Task Card 1: Atomic Structure
1. Describe the difference between an element and a
compound. Give examples of each.
2. Write out an example of how to balance and
equation showing the steps you would do. Include
an explanation of the state symbols.
3. Draw the equipment needed for
a. Filtration
b. Crystallisation
c. Simple distillation
d. Fractional distillation
e. Chromatography
Label your diagrams with the key information about
the technique e.g. what you do, why it works.
Task Card 2: Atomic Structure
1. Draw diagrams of how the atomic model has
changed over time. Write around each diagram
some information on who discovered the new
atomic model and what experiments they did.
2. Draw and label an atom including the charges and
masses of the subatomic particles.
3. Draw out an example atom with the right number
of protons, neutrons and electrons. Write down
the rules you used to work it out.
4. Draw a diagram to show how atoms become ions.
Give an example of a metal forming a positive ion
and a non-metal forming a negative ion.
5. Draw out the different isotopes of hydrogen and
label how they are different.
6. Draw the electronic structure of some atoms and
explain how you work it out.
Task Card 3: Periodic table
1. Draw a flow chart to show how to first periodic
table was organised, how Mendeleev changed it,
how the modern periodic table is organised.
2. Draw the electron configuration of any of the noble
gases and use it to explain why they are so
unreactive.
3. Write out the equation for sodium with water.
Include details on what you would see when it
reacts. Include what would happen when universal
indicator is added, and why.
4. Draw out the electronic structures of Lithium,
Sodium and potassium. Use these diagrams to
explain
a. why their melting points decrease
b. why their reactivity increases
Task Card 4: Periodic table
1. Draw the electronic configuration for chlorine as an atom
and then as an ion.
2. Write out the word and symbol equation for the reaction
of chlorine and potassium bromide. Use it to explain the
displacement reactions between halogens.
3. Draw the electronic configuration of fluorine, chlorine and
bromine. Use them to explain why their reactivity
decreases.
4. What three things affect how strong the electrostatic
attraction is between an electron and the nucleus of an
atom. Use diagrams of Lithium and Sodium atoms to help
explain. Which of these three factors has the biggest
effect?
5. Draw this table. Fill it in with the differences between
these two types of metals.
Alkali metals Transition metals
Physical Properties
Chemical properties
Properties of the compounds
they make
Task Card 5: Structure and Bonding
1. Draw the particles in a solid, liquid and gas and
write about the movement of the particles and
how close together they are.
2. Draw a heating curve and label it.
3. HT ONLY: describe the limitations of the particle
model.
4. Draw electron configuration diagrams to show the
formation of sodium chloride. Name the force of
attraction between the ions.
5. How can you quickly work out the charge on an ion
from the group number?
6. Use diagrams of calcium and chlorine atoms and
ions to explain why calcium chloride is CaCl2.
Task Card 6: Structure and Bonding
1. Draw and label a giant ionic lattice.
2. Use you diagram to explain why ionic compounds
have high melting points.
3. Use your diagram to explain why ionic compounds
only conduct electricity when molten or in solution.
4. Draw the simple covalent molecules: hydrogen,
oxygen, hydrogen chloride, water and methane as
both electron configuration and also as the
displayed formula.
5. Explain the difference between intermolecular
forces and covalent bonds.
6. Draw the displayed formula for a polymer.
7. Explain why simple covalent molecules do not
conduct electricity.
