxide (OH− ) ions. Exercise: Acids and bases 1.1.GRADE 11 conjugate pair H2 O + NH3 acid1 base2 NH+ + OH− 4 acid2 base1 conjugate pair Definition: Conjugate acid-base pair The term refers to two compounds that transform into each other by the gain or loss of a proton. The word salt is a general term which applies to the products of all acid-base reactions. the acid becomes less acidic and the base becomes less basic. label the conjugate acid-base pairs. HCl + NaOH → H2 O + NaCl 2. Sodium chloride is made up of Na+ cations from the base (NaOH) and Cl− anions from the acid (HCl). they neutralise each other. then water will also be formed. Hydrochloric acid reacts with sodium hydroxide to form sodium chloride (the salt) and water. HBr + KOH → H2 O + KBr 270 . identify (1) the acid and the base in the reactants and (2) the salt in the product. Hydrogen bromide reacts with potassium hydroxide to form potassium bromide (the salt) and water. In the following reactions.15.4 Acid-base reactions When an acid and a base react. When an acid reacts with a base.

g. It is important to realise how important these neutralisation reactions are. Both alkalis help to neutralise the acidic bee sting and relieve some of the itchiness! 271 . NaHCO3 also acts as a base. the base contained OH− ions. Antacids are taken to neutralise the acids so that they don’t burn as much. Antacids are bases which neutralise the acid. and therefore the products were a salt and water. these acids can cause a lot of pain. Sodium chloride is made up of Na+ cations from the base (NaHCO3 ) and Cl− anions from the acid (HCl). when a person has a stomach ulcer. • Industrial uses Alkaline calcium hydroxide (limewater) can be used to absorb harmful SO2 gas that is released from power stations and from the burning of fossil fuels.1 3. Bicarbonate of soda can also be used. These substances can also be used on a larger scale in farming and also in rivers. Hydrochloric acid reacts with sodium hydrocarbonate to form sodium chloride (the salt) and hydrogen carbonate. HCl + NaHCO3 → H2 CO3 + NaCl You should notice that in the first two examples. magnesium hydroxide (’milk of magnesia’) and sodium bicarbonate (’bicarbonate of soda’). NaCl (table salt) and KBr are both salts. Antacids can also be used to relieve heartburn. hydrochloric acid) play an important role in helping to digest food. despite not having OH− ions.GRADE 11 15. Below are some examples: • Domestic uses Calcium oxide (CaO) is put on soil that is too acid. Examples of antacids are aluminium hydroxide. They can be soothed Interesting Fact Fact by using substances such as calomine lotion. In the third example. • Biological uses Acids in the stomach (e. teresting Bee stings are acidic and have a pH between 5 and 5. which is a mild alkali based on zinc oxide. TYPES OF REACTIONS . or when there is too much acid in the stomach. but no water is produced. A salt is still formed as one of the products.CHAPTER 15. Powdered limestone (CaCO3 ) can also be used but its action is much slower and less effective.5. However.

dm−3 ) = mol / volume 272 . Important: Titration calculations When you are busy with these calculations. at the exact point where the solution is neutralised. it is possible to calculate the exact concentration of the unknown solution. Yellow shows that the solution is now acidic. it has neither acidic nor basic properties). Step 6: Use the information you have gathered to calculate the exact concentration of the unknown solution. Step 5: Record the volume of standard solution that has been added up to this point. So how exactly can a titration be carried out to determine an unknown concentration? Look at the following steps to help you to understand the process. if the solution is basic and bromothymol blue is being used as the indicator in the titration. therefore dividing cm3 by 1000 will give you an answer in dm3 . adding one more drop of acid will change the colour of the basic solution from blue to yellow. At the end point of the reaction. This type of calculation is called volumetric analysis.GRADE 11 The neutralisation reaction between an acid and a base can be very useful. Refer to chapter 13 for more information on molarity. you will need to remember the following: 1dm3 = 1 litre = 1000ml = 1000cm3. If an acidic solution of known concentration (a standard solution) is added to an alkaline solution until the solution is exactly neutralised (i. It is possible to do this because.1 Important: Acid-base titrations CHAPTER 15. The process where an acid solution and a basic solution are added to each other for this purpose. drop by drop. Step 3: A volume of the standard solution is put into a burette and is slowly added to the solution in the flask. Step 4: At some point. and is measured in mol.e. TYPES OF REACTIONS . Some other terms and equations which will be useful to remember are shown below: • Molarity is a term used to describe the concentration of a solution. The symbol for molarity is M. is called a titration. For example.15. A worked example is shown below. adding one more drop will change the colour of the unknown solution. the bromothymol blue would originally have coloured the solution blue. and the point of neutralisation is called the end point of the reaction.dm−3 ) x volume (dm3 ) • Molarity (mol. chemically equivalent amounts of acid and base have reacted with each other. Step 1: A measured volume of the solution with unknown concentration is put into a flask.dm−3 . • Moles = molarity (mol. Step 2: A suitable indicator is added to this solution (bromothymol blue and phenolpthalein are common indicators).

C = 0. NaOH: V = 25 cm3 HCl: V = 15 cm3 .12 V 0. Using titration. n(HCl) = M × V (make sure that all the units are correct!) M= M = 0. n V Therefore. and make sure that the equation is balanced.2 × 0. For every mole of HCl there is one mole of NaOH that is involved in the reaction.12 mol.2mol. V = 0. if 0.2M hydrochloric acid.003 There are 0.dm−3 V = 15cm3 = 0. Answer Step 1 : Write down all the information you know about the reaction.015 = 0.015dm3 Therefore n(HCl) = 0. Step 4 : Calculate the molarity of the sodium hydroxide First convert the volume into dm3 .003 moles of HCl react. Step 2 : Calculate the number of moles of HCl that react according to this equation. we can conclude that the same quantity of NaOH is needed for the reaction. TYPES OF REACTIONS . Calculate the molarity of the sodium hydroxide. it was found that 15cm3 of acid was needed to neutralise the alkali.GRADE 11 15. Then continue with the calculation.12 M Worked Example 75: Titration calculation Question: 4.003.1 Worked Example 74: Titration calculation Question: Given the equation: NaOH + HCl → NaCl + H2 O 25cm3 of a sodium hydroxide solution was pipetted into a conical flask and titrated with 0.2 M The equation is already balanced.CHAPTER 15. Therefore.dm3 or 0.003 n = = 0. Using a suitable indicator.9 g of sulfuric acid is dissolved in water and the final solution has a volume of 220 cm3 . The number of moles of NaOH in the reaction is 0.003 moles of HCl that react Step 3 : Calculate the number of moles of sodium hydroxide in the reaction Look at the equation for the reaction.025 dm3 . it was found that 20 cm3 of this solution was 273 . M= 0.025 The molarity of the NaOH solution is 0.

Step 5 : Calculate the concentration of the sodium hydroxide solution. TYPES OF REACTIONS .92M V 0.01 15.1. lime water.15.GRADE 11 able to completely neutralise 10 cm3 of a sodium hydroxide solution.05mols = M 98g.23mol.0092 n = = 0. two test tubes. H2 SO4 + 2NaOH → Na2 SO4 + 2H2 O Step 2 : Calculate the molarity of the sulfuric acid solution. the number of moles of NaOH that are neutralised is 0.02 = 0. According to the balanced chemical equation. Answer Step 1 : Write a balanced equation for the titration reaction. Remember that only 20 cm3 of the sulfuric acid solution is used.dm−3 0. The demonstration should be set up as shown below. retort stand.22 Step 3 : Calculate the moles of sulfuric acid that were used in the neutralisation reaction. M= 0. therefore n = M × V n = 0. two rubber stoppers for the test tubes. 274 .1 CHAPTER 15. M= 0. Calculate the concentration of the sodium hydroxide in mol.0046 × 2 = 0.0092 mols.5 Acid-carbonate reactions Activity :: Demonstration : The reaction of acids with carbonates Apparatus and materials: Small amounts of sodium carbonate and calcium carbonate (both in powder form).0046mol Step 4 : Calculate the number of moles of sodium hydroxide that were neutralised. a delivery tube.mol−1 n= Therefore. M = n/V V = 220 cm3 = 0.9g m = 0. M = n/V. Therefore.dm−3 .23 × 0. the mole ratio of H2 SO4 to NaOH is 1:2.22 dm3 4.05 = 0. hydrochloric acid and sulfuric acid.

carbon dioxide and water are formed. 2HCl + CaCO3 → CaCl2 + CO2 + H2 O Exercise: Acids and bases 1. Add a small amount of sodium carbonate to the acid and seal the test tube with the rubber stopper. 2HNO3 + Na2 CO3 → 2NaNO3 + CO2 + H2 O • Sulfuric acid reacts with calcium carbonate to form calcium sulphate.CHAPTER 15. 2. Look at the following examples: • Nitric acid reacts with sodium carbonate to form sodium nitrate. H2 SO4 + CaCO3 → CaSO4 + CO2 + H2 O • Hydrochloric acid reacts with calcium carbonate to form calcium chloride.bouchon=true. carbon dioxide and water. 4. carbon dioxide and water. mixed with other ingredients. TYPES OF REACTIONS . A recipe requires 1. this time using sulfuric acid and calcium carbonate. 5.niveauLiquide1=30] [glassType=tube. 3.1 delivery tube rubber stopper rubber stopper [glassType=tube. Pour a small amount of hydrochloric acid into the remaining test tube. Observations: The clear lime water turns milky meaning that carbon dioxide has been produced. Pour limewater into one of the test tubes and seal with a rubber stopper. Connect the two test tubes with a delivery tube. Observe what happens to the colour of the limewater.GRADE 11 15. The compound NaHCO3 is commonly known as baking soda. 275 . 6. carbon dioxide and water.bouchon=true.6 g of baking soda.niveauLiquide1=60] sodium carbonate & hydrochloric acid limewater Method: 1. When an acid reacts with a carbonate a salt. to bake a cake. Repeat the above steps.

A learner is asked to prepare a standard solution of the weak acid. Calculate the volume of the hydrochloric acid that can be neutralised by the antacid tablet.dm−3 KOH solution. (IEB Paper 2. 2007) 4. Give a reason for your answer.0 g of baking soda (NaHCO3 ). A learner finds some sulfuric acid solution in a bottle labelled ’dilute sulfuric acid’. (b) Calculate the concentration of the sodium hydroxide solution. To do this.2 CHAPTER 15. The leaner titrates this 0. (d) Write a balanced chemical equation for the reaction between H2 SO4 and KOH.2 Redox reactions A second type of reaction is the redox reaction. Calculate the concentration of the H2 SO4 solution. (a) What is a standard solution? (b) Calculate the mass of KOH which he must use to make 300 cm3 of a 0. (DoE Grade 11 Paper 2. (a) Calculate the mass of oxalic acid which the learner has to dissolve to make up the required standard solution. he decides to titrate the sulphuric acid against a standard potassium hydroxide (KOH) solution.2 mol. 276 .2 mol. The balanced equation for the reaction is: NaHCO3 + HCl → NaCl + H2 O + CO2 The hydrochloric acid in the stomach has a concentration of 1. (d) Use the above equation to explain why the cake rises during this baking process. (DoE Grade 11 Paper 2. Label the acid-base conjugate pairs in the following equation: HCO− + H2 O ⇔ CO2− + H3 O+ 3 3 3.dm−3 . It is used to neutralise the excess hydrochloric acid in the stomach. (c) Calculate the pH of the 0.15. TYPES OF REACTIONS . (b) How many atoms of oxygen are there in the 1.dm−3 KOH solution (assume standard temperature).2 mol.6 g of baking soda? During the baking process. (e) During the titration he finds that 15 cm3 of the KOH solution neutralises 20 cm3 of the H2 SO4 solution. in which both oxidation and reduction take place.dm−3 oxalic acid solution against a solution of sodium hydroxide.dm−3 . 2003) 15. He finds that 40 cm3 of the oxalic acid solution exactlt neutralises 35 cm3 of the sodium hydroxide solution. as shown by the reaction equation below: HCO− (aq) + H+ (aq) → CO2 (g) + H2 O(l) 3 (c) Identify the reactant which acts as the Bronsted-Lowry base in this reaction. 2007) 2.0 mol. A certain antacid tablet contains 22. He wants to determine the concentration of the sulphuric acid solution.2 mol. 5. baking soda reacts with an acid to produce carbon dioxide and water.GRADE 11 (a) Calculate the number of moles of NaHCO3 used to bake the cake. The volume of the solution must be 500 cm3 and the concentration 0. oxalic acid (COOH)2 2H2 O for use in a titration.

an exchange of electrons takes place between the elements that are involved. This can be written as a half-reaction. but as part of the product magnesium chloride. during a chemical reaction. Below are some examples to refresh your memory before we carry on with this section! Examples: 1.11 if you can’t remember the rules that are used to give an oxidation number to an element. Magnesium has lost two electrons and has therefore been oxidised. CO2 Each oxygen atom has an oxidation number of -2. chlorine has an oxidation number of zero. Definition: Oxidation and reduction Oxidation is the loses of an electron by a molecule. A half reaction is obtained by considering the change in oxidation states of the individual substances that are involved in the redox reaction. Potassium (K) has an oxidation number of +1. meaning that the sum of the oxidation numbers of the elements in the molecule must equal zero.2. we can easily see whether that element is being oxidised or reduced. the element has an oxidation number of -1. then the sum of the oxidation numbers equals +1+(-2x4)= -7.1 Oxidation and reduction If you look back to chapter 4. magnesium has an oxidation number of zero. KMnO4 Overall. the element has an oxidation number of +2. 277 . Using oxidation numbers is one way of tracking what is happening to these electrons in a reaction.GRADE 11 15. We know that the molecule of CO2 is neutral. atom or ion. The half-reaction for this change is: Mg → Mg2+ + 2e− As a reactant. The half-reaction for this change is: Cl2 + 2e− → 2Cl− Definition: Half-reaction A half reaction is either the oxidation or reduction reaction part of a redox reaction. TYPES OF REACTIONS . 2. you will remember that we discussed how. Each chlorine atom has gained an electron and the element has therefore been reduced.2 15. Refer back to section 4. therefore the carbon atom must have an oxidation number of +4. but as part of the product magnesium chloride. Reduction is the gain of an electron by a molecule. If we exclude the atom of manganese (Mn). The atom of manganese must therefore have an oxidation number of +7 in order to make the molecule neutral. atom or ion. By looking at how the oxidation number of an element changes during a reaction.CHAPTER 15. This means that the charge on two oxygen atoms is -4. Example: Mg + Cl2 → MgCl2 As a reactant. this molecule has a neutral charge. while oxygen (O) has an oxidation number of -2.

TYPES OF REACTIONS .15. zinc granules copper sulphate solution Method: Add the zinc granules to the copper sulphate solution and observe what happens. while an element that is reduced is called an oxidising agent. The equation for this reaction is: Cu2+ + 2e− → Cu Zinc is oxidised to form Zn2+ ions which are clear in the solution.2 CHAPTER 15.2 Redox reactions Definition: Redox reaction A redox reaction is one involving oxidation and reduction. . An element that is oxidised is called a reducing agent. This is what you saw on the zinc crystals.GRADE 11 Important: Oxidation and reduction made easy! An easy way to think about oxidation and reduction is to remember: ’OILRIG’ . 278 • The blue copper sulphate solution becomes clearer. Activity :: Demonstration : Redox reactions Materials: A few granules of zinc. The equation for this reaction is: Zn → Zn2+ + 2e− The overall reaction is: Cu2+ (aq) + Zn(s) → Cu(s) + Zn2+ (aq) Conclusion: A redox reaction has taken place. 15 ml copper (II) sulphate solution (blue colour). where there is always a change in the oxidation numbers of the elements involved. Reduction Is Gain of electrons. The reduction of the copper ions (in other words. also explains the change in colour of the solution.Oxidation Is Loss of electrons. Cu2+ ions are reduced and the zinc is oxidised. glass beaker.2. 15. their removal from the copper sulphate solution). Cu2+ ions from the CuSO4 solution are reduced to form copper metal. What happens to the zinc granules? What happens to the colour of the solution? Results: • Zinc becomes covered in a layer that looks like copper.

O2 (b) Does the hydrogen peroxide (H2 O2 ) act as an oxidising agent or a reducing agent or both. H2 O iii. Exercise: Redox Reactions 1. Look at the following reaction: 2H2 O2 (l) → 2H2 O(l) + O2 (g) (a) What is the oxidation number of the oxygen atom in each of the following compounds? i.2 Below are some further examples of redox reactions: • H2 + F2 → 2HF can be re-written as two half-reactions: H2 → 2H+ + 2e− (oxidation) and F2 + 2e− → 2F− (reduction) • Cl2 + 2KI → 2KCl + I2 or Cl2 + 2I− → 2Cl− + I2 . in the above reaction? Give a reason for your answer.CHAPTER 15. Fe(s) → Fe2+ (aq) + 2e− 2. TYPES OF REACTIONS . 4H+ (aq) + O2 (g) + 4e− → 2H2 O(l) Which one of the following statements is correct? (a) (b) (c) (d) Fe Fe Fe Fe is is is is oxidised and H+ is reduced reduced and O2 is oxidised oxidised and O2 is reduced reduced and H+ is oxidised (DoE Grade 11 Paper 2. can be written as two half-reactions: Cl2 + 2e− → 2Cl− (reduction) and 2I− → I2 + 2e− (oxidation) In Grade 12. and the role that electron transfer plays in this type of reaction. Which one of the following reactions is a redox reaction? (a) (b) (c) (d) HCl + NaOH → NaCl + H2 O AgNO3 + NaI → AgI + NaNO3 2FeCl3 + 2H2 O + SO2 → H2 SO4 + 2HCl + 2FeCl2 BaCl2 + MgSO4 → MgCl2 + BaSO4 279 . 2. H2 O2 ii. 2007) 3.GRADE 11 15. you will go on to look at electrochemical reactions. Consider the following chemical equations: 1.

they form a polymer. Examples of polymers are polyvinylchloride (PVC) and polystyrene.1: The reaction between ethene and bromine is an example of an addition reaction 2.1). Polymerisation reactions In industry. substitution and elimination reactions Addition reactions An addition reaction occurs when two or more reactants combine to form a final product. while polystyrene is an important packaging and insulating material. CH2 CH CH CH2 CH CH2 CH CH2 polymerisation etc Figure 15. A polymer is made up of lots of smaller units called monomers.2-dibromoethane (figure 15. PVC is often used to make piping.2: The polymerisation of a styrene monomer to form a polystyrene polymer 280 . C2 H4 + Br2 → C2 H4 Br2 H C H C H + H Br Br H H C Br H C Br H Figure 15. The reaction between ethene and bromine to form 1.3.15.3 15.3 CHAPTER 15. TYPES OF REACTIONS . The following are some examples. The following is a general equation for this type of reaction: A+B → C Notice that C is the final product with no A or B remaining as a residue. When these monomers are added together. Polystyrene is made up of lots of styrene monomers which are joined through addition reactions (figure 15. ’Polymerisation’ refers to the addition reactions that eventually help to form the polystyrene polymer.2).GRADE 11 15. 1. This product will contain all the atoms that were present in the reactants.1 Addition. making polymers is very important.

The production of the alcohol ethanol from ethene. Two hydrogen atoms and one oxygen atom are eliminated and a molecule of water is formed as a second product in the reaction.CHAPTER 15. A hydration reaction is one where water is added to the reactants. The catalyst that is most commonly used is phosphoric acid. A side-chain is simply any combination of atoms that are attached to the central part of the molecule. Hydrogenation involves adding hydrogen (H2 ) to an alkene. The dehydration of an alcohol is one example. It contains a double bond between two of the carbon atoms. The elimination of potassium bromide from a bromoalkane. The hydrogenation of vegetable oils to form margarine is another example of an addition reaction. Ethanol (CH3 CH2 OH) can be made from alkenes such as ethene (C2 H4 ). An alkene is an organic compound composed of carbon and hydrogen. Note that the ’R’ represents any side-chain.GRADE 11 15.3. through a hydration reaction like the one below. this double bond is broken. RCHCH2 + H2 → RCH2 CH3 4. The general form of the equation is as follows: A→B+C The examples below will help to explain this: 1.2 Elimination reactions An elimination reaction occurs when a reactant is broken up into two products. TYPES OF REACTIONS . CH3 CH2 Br + KOH → CH2 CH2 + KBr + H2 O H H C H Br C H 281 H + KOH H C H H C + KBr H + H2 O .3 3. along with an alkene. During hydrogenation. 15. C2 H4 + H2 O → CH3 CH2 OH A catalyst is needed for this reaction to take place. it means that more hydrogen atoms can attach themselves to the carbon atoms. and more hydrogen atoms are added to the molecule. CH3 CH2 OH → CH2 CH2 + H2 O H H C H H C OH H H C H C H + H H O H H 2. The reaction that takes place is shown below. If this bond is broken.

3. Ethene is then used to produce other products such as polyethylene.15. H C H H C + HCl H (a) Draw the final product in this reaction. a chorine atom and a hydrogen atom are exchanged to create a new product. Cu(H2 O)2+ + 4Cl− ⇔ Cu(Cl)2− + 4H2 O 4 4 Exercise: Addition. You will learn more about these compounds in chapter 23. A simple example of a reaction like this is shown below: AB + CD → AC + BD Some simple examples of substitution reactions are shown below: CH4 + Cl2 → CH3 Cl + HCl In this example. (b) What is the chemical formula of the product? 3. The following reaction takes place: 282 . Ethane cracking is an important industrial process used by SASOL and other petrochemical industries. The equation for the cracking of ethane looks like this: C2 H6 → C2 H4 + H2 15. (c) What type of compound is the reactant marked (i)? 2. Refer to the diagram below and then answer the questions that follow: H H (i) C H Cl C H H + KOH H C H H C + KCl H + H2 O (a) Is this reaction an example of substitution. The initial reactants are transformed or ’swopped around’ to give a final product. elimination or addition? (b) Give a reason for your answer above. The following diagram shows the reactants in an addition reaction. substitution and elimination reactions 1. Hydrogen is eliminated from ethane (C2 H6 ) to produce an alkene called ethene (C2 H4 ).GRADE 11 3. TYPES OF REACTIONS .3 Substitution reactions A substitution reaction occurs when an exchange of reactants takes place.3 CHAPTER 15.

acid-carbonate. The concentration of the other reacting substance must be known. 283 .4 Is this reaction a substitution. However this definition only applies to substances that are in water. TYPES OF REACTIONS . • A redox reaction is one where there is always a change in the oxidation numbers of the elements that are involved in the reaction. carbon dioxide and water. • The reaction between an acid and a base is a neutralisation reaction. A base is a substance that increases the concentration of hydroxide ions (OH− ) in a solution. • The Arrhenius definition of acids and bases defines an acid as a substance that increases the concentration of hydrogen ions (H+ or H3 O+ ) in a solution. 4. Consider the following reaction: Ca(OH)2 (s) + 2NH4 Cl(s) → CaCl2 (s) + 2NH3 (g) + 2H2 O(g) Which one of the following best describes the type of reaction which takes place? (a) Redox reaction (b) Acid-base reaction (c) Dehydration reaction 15. • Oxidation is the loss of electrons and reduction is the gain of electrons. addition or dehydration reaction? Give a reason for your answer. which is the product of the reaction between sodium hydroxide (NaOH) and hydrochloric acid (HCl). These substances are called ampholytes and are said to be amphoteric. • When an acid and a base react.CHAPTER 15. The salt is made up of a cation from the base and an anion from the acid. • Titrations are reactions between an acid and a base that are used to calculate the concentration of one of the reacting substances. • A conjugate acid-base pair refers to two compounds in a reaction that change into other through the loss or gain of a proton.4 Summary • There are many different types of reactions that can take place. addition. they form a salt and water. an acid and a carbonate react to form a salt. certain substances can act as both an acid and a base. An acid is a substance that donates protons and a base is a substance that accepts protons. These include acid-base. An example of a salt is sodium chloride (NaCl). • In an acid-carbonate reaction. redox. Water is an example of an amphoteric substance. substitution and elimination reactions. • The Bronsted-Lowry definition is a much broader one. • In different reactions.GRADE 11 H H C H OH C H H H2 SO4 H C H H C + H2 O H 15.

i.15. The gastric juice helps with digestion. 1 × 10−2 iv. such as milk of magnesia. donates electrons B What is the concentration (in mol. accepts electrons iv. accepts protons ii. leading to heartburn or indigestion. For each of the following. re-write the statement correctly..GRADE 11 • When two or more reactants combine to form a product that contains all the atoms that were in the reactants. 1 × 102 iii. polymerisation reactions and hydrogenation reactions. is called an elimination reaction. Br− is the oxidising agent iv. donates protons iii. Exercise: Summary Exercise 1. can be taken to neutralise the excess acid. • A substitution reaction is one where the reactants are transformed or swopped around to form the final product. 2005) C When chlorine water is added to a solution of potassium bromide.dm−3 ) of H3 O+ ions in a NaOH solution which has a pH of 12 at 250 C? i. Br− is oxidised ii. TYPES OF REACTIONS . Give one word/term for each of the following descriptions: (a) A chemical reaction during which electrons are transferred (b) The addition of hydrogen across a double bond (c) The removal of hydrogen and halogen atoms from an alkane to form an elkene 2. 1 × 10−12 (IEB Paper 2. 3. Antacids. Examples of addition reactions include the reaction between ethene and bromine. bromine is produced. Sometimes there is an overproduction of acid. Milk of magnesia is only slightly soluble in water and has the chemical formula Mg(OH)2 . Alcohol dehydration and ethane cracking are examples of elimination reactions. A The following chemical equation represents the formation of the hydronium ion: H+ (aq) + H2 O(l) → H3 O+ (aq) In this reaction. 4 (b) The reactions C + O2 → CO2 and 2KClO3 → 2KCl + 3O2 are examples of redox reactions. which contains hydrochloric acid. say whether the statement is true or false. • A reaction where the reactant is broken down into one or more product. Cl2 is oxidised iii. Which one of the following statements concerning this reaction is correct? i. For each of the following questions. The stomach secretes gastric juice. choose the one correct statement from the list provided. Cl− is the oxidising agent (IEB Paper 2.4 CHAPTER 15.. water acts as a Lewis base because it. 284 . (a) The conjugate base of NH+ is NH3 . 1 × 1012 ii. 2005) 4. If the statement is false. then this is an addition reaction.

Briefly explain why the dosages are different. whereas adults can take two teaspoons of the antacid. c Why is it not advisable to take an overdose of the antacid in the stomach? Refer to the hydrochloric acid concentration in the stomach in your answer. e Calculate the concentration of the acid. d Write a balanced chemical equation for the reaction.dm−3 was used to neutralise 35.1 mol.0 cm3 of a standard solution of sodium carbonate of concentration 0.0 cm3 of a solution of hydrochloric acid. b The directions on the bottle recommend that children under the age of 12 years take one teaspoon of milk of magnesia. TYPES OF REACTIONS . (DoE Grade 11 Exemplar.GRADE 11 a Write a balanced chemical equation to show how the antacid reacts with the acid. 2007) 15. In an experiment.CHAPTER 15. 25.4 285 .

4 CHAPTER 15.GRADE 11 286 .15. TYPES OF REACTIONS .

Alternatively. 2. the substances that are undergoing the reaction are called the reactants. How did you decide which reaction was the fastest and which was the slowest? 4. while the substances that form as a result of the reaction are called the products. iron and sulfur react according to the following equation: F e + S → F eS In this reaction. the reactants have been used up. How fast or slow is each of these reactions. it might be useful to think about some different types of reactions and how quickly or slowly they occur.1 Introduction Before we begin this section. compared with those listed earlier? In a chemical reaction.Grade 12 16. In other words. How fast is each of these reactions? Rank them in order from the fastest to the slowest. For example.g.Chapter 16 Reaction Rates . The reaction rate describes how quickly or slowly the reaction takes place. this is easy to do. So how do we know whether a reaction is slow or fast? One way of knowing is to look either at how quickly the reactants are used up during the reaction or at how quickly the product forms. Try to think of some other examples of chemical reactions. write a chemical equation for the reaction that takes place. Since iron sulfide looks very different from either of its reactants. For each of the reactions above. limestone rocks being weathered by water) 1. one could see how quickly the iron sulfide product forms. 3. In another example: 287 . Exercise: Thinking about reaction rates Think about each of the following reactions: • rusting of metals • photosynthesis • combustion • weathering of rocks (e. we can see the speed of the reaction by observing how long it takes before there is no iron or sulfur left in the reaction vessel.

Rate of reaction = 0.GRADE 12 2M g(s) + O2 → 2M gO(s) In this case. the reaction rate depends on the speed at which the reactants (solid magnesium and oxygen gas) are used up. Definition: Reaction rate The rate of a reaction describes how quickly reactants are used up or how quickly products are formed during a chemical reaction. t = 2 × 60 = 120s Step 3 : Calculate the rate of the reaction. 4 g of Lithium has been used up.94 Step 2 : Calculate the time (in seconds) for the reaction. REACTION RATES .s−1 288 . divided by the total reaction time.16.58 moles of Lithium used = = 0.005 mol. or the speed at which the product (magnesium oxide) is formed.58mols M 6. The units used are: moles per second (mols/second or mol. Calculate the rate of the reaction. Using the magnesium reaction shown earlier: Average reaction rate = or moles O2 used reaction time (s) moles M g used reaction time (s) Average reaction rate = or Average reaction rate = moles M gO produced reaction time (s) Worked Example 76: Reaction rates Question: The following reaction takes place: 4Li + O2 → 2Li2 O After two minutes . n= 4 m = = 0. Answer Step 1 : Calculate the number of moles of Lithium that are used up in the reaction. divided by the reaction time.1 CHAPTER 16.005 time 120 The rate of the reaction is 0.s−1 ). or as the number of moles of product formed. The average rate of a reaction is expressed as the number of moles of reactant used up.

the number of moles of NaCl produced after 1 minute. 2. (a) How many moles of MgCl2 are produced after 1 minute? (b) Calculate the rate of the reaction. 16. Concentration (or pressure in the case of gases) As the concentration of the reactants increases. the mass (in g) of sodium that is needed for this reaction to take place. so that productivity can be maximised. calculate. Nature of reactants Substances have different chemical properties and therefore react differently and at different rates. REACTION RATES .CHAPTER 16. The table below shows the number of moles of reactant that are used up in a particular time for each reaction.2 5.. 4.5 mins 1.2 Exercise: Reaction rates 1. 289 .2 Factors affecting reaction rates Several factors affect the rate of a reaction. 1. The following are some of the factors that affect the rate of a reaction.GRADE 12 16. It is important to know these factors so that reaction rates can be controlled. so does the rate of the reaction. The reactions are as follows: M g + Cl2 → M gCl2 2N a + Cl2 → 2N aCl After 1 minute. Temperature If the temperature of the reaction increases. so does the reaction rate. using the amount of product that is produced. 2 g of MgCl2 have been produced in the first reaction. ii. A number of different reactions take place. (c) Assuming that the second reaction also proceeds at the same rate. i.. Two reactions occur simultaneously in separate reaction vessels. This is particularly important when it comes to industrial reactions. 3. (b) Which is the fastest reaction? (c) Which is the slowest reaction? 2. Catalyst Adding a catalyst increases the reaction rate. Reaction 1 2 3 4 5 Mols used up 2 5 1 3.5 mins 30 secs Reaction rate (a) Complete the table by calculating the rate of each reaction.9 Time 30 secs 2 mins 1.

Prepare a solution of sulfuric acid by adding 1 cm3 of the concentrated acid to about 4 cm3 of water. Add 2 cm3 of the sulfuric acid solution to the iron(II) and oxalic acid solutions respectively. observe how quickly each solution discolours the potassium permanganate solution. add a few drops of potassium permanganate to the two test tubes. covalent bonds between carbon and oxygen atoms must be broken first. iron(II) sulphate (FeSO4 ). In the case of the oxalate ions. 5. prepare an iron (II) sulphate solution by dissolving about two spatula points of iron (II) sulphate in 10 cm3 of water. The 4 reason for this is that there are no covalent bonds to be broken in the ions before the reaction can take place. Using the medicine dropper. concentrated sulfuric acid (H2 SO4 ). In the first test tube. if a solid reactant is finely broken up) will increase the reaction rate.16. Aim: To determine the effect of the nature of reactants on the rate of a reaction. spatula. and never the other way around. 2. Results: • You should have seen that the oxalic acid solution discolours the potassium permanganate much more slowly than the iron(II) sulphate. Remember always to add the acid to the water. 4. prepare a solution of oxalic acid in the same way. Once you have done this. Activity :: Experiment : The nature of reactants. Apparatus: Oxalic acid ((COOH)2 ). Surface area of solid reactants CHAPTER 16.g. In the second test tube.2 5. 4 It is clear that the Fe2+ ions act much more quickly than the C2 O2− ions. potassium permanganate (KMnO4 ). REACTION RATES . 3.GRADE 12 Increasing the surface area of the reactants (e. H2 SO4 KMnO4 H2 SO4 KMnO4 Test tube 1 Iron (II) sulphate solution Method: Test tube 2 Oxalic acid solution 1. glass beaker and glass rod. medicine dropper. 290 . • It is the oxalate ions (C2 O2− ) and the Fe2+ ions that cause the discolouration. test tubes. Conclusions: The nature of the reactants can affect the rate of a reaction.

The greater the surface area of the reactants. the faster the reaction rate will be. the greater the surface area for the reaction to take place. 2 g powdered marble. 2. Oxalic acid irritates the lining of the gut when it is eaten. Marble (CaCO3 ) reacts with hydrochloric acid (HCl) to form calcium chloride. chocolate. Place the marble chips and powdered marble into separate test tubes. The smaller the pieces of marble are.CHAPTER 16. The leaves of the tea plant (Camellia Interesting Fact Fact sinensis) contain very high concentrations of oxalic acid relative to other plants. Apparatus: 2 g marble chips.GRADE 12 16. hydrochloric acid.2 teresting Oxalic acids are abundant in many plants. beaker containing dilute hydrochloric acid Test tube 1 marble chips Method: Test tube 2 powdered marble 1. Prepare a solution of hydrochloric acid in the beaker by adding 2 cm3 of the concentrated solution to 20 cm3 of water. 291 . Results: • Which reaction proceeds the fastest? • Can you explain this? Conclusions: The reaction with powdered marble is the fastest. two test tubes. beaker. REACTION RATES . 3. and can be fatal in very large doses. nuts and berries. Add 10 cm3 of the dilute hydrochloric acid to each of the test tubes and observe the rate at which carbon dioxide gas is produced. Oxalic acid also occurs in small amounts in foods such as parsley. water and carbon dioxide gas according to the following equation: CaCO3 + 2HCl → CaCl2 + H2 O + CO2 Aim: To determine the effect of the surface area of reactants on the rate of the reaction. Activity :: Experiment : Surface area and reaction rates.

Apparatus: Concentrated hydrochloric acid (HCl).2 CHAPTER 16. In the same way. and not the other way around. Prepare a second solution of dilute hydrochloric acid by diluting 1 part concentrated acid with 20 parts water. if you pour 2 cm3 of concentrated acid into a beaker. For example. Take two pieces of magnesium ribbon of the same length. Method: 1. two beakers. The rate of the reaction can be measured by the rate at which hydrogen gas is produced. if you measure 1 cm3 of concentrated acid in a measuring cylinder and pour it into a beaker. The greater the concentration of the reactants. measuring cylinder. Pour 10cm3 of this 1:20 solution into a second test tube and mark it ’B’. the faster the rate of the reaction. the 1:10 or 1:20 hydrochloric acid solution? • In which of the test tubes is the reaction the fastest? Suggest a reason for this.GRADE 12 Activity :: Experiment : Reactant concentration and reaction rate. Prepare a solution of dilute hydrochloric acid in one of the beakers by diluting 1 part concentrated acid with 10 parts water. Remember to add the acid to the water. and observe closely what happens. you will need to add 20 cm3 of water.16. you will need to add 10 cm3 of water to the beaker as well. Pour 10 cm3 of the 1:10 solution into a test tube and mark it ’A’. Mg ribbon Mg ribbon Test tube A 1:10 HCl solution Test tube B 1:20 HCl solution The equation for the reaction is: 2HCl + M g → M gCl2 + H2 Results: • Which of the two solutions is more concentrated. put one piece of magnesium ribbon into test tube A and the other into test tube B. REACTION RATES . magnesium ribbon. two test tubes. • How can you measure the rate of this reaction? • What is the gas that is given off? • Why was it important that the same length of magnesium ribbon was used for each reaction? Conclusions: The 1:10 solution is more concentrated and this reaction therefore proceeds faster. 292 . 3. 2. At the same time. Both of these are 1:10 solutions. Aim: To determine the effect of reactant concentration on reaction rate.

3 Reaction rates and collision theory It should be clear now that the rate of a reaction varies depending on a number of factors. 4. REACTION RATES . the effective collisions. you should think about the following: • What equipment will you need? • How will you conduct the experiment to make sure that you are able to compare the results for different temperatures? • How will you record your results? • What safety precautions will you need to take when you carry out this experiment? 2.3 Activity :: Group work : The effect of temperature on reaction rate 1. the average kinetic energy of the reactant particles increases and they will move around much more actively. In the same way. What can you conclude from your experiment? 16.GRADE 12 16. But how can we explain why reactions take place at different speeds under different conditions? Why. if the surface area of the reactants increases. the chance that reactant particles will collide with each other also increases because there are more particles in that space. Definition: Collision theory Collision theory is a theory that explains how chemical reactions occur and why reaction rates differ for different reactions. 3. These are called ’successful’ collisions.CHAPTER 16. Present your experiment ideas to the rest of the class. but that only a certain fraction of the total collisions. the particles that are reacting must collide with one another. the collision frequency of the reactants increases. and give them a chance to comment on what you have done. This is because only a small number of the molecules have enough energy and the right orientation at the moment of impact to break the existing bonds and form new bonds. Only a fraction of all the collisions that take place actually cause a chemical change. and so will the rate of the reaction. The theory assumes that for a reaction to occur the reactant particles must collide. carry out the experiment and record your results. Increasing the temperature also increases the number of particles whose energy will be greater than the activation energy for the reaction (refer section 16. They are therefore more likely to collide with one another (Figure 16. for example. In other words. When there is an increase in the concentration of reactants. actually cause the reactant molecules to change into products. The number of successful collisions will therefore also increase. does an increase in the surface area of the reactants also increase the rate of the reaction? One way to explain this is to use collision theory.5).1). During your group discussion. 293 . In groups of 4-6. For a reaction to occur. Once you have received feedback. design an experiment that will help you to see the effect of temperature on the reaction time of 2 cm of magnesium ribbon and 20 ml of vinegar. there is also a greater chance that successful collisions will occur. When the temperature of the reaction increases.

1: An increase in the temperature of a reaction increases the chances that the reactant particles (A and B) will collide because the particles have more energy and move around more. A A A B A B B B A A High Temperature 294 . The results are shown in the table below. Use the graph to estimate the volume of gas that will have been produced after 11 minutes. Time (mins) 1 2 3 4 5 6 7 8 9 10 Volume of CO2 produced (cm3 ) 14 26 36 44 50 58 65 70 74 77 Note: On a graph of production against time.GRADE 12 B A B A B B B B A B B A A A Low Temperature Figure 16. 5. over a period of 10 minutes. At which of the following times is the reaction fastest? Time = 1 minute..16. 3. 2. REACTION RATES . Use the data in the table to draw a graph showing the volume of gas that is produced in the reaction. If the experiment was repeated using a more concentrated hydrochloric acid solution. (a) would the rate of the reaction increase or decrease from the one shown in the graph? (b) draw a rough line on the graph to show how you would expect the reaction to proceed with a more concentrated HCl solution. time = 6 minutes or time = 8 minutes.. After what time do you think the reaction will stop? 6. Questions: 1. Exercise: Rates of reaction Hydrochloric acid and calcium carbonate react according to the following equation: CaCO3 + 2HCl → CaCl2 + H2 O + CO2 The volume of carbon dioxide that is produced during the reaction is measured at different times.3 CHAPTER 16. it is the gradient of the graph that shows the rate of the reaction. 4. Suggest a reason why the reaction slows down over time.

2: Gas Syringe Method • Precipitate reactions: In reactions where a precipitate is formed. For example. The ’pop’ sound shows that hydrogen is present.tubeCoude] . calcium carbonate reacts with hydrochloric acid to produce calcium chloride. In each case. This is the test for the presence of carbon dioxide. a yellow precipitate of sulfur is formed.4 Measuring Rates of Reaction How the rate of a reaction is measured will depend on what the reaction is. For example. when sodium thiosulphate reacts with an acid.2). it turns the limewater milky. The volume of oxygen produced can be measured using the gas syringe method (figure 16. hydrogen gas is produced. When carbon dioxide is passes through limewater. carbon dioxide gas is produced. pushing out against the plunger. how was the rate of the reaction measured? The following examples will give you some ideas about other ways to measure the rate of a reaction: • Reactions that produce hydrogen gas: When a metal dissolves in an acid. magnesium reacts with sulfuric acid to produce magnesium sulphate and hydrogen. The reaction is as follows: N a2 S2 O3 (aq) + 2HCl(aq) → 2N aCl(aq) + SO2 (aq) + H2 O(l) + S(s) 295 Gas [glassType=erlen.niveauLiquide1=40. Look back to the reactions that have been discussed so far. M g(s) + H2 SO4 → M gSO4 + H2 • Reactions that produce carbon dioxide: When a carbonate dissolves in an acid. The gas collects in the syringe. and what product forms.4 16.GRADE 12 16. A lit splint can be used to test for hydrogen. CaCO3 (s) + 2HCl(aq) → CaCl2 (aq) + H2 O(l) + CO2 (g) • Reactions that produce gases such as oxygen or carbon dioxide: Hydrogen peroxide decomposes to produce oxygen. The volume of gas that has been produced can be read from the markings on the syringe.CHAPTER 16. 2H2 O2 (aq) → 2H2 O(l) + O2 (g) Gas Syringe System Reactants Figure 16. For example. water and carbon dioxide. For example. hydrogen peroxide decomposes in the presence of a manganese(IV) oxide catalyst to produce oxygen and water. REACTION RATES . the amount of precipitate formed in a period of time can be used as a measure of the reaction rate.

[glassType=erlen. 296 . Measuring changes in mass may also be suitable for other types of reactions. the cross will gradually become less clear and will eventually disappear altogether. • 300 cm3 of water • 100 cm3 of 1:10 dilute hydrochloric acid.niveauLiquide1=40] Figure 16.16. Activity :: Experiment : Measuring reaction rates Aim: To measure the effect of concentration on the rate of a reaction. when no precipitate has been formed. At the beginning of the reaction.3).GRADE 12 One way to estimate the rate of this reaction is to carry out the investigation in a conical flask and to place a piece of paper with a black cross underneath the bottom of the flask. Prepare a solution of sodium thiosulphate by adding 12 g of Na2 S2 O3 to 300 cm3 of water. REACTION RATES . the cross at the bottom of the conical flask can be clearly seen.3: At the beginning of the reaction beteen sodium thiosulphate and hydrochloric acid. However. Note that it is not possible to collect the SO2 gas that is produced in the reaction. • Six 100 cm3 glass beakers • Measuring cylinders • Paper and marking pen • Stopwatch or timer Method: One way to measure the rate of this reaction is to place a piece of paper with a cross underneath the reaction beaker to see how quickly the cross is made invisible by the formation of the sulfur precipitate. Apparatus: • 300 cm3 of sodium thiosulphate (Na2 S2 O3 ) solution. as the reaction progresses and more precipitate is formed. This is solution ’B’. Noting the time that it takes for this to happen will give an idea of the reaction rate. • Changes in mass: The rate of a reaction that produces a gas can also be measured by calculating the mass loss as the gas is formed and escapes from the reaction flask.4 CHAPTER 16. This is solution ’A’. the cross will be clearly visible when you look into the flask (figure 16. because it is very soluble in water. but are not very accurate for reactions that give off hydrogen because the mass is too low for accuracy. This method can be used for reactions that produce carbon dioxide or oxygen.

Now measure 50 cm3 of solution A into the second beaker and add 30 cm3 of water. To this second beaker. This can be done using the following equation: Rate of reaction = 1 time • Represent your results on a graph. This is because the reactant particles have a wide range of kinetic energy. Note that the original volume of Na2 S2 O3 can be used as a measure of concentration. The minimum energy that is needed for a reaction to take place is called the activation energy. 5. 4. The rate of the reaction is fastest when the concentration of the reactants was the highest. add 10 cm3 HCl. • Why was it important to keep the volume of HCl constant? Conclusions: • Describe the relationship between concentration and reaction rate. Concentration will be on the x-axis and reaction rate on the y-axis. Using a stopwatch with seconds.GRADE 12 1. Use the measuring cylinder to measure 10 cm3 HCl. refer to chapter 14.5 The equation for the reaction between sodium thiosulphate and hydrochloric acid is: N a2 S2 O3 (aq) + 2HCl(aq) → 2N aCl(aq) + SO2 (aq) + H2 O(l) + S(s) Results: • Calculate the reaction rate in each beaker. REACTION RATES .CHAPTER 16. Now add this HCl to the solution that is already in the first beaker (NB: Make sure that you always clean out the measuring cylinder you have used before using it for another chemical). record the time it takes for the precipitate that forms to block out the cross. 297 .5 Mechanism of reaction and catalysis Earlier it was mentioned that it is the collision of particles that causes reactions to occur and that only some of these collisions are ’successful’. and only a small fraction of the particles will have enough energy to actually break bonds so that a chemical reaction can take place. Pour 60 cm3 solution A into the first beaker and add 20 cm3 of water 3. Set up six beakers on a flat surface and mark them from 1 to 6. Continue the experiment by diluting solution A as shown below. 16. Under each beaker you will need to place a piece of paper with a large black cross. Beaker 1 2 3 4 5 6 Solution (cm3 ) 60 50 40 30 20 10 A Water (cm3 ) 20 30 40 50 60 70 Solution (cm3 ) 10 10 10 10 10 10 B Time (s) 16. 2. For more information on the energy of reactions. 6. time the reaction and record the results as you did before.

