Step 3 is to ensure all of the acid has reacted by adding copper(II) oxide in excess. Step 4 is to remove any unreacted excess copper(II) oxide by filtering.
Solubility is the ability of a substance to dissolve in a solvent like water. The solubility of salts is important for separating mixtures of salts, preparing salt samples, and identifying cations and anions. A soluble salt dissolves in water at room temperature, including most nitrates, ethanoates, sodium, potassium, and ammonium salts. Soluble salts can be prepared through four types of reactions: between an acid and alkali, acid and base, acid and reactive metal, or acid and metal carbonate. Preparation of soluble salts like potassium nitrate involves a neutralization reaction between an acid and base.
This document provides a 22 question practice exam on the preparation of salts from acids and bases/metal oxides/carbonates. It tests understanding of the key steps in salt preparation including addition of excess reactant, filtration, evaporation and crystallization. Questions cover the preparation of specific salts such as copper(II) sulfate, magnesium sulfate and ammonium sulfate.
Dynamic equilibrium occurs in reversible reactions where the forward and backward reactions proceed at the same rate, resulting in no net change in the amounts of reactants and products despite the reactions being ongoing. It can only exist within a closed system to prevent products from escaping. The position of dynamic equilibrium depends on factors like temperature and concentration, and may favor either reactants or products, rather than having equal amounts of both.
The document is a guide about the halogens for GCSE chemistry students. It discusses the key properties and trends within group VII of the periodic table. The guide covers topics such as physical appearances, boiling points, electronic configurations, atomic sizes, and reactivity trends. It also describes reactions of halogens with metals and displacement reactions between halides.
The document discusses chemical equations and reactions. It defines key terms like reactants, products, and coefficients. It explains how to write and balance chemical equations. It also describes different types of chemical reactions like synthesis, decomposition, and single/double replacement reactions. Guidelines are provided for predicting products and writing balanced equations.
This document discusses the characteristic properties of s-block elements, which include the alkali metals (Group IA) and alkaline earth metals (Group IIA). Some key points discussed include:
- S-block elements have their outermost shell electrons in the s orbital.
- Alkali metals react vigorously with water to form alkaline hydroxides and hydrogen gas. Reactivity increases down the group.
- They form oxides, peroxides, and superoxides with oxygen. Oxidation states include -2, -1, and -1/2.
- Properties such as ionization energy, hydration energy, and metallic character generally decrease or increase moving down a group and across a period,
The document discusses the properties of group 16 (chalcogen) elements (oxygen, sulfur, selenium, tellurium, polonium). Key points include:
- They have the general electronic configuration of ns2np4 and can exhibit oxidation states of -2, +2, +4, and +6.
- Properties vary periodically down the group with atomic size increasing and ionization energy/electronegativity decreasing.
- Oxygen is a gas that forms strong diatomic bonds while sulfur exists as solid rings.
- Important compounds formed include hydrides, halides like sulfur hexafluoride, and oxoacids such as sulfuric acid.
- O
The document discusses four methods for preparing salts: 1) Reacting a metal with an acid, 2) Reacting an insoluble base with an acid, 3) Neutralizing an alkali with an acid through titration, and 4) Precipitation. It then provides examples of soluble and insoluble compounds, and explains how to specifically prepare zinc sulfate by reacting zinc powder with sulfuric acid. The document asks to describe how to prepare several example salts using these methods.
Solubility is the ability of a substance to dissolve in a solvent like water. The solubility of salts is important for separating mixtures of salts, preparing salt samples, and identifying cations and anions. A soluble salt dissolves in water at room temperature, including most nitrates, ethanoates, sodium, potassium, and ammonium salts. Soluble salts can be prepared through four types of reactions: between an acid and alkali, acid and base, acid and reactive metal, or acid and metal carbonate. Preparation of soluble salts like potassium nitrate involves a neutralization reaction between an acid and base.
This document provides a 22 question practice exam on the preparation of salts from acids and bases/metal oxides/carbonates. It tests understanding of the key steps in salt preparation including addition of excess reactant, filtration, evaporation and crystallization. Questions cover the preparation of specific salts such as copper(II) sulfate, magnesium sulfate and ammonium sulfate.
Dynamic equilibrium occurs in reversible reactions where the forward and backward reactions proceed at the same rate, resulting in no net change in the amounts of reactants and products despite the reactions being ongoing. It can only exist within a closed system to prevent products from escaping. The position of dynamic equilibrium depends on factors like temperature and concentration, and may favor either reactants or products, rather than having equal amounts of both.
The document is a guide about the halogens for GCSE chemistry students. It discusses the key properties and trends within group VII of the periodic table. The guide covers topics such as physical appearances, boiling points, electronic configurations, atomic sizes, and reactivity trends. It also describes reactions of halogens with metals and displacement reactions between halides.
The document discusses chemical equations and reactions. It defines key terms like reactants, products, and coefficients. It explains how to write and balance chemical equations. It also describes different types of chemical reactions like synthesis, decomposition, and single/double replacement reactions. Guidelines are provided for predicting products and writing balanced equations.
This document discusses the characteristic properties of s-block elements, which include the alkali metals (Group IA) and alkaline earth metals (Group IIA). Some key points discussed include:
- S-block elements have their outermost shell electrons in the s orbital.
- Alkali metals react vigorously with water to form alkaline hydroxides and hydrogen gas. Reactivity increases down the group.
- They form oxides, peroxides, and superoxides with oxygen. Oxidation states include -2, -1, and -1/2.
- Properties such as ionization energy, hydration energy, and metallic character generally decrease or increase moving down a group and across a period,
The document discusses the properties of group 16 (chalcogen) elements (oxygen, sulfur, selenium, tellurium, polonium). Key points include:
- They have the general electronic configuration of ns2np4 and can exhibit oxidation states of -2, +2, +4, and +6.