Task Card 7: Structure and Bonding Task Card 8: TRIPLE ONLY Structure and
Bonding
1. Draw out a small part of a giant covalent structure
such as diamond or silicon dioxide. 1. What are nanoparticles and how do they differ to
2. Use the diagram to explain why they have high the same materials in bulk?
melting and boiling points, are insoluble, and 2. Why do they make good catalysts?
generally don’t conduct electricity. 3. Give 3 other uses of nanoparticles.
3. Draw the structure of graphite and label the 4. Give the potential risks of nanoparticles.
bonding.
4. Use the diagram to explain why it is used in pencils
and why it can conduct electricity and thermal
energy.
5. Draw a diagram of a fullerene. Use it to explain
their uses.
6. Draw a diagram of graphene. Use it to explain its
uses.
7. Draw and fully label a diagram of metallic bonding.
8. Use it to explain why metals can be bent and
shaped. Why alloys are stronger than pure metals.
Why metals can conduct heat and thermal energy.
Task Card 9: Chemical Calculations
1. Write the definition for Relative Atomic Mass.
2. Write out how you could find the relative formula
mass of H2O.
3. Explain what a mole is. Use how many atoms are in
12g of Carbon as an example to explain this idea.
4. Draw particle diagrams of a dilute and a
concentrated solution and use them to explain the
terms ‘dilute’ and ‘concentrated’.
5. How many cm3 are in a dm3?
6. Explain how to calculate the concentration of a
solution? Use the example:
50g of sodium hydroxide is dissolved in water to
200cm3. What is the concentration in g/dm3?
Task Card 10: HT ONLY Chemical
Calculations
1. HT ONLY Explain how to work out how many moles
of a substance you have got if you know the mass of
the substance. As an example show how to work out
how many moles of carbon there are in 36g of carbon.
2. HT ONLY Explain how to work out how much a given
number of moles of a substance would weigh. As an
example show how to work out how much 3 moles of
Calcium carbonate would weigh (CaCO3)
3. HT ONLY what is Avagadro’s constant and how will
you remember it?
Task Card 11: TRIPLE ONLY Chemical
Calculations
1. Write out an example showing how you can work
out reacting masses. Use the example:
How much hydrogen chloride can you make from 4g of
hydrogen?
H2 + Cl2  2HCl
2. Write out an example showing how you can work
out the stoichiometry of a reaction from the reacting
masses. Use the example:
Copper + oxygen  copper oxide. Calculate the
number of moles of each reactant and product to write
a balanced symbol equation if 6.35g of copper reacted
completely with 1.60g of oxygen to make 7.95g of
copper oxide.
Task Card 12: TRIPLE ONLY Chemical
Calculations
1. Explain what the limiting reagent is and how you
can work out which reactant is limiting. Use the
example:
Mg + 2HCl  MgCl2 + H2
If you have 4.8g of Mg reacting with a solution
containing 7.3g HCl – which is the limiting reagent?
3. What is meant by the ‘yield’ of a reaction?
4. Write out an example of how you calculate
percentage yield. Use the example:
If 7.0g of nitrogen are reacted with an excess of
hydrogen and 1.8g of ammonia is made, what is the
percentage yield?
N2+ 3H2  2NH3
5. List the factors affecting percentage yield.
Task Card 13: TRIPLE ONLY Chemical
Calculations Task Card 14: TRIPLE ONLY Required
Practical – Titrations.
1. What is meant by the term ‘atom economy’?
2. Write out an example of how you calculate the atom
1. Write out the titration method – include details of:
economy of a reaction. Use the example: • What is meant by ‘end point’
In the combustion of lead sulphide to produce lead • How to use a burette
oxide what is the atom economy? • How to use a pipette and why it is better than a
2PbS + 3O2  2PbO + 2SO2
measuring cylinder
• What a meniscus is and how to measure using it
3. Write the definition of ‘molar gas volume’. (you will • What an anomaly is