This is shown in figure 16. A and B are reactants and D is the product of the reaction of A and B. The following is an example of how a reaction that involves a catalyst might proceed. In our own human bodies. the energy of the particles varies. Probability of particle with that KE Average KE Kinetic Energy of Particle (KE) Figure 16. platinum. Catalysts generally react with one or more of the reactants to form a chemical intermediate which then reacts to form the final product. Even at a fixed temperature. Although the catalyst (C) is consumed by reaction 1.4. without being altered in any way. Some metals e.g. Step 1: A + C → AC Step 2: B + AC → ABC Step 3: ABC → CD Step 4: CD → C + D In the above.4: The distribution of particle kinetic energies at a fixed temperature A catalyst functions slightly differently. It increases the reaction rate by lowering the activation energy for a reaction. The function of a catalyst is to lower the activation energy so that more particles now have enough energy to react. 298 .5 CHAPTER 16. C represents the catalyst. ABC represents the intermediate chemical. The chemical intermediate is sometimes called the activated complex. The distribution of particle kinetic energies at a fixed temperature. so that the overall reaction is as follows: A+B+C→D+C You can see from this that the catalyst is released at the end of the reaction. The catalyst itself is not changed during the reaction. Increasing the reaction temperature has the effect of increasing the number of particles with enough energy to take part in the reaction. enzymes are catalysts that help to speed up biological reactions. meaning that only some of them will have enough energy to be part of the chemical reaction.16. so that it needs less energy. it is later produced again by reaction 4. depending on the activation energy for that reaction. REACTION RATES . but simply provides an alternative pathway for the reaction. completely unchanged. and so the reaction rate increases. copper and iron can act as catalysts in certain reactions. Definition: Catalyst A catalyst speeds up a chemical reaction.GRADE 12 Definition: Activation energy The energy that is needed to break the bonds in reactant molecules so that a chemical reaction can proceed.

2. Measure the mass of a few pieces of copper and keep them separate from the rest of the copper.GRADE 12 16. Now add the copper pieces to the same test tube. Method: 1. The rate at which the hydrogen is produced increases when the copper pieces (the catalyst) are added.5: The effect of a catalyst on the activation energy of a reaction Activity :: Experiment : Catalysts and reaction rates Aim: To determine the effect of a catalyst on the rate of a reaction Apparatus: Zinc granules. copper pieces. Write a balanced equation for the chemical reaction that takes place.1 M hydrochloric acid. Catalysts decrease the activation energy required for a reaction to proceed (shown by the smaller ’hump’ on the energy diagram in figure 16. Carefully remove the copper pieces from the test tube (do not get HCl on your hands). rinse them in water and alcohol and then weigh them again. Conclusions: The copper acts as a catalyst during the reaction. but is not changed in any way itself. 4. the gas that is released is hydrogen. 3. and therefore increase the reaction rate. Place a few of the zinc granules in the test tube. REACTION RATES .CHAPTER 16. It speeds up the rate of the reaction. 0. activated complex activation energy Potential energy products activation energy with a catalyst reactants Time Figure 16. 299 . one test tube and a glass beaker. Has the mass of the copper changed since the start of the experiment? Results: During the reaction.5 Energy diagrams are useful to illustrate the effect of a catalyst on reaction rates. What happens to the rate at which the gas is produced? 5.5). Add about 20 cm3 of HCl to the test tube. You will see that a gas is released. The mass of the copper does not change during the reaction. Take note of how quickly or slowly this gas is released.

5 mol. or is it possible that sometimes.6 Chemical equilibrium Having looked at factors that affect the rate of a reaction. say whether the statement is true or false. (c) A catalyst does not become part of the final product in a chemical reaction. How does the rate of this reaction compare to the original reaction rate? (d) What effect would a catalyst have on the rate of this reaction? (IEB Paper 2 2003) 3. is it always true that a reaction proceeds from reactants to products. or can a reaction reach a point where reactants are still present.dm−3 hydrochloric acid. the change in the mass of the flask containing the zinc and the acid was measured by placing the flask on a direct reading balance. 300 .16. How would the rate of the reaction be affected if: i. (a) A catalyst increases the energy of reactant molecules so that a chemical reaction can take place. re-write the statement correctly. 5 g of zinc granules are added to 400 cm3 of 0.dm−3 hydrochloric acid. If it is false. Does a reaction always proceed in the same direction or can it be reversible? In other words. (a) Write a balanced chemical equation for this reaction.dm−3 solution of hydrochloric acid. this time using 5 g of powdered zinc instead of granulated zinc. 5 g of calcium carbonate powder reacts with 20 cm3 of a 0. a lump of calcium carbonate of the same mass is used ii.1 mol.1 mol. Conduct your own research to find the names of common enzymes in the human body and which chemical reactions they play a role in. How will this influence the rate of the reaction? (c) The experiment is repeated once more. For each of the following. we now need to ask some important questions. (b) Increasing the temperature of a reaction has the effect of increasing the number of reactant particles that have more energy that the activation energy. 4. The gas that is produced at a temperature of 250 C is collected in a gas syringe. To investigate the rate of the reaction. Enzymes are catalysts.dm−3 hydrochloric acid is used 16. 40 cm3 of 0.GRADE 12 Exercise: Reaction rates 1. this time using 5 g of granulated zinc and 600 cm3 of 0.5 mol. REACTION RATES . The reading on the balance shows that there is a decrease in mass during the reaction. but there does not seem to be any further change taking place in the reaction? The following demonstration might help to explain this. 2.6 CHAPTER 16. The reaction which takes place is given by the following equation: Zn(s) + 2HCl(aq) → ZnCl2 (aq) + H2 (g) (a) Why is there a decrease in mass during the reaction? (b) The experiment is repeated. the reaction will reverse and the products will be changed back into the reactants? And does a reaction always run its full course so that all the reactants are used up. (b) The rate of the reaction is determined by measuring the volume of gas thas is produced in the first minute of the reaction.

a change in the phase of water) can proceed in either direction. Once condensation has begun. In the beaker that is covered. Note that the diagram below shows the situation ate time=0. 301 . This can be represented as follows: liquid ⇔ vapour In this example. it is also possible for a chemical reaction to reach equilibrium. there is an initial drop in the water level. liquid water becomes water vapour as a result of evaporation and the water level drops. In this case. the rate of evaporation will be equal to the rate of condensation above the beaker. REACTION RATES . In the second beaker. In a closed system it is possible for reactions to be reversible. 2. the vapour comes into contact with the surface of the bell jar and it cools and condenses to form liquid water again. bell jar Method: 1. Leave the beakers and.6 Discussion: In the first beaker. Half fill two beakers with water and mark the level of the water in each case. At some point. We will discuss these concepts in more detail. evaporation also takes place. over the course of a day or two.GRADE 12 Activity :: Demonstration : Liquid-vapour phase equilibrium Apparatus and materials: 2 beakers. Observations: You should notice that in the beaker that is uncovered. such as in the demonstration above. However. water. when vapour condenses to form water again. and there will be no change in the water level in the beaker. In one direction there is a change in phase from liquid to vapour. 3. Cover one of the beakers with a bell jar. in this case. but after a while evaporation appears to stop and the water level in this beaker is higher than that in the one that is open.CHAPTER 16. What do you notice? Note: You could speed up this demonstration by placing the two beakers over a bunsen burner to heat the water. In a closed system. it may be easier to cover the second beaker with a glass cover. the water level drops quickly because of evaporation. This water is returned to the beaker. bell jar = condensation = evaporation 16. the rate at which water is lost from the beaker will start to decrease. the reaction (in this case. observe how the water level in the two beakers changes. But the reverse can also take place.

retort stand and clamp. bunsen burner. In another test tube. A closed system is one in which energy can enter or leave. but matter cannot. In the other.GRADE 12 16. Observe what happens to the appearance of the lime water. REACTION RATES . the products react to form reactants again. 16. Condensation changes the vapour to liquid and returns it to the beaker. but water vapour cannot leave the system because the bell jar is a barrier. the reactant and product of one reaction may reverse roles. Place the other end of the delivery tube into the test tube containing the lime water so that the carbon dioxide that is produced from the reaction between calcium carbonate and hydrochloric acid passes through the lime water. there is no loss of matter from the system. In the liquid-vapour demonstration we used.16. calcium carbonate (CaCO3 ). the first beaker was an example of an open system because the beaker could be heated or cooled (a change in energy ). but not matter. Activity :: Demonstration : The reversibility of chemical reactions Apparatus and materials: Lime water (Ca(OH)2 ).6 CHAPTER 16. hydrochloric acid. 2. Seal the test tube with a rubber stopper and delivery tube. The equation for the reaction that takes place is: 302 .6.2 Reversible reactions Some reactions can take place in two directions. delivery tube. Definition: A reversible reaction A reversible reaction is a chemical reaction that can proceed in both the forward and reverse directions.1 Open and closed systems An open system is one in which matter or energy can flow into or out of the system.6. In one direction the reactants combine to form the products. in the following reversible reaction: H2 (g) + I2 (g) ⇔ 2HI(g) The forward reaction is H2 (g) + I2 (g) → 2HI(g). The beaker can still be heated or cooled. This is called the forward reaction. The reverse reaction is 2HI(g) → H2 (g) + I2 (g). 3. and water vapour (the matter ) could evaporate from the beaker. In other words. The second beaker covered by the bell jar is an example of a closed system. In other words. A special double-headed arrow is used to show this type of reversible reaction: XY + Z ⇔ X + Y Z So. Definition: Open and closed systems An open system is one whose borders allow the movement of energy and matter into and out of the system. Half-fill a test tube with clear lime water (Ca(OH)2 ). A closed system is one in which only energy can be exchanged. Method and observations: 1. This is called the reverse reaction. 2 test tubes with rubber stoppers. place a few pieces of calcium carbonate (CaCO3 ) and cover the pieces with dilute hydrochloric acid.

CHAPTER 16. calcium carbonate becomes one of the reactants to produce hydrogen carbonate (Ca(HCO3 )2 ) and so the solution becomes clear again. Heat the solution in the test tube over a bunsen burner.GRADE 12 Ca(OH)2 + CO2 → CaCO3 + H2 O CaCO3 is insoluble and it turns the limewater milky.bouchon=true. REACTION RATES . this is a reversible reaction and can be written as follows: CaCO3 (s) + H2 O + CO2 ⇔ Ca(HCO3 )2 • Is the forward reaction endothermic or exothermic? Is the reverse reaction endothermic or exothermic? You should have noticed that the reverse reaction only took place when the solution was heated.6 rubber stopper rubber stopper [glassType=tube. Sometimes. What do you notice? The equation for the reaction that takes place is: CaCO3 (s) + H2 O + CO2 → Ca(HCO3 )2 In this reaction.6.niveauLiquide1=60] calcium carbonate & hydrochloric acid limewater Discussion: • If you look at the last two equations you will see that the one is the reverse of the other.niveauLiquide1=30] [glassType=tube. The reaction that has taken place is: Ca(HCO3 )2 → CaCO3 (s) + H2 O + CO2 delivery tube 16. Allow the reaction to proceed for a while so that carbon dioxide continues to pass through the limewater. 4. 5. 16. changing the temperature of a reaction can change its direction. In other words.3 Chemical equilibrium Using the same reversible reaction that we used in an earlier example: H2 (g) + I2 (g) ⇔ 2HI(g) The forward reaction is: H2 + I2 → 2HI 303 . What do you observe? You should see bubbles of carbon dioxide appear and the limewater turns milky again.bouchon=true.

Usually. As the reaction proceeds.6 shows this. Initially (time = 0). Although it is not always possible to observe any macroscopic changes. 304 . until both occur at the same rate. this state results when the forward chemical reactions proceed at the same rate as their reverse reactions. The forward and reverse reactions continue to take place and so microscopic changes still occur in the system. It can be calculated if the equilibrium concentration of each reactant and product in a reaction at equilibrium is known. however. Rate of Reaction H2 +I2 →2HI equilibrium 2HI→H2 +I2 Time Figure 16. where the concentrations of the reactants and products have no net change over time. In the liquid-vapour phase equilibrium demonstration. the system is said to be in equilbrium. the rate of the forward reaction decreases and the rate of the reverse reaction increases. Figure 16. 16. the temperature or the pressure of a reaction can affect equilibrium. These factors will be discussed in more detail later in this chapter. the rate of the forward reaction is high and the rate of the reverse reaction is low. Definition: Chemical equilibrium Chemical equilibrium is the state of a chemical reaction. this does not mean that the reaction has stopped. REACTION RATES . This state is called dynamic equilibrium.16.7 The reverse reaction is: CHAPTER 16. relates to a chemical reaction at equilibrium. dynamic equilibrium was reached when there was no observable change in the level of the water in the second beaker even though evaporation and condensation continued to take place.7 The equilibrium constant Definition: Equilibrium constant The equilibrium constant (Kc ).GRADE 12 2HI → H2 + I2 When the rate of the forward reaction and the reverse reaction are equal. a number of factors that can change the chemical equilibrium of a reaction. Changing the concentration. This is called equilibrium.6: The change in rate of forward and reverse reactions in a closed system There are.

In other words. This can be shown using the following equation: Rate of forward reaction ∝ [A][B] or Rate of forward reaction = k1 [A][B] Similarly. the concentration stays constant during the reaction. C and D are products and a. This can be shown using the following equation: k1 [A][B] = k2 [C][D] or k1 [C][D] = k2 [A][B] or.GRADE 12 16. For example. c. these values can be left out of the equation to calculate kc . REACTION RATES .7 16. the rate of the reverse reaction is directly proportional to the concentration of the products. if the constants k1 and k2 are simplified to a single constant. This can be shown using the following equation: Rate of reverse reaction ∝ [C][D] or Rate of reverse reaction = k2 [C][D] At equilibrium.CHAPTER 16. the equation becomes: kc = [C][D] [A][B] A more general form of the equation for a reaction at chemical equilibrium is: aA + bB ⇔ cC + dD where A and B are reactants.2 that the rate of the forward reaction is directly proportional to the concentration of the reactants. b.1 Calculating the equilibrium constant Consider the following generalised reaction which takes place in a closed container at a constant temperature: A+B ⇔C +D We know from section 16. in the following reaction: C(s) + H2 O(g) ⇔ CO(g) + H2 (g) 305 . A more general formula for calculating the equilibrium constant is therefore: kc = [C]c [D]d [A]a [B]b It is important to note that if a reactant or a product in a chemical reaction is in either the liquid or solid phase. the rate of the forward reaction is equal to the rate of the reverse reaction. as the concentration of the reactants increases. so does the rate of the forward reaction. and d are the coefficients of the respective reactants and products. Therefore.7.

7. 2. it sometimes helps to draw up a table like the one below and fill in the mole values that you know or those you can calculate. at equilibrium. if the values of k c are being compared for different reactions.7 CHAPTER 16.16. This will give you a clear picture of what is happening in the reaction and will make sure that you use the right values in your calculations. make sure that the concentrations you use are the concentrations at equilibrium. Make sure that you always read the question carefully to be sure of what you are being asked to calculate. Reactant 1 Start of reaction Used up Produced Equilibrium Reactant 2 Product 1 Worked Example 77: Calculating kc Question: For the reaction: SO2 (g) + N O2 (g) → N O(g) + SO3 (g) 306 . 16.GRADE 12 kc = [CO][H2 ] [H2 O] Important: 1. REACTION RATES . Important: Calculations made easy When you are busy with calculations that involve the equilibrium constant. 2. We can also say that the equilibrium lies far to the right. it is important that all the reactions have taken place at the same temperature. the following tips may help: 1. The equilibrium for the reaction lies far to the left. the units all cancel each other out. The constant kc is affected by temperature and so. So a high kc value means that the concentration of products is high and the reaction has a high yield. If you look at the equation. If the equilibrium constant is involved. A low kc value means that.2 The meaning of kc values The formula for kc has the concentration of the products in the numerator and the concentration of reactants in the denominator. and not the concentrations or quantities that are present at some other time in the reaction. When you are doing more complicated calculations. The opposite is true for a low kc value. there are more reactants than products and therefore the yield is low. kc values do not have units.

4 moles of NH3 (g) is introduced into a sealed 2. Answer Step 1 : Write the equation for kc kc = [N O][SO3 ] [SO2 ][N O2 ] 16.2 × 0.2 mol.dm−3 Calculate the value of kc .0 dm−3 reaction vessel.dm−3 at equilibrium. Calculate the equilibrium concentration of O2 if Kc=6 and [SO2 ] = 3mol.7 Step 2 : Fill in the values you know for this equation and calculate kc kc = (0.CHAPTER 16.dm−3 [NO2 ] = 0.dm−3 [NO] = 0. REACTION RATES .1 mol.2 mol. The ammonia decomposes when the temperature is increased to 600K and reaches equilibrium as follows: 307 . 2.5mol. Answer Step 1 : Write the equation for kc kc = [SO2 ] [O2 ] (Sulfur is left out of the equation because it is a solid and its concentration stays constant during the reaction) Step 2 : Re-arrange the equation so that oxygen is on its own on one side of the equation [O2 ] = [SO2 ] kc Step 3 : Fill in the values you know and calculate [O2 ] [O2 ] = 3mol.2) =4 (0.dm−3 [SO2 ] = 0.dm−3 = 0.dm−3 6 Worked Example 79: Equilibrium calculations Question: Initially 1.GRADE 12 the concentration of the reagents is as follows: [SO3 ] = 0. Write an equation for the equilibrium constant.4 × 0.1) Worked Example 78: Calculating reagent concentration Question: For the reaction: S(s) + O2 (g) ⇔ SO2 (g) 1.4 mol.

Step 4 : Complete the following table Start of reaction Used up Produced Equilibrium NH3 1.dm−3 1.6 = 0.2) [H2 ]3 [N2 ] = = 0. calculate [N2 ] and [H2 ] [N2 ] = [H2 ] = Step 6 : Calculate kc kc = (0. Remember to use the mole ratio of reactants to products to do this. the concentration of NH3 (g) is 0.496 mol H2 and 0.16. the equilibrium mixture is found to contain 0. Moles used up = 1.2 n V Step 5 : Using the values in the table. In this case. Therefore.8 0 0.4 0. then 0.3)2 0.8 moles of ammonia are used up in the reaction.dm−3 V 2 Worked Example 80: Calculating kc Question: Hydrogen and iodine gas react according to the following equation: H2 (g) + I2 (g) ⇔ 2HI(g) When 0.0. 308 .48 [N H3 ]2 (0. the ratio of NH3 :N2 :H2 = 2:1:3. c= Therefore.181 mol I2 are heated at 450oC in a 1 dm3 container.00749 mol I2 . if 0. Calculate the equilibrium constant for the reaction at 900 K. n = c × V = 0.2 = = 0.2 1.GRADE 12 2N H3 (g) ⇔ N2 (g) + 3H2 (g) When the equilibrium mixture is analysed.7 CHAPTER 16. Answer Step 1 : Calculate the number of moles of NH3 at equilibrium. Calculate the concentration of N2 (g) and H2 (g) in the equilibrium mixture.6)3 (0.dm−3 V 2 n 1.3 × 2 = 0. REACTION RATES . Calculate the equilibrium constant for the reaction at 450o C.4 n = = 0.2 mol. 2.4 H2 0 0 1.6mol Step 2 : Calculate the number of moles of ammonia that react (are ’used up’) in the reaction.4 0.4 moles of nitrogen are produced and 1.8 moles Step 3 : Calculate the number of moles of product that are formed.6 mol.6 N2 0 0 0.2 moles of hydrogen are produced.3 mol.4 .

00749 = 0. The reaction is: CH3 COOH + CH3 CH2 OH → CH3 COOCH2 CH3 + H2 O At the beginning of the reaction.3225 mol. The mole ratio of H2 :I2 :HI = 1:1:2.CHAPTER 16.dm−3 [I2 ] = 0.dm−3 . Ethanoic acid (CH3 COOH) reacts with ethanol (CH3 CH2 OH) to produce ethyl ethanoate and water. the concentration of FeCl− is 0.7 Step 4 : Calculate the concentration of each of the reactants and products at equilibrium.dm−3 [HI] = 0.1735 moles of hydrogen must also be used up in the reaction.0075 Exercise: The equilibrium constant 1.347 mol.47 [H2 ][I2 ] 0.496 0. therefore 0.3225 I2 0. Kc for the following reactions: (a) 2NO(g) + Cl2 (g) ⇔ 2NOCl (b) H2 (g) + I2 (g) ⇔ 2HI(g) 2.347 0. REACTION RATES .95 × 10−4 mol.dm−3 and the concentration of free iron (Fe3+ ) 4 is 0. n V Therefore the equilibrium concentrations are as follows: [H2 ] = 0.1735 × 2 = 0.5 mols of ethanol. The mole ratio of hydrogen:iodine = 1:1. therefore the number of moles of HI produced is 0. At equilibrium.3225 × 0.1735 mol Step 2 : Calculate the number of moles of hydrogen that are used up in the reaction.181 .1735 0 0. 0.3 mols of ethanoic acid was left unreacted.dm−3 .347 mol. the table can be filled in as follows: Start of reaction Used up Produced Equilibrium H2 (g) 0.0075 mol. Moles of iodine used = 0. The following reaction takes place: Fe3+ (aq) + 4Cl− ⇔ FeCl− (aq) 4 Kc for the reaction is 7. Calculate the value of Kc .347 = = 143.dm−3 c= Step 5 : Calculate kc kc = [HI] 0.0075 2HI 0 0 0.5 × 10−2 mol. 309 . Calculate the concentration of chloride ions at equilibrium. So far. Write the equilibrium constant expression.347 16.2 mol.1735 0 0. Step 3 : Calculate the number of moles of hydrogen iodide that are produced. 3.5 mols of ethanoic acid and 0.GRADE 12 Answer Step 1 : Calculate the number of moles of iodine used in the reaction.181 0. there are 0.0. At equilibrium. The volume of the reaction container is 2 dm3 .

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Le Chatelier’s principle

A number of factors can influence the equilibrium of a reaction. These are: 1. concentration 2. temperature 3. pressure Le Chatelier’s Principle helps to predict what a change in temperature, concentration or pressure will have on the position of the equilibrium in a chemical reaction. This is very important, particularly in industrial applications, where yields must be accurately predicted and maximised. Definition: Le Chatelier’s Principle If a chemical system at equilibrium experiences a change in concentration, temperature or total pressure the equilibrium will shift in order to minimise that change.

16.8.1

The effect of concentration on equilibrium

If the concentration of a substance is increased, the equilibrium will shift so that this concentration decreases. So for example, if the concentration of a reactant was increased, the equilibrium would shift in the direction of the reaction that uses up the reactants, so that the reactant concentration decreases and equilibrium is restored. In the reaction between nitrogen and hydrogen to produce ammonia: N2 (g) + 3H2 (g) ⇔ 2N H3 (g) • If the nitrogen or hydrogen concentration was increased, Le Chatelier’s principle predicts that equilibrium will shift to favour the forward reaction so that the excess nitrogen and hydrogen are used up to produce ammonia. Equilibrium shifts to the right. • If the nitrogen or hydrogen concentration was decreased, the reverse reaction would be favoured so that some of the ammonia would change back to nitrogen and hydrogen to restore equilibrium. • The same would be true if the concentration of the product (NH3 ) was changed. If [NH3 ] decreases, the forward reaction is favoured and if [NH3 ] increases, the reverse reaction is favoured.

16.8.2

The effect of temperature on equilibrium

If the temperature of a reaction mixture is increased, the equilibrium will shift to decrease the temperature. So it will favour the reaction which will use up heat energy, in other words the endothermic reaction. The opposite is true if the temperature is decreased. In this case, the reaction that produces heat energy will be favoured, in other words, the exothermic reaction. The reaction shown below is exothermic (shown by the negative value for ∆ H). This means that the forward reaction, where nitrogen and hydrogen react to form ammonia, gives off heat. In the reverse reaction, where ammonia is broken down into hydrogen and nitrogen gas, heat is used up and so this reaction is endothermic.

e.g. N2 (g) + 3H2 (g) ⇔ 2N H3 (g) and ∆H = −92kJ An increase in temperature favours the reaction that is endothermic (the reverse reaction) because it uses up energy. If the temperature is increased, then the yield of ammonia (NH3 ) 310

CHAPTER 16. REACTION RATES - GRADE 12 decreases.

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A decrease in temperature favours the reaction that is exothermic (the forward reaction) because it produces energy. Therefore, if the temperature is decreased, then the yield of NH3 increases.

Activity :: Experiment : Le Chatelier’s Principle Aim: To determine the effect of a change in concentration and temperature on chemical equilibrium Apparatus: 0.2 M CoCl2 solution, concentrated HCl, water, test tube, bunsen burner Method: 1. Put 4-5 drops of 0.2M CoCl2 solution into a test tube. 2. Add 20-25 drops of concentrated HCl. 3. Add 10-12 drops of water. 4. Heat the solution for 1-2 minutes. 5. Cool the solution for 1 minute under a tap. 6. Observe and record the colour changes that take place during the reaction. The equation for the reaction that takes place is:
2− e.g. CoCl4 + 6H2 O ⇔ Co(H2 O)2+ + 4Cl− 6 blue pink

Results: Complete your observations in the table below, showing the colour changes that take place, and also indicating whether the concentration of each of the ions in solution increases or decreases. Initial colour Add Cl− Add H2 O Increase temp. Decrease temp. Conclusions: Use your knowledge of equilibrium principles to explain the changes that you recorded in the table above. Draw a conclusion about the effect of a change in concentration of either the reactants or products on the equilibrium position. Also draw a conclusion about the effect of a change in temperature on the equilibrium position. Final colour [Co2+ ] [Cl− ] [CoCl2− ] 4

311

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16.8.3

The effect of pressure on equilibrium

In the case of gases, we refer to pressure instead of concentration. Similar principles apply as those that were described before for concentration. When the pressure of a system increases, there are more particles in a particular space. The equilibrium will shift in a direction that reduces the number of gas particles so that the pressure is also reduced. To predict what will happen in a reaction, we need to look at the number of moles of gas that are in the reactants and products. Look at the example below:

e.g. 2SO2 (g) + O2 (g) ⇔ 2SO3 (g) In this reaction, two moles of product are formed for every three moles of reactants. If we increase the pressure on the closed system, the equilibrium will shift to the right because the forward reaction reduces the number of moles of gas that are present. This means that the yield of SO3 will increase. The opposite will apply if the pressure on the system decreases. the equilibrium will shift to the left, and the concentration of SO2 and O2 will increase. Important: The following rules will help in predicting the changes that take place in equilibrium reactions: 1. If the forward reaction that forms the product is endothermic, then an increase in temperature will favour this reaction and the yield of product will increase. Lowering the temperature will decrease the product yield. 2. If the forward reaction that forms the product is exothermic, then a decrease in temperature will favour this reaction and the product yield will increase. Increasing the temperature will decrease the product yield. 3. Increasing the pressure favours the side of the equilibrium with the least number of gas molecules. This is shown in the balanced symbol equation. This rule applies in reactions with one or more gaseous reactants or products. 4. Decreasing the pressure favours the side of the equilibrium with the most number of gas molecules. This rule applies in reactions with one or more gaseous reactants or products. 5. If the concentration of a reactant (on the left) is increased, then some of it must change to the products (on the right) for equilibrium to be maintained. The equilibrium position will shift to the right. 6. If the concentration of a reactant (on the left) is decreased, then some of the products (on the right) must change back to reactants for equilibrium to be maintained. The equilibrium position will shift to the left. 7. A catalyst does not affect the equilibrium position of a reaction. It only influences the rate of the reaction, in other words, how quickly equilibrium is reached.

Worked Example 81: Reaction Rates 1 Question: 2N O2 (g) ⇔ 2N O(g) + O2 (g) and ∆H > 0 How will the rate of the reverse reaction be affected by: 1. a decrease in temperature? 2. the addition of a catalyst? 3. the addition of more NO gas? Answer 312

CHAPTER 16. REACTION RATES - GRADE 12 1. The rate of the forward reaction will increase since it is the forward reaction that is exothermix and therefore produces energy to balance the loss of energy from the decrease in temperature. The rate of the reverse reaction will decrease. 2. The rate of the reverse and the forward reaction will increase. 3. The rate of the reverse reaction will increase so that the extra NO gas is converted into NO2 gas.

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Worked Example 82: Reaction Rates 2 Question: 1. Write a balanced equation for the exothermic reaction between Zn(s) and HCl. 2. Name 3 ways to increase the reaction rate between hydrochloric acid and zinc metal. Answer 1. Zn(s) + 2HCl(aq) ⇔ ZnCl2 (aq) + H2 (g) 2. A catalyst could be added, the zinc solid could be ground into a fine powder to increase its surface area, the HCl concentration could be increased or the reaction temperature could be increased.

Exercise: Reaction rates and equilibrium 1. The following reaction reaches equilibrium in a closed container: CaCO3 (s) ⇔ CaO(s) + CO2 (g) The pressure of the system is increased by decreasing the volume of the container. How will the number of moles and the concentration of the CO2 (g) have changed when a new equilibrium is reached at the same temperature? A B C D (IEB Paper 2, 2003) 2. The following reaction has reached equilibrium in a closed container: C(s) + H2 O(g) ⇔ CO(g) + H2 (g) ∆H ¿ 0 The pressure of the system is then decreased by increasing the volume of the container. How will the concentration of the H2 (g) and the value of Kc be affected when the new equilibrium is established? Assume that the temperature of the system remains unchanged. A B C D [H2 ] increases increases unchanged decreases 313 Kc increases unchanged unchanged unchanged moles of CO2 decreased increased decreased decreased [CO2 ] decreased increased stays the same increased

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CHAPTER 16. REACTION RATES - GRADE 12 (IEB Paper 2, 2004) 3. During a classroom experiment copper metal reacts with concentrated nitric acid to produce NO2 gas, which is collected in a gas syringe. When enough gas has collected in the syringe, the delivery tube is clamped so that no gas can escape. The brown NO2 gas collected reaches an equilibrium with colourless N2 O4 gas as represented by the following equation: 2N O2 (g) ⇔ N2 O4 (g) Once this equilibrium has been established, there are 0.01 moles of NO2 gas and 0.03 moles of N2 O4 gas present in the syringe. (a) A learner, noticing that the colour of the gas mixture in the syringe is no longer changing, comments that all chemical reactions in the syringe must have stopped. Is this assumption correct? Explain. (b) The gas in the syringe is cooled. The volume of the gas is kept constant during the cooling process. Will the gas be lighter or darker at the lower temperature? Explain your answer. (c) The volume of the syringe is now reduced to 75 cm3 by pushing the plunger in and holding it in the new position. There are 0.032 moles of N2 O4 gas present once the equilibrium has been re-established at the reduced volume (75 cm3 ). Calculate the value of the equilibrium constant for this equilibrium. (IEB Paper 2, 2004) 4. Consider the following reaction, which takes place in a closed container: A(s) + B(g) → AB(g) ∆H < 0 If you wanted to increase the rate of the reaction, which of the following would you do? (a) decrease the concentration of B (b) decrease the temperature of A (c) grind A into a fine powder (d) decrease the pressure (IEB Paper 2, 2002) 5. Gases X and Y are pumped into a 2 dm3 container. When the container is sealed, 4 moles of gas X and 4 moles of gas Y are present. The following equilibrium is established: 2X(g) + 3Y(g) ⇔ X2 Y3 The graph below shows the number of moles of gas X and gas X2 Y3 that are present from the time the container is sealed.

4 number of moles

0,5 30 70 time (s) 100

314

CHAPTER 16. REACTION RATES - GRADE 12 (a) How many moles of gas X2 Y3 are formed by the time the reaction reaches equilibrium at 30 seconds? (b) Calculate the value of the equilibrium constant at t = 50 s. (c) At 70 s the temperature is increased. Is the forward reaction endothermic or exothermic? Explain in terms of Le Chatelier’s Principle. (d) How will this increase in temperature affect the value of the equilibrium constant?

16.9

16.9

Industrial applications

The Haber process is a good example of an industrial process which uses the equilibrium principles that have been discussed. The equation for the process is as follows: N2 (g) + 3H2 (g) ⇔ 2N H3 (g) + energy Since the reaction is exothermic, the forward reaction is favoured at low temperatures, and the reverse reaction at high temperatures. If the purpose of the Haber process is to produce ammonia, then the temperature must be maintained at a level that is low enough to ensure that the reaction continues in the forward direction. The forward reaction is also favoured by high pressures because there are four moles of reactant for every two moles of product formed. The k value for this reaction will be calculated as follows: k= [N H3 ]2 [N2 ][H2 ]3

Exercise: Applying equilibrium principles Look at the values of k calculated for the Haber process reaction at different temperatures, and then answer the questions that follow: T oC 25 200 300 400 500 k 6.4 4.4 4.3 1.6 1.5

x x x x x

102 10−1 10−3 10−4 10−5

1. What happens to the value of k as the temperature increases? 2. Which reaction is being favoured when the temperature is 300 degrees celsius? 3. According to this table, which temperature would be best if you wanted to produce as much ammonia as possible? Explain.

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CHAPTER 16. REACTION RATES - GRADE 12

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Summary

• The rate of a reaction describes how quickly reactants are used up, or how quickly products form. The units used are moles per second. • A number of factors can affect the rate of a reaction. These include the nature of the reactants, the concentration of reactants, temperature of the reaction, the presence or absence of a catalyst and the surface area of the reactants. • Collision theory provides one way of explaining why each of these factors can affect the rate of a reaction. For example, higher temperatures mean increased reaction rates because the reactant particles have more energy and are more likely to collide successfully with each other. • Different methods can be used to measure the rate of a reaction. The method used will depend on the nature of the product. Reactions that produce gases can be measured by collecting the gas in a syringe. Reactions that produce a precipitate are also easy to measure because the precipitate is easily visible. • For any reaction to occur, a minimum amount of energy is needed so that bonds in the reactants can break, and new bonds can form in the products. The minimum energy that is required is called the activation energy of a reaction. • In reactions where the particles do not have enough energy to overcome this activation energy, one of two methods can be used to facilitate a reaction to take place: increase the temperature of the reaction or add a catalyst. • Increasing the temperature of a reaction means that the average energy of the reactant particles increases and they are more likely to have enough energy to overcome the activation energy. • A catalyst is used to lower the activation energy so that the reaction is more likely to take place. A catalyst does this by providing an alternative, lower energy pathway, for the reaction. • A catalyst therefore speeds up a reaction but does not become part of the reaction in any way. • Chemical equilibrium is the state of a reaction, where the concentrations of the reactants and the products have no net change over time. Usually this occurs when the rate of the forward reaction is the same as the rate of the reverse reaction. • The equilibrium constant relates to reactions at equilibrium, and can be calculated using the following equation: kc = [C]c [D]d [A]a [B]b

where A and B are reactants, C and D are products and a, b, c, and d are the coefficients of the respective reactants and products. • A high kc value means that the concentration of products at equilibrium is high and the reaction has a high yield. A low kc value means that the concentration of products at equilibrium is low and the reaction has a low yield. • Le Chatelier’s Principle states that if a chemical system at equilibrium experiences a change in concentration, temperature or total pressure the equilibrium will shift in order to minimise that change. For example, if the pressure of a gaseous system at eqilibrium was increased, the equilibrium would shift to favour the reaction that produces the lowest quantity of the gas. If the temperature of the same system was to increase, the equilibrium would shift to favour the endothermic reaction. Similar principles apply for changes in concentration of the reactants or products in a reaction. • The principles of equilibrium are very important in industrial applications such as the Haber process, so that productivity can be maximised. 316

CHAPTER 16. REACTION RATES - GRADE 12

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Exercise: Summary Exercise 1. For each of the following questions, choose the one correct answer from the list provided. (a) Consider the following reaction that has reached equilibrium after some time in a sealed 1 dm3 flask: P Cl5 (g) ⇔ P Cl3 (g) + Cl2 (g); ∆H is positive Which one of the following reaction conditions applied to the system would decrease the rate of the reverse reaction? i. ii. iii. iv. increase the pressure increase the reaction temperature continually remove Cl2 (g) from the flask addition of a suitable catalyst

(IEB Paper 2, 2001) (b) The following equilibrium constant expression is given for a particular reaction: Kc = [H2 O]4 [CO2 ]3 /[C3 H8 ][O2 ]5 For which one of the following reactions is the above expression of Kc is correct? i. ii. iii. iv. C3 H8 (g) + 5O2 (g) ⇔ 4H2 O(g) + 3CO2 (g) 4H2 O(g) + 3CO2 (g) ⇔ C3 H8 (g) + 5O2 (g) 2C3 H8 (g) + 7O2 (g) ⇔ 6CO(g) + 8H2 O(g) C3 H8 (g) + 5O2 (g) ⇔ 4H2 O(l) + 3CO2 (g)

(IEB Paper 2, 2001)

2. 10 g of magnesium ribbon reacts with a 0.15 mol.dm−3 solution of hydrochloric acid at a temperature of 250 C. (a) Write a balanced chemical equation for the reaction. (b) State two ways of increasing the rate of production of H2 (g). (c) A table of the results is given below: Time elapsed (min) Vol of H2 (g) (cm3 ) 0 0 0.5 17 1.0 25 1.5 30 2.0 33 2.5 35 3.0 35 i. Plot a graph of volume versus time for these results. ii. Explain the shape of the graph during the following two time intervals: t = 0 to t = 2.0 min and then t = 2.5 and t = 3.0 min by referring to the volume of H2 (g) produced. (IEB Paper 2, 2001) 3. Cobalt chloride crystals are dissolved in a beaker containing ethanol and then a few drops of water are added. After a period of time, the reaction reaches equilibrium as follows:
2− CoCl4 (blue) +6H2 O ⇔ Co(H2 O)2+ (pink) +4Cl− 6

The solution, which is now just blue, is poured into three test tubes. State, in each case, what colour changes will be observed (if any) if the following are added in turn to each test tube: (a) 1 cm3 of distilled water (b) A few crystals of sodium chloride 317

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CHAPTER 16. REACTION RATES - GRADE 12 (c) The addition of dilute hydrochloric acid to the third test tube causes the solution to turn pink. Explain why this occurs. (IEB Paper 2, 2001)

318

Exercise: Oxidation and reduction 1. In each of the following equations. What is common to all of these processes is that they involve a transfer of electrons and a change in the oxidation state of the elements that are involved. (a) (b) (c) (d) (e) F e → F e2+ + 2e− F e3+ + e− → F e2+ F e2 O3 → F e F e2+ → F e3+ + e− F e2 O3 + 2Al → Al2 3. reduction and redox reactions. Oxidation involves a loss of electrons and reduction involves a gain of electrons. Define the terms oxidation and reduction. say which elements in the reactants are oxidised and which are reduced. 2.1 Introduction Chapter 15 in Grade 11 discussed oxidation. A redox reaction is a reaction where both oxidation and reduction take place. In each of the following reactions say whether the iron in the reactants is oxidised or reduced.Grade 12 17.Chapter 17 Electrochemical Reactions . Which one of the substances listed below acts as the oxidising agent in the following reaction? 2− 2− 3SO2 + Cr2 O7 + 2H + → 3SO4 + 2Cr3+ + H2 O (a) (b) (c) (d) H+ Cr3+ SO2 Cr2 O2− 7 319 . (a) (b) (c) (d) CuO(s) + H2 (g) → Cu(s) + H2 O(g) 2N O(g) + 2CO(g) → N2 (g) + 2CO2 (g) M g(s) + F eSO4 (aq) → M gSO4 (aq) + F e(s) Zn(s) + 2AgN O3 (aq) → 2Ag + Zn(N O3 )2 (aq) 4.

dm−3 ). Fill the U-tube with the Na2 SO4 solution and seal the ends of the tubes with the cotton wool. copper plate. copper sulphate (CuSO4 ) solution (1 mol. Is it possible that this heat energy could be converted into electrical energy? In other words. Na2 SO4 solution. Electrochemistry is the branch of chemistry that studies these electrochemical reactions. Pour about 200 ml of the copper sulphate solution into the second beaker and place the copper plate into it. The half reactions are as follows: Cu2+ (aq) + 2e− → Cu(s) (reduction half reaction) Zn(s) → Zn2+ (aq) + 2e− (oxidation half reaction) The overall redox reaction is: Cu2+ (aq) + Zn → Cu(s) + Zn2+ (aq) There was an increase in the temperature of the reaction when you carried out this experiment. Method: 1.2 CHAPTER 17. This will stop the solution from flowing out when the U-tube is turned upside down. to produce electricity? And if this is possible.17. ammeter. in other words if an electrical current causes a chemical reaction to take place. connecting wire. U-tube. In the experiment. we will be looking more closely at different types of electrochemical reactions.2 The Galvanic Cell Activity :: Experiment : Electrochemical reactions Aim: To investigate the reactions that take place in a zinc-copper cell Apparatus: zinc plate. An electrochemical reaction can also be the reverse of this process. 2. The zinc atoms were oxidised to form Zn2+ ions in the solution. 320 . 4. two 250 ml beakers. Pour about 200 ml of the zinc sulphate solution into a beaker and put the zinc plate into it. which was then deposited in a layer on the zinc granules. what would happen if an electrical current was supplied to cause some type of chemical reaction to take place? An electrochemical reaction is a chemical reaction that produces a voltage. or if a voltage is caused by a chemical reaction. the Cu2+ ions from the copper(II) sulphate solution were reduced to copper metal. ELECTROCHEMICAL REACTIONS . Definition: Electrochemical reaction If a chemical reaction is caused by an external voltage. measuring balance. In this chapter. zinc sulphate (ZnSO4 ) solution (1 mol. an experiment was carried out to see what happened when zinc granules are added to a solution of copper(II) sulphate. 3. cotton wool. and how these can be used in different ways. and therefore a flow of electrical current.dm−3 ). Measure the mass of the copper and zinc plates and record your findings. can we use a chemical reaction where there is an exchange of electrons. it is an electrochemical reaction.GRADE 12 In Grade 11. 17.

The decrease in mass of the zinc plate suggests that the zinc metal has been oxidised. then with alcohol and finally with ether. This was made up of a zinc half cell and a copper half cell. reactions occur in both solutions. a reading was recorded on the ammeter. The mass of the zinc plate decreased. Has the mass of the plates changed from the original measurements? Note: A voltmeter can also be used in place of the ammeter. A voltmeter will measure the potential difference across the cell. Dry the plates using a hair dryer. • The direction of electron flow is from the zinc plate towards the copper plate. electron flow 17. 9.GRADE 12 5. The increase in mass of the copper plate suggests that reduction has occurred here to produce more copper metal. Conclusions: When a zinc sulphate solution containing a zinc plate is connected by a U-tube to a copper sulphate solution containing a copper plate. Leave to stand for about one day. 321 . • After the plates had been connected directly to each other and left for a day. After a day. ELECTROCHEMICAL REACTIONS . Connect the zinc and copper plates to the ammeter and observe whether the ammeter records a reading. while the mass of the copper plate increased. Is there a reading on the ammeter? In which direction is the current flowing? 7. you should have noticed the following: • When the U-tube containing the Na2 SO4 solution was absent.2 A + salt bridge + Cu Zn CuSO4(aq) ZnSO4(aq) Results: During the experiment. • When the U-tube was connected. there was no reading on the ammeter.1 Half-cell reactions in the Zn-Cu cell The experiment above demonstrated a zinc-copper cell. Take the ammeter away and connect the copper and zinc plates to each other directly using copper wire.2. Place the U-tube so that one end is in the copper sulphate solution and the other end is in the zinc sulphate solution. 17. 6. there was a change in their mass.CHAPTER 17. Weigh the zinc and copper plates and record their mass. This will be explained in detail below. remove the two plates and rinse them first with distilled water. 8.

and the reduction half-reaction at the cathode is written on the right. • Zinc plate At the zinc plate. In the zinc-copper cell. This means that Cu2+ ions from the copper sulphate solution were deposited onto the plate as atoms of copper metal. The electrons remain on the zinc plate. The half-reaction that takes place at the zinc plate is: Zn → Zn2+ + 2e− (Oxidation half reaction) The shortened way to represent the zinc half-cell is Zn/Zn2+ . The half-reaction that takes place at the copper plate is: Cu2+ + 2e− → Cu (Reduction half reaction) Another shortened way to represent this copper half-cell is Cu2+ /Cu.2 CHAPTER 17. the oxidation half-reaction at the anode is written on the left. The anode is the electrode where oxidation takes place. For example. ELECTROCHEMICAL REACTIONS . How do we explain what has just been observed in the zinc-copper cell? • Copper plate At the copper plate.17. the direction of current flow in the external circuit is from the zinc electrode (where there has been a build up of electrons) to the copper electrode. a zinc half cell could consist of a zinc metal plate (the electrode) in a zinc sulphate solution (the electrolyte). Definition: Electrode An electrode is an electrical conductor that is used to make contact with a metallic part of a circuit. the standard notation is: Zn|Zn2+ ||Cu2+ |Cu where | = || = a phase boundary (solid/aqueous) the salt bridge In the notation used above. 322 . 17. This means that some of the zinc goes into solution as Z2+ ions.GRADE 12 Definition: Half cell A half cell is a structure that consists of a conductive electrode surrounded by a conductive electrolyte. the zinc plate is the anode and the copper plate is the cathode. The cathode is the electrode where reduction takes place. In the Zn-Cu electrochemical cell. if we cancel the electrons: Zn + Cu2+ → Zn2+ + Cu For this electrochemical cell. giving it a negative charge. the copper and zinc plates are called the electrodes. and the electrode where reduction takes place is called the cathode. there was an increase in mass. The electrode where oxidation occurs is called the anode.2.2 Components of the Zn-Cu cell In the zinc-copper cell. there was a decrease in mass. The overall reaction is: Zn + Cu2+ + 2e− → Zn2+ + Cu + 2e− or.