- Properties vary periodically down the group with atomic size increasing and ionization energy/electronegativity decreasing.
- Oxygen is a gas that forms strong diatomic bonds while sulfur exists as solid rings.
- Important compounds formed include hydrides, halides like sulfur hexafluoride, and oxoacids such as sulfuric acid.
- O
The document discusses four methods for preparing salts: 1) Reacting a metal with an acid, 2) Reacting an insoluble base with an acid, 3) Neutralizing an alkali with an acid through titration, and 4) Precipitation. It then provides examples of soluble and insoluble compounds, and explains how to specifically prepare zinc sulfate by reacting zinc powder with sulfuric acid. The document asks to describe how to prepare several example salts using these methods.
The document discusses neutralization in chemistry. It lists the group members and learning objectives which are to explain neutralization, write equations for neutralization reactions, and explain applications of neutralization. It then covers definition of neutralization, examples of neutralization equations, and applications like insect stings, indigestion, soil treatment, and factory waste neutralization.
The document discusses several theories of acids and bases that developed over time:
- Lavoisier's original oxygen theory defined acids as containing oxygen (1776). This was disproven by Davy in 1810.
- Liebig proposed in 1838 that acids contain replaceable hydrogen.
- Arrhenius' 1884 definition defined acids as producing hydrogen ions (H+) and bases as producing hydroxide ions (OH-) in aqueous solutions, which became the standard definition.
- Lewis in 1923 expanded the definition to electron pair transfers between any acids and bases, not just involving hydrogen.
- Other theories such as Lux-Flood's oxygen theory of 1939 and Pearson's hard/soft acid base principle
The document discusses the properties and reactions of alkali metals. It notes that there are 6 alkali metals - lithium, sodium, potassium, rubidium, cesium, and francium. Alkali metals are found in common items like salt and play an important role in sustaining life. They have low melting and boiling points compared to other metals. All alkali metals vigorously react with water, producing hydrogen gas and the metal hydroxide, with the reaction speed and violence increasing down the group. Salt is produced through the vigorous reaction of sodium with chlorine gas.
The document provides information about various chemistry concepts related to air and water:
- It describes chemical tests to identify water and the purification of water supplies through filtration and chlorination.
- The composition of clean air is described as 78% nitrogen, 21% oxygen and small quantities of other gases. Common air pollutants like carbon monoxide and their sources are stated.
- Fractional distillation is outlined as the process used to separate oxygen and nitrogen from liquid air based on their different boiling points.
- Rusting is described as a reaction between iron, air and water that can be prevented by methods like painting and galvanizing to exclude oxygen.
CONTENTS
Electrochemistry: definition & importance
Conductors: metallic & electrolytic conduction,
Electrolytes, Electrochemical cell & electrolytic cell
A simple electrochemical cell: Galvanic cell or (Daniell Cell)
Cell reaction, cell representation, Salt bridge & its use,
Electrode potential, standard electrode potential, SHE,
Standard cell potential or standard electromotive force of a cell
Electrochemical series (Standard reduction potential values)
Nernst Equation, Relationship with Standard cell potential with Gibbs energy & also equilibrium constant
Resistance (R) & conductance (G) of a solution of an electrolyte
Conductivity (k) of solution, Cell constant (G*) & their units,
Molar conductivity (Λm) & its variation with concentration & temperature,
Debye Huckel Onsager equation & Limiting molar conductivity,
Kohlrausch’s law & its application & numerical problems.
Electrolytic cells & electrolysis.
Some examples of electrolysis of electrolytes in molten / aq. state.
Faraday’s laws of electrolysis: First & second law- numerical problems. Corrosion, Electrochemical theory of rusting.
Prevention of rusting.
Metals react with oxygen in the air to form metal oxides. For example, magnesium burns with an intense light when heated in air, forming magnesium oxide. Other metals like copper and aluminum also form oxides when heated in air. The reactivity of different metals with oxygen varies, with sodium and potassium being the most reactive and catching fire in open air. Less reactive metals like iron do not burn but will react when sprinkled as filings in a flame. Some metal oxides like aluminum oxide are amphoteric, reacting with both acids and bases.
The document discusses the use of variant question papers by CIE (Cambridge International Examinations) for some of their popular assessments. It explains that while the content and standard of assessment remains the same, there are now two variants of the question papers, mark schemes, and principal examiner reports available for one component. This provides centers with more past examination material than usual to access. It includes both variants in the document. It also provides contact information for any questions about these changes and instructions for identifying the relevant parts of the document.
Metals and the Reactivity Series CIE iGCSE 0620 PPQ.pdfMathandScienced
This document provides sample questions and answers from past Cambridge IGCSE Chemistry examination papers on the topics of metals and the reactivity series. Specifically, it lists questions from Papers 1, 2, 3, and 4 from the 2016 specimen papers as well as Papers 1, 2, and 3 from the June 2013 and November 2013 past papers, along with short summaries of the correct answers.
Ppt1 Introduction To Qa & Tests For Gasessitinurbaiyah
The document discusses qualitative analysis, which is a process chemists use to identify unknown substances. It involves performing chemical tests to determine the cations and anions present, allowing identification of the substance. Common tests include observing the appearance of solids and solutions, determining solubility, observing gases produced from heating or adding acids/alkalis. Gases can be identified using tests like their reaction with litmus, ability to relight a glowing splint, or forming precipitates with reagents. The goal is to perform experiments and make inferences to identify an unknown salt or mixture.
An acid is a substance that produces hydrogen ions in water and has a pH less than 7. Strong acids, like hydrochloric acid, are completely ionized in water, while weak acids like acetic acid only partially ionize. Acids react with metals to produce salts and hydrogen gas, with carbonates to produce salts, water and carbon dioxide gas, and with bases to produce salts and water. They have sour tastes and are corrosive.