be given the molar gas volume in the exam). • What precise results are and what the term
4. Write out how to find out the volume of a particular concordant means
mass of a gas. Use the example: • Safety precautions needed
What volume of nitrogen gas (N2) would weigh 70.0g? • How to use your results to calculate the
5. Write out how you can use your knowledge of concentration of an unknown alkali solution
reacting masses and that of the molar gas volume to
find the volumes of reactants or products which are
gases. Use the example:
What mass of sodium azide (NaN3) is needed to make
48dm3 of nitrogen gas?
2 NaN3(s)  2Na(s) + 3N2(g)
Task Card 15: TRIPLE ONLY Chemical
Calculations
1. Explain how to calculate how many moles of a
substance are in a known volume of a known
concentration. Use the example:
What mass of potassium sulphate, K2OS2, is there in
25cm3 of a 2mol/dm3 solution?
2. Write out the steps to calculate concentration from
titrations. Use the example: 20cm3 Potassium
hydroxide was found to react with 12.5cm3 of 1.00
mol/dm3 hydrochloric acid. What is the concentration
of the potassium hydroxide?
KOH + HCl  KCl + H2O
Task Card 16: Chemical Changes
1. Draw out a table of the metals in order of their
reactivity as below. Use it to compare the reactions
with water and dilute acids.
Metals in order Reaction with Reaction with
of reactivity water Dilute acid
2. Show where hydrogen and carbon fit in the order of
reactivity.
3. Write out the word and symbol equation for the
reaction of magnesium (Mg) and copper sulphate
(CuSO4) use it to explain what a displacement reaction
is.
4. HT ONLY – What is oxidation and reduction. How
can you use ‘OIL RIG’ to remember this.
Task Card 17: Chemical Changes
1. What is a metal ore?
2. Why can gold be found in its native state?
3. Write the equation for the reduction of lead oxide
using carbon which is used to obtain (get) lead from
lead oxide.
4. Draw out the reactivity series including hydrogen
and carbon and label which oxides would be extracted
using reduction by carbon and which would need to
use electrolysis.
5. Write out the general equation for the reaction of a
metal with an acid. Use it to explain what a salt is.
Give examples of the salts made using different acids.
6. HT ONLY- Explain what is meant when we say that
the reaction between a metal and an acid is a redox
reaction. Use the example of the reaction between
magnesium and sulphuric acid. Write out ionic half
equations for the magnesium and the hydrogen.
Task Card 18: Chemical Changes
1. Write out the general equation for the reaction of
an acid and a base.
2. Explain how you work out the formula of salts by
knowing the charges on the ions. Use as an
example:
What is the formula of magnesium fluoride?
3. Write out a general equation for the reaction of an
acid and an alkali. Use the reaction between
hydrochloric acid and sodium hydroxide as an example.
4. Write out the steps for carrying out a titration to
produce a pure dry sample of a salt.
5. Write the general equation for the reaction of an
acid and a carbonate. Use the reaction of calcium
carbonate and hydrochloric acid as an example.
Task Card 19: Required Practical –
Making salts
From a metal oxide
Write out the method for producing pure dry crystals of
copper sulphate from copper oxide and sulphuric acid. Use
diagrams.
Include:
• How you will know how much copper oxide to add
• Any safety precautions needed
• A word (and if possible symbol) equation for the reaction
Task Card 20: Chemical Changes
1. Write the definition of an acid, alkali and base.
Include the ions they form in water.
2. Draw the pH scale and label it.
3. HT ONLY – Explain the difference between a strong
and a weak acid. Give examples of each.
4. Explain how pH is related to hydrogen ion
concentration.

