Teaching ideas

Chapter 4 Chemical reactions

Syllabus sections covered: 7.1; 4.1; 5; 7.4; 10.3

Teaching resources

40-minute Resources in Resources in Resources on this

Syllabus Topic
periods Coursebook Workbook CD-ROM

7.1; 4.1 Chemical 1 Section 4.1 Exercise 4.1 Key Worksheet 4.1
reactions and chemical reactions Recognising
Questions 4.1 to 4.3
equations chemical reactions
EOCQ 1
Worksheet 4.6
Internet animations, linked Chemical
from CD-ROM: Chemical mnemonics
reactions

4.1 Equations for 2 Section 4.2 Worksheet 4.2

chemical Balancing chemical
Questions 4.4 to 4.5
reactions equations
Internet animation, linked
from CD-ROM: Balancing
chemical equations

7.4 Types of 4 Section 4.3 Exercise 4.2 The Worksheet 4.3

chemical reaction
Questions 4.6 to 4.8
EOCQs 2, 3, 4, 7
action of heat on Different types of
metal carbonates chemical reaction
Exercise 4.4 Worksheet 4.5 Film
Displacement chemistry
reactions of the
Worksheet 4.8 Types
halogens
of reaction
Exercise 4.5 Self-
heating cans, hand
warmers and cool
packs

7.4 A closer look at 2 Section 4.4 Worksheet 4.7

reactions, Important redox
Questions 4.9 to 4.10
particularly redox reactions
reactions

5 Electrolysis 4 Section 4.5 Exercise 4.3

© Cambridge University Press 2014 IGCSE® Chemistry Teaching ideas: Chapter

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 40-minute Resources in Resources in Resources on this
Syllabus Topic
periods Coursebook Workbook CD-ROM

The nature of
electrolysis
Activity 4.1 The conductivity
of liquids and aqueous Exercise 4.6 The
solutions movement of ions
Activity 4.2 Web researching Exercise 4.7 Making
the extraction of aluminium and ‘breaking’ copper
chloride
Questions 4.11 to 4.14
EOCQ 5
Internet animations, linked
from CD-ROM: Electrolysis

5 A closer look at 1 Section 4.6 Worksheet 4.4 A

electrode colourful
Activity 4.3 The electrolysis
reactions electrolysis –
of concentrated sodium
demonstration
chloride solution
Activity 4.4 Electroplating
copper with nickel
Activity 4.5 Electrolysis of
copper(II) sulfate solution
Questions 4.15 to 4.16
EOCQ 6

Topic 1 Chemical reactions and equations

Coursebook section 4.1 (pp. 89–91)

Teaching ideas
This is an introduction to the idea of chemical change – new substances being made – in contrast to a physical
change.

 The focus of this introductory session is simply the key aspect of chemical reactions: namely, that new
substance(s) are formed. The distinction is with physical changes where, no matter how spectacular, the
substances involved remain unchanged.
 It is possible to move on from this first point to begin to discuss the idea that atoms are simply ‘changing
partners’ in a chemical reaction – old arrangements are being broken down and new combinations
established.

Common misunderstandings and misconceptions

There are few misconceptions here, although particular examples may be misinterpreted and need

© Cambridge University Press 2014 IGCSE® Chemistry Teaching ideas: Chapter

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explanation.

Homework ideas
 Worksheet 4.1 Recognising chemical reactions
 Exercise 4.1 Key chemical reactions
 Coursebook questions 4.1 to 4.3 and End-of-chapter question 1 are useful in this context.
 Worksheet 4.6 Chemical mnemonics gives some useful ways of remembering key ideas.

Topic 2 Equations for chemical reactions

Coursebook section 4.2 (pp. 91–94)

Teaching ideas
Introduce the concept of the law of conservation of mass – in a reaction atoms are simply changing the way in
which they are combined – balancing equations. An equation is presented as a summary of a chemical change.

 The aim here is to introduce the two forms of equation that students will encounter on this course. Both
build on the key ideas introduced earlier. Word equations stem from the idea of the elements/compounds
present in a reaction mixture recombining to form new substances. Balanced chemical equations develop
this further in that the elements present and their recombination are clearly evident in the formulae
involved.
 The concept of balancing stems from the need to account for all of the atoms involved. Diagrams and/or
molecular models can helpfully be used to visualise the changes taking place. The approach that seems
most successful here is that of progressive repetition, with the examples involved developing in
complexity with time. The terminology of reactants and products also needs to be introduced, but that is
straightforward compared with some of the more complex examples of balancing.

Common misunderstandings and misconceptions

Although the basic understanding of a chemical reaction may be relatively straightforward, as is the use of
word equations, the technique of balancing equations proves problematic for some students. As mentioned
earlier, the key is to develop some confidence in handling some of the less complex examples before building
up the level of difficulty.

Homework ideas
 Worksheet 4.2 Balancing chemical equations
 Coursebook questions 4.4 and 4.5

Topic 3 Types of chemical reaction

Coursebook section 4.3 (pp. 94–99)

Teaching ideas
Survey the important types of chemical reaction. Define redox in terms of oxygen transfer. Discuss the further
definitions of redox reactions.