This document provides a chemistry exam on acids, bases and salts from the Cambridge International Examinations board. It contains 21 multiple choice questions testing understanding of concepts such as the preparation of salts from reactions between acids and bases or metal oxides. Students are asked about the purpose of steps in salt preparation procedures, the products and reagents of different salt forming reactions, and the equipment used. The document also provides the grade boundaries for the exam.
The document describes tests to identify common halide ions and other anions. Chloride, bromide, and iodide ions were tested with silver nitrate and ammonia to observe solubility. Sulphite ions were detected by the production of sulfur dioxide gas detected by dichromate paper. Carbonate and hydrogen carbonate ions were detected through gas production and barium chloride precipitate formation with hydrochloric acid. Nitrate ions were identified by the production of ammonia gas on addition of aluminum and sodium hydroxide.
This document discusses different types of oxides:
- Acidic oxides are formed from nonmetals and produce acidic solutions. Basic oxides are formed from metals and produce basic solutions.
- Neutral oxides do not react with acids or bases. Amphoteric oxides can behave as either acids or bases depending on the other reactants.
- Common acidic oxides include SO2 and SiO2. Sodium oxide (Na2O) and calcium oxide (CaO) are examples of basic oxides. Zinc oxide and aluminum oxide are amphoteric oxides that can react as either acids or bases.
This document outlines key concepts about acids, bases, and salts. It defines acids as substances that produce hydrogen ions in water. There are strong acids that fully ionize and weak acids that partially ionize. Bases are oxides or hydroxides of metals. Alkalis are soluble bases that produce hydroxide ions in water. Acids and bases react to form salts and water in a neutralization reaction. The pH scale measures acidity and alkalinity. Indicators change color with pH. There are four types of oxides. Salts contain cations from bases and anions from acids. Common salts have various industrial and domestic uses.
This document discusses the properties and characteristics of alkaline earth metals. It begins by defining alkaline earth metals as group 2 elements with an outer electron configuration of ns2. Some key points made include:
- Alkaline earth metals have higher ionization energies than alkali metals. Ionization energy decreases down the group as atomic size increases.
- Their physical properties include being silvery-white, soft metals that are stronger oxidizers than alkali metals. They impart unique flame colors.
- Chemically, they readily react with oxygen, water and halogens. Reactivity increases down the group. They form basic hydroxides except for beryllium.
- The document also discusses trends
This document discusses the three states of matter - solid, liquid, and gas. It explains that the state of a substance depends on temperature and pressure, and describes several phase changes between the different states (melting, freezing, boiling, evaporation, condensation, sublimation) and the energy changes involved. It also compares the properties of solids, liquids, and gases in terms of particle arrangement and movement. In addition, the document discusses diffusion, osmosis, and the particle theory of matter.
This chapter discusses the periodic table, explaining that elements are arranged in order of atomic number and grouped into periods and groups based on their electron configuration, with groups having similar properties and periods showing trends down the table. Properties of elements in groups I, VII, and 0 are described, including their physical states, reactivity, and chemical properties.
This document discusses the structures and nomenclature of oxo acids of halogens. It outlines the different oxo anions formed with halogens such as hypohalite (XO)-, halite (XO2)-, halate (XO3)-, and perhalate (XO4)- and their corresponding acid names such as hypohalous acid, halous acid, halic acid, and perhalic acid. It describes the hybridization of halogens in these different oxoacids, which can be linear, bent, trigonal planar or tetrahedral depending on the oxo anion. Finally, it explains that the strength of the oxo-halo acids increases with
The document discusses the periodic table of elements, explaining how the elements are organized according to properties like atomic number and mass and describing important groups of elements including metals, non-metals, noble gases, and families like alkali metals and halogens. It provides details on the development of the periodic table and key aspects of classifying and understanding the elements.
Group VII elements are called halogens. They exist as diatomic molecules (F2, Cl2, Br2, I2) and have seven electrons in their outer shell. Fluorine has the smallest atomic radius while iodine has the largest due to more electron shells. Melting and boiling points decrease from fluorine to iodine due to weaker van der Waals forces between larger molecules. Electronegativity decreases from fluorine to iodine as the nucleus attracts electrons less. Halogens can gain electrons to form ions or share electrons to form covalent bonds. More reactive halogens can displace less reactive ones from solutions.
Preparation of salts (multiple choice) qpRubaHusain
Step 3 is to ensure all of the acid has reacted by adding copper(II) oxide in excess. Step 4 is to remove any excess copper(II) oxide by filtration to obtain pure copper(II) sulfate crystals.
The correct sequence of steps is: dissolving → filtration → evaporation → crystallisation.
Salts can be prepared by reacting dilute acids with metals, bases, or carbonates. Copper(II) chloride could be prepared by reacting copper with hydrochloric acid or by reacting copper carbonate with hydrochloric acid.
This chemistry quiz contains 25 multiple choice questions testing knowledge of chemical reactions and compound identification. Questions ask students to identify products of reactions between acids and bases or salts, such as reactions that produce gas, change in pH, or precipitates. Other questions test the ability to deduce the identity of a compound based on solubility, color changes from reagents, or other evidence from chemical tests. The final questions cover topics like the best methods and reagents for preparing specific salts like calcium sulfate, barium sulfate, or those insoluble in water.
The document discusses neutralization in chemistry. It lists the group members and learning objectives which are to explain neutralization, write equations for neutralization reactions, and explain applications of neutralization. It then covers definition of neutralization, examples of neutralization equations, and applications like insect stings, indigestion, soil treatment, and factory waste neutralization.
The document discusses several theories of acids and bases that developed over time:
- Lavoisier's original oxygen theory defined acids as containing oxygen (1776). This was disproven by Davy in 1810.
- Liebig proposed in 1838 that acids contain replaceable hydrogen.