From a metal carbonate

Write out the method for producing pure dry crystals of

calcium chloride from calcium carbonate and hydrochloric
acid. Use diagrams.

Include:
• How you will know how much calcium carbonate to add
• Any safety precautions needed
• A word (and if possible symbol) equation for the reaction
Task Card 21: Electrolysis

1. Write down the definition of electrolysis. Task Card 22: Electrolysis

2. Draw a diagram to show the electrolysis of copper
bromide. Label the anode, cathode and 1. Draw a diagram of the cell used to extract
electrolyte. On the diagram show what happens to aluminium from aluminium oxide by electrolysis.
the copper and bromide ions when they get to the Show what is produced at each electrode.
electrodes. 2. HT ONLY – write half equations for what happens at
each electrode.
3. HT ONLY – write half equations for what happens to 3. Explain why molten cryolite is added.
the copper and bromide ions. 4. Explain why the carbon anodes need to be replaced
4. Explain why only ionic compounds can be regularly.
electrolysed when dissolved or molten.
5. Draw a diagram to show the electrolysis of a
sodium chloride solution. Include all of the ions in
the solution and the rules which decide what is
given off at each electrode in a solution.
6. HT ONLY – write half equations for what happens at
each electrode.

Task Card 23: Required Practical –
Electrolysis of a Solution
1. Write a method for the electrolysis of sodium
chloride solution. Include:
• A diagram of the apparatus used.
• Any safety precautions you might need to use.
• The gas tests for hydrogen, oxygen and
chlorine so that you can test the gases
produced.
Task Card 24: Energy Changes
1. Write down the law of the conservation of energy.
2. Explain what an exothermic reaction is and give
some examples. Include two uses of exothermic
reactions.
3. Draw an reaction profile for an exothermic reaction
and label the activation energy and the overall
energy change.
4. Explain what an endothermic reaction is and give
some examples. Include a use of endothermic
reactions.
5. Draw a reaction profile for an endothermic reaction
and label the activation energy and the overall
energy change.
Task Card 25: Required Practical -
Investigating Temperature Changes
1. Write a method for using the temperature change
in the reaction between sodium hydroxide and
hydrochloric acid to find the point of neutralisation.
Include:
• A diagram of the apparatus used.
• Any safety precautions you might need to use.
• A sketch of the graph you would draw of your
results and how, using the graph, you could
find the volume of sodium hydroxide needed
to neutralise the acid.
• Two ideas of how you could improve the
method.
Task Card 26: HT ONLY - Energy Changes
1. HT ONLY – explain whether bond making and bond
breaking are exothermic or endothermic.
2. HT ONLY – Explain exothermic and endothermic
reactions in terms of whether more energy was
needed to break bonds, or released to make them.
3. HT ONLY – describe how you can calculate the
overall energy change of a reaction using bond
energies. Use as an example:
Calculate the overall energy change when ammonia is
made from nitrogen and hydrogen.
N2 + H2  NH3
If the bond energies are:-
N-N 945
H-H 436
N-H 391
Show how you would work out if it was exothermic or
endothermic.
Task Card 27: TRIPLE ONLY - Energy
Changes
1. Draw and label a Chemical Cell and use the diagram
to explain how it works. Use the example of copper
and zinc electrodes in a salt solution.
Include:
• Why using metals with a greater difference in
reactivities will result in a higher voltage.
• The meaning of ‘spectator ions’.
• Half equations for each electrode including
whether oxidation or reduction has taken
place.
• How chemical cells have improved over time.
2. Draw and label a Hydrogen Fuel Cell and use the
diagram to explain how it works. Include the half
equation for each electrode.
3. Explain why scientists want to develop the use of
hydrogen as a fuel.
Task Card 28: TRIPLE ONLY – Required
Practical – Investigating Chemical Cells
1. Draw a diagram of a chemical cell and write a
method of how to use this apparatus to investigate
the voltage produced by different metals paired
with magnesium ribbon.
Include:
• The variables of the experiment.
• Any safety precautions you would need to
take.
• How you could extend the investigation to
find out if any other factors would affect
the voltage produced.
Task Card 29: Rates and Equilibrium
1. List the two main ways that you can find out the
rate of a chemical reaction.
2. Sketch a graph of volume of gas produced against
time and label it to show where the reaction was
fastest and where it begins to slow down and
where it has stopped.
3. HT ONLY – Show how you could calculate the rate
at any point by drawing a tangent onto the graph.
4. Explain what is meant by the ‘collision theory’.
5. Use the collision theory to explain how changing
the surface area affects the rate of a reaction.
6. Use the collision theory to explain how changing
temperature affects the rate of a reaction.
7. Use the collision theory to explain how changing
the concentration and pressure affects the rate of a
reaction.
Task Card 30: Required Practical – How
does concentration affect the rate of a
reaction?
1. Write a method of how you could investigate the effect of
concentration by reacting marble chips (CaCO3) and
different concentrations of hydrochloric acid.
Include:
• The variables of the experiment.
• A diagram of the apparatus you would use.
• Any safety precautions you would need to take.
2. Write a method of how you could investigate the effect of
concentration by reacting hydrochloric acid with different
concentrations of sodium thiosulphate.
Include:
• The variables of the experiment.
• A diagram of the apparatus you would use.
• The meaning of the words ‘precipitate’ and
‘turbidity’
• Any safety precautions you would need to take.
Task Card 31: Rates and Equilibrium
Task Card 32: HT ONLY – Rates and
Equilibrium
1. Draw a reaction profile diagram to show a reaction
with and without a catalyst and use the diagram, 1. Explain ‘Le Chatelier’s Principle’ using the
and the collision theory, to explain how catalysts production of ammonia as an example.
work.
2. Explain the advantages of catalysts. 2. Use this concept to explain how pressure would
affect reversible reactions involving gases.
3. Explain what a reversible reaction is.
4. Write an equation for an example of a reversible 3. Use this concept to explain how temperature would
reaction using hydrated and anhydrous copper affect reversible reactions.
sulphate. Show, on the equation, which direction is
exothermic and which is endothermic.
5. Draw a reaction profile for this reaction and use it
to explain why the energy given out in one
direction is equal to that taken in, in the other
direction.