It was the work of these two men that paved the way for all electrical batteries. A galvanic cell (which is also sometimes referred to as a voltaic or electrochemical cell) consists of two metals that are connected by a salt bridge between the individual half-cells. 17. chemical energy is converted to electrical energy. In the zinc-copper cell. teresting It was the Italian physician and anatomist Luigi Galvani who marked the birth Interesting Fact Fact of electrochemistry by making a link between chemical reactions and electricity. In 1800. In 1780. another scientist. In the Cu2+ /Cu halfcell.3 The Galvanic cell In the zinc-copper cell the important thing to notice is that the chemical reactions that take place at the two electrodes cause an electric current to flow through the outer circuit. This causes a movement of SO2− ions into the beaker where there are too many positive ions. When two metals with different reaction potentials are used in a galvanic cell. In the Zn/Zn2+ half-cell. to generate an electric current. The U-tube is called the salt bridge.2 Definition: Electrolyte An electrolyte is a substance that contains free ions and which therefore behaves as an electrical conductor. Alessandro Volta. zinc has a higher reaction potential than copper and therefore dissolves more readily into solution. each of which has a different reaction potential. 323 . in electrochemistry. Volta developed the voltaic pile. which was very similar to the galvanic cell. 4 in order to neutralise the solution. These electrons are then transferred through the connecting wire in the outer circuit. Without this. there is a decrease in the positive charge because electrons are gained through reduction. He called this ”animal electricity”. Definition: Salt bridge A salt bridge. ELECTROCHEMICAL REACTIONS . These are called galvanic cells. is a laboratory device that is used to connect the oxidation and reduction half-cells of a galvanic cell. The salt bridge acts as a transfer medium that allows ions to flow through without allowing the different solutions to mix and react. The zinc-copper cell is one example of a galvanic cell. The U-tube also plays a very important role in the cell. because of his professional disagreement over the galvanic response that had been suggested by Luigi Galvani. and the result is a flow of current through the wire that connects the electrodes. The metal ’dissolves’ when it loses electrons to form positive metal ions. there is a build up of positive charge because of the release of electrons through oxidation. Galvani discovered that when two different metals (copper and zinc for example) were connected together and then both touched to different parts of a nerve of a frog leg at the same time. the flow of electrons in the outer circuit stops completely. So what is meant by the ’reaction potential’ of a substance? Every metal has a different half reaction and different dissolving rates. a potential difference is set up between the two electrodes. 17. A galvanic cell generates electricity using the reactions that take place at these two metals.GRADE 12 The zinc sulphate and copper sulphate solutions are called the electrolyte solutions.2. Definition: Galvanic cell A galvanic (voltaic) cell is an electrochemical cell that uses a chemical reaction between two dissimilar electrodes dipped in an electrolyte. While many scientists accepted his ideas. they made the leg contract.CHAPTER 17. In this type of cell. did not.

Refer to chapter 23 for more information on batteries. The galvanic cell can also be used for electroplating.17. Answer Step 1 : Identify the oxidation and reduction reactions In the standard notation format.4 Uses and applications of the galvanic cell The principles of the galvanic cell are used to make electrical batteries. electrical appliances (long-life alkaline batteries). digital watches (mercury battery) and military applications (thermal battery). Write the overall equation for the chemical reaction. hearing aids (silver-oxide battery). Batteries are made of electrochemical devices such as one or more galvanic cells. 2. Step 4 : Determine the direction of current flow A build up of electrons occurs where oxidation takes place. 3. it can be for aesthetic reasons for example in the production of jewellery. all the reactants must go on the left side of the equation and the products must go on the right side of the equation. ELECTROCHEMICAL REACTIONS .2 CHAPTER 17. the oxidation reaction is written on the left and the reduction reaction on the right. a battery is a device that stores chemical energy and makes it available in an electrical form. This will be discussed later in the chapter. zinc is oxidised and silver ions are reduced. Step 2 : Write the two half reactions Oxidation half-reaction: Zn → Zn2+ + 2e− Reduction half-reaction: Ag + + e− → Ag Step 3 : Combine the half-reactions to get the overall equation.2. Current will therefore flow from the zinc electrode to the silver electrode. 324 . In science and technology. This will be discussed in more detail later in this chapter. The overall equation therefore becomes: Zn + Ag+ + e− → Zn2+ + 2e− + Ag Note that this equation is not balanced. So. Give the anode and cathode half-reactions. electroplating is used to give a metal particular properties such as corrosion protection or wear resistance. Give the direction of the current in the external circuit.GRADE 12 Worked Example 83: Understanding galvanic cells Question: For the following cell: Zn|Zn2+ ||Ag + |Ag 1. When you combine the two half-reactions. Batteries have many uses including in torches. fuel cells or flow cells. This is at the zinc electrode. 17. At other times. digital cameras (lithium battery). Electroplating occurs when an electrically conductive object is coated with a layer of metal using electrical current. in this cell. Sometimes.

Definition: Electrolysis In chemistry and manufacturing. we saw that a chemical reaction that involves a transfer of electrons. Give the anode half-reaction. ELECTROCHEMICAL REACTIONS . For the following cell: M g|M g 2+||M n2+ |M n (a) (b) (c) (d) (e) (f) (g) Give the cathode half-reaction. In other words. and the type of cell that is used to do this. For the following cell: Sn|Sn2+ ||Ag + |Ag (a) (b) (c) (d) Give the cathode half-reaction.CHAPTER 17. is it possible to use an electric current to force a particular chemical reaction to occur.3 The Electrolytic cell In section 17. 2. The following half-reactions take place in an electrochemical cell: Fe → Fe3+ + 3e− Fe2+ + 2e− → Fe (a) (b) (c) (d) (e) Which is the oxidation half-reaction? Which is the reduction half-reaction? Name one oxidising agent. Use standard notation to represent this electrochemical cell.3 Exercise: Galvanic cells 1. 3. Give the anode half-reaction. we are going to see whether the ’reverse’ process applies. is called an electrolytic cell. An electrolytic cell is activated by applying an electrical potential across the anode and cathode to force an internal chemical reaction between the ions that are in the electrolyte solution. electrolysis is a method of separating bonded elements and compounds by passing an electric current through them. Give the overall equation for the electrochemical cell. Give the overall equation for the electrochemical cell. Name one reducing agent. Suggest two electrolytes for this electrochemical cell.2. In this section. This process is called electrolysis. 325 . What metals could be used for the electrodes in this electrochemical cell. Draw a simple sketch of the complete cell. which would otherwise not take place? The answer is ’yes’. can be used to produce an electric current. Definition: Electrolytic cell An electrolytic cell is a type of cell that uses electricity to drive a non-spontaneous reaction. 17.GRADE 12 17. In which direction will the current flow? Draw a simple sketch of the complete cell.

The electrolysis of copper sulphate is just one.GRADE 12 Activity :: Demonstration : The movement of coloured ions A piece of filter paper is soaked in an ammonia-ammonium chloride solution and placed on a microscope slide.17. A line of copper chromate solution is placed in the centre of the filter paper. The current is turned on and the reaction is left for a period of time. the central coloured band disappears and is replaced by two bands. which seem to have separated out from the first band of copper chromate. ELECTROCHEMICAL REACTIONS . Similar principles apply in the electrolytic cell. 17. Explanation: • The cell that is used to supply an electric current sets up a potential difference across the circuit. one yellow and the other blue. Conclusion: The movement of ions occurs because the electric current in the outer circuit sets up a potential difference between the two electrodes.3 CHAPTER 17. Activity :: Demonstration : The electrolysis of copper sulphate Two copper electrodes are placed in a solution of blue copper sulphate and are connected to a source of electrical current as shown in the diagram below. copper chromate (green brown) negative ions positive ions + - + - + start of reaction + after 20 minutes The current is then switched on and allowed to run for about 20 minutes. The colour of this solution is initially green-brown.3. so that one of the electrodes is positive and the other is negative.1 The electrolysis of copper sulphate There are a number of examples of electrolysis. 326 . while the Cu2+ ions are attracted to the negative electrode. The filter paper is then connected to a supply of electric current using crocodile clips and connecting wire as shown in the diagram below. • The chromate (CrO2− ) ions in the copper chromate solution are attracted 4 to the positive electrode. After this time. where substances that are made of ions can be broken down into simpler substances through electrolysis.

This process is called electrolysis. positively charged Cu2+ ions are attracted to the negatively charged electrode. an electric current was used to split CuSO4 into its component ions. 4 17. The half-reaction that takes place is as follows: Cu2+ (aq) + 2e− → Cu(s) (reduction half reaction) • At the positive anode. • It appears that copper has been deposited on one of the electrodes but dissolved from the other. The half-reaction that takes place is as follows: Cu(s) → Cu2+ (aq) + 2e− (oxidation half reaction) • The amount of copper that is deposited at one electrode is approximately the same as the amount of copper that is dissolved from the other. Explanation: • At the negative cathode. The number of Cu2+ ions in the solution therefore remains almost the same and the blue colour of the solution is unchanged. which is deposited on the electrode.3. This is why it appears that some of the copper has dissolved from the electrode. The electrolytic cell for this reaction consists of two electrodes (normally platinum metal). copper metal is oxidised to form Cu2+ ions. The reduction half-reaction that takes place at the cathode is as follows: 327 .3 + – positive anode copper electrode negative cathode copper electrode SO2− 4 Cu2+ CuSO4 solution Observations: • The initial blue colour of the solution remains unchanged.CHAPTER 17. ELECTROCHEMICAL REACTIONS .2 The electrolysis of water Water can also undergo electrolysis to form hydrogen gas and oxygen gas according to the following reaction: 2H2 O(l) → 2H2 (g) + O2 (g) This reaction is very important because hydrogen gas has the potential to be used as an energy source. These ions gain electrons and are reduced to form copper metal. Conclusion: In this demonstration. submerged in an electrolyte and connected to a source of electric current.GRADE 12 + – 17. Cu2+ and SO2− .

Make sure that you understand each subsection fully before moving on.4 CHAPTER 17. In this section. show the direction in which current flows. An electrolytic cell consists of two electrodes in a silver chloride (AgCl) solution. Some of these differences have been summarised in table 17. connected to a source of current. (a) Draw a simple diagram of the electrolytic cell. and include these in the diagram. 17.g. we are going to look at this in more detail to try to understand more about the electrode potentials of each of the electrodes in the cell. otherwise it might get confusing! 328 . Electrolysis takes place in a solution of molten lead bromide (PbBr) to produce lead atoms.3. We are going to break this section down so that you build up your understanding gradually. (b) Give equations for the half-reactions that take place at the anode and cathode. NaCl Applications Table 17. of water. In other words. 2. there is a potential difference between the two half cells. (b) Give the equation for the oxidation half-reacion. A current is passed through the solution and Ag+ ions are reduced to a silver metal deposit on one of the electrodes.4 Standard Electrode Potentials If a voltmeter is connected in the circuit of an electrochemical cell.3 A comparison of galvanic and electrolytic cells It should be much clearer now that there are a number of differences between a galvanic and an electrolytic cell.17. electroplating Electrolytic cell The same metal can be used for both the cathode and the anode positive negative The cathode and anode are in the same electrolyte Charge of the anode Charge of the cathode The electrolyte solution/s Energy changes An external supply of electrical energy causes a chemical reaction to occur Electrolysis e.GRADE 12 2H2 O(l) + 2e− → H2 (g) + 2OH − (aq) The oxidation half-reaction that takes place at the anode is as follows: 2H2 O(l) → O2 (g) + 4H + (aq) + 4e− 17. and are connected only by a salt bridge Chemical potential energy from chemical reactions is converted to electrical energy Run batteries. (a) Give the equation for the reduction half-reaction. Item Metals used for electrode Galvanic cell Two metals with different reaction potentials are used as electrodes negative positive The electrolyte solutions are kept separate from one another. ELECTROCHEMICAL REACTIONS . (c) On your diagram.1: A comparison of galvanic and electrolytic cells Exercise: Electrolyis 1. a reading is obtained.1.

4. This cell is made up of two half cells and the reactions that take place at each of the electrodes are as follows: Zn → Zn2+ + 2e− Cu2+ + 2e− → Cu At the zinc electrode. than is copper. But some metals do this more easily than others.-- 2+ 2+ Figure 17.1: Zinc loses electrons to form positive ions in solution.GRADE 12 17. zinc is more reactive and is more likely to give away electrons to form Zn2+ ions in solution. will gain their electrons again and will form zinc metal. the zinc metal loses electrons and forms Zn2+ ions. Look at the following two half reactions: Zn → Zn2+ + 2e− Cu → Cu2+ + 2e− Of these two metals. ELECTROCHEMICAL REACTIONS .4 17. At the copper electrode. --2+ - zinc metal concentration of electrons on metal surface 2+ 2+ Zn2+ ions in solution . We can also say that the zinc is oxidised and that it is a strong reducing agent. a similar process takes place. The equilibrium reaction is shown like this: 329 . But some of the ions will be attracted back to the negatively charged metal.1.CHAPTER 17. they give away electrons and form positive ions. 17. This means that the build up of electrons on the copper electrode is less (figure 17. The electrons are concentrated on the zinc metal while the Zn2+ ions are in solution. The electrons accumulate on the metal surface.2 Equilibrium reactions in half cells Let’s think back to the Zn-Cu electrochemical cell.2).1 The different reactivities of metals All metals have different reactivities. The equilibrium reaction is represented like this: Zn2+ (aq) + 2e− ⇔ Zn(s) (NOTE: By convention. the equilibrium lies far to the left because the zinc loses electrons easily to form Zn2+ ions. the ions are written on the left hand side of the equation) In the zinc half cell. The difference though is that copper is not as reactive as zinc and so it does not form ions as easily.4. When metals react. The situation looks something like the diagram in figure 17. A dynamic equilibrium is set up between the zinc metal and the Zn2+ ions in solution when the rate at which ions are leaving the metal is equal to the rate at which they are joining it again.

a potential difference is set up in two places in the Zn-Cu cell: 1. we would need to connect a voltmeter to both the metal and the solution.17.4.2: Zinc loses electrons to form positive ions in solution. Cu2+ (aq) + 2e− ⇔ Cu(s) The equation lies far to the right because most of the copper is present as copper metal rather than as Cu2+ ions. it may be useful to have some more understanding of the ideas behind a ’reference electrode’. But what we can do is to try to describe the electrode potential of a metal relative to another substance.4. to flow from the more negative electrode to the less negative electrode. The problem though is that we cannot measure the potential difference (voltage) between a metal and its surrounding solution in the cell. Refer to the Tip box on ’Understanding the ideas behind a reference electrode’ before you read further. and therefore current.co. There is a potential difference between the metal and the solution surrounding it because one is more negative than the other. It is the potential difference (recorded as a voltage) between the two electrodes that causes electrons. Important: Understanding the ideas behind a reference electrode Adapted from www.4 The standard hydrogen electrode Before we look at the standard hydrogen electrode. This means we cannot measure the exact electrode potential (Eo V) of a particular metal. We need to use a standard reference electrode for this. which is not possible.4 CHAPTER 17. In this half reaction. The electrons accumulate on the metal surface. The electrode potential describes the ability of a metal to give up electrons. ELECTROCHEMICAL REACTIONS .uk 330 .chemguide. the Cu2+ ions are reduced. then it is difficult to calculate the potential difference between them. And if the exact electrode potential of each of the electrodes involved can’t be measured. 2. To do this. 17.GRADE 12 - - copper metal concentration of electrons on metal surface Cu2+ ions in solution -2+ 2+ Figure 17. 17.3 Measuring electrode potential If we put the two half cells together. There is a potential difference between the Zn and Cu electrodes because one is more negative than the other.

and do some very simple sums to work out exactly how much taller one is than another.3). it is difficult to measure the absolute electrode potential of a particular substance. The actual electrode potential of the hydrogen electrode is estimated to be 4. ELECTROCHEMICAL REACTIONS . person C is 25 cm taller than A and 40 cm taller than B.dm−3 . The reaction is as follows: 331 . Let’s say that person A for example is 15 cm shorter than the height of the post. an equilibrium is set up between hydrogen molecules and hydrogen ions in solution.44 0.02 V at 250 C. Person B is 30 cm shorter than the post and person C is 10 cm taller than the post.g. but we can use a reference electrode (similar to the ’post’ in the Tip box example) that we use to calculate relative electrode potentials for these substances. You could repeat this for a number of other people (B and C). You want to use this to find out how tall a particular person is. what you can do is to measure their height relative to the post next to them. H2 SO4 ) that contains the H+ ions has a concentration of 1 mol. but its standard electrode potential is said to be zero at all temperatures so that it can be used as for comparison with other electrodes. The solution (e.4 Let’s say that you have a device that you can use to measure heights from some distance away. Although you can’t measure their absolute height. As mentioned earlier. As the hydrogen gas bubbles over the platinum electrode.GRADE 12 17. Unfortunately. you can’t see their feet because they are standing in long grass. A B C You could summarise your findings as follows: Person A B C Height relative to post (cm) -15 -30 +10 Although you don’t know any of their absolute heights. The reference elctrode that is used is the standard hydrogen electrode (figure 17. The hydrogen electrode is based on the following redox half cell: 2H+ (aq) + 2e− → H2 (g) A standard hydrogen electrode consists of a platinum electrode in a solution containing H+ ions. you can rank them in order. For example. Definition: Standard hydrogen electrode The standard hydrogen electrode is a redox electrode which forms the basis of the scale of oxidation-reduction potentials.CHAPTER 17.

ELECTROCHEMICAL REACTIONS . The voltmeter measures the potential difference between the charge on these electrodes.4.GRADE 12 H2 gas (1 x atmosphereric pressure) Pt [H3 O+ ] (1 mol. 2. temperature). It is therefore important that the conditions for the standard hydrogen electrode are standardised as follows: pressure = 100 kPa (1atm). you will need to connect the zinc half cell to the hydrogen electrode and so on.3: The standard hydrogen electrode 2H + (aq) + 2e− ⇔ H2 (g) The position of this equilibrium can change if you change some of the conditions (e. the voltmeter would read 0. the equilibrium lies far to the right. if you are trying to determine the electrode potential of copper. In order to use the hydrogen electrode. concentration. it has a relatively higher number of electrons).4 CHAPTER 17. Let’s look at the examples of zinc and copper in more detail. the hydrogen will be relatively more negative. A simplified representation of the cell is shown in figure 17. The equilibria on the two electrodes are as follows: Zn2+ (aq) + 2e− ⇔ Zn(s) 2H + (aq) + 2e− ⇔ H2 (g) In the zinc half-reaction. you will need to connect the copper half cell to the hydrogen electrode. so if the standard hydrogen electrode is connected to the copper half cell.76 and would show that Zn is the negative electrode (i.dm−3 . For example. it needs to be attached to the electrode system that you are investigating.17. so if the standard hydrogen electrode is connected to the zinc half cell.g. In this case. The equilibria on the two electrodes are as follows: 332 . the zinc will be relatively more negative because the electrons that are released when zinc is oxidised will accumulate on the metal.dm−3 ) 25 ◦ C Figure 17. Zinc Zinc has a greater tendency than hydrogen to form ions. 1. Copper Copper has a lower tendency than hydrogen to form ions. temperature = 298 K (250 C) and concentration = 1 mol. if you are trying to determine the electrode potential of zinc. the equilibrium lies far to the left and in the hydrogen halfreaction.e.

V H electrode ----- - - Cu electrode Figure 17. The voltmeter measures the potential difference between the charge on these electrodes. In this case. relatively few electrons build up on the platinum (hydrogen) electrode. There are lots of electrons on the hydrogen electrode. There are lots of electrons on the zinc electrode.GRADE 12 17.4 V H electrode (less negative) - - ----- Zn electrode with electrons Figure 17.e. The sign of the voltage tells you the sign of the metal electrode. 333 . A simplified representation of the cell is shown in figure 17. ELECTROCHEMICAL REACTIONS . it has a relatively lower number of electrons). the equilibrium lies far to the left.34 and would show that Cu is the positive electrode (i. the hydrogen electrode is written on the left hand side of the cell. the equilibrium lies far to the right and in the hydrogen halfreaction.4. Cu2+ (aq) + 2e− ⇔ Cu(s) 2H + (aq) + 2e− ⇔ H2 (g) In the copper half-reaction. It is important to remember that these are not absolute values. relatively few electrons build up on the copper electrode.5 Standard electrode potentials The voltages recorded earlier when zinc and copper were connected to a standard hydrogen electrode are in fact the standard electrode potentials for these two metals.5.4: When zinc is connected to the standard hydrogen electrode.5: When copper is connected to the standard hydrogen electrode. Important: Conventions and voltage sign By convention. 17.CHAPTER 17. the voltmeter would read 0. but are potentials that have been measured relative to the potential of hydrogen if the standard hydrogen electrode is taken to be zero.

The more negative the value.e.3.34 V. This will be explained in more detail below. but silver has a higher positive electrode potential than copper.2). • The reducing ability (i. The electrode potential for the silver half-reaction is +0. the electrode potential for the copper half-reaction is +0. So.80 V. If a metal has a positive standard electrode potential.g. Which of these reactions will be the reduction half-reaction in the cell? Answer Step 5 : Determine the electrode potential for each metal From the table of standard electrode potentials. These metals are easily oxidised and are therefore good reducing agents. Refer to table 17. They are easily reduced and are therefore good oxidising agents. zinc’s electrode potential is actually -0. if a metal has a negative standard electrode potential. These will be used to explain some of the trends in the table of electrode potentials. Worked Example 84: Using the table of Standard Electrode Potentials Question: The following half-reactions take place in an electrochemical cell: Cu2+ + 2e− ⇔ Cu Ag− + e− ⇔ Ag 1.76 and copper is +0. it means it does not form ions easily. This means they ionise easily. silver is more likely to be reduced. Copper is the oxidation half-reaction and silver is the reduction half-reaction. Li) have more negative values.34. Luckily for us. Step 6 : Use the electrode potential values to determine which metal is oxidised and which is reduced Both values are positive. Which of these reactions will be the oxidation half-reaction in the cell? 2. we do not have to calculate the standard electrode potential for every metal. in other words. in other words. they release electrons easily.GRADE 12 In the examples we used earlier. ELECTROCHEMICAL REACTIONS . 334 . Copper is more likely to be oxidised and to form ions more easily than silver. • Metal ions at the bottom of the table are good at picking up electrons. This means that silver does not form ions easily. • The oxidising ability of metals increases as you move down in the table.3 and notice the following trends: • Metals at the top of series (e. This has been done already and the results are recorded in a table of standard electrode potentials (table 17. it means it forms ions easily.17. the easier it is for that metal to form ions. the ability to act as a reducing agent) of the metals in the table increases as you move up in the table. A few examples from the table are shown in table 17.4 CHAPTER 17.

15 0.71 -2.14 -0.90 -2.80 0.44 -0.37 -1.74 -0.96 1.78 0.17 0.87 -2.40 -0.52 0.16 0.CHAPTER 17.GRADE 12 17.92 -2.36 1.50 1.00 0.40 0.2: Standard Electrode Potentials 335 .28 1.04 0.52 1.13 -0.78 0.25 -0.77 0.23 1.28 -0.82 2.41 -0.14 0. ELECTROCHEMICAL REACTIONS .34 0.18 -0.04 -2.83 -0.4 Half-Reaction Li+ + e− ⇋ Li K + + e− ⇋ K Ba2+ + 2e− ⇋ Ba Ca2+ + 2e− ⇋ Ca N a+ + e − ⇋ N a M g 2+ + 2e− ⇋ M g M n2+ + 2e− ⇋ M n 2H2O + 2e− ⇋ H2 (g) + 2OH − Zn2+ + 2e− ⇋ Zn Cr2+ + 2e− ⇋ Cr F e2+ + 2e− ⇋ F e Cr3+ + 3e− ⇋ Cr Cd2+ + 2e− ⇋ Cd Co2+ + 2e− ⇋ Co N i2+ + 2e− ⇋ N i Sn2+ + 2e− ⇋ Sn P b2+ + 2e− ⇋ P b F e3+ + 3e− ⇋ F e 2H + + 2e− ⇋ H2 (g) S + 2H + + 2e− ⇋ H2 S(g) Sn4+ + 2e− ⇋ Sn2+ Cu2+ + e− ⇋ Cu+ 2+ SO4 + 4H + + 2e− ⇋ SO2 (g) + 2H2 O 2+ Cu + 2e− ⇋ Cu 2H2 O + O2 + 4e− ⇋ 4OH − Cu+ + e− ⇋ Cu I2 + 2e− ⇋ 2I − O2 (g) + 2H + + 2e− ⇋ H2 O2 F e3+ + e− ⇋ F e2+ − N O3 + 2H + + e− ⇋ N O2 (g) + H2 O Hg 2+ + 2e− ⇋ Hg(l) Ag + + e− ⇋ Ag − N O3 + 4H + + 3e− ⇋ N O(g) + 2H2 O Br2 + 2e− ⇋ 2Br− O2 (g) + 4H + + 4e− ⇋ 2H2 O M nO2 + 4H + + 2e− ⇋ M n2+ + 2H2 O 2− Cr2 O7 + 14H + + 6e− ⇋ 2Cr3+ + 7H2 O Cl2 + 2e− ⇋ 2Cl− Au3+ + 3e− ⇋ Au − M nO4 + 8H + + 5e− ⇋ M n2+ + 4H2 O Co3+ + e− ⇋ Co2+ F2 + 2e− ⇋ 2F − E0V -3.33 1.06 1.68 0.54 0.87 Table 17.76 -0.

GRADE 12 Half-Reaction Li+ + e− ⇋ Li Zn2+ + 2e− ⇋ Zn F e3+ + 3e− ⇋ F e 2H + + 2e− ⇋ H2 (g) Cu2+ + 2e− ⇋ Cu Hg 2+ + 2e− ⇋ Hg(l) Ag + + e− ⇋ Ag E0V -3.80 Table 17.78 0.04 0.37 For the silver half-reaction: Eo V = 0. It can be concluded that magnesium will displace silver from a silver nitrate solution so that there is silver metal and magnesium ions in the solution. This will only happen if magnesium has a greater tendency than silver to form ions.76 -0. Give the standard electrode potential for each of the following metals: (a) magnesium 336 . Exercise: Table of Standard Electrode Potentials 1. In other words. Before you tackle this problem. there will now be silver metal and a solution of magnesium nitrate.3: A few examples from the table of standard electrode potentials Important: Learning to understand the question in a problem. ELECTROCHEMICAL REACTIONS .00 0. what the question is actually asking is whether magnesium or silver forms ions more easily. Looking at the electrode potentials for the magnesium and silver reactions: For the magnesium half-reaction: Eo V = -2. In your own words. If magnesium is able to displace silver from a solution of silver nitrate.17.34 0.04 -0. 2. this means that magnesium metal will form magnesium ions and the silver ions will become silver metal.4 CHAPTER 17.80 This means that magnesium is more easily oxidised than silver and the equilibrium in this half-reaction lies to the left. make sure you understand exactly what the question is asking. Worked Example 85: Using the table of Standard Electrode Potentials Question: Is magnesium able to displace silver from a solution of silver nitrate? Answer Step 1 : Determine the half-reactions that would take place if magnesium were to displace silver nitrate. The oxidation reaction will occur spontaneously in magnesium. Silver is more easily reduced and the equilibrium lies to the right in this half-reaction. The half-reactions are as follows: M g 2+ + 2e− ⇔ M g Ag + + e− ⇔ Ag Step 2 : Use the table of electrode potentials to see which metal forms ions more easily. In other words. explain what is meant by the ’electrode potential’ of a metal.

A voltmeter connected to this cell will show that the zinc electrode is more negative than the copper electrode.34V ) We know from demonstrations. This is known as the electromotive force (emf) of the cell. (e) In the mercury half-reaction.3. will the zinc displace the magnesium from the solution? Give a detailed explanation for your answer. does the equilibrium position for the reaction lie to the left or to the right? Explain your answer. that when these two half cells are combined. (f) If silver was added to a solution of copper sulphate.6 Combining half cells Let’s stay with the example of the zinc and copper half cells. The reading on the meter will show the potential difference between the two half cells.76V ) Cu2+ + 2e− ⇔ Cu(E 0 = +0. Use the table of standard electrode potentials to put the following in order from the strongest oxidising agent to the weakest oxidising agent. • • • • Cu2+ MnO− 4 Br2 Zn2+ Ca2+ + 2e− → Ca Cl2 + 2e− → 2Cl F e3+ + 3e− → F e I2 + 2e− → 2I − 5. 17. Which one of the substances listed below acts as the oxidising agent in the following reaction? (a) (b) (c) (d) H+ Cr3+ SO2 Cr2 O2− 7 3SO2 + Cr2 O2− + 2H+ → 3SO2− + 2Cr3+ + H2 O 7 4 (IEB Paper 2.4 4. If we combine these cells as we did earlier in the chapter (section 17.CHAPTER 17. and also by looking at the sign of the electrode potential.GRADE 12 (b) lead (c) nickel 3. does the equilibrium position for the reaction lie to the left or to the right? Explain your answer. (a) (b) (c) (d) Which of the metals is most likely to be oxidised? Which metal is most likely to be reduced? Which metal is the strongest reducing agent? In the copper half-reaction. zinc will be the oxidation half-reaction and copper will be the reduction half-reaction. If zinc is added to a solution of magnesium sulphate. Refer to the electrode potentials in table 17. 337 . would it displace the copper from the copper sulphate solution? Explain your answer. 2004) 7.2). Look at the following half-reactions. 17. • • • • (a) Which substance is the strongest oxidising agent? (b) Which substance is the strongest reducing agent? 6. the following two equilibria exist: Zn2+ + 2e− ⇔ Zn(E 0 = −0.4. ELECTROCHEMICAL REACTIONS .

e. Definition: Standard emf (E0 ) cell Standard emf is the emf of a voltaic cell operating under standard conditions (i.E (anode) So. The symbol 0 denotes standard conditions.dm−3 )||Cu2+ (1mol. ELECTROCHEMICAL REACTIONS .76 = 1.E (oxidation half reaction) 0 0 E0 (cell) = E (oxidising agent) . the stronger the reaction. It is important to note that the potential difference across a cell is related to the extent to which the spontaneous cell reaction has reached equilibrium. When equilibrium is reached. and therefore no more current will flow. concentration = 1 mol. the higher the emf.E (left) (’right’ refers to the electrode that is written on the right in standard cell notation.dm−3 and temperature = 298 K). The cathode half cell (where reduction takes place) is always written on the right. you can use any one of the following equations: 0 0 E0 (cell) = E (right) . ’Left’ refers to the half-reaction written on the left in this notation) 0 0 E0 (cell) = E (reduction half reaction) . There is no longer a potential difference between the two half cells. 17. In other words. In other words.GRADE 12 Definition: Electromotive Force (emf) The emf of a cell is defined as the maximum potential difference between two electrodes or half cells in a voltaic cell.E (reducing agent) 0 0 E0 (cell) = E (cathode) .7 Uses of standard electrode potential Standard electrode potentials have a number of different uses.(-0.17.34 .76) = 0.1 V Worked Example 86: Calculating the emf of a cell Question: The following reaction takes place: Cu(s) + Ag + (aq) → Cu2+ (aq) + Ag(s) 338 .dm−3 )|Cu The anode half cell (where oxidation takes place) is always written on the left. for the Zn-Cu cell. 100 kPa.4. it is shown as follows: Zn|Zn2+ (1mol. the emf of the cell is zero and the cell is said to be ’flat’. the reaction approaches equilibrium. Calculating the emf of an electrochemical cell To calculate the emf of a cell. emf is the electrical driving force of the cell reaction.34 + 0. as the reaction proceeds and the concentration of reactants decreases and the concentration of products increases. E0 (cell) = 0.4 CHAPTER 17. When we want to represent this cell.

37) = +2. Step 3 : Represent the cell using standard notation M g|M g 2+ ||H + |H2 Step 4 : Calculate the cell potential 0 0 E0 (cell) = E (cathode) .(+0. Magnesium is therefore the anode reaction and hydrogen is the cathode reaction.46 V 17. but the silver half-reaction has a higher positive value.E (anode) = +0. Copper is oxidised.80V) Step 2 : Determine which reaction takes place at the cathode and which is the anode reaction Both half-reactions have positive electrode potentials. M g(s) + 2H + (aq) → M g2+(aq) + H2 (g) Answer Step 1 : Write equations for the two half reactions involved M g 2+ + 2e− ⇔ M g (Eo V = -2.80 .37) 2H + + 2e− ⇔ H2 (Eo V = 0.16V) Ag + + e− ⇔ Ag (Eo V = 0.CHAPTER 17. Represent the cell using standard notation.(-2. therefore this is the anode reaction.dm−3 )||Ag + (1mol.dm−3 )|Ag Step 4 : Calculate the cell potential 0 0 E0 (cell) = E (cathode) . and represent the cell using standard notation. Step 3 : Represent the cell using standard notation Cu|Cu2+ (1mol. Copper is the oxidation half-reaction. Calculate the cell potential (emf) of the electrochemical cell.00 .00) Step 2 : Determine which reaction takes place at the cathode and which is the anode reaction From the overall equation. Answer Step 1 : Write equations for the two half reactions involved Cu2+ + 2e− ⇔ Cu (Eo V = 0. ELECTROCHEMICAL REACTIONS . it is clear that magnesium is oxidised and hydrogen ions are reduced in this reaction.E (anode) = 0.GRADE 12 1. silver does not form ions easily. Silver is reduced and so this is the cathode reaction. and this must be the reduction half-reaction. 2.34) = +0. In other words.37 V 339 .4 Worked Example 87: Calculating the emf of a cell Question: Calculate the cell potential of the electrochemical cell in which the following reaction takes place.

e. look at the electrode potentials and decide in which direction the equilibrium lies In the first half reaction. Another way of saying this is that the spontaneous reaction is the one that proceeds from left to right. Step 6 : Compare the equilibrium positions to the original reaction What you should notice is that in the original reaction. Worked Example 88: Predicting whether a reaction is spontaneous Question: Will copper react with dilute sulfuric acid (H2 SO4 )? You are given the following half reactions: Cu2+ (aq) + 2e− ⇔ Cu(s) (E0 = +0. the reactants are Pb2+ and Br− ions.4 CHAPTER 17. This part of the reaction is therefore not spontaneous. The spontaneous reaction proceeds from left to right. the positive electrode potential means that copper does not lose electrons easily.06 V) Important: Half cell reactions You will see that the half reactions are written as they appear in the table of standard electrode potentials. In the reaction. The reaction is therefore not spontaneous. in other words the equilibrium lies to the right. It may be useful to highlight the reacting substance in each half reaction. but in the original equation. the opposite is happening. we know that neither of these half reactions will proceed spontaneously in the direction indicated by the original reaction.34 V) 2H + (aq) + 2e− ⇔ H2 (g) (E0 = 0 V) Answer Step 5 : For each reaction. During the reaction.13 V) Br2 + 2e− ⇔ 2Br− (+1. in other words it is easily oxidised. Look at the electrode potential for the first half reaction. In the second half reaction. But from an earlier step. Overall it is clear then that the reaction will not proceed spontaneously. the spontaneous reaction is from right to left. P b2+ (aq) + 2Br− (aq) → Br2 (l) + P b(s) the two half reactions are as follows: P b2+ + 2e− ⇔ P b (-0. It is the Pb2+ ions that are being reduced to lead. The reaction would normally proceed from right to left (i. when copper ions are reduced to copper metal. in other words it is more easily reduced and the equilibrium position lies to the right. The negative value shows that lead loses electrons easily. The positive electrode potential value for the bromine half-reaction shows that bromine is more easily reduced. In this case. ELECTROCHEMICAL REACTIONS . the equilibrium lies to the left). the copper is oxidised and the hydrogen ions are reduced. 340 .17.GRADE 12 Predicting whether a reaction will take place spontaneously Look at the following example to help you to understand how to predict whether a reaction will take place spontaneously or not. the reactants are copper (Cu) and sulfuric acid (2H+ ). This is not what is happening in the original equation and therefore this is also not spontaneous.

3. A salt bridge containing a KNO3 solution joins the two half cells. An electrochemical cell is made up of a copper electrode in contact with a copper nitrate solution and an electrode made of an unknown metal M in contact with a solution of MNO3 . A voltmeter is connected across the electrodes. If the emf is positive then the reaction is spontaneous. Under standard conditions the reading on the voltmeter is 0.4 A second method for predicting whether a reaction is spontaneous Another way of predicting whether a reaction occurs spontaneously. If the emf is negative. 341 . Four beakers are set up. 2Ag(s) + Cu2+ (aq) → Cu(s) + 2Ag + (aq) 2.GRADE 12 Important: 17. ELECTROCHEMICAL REACTIONS . Show your working. each of which contains one of the following solutions: (a) (b) (c) (d) Mg(NO3 )2 Ba(NO3 )2 Cu(NO3 )2 Al(NO3 )2 Iron is added to each of the beakers. Balancing redox reactions We will look at this in more detail in the next section. (b) Predict whether the reaction will take place spontaneously. is to look at the sign of the emf value for the cell. H+ (aq) to produce hydrogen gas. (a) Write an equation for the reaction. Which one of the following solutions can be stored in an aluminium container? (a) (b) (c) (d) Cu(SO)4 Zn(SO)4 NaCl Pb(NO3 )2 Exercise: Electrochemical cells and standard electrode potentials 1. Zinc metal reacts with an acid. Show all your working. Exercise: Predicting whether a reaction will take place spontaneously 1. In which beaker will a spontaneous reaction take place? 4.46V. using the table of electrode potentials. then the reaction is not spontaneous. Predict whether the following reaction will take place spontaneously or not.CHAPTER 17.

cathode half-reaction ii. (d) Calculate the emf of the cell 17. (c) Use the standard electrode potentials to write down equations for the: i. ELECTROCHEMICAL REACTIONS . Show calculations. (b) Which reaction takes place at the cathode and which reaction takes place at the anode? (c) Represent the electrochemical cell using standard notation. anode half-reaction iii. Given the following two half-reactions: • F e3+ (aq) + e− ⇔ F e2+ (aq) − • M nO4 (aq) + 8H + (aq) + 5e− ⇔ M n2+ (aq) + 4H2 O(l) (a) Give the standard electrode potential for each half-reaction. (b) Identify the metal M.17. 342 .5 Balancing redox reactions Half reactions can be used to balance redox reactions. We are going to use some worked examples to help explain the method. 2004) 2. (IEB Paper 2. Calculate the emf for each of the following standard electrochemical cells: (a) M g|M g 2+ ||H + |H2 (b) F e|F e3+ ||F e2+ |F e (c) Cr|Cr2+||Cu2+ |Cu (d) P b|P b2+ ||Hg 2+ |Hg 3.5 CHAPTER 17. overall cell reaction (d) What is the purpose of the salt bridge? (e) Explain why a KCl solution would not be suitable for use in the salt bridge in this cell.GRADE 12 V Cu Salt bridge (KNO3 ) M Cu(NO3 )2 (aq) MNO3 (aq) The reaction in the copper half cell is given by: Cu → Cu2+ + 2e− (a) Write down the standard conditions which apply to this electrochemical cell.

Write a balanced equation for this reaction. Therefore. Step 3 : Once the atoms are balanced. No multiplication is needed because there are two electrons on either side. 343 .5 Worked Example 89: Balancing redox reactions Question: Magnesium reduces copper (II) oxide to copper. Charges can be balanced by adding electrons to either side. In the process. check that the charges balance. magnesium is oxidised to magnesium ions. M g + Cu2+ + 2e− → M g 2+ + Cu + 2e− (The electrons on either side cancel and you get.. The half reaction is now: M g → M g 2+ + 2e− Step 4 : Repeat the above steps. so no additional atoms need to be added.CHAPTER 17. Two electrons must be added to the right hand side. but the charge on the right is +2. it is.. ELECTROCHEMICAL REACTIONS . The reduction half reaction is: Cu2+ → Cu The atoms balance but the charges don’t. two electrons must be added to the right hand side so that the charges balance. You are allowed to add hydrogen ions (H+ ) and water molecules if the reaction takes place in an acid medium. If the reaction takes place in a basic medium. In this case.GRADE 12 17. Answer Step 1 : Write down the unbalanced oxidation half reaction. M g → M g 2+ Step 2 : Balance the number of atoms on both sides of the equation.) M g + Cu2+ → M g 2+ + Cu Step 7 : Do a final check to make sure that the equation is balanced In this case. Cu2+ + 2e− → Cu Step 5 : Multiply each half reaction by a suitable number so that the number of electrons released in the oxidation half reaction is made equal to the number of electrons that are accepted in the reduction half reaction. Step 6 : Combine the two half reactions to get a final equation for the overall reaction. there is one magnesium atom on the left and one on the right. The charge on the left of the equation is 0. but this time using the reduction half reaction. you can add either hydroxide ions (OH− ) or water molecules.

The charge on the left of the equation is +2. There is one iron atom on the left and one on the right. F e2+ → F e3+ Step 2 : Balance the number of atoms on both sides of the equation. chlorine is reduced to chloride ions. In the process. check that the charges balance. but the charge on the right is +3. Cl2 + 2e− → 2Cl− Step 5 : Multiply each half reaction by a suitable number so that the number of electrons released in the oxidation half reaction is made equal to the number of electrons that are accepted in the reduction half reaction. Write a balanced equation for this reaction. one electron must be added to the right hand side so that the charges balance.5 CHAPTER 17. so we need to multiply the right hand side by two to fix this. Two electrons must be added to the left hand side to balance the charges. so no additional atoms need to be added. Worked Example 91: Balancing redox reactions in an acid medium Question: The following reaction takes place in an acid medium: 2− Cr2 O7 + H2 S → Cr3+ + S 344 . Answer Step 1 : Write down the oxidation half reaction. The reduction half reaction is: Cl2 → Cl− The atoms don’t balance. The half reaction is now: F e2+ → F e3+ + e− Step 4 : Repeat the above steps.GRADE 12 Worked Example 90: Balancing redox reactions Question: Chlorine gas oxidises Fe(II) ions to Fe(III) ions.17. This gives: 2F e2+ → 2F e3+ + 2e− Step 6 : Combine the two half reactions to get a final equation for the overall reaction. Step 3 : Once the atoms are balanced. ELECTROCHEMICAL REACTIONS . We need to multiply the oxidation half reaction by two so that the number of electrons on either side are balanced. Therefore. but this time using the reduction half reaction. 2F e2+ + Cl2 → 2F e3+ + 2Cl− Step 7 : Do a final check to make sure that the equation is balanced The equation is balanced.

2− Cr2 O7 + 14H + → 2Cr3+ + 7H2 O Step 3 : Once the atoms are balanced. called the hexaaminecobalt(II) ion (Co(NH3 )2+ ). but this time using the reduction half reaction. 2− Cr2 O7 → Cr3+ 17.GRADE 12 Write a balanced equation for this reaction.CHAPTER 17. This gives: 3S 2− → 3S + 6e− Step 6 : Combine the two half reactions to get a final equation for the overall reaction.5 Step 2 : Balance the number of atoms on both sides of the equation. Because the reaction takes place in an acid medium. 2− Cr2 O7 + 14H + + 3S 2− → 3S + 2Cr3+ + 7H2 O Step 7 : Do a final check to make sure that the equation is balanced Worked Example 92: Balancing redox reactions in an alkaline medium Question: If ammonia solution is added to a solution that contains cobalt(II) ions. We need to multiply the right side by two so that the number of Cr atoms will balance. The half reaction is now: 2− Cr2 O7 + 14H + + 6e− → 2Cr3+ + 7H2 O Step 4 : Repeat the above steps. We need to multiply the reduction half reaction by three so that the number of electrons on either side are balanced. To balance the oxygen atoms. The reduction half reaction after the charges have been balanced is: S 2− → S + 2e− Step 5 : Multiply each half reaction by a suitable number so that the number of electrons released in the oxidation half reaction is made equal to the number of electrons that are accepted in the reduction half reaction. Write a 6 balanced equation for this reaction. but the charge on the right is +6. In a chem6 ical reaction with hydrogen peroxide solution. The charge on the left of the equation is (-2+14) = +12. 2− Cr2 O7 → 2Cr3+ + 7H2 O Now the oxygen atoms balance but the hydrogens don’t. check that the charges balance. we can add hydrogen ions to the left side. hexaaminecobalt ions are oxidised by hydrogen peroxide solution to the hexaaminecobalt(III) ion Co(NH3 )3+ . Answer Step 1 : Write down the oxidation half reaction 345 . a complex ion is formed. six electrons must be added to the left hand side so that the charges balance. Therefore. we will need to add water molecules to the right hand side. Answer Step 1 : Write down the oxidation half reaction. ELECTROCHEMICAL REACTIONS .

2Co(N H3 )2+ + H2 O2 → 2Co(N H3 )3+ + 2OH − 6 6 Step 7 : Do a final check to make sure that the equation is balanced Exercise: Balancing redox reactions 1. the manganate(VII) ions are reduced to manganese(II) ions (Mn2+ ). We need to multiply the oxidation half reaction by two so that the number of electrons on both sides are balanced. (a) Write down a balanced equation for the reaction which takes place. hydrogen chloride gas is given off when the conentrated hydrochloric acid is heated.The half reaction is now: Co(N H3 )2+ → Co(N H3 )3+ + e− 6 6 Step 4 : Repeat the above steps. Step 3 : Once the atoms are balanced. The reaction is done in an acid medium. The charge on the left of the equation is +2. Manganate(VII) ions (MnO− ) oxidise hydrogen peroxide (H2 O2 ) to oxygen 4 gas.5 CHAPTER 17. 3. One elctron must be added to the right hand side to balance the charges in the equation.17. the most logical product is OH− . Balance the following equations. During the reaction. Explain why the hydrogen chloride gas is removed from the gas mixture when the gas is bubbled through water. show by calculations why this mixture needs to be heated. Write a balanced equation for the reaction. The number of atoms are the same on both sides. The mixture is carefully heated. (IEB Paper 2. 2004) 346 . the final equation for the reduction half reaction is: H2 O2 + 2e− → 2OH − Step 5 : Multiply each half reaction by a suitable number so that the number of electrons released in the oxidation half reaction is made equal to the number of electrons that are accepted in the reduction half reaction. (a) HN O3 + P bS → P bSO4 + N O + H2 O (b) N aI + F e2 (SO4 )3 → I2 + F eSO4 + N a2 SO4 2. The reduction half reaction is: H2 O2 → OH − After the atoms and charges have been balanced. ELECTROCHEMICAL REACTIONS . but the charge on the right is +3. (b) Using standard electrode potentials. (c) Besides chlorine gas which is formed during the reaction. Chlorine gas is prepared in the laboratory by adding concentrated hydrochloric acid to manganese dioxide powder. This gives: 2Co(N H3 )2+ → 2Co(N H3 )3+ + 2e− 6 6 Step 6 : Combine the two half reactions to get a final equation for the overall reaction. Although you don’t actually know what product is formed when hydrogen peroxide is reduced.GRADE 12 Co(N H3 )2+ → Co(N H3 )3+ 6 6 Step 2 : Balance the number of atoms on both sides of the equation. but this time using the reduction half reaction. check that the charges balance.