- Arrhenius' 1884 definition defined acids as producing hydrogen ions (H+) and bases as producing hydroxide ions (OH-) in aqueous solutions, which became the standard definition.
- Lewis in 1923 expanded the definition to electron pair transfers between any acids and bases, not just involving hydrogen.
- Other theories such as Lux-Flood's oxygen theory of 1939 and Pearson's hard/soft acid base principle
The document discusses the properties and reactions of alkali metals. It notes that there are 6 alkali metals - lithium, sodium, potassium, rubidium, cesium, and francium. Alkali metals are found in common items like salt and play an important role in sustaining life. They have low melting and boiling points compared to other metals. All alkali metals vigorously react with water, producing hydrogen gas and the metal hydroxide, with the reaction speed and violence increasing down the group. Salt is produced through the vigorous reaction of sodium with chlorine gas.
The document provides information about various chemistry concepts related to air and water:
- It describes chemical tests to identify water and the purification of water supplies through filtration and chlorination.
- The composition of clean air is described as 78% nitrogen, 21% oxygen and small quantities of other gases. Common air pollutants like carbon monoxide and their sources are stated.
- Fractional distillation is outlined as the process used to separate oxygen and nitrogen from liquid air based on their different boiling points.
- Rusting is described as a reaction between iron, air and water that can be prevented by methods like painting and galvanizing to exclude oxygen.
CONTENTS
Electrochemistry: definition & importance
Conductors: metallic & electrolytic conduction,
Electrolytes, Electrochemical cell & electrolytic cell
A simple electrochemical cell: Galvanic cell or (Daniell Cell)
Cell reaction, cell representation, Salt bridge & its use,
Electrode potential, standard electrode potential, SHE,
Standard cell potential or standard electromotive force of a cell
Electrochemical series (Standard reduction potential values)
Nernst Equation, Relationship with Standard cell potential with Gibbs energy & also equilibrium constant
Resistance (R) & conductance (G) of a solution of an electrolyte
Conductivity (k) of solution, Cell constant (G*) & their units,
Molar conductivity (Λm) & its variation with concentration & temperature,
Debye Huckel Onsager equation & Limiting molar conductivity,
Kohlrausch’s law & its application & numerical problems.
Electrolytic cells & electrolysis.
Some examples of electrolysis of electrolytes in molten / aq. state.
Faraday’s laws of electrolysis: First & second law- numerical problems. Corrosion, Electrochemical theory of rusting.
Prevention of rusting.
Metals react with oxygen in the air to form metal oxides. For example, magnesium burns with an intense light when heated in air, forming magnesium oxide. Other metals like copper and aluminum also form oxides when heated in air. The reactivity of different metals with oxygen varies, with sodium and potassium being the most reactive and catching fire in open air. Less reactive metals like iron do not burn but will react when sprinkled as filings in a flame. Some metal oxides like aluminum oxide are amphoteric, reacting with both acids and bases.
The document discusses the use of variant question papers by CIE (Cambridge International Examinations) for some of their popular assessments. It explains that while the content and standard of assessment remains the same, there are now two variants of the question papers, mark schemes, and principal examiner reports available for one component. This provides centers with more past examination material than usual to access. It includes both variants in the document. It also provides contact information for any questions about these changes and instructions for identifying the relevant parts of the document.
Metals and the Reactivity Series CIE iGCSE 0620 PPQ.pdfMathandScienced
This document provides sample questions and answers from past Cambridge IGCSE Chemistry examination papers on the topics of metals and the reactivity series. Specifically, it lists questions from Papers 1, 2, 3, and 4 from the 2016 specimen papers as well as Papers 1, 2, and 3 from the June 2013 and November 2013 past papers, along with short summaries of the correct answers.
Ppt1 Introduction To Qa & Tests For Gasessitinurbaiyah
The document discusses qualitative analysis, which is a process chemists use to identify unknown substances. It involves performing chemical tests to determine the cations and anions present, allowing identification of the substance. Common tests include observing the appearance of solids and solutions, determining solubility, observing gases produced from heating or adding acids/alkalis. Gases can be identified using tests like their reaction with litmus, ability to relight a glowing splint, or forming precipitates with reagents. The goal is to perform experiments and make inferences to identify an unknown salt or mixture.
An acid is a substance that produces hydrogen ions in water and has a pH less than 7. Strong acids, like hydrochloric acid, are completely ionized in water, while weak acids like acetic acid only partially ionize. Acids react with metals to produce salts and hydrogen gas, with carbonates to produce salts, water and carbon dioxide gas, and with bases to produce salts and water. They have sour tastes and are corrosive.
This document provides a chemistry exam on acids, bases and salts from the Cambridge International Examinations board. It contains 21 multiple choice questions testing understanding of concepts such as the preparation of salts from reactions between acids and bases or metal oxides. Students are asked about the purpose of steps in salt preparation procedures, the products and reagents of different salt forming reactions, and the equipment used. The document also provides the grade boundaries for the exam.
The document describes tests to identify common halide ions and other anions. Chloride, bromide, and iodide ions were tested with silver nitrate and ammonia to observe solubility. Sulphite ions were detected by the production of sulfur dioxide gas detected by dichromate paper. Carbonate and hydrogen carbonate ions were detected through gas production and barium chloride precipitate formation with hydrochloric acid. Nitrate ions were identified by the production of ammonia gas on addition of aluminum and sodium hydroxide.
This document discusses different types of oxides:
- Acidic oxides are formed from nonmetals and produce acidic solutions. Basic oxides are formed from metals and produce basic solutions.
- Neutral oxides do not react with acids or bases. Amphoteric oxides can behave as either acids or bases depending on the other reactants.
- Common acidic oxides include SO2 and SiO2. Sodium oxide (Na2O) and calcium oxide (CaO) are examples of basic oxides. Zinc oxide and aluminum oxide are amphoteric oxides that can react as either acids or bases.