6. Give the definition of the term ‘equilibrium’.

7. Explain what is meant by the term ‘dynamic

equilibrium’.
Task Card 33: Crude Oil and Fuels
1. Describe what crude oil is made of.
2. Draw the displayed formulae of the first four
alkanes of the homologous series. Name them and
write their formulae.
3. Write the general formula for an alkane.
4. Draw a fractional distillation column. Label where
it is hottest and coldest. Show where different
fractions are collected.
Include the trends in:
• The boiling points of the fractions.
• The volatility of the fractions.
• The viscosity of the fractions.
• The flammability of the fractions.
Task Card 34: Crude Oil and Fuels
1. Write a word equation to show what is produced
when a hydrocarbon burns in plenty of air. Use
propane as an example.
2. Draw the apparatus you would use to test the
products given off when a hydrocarbon burns.
Include details of how to test for the different
products given off.
3. Write a word equation for the incomplete
combustion of a hydrocarbon.
4. Draw the apparatus for cracking paraffin in the
laboratory. Label it to show the catalyst.
5. Explain why we carry out cracking of longer chain
hydrocarbons.
6. What are the products of cracking and what are they
used for?
Task Card 35: TRIPLE ONLY - Organic
Reactions
1. Give the definition of a ‘functional group’.
2. Give the general formula of alkenes. How do they
differ from alkanes?
3. Write word and symbol equations for the following
reactions of alkenes.
• Combustion of alkenes (use ethene as the
example).
• Addition reactions of alkenes (use ethene
reacting with bromine and hydrogen as
examples).
• Reactions of alkenes with water (use
ethene as the example).
Task Card 36: TRIPLE ONLY – Organic
Reactions
1. Draw the displayed formula for the first four
alcohols, name them, and highlight the functional
group.
2. Give some uses of alcohols.
3. Write word and symbol equations for the following
reactions of alcohols.
• Combustion (use ethanol as an example)
• Reaction with sodium
• Oxidation using oxygen atoms from
potassium dichromate (V) solution
4. Draw the displayed formula for the first four
carboxylic acids, name them, and highlight the
functional group.
5. Explain why carboxylic acids are weak acids.
6. Draw the displayed formula of the ester made
when ethanol reacts with ethanoic acid. Name this
ester and highlight its functional group. Describe
the reaction conditions needed to make this ester.
Task Card 37: TRIPLE ONLY - Polymers
1. What is the bonding in polymers?
2. Draw the displayed formula equation for ethene
monomers becoming poly(ethene) in addition
polymerisation.
3. Explain the difference between addition and
condensation polymerisation.
4. Show how you can represent the general
polymerisation used to make polyesters.
5. Use a diagram to show how you can make polymers
such as starch and cellulose from simple
carbohydrates.
6. Use a diagram to show how you can make
polypeptides and proteins from amino acids.
7. Use a diagram to show how DNA is made from the
condensation polymerisation of monomers called
nucleotides. Include details of what the
nucleotides are made of and how two polymer
strands form a double helix.
Task Card 38: Chemical Analysis
1. Explain the difference between pure substances
and mixtures. Include how melting point and
boiling point data can be use to tell if something is
pure.
2. Draw and label the apparatus you could use to find
the melting point of a solid.
3. Describe what a formulation is. Give two examples.
4. Describe the test for hydrogen gas.
5. Describe the test for oxygen gas.
6. Describe the test for carbon dioxide gas.
7. Describe the test for chlorine gas.
Task Card 39: Required Practical -
Chromatography
1. Draw the apparatus needed to carry out
chromatography.
2. Write a method for this technique.
Use the keywords: capillary tube, pencil,
chromatography paper, solvent
3. Draw an example of a chromatogram and use it to
show how you could calculate the Rf value of a
substance.
Task Card 40: TRIPLE ONLY - Chemical
Analysis
1. Describe the method used to identify metal ions (Li,
Na, K, Ca and Cu) using Flame tests. Include the
results you would expect.
2. Describe how sodium hydroxide solution can be
used to identify metal ions and draw a flow chart to
show the how the different precipitates formed can
be used to identify the metal ion.
3. Write ionic equations for the reactions of
aluminium ions and iron ions with hydroxide ions as
examples of the precipitation reactions.
 Task Card 42: TRIPLE ONLY - Chemical
Analysis
1. Write about the tests to identify the following
negative ions:
Task Card 41: TRIPLE ONLY Required • Carbonates
Practical – Identifying unknown ionic • Halides
• Sulphates
compounds
Include ionic equations for each reaction.
1. Write a method you could use to identify an
unknown compound. Include a list of the tests you
2. What are the advantages of modern instrumental
would carry out and what the results would mean.
techniques?