(b) Give the E0 value for the overall reaction. 17. 3. corrosion protection. Yet aqueous laboratory solutions of potassium dichromate remain orange for years.) onto a surface that doesn’t have that property. Describe and explain what changes occur during this process. One example is the electrorefining of copper. (a) Derive a balanced ionic equation for this reaction using the half-reactions that take place. this application is used to deposit a layer of metal that has some desired property (e.6.g.6 (IEB Paper 2.1 Electroplating Electroplating is the process of using electrical current to coat an electrically conductive object with a thin layer of metal. Electrochemical reactions are used to deposit pure metals from their ores. Bars of crude (impure) copper containing other metallic impurities is placed on the anodes. 2002) 17. The cathodes are made up of pure copper with few impurities. Sulfur dioxide gas can be prepared in the laboratory by heating a mixture of copper turnings and concentrated sulfuric acid in a suitable flask. 347 . Electro-refining (also sometimes called electrowinning is electroplating on a large scale. The following equation can be deduced from the table of standard electrode potentials: 2Cr2 O2− (aq) + 16H+ (aq) → 4Cr3+ (aq) + 3O2 (g) + 8H2 O(l) (E0 = 7 +0. 2002) 5. (IEB Paper 2.10V) This equation implies that an acidified solution of aqueous potassium dichromate (orange) should react to form Cr3+ (green). One of the problems though is that copper must be pure if it is to be an effective current carrier. ELECTROCHEMICAL REACTIONS .6 Applications of electrochemistry Electrochemistry has a number of different uses. The electrolyte is a solution of aqueous CuSO4 and H2 SO4 . One of the methods used to purify copper. 2. Copper plays a major role in the electrical reticulation industry as it is very conductive and is used in electric cables.GRADE 12 4. improvement of aesthetic qualities etc. particularly in industry. (c) Explain why it is necessary to heat the reaction mixture. We are going to look at a few examples. is electro-winning. abrasion and wear resistance.CHAPTER 17. The copper electro-winning process is as follows: 1.10V The activation energy is too low The reaction is non-spontaneous 17. Mostly. (d) The sulfur dioxide gas is now bubbled through an aqueous solution of potassium dichromate. Which ONE of the following best explains this? (a) (b) (c) (d) Laboratory solutions of aqueous potassium dichromate are not acidified The E0 value for this reaction is only +0.

The reactions that take place are as follows: At the anode: Cu(s) → Cu2+ (aq) + 2e− At the cathode: Cu+2 (aq) + 2e− → Cu(s) (> 99%purity) 5. ELECTROCHEMICAL REACTIONS .2 The production of chlorine Electrolysis can also be used to produce chlorine gas from brine/seawater (NaCl). in solvents. dyes and even plastics such as polyvinlychloride (PVC).6 CHAPTER 17.17. electrolysis takes place. The reactions that take place are as follows: At the anode the reaction is: 2Cl− → Cl2 (g) + 2e− whereas at the cathode. 348 . When current passes through the cell. where reduction takes place to produce pure copper metal. a disinfectant. This is sometimes referred to as the ’Chlor-alkali’ process. the following happens: 2N a+ + 2H2 O + 2e− → 2N a+ + 2OH − + H2 The overall reaction is: 2N a+ + 2H2 O + 2Cl− → 2N a+ + 2OH − + H2 + Cl2 Chlorine is a very important chemical. It is used as a bleaching agent. Fe and Pb) do not dissolve and form a solid sludge at the bottom of the tank or remain in solution in the electrolyte. The other metal impurities (Zn.6: A simplified diagram to illustrate what happens during the electrowinning of copper 17. The impure copper anode dissolves to form Cu2+ ions in solution.GRADE 12 4. Au. + – + – positive anode impure copper electrode Cu 2+ negative cathode pure copper electrode Figure 17. pharmaceuticals. Ag. These positive ions are attracted to the negative cathode.6.

3. The anode carbon rods provide sites for the oxidation of O2− and F − ions. 3− 4. The basic electrolytic reactions involved are as follows: At the cathode: Al+3 + 3e− At the anode: 2O2− The overall reaction is as follows: 2Al2 O3 → 4Al + 3O2 → O2 (g) + 4e− → Al(s) (99%purity) The only problem with this process is that the reaction is endothermic and large amounts of electricity are needed to drive the reaction. At the cathode cell lining. The metal is present in deposits of bauxite which is a mixture of silicas. iron oxides and hydrated alumina (Al2 O3 x H2 O).7: The electrolysis of sodium chloride 17. Cryolite helps to lower the melting point and dissolve the ore.3 Extraction of aluminium Aluminum metal is a commonly used metal in industry where its properties of being both light and strong can be utilized. 2. Electrolysis can be used to extract aluminum from bauxite. ELECTROCHEMICAL REACTIONS . The process described below produces 99% pure aluminum: 1. 17. the Al3+ ions are reduced and metal aluminum deposits on the lining. The process is therefore very expensive.6.7 Summary • An electrochemical reaction is one where either a chemical reaction produces an external voltage. or where an external voltage causes a chemical reaction to take place.CHAPTER 17.7 + – positive anode electrode negative cathode electrode Cl− Na+ NaCl solution Figure 17. It is also used in the manufacture of products such as aeroplanes and motor cars. Oxygen and flourine gas are given off at the anodes and also lead to anode consumption. The AlF6 electrolyte is stable and remains in its molten state.GRADE 12 + – 17. Aluminum is melted along with cryolite (N a3 AlF6 ) which acts as the electrolyte. 349 .

• There are a number of important applications of electrochemistry. either by looking at the sign of the cell’s emf or by comparing the electrode potentials of the two half cells. It consists of two electrodes. • It is possible to balance redox equations using the half-reactions that take place.7 CHAPTER 17. the production of chlorine and the extraction of aluminium. • A galvanic cell has a number of components. the build up of electrons at the anode sets up a potential difference between the two electrodes.E (reducing agent) 0 0 E0 (cell) = E (cathode) . is recorded in a standard table of electrode potential. • A galvanic cell is therefore an electrochemical cell that uses a chemical reaction between two dissimilar electrodes dipped in an electrolyte to generate an electric current. ELECTROCHEMICAL REACTIONS . The cathode is the electrode where reduction takes place. • The emf of a cell can be calculated using one of the following equations: 0 0 E0 (cell) = E (right) . Exercise: Summary exercise 350 . • The standard notation for a galvanic cell such as the zinc-copper cell is as follows: Zn|Zn2+ ||Cu2+ |Cu where | = a phase boundary (solid/aqueous) the salt bridge || = • The galvanic cell is used in batteries and in electroplating. • One of the electrodes is the anode. electrolysis occurs. • In a galvanic cell. In an electrolytic cell. The two electrolytes are connected by a salt bridge. the greater the tendency of the metal to be oxidised. • The values on the standard table of electrode potentials are measured relative to the standard hydrogen electrode. • One example of an electrolytic cell is the electrolysis of copper sulphate to produce copper and sulphate ions. the greater the tendency of the metal to be reduced.E (left) 0 0 E0 (cell) = E (reduction half reaction) .17. The more negative the value. • An electrolytic cell is an electrochemical cell that uses electricity to drive a non-spontaneous reaction. These include electroplating. An example is the zinc-copper cell. • Different metals have different reaction potentials. and this causes a current to flow in the external circuit. their ability to ionise). where oxidation takes place. The reaction potential of metals (in other words.E (oxidation half reaction) 0 0 E0 (cell) = E (oxidising agent) .GRADE 12 • In a galvanic cell a chemical reaction produces a current in the external circuit.E (anode) • It is possible to predict whether a reaction is spontaneous or not. which is a process of separating elements and compounds using an electric current. each of which is placed in a separate beaker in an electrolyte solution. The more positive the value. The electrodes are connected two each other by an external circuit wire.

7 . a learner places a beaker containing concentrated nitric acid on a sensitive balance.80 V) Which one of the following substances from these half-reactions has the greatest tendency to donate electrons? i. M n + Cu2+ → M n2+ + Cu 2− ii. choose the one correct answer. say whether the statement is true or false. The concentration of the Cu2+ ions in the copper half-cell gradually increases.09 V) and Y + + e− ⇔ Y (-2. re-write the statement correctly. (b) What chemical property of nitric acid is illustrated by this reaction? (c) List three observations that this learner would make during the investigation. bromine is oxidised ii. 5H2 S + 2M nO4 + 6H + → 5S + 2M n2+ + 8H2 O (e) Which statement is CORRECT for a Zn-Cu galvanic cell that operates under standard conditions? i. X− ii. In order to investigate the rate at which a reaction proceeds. iii. (a) Which one of the following reactions is a redox reaction? i. A few pieces of copper metal are dropped into the nitric acid. HCl + N aOH → N aCl + H2 O ii. Y iv. iodine acts as a reducing agent (IEB Paper 2. (b) The reaction 2KClO3 → 2KCl + 3O2 is an example of a redox reaction. For each of the following questions. bromine acts as a reducing agent iii. For each of the following. The intensity of the colour of the electrolyte in the copper half-cell gradually decreases. 2002) (c) The following equations represent two hypothetical half-reactions: X2 + 2e− ⇔ 2X − (+1. 351 17. If it is false. BaCl2 + M gSO4 → M gCl2 + BaSO4 (IEB Paper 2. AgN O3 + N aI → AgI + N aN O3 iii. Y+ (d) Which one of the following redox reactions will not occur spontaneously at room temperature? i. 2003) (b) Consider the reaction represented by the following equation: − − Br2(l) + 2Iaq → 2Braq + I2(s) Which one of the following statements about this reaction is correct? i. The concentration of the Zn2+ ions in the zinc half-cell gradually decreases. ELECTROCHEMICAL REACTIONS . (a) Use the relevant half-reactions from the table of Standard Reduction Potentials to derive the balanced nett ionic equation for the reaction that takes place in the beaker. 2. iv. (a) The anode in an electrolytic cell has a negative charge. Zn + SO4 + 4H + → Zn2+ + SO2 + 2H2 O − iii. Negative ions migrate from the zinc half-cell to the copper half-cell. (DoE Exemplar Paper 2. X2 iii. the iodide ions are oxidised iv. F e3+ + 3N O2 + 3H2 O → F e + 3N O3 + 6H + − iv. 2F eCl3 + 2H2 O + SO2 → H2 SO4 + 2HCl + 2F eCl2 iv. 2008) 3.CHAPTER 17. (c) Lead is a stronger oxidising agent than nickel. ii.GRADE 12 1.

2005) 4. 2005) 352 . It is used in portable appliances such as calculators and electric razors. 2001) 6. 2003) 5.7 CHAPTER 17. The lead rod is then connected to the aluminium container by a copper wire and voltmeter as shown. (IEB Paper 2. ELECTROCHEMICAL REACTIONS . An electrochemical cell is constructed by placing a lead rod in a porous pot containing a solution of lead nitrate (see sketch).GRADE 12 (IEB Paper 2. (IEB Paper 2. (e) What are the two functions of the porous pot? (f) Calculate the emf of this cell under standard conditions. the cathode (d) Write a balanced nett ionic equation for the reaction which takes place in this cell. the anode ii. Half reaction 1: Cd(s) + 2OH− (aq) → Cd(OH)2 (s) + 2e− Half reaction 2: NiO(OH)(s) + H2 O(l) + e− → Ni(OH)2 (s) + OH− (aq) (a) Which half reaction (1 or 2) occurs at the anode? Give a reason for your answer. The following reaction takes place in an electrochemical cell: Cu(s) + 2AgN O3 (aq) → Cu(N O3 )2 (aq) + 2Ag(s) (a) Give an equation for the oxidation half reaction. The nickel-cadmium (NiCad) battery is small and light and is made in a sealed unit. (b) Which metal is used as the anode? (c) Determine the emf of the cell under standard conditions. (d) Use your result above to state in which direction the cell reaction will proceed (forward or reverse) when the cell is being charged. The following two half reactions occur when electrical energy is produced by the cell. (b) Which substance is oxidised? (c) Derive a balanced ionic equation for the overall cell reaction for the discharging process.17. i. (b) In which direction do electrons flow in the copper wire? (Al to Pb or Pb to Al) (c) Write balanced equations for the reactions that take place at. (IEB Paper 2.. V lead rod copper wire porous pot Al2 (SO4 )3 (aq) Pb(NO3 )2 (aq) aluminium container (a) Define the term reduction.. The porous pot is then placed in a large aluminium container filled with a solution of aluminium sulphate.

Part IV Chemical Systems 353 .

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but no new matter is brought into the system. Think for example of the word ’bicycle’ or the regular ’cycle tests’ that you may have at school. However. it is so easy to take water for granted. and also removes waste products such as carbon dioxide and ammonia from the body. Apart from allowing life to exist. estuaries. dams and the oceans.g. Our Earth is a closed system. As humans we use water in our homes. but most of the cells in living organisms contain between 70% and 95% water. dams) and in the atmosphere as clouds and water vapour. teresting In the search for life on other planets. 18. In the next two sections.2 The importance of water For many people. Water shapes the landscape around us by wearing away at rocks and also transports and deposits sediments on floodplains and along coastal regions. A cycle is a series of events that repeats itself. we are going to take a closer look at two cycles that are very important for life on Earth.g. In fact. Here in the cells. with the rest found in ice (e.g. if water did not exist.e. It is because of this that Earth is sometimes called the ’Blue Planet’. one of the first things that scientists look Interesting Fact Fact for is water. normally every week or every two weeks. water acts as a solvent and helps to transport vital materials such as food and oxygen to where they are needed. no life would be possible. while cycle tests happen regularly. Not only is it believed that the first forms of life actually started in water. lakes. in industry. surface water (e. boreholes). we would see that almost three quarters of our planet’s surface is covered in water. it doesn’t have a beginning or an end. This means that it can exchange energy with its surroundings (i. Most of this water is stored in the oceans. in mining. For this reason. Water also plays a very important role in helping to regulate Earth’s climate. the rest of the solar system).Chapter 18 The Water Cycle . Think for example of fish and amphibians that live either all or part of the time in rivers. Because a cycle repeats itself. most planets are either too close to the sun (and therefore 355 . rivers. and yet life on Earth would not exist were it not for this extraordinary compound. the wheel turns through a full circle before beginning the motion again. if we were able to view Earth from space. groundwater (e. irrigation and even as a source of electricitiy in hydro-electric schemes. In other words. They are the water cycle and the nitrogen cycle. glaciers). We will discuss this again later in the chapter. water is their home. water also has a number of other functions. For many animals and plants. In the case of a bicycle.1 Introduction You may have heard the word ’cycle’ many times before. it is important that all the elements and molecules on Earth are recycled so that they are never completely used up.Grade 10 18.

fog and mist are all examples of condensation. 1. moist air comes into 356 . above. solid (ice) and gas (water vapour).g.GRADE 10 too hot) for water to exist in liquid form. the conditions are unlikely to allow it to exist in a form that can support the diversity of life that we see on Earth. it changes phase between liquid (water). solid. A cloud is actually a collection of lots and lots of tiny water droplets. flowers and fruits. 4. At this point. it has no beginning or end. This is another way that liquid water can enter the atmosphere as a gas. especially the leaves but also from the stems. until the molecules don’t have enough energy to stay in the gas phase. So. As water moves. 3. It is powered by solar energy and. or they are too far away and therefore too cold. In the figure. teresting Have you ever tried breathing out on a very cold day? It looks as though Interesting Fact Fact you are breathing out smoke! The moist air that you breathe out is much warmer than the air outside your body. This mostly takes place in the upper atmosphere but can also take place close to the ground if there is a significant temperature change. because it is a cycle. This is called evaporation. Definition: The Water Cycle The water cycle is the continuous circulation of water across the Earth. The water cycle is driven by solar radiation and it includes the atmosphere. precipitation. land. As this warm. surface water and groundwater. each process within this cycle is numbered. infiltration and runoff.1. Condensation When evaporation takes place. which provides the heat energy that is needed for many of the other processes to take place. The source of energy The water cycle is driven by the sun. Each process will be described below. Evaporation When water on the earth’s surface is heated by the sun. and gas phases. from river to ocean) is the result of processes such as evaporation. condensation occurs.18. Condensation is the change of water from water vapour (gas) into liquid water droplets in the air. rivers and dams.3 The movement of water through the water cycle The water cycle is the continuous movement of water over. THE WATER CYCLE .3 CHAPTER 18. Evaporation is the change of water from a liquid to a gas as it moves from the ground. the energy of the water vapour molecules also decreases. it changes state between liquid. into the atmosphere. Clouds. or from bodies of water like the ocean. Transpiration Transpiration is the evaporation of water from the aerial parts of plants. The actual movement of water from one part of the cycle to another (e. the average energy of the water molecules increases and some of the molecules are able to leave the liquid phase and become water vapour. 18. water vapour rises in the atmosphere and cools as the altitude (height above the ground) increases. The movement of water through the water cycle is shown in figure 18. As the temperature drops. and beneath the Earth’s surface. As water moves through the cycle. 2. even if water were to be found.

its temperature drops very quickly and the water vapour in the air you breathe out condenses. THE WATER CYCLE . The freeing point of water is 00 C). Snow only falls if temperatures in the atmosphere are around freezing.GRADE 10 18. 357 . some of this water will filter into the soil and collect underground. Infiltration If precipitation occurs.1: The water cycle contact with the colder air outside. 6. This is called infiltration. This water may evaporate again from the soil at a later stage. except that it is frozen.3 1 SUN Condensation forms clouds Rain falls onto the soil. The ’smoke’ that you see is actually formed in much the same way as clouds form in the upper atmosphere. flows into the rivers or seeps into the soil 5 4 Rain falls directly into rivers. dams or the oceans 2 7 Surface water Evaporation 3 Some rain seeps into the soil and becomes part of the ground water supply 6 Ground water may feed into rivers or will eventually lead into the sea Figure 18. Snow is similar to rain. 5.CHAPTER 18. Rain will fall as soon as a cloud becomes too saturated with water droplets. or the underground water may seep into another water body. Precipitation Precipitation occurs when water falls back to the earth’s surface in the form of rain or snow.

The atmospheric circulation patterns that occur because of these exchanges of heat are very important in influencing climate patterns. 4.GRADE 10 This refers to the many ways that water moves across the land. Leave the model like this for 20-30 minutes and then observe what happens. 2. THE WATER CYCLE . evaporate into the air. 5. 6. become stored in lakes or reservoirs. Place the beaker with ice on the lid directly above the hill slope. The liquid water falls to earth.18. Turn the lamp on and position it so that it shines over the water. water Set up a model of the water cycle as follows: lamp ice cubes glass tank slope water 1. It also includes channel runoff when water flows in rivers and streams. Which parts of the water cycle can you see taking place in the model? 2. lamp. Make sure that you don’t touch the lamp as it will be very hot! Observation questions: 1. Energy from the sun heats the water and causes evaporation. When the water vapour condenses again. Activity :: Experiment : The Water Cycle Materials: Tile or piece of plastic (e. Important: It is important to realise that the water cycle is all about energy exchanges. The sun is the original energy source. 3. glass fish tank with a lid. As it flows. or when water flows straight across the sand. This energy is stored in water vapour as latent heat.g. Surface runoff CHAPTER 18. the latent heat is released. Which parts of the water cycle are not represented in the model? 358 . beaker with ice cubes. lid of ice-cream container) to make a hill slope. Pour water into the bottom of the tank until about a quarter of the hill slope is covered. Close the fish tank lid.3 7. Lean the plastic against one side so that it creates a ’hill slope’ as shown in the diagram. the water may infiltrate into the ground. and will evaporate again at a later stage. and helps to drive circulation in the atmosphere. This includes surface runoff such as when water flows along a road and into a drain. or be extracted for agricultural or other human uses.

What is the energy source in the model? What would the energy source be in reality? 5. Oxygen (slightly negative charge) Hydrogen (slightly positive charge) H Hydrogen (slightly positive charge) Figure 18. But there are also forces between different water molecules. This ’pull’ is stronger in some atoms than in others and is called the electronegativity of the atom. One part of the molecule has a different charge to other parts. the forces that hold the individual atoms together are called intramolecular forces. These properties are directly related to the microscopic structure of water. You will learn more about this in chapter 4.CHAPTER 18. These are called intermolecular forces (figure 18. H O 18. You will learn more about these at a later stage.2: Diagrams showing the structure of a water molecule. and to the bonds that hold water molecules together.4 18.1 The polar nature of water Every water molecule is made up of one oxygen atom that is bonded to two hydrogen atoms. In a water molecule. molecules are held together by hydrogen bonds. and this affects the properties of water.2 Hydrogen bonding in water molecules In every water molecule. and more specifically to the shape of the molecule and its polar nature.GRADE 10 3. Can you think of how those parts that are not shown could be represented? 4. What do you think the function of the ice is in the beaker? 18. Hydrogen bonds are a much stronger type of intermolecular force than those found in many other substances. Each molecule is made up of two hydrogen atoms that are attached to one oxygen atom. water behaves very differently from other liquids. the oxygen atom has a higher electronegativty than the hydrogen atoms and therefore attracts the electrons more strongly. THE WATER CYCLE . the nucleus of each atom has an attractive force on the electrons of the other atoms.4 The microscopic structure of water In many ways. The result is that the oxygen atom has a slightly negative charge and the two hydrogen atoms each have a slightly positive charge. 18. but for now it is enough to know that in water. When atoms bond.4.3). The water molecule is said to be polar because the electrical charge is not evenly distributed in the molecule.4. Important: Intramolecular and intermolecular forces 359 .

Note that the diagram on the left only shows intermolecular forces. (b) Place the beaker on a stand and heat it over a bunsen burner for about 2 minutes. Specific heat Definition: Specific heat Specific heat is the amount of heat energy that is needed to increase the temperature of a substance by one degree. ’Inter’ means between (i. the forces between molecules). As a result of this. An international cricket match is a match between two different countries. 1. and are able to help moderate the Earth’s climate. Absorption of infra-red radiation The polar nature of the water molecule means that it is able to absorb infra-red radiation (heat) from the sun. They tend to be quieter and keep to themselves.5 CHAPTER 18.GRADE 10 If you find these terms confusing. The intramolecular forces are between the atoms of each water molecule.3: Intermolecular and intramolecular forces in water. Water has a high specific heat. 360 . Activity :: Demonstration : The high specific heat of water (a) Pour about 100 ml of water into a glass beaker. remember that ’intra’ means within (i. 2. 18. the oceans and other water bodies act as heat reservoirs. An introvert is someone who doesn’t express emotions and feelings outwardly. THE WATER CYCLE . Then use the end of a finger to test the temperature of the water.18. the forces within a molecule). carefully touch the side of the beaker (Make sure you touch the glass very lightly because it will be very hot and may burn you!). (c) After this time.e. meaning that a lot of energy must be absorbed by water before its temperature changes. intermolecular forces intramolecular forces O H O H O O H O O Figure 18. water has some special properties that are quite different to those of other substances.e.5 The unique properties of water Because of its polar nature and the strong hydrogen bonds between its molecules.

for example. while the water may take several minutes before its temperature increases even slightly. and then releasing it very slowly so that it never becomes too hot or too cold. In the case of water.GRADE 10 What do you notice? Which of the two (glass or water) is the hottest? 18. Because the bonds between molecules are strong. and so the air moving from the oceans across land is cool. and can burn your fingers if you touch it. 4. a change in body temperature of only a few degrees can be deadly. coastal regions are generally slightly warmer than areas that are further from the sea. and so a lot of energy is needed just to break these. Land temperatures are cooler than they would be if they were further from the sea. This large difference between the melting and boiling point is very important because it means that water can exist as a liquid over a large range of temperatures. the bonds between them must be broken. and so sea breezes blowing across the land are relatively warm. It is very lucky for life on earth that water does have a high heat of vaporisation. before they can move faster. places further from the sea experience higher maximum temperatures.65 kJ/mol. the molecules have enough energy to break the bonds that hold the molecules together.CHAPTER 18. In other words. and life is able to exist comfortably. You can observe this if you put ice into a glass of water. THE WATER CYCLE . Have you noticed how places that are closer to the sea have less extreme daily temperatures than those that are inland? During the day. The large amount of water across Earth’s surface helps to regulate temperatures by storing infra-red radiation (heat) from the sun. At this temperature. This is very important. It is the high specific heat of water and its ability to absorb infra-red radiation that allows it to regulate climate. water has to be heated to 1000 C before it changes phase. This means that at night. At night. their temperature range is higher than that for coastal regions. The three phases of water are shown in figure 18. the oceans lose the heat that they have absorbed very slowly. In a similar way. High heat of vaporisation Definition: Heat of vaporisation Heat of vaporisation is the energy that is needed to change a given quantity of a substance into a gas. water also helps to keep the temperature of the internal environment of living organisms relatively constant. The strength of the hydrogen bonds between water molecules also means that it has a high heat of vaporisation. the oceans heat up slowly. ’Heat of vaporisation’ is the heat energy that is needed to change water from the liquid to the gas phase. Less dense solid phase Another unusual property of water is that its solid phase (ice) is less dense than its liquid phase. these bonds are strong hydrogen bonds. The heat of vaporisation for water is 40.4. Can you imagine what a problem it would be if water’s heat of vaporisation was much lower? All the water that makes up the cells in our bodies would evaporate and most of the water on earth would no longer be able to exist as a liquid! 5. The ice doesn’t sink to 361 . Melting point and boiling point The melting point of water is 00 C and its boiling point is 1000C. and lower minimum temperatures. However. The metal of the pot heats up very quickly. By contrast. 3.5 You have probably observed this phenomenon if you have boiled water in a pot on the stove. before the particles can start moving faster. In humans. How can we explain this in terms of hydrogen bonding? Remember that increasing the temperature of a substance means that its particles will move more quickly. The same principle also applies on a global scale.

THE WATER CYCLE .18. but floats on top of the liquid. Figure 18. Instead.5: Ice cubes floating in water teresting Antarctica. This phenomenon is also related to the hydrogen bonds between water molecules. preventing it from freezing and allowing life to exist under the frozen surface. then eventually all ponds. water expands. has one of the world’s largest and deepest Interesting Fact Fact freshwater lakes. And this lake is hidden beneath 4 kilometres of ice! Lake Vostok is 200 km long and 50 km wide. During summer. making life as we know it impossible on Earth. If ice sank.5 CHAPTER 18. glacial blanket of ice acts as an insulator. 6.GRADE 10 Gas (water vapour) on a ti lim o n s u b a ti re. Water as a solvent 362 . the floating ice insulates the liquid water below.4: Changes in phase of water the bottom of the glass. only the upper few inches of the ocean would thaw. The ability of ice to float as it solidifies is a very important factor in the environment. The thick. and even the oceans would freeze solid as soon as temperatures dropped below freezing.blim su Liquid freezing melting co n eva dens p o a ti o rat n io n Solid (ice) Figure 18. lakes. While other materials contract when they solidify. the ’frozen continent’. when a deep body of water cools. preventing the water from freezing.

in fact. If water is to continue playing all the important functions that were discussed earlier. or seen the flow of water in a river reduced to almost nothing because of its extraction for industrial and other uses? And if you were able to test the quality of the water you see. (a) What property of ice cubes allows them to float in the water? (b) Briefly explain why the water gets cold when the ice cubes melt. How do they get these gases from the water in which they live? Oxygen and carbon dioxide are just two of the substances that dissolve easily in water.GRADE 10 18. can be dissolved in rainwater and transported into the soil in this way. is it important that water is such a good solvent? We will look at just a few examples. Which properties of water allow it to remain in its liquid phase over a large temperature range? Explain why this is important for life on earth. that we find pure water. it is vital that we reduce the impact of humans on these resources. 363 . THE WATER CYCLE . you would probably be shocked. It is very seldom. then. (c) Briefly describe how the property you mentioned earlier affects the survival of aquatic life during winter. and this is how plants and animals obtain the gases that they need to survive. and that they absorb this nitrogen from compounds such as nitrates and nitrates that are present in the soil. consider the fact that all plants need nitrogen to grow. when most of the Earth’s nitrogen is in a gaseous form in the atmosphere. 18. It should be clear now. The question remains. • Firstly. which are formed during flashes of lightning. How many times have you walked past polluted rivers and streams. or both. the water that we drink and use has all kinds of substances dissolved in it. Instead of being available as gases in the atmosphere. A learner returns home from school on a hot afternoon. they are present in solution in the surrounding water. All of these living organisms either need oxygen for respiration or carbon dioxide for photosynthesis. • After a while the water becomes cold and the ice cubes melt.6 Water conservation Water is a very precious substance and yet far too often. Exercise: The properties of water 1. however. She makes the following observations: • The ice cubes float in the water. that water is an amazing compound. Part of the answer lies in the fact that nitrogen oxides. meaning that it is easy for other substances to dissolve in it. but this is a topic that we will return to in a later section. 2. earth’s water resources are abused and taken for granted. dams or in the sea. and that without its unique properties. It is these that make water taste different in different areas. • Secondly.6 Water is also a very good solvent. So why. The other part of the answer lies in the activities of nitrogen-fixing bacteria in the soil. life on Earth would definitely not be possible.CHAPTER 18. to be absorbed by plants. as to how these nitrates and nitrites are able to be present in the soil at all. Most of the time. In order to get cold water to drink. think about the animals and plants that live in aquatic environments such as rivers. she adds ice cubes to a glass of water. Often our water resources are contaminated with chemicals such as pesticides and fertilisers.

increasing the size of urban floods. The article gives some examples of human impacts on water quality.. Imagine that you are the city manager in your own city or the city closest to you. leaving only a very small fraction available for use by humans. The runoff water will collect many of the pollutants that have accumulated on these surfaces (e. (a) what is meant by ’urbanisation’ (b) how urbanisation can affect water quality 2. What do you think some of the consequences of these impacts might be for humans and other forms of life? 5. In a sense this is true because water cannot be destroyed. roads. Atmospheric pollution can also have an impact because condensing water vapour will pick up these pollutants (e. entitled ’The Effects of Urbanisation on the Water Cycle’ by Susan Donaldson. while the remaining 2% is in the form of surface water. The water we use today has been in existence for billions of years. However. and then answer the questions that follow. Because our usable water supply is so limited. Within the water cycle.18.g. the overuse of water is also a problem. These changes have an impact on our precious water resources. What measures could be introduced in rural areas to protect water quality? Apart from the pollution of water resources. THE WATER CYCLE . roofs. The same is true for many other parts of the world. So how exactly does urbanisation affect the water cycle? The increase in hard surfaces (e. 98% is present as groundwater. it is vitally important to protect water quality.GRADE 10 Activity :: Group work : Human impacts on the water cycle Read the following extract from an article. we notice many visible changes including housing developments. SO2 . parking lots) decreases the amount of water that can soak into the ground. In groups. In looking at the water cycle. Because there is less infiltration. What changes would you introduce to try to protect the quality of water resources in your urban area? 6.6 CHAPTER 18. road networks. expansion of services and more. To understand these impacts you will need to have a good knowledge of the water cycle! It is interesting to note that the oceans contain most of earth’s water (about 97%). This increases the amount of surface runoff. with pollution of water being one of many such impacts. Questions 1. Of the freshwater supplies on earth. oil from cars) and carry them into other water bodies such as rivers or the ocean. this may affect stream flows during dry weather periods because it is the groundwater that seeps to the surface at these times. However. CO2 and NO2 ) and return them to earth into other water bodies. where the scarcity of water 364 . In what other ways do human activities affect water quality? 4. Of the available fresh water. In South Africa for example.. the availability of water may vary from place to place. peak flows of stormwater runoff are larger and arrive earlier. these impacts can be reduced if wise decisions are made during the process of development.g. 3. As our communities grow. while the effects of urbanisation on water quality can be major. If groundwater supplies are reduced enough. try to explain. there is no ’new’ water ever produced on the earth. many regions are extremely dry and receive very little rainfall. The water cycle continually renews and refreshes this finite water supply. 78% is tied up in polar ice caps and snow. Explain why it is so important to preserve the quality of our water supplies.g. it is easy sometimes to think that water is a never-ending resource.

6 is a life and death issue. the demands being placed on South Africa’s water resources are large. by calculating the percentage (%) that each activity contributes to the total water requirements in South Africa for the year 2000.1: The predicted water requirements for various water management areas in South Africa for 2000 (million m3 /annum) Water management area Limpopo Thukela Upper Vaal Upper Orange Breede Country total Irrigation Urban Rural Mining and bulk industrial 14 46 173 2 0 755 Power generation 7 1 80 0 0 297 Afforestation Total 238 204 114 780 577 7920 34 52 635 126 39 2897 28 31 43 60 11 574 1 0 0 0 6 428 322 334 1045 968 633 12871 Activity :: Case Study : South Africa’s water requirements Refer to table 18.. Table 18..1 shows the water requirements that were predicted for the year 2000. Some climate models suggest that rising temperatures could increase the variability of climate and decrease rainfall in South Africa. Which water management area in South Africa has the highest need for water. while ’urban’ means water for domestic.1 and then answer the following questions: 1. With this in mind. Table 18.. In addition to this. The present threat of global warming is also likely to affect water resources.CHAPTER 18. THE WATER CYCLE . ’Afforestation’ is included because many plantations reduce stream flow because of the large amounts of water they need to survive. ’rural’ means water for domestic use and stock watering in rural areas. the more likely it is that water quality will also decrease. the less water there is available. it is vitally important that we manage our water use carefully.. A decrease in water quality limits how water can be used and developed. and remembering that South Africa is already a dry country. (a) (b) (c) (d) in the mining and industry sector? for power generation? in the irrigation sector? Suggest reasons for each of your answers above. Water use activity Irrigation Urban Rural Mining and bulk industry Power generation Afforestation % of SA’s total water requirements 365 .GRADE 10 18. 2. Complete the following table. produced by the Department of Water Affairs and Forestry in 2004. The figures in the table were taken from South Africa’s National Water Resource Strategy. (a) Which activity uses the most water? (b) Which activity uses the least water? 3. At present. In the table. industrial and commercial use in the urban area. For South Africa as a whole.

• Water moves between the land and sky in the water cycle.7 CHAPTER 18. (a) Calculate what percentage of the country’s water yield is already being used up.2 and then answer the following questions: 1. (a) surface water (b) ground water 2. (a) (b) (c) (d) lowest surface water yield? highest surface water yield? lowest total yield? highest total yield? 3. (b) Do you think that the country’s total water requirements will increase or decrease in the coming years? Give a reason for your answer.. It is an important part of the cells of living organisms and is used by humans in homes. ’usable return flow’ means the amount of water that can be reused after it has been used for irrigation.. urban or mining. mining and agriculture.2: The available water yield in South Africa in 2000 for various water management areas (million m3 /annum) Water management Surface Ground Irrigation Urban Mining Total loarea water and cal yield bulk industrial Limpopo 160 98 8 15 0 281 Thukela 666 15 23 24 9 737 Upper Vaal 598 32 11 343 146 1130 Upper Orange 4311 65 34 37 0 4447 Breede 687 109 54 16 0 866 Country total 10240 1088 675 970 254 13227 Now look at table 18. THE WATER CYCLE . 366 . industry. Look at the country’s total water requirements for 2000 and the total available yield.7 Summary • Water is critical for the survival of life on Earth. In groups of 3-4. which shows the amount of water available in South Africa during 2000. Which water management area has the. 18. The water cycle describes the changes in phase that take place in water as it circulates across the Earth. The water cycle is driven by solar radiation. Present your ideas to the rest of the class for discussion. In the table..GRADE 10 Table 18.2. 4. South Africa is already placing a huge strain on existing water resources.. Explain what is meant by. Activity :: Case Study : Water conservation Refer to table 18.18. discuss ways that the country’s demand for water could be reduced.

• These properties of water help it to sustain life on Earth by moderating climate. temperature at which water changes from liquid to gas. Managing water wisely is important in ensuring that there will always be water available both for human use. 367 . ii. The hardening of surfaces in urban areas results in increased surface runoff. In many areas. The town has been relying only on rainfall for its water supply because it has no access to rivers or tap water. These characteristics affect the properties of water.GRADE 10 18. regulating the internal environment of living organisms and allowing liquid water to exist below ice. the equal distribution of charge in a water molecule iii. Most of the water on earth is in the oceans. and to maintain natural ecosystems. • It is the microscopic structure of water that determines its unique properties. high heat of vaporisation and the fact that the solid phase of water is less dense that its liquid phase. Give a word or term for each of the following phrases: (a) (b) (c) (d) The The The The continuous circulation of water across the earth. A group of people told the community that they will never run out of rainwater because it will never stop raining. THE WATER CYCLE . movement of water across a land surface. there is a greater demand for water. change in phase of water from gas to liquid. condensation. The sketch below shows a process that leads to rainfall in town X.7 • Some of the important processes that form part of the water cycle are evaporation. (a) Many of the unique properties of water (e. iii.CHAPTER 18. 3. • Human activities threaten the quality of water resources through pollution and altered runoff patterns. this demand exceeds the amount of water available for use. infiltration and surface runoff. precipitation. Exercise: Summary Exercise 1. even if temperatures are below zero.g. This property means that it is a good transport medium in the cells of living organisms. its high specific heat and high boiling point) are due to: i. its high specific heat. • As human populations grow. and that it can dissolve gases and other compounds that may be needed by aquatic plants and animals. 2. iv. Water conservation is important because water cannot be recycled. the linear arrangement of atoms in a water molecule (b) Which of the following statements is false? i. strong hydrogen bonds between water molecules iv. choose the one correct answer from the list provided. Together these processes ensure that water is cycled between the land and sky. • Water molecules are polar and are held together by hydrogen bonds. • Some of the unique properties of water include its ability to absorb infra-red radiation. In each of the following multiple choice questions. Irrigation is one of the largest water users in South Africa. strong covalent bonds between the hydrogen and oxygen atoms in each water molecule ii. • Water is also a good solvent. transpiration.

GRADE 10 Cloud P2 P1 Town X Sea (a) List the processes labelled P1 and P2 that lead to rainfall in town X. (c) What scientific arguments can you use to convince the community members that this group of people should not be blamed for the drought? (d) What possible strategies can the community leaders adopt to ensure that they have a regular supply of water.18. THE WATER CYCLE .7 CHAPTER 18. (b) Is this group of people correct in saying that town X will never run out of rainwater? Justify your answer using the sketch. Some of the community members are blaming this group who told them that it will never stop raining. 368 . the amount of rainwater has decreased significantly. Recently. Various reasons have been given to explain the drought.

these new compounds must be converted back into nitrogen gas so that the amount of nitrogen in the atmosphere stays the same. In plants.The conversion of nitrates back into nitrogen gas in the atmosphere. Definition: The nitrogen cycle The nitrogen cycle is a biogeochemical cycle that describes how nitrogen and nitrogencontaining compounds are changed in nature. making it the largest pool of this gas. And at some later stage. Very broadly.1 Introduction The earth’s atmosphere is made up of about 78% nitrogen. transport substances around the body. proteins and nucleic acids. how does it go from being a gas in the atmosphere to being part of living organisms such as plants and animals? The problem with nitrogen is that it is an ’inert’ gas. which can be absorbed and used by plants. This is because of the strong triple bond between its atoms that makes it difficult to break. Nitrogen is essential for many biological processes. if nitrogen is so essential for life. • Nitrification . This process of changing nitrogen into different forms is called the nitrogen cycle (figure 19. the nitrogen cycle is made up of the following processes: • Nitrogen fixation . It is in all amino acids.The process of converting inert nitrogen gas into more useable nitrogen compounds such as ammonia. Something needs to happen to the nitrogen gas to change it into a form that it can be used. these compounds are needed to build tissues. Some fixation occurs in lightning strikes and in industrial processes.1). 369 . As you will see in a later chapter.2 Nitrogen fixation Nitrogen fixation is needed to change gaseous nitrogen into forms such as ammonia that are more useful to living organisms. which means that it is unavailable to living organisms in its gaseous form. We are going to look at each of these processes in more detail. much of the nitrogen is used in chlorophyll molecules which are needed for photosynthesis and growth. • Denitrification .Chapter 19 Global Cycles: The Nitrogen Cycle .Grade 10 19.The conversion of ammonia into nitrites and then into nitrates. So. 19. and control what happens in living organisms.

2 CHAPTER 19. in exchange. the nitrogen compounds that were present in them are broken down and converted into ammonia. but this is not shown in the above equation. 2. The bacteria then use some of this ammonia to produce their own organic compounds. When animals and plants die. Some of these bacteria are free-living.1: A simplified diagram of the nitrogen cycle but most fixation is done by different types of bacteria living either in the soil or in parts of the plants. They use an enzyme called nitrogenase to combine gaseous nitrogen with hydrogen to form ammonia. produce ammonia which can be converted into nitrogen compounds that are essential for the survival of the plant. This process is carried out by decomposition bacteria and fungi in the soil. GLOBAL CYCLES: THE NITROGEN CYCLE .g. soy. while what is left of the ammonia becomes available in the soil. A simplified equation for biological nitrogen fixation is: N2 + 8H + + 8e− → 2N H3 + H2 Energy is used in the process.g. In nutrient-poor soils. bacteria Ammonia (NH3) Nitrification by nitrifying bacteria Plant consumption Nitrites (NO-2) Nitrification Nitrates (NO-) 3 Figure 19. 1. peas and beans). Another important source of ammonia in the soil is decomposition. Others live in the root nodules of legumes (e. Biological fixation Some bacteria are able to fix nitrogen. in other words they live in the soil.GRADE 10 Nitrogen in the Atmosphere Denitrification returns nitrogen to the atmosphere Lightning fixation Industrial fixation Nitrogen fixation by bacteria Animals obtain nitrates from plants Atmosphere Soil Decomposers e.19. planting lots of legumes can help to enrich the soil with nitrogen compounds. The bacteria get carbohydrates (food) from the plant and. Here they form a mutualistic relationship with the plant. Industrial nitrogen fixation 370 .

lightning and photons are important in the reaction between nitrogen (N2 ) and oxygen (O2 ) to form nitric oxide (NO) and then nitrates. 1.CHAPTER 19. a condition known as ”blue baby syndrome”. valuable nitrogen can be lost from the soil.3 Nitrification Nitrification involves two biological oxidation reactions: firstly. This has serious environmental consequences. because nitrates can be reduced to highly reactive nitrites by microorganisms in the gut. What is ’blue baby syndrome’ and what are the symptoms of the disease? 371 .GRADE 10 19. What concentration of nitrates in drinking water is considered acceptable? You can use drinking water standards for any part of the world. This absorption of nitrates by plants is called assimilation. 2 − 1. In young babies this can lead to respiratory distress. The nitrates can then accumulate in groundwater. Lightning In the atmosphere. if you can’t find any for South Africa. animals (including humans) obtain their own nitrogen by feeding on plants. GLOBAL CYCLES: THE NITROGEN CYCLE . Nitrites are absorbed from the gut and bind to haemoglobin (the pigment in blood that helps to transport oxygen around the body). and eventually in drinking water. In this way. 3. nitrogen (N2 ) is converted together with hydrogen gas (H2 ) into ammonia (NH3 ) fertiliser. 19. This reduces the ability of the haemoglobin to carry oxygen. The negatively charged nitrate ion is not held onto soil particles and so can be easily washed out of the soil. humans have more than doubled the amount of nitrogen that would normally be changed from nitrogen gas into a biologically useful form. In other words. they become part of the plants’ proteins. N H3 + O2 → N O2 + 3H + + 2e− (production of nitrites) − − 2. This is an artificial process. teresting It is interesting to note that by cultivating legumes. using the Haber-Bosch Interesting Fact Fact process to manufacture chemical fertilisers and increasing pollution from vehicles and industry. This is called leaching. which are easily absorbed by the roots of plants. 3. There are strict regulations that control how much nitrate can be present in drinking water. the oxidation of ammonia with oxygen to form nitrite (NO− ) and secondly the oxidation of these nitrites into nitrates. Nitrification is performed by bacteria in the soil. How is nitrate concentration in water measured? 2. Activity :: Case Study : Nitrates in drinking water Read the information below and then carry out your own research to help you answer the questions that follow. reducing the soil’s fertility. N O2 + H2 O → N O3 + 2H + + 2e− (production of nitrates) Nitrification is an important step in the nitrogen cycle in soil because it converts the ammonia (from the nitrogen fixing part of the cycle) into nitrates. called nitrifying bacteria. These plant proteins are then available to be eaten by animals. Once the nitrates have been assimilated by the plants.3 In the Haber-Bosch process.

This is called a ’bloom’.GRADE 10 19.9 1995 48. GLOBAL CYCLES: THE NITROGEN CYCLE . One of the problems with increased fertiliser use is that there is a greater chance of nutrient runoff into rivers and dams. 2.5 Human Influences on the Nitrogen Cycle Humans have contributed significantly to the nitrogen cycle in a number of ways. Then answer the questions that follow: 1965 27. Try to suggest a reason for the differences you see in the fertiliser use data for South Africa. increase the amount of nitrogen in the soil. Activity :: Case Study : Fertiliser use in South Africa Refer to the data table below. 6.g. and therefore a greater danger of eutrophication.0 1970 42. On the same set of axes.. and means that agricultural productivity is high.7 63. dams and slow-moving streams receive excess nutrients (e. Describe the trend you see for.2 2002 61. When the plants die and decompose. or can become part of the groundwater supply as we mentioned earlier. The equation for the reaction is: − 2N O3 + 10e− + 12H + → N2 + 6H2 O 19.7 1990 54. discuss the following questions: (a) What could farmers do to try to reduce the risk of nutrient runoff from fields into water systems? Try to think of at least 3 different strategies that they could use. Sometimes this can cause certain plant species to be favoured over the others and one species may ’take over’ the ecosystem.5 84. Increased nitrogen in rivers and dams can lead to a problem called eutrophication.9 90. 372 . if there is too much nitrogen in the soil. • Both artificial fertilisation and the planting of nitrogen fixing crops.2 48.6 1985 66.6 86. draw two line graphs to show how fertiliser use has changed in SA and the world between 1965 and 2002. Eutrophication is a process where water bodies such as rivers. The nitrogen that is produced is returned to the atmosphere to complete the nitrogen cycle.9 1975 57.9 1980 80. which shows the average fertiliser use (in kilograms per hectare or kg/ha) over a number of years for South Africa and the world.9 SA World 1. In groups of 5-6. estuaries. large amounts of oxygen are used up and this can cause other animals in the water to die. On the other hand. however.4 CHAPTER 19. The process is carried out by denitrification bacteria. (a) the world (b) South Africa 3.19.. 4.1 88. Suggest a reason why the world’s fertiliser use has changed in this way over time.9 2000 47. In some ways this has positive effects because it increases the fertility of the soil. resulting in a decrease in plant diversity. Do you see the same pattern for South Africa? 5.3 80.4 91. Eutrophication also affects water quality. it can run off into nearby water courses such as rivers.4 Denitrification Denitrification is the process of reducing nitrate and nitrite into gaseous nitrogen. nitrogen and phosphorus compounds) that stimulate excessive plant growth.9 34.