This document outlines key concepts about acids, bases, and salts. It defines acids as substances that produce hydrogen ions in water. There are strong acids that fully ionize and weak acids that partially ionize. Bases are oxides or hydroxides of metals. Alkalis are soluble bases that produce hydroxide ions in water. Acids and bases react to form salts and water in a neutralization reaction. The pH scale measures acidity and alkalinity. Indicators change color with pH. There are four types of oxides. Salts contain cations from bases and anions from acids. Common salts have various industrial and domestic uses.
This document discusses the properties and characteristics of alkaline earth metals. It begins by defining alkaline earth metals as group 2 elements with an outer electron configuration of ns2. Some key points made include:
- Alkaline earth metals have higher ionization energies than alkali metals. Ionization energy decreases down the group as atomic size increases.
- Their physical properties include being silvery-white, soft metals that are stronger oxidizers than alkali metals. They impart unique flame colors.
- Chemically, they readily react with oxygen, water and halogens. Reactivity increases down the group. They form basic hydroxides except for beryllium.
- The document also discusses trends
This document discusses the three states of matter - solid, liquid, and gas. It explains that the state of a substance depends on temperature and pressure, and describes several phase changes between the different states (melting, freezing, boiling, evaporation, condensation, sublimation) and the energy changes involved. It also compares the properties of solids, liquids, and gases in terms of particle arrangement and movement. In addition, the document discusses diffusion, osmosis, and the particle theory of matter.
This chapter discusses the periodic table, explaining that elements are arranged in order of atomic number and grouped into periods and groups based on their electron configuration, with groups having similar properties and periods showing trends down the table. Properties of elements in groups I, VII, and 0 are described, including their physical states, reactivity, and chemical properties.
This document discusses the structures and nomenclature of oxo acids of halogens. It outlines the different oxo anions formed with halogens such as hypohalite (XO)-, halite (XO2)-, halate (XO3)-, and perhalate (XO4)- and their corresponding acid names such as hypohalous acid, halous acid, halic acid, and perhalic acid. It describes the hybridization of halogens in these different oxoacids, which can be linear, bent, trigonal planar or tetrahedral depending on the oxo anion. Finally, it explains that the strength of the oxo-halo acids increases with
The document discusses the periodic table of elements, explaining how the elements are organized according to properties like atomic number and mass and describing important groups of elements including metals, non-metals, noble gases, and families like alkali metals and halogens. It provides details on the development of the periodic table and key aspects of classifying and understanding the elements.
Group VII elements are called halogens. They exist as diatomic molecules (F2, Cl2, Br2, I2) and have seven electrons in their outer shell. Fluorine has the smallest atomic radius while iodine has the largest due to more electron shells. Melting and boiling points decrease from fluorine to iodine due to weaker van der Waals forces between larger molecules. Electronegativity decreases from fluorine to iodine as the nucleus attracts electrons less. Halogens can gain electrons to form ions or share electrons to form covalent bonds. More reactive halogens can displace less reactive ones from solutions.
Preparation of salts (multiple choice) qpRubaHusain
Step 3 is to ensure all of the acid has reacted by adding copper(II) oxide in excess. Step 4 is to remove any excess copper(II) oxide by filtration to obtain pure copper(II) sulfate crystals.
The correct sequence of steps is: dissolving → filtration → evaporation → crystallisation.
Salts can be prepared by reacting dilute acids with metals, bases, or carbonates. Copper(II) chloride could be prepared by reacting copper with hydrochloric acid or by reacting copper carbonate with hydrochloric acid.
This chemistry quiz contains 25 multiple choice questions testing knowledge of chemical reactions and compound identification. Questions ask students to identify products of reactions between acids and bases or salts, such as reactions that produce gas, change in pH, or precipitates. Other questions test the ability to deduce the identity of a compound based on solubility, color changes from reagents, or other evidence from chemical tests. The final questions cover topics like the best methods and reagents for preparing specific salts like calcium sulfate, barium sulfate, or those insoluble in water.
This document summarizes a YouTube chemistry video about acids, bases, and salts. It discusses the pH of salt solutions, methods of preparing salts, and properties of different salts like solubility and water of crystallization. It also contains sample chemistry questions and their answers about identifying oxides, salts, and writing chemical equations. Key topics covered include acid-base reactions, salt preparations, and properties of common salts and oxides.
Sulphur dioxide can be prepared in the laboratory by adding dilute sulphuric acid to sodium sulphite. This produces sulphur dioxide gas along with sodium sulphate and water. Sulphur dioxide can be detected using acidified potassium dichromate solution, which turns from orange to green upon reaction. Excess sulphur dioxide bubbled through sodium hydroxide forms sodium hydrogen sulphite. Sulphur dioxide is used to manufacture sulphuric acid via the contact process, where it is oxidized to sulphur trioxide and absorbed in concentrated sulphuric acid.
1. Salts can be either soluble or insoluble depending on their constituent ions. Soluble salts dissolve in water while insoluble salts do not.
2. Insoluble salts are prepared through precipitation or double decomposition reactions between aqueous solutions containing the ions that will form the insoluble salt. Soluble salts are prepared through acid-base reactions or reactions between acids and reactive metals/metal oxides/carbonates.
3. Both soluble and insoluble salts require purification steps like filtration, rinsing, and drying to obtain the pure salt.
The document is a 10 question pretest about salts. It asks students to identify examples of salts used in daily life, which salt is used as a fertilizer, and which salt can neutralize excess stomach acid. It also asks students to identify the acid used to make ammonium chloride, the salt formed from sodium hydroxide and hydrochloric acid, chemical equations that represent neutralization, reactions that can produce potassium sulfate, true statements about salts, the type of salts formed from ethanoic acid, and the definition of a salt.