3. Describe flame emission spectroscopy. What do

the results tell you?
Task Card 43: The Earth’s Atmosphere
1.Draw a flow chart
– in the first box list the gases in the early
atmosphere. State where they came from.
- in the second box show how the gases
changed when life began. Explain the
processes which caused these changes.
- In the third box show how humans are
changing the amount of carbon dioxide and
methane in the atmosphere.
2. Draw a diagram to explain global warming.
3. List the probable effects of climate change.
4. Write a definition of the term ‘carbon footprint’.
5. Give some examples of how we can reduce our
carbon footprint.
6. List the products of combustion of hydrocarbon
fuels, including those due to sulphur impurities
in coal and those produced when combustion
occurs with insufficient oxygen. Describe the
effects of these products.
7. How are nitrous oxides made and what do they
cause?
Task Card 44: The Earth’s resources
1. Explain the difference between finite and
renewable resources and give examples of each.
2. Draw a flow diagram to show how we make potable
water from water from rivers or reservoirs.
3. Draw a diagram of how distillation can be used to
produce pure water from salty water (desalination).
4. Draw a diagram to show how reverse osmosis
works to produce pure water from salty water
(desalination).
5. Draw a diagram to show how waste water is
treated at a sewage works. Include the removal of
organic matter and harmful microorganisms.
6. HT ONLY – Describe how is copper extracted from
copper rich ores.
Task Card 45: The Earth’s Atmosphere
1. What are the main stages considered in a life
cycle assessment? Draw a diagram to include the
stages and show the inputs and outputs.
2.List the main points in a comparison of the life
cycle assessments of plastic and paper bags.
3.Give the main advantages of recycling compared
to mining, use aluminium as an example.
4.HT ONLY – Describe how is copper extracted from
copper rich ores. Include a description of
displacement using scrap ion. Also include a
diagram of electrolysis of copper sulphate.
5.HT ONLY – Describe how copper is extracted from
low-grade copper ores. Include a description of
phytomining and bioleaching.
Task Card 46: The Earth’s resources
1. Explain the difference between finite and
renewable resources and give examples of each.
2. Draw a flow diagram to show how we make potable
water from water from rivers or reservoirs.
3. Draw a diagram of how distillation can be used to
produce pure water from salty water (desalination).
4. Draw a diagram to show how reverse osmosis
works to produce pure water from salty water
(desalination).
5. Draw a diagram to show how waste water is
treated at a sewage works. Include the removal of
organic matter and harmful microorganisms.
Task Card 47: TRIPLE ONLY - Using our
resources
1.Draw a diagram of the experiment you could
carry out to show what is needed for iron to rust.
2.Write a word equation for the formation of rust
(hydrated iron (III) oxide).
3. Describe different materials that can be used to
coat iron to prevent rusting.
4.Explain how galvanising and sacrificial protection
prevent rusting.
5. Draw a diagram to help explain why alloys are
harder than pure metals.
6.Give examples of steels. Include the relative
proportion of carbon (high/low) or other metals
the iron is alloyed with and also list the main
properties.
Task Card 48: TRIPLE ONLY – Using our
resources
1. What affects the properties of a polymer?
2. Draw a diagram of LD poly(ethene) and HD
poly(ethene). Next to the diagrams write the
reaction conditions used. Use the diagrams to
explain their properties.
3. Draw diagrams of a thermosetting and a
thermosoftening polymer. Label any covalent bond
crosslinks. Use the diagram, and the difference
between covalent bonds and intermolecular forces,
to explain why one will soften on heating and the
other will not.
Task Card 49: TRIPLE ONLY - Using our
resources
1. Explain the difference between soda glass and
borosilicate glass. Include what they are made
of, the conditions under which they are made,
and their properties.
2.Describe how ceramics are made. Explain why
they are brittle.
3.Give two examples of composites and use the
examples to explain why we often use
composites in place of pure materials.
4.Why is ammonia important? What is it used to
make?
5.What is used to make ammonia and where do we
get these two gases from?
6.Write the balanced symbol equation for the
Haber Process.
7.What are the conditions used in the Haber
process and why do we choose these conditions?
Task Card 50: TRIPLE ONLY – Using our
resources
1.Draw a diagram of the Haber process. Include
the recycling of any unused nitrogen and
hydrogen.
2.Sketch a graph to show how temperature and
pressure affect the yield of ammonia.
3.Show how using different acids to neutralise
ammonia can used to make different fertilisers.
4.Write a method for the laboratory preparation of
ammonium sulphate.
5. Write the word and symbol equation of the
reaction of ammonia with nitric acid.
6.What are fertilisers used to supply to plants?
7.Where is the phosphorous in fertilisers from and
how is this treated to make phosphates in
commercial fertilisers?
8.Where does the potassium in fertilisers come
from?
9.Compare the production of commercial fertilisers
with the laboratory preparation of these
compounds.