GRADE 10 (b) Imagine you are going to give a presentation on eutrophication to a group of farmers who know nothing about it. The combustion (burning) of nitrogen-bearing fuels such as coal and oil releases this nitrogen as N2 or NO gases. Haber was awarded the Nobel Prize in Chemistry for his work. you will see how atmospheric nitrogen is fixed to produce ammonia. He died in 1934 at the age of 65. GLOBAL CYCLES: THE NITROGEN CYCLE . He also led the teams that developed chlorine gas and other deadly gases for use in trench warfare. but converted from Judaism in order to be more accepted in Germany. How will you educate them about the dangers? How will you convince them that it is in their interests to change their farming practices? Present your ideas to the class. this was very important in providing food for the growing human population. In 1918. after he left the programme. which was used as an insecticide and also later.6 • Atmospheric pollution is another problem. 373 . The Haber-Bosch process was a milestone in industrial chemistry because it meant that nitrogenous fertilisers were cheaper and much more easily available. possibly gassed by Zyklon B. scientists working at his institute also developed the cyanide gas formulation Zyklon B. nitrogen and hydrogen react according to the following equation: N2 + 3H2 → 2N H3 Ammonia is used in the preparation of artficial fertilisers such as (NH4 )2 SO4 and is also used in cleaning agents and cooling installations. ammonium nitrate. Many members of his extended family died in the Nazi concentration camps. Most of these gases result either from emissions from agricultural soils (and particularly artificial fertilisers). nitric oxide (NO) and nitrogen dioxide (NO2 ). Haber was Jewish by birth. In the descriptions below. • Preparation of ammonia (NH3 ) The industrial preparation of ammonia is known as the Haber-Bosch process. Both NO2 and NO can combine with water droplets in the atmosphere to form acid rain. and in the presence of a suitable catalyst (usually iron). or from the combustion of fossil fuels in industry or motor vehicles. Part of this work included the development of gas masks with absorbent filters. he was forced to leave the country in 1933 because he was Jewish ’by definition’ (his mother was Jewish). 19. 19. Clara Immerwahr.CHAPTER 19. both NO and NO2 contribute to the depletion of the ozone layer and some are greenhouse gases. In high concentrations these gases can contribute towards global warming. Despite this. Furthermore. opposed his work on poison gas and committed suicide with his service weapon in their garden. During the 1920s. Haber also played a major role in the development of chemical warfare in World War I. At the time. in the Nazi extermination camps. The main culprits are nitrous oxide (N2 O). His wife. how ammonia is then reacted with oxygen to form nitric acid and how nitric acid and ammonia are then used to produce the fertiliser. also a chemist.6 The industrial fixation of nitrogen A number of industrial processes are able to fix nitrogen into different compounds and then convert these compounds into fertilisers. At a high pressure and a temperature of approximately 5000 C. teresting Fritz Haber and Carl Bosch were the two men responsible for developing Interesting Fact Fact the Haber-Bosch process.

nitric oxide reacts with oxygen to form nitrogen dioxide. The Ostwald process involves the conversion of ammonia into nitric acid in various stages: Firstly. The industrial preparation of nitric acid is known as the Ostwald process.19. Ammonium nitrate is prepared by reacting ammonia with nitric acid: N H3 + HN O3 → N H4 N O3 Activity :: Debate : Fertiliser use Divide the class into two groups to debate the following topic: Increasing the use of artificial fertilisers is the best solution to meet the growing food needs of the world’s human population. ammonia is heated with oxygen in the presence of a platinum catalyst to form nitric oxide and water. This gas is then readily absorbed by the water to produce nitric acid. Your teacher will then explain to you how to proceed with the debate. and the other should disagree. • The nitrogen cycle describes how nitrogen and nitrogen-containing compounds are changed into different forms in nature. 2N O(g) + O2 (g) → 2N O2 (g) 3N O2 (g) + H2 O(l) → 2HN O3 (aq) + N O(g) The NO is recycled. but the gas is inert. GLOBAL CYCLES: THE NITROGEN CYCLE . discuss reasons why you have the opinion that you do. since it forms part of amino acids. 4N H3 (g) + 5O2 (g) → 4N O(g) + 6H2 O(g) Secondly. and record some notes of your discussion. meaning that it is not available to living organisms in its gaseous form.GRADE 10 • Preparation of nitric acid (HNO3 ) Nitric acid is used to prepare fertilisers and explosives. 374 . In your groups.7 CHAPTER 19. A portion of nitrogen dioxide is reduced back to nitric oxide. One group should take the position of agreeing with the statement. and the acid is concentrated to the required strength by a process called distillation. 19.7 Summary • Nitrogen is essential for life on earth. • The atmosphere is composed mostly of nitrogen gas. • Preparation of ammonium nitrate Ammonium nitrate is used as a fertiliser. proteins and nucleic acids. as an explosive and also in the preparation of ’laughing gas’ which is used as an anaesthetic.

nitrification and denitrification. • The Ostwald process reacts ammonia with oxygen to produce nitric acid. 4. which is used as a fertiliser and as an explosive.7 • The nitrogen cycle consists of three major processes: nitrogen fixation. • Humans have had a number of impacts on the nitrogen cycle.CHAPTER 19. Exercise: Summary Exercise 1. which is used in the preparation of fertilisers and explosives. GLOBAL CYCLES: THE NITROGEN CYCLE . means that there is a greater chance of runoff into water systems. • Nitrification converts ammonia into nitrites and nitrates. • Nitrogen can be fixed biologically through the actions of bacteria. eutrophication may occur. which may stimulate excessive plant growth at the expense of other parts of the ecosystem. Explain why the fixing of atmospheric nitrogen is so important for the survival of life on earth. • Denitrification converts nitrites and nitrates back into gaseous nitrogen to complete the nitrogen cycle. (b) Are the changes that take place in the water cycle physical or chemical changes? Explain your answer. industrially through the Haber-Bosch process or by lightning. 2. that are more easily used. • Many nitrogen gases such as NO. the product is ammonium nitrate. These gases may combine with water vapour in the atmosphere and result in acid rain. Some of these gases are also greenhouse gases and may contribute towards global warming. • The Haber-Bosch process converts atmsopheric nitrogen into ammonia. In some cases. • If ammonia and nitric acid react.GRADE 10 19. Look at the diagram and the descriptions of the nitrogen cycle earlier in the chapter: (a) Would you describe the changes that take place in the nitrogen cycle as chemical or physical changes? Explain your answer. • Nitrogen fixation is the conversion of atmospheric nitrogen into compounds such as ammonia. • Eutrophication is the enrichment of water systems with excess nutrients. N2 O and NO2 are released by agricultural soils and artificial fertilisers. which can be easily assimilated by plants. • A number of industrial processes are used to produce articifical fertilisers. Explain what is meant by each of the following terms: (a) nitrogen fixing (b) fertiliser (c) eutrophication 3. Refer to the diagram below and then answer the questions that follow: 375 . The production of artificial fertilisers for example.

then label the processes at (1) and (5).19.7 CHAPTER 19. GLOBAL CYCLES: THE NITROGEN CYCLE . There are a number of arguments both ’for’ and ’against’ the use of artificial fertilisers. (b) If the process taking place at (3) is nitrification. Draw a table to summarise the advantages and disadvantages of their use. 5. (c) Identify the nitrogen products at (2) and (4). 376 .GRADE 10 N2 (1) (2) (3) (4) (5) (a) Explain the role of decomposers in the nitrogen cycle. (e) In industry. what process is used to produce the compound at 2? (f) Does the diagram above show a ’cycle’ ? Explain your answer. (d) On the diagram. indicate the type of bacteria that are involved in each stage of the nitrogen cycle. NO and NO2 are both nitrogen compounds: (a) Explain how each of these compounds is formed? (b) What effect does each of these compounds have in the environment? 6.

Also. the Earth’s atmosphere has exactly the right type of gases in the right amounts for life to survive. This cycle of water moving through the atmosphere. river valleys in mountains have been carved out by the action of water. it evaporates and forms water vapour. • Lithosphere In the lithosphere (the ocean and continental crust at the Earth’s surface). are also the result of weathering and erosion by water.Grade 10 20. by energy from the sun). is what drives weather patterns on earth. rain or snow. which is something very unique. land plants absorb water through their roots and then transport this through their vascular (transport) system to stems and leaves. • Biosphere In the biosphere.g.g. including the atmosphere. which means that it helps to break rock down into rock fragments and then soil.1 Introduction As far as we know. These fragments may then be transported by water to another place. Together. lithosphere and biosphere. In fact. This water is made up of freshwater in rivers and lakes. Among other things. Our planet also has water on its surface. it condenses to form liquid water which eventually returns to the surface by precipitation e. the saltwater of the oceans and estuaries. water is an important weathering agent.2 Interactions of the hydrosphere It is important to realise that the hydrosphere interacts with other global systems. Transpiration (evaporation of water from the leaf surface) then returns water back to the atmosphere. help to shape the earth’s surface. the Earth we live on is the only planet that is able to support life. where they are deposited. On a bigger scale. weathering and erosion. These two process i. 377 . groundwater and water vapour. • Atmosphere When water is heated (e.e.Chapter 20 The Hydrosphere . In the upper streams. rocks are eroded and sediments are transported down the river and deposited on the wide flood plains lower down. This water is needed in photosynthesis. all these water bodies are called the hydrosphere. 20. This is called erosion. and cliffs and caves on rocky beach coastlines. the food production process in plants. and the energy changes that accompany it. Earth is just the right distance from the sun to have temperatures that are suitable for life to exist. Earth is often called the ’Blue Planet’ because most of it is covered in water. You can see this for example in rivers. When water vapour cools again.

where you can choose sites down its length. despite the vast amount of water on the planet. You may not know exactly what these measurements mean right now. only a very small amount is actually available for human consumption (e. rain). about 71% of the earth is covered by water. 2. When choosing your study site. The guidelines below will apply best to a river investigation. (b) Hydrological data Measure the water velocity of the river and observe how the volume of water in the river changes as you move down its length.g. tides. but it will become clearer later in the chapter.3 CHAPTER 20.2% occurs as a solid in ice sheets. river. Before we go on to look more closely at the chemistry of the hydrosphere. pH. a lake. In fact. You should have at least one study site where you will collect data. but you might decide to have more if you want to compare your results in different areas. wetland or even just a small pond.3 Exploring the Hydrosphere The large amount of water on our planet is something quite unique. you can choose any part of the hydrosphere that you would like to explore. THE HYDROSPHERE . but you can ask similar questions and gather similar data in other areas. Of this. we are going to spend some time exploring a part of the hydrosphere. drinking water). This may be a rock pool. hold it to the light and see whether the water is clear or whether it has particles in it. Collecting data: Your teacher will provide you with the equipment you need to collect the following data. Interpreting the data: Once you have collected and recorded your data.g. think about the following questions: • How does the data you have collected vary at different sites? • Can you explain these differences? • What effect do you think temperature.20. consider how accessible it is (how easy is it to get to?) and the problems you may experience (e. while the remaining amount (less than 1%) is available as freshwater.GRADE 10 20. Choosing a study site: For this exercise. You can also collect a water sample in a clear bottle. about 2. Activity :: Investigation : Investigating the hydrosphere 1. dissolved oxygen and pH have on animals and plants that are living in the hydrosphere? 378 Site 2 Site 3 . in order to start appreciating what a complex and beautiful part of the world it is. (a) Chemical data Measure and record data such as temperature. (c) Biological data What types of animals and plants are found in or near this part of the hydrosphere? Are they specially adapted to their environment? Record your data in a table like the one shown below: Site 1 Temperature pH Conductivity Dissolved oxygen Animals and plants 3. conductivity and dissolved oxygen at each of your sites. almost 97% is found in the oceans as saltwater. So from a human perspective. This works best in a river.

and how these ions maintain a balance in the human body. nitrite (NO− ) and ammonium (NH+ ) 3 2 4 ions. and life could not exist. For plants. 20.g. • Regulating climate You may remember from chapter ?? that one of water’s unique characteristics is its high specific heat. This means that water takes a long time to heat up. as well as other ions (e. Many of the substances that dissolve are ionic. • Human needs Humans use water in a number of ways. and we seldom take the time to really think about the role that this part of the planet plays in keeping us alive. water is seldom pure. These are just a few of the very important functions that water plays on our planet.CHAPTER 20. washing and cleaning) and in industry. involve substances that are dissolved in water. THE HYDROSPHERE . Many gases (e. Drinking water is obviously very important. nitrate (NO− ). Mg. dissolved oxygen means that organisms are still able to respire (breathe). it is able to dissolve substances in it. Ca and NO− ions) or suspended (e. and when they dissolve they form ions in solution. soil particles.g. In the human body. and this allows the cell to function normally. but water is also used domestically (e. Where 3 do these substances come from? • Are there any human activities near this part of the hydrosphere? What effect could these activities have on the hydrosphere? 20. Without water. CO2 .4 The Importance of the Hydrosphere It is so easy sometimes to take our hydrosphere for granted. Many of the functions of water relate to its chemistry and to the way in which it is able to dissolve substances in it. This is important in helping to regulate temperatures on earth so that they stay within a range that is acceptable for life to exist. and also a long time to cool down.g.g. O2 ).5 Ions in aqueous solution As we mentioned earlier. most of the chemical reactions that occur in life. Because of the structure of the water molecule.g.GRADE 10 • Water is seldom ’pure’. Ocean currents also help to disperse heat. cells would not be able to carry out their normal functions. This is very important because if water wasn’t able to do this.g. The presence of these substances is critical for life to exist in water. • Water provides a habitat The hydrosphere provides an important place for many animals and plants to live. Ca2+ and Mg2+ ) are dissolved in water. It usually has lots of things dissolved (e. water is able to carry dissolved substances from one part of the body to another. 379 . In rivers and the oceans for example. life would not be able to survive. dissolved nutrients are also available. Below are just some of the very important functions of water in the hydrosphere: • Water is a part of living cells Each cell in a living organism is made up of almost 75% water. nutrients e. Water can also be used to generate electricity through hydropower.4 20. We are going to look at how water is able to dissolve ionic compounds. debris) in it. In fact. how they affect water hardness. and how specific ions determine the pH of solutions.

This process is called dissociation. In the case of sodium chloride (NaCl) for example. l (liquid). This means that one part of the molecule has a slightly positive charge and the other part has a slightly negative charge.20.2.1: Water is a polar molecule It is the polar nature of water that allows ionic compounds to dissolve in it. usually in a reversible manner. THE HYDROSPHERE . the positive sodium ions (Na+ ) will be attracted to the negative pole of the water molecule.5.GRADE 10 20.1 Dissociation in water You may remember from chapter 5 that water is a polar molecule (figure 20.2: Sodium chloride dissolves in water The dissolution of sodium chloride can be represented by the following equation: N aCl(s) → N a+ (aq) + Cl− (aq) The symbols s (solid). the ionic bonds between the sodium and chloride ions are weakened and the water molecules are able to work their way between the individual ions. g (gas) and aq (material is dissolved in water) are written after the chemical formula to show the state or phase of the material. Cl− δ+ H2 O δ− Cl− δ + H2 O δ − N a+ δ − H2 O δ + Cl− δ− H2 O δ+ Cl− Figure 20. surrounding them and slowly dissolving the compound. In the process. while the negative chloride ions (Cl− ) will be attracted to the positive pole of the water molecule.1). The dissolution of potassium sulphate into potassium and sulphate ions is shown below as another example: 380 . δ+ H2 O δ− Figure 20. A simplified representation of this is shown in figure 20. Definition: Dissociation Dissociation in chemistry and biochemistry is a general process in which ionic compounds separate or split into smaller molecules or ions.5 CHAPTER 20.

covalent compounds) may also dissolve. One example is sugar. say whether the substance is ionic or molecular. For each of the following.g.CHAPTER 20. Hydrogen chloride for example can ionise to form hydrogen and chloride ions. and Cl− . in different concentrations. Mg2+ . Write a balanced equation to show how each of the following ionic compounds dissociate in water. Membrane potentials play a role in muscle functioning. K+ . THE HYDROSPHERE . This is called the membrane potential of the cell. Mg2+ ) and some are negative (e. Exercise: Ions in solution 1. excretion and in maintaining blood pH. but most will not form ions. C6 H12 O6 (s) ⇔ C6 H12 O6 (aq) There are exceptions to this and some molecular substances will form ions when they dissolve. then there is a potential difference across the cell membrane. The movement of ions across the membrane can also be converted into an electric signal that can be transferred along neurons (nerve cells). If there is a difference in the charge that is inside and outside the cell. then none of these processes would be possible! It is also important to realise that our bodies can lose ions such as Na+ . If ionic substances were not able to dissociate in water. for example when we sweat during exercise. Some of these ions are positive (e. Sports drinks such as Lucozade and Powerade are designed to replace these lost ions so that the body’s normal functioning is not affected.g. (a) (b) (c) (d) potassium nitrate (KNO3 ) ethanol (C2 H5 OH) sucrose sugar (C12 H22 O11 sodium bromide (NaBr) 2. which control body processes. Dissolved ions are found inside and outside of body cells. Ca2+ . The membrane potential acts like a battery and affects the movement of all charged substances across the membrane. each of which is surrounded by a membrane. to name just a few. HCl(g) → H + (aq) + Cl− (aq) teresting The ability of ionic compounds to dissolve in water is extremely important in Interesting Fact Fact the human body! The body is made up of cells.5 2− K2 SO4 (s) → 2K + (aq) + SO4 (aq) Remember that molecular substances (e.GRADE 10 20.g. Cl− ). digestion. (a) (b) (c) (d) sodium sulphate (Na2 SO4 ) potassium bromide (KBr) potassium permanganate (KMNO4 ) sodium phosphate (Na3 PO4 ) 381 .

mainly calcium (Ca) and magnesium (Mg). Water that has a low mineral content is known as soft water. Hard water is water that has a high mineral content. The pH scale ranges from 0 to 14. Acids and bases can be described as substances that either increase or decrease the concentration of hydrogen (H+ or H3 O+) ions in a solution. Solutions with a pH less than seven are acidic. soap will lather more easily when it is rubbed against the skin. The main source of magnesium is a sedimentary rock called dolomite. CaMg(CO3 )2 . The calcium enters the water from either CaCO3 (limestone or chalk) or from mineral deposits of CaSO4 . If the water is very soft.20. The sodium replaces the calcium and magnesium.5. 20. 382 . Hard water may also contain other metals as well as bicarbonates and sulphates. The sodium that was originally on the beads is released into the water. quartz and mica that occur naturally as a result of geological processes.g. while those with a pH greater than seven are basic (alkaline).2 Ions and water hardness Definition: Water hardness Water hardness is a measure of the mineral content of water. pH is used to measure whether a substance is acidic or basic (alkaline). An acid increases the hydrogen ion concentration in a solution. calcium and magnesium) attach themselves to the beads. A water softener works on the principle of ion exchange. Minerals are substances such as calcite. THE HYDROSPHERE . Definition: pH pH is a measure of the acidity or alkalinity of a solution. pH can be calculated using the following equation: pH = −log[H + ] or pH = −log[H3 O+ ] The brackets in the above equation are used to show concentration in mol.5.GRADE 10 20. the hardness minerals (e. it must be recharged. pH 7 is considered neutral. affects whether the solution is acidic or basic. As the water passes through the beads. and these ions are released into the waste water and discharged. When the resin becomes saturated with calcium and magnesium. Hard water passes through a media bed. A salt solution is passed through the resin.3 The pH scale The concentration of specific ions in solution. If water has a high mineral content. teresting The simplest way to check whether water is hard or soft is to use the lather/froth Interesting Fact Fact test. With hard water this won’t happen.5 CHAPTER 20. Toothpaste will also not froth well in hard water. You will learn about acids and bases in chapter 15. it usually contains high levels of metal ions. usually made of resin beads that are supersaturated with sodium.dm−3 . while a base decreases the hydrogen ion concentration.

Calculate the pH of the solution.GRADE 10 20. Important: It may also be useful for calculations involving the pH scale. In living organisms. [H3 O+ ] = 0.52 Understanding pH is very important.dm−3 Step 2 : Substitute this value into the pH equation and calculate the pH value pH = -log[H+] = -log(1 × 10−7 ) =7 Worked Example 94: pH calculations Question: In a solution of ethanoic acid. the following equilibrium is established: CH3 COOH(aq) + H2 O ⇔ CH3 COO− (aq) + H3 O+ The concentration of CH3 COO− ions is found to be 0.dm−3 . Answer Step 1 : Determine the concentration of hydrogen ions in the solution According to the balanced equation for this reaction. to know that the following equation can also be used: [H3 O+ ][OH− ] = 1 × 10−14 383 .003 dm−3 .003) = 2.dm−3 .dm−3 In this example. Step 2 : Substitute this value into the pH equation and calculate the pH value pH = -log[H3O+ ] = -log(0. the concentration has been given and is 1 × 10−7 mol. Answer Step 1 : Determine the concentration of hydrogen ions in mol. the mole ratio of CH3 COO− ions to H3 O+ ions is the same. it is necessary to maintain a constant pH so that chemical reactions can occur under optimal conditions.CHAPTER 20. THE HYDROSPHERE . therefore the concentration of these two ions in the solution will also be the same.003 mol.5 Worked Example 93: pH calculations Question: Calculate the pH of a solution where the concentration of hydrogen ions is 1 × 10−7 mol. So.

20.5

CHAPTER 20. THE HYDROSPHERE - GRADE 10

teresting A build up of acid in the human body can be very dangerous. Lactic acidosis Interesting Fact Fact is a condition caused by the buildup of lactic acid in the body. It leads to acidification of the blood (acidosis) and can make a person very ill. Some of the symptoms of lactic acidosis are deep and rapid breathing, vomiting, and abdominal pain. In the fight against HIV, lactic acidosis is a problem. One of the antiretrovirals (ARV’s) that is used in anti-HIV treatment is Stavudine (also known as Zerit or d4T). One of the side effects of Stavudine is lactic acidosis, particularly in overweight women. If it is not treated quickly, it can result in death.

In agriculture, farmers need to know the pH of their soils so that they are able to plant the right kinds of crops. The pH of soils can vary depending on a number of factors such as rainwater, the kinds of rocks and materials from which the soil was formed and also human influences such as pollution and fertilisers. The pH of rain water can also vary and this too has an effect on agriculture, buildings, water courses, animals and plants. Rainwater is naturally acidic because carbon dioxide in the atmosphere combines with water to form carbonic acid. Unpolluted rainwater has a pH of approximately 5.6. However, human activities can alter the acidity of rain and this can cause serious problems such as acid rain.

Exercise: Calculating pH 1. Calculate the pH of each of the following solutions: (a) A 0.2 mol.dm−3 KOH solution (b) A 0.5 mol.dm−3 HCl solution 2. What is the concentration (in mol.dm−3 ) of H3 O+ ions in a NaOH solution which has a pH of 12? 3. The concentrations of hydronium and hydroxyl ions in a typical sample of seawater are 10−8 mol.dm−3 and 10−6 mol.dm−3 respectively. (a) Is the seawater acidic or basic? (b) What is the pH of the seawater? (c) Give a possible explanation for the pH of the seawater. (IEB Paper 2, 2002)

20.5.4

Acid rain

The acidity of rainwater comes from the natural presence of three substances (CO2 , NO, and SO2 ) in the lowest layer of the atmosphere. These gases are able to dissolve in water and therefore make rain more acidic than it would otherwise be. Of these gases, carbon dioxide (CO2 ) has the highest concentration and therefore contributes the most to the natural acidity of rainwater. We will look at each of these gases in turn.

Definition: Acid rain Acid rain refers to the deposition of acidic components in rain, snow and dew. Acid rain occurs when sulfur dioxide and nitrogen oxides are emitted into the atmosphere, undergo chemical transformations, and are absorbed by water droplets in clouds. The droplets then fall to earth as rain, snow, mist, dry dust, hail, or sleet. This increases the acidity of the soil, and affects the chemical balance of lakes and streams. 384

CHAPTER 20. THE HYDROSPHERE - GRADE 10 1. Carbon dioxide

20.5

Carbon dioxide reacts with water in the atmosphere to form carbonic acid (H2 CO3 ). CO2 + H2 O → H2 CO3 The carbonic acid dissociates to form hydrogen and hydrogen carbonate ions. It is the presence of hydrogen ions that lowers the pH of the solution, making the rain acidic.
− H2 CO3 → H + + HCO3

2. Nitric oxide Nitric oxide (NO) also contributes to the natural acidity of rainwater and is formed during lightning storms when nitrogen and oxygen react. In air, NO is oxidised to form nitrogen dioxide (NO2 ). It is the nitrogen dioxide which then reacts with water in the atmosphere to form nitric acid (HNO3 ). 3N O2 (g) + H2 O → 2HN O3 (aq) + N O(g) The nitric acid dissociates in water to produce hydrogen ions and nitrate ions. This again lowers the pH of the solution, making it acidic.
− HN O3 → H + + N O3

3. Sulfur dioxide Sulfur dioxide in the atmosphere first reacts with oxygen to form sulfur trioxide, before reacting with water to form sulfuric acid. 2SO2 + O2 → 2SO3 SO3 + H2 O → H2 SO4 Sulfuric acid dissociates in a similar way to the previous reactions.
− H2 SO4 → HSO4 + H +

Although these reactions do take place naturally, human activities can greatly increase the concentration of these gases in the atmosphere, so that rain becomes far more acidic than it would otherwise be. The burning of fossil fuels in industries, vehicles etc is one of the biggest culprits. If the acidity of the rain drops below 5, it is referred to as acid rain. Acid rain can have a very damaging effect on the environment. In rivers, dams and lakes, increased acidity can mean that some species of animals and plants will not survive. Acid rain can also degrade soil minerals, producing metal ions that are washed into water systems. Some of these ions may be toxic e.g. Al3+ . From an economic perspective, altered soil pH can drastically affect agricultural productivity. Acid rain can also affect buildings and monuments, many of which are made from marble and limestone. A chemical reaction takes place between CaCO3 (limestone) and sulfuric acid to produce aqueous ions which can be easily washed away. The same reaction can occur in the lithosphere where limestone rocks are present e.g. limestone caves can be eroded by acidic rainwater. H2 SO4 + CaCO3 → CaSO4 .H2 O + CO2

385

20.6

CHAPTER 20. THE HYDROSPHERE - GRADE 10 Activity :: Investigation : Acid rain You are going to test the effect of ’acid rain’ on a number of substances. Materials needed: samples of chalk, marble, zinc, iron, lead, dilute sulfuric acid, test tubes, beaker, glass dropper Method: 1. Place a small sample of each of the following substances in a separate test tube: chalk, marble, zinc, iron and lead 2. To each test tube, add a few drops of dilute sulfuric acid. 3. Observe what happens and record your results. Discussion questions: • In which of the test tubes did reactions take place? What happened to the sample substances? • What do your results tell you about the effect that acid rain could have on each of the following: buildings, soils, rocks and geology, water ecosystems? • What precautions could be taken to reduce the potential impact of acid rain?

20.6

Electrolytes, ionisation and conductivity

Conductivity in aqueous solutions, is a measure of the ability of water to conduct an electric current. The more ions there are in the solution, the higher its conductivity. Definition: Conductivity Conductivity is a measure of a solution’s ability to conduct an electric current.

20.6.1

Electrolytes

An electrolyte is a material that increases the conductivity of water when dissolved in it. Electrolytes can be further divided into strong electrolytes and weak electrolytes. Definition: Electrolyte An electrolyte is a substance that contains free ions and behaves as an electrically conductive medium. Because they generally consist of ions in solution, electrolytes are also known as ionic solutions.

1. Strong electrolytes A strong electrolyte is a material that ionises completely when it is dissolved in water: AB(s,l,g) → A+ (aq) + B − (aq) This is a chemical change because the original compound has been split into its component ions and bonds have been broken. In a strong electrolyte, we say that the extent of ionisation is high. In other words, the original material dissociates completely so that there is a high concentration of ions in the solution. An example is a solution of potassium nitrate:
− KN O3 (s) → K + (aq) + N O3 (aq)

386

CHAPTER 20. THE HYDROSPHERE - GRADE 10 2. Weak electrolytes

20.6

A weak electrolyte is a material that goes into solution and will be surrounded by water molecules when it is added to water. However, not all of the molecules will dissociate into ions. The extent of ionisation of a weak electrolyte is low and therefore the concentration of ions in the solution is also low. AB(s,l,g) → AB(aq) ⇔ A+ (aq) + B − (aq) The following example shows that, in the final solution of a weak electrolyte, some of the original compound plus some dissolved ions are present.
− C2 H3 O2 H(l) → C2 H3 O2 H ⇔ C2 H3 O2 (aq) + H + (aq)

20.6.2

Non-electrolytes

A non-electrolyte is a material that does not increase the conductivity of water when dissolved in it. The substance goes into solution and becomes surrounded by water molecules, so that the molecules of the chemical become separated from each other. However, although the substance does dissolve, it is not changed in any way and no chemical bonds are broken. The change is a physical change. In the oxygen example below, the reaction is shown to be reversible because oxygen is only partially soluble in water and comes out of solution very easily. C2 H5 OH(l) → C2 H5 OH(aq) O2 (g) ⇔ O2 (aq)

20.6.3

Factors that affect the conductivity of water

The conductivity of water is therefore affected by the following factors: • The type of substance that dissolves in water

Whether a material is a strong electrolyte (e.g. potassium nitrate, KNO3 ), a weak electrolyte (e.g. acetate, C2 H3 O2 H) or a non-electrolyte (e.g. sugar, alcohol, oil) will affect the conductivity of water because the concentration of ions in solution will be different in each case.

• The concentration of ions in solution • Temperature

The higher the concentration of ions in solution, the higher its conductivity will be.

The warmer the solution the higher the solubility of the material being dissolved, and therefore the higher the conductivity as well.

Activity :: Experiment : Electrical conductivity Aim: To investigate the electrical conductivities of different substances and solutions. Apparatus: solid salt (NaCl) crystals; different liquids such as distilled water, tap water, seawater, benzene and alcohol; solutions of salts e.g. NaCl, KBr; a solution of an acid (e.g. HCl) and a solution of a base (e.g. NaOH); torch cells; ammeter; conducting wire, crocodile clips and 2 carbon rods. 387

20.6 Method:

CHAPTER 20. THE HYDROSPHERE - GRADE 10

Set up the experiment by connecting the circuit as shown in the diagram below. In the diagram, ’X’ represents the substance or solution that you will be testing. When you are using the solid crystals, the crocodile clips can be attached directly to each end of the crystal. When you are using solutions, two carbon rods are placed into the liquid, and the clips are attached to each of the rods. In each case, complete the circuit and allow the current to flow for about 30 seconds. Observe whether the ammeter shows a reading. battery

Ammeter

A

test substance X crocodile clip Results: Record your observations in a table similar to the one below: Test substance Ammeter reading

What do you notice? Can you explain these observations? Remember that for electricity to flow, there needs to be a movement of charged particles e.g. ions. With the solid NaCl crystals, there was no flow of electricity recorded on the ammeter. Although the solid is made up of ions, they are held together very tightly within the crystal lattice, and therefore no current will flow. Distilled water, benzene and alcohol also don’t conduct a current because they are covalent compounds and therefore do not contain ions. The ammeter should have recorded a current when the salt solutions and the acid and base solutions were connected in the circuit. In solution, salts dissociate into their ions, so that these are free to move in the solution. Acids and bases behave in a similar way, and dissociate to form hydronium and oxonium ions. Look at the following examples: KBr → K+ + Br− NaCl → Na+ + Cl− HCl + H2 O → H3 O+ + Cl− NaOH → Na+ + OH− Conclusions: Solutions that contain free-moving ions are able to conduct electricity because of the movement of charged particles. Solutions that do not contain free-moving ions do not conduct electricity.

388

CHAPTER 20. THE HYDROSPHERE - GRADE 10

20.7

teresting Conductivity in streams and rivers is affected by the geology of the area where Interesting Fact Fact the water is flowing through. Streams that run through areas with granite bedrock tend to have lower conductivity because granite is made of materials that do not ionise when washed into the water. On the other hand, streams that run through areas with clay soils tend to have higher conductivity because the materials ionise when they are washed into the water. Pollution can also affect conductivity. A failing sewage system or an inflow of fertiliser runoff would raise the conductivity because of the presence of chloride, phosphate, and nitrate (ions) while an oil spill (non-ionic) would lower the conductivity. It is very important that conductivity is kept within a certain acceptable range so that the organisms living in these water systems are able to survive.

20.7

Precipitation reactions

Sometimes, ions in solution may react with each other to form a new substance that is insoluble. This is called a precipitate.

Definition: Precipitate A precipitate is the solid that forms in a solution during a chemical reaction.

Activity :: Demonstration : The reaction of ions in solution Apparatus and materials: 4 test tubes; copper(II) chloride solution; sodium carbonate solution; sodium sulphate solution

CuCl2

CuCl2

Na2 CO3

Na2 SO4

Method: 1. Prepare 2 test tubes with approximately 5 ml of dilute Cu(II)chloride solution in each 2. Prepare 1 test tube with 5 ml sodium carbonate solution 3. Prepare 1 test tube with 5 ml sodium sulphate solution 4. Carefully pour the sodium carbonate solution into one of the test tubes containing copper(II) chloride and observe what happens 5. Carefully pour the sodium sulphate solution into the second test tube containing copper(II) chloride and observe what happens Results: 389

20.7

CHAPTER 20. THE HYDROSPHERE - GRADE 10 1. A light blue precipitate forms when sodium carbonate reacts with copper(II) chloride 2. No precipitate forms when sodium sulphate reacts with copper(II) chloride

It is important to understand what happened in the previous demonstration. We will look at what happens in each reaction, step by step. 1. Reaction 1: Sodium carbonate reacts with copper(II) chloride When these compounds react, a number of ions are present in solution: Cu2+ , Cl− , N a+ 2− and CO3 . Because there are lots of ions in solution, they will collide with each other and may recombine in different ways. The product that forms may be insoluble, in which case a precipitate will form, or the product will be soluble, in which case the ions will go back into solution. Let’s see how the ions in this example could have combined with each other: Cu2+ + CO2− → CuCO3 3

Na+ + CO2− → Na2 CO3 3 You can automatically exclude the reactions where sodium carbonate and copper(II) chloride are the products because these were the initial reactants. You also know that sodium chloride (NaCl) is soluble in water, so the remaining product (copper carbonate) must be the one that is insoluble. It is also possible to look up which salts are soluble and which are insoluble. If you do this, you will find that most carbonates are insoluble, therefore the precipitate that forms in this reaction must be CuCO3 . The reaction that has taken place between the ions in solution is as follows:
2− 2N a+ + CO3 + Cu2+ + 2Cl− → CuCO3 + 2N a+ + 2Cl−

Na+ + Cl− → NaCl

Cu2+ + 2Cl− → CuCl2

2. Reaction 2: Sodium sulphate reacts with copper(II) chloride
2− The ions that are present in solution are Cu2+ , Cl− , N a+ and SO4 .

The ions collide with each other and may recombine in different ways. The possible combinations of the ions are as follows: Cu2+ + SO2− → CuSO4 4 Na+ + Cl− → NaCl Cu2+ + 2Cl− → CuCl2

Na+ + SO2− → Na2 SO4 4 If we look up which of these salts are soluble and which are insoluble, we see that most chlorides and most sulphates are soluble. This is why no precipitate forms in this second reaction. Even when the ions recombine, they immediately separate and go back into solution. The reaction that has taken place between the ions in solution is as follows:
2− 2− 2N a+ + SO4 + Cu2+ + 2Cl− → 2N a+ + SO4 + Cu2+ + 2Cl−

Table 20.1 shows some of the general rules about the solubility of different salts based on a number of investigations: 390

CHAPTER 20. THE HYDROSPHERE - GRADE 10 Table 20.1: General rules for the solubility of salts Salt Nitrates Potassium, sodium and ammonium salts Chlorides Solubility All are soluble All are soluble All are soluble except silver chloride, lead(II)chloride and mercury(II)chloride All are soluble except lead(II)sulphate, barium sulphate and calcium sulphate All are insoluble except those of potassium, sodium and ammonium

20.8

Sulphates

Carbonates

20.8

Testing for common anions in solution

It is also possible to carry out tests to determine which ions are present in a solution.

20.8.1

Test for a chloride

Prepare a solution of the unknown salt using distilled water and add a small amount of silver nitrate solution. If a white precipitate forms, the salt is either a chloride or a carbonate. Cl− + Ag+ + NO− → AgCl + NO− (AgCl is white precipitate) 3 3

CO2− + 2Ag+ + 2NO− → Ag2 CO3 + 2NO2 (Ag2 CO3 is white precipitate) 3 3 The next step is to treat the precipitate with a small amount of concentrated nitric acid. If the precipitate remains unchanged, then the salt is a chloride. If carbon dioxide is formed, and the precipitate disappears, the salt is a carbonate. AgCl + HNO3 → (no reaction; precipitate is unchanged) Ag2 CO3 + 2HNO3 → 2AgNO3 + H2 O + CO2 (precipitate disappears)

20.8.2

Test for a sulphate

Add a small amount of barium chloride solution to a solution of the test salt. If a white precipitate forms, the salt is either a sulphate or a carbonate. SO2− + Ba2+ + Cl− → BaSO4 + Cl− (BaSO4 is a white precipitate) 4

CO2− + Ba2+ + Cl− → BaCO3 + Cl− (BaCO3 is a white precipitate) 3 If the precipitate is treated with nitric acid, it is possible to distinguish whether the salt is a sulphate or a carbonate (as in the test for a chloride). BaSO4 + HNO3 → (no reaction; precipitate is unchanged) BaCO3 + 2HNO3 → Ba(NO3 )2 + H2 O + CO2 (precipitate disappears) 391

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CHAPTER 20. THE HYDROSPHERE - GRADE 10

20.8.3

Test for a carbonate

If a sample of the dry salt is treated with a small amount of acid, the production of carbon dioxide is a positive test for a carbonate.
2− Acid + CO3 → CO2

If the gas is passed through limewater and the solution becomes milky, the gas is carbon dioxide. Ca(OH)2 + CO2 → CaCO3 + H2 O (It is the insoluble CaCO3 precipitate that makes the limewater go milky)

20.8.4

Test for bromides and iodides

As was the case with the chlorides, the bromides and iodides also form precipitates when they are reacted with silver nitrate. Silver chloride is a white precipitate, but the silver bromide and silver iodide precipitates are both pale yellow. To determine whether the precipitate is a bromide or an iodide, we use chlorine water and carbon tetrachloride (CCl4 ). Chlorine water frees bromine gas from the bromide, and colours the carbon tetrachloride a reddish brown. Chlorine water frees iodine gas from an iodide, and colours the carbon tetrachloride is coloured purple.

Exercise: Precipitation reactions and ions in solution 1. Silver nitrate (AgNO3 ) reacts with potassium chloride (KCl) and a white precipitate is formed. (a) Write a balanced equation for the reaction that takes place. (b) What is the name of the insoluble salt that forms? (c) Which of the salts in this reaction are soluble? 2. Barium chloride reacts with sulfuric acid to produce barium sulphate and hydrochloric acid. (a) Write a balanced equation for the reaction that takes place. (b) Does a precipitate form during the reaction? (c) Describe a test that could be used to test for the presence of barium sulphate in the products. 3. A test tube contains a clear, colourless salt solution. A few drops of silver nitrate solution are added to the solution and a pale yellow precipitate forms. Which one of the following salts was dissolved in the original solution? (a) (b) (c) (d) NaI KCl K2 CO3 Na2 SO4

(IEB Paper 2, 2005)

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CHAPTER 20. THE HYDROSPHERE - GRADE 10

20.9

20.9

Threats to the Hydrosphere

It should be clear by now that the hydrosphere plays an extremely important role in the survival of life on Earth, and that the unique properties of water allow various important chemical processes to take place which would otherwise not be possible. Unfortunately for us however, there are a number of factors that threaten our hydrosphere, and most of these threats are because of human activities. We are going to focus on two of these issues: overuse and pollution and look at ways in which these problems can possibly be overcome. 1. Overuse of water We mentioned earlier that only a very small percentage of the hydrosphere’s water is available as freshwater. However, despite this, humans continue to use more and more water to the point where water consumption is fast approaching the amount of water that is available. The situation is a serious one, particularly in countries such as South Africa which are naturally dry, and where water resources are limited. It is estimated that between 2020 and 2040, water supplies in South Africa will no longer be able to meet the growing demand for water in this country. This is partly due to population growth, but also because of the increasing needs of industries as they expand and develop. For each of us, this should be a very scary thought. Try to imagine a day without water...difficult isn’t it? Water is so much a part of our lives, that we are hardly aware of the huge part that it plays in our daily lives.

Activity :: Discussion : Creative water conservation As populations grow, so do the demands that are placed on dwindling water resources. While many people argue that building dams helps to solve this watershortage problem, the reality is that dams are only a temporary solution, and that they often end up doing far more ecological damage than good. The only sustainable solution is to reduce the demand for water, so that water supplies are sufficient to meet this. The more important question then is how to do this. Discussion: Divide the class into groups, so that there are about five people in each. Each group is going to represent a different sector within society. Your teacher will tell you which sector you belong to from the following: Farming, industry, city management or civil society (i.e. you will represent the ordinary ’man on the street’). In your groups, discuss the following questions as they relate to the group of people you represent: (Remember to take notes during your discussions, and nominate a spokesperson to give feedback to the rest of the class on behalf of your group) • What steps could be taken by your group to conserve water? • Why do you think these steps are not being taken? • What incentives do you think could be introduced to encourage this group to conserve water more efficiently?

2. Pollution Pollution of the hydrosphere is also a major problem. When we think of pollution, we sometimes only think of things like plastic, bottles, oil and so on. But any chemical that is present in the hydrosphere in an amount that is not what it should be is a pollutant. Animals and plants that live in the hydrosphere are specially adapted to surviving within a certain range of conditions. If these conditions are changed (e.g. through pollution), these organisms may not be able to survive. Pollution then, can affect entire aquatic ecosystems. The most common forms of pollution in the hydrosphere are waste products from humans and from industries, nutrient pollution e.g. fertiliser runoff which causes eutrophication (this will be discussed in a later section) and toxic trace elements such as aluminium, mercury and copper to name a few. Most of these elements come from mines or from industries. 393

20.10

CHAPTER 20. THE HYDROSPHERE - GRADE 10

It is important to realise that our hydrosphere exists in a delicate balance with other systems, and that disturbing this balance can have serious consequences for life on this planet.

Activity :: Group Project : School Action Project There is a lot that can be done within a school to save water. As a class, discuss what actions could be taken by your class to make people more aware of how important it is to conserve water.

20.10

Summary

• The hydrosphere includes all the water that is on Earth. Sources of water include freshwater (e.g. rivers, lakes), saltwater (e.g. oceans), groundwater (e.g. boreholes) and water vapour. Ice (e.g. glaciers) is also part of the hydrosphere. • The hydrosphere interacts with other global systems, including the atmosphere, lithosphere and biosphere. • The hydrosphere has a number of important functions. Water is a part of all living cells, it provides a habitat for many living organisms, it helps to regulate climate, and it is used by humans for domestic, industrial and other use. • The polar nature of water means that ionic compounds dissociate easily in aqueous solution into their component ions. • Ions in solution play a number of roles. In the human body for example, ions help to regulate the internal environment (e.g. controlling muscle function, regulating blood pH). Ions in solution also determine water hardness and pH. • Water hardness is a measure of the mineral content of water. Hard water has a high mineral concentration and generally also a high concentration of metal ions e.g. calcium and magnesium. The opposite is true for soft water. • pH is a measure of the concentration of hydrogen ions in solution. The formula used to calculate pH is as follows: pH = -log[H3O+ ] or pH = -log[H+ ] A solution with a pH less than 7 is considered acidic and more than 7 is considered basic (or alkaline). A neutral solution has a pH of 7. • Gases such as CO2 , NO2 and SO2 dissolve in water to form weak acid solutions. Rain is naturally acidic because of the high concentrations of carbon dioxide in the atmosphere. Human activities such as burning fossil fuels, increase the concentration of these gases in the atmosphere, resulting in acid rain. • Conductivity is a measure of a solution’s ability to conduct an electric current. • An electrolyte is a substance that contains free ions, and is therefore able to conduct an electric current. Electrolytes can be divided into strong and weak electrolytes, based on the extent to which the substance ionises in solution. • A non-electrolyte cannot conduct an electric current because it dooes not contain free ions. • The type of substance, the concentration of ions and the temperature of the solution, affect its conductivity. 394

CHAPTER 20. THE HYDROSPHERE - GRADE 10

20.10

• A precipitate is formed when ions in solution react with each other to form an insoluble product. Solubility ’rules’ help to identify the precipitate that has been formed. • A number of tests can be used to identify whether certain anions are present in a solution. • Despite the importance of the hydrosphere, a number of factors threaten it. These include overuse of water, and pollution.

Exercise: Summary Exercise 1. Give one word for each of the following descriptions: (a) (b) (c) (d) the change in phase of water from a gas to a liquid a charged atom a term used to describe the mineral content of water a gas that forms sulfuric acid when it reacts with water

2. Match the information in column A with the information in column B by writing only the letter (A to I) next to the question number (1 to 7) Column A 1. A polar molecule 2. molecular solution 3. Mineral that increases water hardness 4. Substance that increases the hydrogen ion concentration 5. A strong electrolyte 6. A white precipitate 7. A non-conductor of electricity Column B A. H2 SO4 B. CaCO3 C. NaOH D. salt water E. calcium F. carbon dioxide G. potassium nitrate H. sugar water I. O2

3. For each of the following questions, choose the one correct answer from the list provided. (a) Which one of the following substances does not conduct electricity in the solid phase but is an electrical conductor when molten? i. Cu ii. PbBr2 iii. H2 O iv. I2 (IEB Paper 2, 2003) (b) The following substances are dissolved in water. Which one of the solutions is basic? i. sodium nitrate ii. calcium sulphate iii. ammonium chloride iv. potassium carbonate (IEB Paper 2, 2005) 4. The concentration of hydronium and hydroxyl ions in a typical sample of seawater are 10−8 and 10−6 respectively. (a) Is the seawater acidic or basic? (b) Calculate the pH of this seawater. 5. Three test tubes (X, Y and Z) each contain a solution of an unknown potassium salt. The following observations were made during a practical investigation to identify the solutions in the test tubes: A: A white precipitate formed when silver nitrate (AgNO3 ) was added to test tube Z. 395

(b) Write a chemical equation for the reaction that took place in test tube X before hydrochloric acid was added.10 CHAPTER 20. C: The precipitate in test tube X dissolved in hydrochloric acid (HCl) and a gas was released. D: The precipitate in test tube Y was insoluble in hydrochloric acid. (DoE Exemplar Paper 2 2007) 396 . (a) Use the above information to identify the solutions in each of the test tubes X. THE HYDROSPHERE . Y and Z.GRADE 10 B: A white precipitate formed in test tubes X and Y when barium chloride (BaCl2 ) was added.20.

which lies between the core and the crust.1).1 Introduction If we were to cut the Earth in half we would see that our planet is made up of a number of layers. hydrosphere and atmosphere make up the world as we know it. consists of molten rock. The crust is the thin. the mantle and the outer crust (figure 21.1: A cross-section through the earth to show its different layers Definition: Lithosphere The lithosphere is the solid outermost shell of our planet. namely the core at the centre. The core is made up mostly of iron. Atmosphere Crust Upper Mantle Mantle Outer Core Inner Core Figure 21. The mantle. hard outer layer that ’floats’ on the magma of the mantle. The lithosphere includes the crust and the upper part of the mantle. called magma which moves continuously because of convection currents.Chapter 21 The Lithosphere . the lithosphere. and is made up of material from both the continents and the oceans on the Earth’s surface. 397 .Grade 11 (NOTE TO SELF: Need map showing major mining areas in SA) 21. Together. It is the upper part of the mantle and the crust that make up the lithosphere (’lith’ means ’types of stone’ and ’sphere’ refers to the round shape of the earth).