This document contains a chemistry exam for Form 4 students in Malaysia. It consists of 30 multiple choice questions testing concepts in chemistry including acids and bases, chemical reactions, and properties of substances. The questions cover topics such as acid-base reactions, properties of acids and bases, preparation of salts, pH and concentration, and identification of substances and chemical equations.
Revision on acid base and salt = with answersMRSMPC
This document provides information about chemistry revision on acids, bases and salts. It discusses soluble and insoluble salts such as chlorides, sulphates and nitrates. It also describes methods for preparing soluble and insoluble salts, including the titration and solid acid methods. The document further discusses the preparation of copper(II) sulphate through the reaction of copper(II) oxide with sulphuric acid, and provides chemical tests to identify the copper and sulphate ions.
Characteristic properties of acids & bases (multiple choice) QPMuhammad Abdul Mageid
1. The document contains questions about acids, bases, pH and chemical reactions. It tests knowledge of properties such as reacting with litmus, producing gases, and changing pH.
2. Questions cover topics like identifying acids and bases, using pH to determine best treatments, observing color changes with indicators, and writing balanced chemical equations.
3. Common reactions mentioned include neutralization, production of carbon dioxide or ammonia from reactions with acids or bases, and changes in pH that occur during acid-base reactions.
The document discusses different types of metal compounds including oxides, hydroxides, carbonates, nitrates, and chlorides. It describes methods of preparing these compounds such as direct combination of metals with oxygen or other reactants, or reactions of metal salts with bases or acids. The properties, reactions and uses of these compounds are also outlined. For example, metal oxides can be basic, acidic, or amphoteric and are used to form salts or in manufacturing. Hydroxides vary in solubility depending on the metal's reactivity and react with acids to form salts. Carbonates and nitrates similarly react with acids.
This document provides information on synthesizing and qualitatively analyzing salts. It discusses how salts are formed by replacing hydrogen ions in acids with metal ions or ammonium ions. Common salt reactions and solubility rules for various salts are presented. Methods for synthesizing soluble and insoluble salts are described. Qualitative salt analysis involves tests to identify cations using sodium hydroxide and ammonium hydroxide solutions and tests to identify anions using reagents like barium chloride and silver nitrate solutions. Color changes, gas evolution and precipitate formation are observed to determine the present ions.
This document summarizes the solubility of different types of salts in water. It states that hydroxides are generally insoluble except for potassium and sodium hydroxide. Oxides are also largely insoluble except for potassium and sodium oxide. Carbonates are more soluble, with sodium, potassium, and ammonium carbonates all soluble. Sulphates and chlorides are also largely soluble, except for a few exceptions like barium and lead salts. Nitrates and salts of sodium and potassium are all soluble in water. It also provides tests to identify different cations and anions in salts.
This document contains chemistry notes on various topics including rates of reaction, chemical reactions, oxidation and reduction reactions, and the reactivity series. It provides examples and observations for different types of reactions such as precipitation reactions, acid-base reactions, combustion reactions, and oxidation-reduction reactions using various reagents. Diagrams are included to illustrate concepts like the electrochemical series and reactivity of halogens. The notes are intended to summarize key information for a Form 5 chemistry course.
This document provides information on tests for ions and gases from a chemistry course. It describes flame tests to identify Li+, Na+, K+, and Ca2+ cations, and tests using sodium hydroxide solution to detect NH4+ or produce precipitates of metal hydroxides to identify Cu2+, Fe2+, and Fe3+ cations. Anions can be identified by precipitates formed with silver nitrate and nitric acid for Cl-, Br-, or I-, barium chloride for SO42-, or by detecting carbon dioxide gas evolved from reaction with hydrochloric acid for CO32-. Common cations and anions are also listed.
This document provides practice problems and solutions for chapters 14-24 of the HKDSE Chemistry textbook. It includes class practices and chapter exercises for each chapter, covering topics such as acids and bases, concentrations of solutions, indicators, strength of acids and bases, salts, hydrocarbons, and polymers. The problems aim to help students learn about important chemical concepts and calculations related to these topics.
This document describes the process of preparing salts through titration. It explains that titration allows the neutralization of an acid and base to be carried out exactly, producing a soluble salt. It provides the example of preparing sodium chloride through titrating hydrochloric acid with sodium hydroxide. The steps involve adding an indicator, titrating the acid with the base until the endpoint is reached, evaporating the solution to leave behind salt crystals, and filtering and drying the crystals. It asks how ammonium nitrate could be prepared using this method.
The document contains 14 chemistry questions about distinguishing between different metal ions and compounds using common reagents like sodium hydroxide, ammonium hydroxide, barium chloride, and nitric acid. The questions cover topics like precipitation reactions, color changes, and identifying unknown salts based on their reactions. Specific metals and compounds mentioned include zinc, calcium, iron(II), iron(III), copper, lead, magnesium, and aluminium.
This document describes the double decomposition method for forming insoluble salts. It involves mixing two aqueous solutions containing different metal ions that exchange to form an insoluble salt precipitate. Specifically, it provides the example of mixing lead (II) nitrate and potassium iodide solutions to form lead (I) iodide precipitate. The procedure involves mixing the solutions, filtering out the precipitate, washing it with water, and drying to obtain pure salt crystals.
This document provides a chemistry revision programme that includes:
1. Lists of cation and anion names and formulas.
2. Instructions to construct chemical formulas for compounds.
3. Information on chemical properties of acids and reactions with metals, carbonates, and basic oxides.
4. Examples of balanced chemical and ionic equations for acid-base reactions.
5. Tables of chloride, nitrate, and sulfate salts formed from the example equations.
Similar to Preparation of salts (multiple choice) QP (20)
This document discusses making and testing magnets. It describes how magnets can be made by using another magnet to magnetize a piece of iron or steel by stroking it in one direction many times. It also explains how the strength of a magnet can be tested by observing how much mass it can lift and how far away it can attract other objects. Stronger magnets can lift heavier objects and work from a greater distance. Horseshoe magnets, which bring the poles closer together, are much stronger than bar magnets of the same size.