 The aim here is to demonstrate, or get the students to carry out, some of the different types of chemical
reaction. This can be made quite interesting to the students and can be used to intersperse the ‘theoretical’

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 treatment of the work on chemical equations.
 The key types of reaction can all be introduced but some focus is placed on the important topic of the
different definitions of oxidation and reduction; focus here on the definition in terms of oxygen loss
or gain. Again, there is good scope for practical examples to help reinforce the ideas. The terms
‘oxidising agent’ and ‘reducing agent’ need to be carefully introduced alongside the idea of an overall
redox reaction.

Common misunderstandings and misconceptions

Most of the definitions for the different reaction types are clear-cut, even allowing for the fact that
some reactions can fall into several categories. The most complex ideas here relate to the definitions of
oxidation–reduction and the use of the terms ‘oxidising agent’ and ‘reducing agent’.

Homework ideas
 Worksheet 4.3 Different types of chemical reaction and Worksheet 4.8 Types of chemical reaction
 Exercise 4.2 The action of heat on carbonates and Exercise 4.4 Displacement reactions of the halogens
 Questions 4.6 to 4.8 and End-of-chapter questions 2, 3, 4 and 7 from the Coursebook are useful in this
context.
 The photochemical reactions of silver halides are discussed in Worksheet 4.5 Film chemistry while
Exercise 4.5 Self-heating cans, hand warmers and cool packs shows some novel uses of chemical
reactions.

Topic 4 A closer look at reactions, particularly redox reactions

Coursebook section 4.4 (pp. 100–102)

Teaching ideas
 Extend the definition of redox to include the loss or gain of electrons and change in oxidation state. The
use of the mnemonic ‘oil rig’ is clearly of benefit.
 The use of oxidation state here is quite limited but relevant to the naming of various compounds.
 Include in your discussion the tests for, and definitions of, oxidising and reducing agents.
 The displacement reactions of the halogens are useful here, while the thermit reaction provides a
spectacular demonstration.

Common misunderstandings and misconceptions

The most complex ideas here relate to the different definitions of oxidation–reduction and their application to
particular examples. It is important to maintain clarity in the presentation of the different examples. The use
of the mnemonic ‘oil rig’ related to the definition in terms of electrons is very familiar, but remains very
effective.

Homework ideas
 Coursebook questions 4.9 and 4.10
 Worksheet 4.7 Important redox reactions

© Cambridge University Press 2014 IGCSE® Chemistry Teaching ideas: Chapter

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Topic 5 Electrolysis
Coursebook section 4.5 (pp. 102–112)

Teaching ideas
Introduce the conductivity of ionic compounds in the molten state, or in aqueous solution. Note that
electrolysis results in the decomposition of the compound.

 The use of electrical energy to bring about chemical change is an important concept. The conditions in
which electrolysis takes place, and the distinction between electrolysis and the electrical conductivity of
metals, need to be clearly established.
 There is particular terminology linked to electrolysis and these words need to be clearly defined.
 Introduce the essential ideas using the more straightforward examples of the electrolysis of molten ionic
compounds. A demonstration of the electrolysis of lead bromide can be useful in providing a memorable
experimental focus, while the use of animations can be very helpful in supporting an explanation of the
changes taking place at the electrodes.
 The choice of the examples selected for discussion, and the sequence in which they are worked through,
are important to avoid confusion as students work through to the more complex examples in this topic.

Common misunderstandings and misconceptions

The main difficulty here is in the understanding of the processes of ion discharge at the electrodes. In this
context, the use of animations is very helpful. It is also important to establish the basic ideas of these
processes using the less complicated examples before progressing to the more complex examples. It is worth
noting that the examples used on the Core papers will all be those where the products can be straightforwardly
deduced from the name of the compound being electrolysed (even in solution).

Homework ideas
 End-of-chapter question 5 and Questions 4.11 to 4.14 in the Coursebook
 The movement of ions to electrodes is discussed in Exercise 4.6 The movement of ions.
 Exercise 4.3 The nature of electrolysis and Exercise 4.7 Making and ‘breaking’ copper chloride
 Activity 4.2 Web researching the extraction of aluminium is an activity that can then be followed up by
class discussion and presentations. Awareness of the economic and environmental implications of the very
high energy demand for electrolysis is important here (and the link to the need for recycling of aluminium
and the availability of hydroelectric power).

Topic 6 A closer look at electrode reactions

Coursebook section 4.6 (pp. 113–114)

Teaching ideas
Discuss the discharge of ions at the electrodes and key applications of electrolysis.

 The focus here is on the particular reactions that take place at the electrodes during electrolysis – certain
important examples are highlighted in terms of oxidation and reduction, and of the distinctive products
formed.

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 The demonstration described on Worksheet 4.4 A colourful electrolysis – demonstration is a useful one to
let students see the complexity of an example that has an industrial use. It is also one that can be followed
up by a student practical (Activity 4.3 The electrolysis of concentrated sodium chloride solution).
 The application of electroplating is an important use of electrolysis and can be summarised in a series of
simple rules.

Common misunderstandings and misconceptions

Again, the main difficulty here is the understanding of the processes of ion discharge at the electrodes. In this
context, the use of animations is very helpful.

Homework ideas
 Complete the questions on Worksheet 4.4 A colourful electrolysis – demonstration following the
demonstration.
 Follow up Activity 4.4 Electroplating copper with nickel with a web search on the usefulness of
electroplating.

© Cambridge University Press 2014 IGCSE® Chemistry Teaching ideas: Chapter

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