These are oxygen (O). In places where these elements are abundant. a gold als called the tellurides.2 CHAPTER 21. limestone) form when rock fragments. is a rock that is made up of minerals such as SiO2 . Rocks that contain valuable minerals are called ores. which occur in over 2000 different compounds and minerals. However. If their concentration is very low. Na2 O and others.Orthoclase belongs to the feldspar group minium silicate) of minerals. aluminium (Al). calcium (Ca). we are particularly interested in the ores that contain metal elements. iron.g. but more often minerals are made up of many different elements combined. iron (Fe).g. 21. Many of the elements that are of interest to us (e.1. but are usually part of other more complex minerals. Examples include slate and marble. Some more examples are shown in table 21. and then solidifies. gold. organic matter or other sediment particles are deposited and then compacted over time until they solidify. which give it a particular structure.g. optical lenses and in building stone Gold Au (pure element) or Gold is often found in a group of minerAuTe2 (Calaverite. Metamorphic rock is formed when any other rock types are subjected to intense heat and pressure over a period of time. A mineral is a compound that is formed through geological processes. then the cost of extraction becomes more than the money that would be made if they were sold. copper). granite. are unevenly distributed in the lithosphere. chite or copper carbonate hydroxide) Mineral Quartz A rock is a combination of one or more minerals. Al2 O3 . THE LITHOSPHERE . K2 O.1: Table showing examples of minerals and their chemistry Chemistry Comments SiO2 (silicon dioxide) Quartz is used for glass. Quartz is just one example. and is the most common gold-bearing mineral. most of the mass of crustal material is made up of only 8 of these elements. It is a mineral that is made up of silica and oxygen. A mineral could be a pure element. Hematite Fe2 O3 (iron oxide) Iron usually occurs in iron oxide minerals or as an alloy of iron and nickel. it is profitable to extract them (e. Minerals range in composition from pure elements to complex compounds.21. Copper Cu (pure element) or copper can be mined as a pure element Cu2 (CO3 )(OH)2 (mala. basalt) are formed when magma is brought to the earth’s surface as lava. 398 . Igneous rocks (e. through mining) for economic purposes. Definition: Mineral Minerals are natural compounds formed through geological processes. not only because it is the surface on which we live. The term ’mineral’ includes both the material’s chemical composition and its structure. igneous. CaO. sodium (Na). in electrical components. sedimentary and metamorphic.2 The chemistry of the earth’s crust The crust is made up of about 80 elements. and also in those minerals that can be used to produce energy. These metal elements are seldom found in their pure form.or as a mineral such as malachite. sandstone. silica (Si).g. Gold has an affinity for tellurium (Te). but also because humans gain many valuable resources from this part of the planet. Calaverite is a mineral) mineral that belongs to this group. Table 21. Sedimentary rocks (e. As humans. There are three different types of rocks. potassium (K) and magnesium (Mg). Granite for example. Orthoclase KAlSi3 O8 (potassium alu.GRADE 11 Earlier chapters have focused on the hydrosphere (chapter 20) and the atmosphere (chapter 22). The lithosphere is also very important.

3 teresting A gemstone (also sometimes called a gem or semi-precious stone). Later. This is known as casting. is used in jewelry and other adornments. Copper can also be melted and then put into a mould to re-shape it. tools.CHAPTER 21. liquid metals flow from them. stones were used to make tools. some of the stone tools that have been found date back to 2.3 A brief history of mineral use Many of the minerals that are important to humans are metals such as gold. In Africa. transport and even cookery. copper became an important metal because it could be hammered into shape. Exercise: Rocks and minerals 1. warfare. it was discovered that if certain kinds of stones are heated to high enough temperatures. when cut and polished. a rock and an ore. During the Stone Age for example. At about the time that copper was in widespread use. 21. Slivers of stone were cut from a rock and then sharpened. is a Interesting Fact Fact highly attractive and valuable piece of mineral which. Throughout history. These rocks are 399 . Where are most of the earth’s minerals concentrated? 2. 3.5 million years ago! It was the discovery of metals that led to some huge advances in agriculture. diamond. copper and iron. cat’s eye and sapphire. THE LITHOSPHERE . cooking utensils and weapons. probably because of its beautiful shiny appearance. Carry out your own research to find out which elements are found in the following minerals: (a) gypsum (b) calcite (c) topaz 4. Explain the difference between a mineral. aluminium. metals have played a very important role in making jewelery. Which minerals are found in the following rocks? (a) basalt (b) sandstone (c) marble 21. One of the first metals to be discovered was gold. Gold was used mostly to make jewelery because it was too soft to make harder tools. We have become so used to having metals around us that we seldom stop to think what life might have been like before metals were discovered. Examples of gemstones are amethyst. weapons and later machinery and other forms of technology.GRADE 11 Definition: Ore An ore is a volume of rock that contains minerals which make it valuable for mining. and it also lasted a lot longer than the stone that had previously been used in knives.

which turns turbines to generate electricity. More recent studies have shown that iron was used far earlier than it would have been if knowledge of this metal had started in the Middle East. Coal is one of the most important fuels that is used in the production of electricity. making the metal even harder. The process of heating mineral ores in this way is called smelting. Another important discovery was that of iron. but also deep below it. steel is a very important part of industry and construction. Oil. South Africa is the world’s sixth largest coal producer. Oil is another product of the lithosphere which is critical in meeting our fuel needs. Oil and Gas Corporation). the products of the lithosphere are also important in meeting our energy needs. with Mpumalanga contributing about 83 Another element that is found in the crust. which must be carefully disposed of in order to prevent contamination. for example in Phalaborwa. the God of Iron. some is extracted from coal.21. is seen as the protector of the kingdom. Uranium produces energy through the process of nuclear fission. the ores of iron and tin were found close together. and as a by-product in some copper mines. some of the carbon in the charcoal is transferred to the iron. 400 . is uranium. Bronze is a very useful metal because it produces a sharper edge than copper. Many metal technologies may in fact have developed independently in Africa and in many African countries. This discovery led to the beginning of mining. However. While most of South Africa’s oil is imported and then processed at a refinery in either Durban. It was also found that ores do not only occur at the earth’s surface. and contain the metal minerals inside them. it becomes even harder and produces steel. But this may not be the case. Today. leaving behind organic remains that accumulate and become compacted over millions of years under sedimentary rock. THE LITHOSPHERE . In Nigeria’s Yoruba country for example. like coal. The layers of compact organic material that can be found between sedimentary layers.GRADE 11 ores. iron has divine status because it is used to make instruments for survival. a large amount of energy is released as heat. It is very difficult to extract iron from its ore because it has an extremely high melting point. The cast alloy of these two metals is bronze. This heat is used to produce steam. the process does produce small amounts of radioactive wastes .4 CHAPTER 21. Iron is the most abundant metal at the earth’s surface but it is more difficult to work with than copper or tin. are coal. teresting Originally it was believed that much of Africa’s knowledge of metals and their Interesting Fact Fact uses was from the Middle East.4 Energy resources and their uses Apart from minerals and ores. ’Ogun’. But humans’ explorations into the world of metals did not end here! In some areas. and only specially designed furnaces are able to produce the temperatures that are needed. The technology behind this type of extraction has largely been developed by SASOL (South African Coal. 21. which is used to produce electricity. a large amount of heat energy is released. Coal is formed from organic material when plants and animals decompose. metals have an extremely important place in society. An important discovery was that if iron is heated in a furnace with charcoal. When coal is burned. When the nucleus of a uranium atom is split. This type of nuclear power is relatively environmentally friendly since it produces low gas emissions. Neutrons are aimed at the nucleii of the uranium atoms in order to split them. Uranium is produced as a by-product of gold in some mines in the Witwatersrand. and which helps to meet our energy needs. Cape Town or Sasolburg. If this hot metal has its temperature reduced very suddenly.

towns and cities. The oil that is produced is then pushed out into nearby sedimentary layers. A number of different methods can be used to separate gold from its ore. this area was a massive inland lake.2. but unique. Its discovery brought many foreigners into South Africa. In other countries like Zimbabwe.1 Mining and Mineral Processing: Gold Introduction Gold was discovered in South Africa in the late 1800’s and since then has played a very important role in South Africa’s history and economy.5. which are scattered over a much greater area. Because gold is much more dense. Shaft mining is needed to reach the gold ore. 21. millions of years ago. which later grew into larger settlements. set of circumstances that South Africa’s gold deposits are so concentrated in that area. Geologists believe that. Shaft mining South Africa’s thin but extensive gold reefs slope at an angle underneath the ground. 21. only a very small amount of gold is extracted. After the initial drilling.CHAPTER 21. This type of mining is not suitable if the gold is buried very deep below the surface. It is because of this complex.5. Wide. dangerous and expensive. was the first site for gold panning in South Africa. Rivers feeding into this lake brought sand. Open cast mining This is a form of surface mining. tunnels are built leading outwards from the main shaft so that the gold reef can be reached. The three most common methods in South Africa are panning. Pilgrim’s Rest in Mpumalanga. Shaft mining is a dangerous operation. It accumulates here.3 Processing the gold ore For every ton of ore that is mined. A diagram illustrating open cast and shaft mining is shown in figure 21. Surface layers of rock and sediments are removed so that the deeper gold rich layers can be reached. One of the first of these settlements was the beginning of present-day Johannesburg. gold occurs in smaller ’pockets’. 21. and can then be accessed by oil rigs and other advanced equipment. Water is added and the pans are shaken so that the gold is sorted from the rock and other materials. Panning Panning for gold is a manual technique that is used to sort gold from other sediments. There are also problems of the intense heat and high pressure below the surface which make shaft mining very complex. which stretches from Johannesburg to Welkom. and roof supports are needed so that the rock does not collapse. Part of this process involves the burial of organic-rich sediments under extremely high temperatures and pressures. silt. pebbles and fine particles of gold and deposited them over a long period of time.2 Mining the Gold A number of different techniques can be used to mine gold.5. it settles to the bottom of the pan. blasting and equipping of a mine shaft.5 is organic in origin and normally forms from organic deposits on the ocean floor. Oil will then move upwards until it is trapped by an impermeable rock layer.GRADE 11 21. and this means that some deposits are very deep and often difficult to reach. 1. also known as ’Egoli’ or ’Place of Gold’. Oil requires unique geological and geochemical conditions in order to be produced. THE LITHOSPHERE . who were lured by the promises of wealth. They set up small mining villages. 3. Most of South Africa’s gold is concentrated in the ’Golden Arc’. open cast and shaft mining. shallow pans are filled with sand and gravel (often from river beds) that may contain gold. but one of the more common 401 . Eventually these deposits accumulated and became compacted to form gold-bearing sedimentary rock or gold reefs. 2.5 21.

Zinc dust is then added to the cyanide solution. electro-winning is used to remove gold from the solution through a process of electrolysis. Below is a list of some of these characteristics that have made gold such a valuable metal: • Shiny Gold’s beautiful appearance has made it one of the favourite metals for use in jewelery. This method makes use of the high affinity that activated carbon has for gold.4 Characteristics and uses of gold Gold has a number of uses because of its varied and unique characteristics. Gold that has been removed is deposited on steel wool electrodes.5.3. In this step of the process. This process is shown in figure 21. In the final stage.GRADE 11 Open cast mining at shallow gold seam Sloping gold seams Main underground shaft Tunnel from main shaft to access gold 1 2 3 4 5 Figure 21. 21. 402 .21.2: Diagram showing open cast and shaft mining methods is called gold cyanidation. THE LITHOSPHERE . gold is oxidised. In the elution stage. teresting Another method that is used to process gold is called the ’carbon-in-pulp’ (CIP) Interesting Fact Fact method. The first stage involves the absorption of gold in the cyanide solution to carbon. The zinc takes the place of the gold. so that the gold is precipitated out of the solution. Both the carbon and the acid are then treated so that they can be re-used. gold is removed from the carbon into an alkaline cyanide solution.5 Gold deposits 1 2 3 4 5 Gold seam close to surface CHAPTER 21. the ore is crushed and then cyanide solution is added so that the gold particles are chemically dissolved from the ore. In the process of gold cyanidation. and there are three stages to the process.

and the continued upward rise in costs. The gold is precipitated from the solution. Figure 21. Chamber economist Roger Baxter says the ’precipitous’ fall in production was caused by the dual impact of the fall in the rand gold price due to the strong rand. It is sometimes used in dentistry to make the crowns for teeth. South Africa accounted for over 70% of world gold production. • Malleable and ductile Since gold can be bent and twisted into shape. Activity :: Case Study : Dropping like a gold balloon Read the article below. Many of these costs. laments Baxter.Zinc is added. THE LITHOSPHERE . Zinc replaces the gold in the gold-cyanide solution. where a thin layer of gold is placed in the masks of the firefighters to protect them from the heat.GRADE 11 21. and therefore does not deteriorate in quality. This is the reduction part of the reaction.3: Flow diagram showing how gold is processed • Durable Gold does not tarnish or corrode easily. as well as being flattened into very thin sheets. In 2004. are ’costs we do not have control over’.The ore is crushed until it is in fine pieces STEP 2 . Chamber of Mines figures showed that SA’s annual gold production last year slipped to its lowest level since 1931.A sodium cyanide (NaCN) solution is mixed with the finely ground rock 4Au + 8N aCN + O2 + 2H2 O → 4N aAu(CN )2 + 4N aOH Gold is oxidised.5 STEP 1 . It is also used in the protective outer coating of artificial satellites.The gold-bearing solution can then be separated from the remaining solid ore through filtration STEP 4 . it is very useful in fine wires and to produce sheets of gold. it is used in space suits and in vehicles. • Heat ray reflector Because gold reflects heat very effectively. • Good conductor Gold is a good conductor of electricity and is therefore used in transistors. which has been adapted from one that appeared in the Financial Mail on 15th April 2005 and then answer the questions that follow. that figure was a dismal 14%. STEP 3 . As recently as 1980. computer circuits and telephone exchanges. These include 403 .CHAPTER 21. One of the more unusual applications of gold is its use in firefighting.

The following are just a few of the environmental impacts of gold mining: • Resource consumption • Poisoned water Gold mining needs large amounts of electricity and water. and at current rand gold prices. Find out what the current price of gold is. Briefly explain how the increased cost of resources such as water contributes towards declining profitability in gold mines.5 Environmental impacts of gold mining However.. about 10 mines. transport. which make up 50% of production costs. (a) South Africa’s economy (b) mine employees 7. despite the incredible value of gold and its usefulness in a variety of applications. 6.g.21. cyanide) can also have a devastating effect on biodiversity. 2. causing damage to animals and plants. as well as humans that may rely on that water for drinking.5% in 2004 • Labour costs. which rose by 13% on average in 2004. The disposal of other toxic waste (e. He provides a breakdown of the cost components faced by mines: • Water prices have risen by 10% per year for the past 3 years • Steel prices have increased by double-digit rates for each of the past 3 years • Spoornet’s tariffs rose 35% in 2003 and 16. Acid from gold processing can leach into nearby water systems such as rivers.5 CHAPTER 21. are marginal or loss-making.GRADE 11 water. 5. 21. Suggest what impact a decrease in gold production is likely to have on. Year 1980 1985 1990 1995 2000 2004 Production (t) 675 660 600 525 425 340 Draw a line graph to illustrate these statistics. Outline two reasons for this drop in gold production. 4. employing 90 000 people. THE LITHOSPHERE . Refer to the table below showing SA’s gold production in tons between 1980 and 2004. Discuss why you think gold is so expensive. says Baxter. What percentage did South Africa’s gold production contribute towards global production in: (a) 1980 (b) 2004 3.5. rose above inflation in 2003 and 2004 At these costs. 404 . 1. Suggest a reason why the cost of steel might affect gold production. all mining has an environmental cost.. steel and labour costs.

• Threaten natural areas Mining activities often encroach on protected areas and threaten biodiversity in their operation areas. THE LITHOSPHERE . Any mine rehabilitation programme should aim to achieve the following: • ensure that the site is safe and stable • remove pollutants that are contaminating the site • restore waterways to what they were before mining • restore the biodiversity that was there before mining started There are different ways to achieve these goals. One rehabilitation project that has received a lot of publicity is the rehabilitation of dunes that were mined for titanium by Richards Bay Minerals (RBM). discuss the following questions: 1. contribute to air pollution. then a new type of land use might be decided for that area.5 This applies particularly to open pit mines. can be used to remove metals from polluted soils and water. and can also help to stabilise the soil so that other vegetation can grow. Today. 405 . Land contouring can help to restore drainage in the area. • Air pollution Dust from open pit mines. South Africa is a world leader in the technology of gold mining. • What actions did RBM take to rehabilitate the dunes? • Was the project successful? • What were some of the challenges faced? Exercise: Gold mining Mapungubwe in the Limpopo Province is evidence of gold mining in South Africa as early as 1200. carry out your own research to try to find out more about this project. Suggest some creative ideas that could be used to encourage mining companies to rehabilitate old sites. If it is too difficult to restore the site to what it was before. What are some of the difficulties that may be experienced in trying to rehabilitate a mine site? 3.CHAPTER 21. Processing the gold ore also leaves solid waste behind. Discussion: In groups of 3-4.GRADE 11 • Solid waste 21. as well as harmful gases such as sulfur dioxide and nitrogen dioxide which are released from the furnaces. What are the main benefits of mine rehabilitation? 2. As a group. Activity :: Discussion : Mine rehabilitation There is a growing emphasis on the need to rehabilitate old mine sites that are no longer in use. 4. Plants for example. where large amounts of soil and rock must be displaced in order to access the gold reserves. The following flow diagram illustrates some of the most important steps in the recovery of gold from its ore.

It is extracted from iron ore and is almost never found in its elemental form.g.1 Iron mining and iron ore processing One of the more common methods of mining for iron ore is open cast mining. aluminium (Al) and sulfur (S). Iron ore also contains other elements. Smelting usually involves heating the ore and also adding a reducing agent (e. Once the ore has been removed. Iron is usually found in minerals such as magnetite (Fe3 O4 ) and hematite (Fe2 O3 ). 21. The recovery of gold can have a negative impact on water in our country. Name the process indicated by A. and therefore it is important to use an element that will form stronger bonds with oxygen that the iron. As mentioned earlier. In fact. phosphorus (P). 5. This is why carbon is used. Temperatures in a blast furnace can reach 2000 C. 21. Use oxidation numbers to explain your answer to the question above. and lower in the crust.6.e. 4. To create pure iron. Its concentration is highest in the core. Definition: Smelting Smelting is a method used to extract a metal from its ore and then purify it. State at least one negative influence that the recovery of gold can have on water resources and how it will impact on humans and the environment. carbon (in the form of ’coke’. which have to be removed in various ways.g. Name the chemical substance that is used in process B. it needs to be crushed into fine particles before it can be processed further. Iron ores are usually rich in iron oxide minerals and may vary in colour from dark grey to rusty red. iron is commonly found in the form of iron oxides.6 Mining and mineral processing: Iron Iron is one of the most abundant metals on Earth. The bonds between iron and oxygen are very strong.21. THE LITHOSPHERE . During smelting (illustrated by C in the diagram). carbon) so that the metal can be freed from its ore. Is gold oxidised or reduced during this process? 3. gold is extracted from the ore. A blast furnace is a huge steel container many metres high and lined with heat-resistant material. 2.GRADE 11 Gold bearing ore A NaAu(CN)2 B Gold precipitate C Pure gold 1.6 CHAPTER 21. Briefly explain the importance of this process taking place in the furnace. Open cast mining is used when the iron ore is found near the surface. 6. i. These reactions take place in a blast furnace. These include silica (Si). gold is sent into a calcining furnace. During process A. In the furnace the solid raw materials. A simple 406 . a type of coal) and a flux (e. iron ore. if not managed properly. carbon monoxide is the main ingredient that is needed to strip oxygen from iron. the ore must be smelted to remove the oxygen. limestone) are fed into the top of the furnace and a blast of heated air is forced ◦ into the furnace from the bottom.

In this case the slag is the CaSiO3 .6. The slag melts in the furnace. phosphorus (makes steel brittle). CaCO3 → CaO + CO2 CaO + SiO2 → CaSiO3 In step 3. STEP 1: Production of carbon monoxide C + O2 → CO2 CO2 + C → 2CO STEP 2: Reduction of iron oxides takes place in a number of stages to produce iron. showing the reactions that take place to produce iron 21.4.6 diagram of a blast furnace is shown in figure 21. The calcium oxide then reacts with silicon dioxide (the impurity) to form a slag. Common impurities are silica. This can then be separated and removed. the calcium carbonate breaks down into calcium oxide and carbon dioxide. Its combination of low cost and high strength make it very important in applications such as industry. The equations for the reactions that take place are shown in the flow diagram below.4: A blast furnace. A common flux is limestone (CaCO3 ). and floats on the more dense iron. aluminium and sulfur (produces SO2 gases during smelting and interferes with the smellting process). the hulls of large ships and in the 407 . 3F e2 O3 + CO → 2F e3 O4 + CO2 F e3 O4 + CO → 3F eO + CO2 F eO + CO → F e + CO2 STEP 3: Fluxing The flux is used to melt impurities in the ore. automobiles.CHAPTER 21. whereas the silicon dioxide would not have.2 Types of iron Iron is the most used of all the metals. iron oxide (haematite) coke waste gases limestone waste gases iron forms carbon monoxide forms carbon dioxide forms Step 2 carbon monoxide + iron oxide carbon dioxide + carbon carbon + oxygen carbon dioxide + iron Step 1 carbon monoxide carbon dioxide air blast air blast molten slag molten iron Figure 21.GRADE 11 21. THE LITHOSPHERE .

Some of the different forms that iron can take include: • Pig iron is raw iron and is the direct product when iron ore and coke are smelted. The following incomplete word equations describe the extraction process: 408 . malleable and ductile. silicon and phosphorus. cast iron and steel. These products therefore need to be protected from water and oxygen. By varying the amounts of the alloy elements in the steel. One important Interesting Fact Fact role that iron plays is that it is a component of the protein haemoglobin which is the protein in blood. THE LITHOSPHERE . and the remaining 25 million tons are exported. Exercise: Iron Iron is usually extracted from heamatite (iron(III)oxide). Elements other than carbon can also be used to make alloy steels. but is cheaper and more widely available. elasticity. Mild steel does not have the same corrosion resistance as true wrought iron. railway track material. to where it is needed.6. Iron ore is mixed with limestone and coke in a blast furnace to produce the metal. It is the iron in the haemoglobin that helps to attract and hold oxygen so that this important gas can be transported around the body in the blood. • Corrugated iron is actually sheets of galvanised steel that have been rolled to give them a corrugated pattern. wire rod. teresting Iron is also a very important element in all living organisms. • South Africa exports crude steel and finished steel products. Approximately 15 million tons are consumed locally. • South Africa is ranked about 20th in the world in terms of its crude steel production. • Some of the products that are manufactured in South Africa include reinforcing bars. These include manganese and tungsten. • South Africa is the largest steel producer in Africa. the following characteristics can be altered: hardness. It has mostly been replaced by mild steel for ’wrought iron’ gates and blacksmithing. but also containing a small amount of carbon. • Steel is an alloy made mostly of iron.GRADE 11 structural components of buildings. galvanisation and plastic coating. One problem with iron and steel is that pure iron and most of its alloys rust. ductility and tensile strength.21. Corrugated iron is a common building material. and a lot is also used locally.3 Iron in South Africa The primary steel industry is an important part of the South African economy and it generates a great deal of foreign exchange. Pig iron is an intermediate step between iron ore. It has between 4% and 5% carbon and contains varying amounts of contaminants such as sulfur. 21. • About 40 million tons of iron ore is mined annually in South Africa.2% carbon. Wrought iron does not rust quickly when it is used outdoors.6 CHAPTER 21. plates and steel coils and sheets. • Wrought iron is commercially pure iron and contains less than 0. and this is done through painting. It is tough.

2. (DoE Exemplar Paper.CHAPTER 21.7 1. teresting Exploring the lithosphere for minerals is not a random process! Geologists Interesting Fact Fact help to piece together a picture of what past environments might have been like.1 Mining phosphates Phosphate is found in beds in sedimentary rock. THE LITHOSPHERE . while geochemists sample the soils at the earth’s surface to get an idea of what lies beneath them. Briefly describe the impact that the mining of iron has on the economy and the environment in our country. and has to be quarried to access the ore. Grade 11. so that predictions can be made about where minerals might have a high concentration. A quarry is a type of open pit mine that is used to extract ore. Geophysicists measure gravity. The chemical formula for the phosphate ion is PO3− . Phosphates are the naturally occurring form of the element phosphorus. Name the gases X and Y. Ca3 (P O4 )2 + 2H2 SO4 → Ca(H2 P O4 )2 + 2CaSO4 Alternatively. In the equation below. which is then used as a fertilizer.CaF2 + 4H3 P O4 + 9H2 O → 9Ca(H2 P O4 )2 + CaF2 21. 3.7 Mining and mineral processing: Phosphates A phosphate is a salt of phosphoric acid (H3 PO4 ). Phosphates are one of the three main nutrients needed by plants. and they are therefore an important component of fertilisers to stimulate plant growth. Why is limestone added to the reaction mixture? 5. You can see now what an important role scientists play in mineral exploration! 409 . 2007) 21. Phosphorus is seldom found in its pure elemental form. 4 21. in which case the reaction looks like this: 3Ca3 (P O4 )2 . The ore is crushed into a powder and is then treated with sulfuric acid to form a superphosphate (Ca(H2 PO4 )2 ). which produces about 3 million tons of ore per year. the phosphate mineral is calcium phosphate (Ca3 (PO4 )2 . the ore can be treated with concentrated phosphoric acid.7. What is the function of gas Y in reaction C? 4. and phosphate therefore refers to a rock or ore that contains phosphate ions. magnetics and the electrical properties of rocks to try to make similar predictions.2 Uses of phosphates Phosphates are mostly used in agriculture. Write a balanced chemical equation for reaction C.GRADE 11 A coke + oxygen → gasX B gasX + coke → gasY C iron(III)oxide + gasY → iron + gasX 21.7. In South Africa. the main phosphate producer is at the Palaborwa alkaline igneous complex.

Many are suspicious of outsiders.7 CHAPTER 21. a youth living in one of the villages that will be affected by the mining. mined from open pit mines at Phalaborwa. Headman Mandoda Ndovela was shot dead after his outspoken criticism of the mining. who blame the mining company for their situation.GRADE 11 Exercise: Phosphates Rock phosphate [Ca10 (PO4 )6 F2 ]. The amount of money that will be spent over the mine’s 22 years. 4. The following two reactions are used to transform rock phosphate into water soluble phosphates: A: Ca10 (PO4 )6 F2 + 7X + 3H2 O → 3Ca(H2 PO4 )2 H2 O + 2HF + 7CaSO4 B: Ca10 (PO4 )6 F2 + 14Y + 10H2 O → 10Ca(H2 PO4 )2 H2 O + 2HF 1. But at least two communities fiercely oppose the mining plans. Write down the names for each of these products in reactions A and B. 2.Titanium mining Read the extract below. Exploratory drilling revealed Xolobeni has the world’s 10th largest titanium deposit. The mining will take place in the Xolobeni dunes. largely because the proposed mining areas form part of the Pondoland centre of endemism. (DoE Exemplar Paper. we will fight. Some opponents are former miners who fear Gauteng’s mine dumps and compounds will be replicated on the Wild Coast. 3. some of which are endemic and facing extinction. which has more species than the United Kingdom. The application has outraged environmental groups. Grade 11. State ONE advantage and ONE disadvantage of phosphate mining. and then answer the questions that follow. said 10% of the Amadiba ’who were promised riches by the mining company’ support mining. ’The rest say if people bring those machines. Refer to the products in reactions A and B and write down TWO advantages of reaction B over reaction A. THE LITHOSPHERE . Others are employees of failed ecotourism ventures. the products Ca(H2 PO4 )2 formed in the two reactions have different common names. who are in it for their own gain. south of Port Edward. Identify the acids represented by X and Y. 2007) Activity :: Case Study : Controversy on the Wild Coast . Despite similar molecular formulae. Intimidation of people who oppose the mining has also been alleged.21. The Australian mining company predicts that 570 direct jobs will be created. The villagers have also complained that some of the structures within the mining company are controlled by business leaders with political connections. Why is rock phosphate unsuitable as fertiliser? 5. Mzamo Dlamini. worth about R11 billion. which has been adapted from an article that appeared in the Mail and Guardian on 4th May 2007. is estimated at R1.4 billion. is an important raw material in the production of fertilisers.’ 410 . A potentially violent backlash looms in Pondoland over efforts by an Australian company to persuade villagers to back controversial plans to mine an environmentally sensitive strip of the Wild Coast. including a smelter.

Burning coal also produces large quantities of greenhouse gases. Imagine that you were one of the villagers in this area. is that it is a non-renewable resource. is the coal industry’s main customer.GRADE 11 1. Over time. 21. Write down three questions that you would want the mining company to answer before you made a decision about whether to oppose the mining or not. Definition: Fossil Fuel A fossil fuel is a hydrocarbon that is formed from the fossilised remains of dead plants and animals that have been under conditions of intense heat and pressure for millions of years. 411 .8.2 How coal is removed from the ground Coal can be removed from the crust in a number of different ways. and coal is formed. 5. list the potential advantages and disadvantages of mining in this area. In South Africa. which may play a role in global warming. What would your main concerns be about the proposed mining project? Again share your answers with the rest of the class. What kinds of ’riches’ do you think the Amadiba people have been promised by the mining company? 3. When plants and animals decompose. the South African government’s electric power producer.CHAPTER 21. Coal is one product that is used to produce energy. with Mpumalanga contributing about 83% of our total production. the heat and pressure in these parts of the earth’s crust also increases. a large amount of heat energy is released. Share your ideas with the rest of the class.1 The formation of coal Coal is what is known as a fossil fuel. 21.8 Energy resources and their uses: Coal The products of the lithosphere are also important in meeting our energy needs.8 21. ESKOM. meaning that once all resources have been used up. South Africa is the world’s sixth largest coal producer. it cannot simply be produced again. coal is particularly important because most of our electricity is generated using coal as a fuel. The most common methods used are strip mining. Imagine that you are an environmentalist. A fossil fuel is a hydrocarbon that has been formed from organic material such as the remains of plants and animals. THE LITHOSPHERE . include the Free State.8. Limpopo and KwaZulu-Natal. open cast mining and underground mining. 4. Oil is also a fossil fuel and is formed in a similar way. they leave behind organic remains that accumulate and become compacted over millions of years under sedimentary rock. Other areas in which coal is produced. Explain what the following words means: (a) endemic (b) smelter (c) ecotourism 2. which is used to produce electricity. 21. At present. One of the problems with coal however. When coal is burned. In two columns.

and in many cases. Underground mining Undergound mining is normally used when the coal seams are amuch deeper. It is therefore very important that South Africa. attempts are made to rehabilitate the area. 412 . Open cast mining Open cast mining is also a form of surface mining. Coal takes such a long time to form. As with shaft mining for gold. 3. 3.8 1.8. and this contributes further towards global warming. South Africa is one of the leaders in this technology (refer to chapter 23). it forms a synthesis gas. there will be none left. Using another method called longwalling. the coal industry is second only to the gold industry. is that it is a non-renewable resource which means that once all the coal deposits have been mined. the roof is allowed to collapse as the mined-out area moves along. only a small percentage of coal is mined in this way. and also one of the top producers. but here the coal deposits are too deep to be reached using strip mining. rather than refining petroleum that has been drilled. Liquid fuels Coal can also be changed into liquid fuels like petrol and diesel using the Fischer-Tropsch process. A lot of steam is produced and this is used to spin turbines which then generate electricity. South Africa is one of the world’s top coal exporters. All the other surfaces underground will be mined. usually at a depth greater than 40 m.21. the main use of coal is to produce electricity. and requires such specific environmental conditions. One way to limit the danger is to use pillar support methods. 21. The problem with coal however. More than this. Electricity In order to generate electricity. that it would be impossible for coal to re-form at a rate that would keep up with humankind’s current consumption.8. and there is a very real chance that the ground could collapse during the mining if it is not supported. These sediments are replaced once the mining is finished. In fact.4 Coal and the South African economy In South Africa. and this leaves a huge pit in the ground. and other countries that rely on coal. Strip mining CHAPTER 21. start to look for alternative energy resources. Of the coal that is produced. which is a mix of carbon dioxide and hydrogen gases. where some of the ground is left unmined so that it forms pillars to support the roof. it can also be used for other purposes. 1. 2. One of the environmental impacts of open cast mining is that the overburden is dumped somewhere else away from the mine. Gasification If coal is broken down and subjected to very high temperatures and pressures. The overburden (overlying sediment) is removed so that the coal seams can be reached. the problem with underground mining is that it is very dangerous. 2. releases much greater amounts of carbon dioxide into the atmosphere.GRADE 11 Strip mining is a form of surface mining that is used when the coal reserves are very shallow. THE LITHOSPHERE . 21. This is very important in the chemical industry (refer to chapter 23). solid coal must be crushed and then burned in a furnace with a boiler. In South Africa. The only problem is that producing liquid fuels from coal.3 The uses of coal Although in South Africa. most is used locally to produce electricity and the rest is used in industry and domestically.

CHAPTER 21. • Global warming As was discussed earlier. plants. and many other activities including industry and veInteresting Fact Fact hicle transport. and deeper coal contains the most methane. All coal contains methane.8 21. When these compounds are exposed to water and oxygen. The CSLF also aims to make these technologies as widely available as possible.5 The environmental impacts of coal mining There are a number of environmental impacts associated with coal mining. it can cause a lot of damage to the ecosystem. The forum is an international climate change initiative that focuses on developing cost effective technologies to separate and capture carbon dioxide from the atmosphere so that it can be stored in some way. producing large amounts of sulfurous smoke which contributes towards atmospheric pollution. Acid can also leach into soils and alter its acidity. This in turn affects what will be able to grow there. and destroys biodiversity (e. burning coal to generate electricity produces carbon dioxide and nitrogen oxides which contribute towards global warming (refer to chapter 22). • Spontaneous combustion and atmospheric pollution Coal that is left in mine dumps may spontaneously combust. teresting It is easy to see how mining. Another gas that causes problems is methane. THE LITHOSPHERE . If this acid washes into nearby water systems. although this is partly reduced by rehabilitation in some cases. It was for this reason that South Africa joined the Carbon Sequestration Leadership Forum (CSLF). the visual impact is particularly bad. As a greenhouse gas.8. animals). Exercise: Coal in South Africa The following advertisement appeared in a local paper: 413 . sulfuric acid is formed. contribute towards Global Warming. methane is about twenty times more potent than carbon dioxide.g. During strip mining and open cast mining. • Visual impact and landscape scars Coal mining leaves some very visible scars on the landscape.GRADE 11 21. • Acid formation Waste products from coal mining have a high concentration of sulfur compounds.

Here the oil will slowly accumulate until there is enough that it can be accessed by oil rigs and other equipment. refer to chapter 9.9 Energy resources and their uses: Oil Oil is another product of the lithosphere which is very important in meeting our fuel needs. Why is coal used as a primary energy source in South Africa? (DoE Exemplar Paper 2.GRADE 11 ENERGY STARTS WITH SOUTH AFRICAN COAL s tive es g ddi tiv o aeserva lourin N pr co 0 N o tifi c ia l r e 2 3 0 r a e fo N o e st b B Coal is as old as the hills and just as natural. These hydrocarbons are lighter than rock and therefore move upwards through the rock layers before being trapped by an impermeable layer. 2007) 21. If the mixture contains mostly short hydrocarbons.21. the oil is forced 414 . with continuing heat and pressure.9. it becomes economically viable to try to extract it either through drilling or pumping. as these layers of sediment accumulate and the heat and pressure also increase. then it is a gas called natural gas. is actually a mixture of hydrocarbons (mostly alkanes) of different lengths. Eventually. 21. Crude oil or petroleum.2 Extracting oil When enough oil has accumulated in a well.9. Coal is a non-renewable energy source. Is coal actually a healthy source of energy? Motivate your answer by referring to all influences that coal and coal mining have on both humans and the environment. For more information on hydrocarbons. Coal is made up of the longest hydrocarbons.1 How oil is formed Oil is formed in a very similar way to coal. If the pressure in the oil reservoir is high. It’s like juice from real fruit. Coal SOUTH AFRICA 1. the organic material changes to a waxy material called kerogen. Grade 11. Over time. and just as natural. 21. Give a reason for your choice. Quote a statement from the advertisement that gives an indication that coal is non-renewable. 3. ranging from 5 carbons to 18 carbons in the hydrocarbon chain. 2.9 CHAPTER 21. the product becomes more and more solid. ”Coal is as old as the hills. liquid and gas hydrocarbons are formed. 4. Organisms such as zooplankton and algae settle to the ocean floor and become buried under layers of mud. THE LITHOSPHERE .” Is this statement TRUE? Motivate your answer by referring to how coal is formed. As the hydrocarbon chains in the mixture become longer. except that the organic material is laid down in oceans.

This heat is used to produce steam. steam cracking and hydrocracking. In addition. and the actual drilling process. some is extracted from coal. • Ecosystem impacts • Global warming Dredging the ocean floors for oil can disrupt seabed ecosystems. and also meet our growing need for energy. which turns turbines to generate electricity.10 Alternative energy resources As the world’s population increases. gasoline. Uranium is 415 .9. Cracking is used to change heavy hydrocarbons such as petroleum into lighter hydrocarbons such as fuels (LPG and gasoline). so does the demand for energy. THE LITHOSPHERE . If the pressure is low. You will find more information on this in chapter 23. and may have both pros and cons. • Fractional distillation Fractional distillation is the separation of a mixture into the parts that make it up. is uranium. This is known as secondary recovery.3 Other oil products Oil can also be used to make a variety of different products. many of our energy resources are non-renewable and will soon run out. we will need to investigate alternative energy resources. • Nuclear power Another element that is found in the crust. Cape Town or Sasolburg. This is known as primary recovery of oil. When the nucleus of a uranium atom is split. plastics (ethylene) and other products that are needed to make fuel gas (propylene). If we are to maintain the quality and health of our planet.CHAPTER 21.4 The environmental impacts of oil extraction and use Some of the key environmental impacts associated with the extraction and use of oil are as follows: • Pollution Exploring the oceans for oil. Many of these options are very controversial.9. as discussed in section 21. we are going to take a closer look at some of these possible alternatives. fuel oil. 21. can result in major pollution. diesel. which contributes towards global warming. As we have already mentioned. kerosine. Neutrons are aimed at the nucleii of the uranium atoms in order to split them. • Cracking There are two types of cracking. While most of South Africa’s oil is imported and then processed at a refinery in either Durban. reduce its viscosity and make it easier to extract. which can contribute towards global warming. 21. crude oil is separated into useful products such as asphalt.8. a large amount of energy is released as heat.GRADE 11 21. Burning oil as a fuel source produces carbon dioxide. 21. many of the fuels that we use produce large amounts of greenhouse gases. liquid petroleum gas (LPG) and tar. and which helps to meet our energy needs. In oil refineries. Uranium produces energy through the process of nuclear fission (chapter ??). to name just a few. then pumps must be used to extract it.10 naturally to the surface. When the oil is very difficult to extract. steam injection into the reservoir can be used to heat the oil. In this next section.

One of the problems with this however. Mozambique has large sources of under-utilised natural gas and so an agreement was reached between SASOL and the South African and Mozambican governments to build the pipeline. a large dam is needed to store water. the supply of radiation is not constant (think for example of cloudy days. However. • Biofuels In many parts of the world. but they will take years to become functional. for hydropower to be effective. and plans are underway to establish ethanol plants in some of the maize-producing provinces.GRADE 11 produced as a by-product of gold in some mines in the Witwatersrand. Solar energy can however meet small energy needs such as the direct heating of homes. is to put the focus on reducing how much energy is used rather than focusing only on ways to meet the growing demand. It is highly combustible and produces low emissions. Another way to look at the problem. for example in Palaborwa. There are alternative energy sources available. and solar energy is a renewable resource. the energy is used to turn turbines which produce electricity. • Natural gas Natural gas is formed in a similar way to oil and is often located above oil deposits in the earth’s crust. were a dramatic wake-up call to the growing energy crisis that the country faces.10 CHAPTER 21. In June 2002. and the production of electricity is not efficient. composed mostly of methane. which would transport natural gas from Mozambique to South Africa. as well as the social and environmental impacts of relocating people (if the area is populated). Activity :: Discussion : Using energy wisely The massive power cuts or ’load shedding’ that South Africans began to experience at the beginning of 2008. Many people regard this type of nuclear power as relatively environmentally friendly because it doesn’t produce a lot of greenhouse gases. Ethanol can be produced through the fermentation of sugar-containing products such as sugar cane. is the vast areas of land that are needed to cultivate the necessary crops.21. a company called ’Ethanol Africa’ has been set up by commercial farmers to convert their surplus maize into environmentally-friendly biofuel. As water falls from a height. ethanol is currently being used as a substitute for crude petroleum. The benefits of natural gas include the fact that it is a clean-burning fossil fuel and few by-products are emitted as pollutants.and disrupting a natural river course. and nights). it has the potential to produce electricity. and many of them have their own problems. construction began on a pipeline that would stretch for 865 km between Mozambique and South Africa. • Geothermal energy This type of energy comes from the natural heat below the Earth’s surface. Crops such as maize can also be used in the process. The building of a dam comes with its own set of problems such as the expense of construction. The sun’s radiation is trapped in solar panels and is then converted into electricity. However. which must be carefully disposed of in order to prevent contamination. While this process is environmentally friendly. In South Africa. It is also an economical and efficient energy source as the gas can easily be piped directly to a customer’s facility. If hot underground steam can be tapped and brought to the surface. and as a by-product in some copper mines. There are also concerns around leaking of nuclear materials. • Solar energy Solar energy is energy from the sun. THE LITHOSPHERE . ’Natural gas’ refers to a hydrocarbon gas. generating nuclear power does produce radioactive wastes. • Hydropower Hydropower produces energy from the action of falling water. 416 .

THE LITHOSPHERE . As new metals and minerals were discovered. • A mineral is formed through geological processes. discuss ways that each of the following groups of people could save energy. • Minerals have been used throughout history. • Gold mining has a number of environmental impacts. gold) or may consist of a number of different elements e. • When iron ore is processed.11 Summary • The lithosphere is the solid. • These elements are seldom found in their pure form.CHAPTER 21.g.11 21. furniture and building materials. and a growth in mining villages and towns. ductile. 21. important growth took place in industry. • Most of South Africa’s gold is concentrated in the ’Golden Arc’ in the area between Johannesburg and Welkom. • An ore is rock that contains minerals which make it valuable for mining. • A rock is an aggregate of a number of different minerals. carbon and a flux are added to the top of the furnace and hot air is blasted into the bottom of the furnace. open cast mining and shaft mining. • Iron is usually found in minerals such as iron oxides. These minerals must be processed to remove the metal. air pollution. It can either be a pure element (e.GRADE 11 1. The iron ore. The metal is shiny. agriculture and technology. Zinc is then added to this solution so that the gold is precipitated out. Discuss creative incentives that could be used to encourage each of these groups to reduce their energy consumption. outermost part of our planet and contains many important metal elements such as gold and iron. a blast furnace is used. as well as products that are needed to produce energy. the gold-bearing mineral calaverite (AuTe2 ). • Gold has a number of important characteristics which make it a useful metal for jewelery and other applications. (a) industries (b) domestic users (c) farmers 2. poisoned water. A cyanide solution is added to the crushed ore so that a gold-cyanide solution is formed. is a good conductor of electricity and is also a good heat reflector. • Gold is one of the most important metals in the history of South Africa. malleable. In your groups. 417 . Iron oxides are reduced by carbon monoxide to produce iron. durable. One way to process the ore after it has been crushed is a method called gold cyanidation. • Mine rehabilitation is one way of restoring old mine sites to what they were like before. • Three methods are used to obtain gold from the lithosphere: panning. solid waste and the destruction of biodiversity in natural areas. It was the discovery of gold that led to an influx of fortune-seeking foreigners. but rather as minerals in rocks. • Gold ore must be processed so that the metal can be removed. which include resource consumption. A number of reactions occur in the furnace to finally remove the iron from its ore.g. • Iron is another important metal and is used in industry.