This document discusses making and testing magnets. It describes how to make a new magnet by using a strong magnet to magnetize a piece of iron or steel by stroking it in one direction multiple times. It also explains how to test the strength of a magnet by assessing how much mass it can lift and how far away it can attract objects, with stronger magnets affecting larger objects from greater distances. Additionally, it notes that horseshoe magnets, with their U-shape bringing the poles closer together, are much stronger than bar magnets.
This document discusses forces and movement. It defines acceleration as a change in speed or direction of an object. The two main factors that affect acceleration are the net force acting on an object and the object's mass. Greater net force or lower mass results in greater acceleration. Acceleration can be calculated using change in velocity over time or force over mass. When objects fall through air, their acceleration decreases over time due to increasing air resistance until they reach terminal velocity, where air resistance equals the object's weight and net force is zero. Sample problems calculate net force on different objects.
This document discusses forces and movement. It defines acceleration as a change in an object's speed or direction over time. The two main factors that affect acceleration are the net force acting on an object and the object's mass. Greater net force or lower mass results in greater acceleration. Acceleration can be calculated using change in velocity over time or force over mass. When objects fall through air, their acceleration decreases over time due to increasing air resistance until they reach terminal velocity, where air resistance equals the object's weight and net force is zero. Sample problems calculate net force on different objects.
This document discusses measuring the speed of objects electronically using light gates or ultrasonic sensors. Light gates use a beam of light between a transmitter and receiver that is broken when an object passes through, starting a timer. Ultrasonic sensors reflect sound waves off moving objects and can calculate position from pulse echo times. Electronic timers provide more accurate measurements than manual stopwatches by eliminating human reaction time errors.
This document discusses measuring the speed of objects electronically using light gates or ultrasonic sensors. Light gates use a beam of light between a transmitter and receiver that is broken when an object passes through, triggering a timer. Ultrasonic sensors reflect sound waves off moving objects and calculate position from pulse echo times. Electronic timers provide more accurate measurements than manual stopwatches by eliminating errors from human reaction times.
This document discusses speed, distance, and time calculations using the speed equation. It provides three examples of using the speed equation to calculate distance or time given two of the variables. It also includes a table to fill in missing time or speed values and two additional practice problems calculating total distance and average speed for a car's journey, and converting between m/s and km/h for a helicopter's speed.
- Speed is defined as the distance traveled divided by the time taken. The speed equation can be used to calculate average speed from the total distance and total time of a journey.
- Speed can be measured in different units depending on the distance and time units used, such as meters/second, kilometers/hour, miles/day.
- Over time, the average speed of the 800m world record holders has increased, as shown by their decreasing recorded times and increasing calculated speeds from 1972 to 2012.
Cameras capture images similarly to the eye by using lenses to focus light and form an image. Early cameras did not use lenses and instead used a pinhole to form an unfocused image on a screen. Modern cameras use a glass lens to focus light onto an electronic sensor made of millions of light detectors, which allows the image to be digitally processed and stored. The lens moves in the camera to focus light precisely onto the sensor, whereas the eye changes the shape of its internal lens.
The eye has several key structures that allow for vision. The cornea and iris control the amount of light entering the eye. The pupil is a gap in the iris that changes size depending on lighting. Behind the pupil is the lens, which focuses light using refraction. The lens thickness changes to focus on distant or near objects. Light hits the retina, a light-sensitive layer, which sends signals through the optic nerve to the brain for vision. Some eyes have imperfections causing near- or far-sightedness.
When light passes through certain materials like filters, only some colors of light are transmitted while others are absorbed. Red, green and blue filters each transmit only their respective color, while cyan filters transmit green and blue, yellow filters transmit green and red, and magenta filters transmit red and blue. These primary colors - red, green and blue - can be combined additively to produce other colors, with all three producing white. Filters can also be used in series to prevent any light from passing through by absorbing all colors.
The document discusses color and how objects appear colored. It explains that:
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This document discusses the dispersion of white light into a spectrum of colors using a glass prism. It explains that each color of light refracts by a slightly different amount, causing the colors to spread out when white light passes through the prism. The spectrum of colors produced is called the visible spectrum and includes red, orange, yellow, green, blue, indigo and violet. Rainbows occur due to a similar dispersion effect when light passes through water droplets in the sky.
The document is a physics revision on sound for a Cambridge secondary exam. It contains questions about the stages of hearing sound, the range of human hearing, frequencies audible to humans, and parts of the ear involved in hearing. The questions cover topics like:
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- The unit used to
Electroplating is a process where the surface of one metal is coated with a layer of a different metal. The metal being used to coat is less reactive than the one being coated. The anode is made from the pure metal used to coat, while the cathode is the object being electroplated. The electrolyte is an aqueous solution of a soluble salt of the pure metal at the anode. Electroplating is done to make metals more resistant to corrosion or damage and also to improve their appearance, such as chromium and nickel plating for resistance and silver plating cutlery for appearance.
1) Refraction is the change in direction of light when it passes from one transparent material to another.
2) When light travels from air into water or glass, it slows down and bends toward the normal line at the boundary between the materials.
3) Conversely, when light travels from water or glass into air, it speeds up and bends away from the normal line at the boundary.
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Electrolysis is the process of using an electric current to drive nonspontaneous chemical reactions. During electrolysis, ions move towards the electrodes and undergo changes. At the anode, ions lose electrons and form gases. At the cathode, ions gain electrons and form elements or hydrogen gas. The products of electrolysis depend on factors like the electrolyte, its concentration, and the reactivities of the ions. Electrolysis has many industrial applications like electroplating and producing reactive elements.