• Oil is also a fossil fuel but it forms in the oceans.. All of these alternatives have their own advantages and disadvantages. biofuels. meaning that once they have been used up. i. (a) One of the main reasons that South Africa’s gold industry has been so economically viable is that. Coal and oil can be extracted from the lithosphere for this purpose.. spontaneous combustion. • The environmental impacts of oil extraction and use are similar to those for coal. • In view of the number of environmental impacts associated with the extraction and use of coal and oil.11 CHAPTER 21. South Africa has large amounts of water to use in mining (b) The complete list of reactants in an iron blast furnace is. hydropower and a number of others. It can also occur in an alloy e. which must be quarried to access the ore. • Coal and oil are both fossil fuels. THE LITHOSPHERE . depending on its level of purity and carbon content. • Coal can be removed from the ground using strip mining. It can extracted using either pumping or drilling. which is an important component in fertilisers. These include nuclear power. • Phosphates react with phosphoric acid or sulfuric acid to produce a superphosphate (Ca(H2 PO4 )2 ). open cast mining can be used to extract gold reserves iii. other alternative energy sources should be considered. 418 . For each of the following questions. gasoline and liquid petroleum gas. Coal can also be used to produce liquid fuels or a syngas which can be converted into other useful products for the chemical industry. South Africa’s geological history is such that its gold reserves are concentrated in large reefs iv. depending on the pressure of the oil. Exercise: Summary Exercise 1. • The products of the lithosphere are also important in meeting energy needs. • Cracking can be used to convert heavy hydrocarbons to light hydrocarbons.. gold panning can be used as an additional method to extract gold ii. • Coal and oil are non-renewable resources. A fossil fuel is a hydrocarbon that has been formed from the fossilsed remains of plants and animals that have been under conditions of high heat and pressure over a long period of time. Give one word to describe each of the following phrases: (a) (b) (c) (d) earth’s crust together with the upper layer of the mantle a mineral containing silica and oxygen an alloy of iron and tin a manual technique used to sort gold from other sediments 2. open cast mining or underground mining. no more can be produced.. which can be used to generate electricity. • Phosphates are found in sedimentary rock. • Coal is burned to produce energy. choose the one correct answer from the list provided. steel.21. • Some of the environmental impacts associated with coal mining include landscape scars. • Fractional distillation of oil can be used to make products such as diesel. acid formation and global warming.g.GRADE 11 • Iron can occur in a number of forms.

if the solution is alkaline the cyanide does not break down. oxygen and iron ore coal. but is more often stored in a pond behind a dam or even dumped directly into a local river. A teaspoonful of 2% solution of cyanide can kill a human adult. cyanide solution that seeps into the ground will not break down because of the absence of sunlight. There are no reported cases of human death from cyanide spills. 2007) 419 . The left-over cyanide can be re-used. iron ore and slag 21. acid-base or redox? (c) Is the pH of the solution after cyanidation greater than. (DoE Grade 11 Paper 2. ii. carbon and oxygen coal. everything is okay.11 More profits. It allows miners to obtain gold flakes . Gold can also be extracted from the waste of old operations which sometimes leave as much as a third of the gold behind. iron ore and limestone carbon.GRADE 11 i. If you don’t see corpses. gold miners have made use of cyanidation to recover gold from the ore. which means it does not pose a risk to anyone who eats the fish. more poisons. more poisons In the last three decades. (a) What is cyanidation? (b) What type of chemical reaction takes place during this process: precipitation. it could turn into cyanide gas. less than or equal to 7? (d) How is solid gold recovered from this solution? (e) Refer to cyanidation and discuss the meaning of the heading of this extract: More profits. On the other hand. which is toxic to fish. 3. THE LITHOSPHERE . If the cyanide solution is very acidic.CHAPTER 21. They also point to scientific studies that show that cyanide swallowed by fish will not ’bio-accumulate’. iii. oxygen. iv. air.too small for the eye to see. In practice. Over 99% of gold from ore can be extracted in this way. Mining companies insist that cyanide breaks down when exposed to sunlight and oxygen which render it harmless.

GRADE 11 420 . THE LITHOSPHERE .21.11 CHAPTER 21.

Two important gases are nitrogen and oxygen. We will discuss the importance of some of the other gases later in this chapter. The atmosphere provides the gases that animals and plants need for respiration (breathing) and photosynthesis (the production of food). helium and ozone make up the remaining 0.9% of the atmosphere respectively. We may not always be aware of them.1%. contributes about 0. which helped to filter the sun’s harmful UV radiation so that plants were able to flourish 421 . which make up about 78. oxygen is essential for life because it is the gas we need for respiration. Many scientists also believe that the first stage in the evolution of life. needed an oxygen-free environment. carbon dioxide. our earth has an atmosphere that has just the right composition to allow life to exist. 6CO2 + 6H2 O + sunlight → C6 H12 O6 + 6O2 This build-up of oxygen in the atmosphere eventually led to the formation of the ozone layer. nitrogen and sulfur which were released from inside the planet as a result of volcanic activity.1 The composition of the atmosphere Earth’s atmosphere is a mixture of gases. it helps to keep temperatures on earth constant and also protects us from the sun’s harmful radiation. methane. these primitive forms of plant life began to release small amounts of oxygen into the atmosphere as a product of photosynthesis. but it is also one of the only planets to have liquid water on its surface. there was probably no atmosphere. A third gas. water vapour. Oxygen is also released in the process.1% and 20. and a number of other gases such as carbon dioxide. The atmosphere is the layer of gases that surrounds the earth. In addition. In this chapter. teresting Interesting Fact Fact The earth’s early atmosphere was very different from what it is today. we discussed the importance of nitrogen as a component of proteins. Some scientists believe that the earliest atmosphere contained gases such as water vapour.5 billion years ago. water and sunlight to produce simple sugars. Argon. When the earth formed around 4.Grade 11 Our earth is truly an amazing planet! Not only is it exactly the right distance from the sun to have temperatures that will support life. Similarly. In an earlier chapter. the building blocks of life. we are going to take a closer look at the chemistry of the earth’s atmosphere and at some of the human activities that threaten the delicate balance that exists in this part of our planet.9%. around 4 billion years ago. life on earth would definitely not be possible. At a later stage. During photosynthesis. but without these gases. plants use carbon dioxide.Chapter 22 The Atmosphere . 22.

when you are at a high altitude.22. This is because the density of gases becomes less as you move higher in the atmosphere. The heating of the atmosphere will be discussed in more detail later in this chapter. This is because the troposphere is heated from the ’bottom up’. If you have ever been in an aeroplane and have looked out the window once you are well into the flight.1% nitrogen.2 CHAPTER 22. As plants became more widespread and photosythesis increased. this force weakens slightly and so the gas particles become more spread out. In other words. and how cloudy or windy it is. Generally. In effect. It is gravity that holds the atmosphere close to the earth. places that are closer to the Earth’s surface will be warmer than those at higher altitudes. The increase in the amount of oxygen in the atmosphere would have allowed more forms of life to exist. each with its own particular characteristics (figure 22. but there are fewer oxygen molecules in the same amount of air that you are able to breathe. meaning turning or mixing. and a variable amount of water vapour. trace amounts of other gases. 0. THE ATMOSPHERE . 20. The atmosphere protects life on Earth by absorbing ultraviolet solar radiation and reducing temperature extremes between day and night. and extends from the ground to a height of about 7km at the poles and about 18km at the equator. Definition: Earth’s atmosphere The Earth’s atmosphere is a layer of gases that surround the planet. 22. Weather is the state of the air at a particular place and time e. 22. the gases in the atmosphere haven’t changed. The troposphere varies in thickness.2.g.2 The stratosphere Above the troposphere is another layer called the stratosphere. You will have noticed this if you have climbed a mountain. you will have noticed that it becomes very difficult to breathe. you will have noticed 422 .2. The word troposphere comes from the Greek tropos. The troposphere is the most turbulent part of the atmosphere and is the part where our weather takes place. as you climb higher.1). if it is warm or cold. This mixture of gases is commonly known as air. The stratosphere extends from altitudes of 10 to 50km. where most long distance aircraft fly.2 The structure of the atmosphere The earth’s atmosphere is divided into different layers.1 The troposphere The troposphere is the lowest level in the atmosphere. and which are held there by the Earth’s gravity.9% oxygen. wet or dry. An important characteristic of the troposphere is that its temperature decreases with an increase in altitude. jet aircraft fly just above the troposphere to avoid all this turbulence. so did the production of oxygen.038% carbon dioxide. If you have ever had to climb to a very high altitude (altitude means the ’height’ in the atmosphere). it will get colder. and it is the part in which we live. 0. 22. the average temperature is often lower where the altitude is higher. The atmosphere contains roughly 78. or if you have moved from a city at a high altitude to one which is lower. As you move higher. In other words. and many climbers suffer from ’altitude sickness’ before they reach their destination.9% argon.GRADE 11 in different environments.

The upper layers of the stratosphere are also warmer because of the presence of the ozone layer. meaning that the upper layers closer to the sun will be warmer. This is because the stratosphere absorbs solar radiation directly. Extension: CFCs and the ozone layer 423 . The two reactions are shown below: O2 → O + O O + O2 → O3 The change from one type of molecule to another produces energy.1: A generalised diagram showing the structure of the atmosphere to a height of 110 km that you are actually flying above the level of the clouds. An important function of the ozone layer is to absorb UV radiation and reduce the amount of harmful radiation that reaches the Earth’s surface. THE ATMOSPHERE . whereas the stratosphere has very stable atmospheric conditions and very little turbulence.CHAPTER 22. As we have already mentioned. and this contributes to higher temperatures in the upper part of the stratosphere.GRADE 11 22. Each individual atom is then able to combine with an oxygen molecule to form ozone. clouds and weather occur in the troposphere. Ozone (O3 ) is formed when solar radiation splits an oxygen molecule (O2 ) into two atoms of oxygen.2 120 110 100 90 80 70 Mesosphere Height (km) 60 50 40 Stratosphere 30 20 10 0 -100 Troposphere Thermosphere -90 -80 -70 -60 -50 -40 -30 -20 Temperature (◦ C) -10 0 10 20 Figure 22. It is easy to understand why aircraft choose to fly here! The stratosphere is different from the troposphere because its temperature increases as altitude increases.

Some of the free electrons are drawn to the positive ions. Cl + O3 → ClO + O2 3. temperature decreases with increasing altitude.4 The thermosphere The thermosphere exists at altitudes above 80 km.2. The chlorine monoxide then reacts with a free oxygen atom (UV radiation breaks O2 down into single oxygen atoms) to form oxygen gas and a single chlorine atom. ozone is destroyed. This part of the atmosphere is called the ionosphere. This leads to a high concentration of iron and other metal atoms. At these radiation frequencies. CF Cl3 + U V → CF Cl2 + Cl 2. and combine again with them if they are in close enough contact. fridges and airconditioners. and scientists are trying to find ways to restore ozone levels in the atmosphere. they break down ozone molecules so that the ozone is no longer able to protect us as much from UV rays.2. Let’s take a closer look at the chemical reactions that are involved in breaking down ozone: 1. human activities have once again disrupted the chemistry of the atmosphere. ClO + O → Cl + O2 4. In the process. The single chlorine atom reacts with ozone to form a molecule of chlorine monoxide and oxygen gas. CFC replacements are now being used to reduce emissions. THE ATMOSPHERE . In aerosol cans. The ’ozone hole’ is actually a thinning of the ozone layer approximately above Antarctica. A single CFC molecule can destroy 100 000 ozone molecules. 22. it is the CFC’s that cause the substance to be sprayed outwards. Since the gas density increases at lower altitudes. When CFC’s react with UV radiation.2 CHAPTER 22. The chlorine atom is then free to attack more ozone molecules. Chlorofluorocarbons (CFC’s) are compounds found in aerosol cans. What do they mean by this and do we need to be worried about it? Most of the earth’s ozone is found in the stratosphere and this limits the amount of UV radiation that reaches the earth. which consists of negative free electrons and positive ions.22. Millions of meteors burn up daily in the mesosphere because of collisions with the gas particles that are present in this layer. with a chlorine atom.GRADE 11 You may have heard people talking about ’the hole in the ozone layer’. ultraviolet (UV) and shorter X-Ray radiation from the sun cause neutral gas atoms to be ionised. In this part of the atmosphere. and the process continues. One possible consequence of ozone depletion is an increase in the incidence of skin cancer because there is more UV radiation reaching earth’s surface. photons from the solar radiation are able to dislodge electrons from neutral atoms and molecules during a collision. Temperatures in the upper mesosphere can fall as low as -100◦C in some areas. a carbon-chlorine bond in the chlorofluorocarbon breaks and a new compound is formed. when they are released into the atmosphere. A plasma is formed. However. The 424 . The bad side of CFC’s is that. At the same time that ionisation takes place however. an opposing process called recombination also begins.3 The mesosphere The mesosphere is located about 50-80/85km above Earth’s surface. Within this layer. the recombination process occurs more often here because the gas molecules and ions are closer together. 22.

when they collide with atoms. Extension: The ionosphere and radio waves The ionosphere is of practical importance because it allows radio waves to be transmitted. have a higher temperature than the lower layers where recombination takes place. a dark red glow (wavelength 630 nm).g. electrons) with atoms in the earth’s upper atmosphere. Many other colours can also be observed. Atmospheric Height (km) Gas composition General characlayer teristics Troposphere 0-18 Turbulent. A radio wave is a type of electromagnetic radiation that humans use to transmit information without wires. THE ATMOSPHERE . the electric field in the wave forces the electrons in the ionosphere into oscillation at the same frequency as the radio wave. the atoms also become energised. the atoms emit the energy they have gained.2 ionisation process produces energy which means that the upper parts of the thermosphere. The oscillating electron will then either recombine with a positive ion. Auroras are caused by the collision of charged particles (e. Shortly afterwards. temperature in the thermosphere increases with an increase in altitude. When using high-frequency bands. teresting Interesting Fact Fact The ionosphere is also home to the auroras. emissions from atomic nitrogen are blue. The beam returns to the Earth’s surface. Overall. Exercise: The composition of the atmosphere 1. ultraviolet and x-rays. and also infra-red. resulting in a greenish glow (wavelength 557.GRADE 11 22. Auroras emit visible light (as described above). and emissions from molecular nitrogen are purple. Some of the radio wave energy is given up to this mechanical oscillation. Complete the following summary table by providing the missing information for each layer in the atmosphere. at lower energy levels or higher altitudes. Use your knowledge of the atmosphere to explain the following statements: 425 . and may then be reflected back into the ionosphere for a second bounce. Often these emissions are from oxygen atoms. which can be observed from space. part of atmosphere where weather occurs Ozone reduces harmful radiation reaching Earth Mesosphere High concentration of metal atoms more than 80 km 2. or will re-radiate the original wave energy back downward again.CHAPTER 22. Charged particles are energised and so. which are dominated by ionisation. the ionosphere is used to reflect the transmitted radio beam. For example.7 nm) and. as light. When a radio wave reaches the ionosphere.

combined with surface heating and other processes (e. By doing this. Carbon dioxide can also be removed from the atmosphere when it is absorbed by plants during photosynthesis. some of it is absorbed by greenhouse gases such as carbon dioxide. and this heats up the earth’s surface. let’s look at where some of these human gas emissions come from. (b) Higher incidences of skin cancer have been recorded in areas where the ozone layer in the atmosphere is thin. water vapour and methane.2. • Methane (CH4 ) Methane is emitted when coal. with some being reflected before reaching the surface.3. and it passes easily through the atmosphere towards the earth’s surface.3 22.g. Most of the radiation is shortwave radiation. But before we go on. and coal). Because the natural concentrations of these gases are low. THE ATMOSPHERE . It is this ’re-emission’ of heat by greenhouse gases. and this has led to a lot of concern about the impact that this could have in increasing global temperatures. The composition of the atmosphere is also critically important.22. 22. trees and wood products.3.GRADE 11 (a) Athletes who live in coastal areas need to acclimatise if they are competing at high altitudes. the manufacture of cement).3 CHAPTER 22. But the situation is a little more complex than this. 22. they help to warm the lower layers of the atmosphere even further. However. could have a big effect on temperature. These gases are very important because they re-emit the energy back towards the surface. This phenomenon is known as global warming. turbulence generally decreases above a certain altitude. Without the presence of greenhouse gases. conduction and advection) that maintain temperatures at exactly the right level to support life.2 The greenhouse gases and global warming Many of the greenhouse gases occur naturally in small quantities in the atmosphere. the distance of the earth from the sun is not the only reason that temperatures on earth are within a range that is suitable to support life. There are also small amounts of infrared and ultraviolet radiation in this incoming solar energy. A large amount of the sun’s energy is re-radiated from the surface back into the atmosphere as infrared radiation. Methane emissions can also come from livestock and other agricultural practices and from the decay of organic waste.1 Greenhouse gases and global warming The heating of the atmosphere As we mentioned earlier. • Carbon dioxide (CO2 ) Carbon dioxide enters the atmosphere through the burning of fossil fuels (oil. At the surface. solid waste. natural gas and oil are produced and transported. As this radiation passes through the atmosphere. most of the sun’s energy would be lost and the Earth would be a lot colder than it is! A simplified diagram of the heating of the atmosphere is shown in figure 22. The earth receives electromagnetic energy from the sun in the visible spectrum. some of the energy is absorbed. and also as a result of other chemical reactions (e.g. even a small increase in their concentration as a result of human emissions. which is invisible. natural gas. 426 . human activities have greatly increased their concentration. (c) During a flight.

Extension: Ice core drilling .2: The heating of the Earth’s atmosphere • Nitrous oxide (N2 O) Nitrous oxide is emitted by agriculture and industry. is to understand the earth’s past atmosphere. THE ATMOSPHERE . Over thousands of years. ice has accumulated in layers and has become more and more compacted as new ice is added. their demands on resources (e.3 sun Outgoing long-wave infrared radiation Incoming short-wave solar radiation atmosphere infrared radiation is absorbed and re-emitted by greenhouse gases in the atmosphere earth’s surface Figure 22. and when fossil fuels and solid waste are burned. is 4700 m thick.g.GRADE 11 22. One way in which scientists are able to understand what is happening at present. and sulfur hexafluoride) Overpopulation is a major problem in reducing greenhouse gas emissions. So how. CFC’s). in other words they are man-made. They are emitted from a variety of industrial processes. you may be asking. and the factors that affected its temperature. do we know what the earth’s past climate was like? One method that is used is ice core drilling. This is partly why Antarctica is also on average one of the highest continents! On average. As populations grow. and because of this there is very little melting that takes place. and so does their production of greenhouse gases.Taking a look at earth’s past climate Global warming is a very controversial issue. and at its deepest location.g. 427 . hydrofluorocarbons. Fluorinated gases are sometimes used in the place of other ozone-depleting substances (e.CHAPTER 22. Antarctica is the coldest continent on earth. and in slowing down global warming. and are sometimes referred to as High Global Warming Potential gases (’High GWP gases’). perfluorocarbons.g. These are very powerful greenhouse gases. • Fluorinated gases (e. These gases are all synthetic. others argue that the climatic changes we are seeing are part of a natural pattern. the ice sheet that covers Antarctica is 2500 m thick. energy) increase. While many people are convinced that the increase in average global temperatures is directly related to the increase in atmospheric concentrations of carbon dioxide.

’Local temperature change’ means by how much the temperature at that time was different from what it is today. 428 . By analysing the gases and oxygen isotopes that are present (along with many other techniques) in the ice at various points in the earth’s history. THE ATMOSPHERE . The deeper into the ice you venture. Top layers are the most recently deposited Increasing age Bottom layers are the oldest One of the most well known ice cores was the one drilled at a Russian station called Vostok in central Antarctica. data has been gathered for dates as far back as 160 000 years! Activity :: Case Study : Looking at past climatic trends Make sure that you have read the ’Information box’ on ice core drilling before you try this activity. scientists can start to piece together a picture of what the earth’s climate must have been like. the older the layer of ice.22. it traps different chemicals and impurities which are dissolved in the ice. The values in the table below were extrapolated from data obtained by scientists studying the Vostok ice core. Drilling an ice core from the surface down.GRADE 11 As the snow is deposited on top of the ice sheet each year. So far.3 CHAPTER 22. this means that atmospheric temperatures at that time were 9◦ C lower than what they are today. For example. ’ppm’ means ’parts per million’ and is a unit of measurement for gas concentrations. is like taking a journey back in time. if the local temperature change 160 000 years ago was -9◦ C. The ice and impurities hold information about the Earth’s environment and climate at the time that the ice was deposited.

Study Says By 2050.GRADE 11 Years before present (x 1000) 160 150 140 130 120 110 100 90 80 70 60 50 40 30 20 10 0 (1850) Present Questions 1. What other factors might you need to consider when analysing climatic trends? Local temperature change (◦ C) -9 -10 -10 -3 +1 -4 -8 -5 -6 -8 -9 -7 -8 -7 -9 -2 -0. read the following extracts and then answer the questions that follow. THE ATMOSPHERE . The researchers worked independently in six biodiversity-rich regions around the world.5 Carbon dioxide (ppm) 190 205 240 280 278 240 225 230 220 250 190 220 180 225 200 260 280 371 22. from Australia to South Africa. By 2050 Warming to Doom Million Species.” said Chris Thomas. ”Climate change now represents at least as great a threat to the number of species surviving on Earth as habitatdestruction and modification.3 The consequences of global warming Activity :: Group Discussion : The impacts of global warming In groups of 3-4.3. according to a recent study. rising temperatures exacerbated by human-induced belches of carbon dioxide and other greenhouse gases could send more than a million of Earth’s land-dwelling plants and animals down the road to extinction. draw graphs to show how temperature and carbon dioxide concentrations have changed over the last 160 000 years. Hint: ’Years before present’ will go on the x-axis. and should be given negative values. On the same set of axes. Do these graphs prove that temperature changes are determined by the concentration of gases such as carbon dioxide in the atmosphere? Explain your answer. plugging field data on species distribution and regional climate into computer models that simulated the 429 .3 22. Compare the graphs that you have drawn. 5. a conservation biologist at the University of Leeds in the United Kingdom. 2. Is there a relationship between temperature and the atmospheric concentration of carbon dioxide? 4.CHAPTER 22. What do you notice? 3.

Less river water would have serious implications not just for people but for the many animal species whose habitats rely on regular water supplies. melting of polar ice caps. river water levels would drop below 50%. A decrease in water availability could occur across about 25 percent of the continent. The IPCC was established in 1988 by two United Nations organizations. the models forecast a 10 to 20% drop in rainfall in northwestern and southern Africa by 2070.GRADE 11 ways species’ ranges are expected to move in response to temperature and climate changes. changes in ocean currents). THE ATMOSPHERE . 12 July 2004 Global Warming May Dry Up Africa’s Rivers. sea level rise. the scientists compared 21 of what they consider to be the best climate change models developed by research teams around the world. Now new research suggests that even a small decrease in rainfall on the continent could cause a drastic reduction in river water.g. Hardest hit would be areas in northwestern and southern Africa. with some of the most serious effects striking large areas of Botswana and South Africa. 3 March 2006 Discussion questions 1.4 Taking action to combat global warming Global warming is a major concern at present. In parts of northern Africa. Suggest some plant or animal species in South Africa that you think might be particularly vulnerable to extinction if temperatures were to rise significantly. which will be discussed a little later. A number of organisations. 5.3. animals and plants rely on river water? 6. panels and research bodies have been working to gather accurate and relevant information so that a true picture of our current situation can be painted.” de Wit said. One important orgaisation that you may have heard of is the Intergovernmental Panel on Climate Change (IPCC). the predicted range of climate change by 2050 will place 15 to 35 percent of the 1 103 species studied at risk of extinction.22. 430 . Explain why you chose these species. the World Meteorological Organization (WMO) and the United Nations Environment Programme (UNEP). 22. Study Suggests Many climate scientists already predict that less rain will fall annually in parts of Africa within 50 years due to global warming. 3. What effect do you think a 50% drop in river water level in some parts of Africa would have on the people living in these countries? 7. Cape Town would be left with just 42% of its river water. On average. Discuss some of the other likely impacts of global warming that we can expect (e. With a 20% decrease.3 CHAPTER 22. National Geographic News. What is meant by ’biodiversity’ ? 2. the lifeblood for rural populations in Africa. Explain why global warming is likely to cause a loss of biodiversity. You may also have heard of the Kyoto Protocol. In what way do people. and ”Botswana would completely dry up. To predict future rainfall. According to the researchers’ collective results. according to the new study. Why do you think a loss of biodiversity is of such concern to conservationists? 4. to evaluate the risk of climate change brought on by humans. National Geographic News.

However. highlight those countries that are ’developed’ and those that are ’developing’. • The gases that make up the atmosphere are nitrogen. you are going to discuss some of the economic and environmental implications for a country that decides to sign the Kyoto Protocol.26 234 299 18333 1985 4585 187 394 588 179 1.16 378 1000 23851 2004 5912 336 405 579 365 3. Each person in the group must adopt one of the following roles during the discussion: • the owner of a large industry • an environmental scientist • an economist • a politician 1980 4754 186 487 608 175 1. USA) were not prepared to sign the protocol. Region or Country United States Brazil France UK Saudi Arabia Botswana South Africa India World Total Questions 1. Panel discussion Form groups with 5 people in each. These guidelines set targets for the world’s major producers to reduce their emissions within a certain time.4 In your group. How does South Africa compare to the other developing countries. partly because of the potential effect this would have on the country’s economy. Using a coloured pen. 2.44 344 867 22033 2000 5815 345 399 551 288 4. • There are four layer in the atmosphere.g.4 Summary • The atmosphere is the layer of gases that surrounds Earth. or challenge their ideas. These gases are important in sustaining life. methane. THE ATMOSPHERE . The Kyoto Protocol was signed in Kyoto. Japan in December 1997. • a chairperson for the discussion 22. which relies on industry and other ’high emission’ activities.g. 3. oxygen. water vapour. and also to the developed countries? Carbon dioxide emissions are a major problem worldwide.CHAPTER 22. You may ask questions of the other people.68 295 588 21426 1995 5292 288 372 555 233 3. Explain why CO2 emissions are so much higher in developed countries than in developing countries. regulating temperature and protecting Earth from harmful radiation. some of the worst contributors to greenhouse gas emissions (e.45 298 439 19412 1990 5013 222 368 598 207 2. carbon dioxide and others e. each with their own characteristics.83 429 1112 27043 22.GRADE 11 Activity :: Group Discussion : World carbon dioxide emissions The data in the table below shows carbon dioxide emissions from the consumption of fossil fuels (in million metric tons of carbon dioxide). Its main objective was to reduce global greenhouse gas emissions by encouraging countries to become signatories to the guidelines that had been laid out in the protocol. provided that you ask permission from the chairperson first. 431 . Each person will have the opportunity to express the view of the character they have adopted.

and is the part of the atmosphere where radio waves can be transmitted. The atmosphere is a relatively thin layer of gases which support life and provide protection to living organisms.4 CHAPTER 22. • In the thermosphere. 432 . The mesosphere contains high concentrations of metal atoms. Incoming radiation has a short wavelength and some is absorbed directly by the Earth’s surface. The troposphere is where weather occurs. The force of gravity holds the atmosphere against the earth. • The mesosphere is characterised by very cold temperatures and meteor collisions. However. to name a few. Interventions are needed to reduce this phenomenon. water vapour and methane absorb infrared radiation and re-emit it back towards the Earth’s surface. THE ATMOSPHERE . temperature decreases with an increase in altitude. Temperature increases with an increase in altitude because of the energy that is released during this ionisation process. • The auroras are bright coloured skies that occur when charged particles collide with atoms in the upper atmosphere. which occurs mostly in the upper thermosphere. • The Earth is heated by radiation from the sun. increase the concentration of greenhouse gases in the atmosphere and may contribute towards global warming. In this way. Depending on the type of atom.22. • Greenhouse gases such as carbon dioxide. • The next layer is the stratosphere where temperature increases with an increase in altitude because of the presence of ozone in this layer. • The depletion of the ozone layer is largely because of CFC’s. The diagram below shows the temperatures associated with the various layers that make up the atmosphere and the altitude (height) from the earth’s surface. neutral atoms are ionised by UV and X-ray radiation from the sun. energy is released as light at different wavelengths.GRADE 11 • The troposphere is the lowest layer and here. a large amount of energy is re-radiated as longwave infrared radiation. • The thermosphere is also known as the ionosphere. rising sea levels and a loss of biodiversity. and the direct heating from the sun. Exercise: Summary Exercise 1. the bottom layers of the atmsophere are kept much warmer than they would be if all the infrared radiation was lost. • Human activities such as the burning of fossil fuels. • Some of the impacts of global warming include changing climate patterns. which break down ozone through a series of chemical reactions.

Without natural greenhouse gases. THE ATMOSPHERE . the rising sea level and increasing average temperatures are global concerns. (d) In layer B. 2. B and D of the atmosphere. However. Global warming is a global challenge and calls for a global response now.life on earth is not possible.4 120 110 100 90 80 70 Height (km) 60 50 40 30 20 10 0 -100 -90 -80 -70 -60 -50 -40 -30 -20 -10 Temperature (◦ C) 0 10 20 E D C B A (a) Write down the names of the layers A. (d) Classify the carbon dioxide molecule as polar or non-polar. which will create millions of climate refugees. It is our duty to take action for the sake of future generations who will pay dearly for the wait-and-see attitude of the current generation. Give a reason for your answer.CHAPTER 22. Urgent action to reduce waste is needed. not later. there is a steady increase in temperature as the altitude increases. the increase in levels of carbon dioxide in the atmosphere since the Industrial Revolution is of great concern. The increase in the number of sudden floods in Asia and droughts in Africa. (e) Suggest ONE way in which YOU can help to reduce the emissions of greenhouse gases. heat up the earth’s surface? (b) Draw a Lewis structure for the carbon dioxide molecule (c) The chemical bonds within the carbon dioxide molecule are polar. Write down an explanation for this trend. Planet Earth in Danger It is now accepted that greenhouse gases are to blame for planet earth getting warmer. Greater disasters are to come. However. (Adapted from a speech by the French President. Jacques Chirac) (a) How do greenhouse gases. the engines of motor vehicles cause too much carbon dioxide to be released into the atmosphere. (b) In which one of the layers of the atmosphere is ozone found? (c) Give an explanation for the decrease in temperature as altitude increases in layer A. 3. 433 . Support this statement by performing a calculation using the table of electronegativities. such as carbon dioxide. Plants need carbon dioxide (CO2 ) to manufacture food.GRADE 11 22.like carbon dioxide and water vapour. (a) State the possible consequence of having too much carbon dioxide in the atmosphere.

22. THE ATMOSPHERE . (DoE Exemplar Paper Grade 11.4 CHAPTER 22. 2007) 434 .GRADE 11 (b) Explain two possible effects on humans if the amount of carbon dioxide in the atmosphere becomes too low.

with its main aim being to convert low grade coal into petroleum (crude oil) products and other chemical feedstocks. Oil and Gas Corporation Ltd’ 435 . glass. and will also explore the chloralkali and fertiliser industries. A ’feedstock’ is something that is used to make another product. This was the start of the chemical industry.Chapter 23 The Chemical Industry . South Africa has no large oil reserves and. the human population began to grow very quickly and more and more people moved into the cities to live. there was a greater demand for fertilisers to help produce enough food to feed all the people in cities and rural areas. and many of the main chemical companies in South Africa developed to meet this need for explosives. until recently. Unfortunately. but not always in the way we think of it today! Dyes. 23. Chemists and engineers responded to these growing needs by using their technology to produce a variety of new chemicals. On the farms. Sasol was established in 1950. Rousseau was given the rights to operate a plant using this new process. After a long time. it was not until the time of the Industrial Revolution that the chemical industry as we know it today began to develop. As a result. we are going to take a closer look at one of South Africa’s major chemical companies. In South Africa. Much of South Africa’s chemical industry has developed because of the need to produce oil and gas from coal.Grade 12 23. had very little natural gas. At the time of the Industrial Revolution. Sasol began producing oil from coal in 1955. is large supplies of coal. textiles and soaps. the government-sponsored ’South African Coal. In this chapter. In the early Interesting Fact Fact 1930’s a research engineer called Etienne Rousseau was employed to see whether oil could be made from coal using a new German technology called the FischerTropsch process.1 Introduction The chemical industry has been around for a very long time. medicines and soaps are all examples of products that have been made from chemicals that are found in either plants or animals. However. teresting The first interest in coal chemistry started as early as the 1920’s.2 Sasol Oil and natural gas are important fuel resources. and this is where Sasol has played a very important role. the key event that led to the growth of the chemical industry was the discovery of diamonds and gold in the late 1800’s. perfumes. and after many negotiations. With this came an increase in the need for things like paper. Sasol. One thing South Africa does have however. Mines needed explosives so that they could reach the diamonds and gold-bearing rock.

THE CHEMICAL INDUSTRY . 1. Hydrogen and carbon monoxide react under high pressure and temperature and in the presence of an iron catalyst. the gas undergoes a high temperature Fischer-Tropsch conversion.GRADE 12 (commonly called ’Sasol’) was formed in 1950 to begin making oil from coal. Crude synthesis gas Gas purification SAS reactor C1 to C20 hydrocarbons Figure 23. and involves converting low grade coal to a synthesis gas. Sasol is an oil and gas company with diverse chemical interests.2. and by 1980 and 1982 Sasol Two and Sasol Three had been built at Secunda. Low grade coal has a low percentage carbon.1 is a simplified diagram of the process that is involved. 23. Don’t worry too much about the numbers that you see in front of the reactants and products. to produce a range of hydrocarbon products.2 CHAPTER 23. sulfur and phenolics are also recovered. Production began in 1955. the Natref crude oil refinery was established. Below is the generalised equation for the process. The gas that is produced has a high concentration of hydrogen (H2 ) and carbon monoxide (CO). The coal is put under extremely high pressure and temperature in the presence of steam and oxygen. coal to liquid fuels technology.1: The gasification of coal to produce liquid fuels Coal gasification is also known as the Sasol/Lurgi gasification process. It is enough just to see that the reaction of hydrogen and carbon monoxide (the two gases in the synthesis gas) produces a hydrocarbon and water. Coal to liquid fuels Sasol is involved in mining coal and converting it into synthetic fuels. 436 . and contains other impurities. oils and pitches. Figure 23.23. Ammonia. Sasol has three main areas of operation: Firstly. using the FischerTropsch technology.1 Sasol today: Technology and production Today. secondly the production of crude oil and thirdly the conversion of natural gas to liquid fuel. In 1969. In the Sasol Advanced Synthol (SAS) reactors. That is why it is called a ’synthesis gas’. because it is a mixture of more than one gas. Coal mining Coal gasification (Sasol/Lurgi process) Condensates from the gas are cooled to produce tars. A manufacturing plant was established in the Free State and the town of Sasolburg developed around this plant.

isoparaffins. LPG. 437 . propane. but is used in diesel engines. diesel. Sometimes it is the synthetic fuels themselves that are used as feedstocks to produce these chemical products. and a light hydrocarbon has fewer hydrogen and carbon atoms and is either a liquid or a gas. The table below summarises some of the fuels that will be mentioned in this chapter. This is done through processes such as hydrocracking and steamcracking. THE CHEMICAL INDUSTRY . A liquid fuel that is derived from petroleum. Petrol is used as a fuel in combustion engines. Important: Different types of fuels It is important to understand the difference between types of fuels and the terminology that is used for them. A heavy hydrocarbon is one that has a high number of hydrogen and carbon atoms (more solid). It is a mixture of hydrocarbons.2 A range of hydrocarbons are produced. A type of aviation fuel designed for use in jet engined aircraft. mostly alkanes. Isoparaffin refers to non-linear alkanes. ethylene. This is made up of longer hydrocarbon chains.GRADE 12 (2n + 1)H2 + nCO → Cn H2n+2 + nH2 O 23.9 in chapter 21). butane. but also a variety of other chemical products. including petrol. and is used as a fuel in heating appliances and vehicles. This is a technical name for the alkanes. jet fuel. Diesel is also derived from petroleum. polypropylene. Some LPG mixtures contain mostly propane. jet fuel and diesel. but refers specifically to the linear alkanes. Natural gas has the same origin as petroleum. Cracking is when heavy hydrocarbons are converted to simpler light hydrocarbons (e. while others are mostly butane. corrosion inhibitors and icing inhibitors. LPG is manufactured when crude oil is refined. Natural gas Paraffin wax Petrol (gasoline) Diesel Liquid Petroleum Gas (LPG) Paraffin Jet fuel You will notice in the diagram that Sasol doesn’t only produce liquid fuels. LPG is a mixture of hydrocarbon gases. but which contains extra additives to increase the octane rating of the fuel. Definition: Hydrocracking Hydrocracking is a cracking process that is assisted by the presence of an elevated partial pressure of hydrogen gas. ranging from C5 H12 to C18 H38 . LPG and petrol) through the breaking of C-C bonds. or is extracted from natural gas supplies in the ground. making it a solid compound. alcohols and acetic acids.CHAPTER 23. but is made up of shorter hydrocarbon chains.g. It produces chemical products such as ethane. Compound Petroleum (crude oil) Description A naturally occurring liquid that forms in the earth’s lithosphere (see section 21. It is an oil-based fuel and contains additives such as antioxidants.

Ethylene is a chemical that is needed to make plastics. the gas is reacted at far lower temperatures than in the SAS reactors.3: Conversion of natural gas to liquid fuels In the autothermal reactor. Sasol also sells liquid fuels through a number of service stations. Steam cracking is also used to make propylene. fractional distillation can be used to separate it into these different parts. waxes.GRADE 12 Definition: Steam cracking Steam cracking occurs under very high temperatures. This is a similar process to that involved in coal gasification. The syngas is then passes through a Sasol Slurry Phase Distillate (SSPD) process.g. Figure 23.3).g. The gas undergoes a complex process to produce linear-chained hydrocarbons such as waxes and paraffins (figure 23. Mozambique natural gas Autothermal reactor Sasol Slurry Phase F-T reactor Linear-chained hydrocarbons e.23. methane from natural gas reacts with steam and oxygen over an iron-based catalyst to produce a synthesis gas. THE CHEMICAL INDUSTRY . or fractions. waxes and paraffins Figure 23.2). Steam cracking is used to convert ethane to ethylene. a liquid or gaseous hydrocarbon is diluted with steam and then briefly heated in a furnace at a temperature of about 8500 C. Since air is made up of a number of gases (with the major component being nitrogen). Liquid fuels from natural gas Sasol produces natural gas in Mozambique and is expanding its ’gas to fuel’ technology. Definition: Fractional distillation Fractional distillation is the separation of a mixture into its component parts. In this process.2 CHAPTER 23. which is an important fuel gas. The oxygen is produced through the fractional distillation of air. During the process. paraffins and diesel. Apart 438 . Production of crude oil Sasol obtains crude oil off the coast of Gabon (a country in West Africa) and refines this at the Natref refinery (figure 23. Imported crude oil Oil processed at Natref refinery Linear-chained hydrocarbons e. 2.2: Crude oil is refined at Sasol’s Natref refinery to produce liquid fuels 3.

Coal and oil play an important role in Sasol’s technology. Explain what is meant by each of the following terms: (a) (b) (c) (d) (e) crude oil hydrocarbon coal gasification synthetic fuel chemical feedstock 2.2 billion US dollars to develop onshore gas fields in central Mozambique. which can be used to make fertilisers. liquid or gas (b) In your own words. oil and natural gas in terms of how they are formed (’origin’). Ammonia is also produced. What is the main use of higher grade coal in South Africa? 439 . 3. summarise the similarities and differences between coal.GRADE 12 23. high quality diesel can also be produced in this process.CHAPTER 23. and use these to answer the following questions: 1. Interesting Fact Fact after investing 1. (a) What is diesel? (b) Describe two ways in which diesel can be produced. Exercise: Sasol processes Refer to the diagrams summarising the three main Sasol processes. (a) In the table below. can be produced. Coal Oil Natural gas Origin General chemical formula Solid. their general chemical formula and whether they are solid. Sasol has been supplying natural gas from Mozambique’s Temane field to customers in South Africa since 2004. describe how coal is converted into liquid fuels. (d) Low grade coal is used to produce liquid fuels. (c) Explain why Sasol’s ’coal to liquid fuels’ technology is so important in meeting South Africa’s fuel needs. teresting Sasol is a major player in the emerging Southern African natural gas industry. liquid or gas.2 from hard wax and candle wax. 4. Residual gas from the SSPD process is sold as pipeline gas while some of the lighter hydrocarbons are treated to produce kerosene and paraffin. Describe one way in which lighter chemical products such as ethylene. THE CHEMICAL INDUSTRY .

and these products are exported to over 70 countries worldwide. and then discuss the questions that follow. Sasol has grown to become a major contributor towards the South African economy.2 Sasol and the environment From its humble beginnings in 1950. including cranes. more than 200 fuel and chemical products are manufactured at Sasolburg and Secunda.Sasol. and meets more than 40% of South Africa’s liquid fuel requirements. The specialist. the petrochemicals group.23. the hazard of the high-pressure pipeline had never been identified. However. Imagine that you have been asked to conduct a risk assessment of the Sasol/Lurgi gasification process.GRADE 12 Activity :: Case Study : Safety issues and risk assessments Safety issues are important to consider when dealing with industrial processes. who did not want to be named. to benchmark the petrochemical giant’s occupational health and safety performance against international best practice. In the face of a barrage of criticism for the series of explosions that year. Because there had never been a risk assessment. 1. The evidence led at the inquiry showed a failure on the part of the company to conduct a proper risk assessment and that: Sasol failed to identify hazards associated with a high-pressure gas pipeline running through the plant. and welding and cutting machines. a Cape Town labour law specialist said on Friday. mark the line or take precautions. 2.2. Because Sasol had failed to identify the risk. Explain what is meant by a ’risk assessment’. What information would you need to know in order to do this assessment? 3. in the presence of hundreds of people and numerous machines. It was convened by the labour department. Read the following extract that appeared in the Business report on 6th February 2006. Today. In groups. Cape Town . Health and Environment personnel • regular training to identify hazards • equipment maintenance and routine checks 4. 440 . There had also been inadequacy in planning the shutdown work. despite these obvious benefits. The industry has also helped to provide about 170 000 jobs in South Africa. What other precautions would you add to this list to make sure that working conditions are safe? 23. This huge success is largely due to Sasol’s ability to diversify its product base. contractors. it did not take any measures to warn people about it.2 CHAPTER 23. was likely to face prosecution on 10 charges of culpable homicide after an explosion at its Secunda plant in 2004 in which 10 people died. there are always environmental costs associated with industry. discuss the importance of each of the following in ensuring the safety of workers in the chemical industry: • employing experienced Safety. In total. Sasol embarked on a comprehensive programme to improve safety at its operations and appointed Du Pont Safety Resources. and contributes around R40 billion to the country’s Gross Domestic Product (GDP). the US safety consultancy. the production process itself produces waste products and pollutants. was speaking after the inquiry into the explosion was concluded last Tuesday. fitters. which had been shut for extensive maintenance work. THE CHEMICAL INDUSTRY . Apart from the vast quantities of resources that are needed in order for the industry to operate. the industry produces more than 150 000 barrels of fuels and petrochemicals per day.

GRADE 12 23. some of the major resources that are needed are energy to drive many of the processes. Water use (1000m3 ) River water Potable water Total 2002 113 722 15 126 157 617 2003 124 179 10 552 178 439 2004 131 309 10 176 173 319 2005 124 301 10 753 163 203 1. In order for an industry to operate. and the chemical industry is no exception. Many industries are major contributors towards environmental problems such as global warming. Explain what is meant by each of the following terms: (a) greenhouse gas (b) global warming 4. (Source: Sasol Sustainable Development Report 2005 ) Greenhouse gases and air pollutants (kilotonnes) Carbon dioxide (CO2 ) Hydrogen sulfide (H2 S) Nitrogen oxides (N Ox ) Sulfur dioxide (SO2 ) 2002 57 476 118 168 283 2003 62 873 105 173 239 2004 66 838 102 178 261 2005 60 925 89 166 222 1. Describe some of the possible effects of global warming. it may react with water vapour to produce weak sulfuric acid. and suggest a reason for this trend. either as a coolant or as part of a process and land for mining or operations. water. This is a huge challenge. and then answer the questions that follow. Outline some of the possible consequences of acid rain. 4. Suggest possible reasons for this trend. List some of the environmental impacts of using large amounts of river water for industry. over-use of resources and acid rain. In the same way. Suggest ways in which these impacts could be reduced Exercise: Industry and the environment Large amounts of gases and pollutants are released during production. 5. THE CHEMICAL INDUSTRY . 2. Describe what you see in the graphs. These reactions in the atmosphere may cause acid rain. they must achieve this with as little environmental impact as possible. Describe the trend in Sasol’s water use that you see in the above statistics. Refer to the data table below which shows Sasol’s water use between 2002 and 2005 (Sasol Sustainable Development Report 2005 ). Draw line graphs to show how the quantity of each pollutant produced has changed between 2002 and 2005.2 Exercise: Consumption of resources Any industry will always use up huge amounts of resources in order to function effectively. and on the other. When sulfur dioxide is present in the atmosphere. 441 . 3. Industries are in a difficult position: On one hand they must meet the ever increasing demands of society. Refer to the table below.CHAPTER 23. 6. nitrogen dioxide and water vapour react to form nitric acid. which shows greenhouse gas and atmospheric pollution data for Sasol between 2002 and 2005. environmental pollution. 5. 2. and answer the questions that follow. Explain what is meant by ’potable’ water. 3. and when the fuels themselves are used.

This produces sodium chlorate. It is also used in the manufacture of many every-day items such as hypochlorous acid. Sasol has complied with this. which is used to kill bacteria in drinking water. which include making soap and other cleaning agents. Sasol is busy investigating this new technology. solvents. and produces chlorine and sodium hydroxide through the electrolysis of salt (NaCl). purifying bauxite (the ore of aluminium). 23. Chlorine is used to purify water. textiles. The main raw material is brine which is a saturated solution of sodium chloride (NaCl) that is obtained from natural salt deposits. Many chemical products such as chloroform and carbon tetrachloride also contain chlorine.GRADE 12 • Work in groups of 3-4 to discuss ways in which industries could be encouraged (or in some cases forced) to reduce their environmental impact. NaClO. who will present your ideas to the class. • Elect a spokesperson for each group.3 CHAPTER 23. medicines.3 The Chloralkali Industry The chlorine-alkali (chloralkali) industry is an important part of the chemical industry. food. One way to do this is to use renewable resources such as soybeans to make diesel. and many other consumer products. All three methods involve electrolytic cells (chapter 17). Chlorine is also used in paper production. petroleum products. making paper and making rayon (artificial silk). Sasol Technology also has a bio-diesel research and development programme focused on developing more environmentally friendly forms of diesel.3.23. THE CHEMICAL INDUSTRY . There are three industrial processes that have been designed to overcome this problem. a component of household bleach. insecticides. plastics (such as polyvinyl chloride or PVC). The products of this industry have a number of important uses. Sodium hydroxide (also known as ’caustic soda’) has a number of uses. and is used as a disinfectant. the chlorine combines with the sodium hydroxide to form chlorate (ClO− ) and chloride (Cl− ) ions. antiseptics. and to produce chlorine and sodium hydroxide. 442 . the South African government enforced a law to prevent lead from being added to petrol. One branch of Sasol. 23.1 The Industrial Production of Chlorine and Sodium Hydroxide Chlorine and sodium hydroxide can be produced through a number of different reactions. • Are the ideas suggested by each group practical? • How easy or difficult do you think it would be to implement these ideas in South Africa? teresting Sasol is very aware of its responsibility towards creating cleaner fuels. However. To overcome this problem the chlorine and sodium hydroxide must be separated from each other so that they don’t react. paints. From Interesting Fact Fact 1st January 2006. one of the problems is that when chlorine and sodium hydroxide are produced together.

sodium ions are reduced to sodium.CHAPTER 23. one product at the cathode and one at the anode. In the past this effluent was released into lakes and rivers. 2Cl− → Cl2(g) + 2e− (aq) At the cathode. THE CHEMICAL INDUSTRY . brine passes through a chamber which has a carbon electrode (the anode) suspended from the top. This creates an electrical potential across the cathode and anode. Cations flow towards the cathode and are reduced. chloride ions in the electrolyte are oxidised to form chlorine gas. only produces a fraction of the chlorine and sodium hydroxide that is used by industry as it has certain disadvantages: mercury is expensive and toxic. causing mercury to accumulate in fish and other animals feeding on the fish. some always escapes with the brine that has been used. They are made up of an electrolyte and two electrodes. When an electric current is applied to the circuit. and forces a chemical reaction to take place in the electrolyte.3 Electrolytic cells are used to split up or loosen ions. The mercury reacts with the brine to form mercury(II) chloride. 1. An electrolytic cell is activated by applying an external electrical current.4: The Mercury Cell This method. 2Na+ + 2e− → 2Na(Hg) (aq) The sodium dissolves in the mercury. The Mercury Cell In the mercury-cell (figure 23. and although it is returned to the electrolytic cell. where it decomposes into sodium and mercury. Anions flow to the anode and are oxidised. The amalgam is then poured into a separate vessel. Today.GRADE 12 Important: Electrolytic cells 23.4). 2Na(Hg) + 2H2 O(l) → 2NaOH(aq) + H2(g) Cl2 Main vessel NaCl Secondary vessel mercury cathode (-) sodium mercury amalgam H2 NaCl Carbon anode (+) NaOH mercury returned to the electrolytic cell H2 O Figure 23. Two new products are formed. the brine is treated before it is discharged so that the environmental impact is lower. Mercury flows along the floor of this chamber and acts as the cathode. 443 . the cathode and the anode. while the mercury returns to the electrolytic cell to be used again. forming an amalgam of sodium and mercury. The sodium reacts with water in the vessel and produces sodium hydroxide (caustic soda) and hydrogen gas. however.

This has nothing to do with the size of the pores. as large quantities of asbestos had to be disposed. 2Cl− → Cl2(g) + 2e− At the negatively charged cathode. THE CHEMICAL INDUSTRY . The Diaphragm Cell CHAPTER 23. and only the positively charged sodium ions pass into the cathode compartment. This was damaging to the environment. 3. which needed to be replaced every two months. hydrogen ions in the water are reduced to hydrogen gas.23. The main difference is that the two electrodes are separated by an ion-selective membrane. into an anode compartment and a cathode compartment. Today. Cl− ions from the brine are oxidised to Cl2 gas. 444 . the asbestos is being replaced by other polymers which do not need to be replaced as often. which contains brine. teresting To separate the chlorine from the sodium hydroxide. but the sodium hydroxide is not as easily concentrated and precipitated into a useful substance. Some salt remains in the solution with the caustic soda and can be removed at a later stage. forming caustic soda and hydrogen gas.3 2. + Cl2 – H2 NaCl anode cathode porous diaphragm Figure 23.5). a porous diaphragm divides the electrolytic cell. the two half-cells were Interesting Fact Fact traditionally separated by a porous asbestos diaphragm. Brine is pumped into the anode compartment. and the same reactions occur. which contains pure water. but rather with the charge on the ions. Chlorine gas is produced at the anode. It does not allow anions to pass through. rather than by a diaphragm.5: Diaphragm Cell This method uses less energy than the mercury cell. The structure of the membrane is such that it allows cations to pass through it between compartments of the cell. The Membrane Cell The membrane cell (figure 23. sodium ions react with water. At the positively charged anode. the salt’s chlorine ions and sodium ions move to the electrodes. At the cathode. When an electric current passes through the brine.GRADE 12 In the diaphragm-cell (figure 23. The brine is introduced into the anode compartment and flows through the diaphragm into the cathode compartment.6) is very similar to the diaphragm cell.

THE CHEMICAL INDUSTRY . Exercise: The Chloralkali industry 1. The caustic soda therefore has very little salt contamination. so the chlorine does not come into contact with the sodium hydroxide in the cathode compartment. The sodium hydroxide is removed from the cell. The process also uses less electricity and is cheaper to operate. The overall equation is as follows: 2NaCl + 2H2 0 → Cl2 + H2 + 2NaOH The advantage of using this method is that the sodium hydroxide that is produced is very pure because it is kept separate from the sodium chloride solution.3 NaCl anode NaOH cathode NaCl H2 O membrane Figure 23.CHAPTER 23. 445 .6: Membrane Cell 2H+ + 2e− → H2(g) (aq) The N a+ ions flow through the membrane to the cathode compartment and react with the remaining hydroxide (OH − ) ions from the water to form sodium hydroxide (NaOH). Refer to the flow diagram below which shows the reactions that take place in the membrane cell.GRADE 12 + Cl2 – H2 23. and then answer the questions that follow. The chloride ions cannot pass through.

that water has the property of surface tension.2 Soaps and Detergents Another important part of the chloralkali industry is the production of soaps and detergents. Chemicals that are able to do this 446 . (d) Give a balanced equation for the reaction that takes place at (c). this surface tension must be reduced so that the water can spread. The drop holds its shape and does not spread. You can observe this property of surface tension when a drop of water falls onto a table surface. 2. When cleaning. You will remember from an earlier chapter.GRADE 12 ANODE NaCl is added to this compartment CATHODE (a) (b) Cl− ions H+ ions are reduced to H2 gas Na+ ions in solution OH− ions in solution (c) Na+ and OH− ions react to form NaOH (a) What liquid is present in the cathode compartment at (a)? (b) Identify the gas that is produced at (b). (c) Explain one feature of this cell that allows the Na+ and OH− ions to react at (c).23.3 CHAPTER 23. This means that it tends to bead up on surfaces and this slows down the wetting process and makes cleaning difficult.3. THE CHEMICAL INDUSTRY . Summarise what you have learnt about the three types of cells in the chloralkali industry by completing the table below: Mercury cell Main raw material Mechanism of separating Cl2 and NaOH Anode reaction Cathode reaction Purity of NaOH produced Energy consumption Environmental impact Diaphragm cell Membrane cell 23.

attached to three fatty acids (figure 23. proteins and nucleic acids.CHAPTER 23. Fats are also biological macromolecules. However.GRADE 12 23. sodium hydroxide (NaOH) or potassium hydroxide (KOH) must be added to a fat or an oil. The hydrocarbon chain will attach itself to the soil particles in the 447 . the glycerol is separated from the hydrocarbon chain in the fat.8). An oil has the same structure as a fat. The hydrocarbon chain is hydrophobic. Soaps In chapter 10.7: The structure of a fat. Surfactants also loosen. During this reaction. Fatty acids consist of two parts: a carboxylic acid group and a hydrocarbon chain. We will go on to look at these in more detail. it is attracted to grease. allowing it to spread more easily. and is replaced by either potassium or sodium ions (figure 23. Soaps are the water-soluble sodium or potassium salts of fatty acids.7). Let’s imagine that we have added soap to water in order to clean a dirty rugby jersey. meaning that it is attracted to water. meaning that it is repelled by water. teresting Soaps can be made from either fats or oils. THE CHEMICAL INDUSTRY . composed of an alcohol and three fatty acids To make soap. olive oil. The carboxylic acid is hydrophilic. Beef fat is a common source of Interesting Fact Fact fat. including carbohydrates. all of which are an important part of the cleaning process. glycerol H H C O O C O C O C fatty acids (CH2 )14 CH3 H C O (CH2 )14 CH3 H C H O (CH2 )14 CH3 Figure 23. Oils are found in plants (e.g. but is a liquid rather than a solid. disperse and hold particles in suspension. Detergents contain one or more surfactants. 1. a number of important biological macromolecules were discussed. sunflower oil) and fats are found in animals. Each fatty acid is made up of a carboxylic acid attached to a long hydrocarbon chain.3 are called surfactants. oils and other dirt. Definition: Surfactant A surfactant is a wetting agent that lowers the surface tension of a liquid. A fat is made up of an alcohol called glycerol. and vegetable oils such as palm oil are also commonly used. Soap is an example of one of these surfactants.

Definition: Soap Soap is a surfactant that is used with water for washing and cleaning. Soap is made by reacting a fat with either sodium hydroxide (NaOH) or potassium hydroxide (KOH). the soil is pulled free of the jersey and is suspended in the water.3 CHAPTER 23. THE CHEMICAL INDUSTRY . while the carboxylic acid will be attracted to the water.8: Sodium hydroxide reacts with a fat to produce glycerol and sodium salts of the fatty acids jersey. Detergents are also cleaning products. Detergents Definition: Detergent Detergents are compounds or mixtures of compounds that are used to assist cleaning.23. These are called biological detergents. 2. Exercise: The choralkali industry 448 . • Oxidants for bleaching and disinfection. fats or carbohydrates in stains. The term is often used to distinguish between soap and other chemical surfactants for cleaning. this suspension can be rinsed off with clean water. In this way.GRADE 12 H H C O O C O C O C (CH2 )14 CH3 + 3NaOH H H C OH Na+ − O O C O C O C (CH2 )14 CH3 H C O (CH2 )14 CH3 H C OH + Na+ − O (CH2 )14 CH3 H C H O (CH2 )14 CH3 H C H glycerol OH Na+ − O (CH2 )14 CH3 sodium salts of fatty acids Figure 23. In a washing machine or with vigourous handwashing. but are composed of one or more surfactants. Depending on the type of cleaning that is needed. detergents may contain one or more of the following: • Abrasives to scour a surface. • Enzymes to digest proteins.

(IEB Paper 2. basic or will it remain neutral? Briefly explain your answer. hypochlorous acid (HOCl). The diagram above shows the sequence of steps that take place in the mercury cell. (b) Give the chemical equation for the reaction that produces chlorine in step 2.3 1. 2. Give an equation showing how this salt dissolves in water. (g) The OCl− ion undergoes hydrolysis . as shown by the following equation: OCl− + H2 O ⇔ HOCl + OH− Will the addition of granular chlorine to pure water make the water acidic. Give an equation showing how bubbling Cl2 (g) through water produces HOCl. (d) What ion passes through the membrane while these reactions are taking place? Chlorine is used to purify drinking water and swimming pool water. H2 gas released 4. (c) Give the equation for the reaction that takes place at the cathode. Na-Hg amalgam breaks into Na and Hg in second reaction vessel 23. Indicate the phase of each substance in the equation.CHAPTER 23. Chlorine is produced industrially by the electrolysis of brine. Cl2 + NaCl anode NaCl – H 2 NaOH cathode H2 O membrane (a) What ions are present in the electrolyte in the left hand compartment of the cell? (b) Give the equation for the reaction that takes place at the anode. Approximately 30 million tonnes of chlorine are used throughout the world annually. The substance responsible for this process is the weak acid. (f) A common way of treating pool water is by adding ’granular chlorine’. 2003) 449 . Granular chlorine consists of the salt calcium hypochlorite.GRADE 12 3. (d) Name the reactants in step 4. Ca(OCl)2 . (c) What other product is formed in step 2. (a) Name the ’raw material’ in step 1. THE CHEMICAL INDUSTRY . (e) One way of putting HOCl into a pool is to bubble chlorine gas through the water. Raw material into main reaction vessel 2. NaOH is produced 1. The diagram represents a membrane cell used in the production of Cl2 gas.Chlorine is produced 5.

lipids and proteins Hydrogen Water from the soil Component of organic molecules Oxygen Water from the soil Component of organic molecules Nitrogen Nitrogen compounds Part of plant proteins and in the soil chlorophyll. Examples of micronutrients in plants include iron. which are able either to photosynthesise or to absorb the required nutrients from the soil. the blood pigment that is responsible for transporting oxygen to all the cells in the body. We can’t make our own food and so we either need to eat vegetables. Nitrogen for example.4 23. is absorbed as nitrates. chlorine. is summarised in table 23.1 The Fertiliser Industry The value of nutrients Nutrients are very important for life to exist.GRADE 12 23. Micronutrients also play an important function in animals.2 summarises the functions of some of the macronutrients in animals. Table 23. the macronutrients include carbon (C). THE CHEMICAL INDUSTRY .4. Nutrients then. A macronutrient is one that is required in large quantities by the plant or animal. In plants.23. obtaining nutrients starts with plants. part of chlorophyll and reduces diseases in plants Animals need similar nutrients in order to survive. An essential nutrient is any chemical element that is needed for a plant to be able to grow from a seed and complete its life cycle. while a micronutrient is one that only needs to be present in small amounts for a plant or an animal to function properly. phosphorus (P) and potassium (K). The nitrogen cycle (chapter 450 . Think for example of the human diet. blooming and root growth Potassium Soil Building proteins. 23. fruits and seeds (all of which are direct plant products) or the meat of other animals which would have fed on plants during their life. Phosphorus Phosphates in the soil Needed for photosynthesis. Iron for example. Table 23.2 The Role of fertilisers Plants are only able to absorb soil nutrients in a particular form. It is important therefore that plants are always able to access the nutrients that they need so that they will grow and provide food for other forms of life. copper and zinc. The source of each of these nutrients for plants. Definition: Nutrient A nutrient is a substance that is used in an organism’s metabolism or physiology and which must be taken in from the environment.4 CHAPTER 23. are essential for the survival of life. oxygen (O). Also boosts plant growth. Importantly. they rely on plants to supply them with the nutrients they need.1: The source and function of the macronutrients in plants Nutrient Source Function Carbon Carbon dioxide in the Component of organic air molecules such as carbohydrates. and their function. hydrogen (H). However since animals can’t photosynthesise. The same is true for animals. is found in haemoglobin. nitrogen (N). So most of the nutrients that animals need are obtained either directly or indirectly from plants.4.1. while phosphorus is absorbed as phosphates.

sulfur and magnesium. The advantage of these commercial fertilisers is that the nutrients are in a form that can be absorbed immediately by the plant. compost. and they give the percentage of nitrogen. When you buy fertilisers from the shop. Look at the table below.g. Others are inorganic and can be made industrially. Table 23. phosphorus and potassium in that fertiliser.GRADE 12 Table 23.CHAPTER 23. These numbers are called the NPK ratio. all these natural processes of maintaining soil nutrients take a long time. which gives an idea of the amounts of nitrogen. However. Some of these fertilisers are organic (e. there is more and more strain on the land to produce food. THE CHEMICAL INDUSTRY . manure and fishmeal). you might choose a fertiliser with a greater amount of phosphorus. Fertilisers also provide other nutrients such as calcium.3: Common grades of some fertiliser materials Description Grade (NPK %) Ammonium nitrate 34-0-0 Urea 46-0-0 Bone Meal 4-21-1 Seaweed 1-1-5 Starter fertilisers 18-24-6 Equal NPK fertilisers 12-12-12 High N. Definition: Fertiliser A fertiliser is a compound that is given to a plant to promote growth. Today. 451 . low P and medium K fertilisers 25-5-15 23.3 The Industrial Production of Fertilisers The industrial production of fertilisers may involve several processes. you may need to use a fertiliser with a slightly different ratio. 18-24-6. you will see three numbers on the back of the packet e. fertilisers play a very important role in restoring soil nutrients so that crop yields stay high. If you want to encourage root growth in your plant for example. Depending on the types of plants you are growing. Compost for example is often made up of things like vegetable peels and other organic remains that have been thrown away. cultivation practices don’t give the soil enough time to recover and to replace the nutrients that have been lost. As populations grow and the demand for food increases. which means that they started off as part of something living. Fertilisers usually provide the three major plant nutrients and most are applied via the soil so that the nutrients are absorbed by plants through their roots.2: The functions of animal macronutrients Nutrient Function Carbon Component of organic compounds Hydrogen Component of organic compounds Oxygen Component of organic compounds Nitrogen Component of nucleic acids and proteins Phosphorus Component of nucleic acids and phospholipids Potassium Helps in coordination and regulating the water balance in the body 23. Often.4. and the way in which you would like them to grow.g. phosphorus and potassium there are in different types of fertilisers.4 19) describes the process that is involved in converting atmospheric nitrogen into a form that can be used by plants.

Nitrogen fertilisers CHAPTER 23. The flow diagram below illustrates the processes that are involved. they did not need to rely on other countries for the chemicals that they needed to make them. bats and seals.9: Flow diagram showing steps in the production of nitrogen fertilisers (a) The Haber Process The Haber process involves the reaction of nitrogen and hydrogen to produce ammonia. One of these was the Haber process. Nitrogen is produced through the fractional distillation of air. THE CHEMICAL INDUSTRY . The equation for the Haber process is: N2 (g) + 3H2 (g) → 2NH3 (g) (The reaction takes place in the presence of an iron (Fe) catalyst under conditions of 200 atmospheres (atm) and 450-500 degrees Celsius) teresting The Haber process developed in the early 20th century. In this process. having perfected the Haber process. Fritz Haber and Karl Bosch (The process is sometimes also referred to as the ’Haber-Bosch process’). and found these to be high temperature and high pressure.GRADE 12 Making nitrogen fertilisers involves producing ammonia. One of the advantages for Germany was that. Guano is the droppings of seabirds. and it advanced through the work of two German men.4 1. a number of methods had been developed to ’fix’ atmospheric nitrogen. During World War 1. which is then reacted with oxygen to produce nitric acid. Hydrogen can be produced through steam reforming. Fractional distillation is the separation of a mixture (remember that air is a mixture of different gases) into its component parts through various methods. a hydrocarbon such as methane reacts with water to form carbon monoxide and hydrogen according to the following equation: CH4 + H2 O → CO + 3H2 Nitrogen and hydrogen are then used in the Haber process. 452 .23. before the start Interesting Fact Fact of World War 1. They worked out what the best conditions were in order to get a high yield of ammonia. Nitric acid is used to acidify phosphate rock to produce nitrogen fertilisers. They also experimented with different catalysts to see which worked best in that reaction. the ammonia that was produced through the Haber process was used to make explosives. (a) HABER PROCESS The production of ammonia from nitrogen and hydrogen (b) OSTWALD PROCESS Production of nitric acid from ammonia and oxygen (c) NITROPHOSPHATE PROCESS Acidification of phosphate rock with nitric acid to produce phosphoric acid and calcium nitrate Figure 23. By the 20th century. other sources of nitrogen for fertilisers had included saltpeter (N aN O3 ) from Chile and guano. Each of these steps will be examined in more detail. Before this.

which combines two reaction steps. THE CHEMICAL INDUSTRY . the result will be NPK fertiliser. a compound fertiliser is produced. 2NH3 + CO2 → H2 N − COONH4 ii. (d) Other nitrogen fertilisers • Urea ((NH2 )2 CO) is a nitrogen-containing chemical product which is produced on a large scale worldwide. 4NH3 (g) + 5O2 (g) → 4NO(g) + 6H2 O(g) Stage two. oxygen and water through the contact process. Nitric acid can then be used in reactions that produce fertilisers. This step is strongly exothermic. Ammonium nitrate is formed by reacting ammonia with nitric acid. it is oxidised by heating with oxygen in the presence of a platinum catalyst to form nitric oxide and water. H2 N − COONH4 → (NH2 )2 CO + H2 O • Other common fertilisers are ammonium nitrate and ammonium sulphate. 3NO2 (g) + H2 O(l) → 2HNO3 (aq) + NO(g) (c) The Nitrophosphate Process The nitrophosphate process involves acidifying phosphate rock with nitric acid to produce a mixture of phosphoric acid and calcium nitrate: Ca3 (PO4 )2 + 6HNO3 + 12H2 O → 2H3 PO4 + 3Ca(NO3 )2 + 12H2 O When calcium nitrate and phosphoric acid react with ammonia.CHAPTER 23. Urea has the highest nitrogen content of all solid nitrogeneous fertilisers in common use (46. and the acid is concentrated to the required strength. Ammonia is converted to nitric acid in two stages. S(s) + O2 (g) → SO2 (g) This is then oxidised to sulfur trioxide using oxygen in the presence of a vanadium(V) oxide catalyst. 2SO2 + O2 (g) → 2SO3 (g) 453 . Initially nitric oxide is oxidised again to yield nitrogen dioxide: 2NO(g) + O2 (g) → 2NO2 (g) This gas is then absorbed by the water to produce nitric acid. Sulfuric acid is then used in a reaction that produces phosphoric acid. Nitric oxide is also a product of this reaction.4 (b) The Ostwald Process The Ostwald process is used to produce nitric acid from ammonia. Ca(NO3 )2 + 4H3 PO4 + 8NH3 → CaHPO4 + 2NH4 NO3 + 8(NH4 )2HPO4 If potassium chloride or potassium sulphate is added. Phosphoric acid can then be reacted with phosphate rock to produce triple superphosphates. The first is the production of sulfuric acid through the contact process. NH3 + HNO3 → NH4 NO3 Ammonium sulphate is formed by reacting ammonia with sulphuric acid. is carried out in the presence of water. In the first step.4%) and is produced by reacting ammonia with carbon dioxide.GRADE 12 23. (a) The production of sulfuric acid Sulfuric acid is produced from sulfur. Two reactions are involved in producing urea: i. The nitric oxide (NO) is recycled. 2NH3 + H2 SO4 → (NH4 )2 SO4 2. making it a useful heat source. Phosphate fertilisers The production of phosphate fertilisers also involves a number of processes. sulfur is burned to produce sulfur dioxide. First.

triple superphosphate is produced. the plants that flourish during eutrophication can be toxic and may accumulate in the food chain. they can block light from reaching deeper. When the number of plants increases in an aquatic system. Agricultural runoff. Potassium Potassium is obtained from potash. eutrophication can be a natural process that occurs very slowly over time. an impure form of potassium carbonate (K2 CO3 ). normally by compounds that contain nitrogen or phosphorus. this can cause other organisms such as fish to die. Other potassium salts (e.23.4 Fertilisers and the Environment: Eutrophication Eutrophication is the enrichment of an ecosystem with chemical nutrients. These chemical nutrients usually contain nitrogen or phosphorus. and sewage are two of the major causes of eutrophication. where no monitoring was taking place. Ca5 F(PO4 )3 + 5H2 SO4 + 10H2 O → 5CaSO4 2H2 O + HF + 3H3 PO4 (c) The production of phosphates and superphosphates When concentrated phosphoric acid reacts with ground phosphate rock. lakes. Eutrophication is considered a form of pollution because it promotes plant growth. it can also be accelerated by certain human activities. and if the oxygen content of the water decreases too much. In aquatic environments. However.4. 3Ca3 (PO4 )2 CaF2 + 4H3 PO4 + 9H2 O → 9Ca(H2 PO4 )2 + CaF2 3. 454 . causing a variety of problems.g.4 CHAPTER 23. • A decrease in biodiversity (the number of plant and animal species in an ecosystem) When a system is enriched with nitrogen. favoring certain species over others. Health-related problems can also occur if eutrophic conditions interfere with the treatment of drinking water. the rapid growth of certain types of plants can disrupt the normal functioning of an ecosystem. In this example. KCl AND K2 O) are also sometimes included in fertilisers. There are a number of impacts of eutrophication. Definition: Eutrophication Eutrophication refers to an increase in chemical nutrients in an ecosystem. the phosphate rock is fluoropatite (Ca5 F(PO4 )3 ). In some cases. 23. teresting South Africa’s Department of Water Affairs and Forestry has a ’National EuInteresting Fact Fact trophication Monitoring Programme’ which was set up to monitor eutrophication in impoundments such as dams. plant growth is rapid. and estuaries making recreational activities less enjoyable.GRADE 12 Finally the sulfur trioxide is treated with water to produce 98-99% sulfuric acid. THE CHEMICAL INDUSTRY . Plants also consume oxygen for respiration. • Toxicity Sometimes. Human society is impacted as well because eutrophication can decrease the resource value of rivers. SO3 (g) + H2 O(l) → H2 SO4 (l) (b) The production of phosphoric acid The next step in the production of phosphate fertiliser is the reaction of sulfuric acid with phosphate rock to produce phosphoric acid (H3 PO4 ). when excess fertilisers are washed off fields and into water.

CHAPTER 23.GRADE 12 23. do the following: 1. the damage from eutrophication is already done. The facts are as follows: • There is an increasing world population to feed • Most soils in the world used for large-scale. 455 . In groups. A final possible intervention is nitrogen testing and modeling. intensive production of crops lack the necessary nutrients for the crops Conclusion: Fertilisers are needed! The flow diagram below shows the main steps in the industrial preparation of two important solid fertilisers. Exercise: Chemical industry: Fertilisers Why we need fertilisers There is likely to be a gap between food production and demand in several parts of the world by 2020. Creating buffer zones near farms. 2. Activity :: Discussion : Dealing with the consequences of eutrophication In many cases. that arise because of eutrophication. These act as filters and cause nutrients and sediments to be deposited there instead of in the aquatic system. Suggest ways to solve these problems. Cleanup measures can directly remove the excess nutrients such as nitrogen and phosphorus from the water. THE CHEMICAL INDUSTRY . farmers can make sure that they only apply just enough fertiliser. Demand is influenced by population growth and urbanisation. This means that there is no excess to run off into neighbouring streams during rain.4 Despite the impacts. By assessing exactly how much fertiliser is needed by crops and other plants. roads and rivers can also help. List all the possible consequences of eutrophication that you can think of. there are a number of ways of preventing eutrophication from taking place. Laws relating to the treatment and discharge of sewage can also help to control eutrophication. There is also a cost benefit for the farmer. as well as income levels and changes in dietary preferences.

Write down THREE ways in which the use of fertilisers poisons the environment. THE CHEMICAL INDUSTRY . Write down the name of process Y. and a negative electrode (anode). Galvanic cells have a number of applications. 4. 23. 5. each of which is made up of two half cells that are connected in series by a conductive electrolyte. It consists of one or more voltaic cells. including cars. 23.5 CHAPTER 23. 456 . The following extract comes from an article on fertilisers: A world without food for its people A world with an environment poisoned through the actions of man Are two contributing factors towards a disaster scenario. The voltaic cells are connected in series in a battery.5 Electrochemistry and batteries You will remember from chapter 17 that a galvanic cell (also known as a voltaic cell) is a type of electrochemical cell where a chemical reaction produces electrical energy. sound systems and cellphones to name just a few. The emf of a galvanic cell is the difference in voltage between the two half cells that make it up. Write down the chemical formula of liquid E. These do not touch each other but are immersed in a solid or liquid electrolyte. 2.GRADE 12 Air Methane Nitrogen Haber process H2 SO4 Hydrogen Fertiliser C NH3 Process Y NO Brown gas Liquid E Fertiliser D 1. 3.1 How batteries work A battery is a device in which chemical energy is directly converted to electrical energy. but one of the most important is their use in batteries. You will know from your own experience that we use batteries in a number of ways.23. Each cell has a positive electrode (cathode). Write down the balanced chemical equation for the formation of the brown gas. Write down the chemical formulae of fertilisers C and D respectively. torches.5.

in other cells such as Lithium cells. the battery can’t be used any more. I is the discharge current (A).3 Lead-acid batteries In a lead-acid battery. An ampere hour (more commonly known as an amp hour) is the amount of electric charge that is transferred by a current of one ampere for one hour. Also. a larger cell will have a greater capacity than a small one. their chemical reactions can be reversed if electrical energy is supplied to the cell. nickel-cadmium (NiCd) cells measure about 1. the changes in electrochemical potential are much higher because of the reactions of lithium compounds. in other words its ability to produce an electric charge.5 volts. both electrodes turn 457 . • Quantity of electrolyte and electrode material in cell The greater the amount of electrolyte in the cell. 23. These include: • Chemical reactions The chemical reactions that take place in each of a battery’s half cells will affect the voltage across the cell.CHAPTER 23. the greater the capacity of the battery. the cell returns to its original state. and alkaline and carbon-zinc cells both measure about 1. When the battery discharges. 23. even if the chemistry in two cells is the same. The capacity of the battery will depend on the rate at which it is discharged or used.5. Internal corrosion can also take place.2 Battery capacity and energy The capacity of a battery. each cell consists of electrodes of lead (Pb) and lead (IV) oxide (PbO2 ) in an electrolyte of sulfuric acid (H2 SO4 ). the greater its capacity. k is the Peukert constant and t is the time of discharge (hours). The concentration of the chemicals that are involved will also affect a battery’s capacity. and therefore also its capacity. Through this process. the greater will be the capacity of the cell. Batteries are usually divided into two broad classes: • Primary batteries irreversibly transform chemical energy to electrical energy. THE CHEMICAL INDUSTRY . However. The voltage of the battery is the difference between the voltages of the half-cells.5. in other words. for example. The higher the concentration of the chemicals. Once the supply of reactants has been used up.GRADE 12 23. So. the greater the surface area of the electrodes. • Discharge conditions A unit called an Ampere hour (Ah) is used to describe how long a battery will last. depends on a number of factors. If a 100 Ah battery is discharged at 50 A (instead of 5 A). Battery manufacturers use a standard method to rate their batteries. discharge time and capacity of a battery is expressed by Peukert’s law: Cp = I k t In the equation. and so lithium cells can produce as much as 3 volts or more. • Secondary batteries can be recharged. This potential difference between the two half cells is what causes an electric current to flow. a 100 Ah battery will provide a current of 5 A for a period of 20 hours at room temperature. The relationship between the current. Secondary batteries can’t be recharged forever because there is a gradual loss of the active materials and electrolyte.2V. the capacity will be lower than expected and the battery will run out before the expected 2 hours.5 Each half cell has a net electromotive force (emf) or voltage. ’Cp ’ represents the battery’s capacity (Ah). For example. In other words.

The holes are filled with a mixture of lead and sulfuric acid. the total voltage of the battery is approximately 12 V.GRADE 12 into lead (II) sulphate (PbSO4 ) and the electrolyte loses sulfuric acid to become mostly water. with a series of holes in it. - + Lead anode plates Lead cathode plates coated with PbO2 H2 SO4 Figure 23. Each plate is a rectangular grid. They are then placed in the battery container.685 V . The chemical half reactions that take place at the anode and cathode when the battery is discharging are as follows: Anode (oxidation): Pb(s) + SO2− (aq) ⇔ PbSO4 (s) + 2e− (E0 = -0. The recharge reactions are the reverse of those when the battery is discharging.(-0. They can supply high surge currents. have a long shelf life and can be recharged.685 4 V) The overall reaction is as follows: PbO2 (s) + 4H+ (aq) + 2SO2− (aq) + Pb(s) → 2PbSO4 (s) + 2H2 O(l) 4 The emf of the cell is calculated as follows: EMF = E (cathode). with suitable separators between them.356 V) EMF = +2. They are ideal for use in cars.E (anode) EMF = +1.10: A lead-acid battery Lead-acid batteries have a number of applications. are relatively cheap. 458 . This paste is pressed into the holes and the plates are then stacked together. One of the important things about a lead-acid battery is that it can be recharged.5 CHAPTER 23.10).041 V Since most batteries consist of six cells. after which acid is added (figure 23. The lead-acid battery is made up of a number of plates that maximise the surface area on which chemical reactions can take place. THE CHEMICAL INDUSTRY .23.356 V) 4 Cathode (reduction): PbO2 (s) + SO2− (aq) + 4H+ + 2e− ⇔ PbSO4 (s) + 2H2 O(l) (E0 = 1.

hydrogen gas is generated at the cathode and this can cause a small explosion if the gas comes into contact with a spark. sometimes when the battery is charging. The paste of ammonium chloride reacts according to the following half-reaction: 2NH+ (aq) + 2e− → 2NH3 (g) + H2 (g) 4 The manganese(IV) oxide in the cell removes the hydrogen produced above.CHAPTER 23. according to the following reaction: 2MnO2 (s) + H2 (g) → Mn2 O3 (s) + H2 O(l) The combined result of these two reactions can be represented by the following half reaction.11. They are also used in forklifts and as standby power sources in telecommunication facilities. which takes place at the cathode: Cathode: 2NH+ (aq) + 2MnO2 (s) + 2e− → Mn2 O3 (s) + 2NH3 (g) + H2 O(l) 4 459 .11: A zinc-carbon dry cell A zinc-carbon cell is made up of an outer zinc container. The cathode is the central carbon rod. The electrolyte is a paste of ammonium chloride (NH4 Cl).5. surrounded by a mixture of carbon and manganese (IV) oxide (MnO2 ). and a brass pin in the centre of the cell conducts electricity to the outside circuit.GRADE 12 23. which acts as the anode. THE CHEMICAL INDUSTRY . A fibrous fabric separates the two electrodes. Also. metal cap carbon rod (cathode) zinc case manganese (IV) oxide paste of NH4 Cl separator between zinc and the electrolyte Figure 23. 23. generating stations and computer data centres.4 The zinc-carbon dry cell A simplified diagram of a zinc-carbon cell is shown in figure 23. One of the disadvantages of this type of battery is that the battery’s lead must be recycled so that the environment doesn’t become contaminated.5 where they provide the high current that is needed by the starter motor.

as shown in the diagram below. has become the anode.23. the zinc can which contains the electrolyte. They use lots of valuable resources as well as some potentially hazardous chemicals such as lead. This was replaced by the dry cell in the 1880’s. A carbon rod was inserted into this cup. In the dry cell. the cathode was a porous cup containing crushed MnO2 . rivers and other ecosystems. and the electrolyte is a paste rather than a liquid.5 V) 4 2 Alkaline batteries are almost the same as zinc-carbon batteries.5 CHAPTER 23. Attempts are now being made to recycle the different parts of batteries so that they are not disposed of in the environment. where they could get into water supplies. (NOTE TO SELF: Insert diagram) The paste of ammonium chloride reacts according to the following half-reaction: 2NH+ (aq) + 2e− → 2NH3 (g) + H2 (g) (a) 4 Manganese(IV) oxide is included in the cell to remove the hydrogen produced during half-reaction (a). they can cause a lot of damage to the environment. torches and radios where the power drain is not too high. The electrolyte was a liquid solution of ammonium chloride. Exercise: Electrochemistry and batteries A dry cell. does not contain a liquid electrolyte. teresting The idea behind today’s common ’battery’ was created by Georges Leclanche Interesting Fact Fact in France in the 1860’s. 23. The anode was a zinc and mercury alloyed rod.5 Environmental considerations While batteries are very convenient to use. mercury and cadmium. according to the following reaction: 2MnO2 2(s) + H2 (g) → Mn2 O3 (s) + H2 O(l) (b) 460 . The electrolyte in a typical zinc-carbon cell is a moist paste of ammonium chloride and zinc chloride. rather than ammonium chloride. Alkaline batteries last longer than zinc-carbon batteries.GRADE 12 The anode half reaction is as follows: Anode: Zn(s) → Zn2+ + 2e− The overall equation for the cell is: Zn(s) + 2MnO2 (s) + 2NH+ → Mn2 O3 (s) + H2 O + Zn(NH3 )2+ (aq) (E0 = 1. and the cell was therefore called a wet cell. except that the electrolyte is potassium hydroxide (KOH). The two half reactions in an alkaline battery are as follows: Anode: Zn(s) + 2OH− (aq) → Zn(OH)2 (s) + 2e− Cathode: 2MnO2 (s) + H2 O(l) + 2e− → Mn2 O3 (s) + 2OH− (aq) Zinc-carbon and alkaline batteries are cheap primary batteries and are therefore very useful in appliances such as remote controls. They also have a short shelf life.5. THE CHEMICAL INDUSTRY . The disadvantages are that these batteries can’t be recycled and can leak.

through two processes: First. half-reaction (c) and the halfreaction that takes place in the Zn/Zn2+ half-cell.6 23. the conversion of coal to liquid fuel. such as the one above. this synthesis gas is passed through a Sasol Slurry Phase Distillate process to convert the gas to hydrocarbons. Sasol imports crude oil from Gabon and then refines this at the Natref refinery. Since South Africa doesn’t have either of these resources. even when the cell is flat? (DoE Exemplar Paper 2. The main raw material is brine (NaCl). 2007) 23. Explain why it is important that the hydrogen produced in half-reaction (a) is removed by the manganese(IV) oxide. the gas must pass through an autothermal reactor to produce a synthesis gas. it still corrodes. 4. Calculate the reduction potential for the cathode half-reaction. Dry cells are generally discarded when ’flat’. • With regard to crude oil. When not in use. Other important chemical industries in the country are the chloralkali and fertiliser industries. • All countries need energy resources such as oil and natural gas. • All industries have an impact on the environment through the consumption of natural resources such as water. • The conversion of coal to liquid fuels involves a Sasol/Lurgi gasification process. hydrogen sulfides.5 V under standard conditions. • The chloralkali industry produces chlorine and sodium hydroxide. and thirdly the production of liquid fuels from natural gas. Give a reason for the latter observation. Common forms of cracking are hydrocracking and steam cracking. Secondly. followed by the conversion of this synthesis gas into a range of hydrocarbons. When in use the zinc casing of the dry cell becomes thinner. 461 . 6. nitrogen oxides and others. and through the production of pollution gases such as carbon dioxide. Write down the half-reaction occurring at the anode. Sasol technology has developed to convert coal into liquid fuels. produce an emf of 1. using the FischerTropsch technology in SAS reactors. which needed explosives for their operations.GRADE 12 The combined result of these two half-reactions can be represented by the following half reaction: 2NH+ (aq) + 2MnO2 (s) + 2e− → Mn2 O3 (s) + 2NH3 (g) + H2 O(l) (c) 4 1. • Sasol has three main operation focus areas: Firstly. Write down the net ionic equation occurring in the zinc-carbon cell. Why is the carbon rod the most useful part of the cell. 3. secondly the production and refinement of crude oil which has been imported.6 Summary • The growth of South Africa’s chemical industry was largely because of the mines. • Gas from Mozambique can be used to produce liquid fuels. • Heavy hydrocarbons can be converted into light hydrcarbons through a process called cracking. One of South Africa’s major chemical companies is Sasol.CHAPTER 23. 2. In a zinc-carbon cell. THE CHEMICAL INDUSTRY . 5. because it is oxidised.

• The mercury cell consists of two reaction vessels. Positive sodium ions pass through the membrane into the cathode compartment. a sodium or potassium salt of a fatty acid. oxidants or enzymes. Chloride ions are oxidised to chlorine gas at the anode. Specially designed electrolytic cells are needed to do this. is the use of mercury. where the Na+ ions react with hydroxide ions from the water. • One use of sodium hydroxide is in the production of soaps and detergents. One of the challenges in this process is to keep the products of the electrolytic reaction (i. and this helps to loosen dirt and clean items. the chlorine and the sodium hydroxide) separate so that they don’t react with each other. iron.g. the nitrophosphate process reacts nitric acid with phosphate rock to produce compound fertilisers. chlorine gas is produced at the anode and sodium hydroxide at the cathode. is what soap is made of. • Animals also need similar nutrients. which contains water. • To make soap. • Nitrogen fertilisers can be produced industrially using a number of chemical processes: The Haber process reacts nitrogen and hydrogen to produce ammonia. except that the anode and cathode compartments are separated by an ion-selective membrane rather than by a diaphragm. • One of the environmental impacts of using this type of cell. sodium hydroxide or potassium hydroxide react with a fat or an oil. Na+ ions combine with the mercury cathode to form a sodium-mercury amalgam. 462 . The Cl− ions are oxidised to form chlorine gas at the anode. Some of these additives may be abrasives. nitrogen and phosphorus) and micronutrients (e.g. • In plants. The first reaction vessel contains a mercury cathode and a carbon anode. a porous diaphragm separates the anode and the cathode compartments. and so this is another important part of the chloralkali industry. An electric current passed through the brine produces Cl− and Na+ ions. The product. chlorine. Fertilisers provide these nutrients. • The membrane cell is very similar to the diaphragm cell. As with the other two cells. oxygen. Brine is only pumped into the anode compartment. • In the diaphragm cell. but they obtain most of these directly from plants or plant products. whcih may have fed on plants during their life. • Detergents are also cleaning products.e. • There are three types of electrolytic cells that are used in this process: mercury cell.6 CHAPTER 23. hydrogen. They may also obtain them from other animals. THE CHEMICAL INDUSTRY . copper and zinc) in order to survive. but are made up of a mixture of compounds. electrolytic cells are used to split the sodium chloride into its component ions to produce chlorine and sodium hydroxide. the sodium or potassium ions replace the alcohol in the fat or oil. the Ostwald process reacts oxygen and ammonia to produce nitric acid. They may also have other components added to them to give certain characteristics. • All plants need certain macronutrients (e. • The fertiliser industry is another important chemical industry.23. The sodium-mercury amalgam passes into the second reaction vessel containing water. potassium. In the reaction. most nutrients are obtained from the atmosphere or from the soil. • The fatty acids in soap have a hydrophilic and a hydrophobic part in each molecule. • The fertiliser industry is very important in ensuring that plants and crops receive the correct nutrients in the correct quantities to ensure maximum growth. the diaphragm cell and the membrane cell. carbon. which is highly toxic. Sodium hydroxide is the product of this reaction.GRADE 12 • In industry. while sodium ions produced at the cathode react with water to produce sodium hydroxide.

Exercise: Summary Exercise 1. each of which is made up of two half cells that are connected in series by a conductive electrolyte. Sulfuric acid then reacts with phosphate rock to produce phosphoric acid. and a brass pin in the centre of the cell conducts electricity to the outside circuit. but a secondary battery can be recharged. • Fertilisers can have a damaging effect on the environment when they are present in high quantities in ecosystems. and the discharge conditions of the battery. • The relationship between the current. The process used to convert heavy hydrocarbons into light hydrocarbons. This potential difference between the two half cells is what causes an electric current to flow. • A battery consists of one or more voltaic cells. They can lead to eutrophication. The contact process produces sulfuric acid. surrounded by a mixture of carbon and manganese (IV) oxide (MnO2 ). Each half cell has a net electromotive force (emf) or voltage.CHAPTER 23. discharge time and capacity of a battery is expressed by Peukert’s law: Cp = I k t In the equation. • Another important part of the chemical industry is the production of batteries. When the battery discharges. • A zinc-carbon cell is made up of an outer zinc container. The electrolyte is a paste of ammonium chloride (NH4 Cl). A fibrous fabric separates the two electrodes. the quantity of electrolyte and electrode material in the cell. The cathode is the central carbon rod. • In a lead-acid battery. 463 . each cell consists of electrodes of lead (Pb) and lead (IV) oxide (PbO2 ) in an electrolyte of sulfuric acid (H2 SO4 ). • Potassium is obtained from potash. ’Cp ’ represents the battery’s capacity (Ah). • Two common types of batteries are lead-acid batteries and the zinc-carbon dry cell. THE CHEMICAL INDUSTRY . • A primary battery cannot be recharged.6 • Phosphate fertilisers are also produced through a series of reactions. The net voltage of the battery is the difference between the voltages of the half-cells. A number of preventative actions can be taken to reduce these impacts. batteries are made of potentially toxic materials and can be damaging to the environment. k is the Peukert constant and t is the time of discharge (hours).GRADE 12 23. The main raw material in the chloralkali industry. I is the discharge current (A). • The capacity of a battery depends on the chemical reactions in the cells. The process of separating nitrogen from liquid air. Give one word or term for each of the following descriptions: (a) (b) (c) (d) (e) A solid organic compound that can be used to produce liquid fuels. after which phosphoric acid reacts with ground phosphate rock to produce fertilisers such as triple superphosphate. • Despite their many advantages. A compound given to a plant to promote growth. both electrodes turn into lead (II) sulphate (PbSO4 ) and the electrolyte loses sulfuric acid to become mostly water. which acts as the anode. • A battery is a device that changes chemical energy into electrical energy.

coal → autothermal reactor → Sasol slurry phase F-T reactor → liquid hydrocarbon iii. (b) Why do you think it is advisable to use inert electrodes in this process? (c) Write down the equation for the half-reaction taking place at electrode M. (a) The longer the hydrocarbon chain in an organic compound. phosphorus and potassium.23. the more likely it is to be a solid at room temperature. (d) During the industrial preparation of chlorine and sodium hydroxide. Indicate whether each of the following statements is true or false. the electrolyte is manganese (IV) oxide ii. manganese (IV) dioxide acts as a reducing agent 4.. For each of the following questions. Chloralkali manufacturing process The chloralkali (also called ’chlorine-caustic’) industry is one of the largest electrochemical technologies in the world. 464 . 2Cl− → Cl2 + 2e− ii. chemical energy is converted to electrical energy. 2Na+ + 2e− → 2Na iii. coal → coal purification → synthesis gas → oil iv.. 3. coal → coal gasification → gas purification → SAS reactor → liquid hydrocarbons (b) The half-reaction that takes place at the cathode of a mercury cell in the chloralkali industry is: i. choose the one correct answer from the list provided. 2H+ + 2e− → H2 iv.GRADE 12 (f) An electrolyte used in lead-acid batteries. (b) The main elements used in fertilisers are nitrogen. Gas A Power supply Gas B Saturated NaCl + M Depleted NaCl N NaOH (a) Give two reasons why the membrane cell is the preferred cell for the preparation of chlorine. NaCl + H2 O → NaOH + HCl (c) In a zinc-carbon dry cell. coal → gas purification → SAS reactor → liquid hydrocarbon ii. (c) A soap molecule is composed of an alcohol molecule and three fatty acids. (d) Which gas is chlorine gas? Write down only Gas A or Gas B.6 CHAPTER 23. i. (a) The sequence of processes that best describes the conversion of coal to liquid fuel is: i. rewrite the statement correctly. If the statement is false. 2. THE CHEMICAL INDUSTRY . The simplified diagram below shows a membrane cell. zinc is reduced to produce electrons iv. Chlorine is produced using three types of electrolytic cells. zinc is oxidised to produce electrons iii.

The production of nitric acid is very important in the manufacture of fertilisers.CHAPTER 23. two fertilisers that can be produced from nitric acid.2007) 5. All the descriptions in Column A relate to lead-acid batteries. Look at the diagram below. the gas at (2). Column A The electrode metal Electrolyte A product of the overall cell reaction An oxidising agent in the cathode half-reaction Type of cells in a lead-acid battery Column B Lead sulphate Mercury Electrolytic Lead Sulfuric acid Ammonium chloride Lead oxide Galvanic 465 .GRADE 12 (e) Briefly explain how sodium hydroxide forms in this cell. (1) N2 (g) + H2 (3) 23. Match the description in Column A with the correct word or phrase in Column B. (DoE Exemplar Paper 2.6 (2) + O2 NO + H2 O Ostwald Process (4) (a) (b) (c) (d) (e) Name Name Name Name Name the process at (1). the process at (3) that produces gas (2). A lead-acid battery has a number of different components. 6. THE CHEMICAL INDUSTRY . and then answer the questions that follow. which shows part of the fertiliser production process. the product at (4).

GRADE 12 466 . THE CHEMICAL INDUSTRY .6 CHAPTER 23.23.

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