This document discusses the behavior of light rays and how vision works. It contains the following key points:
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Pride Month Slides 2024 David Douglas School District
Preparation of salts (multiple choice) QP
1. 1 A method used to make copper(II) sulfate crystals is shown.
1
2
3
4
5
6
Place dilute sulfuric acid in a beaker.
Warm the acid.
Add copper(II) oxide until it is in excess.
Filter the mixture.
Evaporate the filtrate until crystals start to form.
Leave the filtrate to cool.
What are the purposes of step 3 and step 4?
step 3 step 4
A
B
C
D
to ensure all of the acid has reacted
to ensure all of the acid has reacted
to speed up the reaction
to speed up the reaction
to obtain solid copper(II) sulfate
to remove excess copper(II) oxide
to obtain solid copper(II) sulfate
to remove excess copper(II) oxide
2 What is the correct sequence of steps for the preparation of a pure sample of copper(II) sulfate
crystals from copper(II) oxide and sulfuric acid?
A dissolving → crystallisation → evaporation → filtration
B dissolving → evaporation → filtration → crystallisation
C dissolving → filtration → crystallisation → evaporation
D dissolving → filtration → evaporation → crystallisation
3 Salts can be made by adding different substances to dilute hydrochloric acid.
For which substance could any excess not be removed by filtration?
A copper(II) oxide
B magnesium
C sodium hydroxide
D zinc hydroxide
SIR.MUHAMMAD ABDUL MAGEID
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2. 4 Four stages in the preparation of a salt from an acid and a solid metal oxide are listed.
1
2
3
4
Add excess solid.
Evaporate half the solution and leave to cool.
Filter to remove unwanted solid.
Heat the acid.
In which order should the stages be carried out?
A 1 → 3 → 4 → 2
B 2 → 1 → 3 → 4
C 4 → 1 → 3 → 2
D 4 → 2 → 1 → 3
5 A salt is produced in each of the following reactions.
P magnesium + dilute hydrochloric acid
Q zinc oxide + dilute sulfuric acid
R sodium hydroxide + dilute hydrochloric acid
S copper carbonate + dilute sulfuric acid
Which statements about the products of the reactions are correct?
1
2
3
A flammable gas is produced in reaction P.
Water is formed in all reactions.
All the salts formed are soluble in water.
B 1 and 2 onlyA 1, 2 and 3 C 1 and 3 only D 2 and 3 only
6 Zinc sulfate is a soluble salt and can be prepared by reacting excess zinc carbonate with dilute
sulfuric acid.
Which piece of equipment would not be required in the preparation of zinc sulfate crystals?
A beaker
B condenser
C evaporating dish
D filter funnel
SIR.MUHAMMAD ABDUL MAGEID
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3. 7 Four steps to prepare a salt from an excess of a solid base and an acid are listed.
crystallisation1
2
3
4
evaporation
filtration
neutralisation
In which order are the steps carried out?
A 222 →
B 333 →
C 444 →
D 444 →
8 Which method is used to make the salt copper sulfate?
A
B
C
D
dilute acid + alkali
dilute acid + carbonate
dilute acid + metal
dilute acid + non-metal oxide
9 Which of the following methods are suitable for preparing both zinc sulfate and copper sulfate?
1
2
3
Reacting the metal oxide with warm dilute aqueous sulfuric acid.
Reacting the metal with dilute aqueous sulfuric acid.
Reacting the metal carbonate with dilute aqueous sulfuric acid.
A 1 and 2 only
B 1 and 3 only
C 2 and 3 only
D 111,,, 2
SIR.MUHAMMAD ABDUL MAGEID
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4. 10 Which two processes are involved in the preparation of magnesium sulfate from dilute sulfuric
acid and an excess of magnesium oxide?
A neutralisation and filtration
B neutralisation and oxidation
C thermal decomposition and filtration
D thermal decomposition and oxidation
11 How many different salts could be made from a supply of dilute sulfuric acid, dilute hydrochloric
acid, copper, magnesium oxide and zinc carbonate?
A 3 B 4 C 5 D 6
12 Which salt preparation uses a burette and a pipette?
A calcium nitrate from calcium carbonate and nitric acid
B copper(II) sulfate from copper(II) hydroxide and sulfuric acid
C potassium chloride from potassium hydroxide and hydrochloric acid
D zinc chloride from zinc and hydrochloric acid
13 Which acid reacts with ammonia to produce the salt ammonium sulfate?
A hydrochloric
B nitric
C phosphoric
D sulfuric
SIR.MUHAMMAD ABDUL MAGEID
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5. 14 Copper carbonate reacts with dilute sulfuric acid to make copper sulfate.
CuCO3(s) + H2SO4(aq) → CuSO4(aq) + CO2(g) + H2O(l)
Which row gives the correct order of steps for making copper sulfate crystals?
step 1 step 2 step 3 step 4
A filter leave to cool
B leave to cool
C filter
D
add excess acid to
the copper carbonate
add excess acid to
the copper carbonate
add excess copper
carbonate to the acid
add excess copper
carbonate to the acid
filter
evaporate to point
of crystallisation
filter
evaporate filtrate to
point of crystallisation
evaporate to
dryness
leave to cool
evaporate filtrate to
point of crystallisation
leave to cool
15 Which acid reacts with ammonia to produce the salt ammonium sulfate?
A hydrochloric
B nitric
C phosphoric
D sulfuric
16 Anhydrous copper(II) sulfate can be made by heating hydrated copper(II) sulfate.
CuSO4.5H2O → CuSO4 + 5H2O
What can be added to anhydrous copper(II) sulfate to turn it into hydrated copper(II) sulfate?
A concentrated sulfuric acid
B sodium hydroxide powder
C sulfur dioxide
D water
SIR.MUHAMMAD ABDUL MAGEID
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6. 17 A compound is a salt if it
A can neutralise an acid.
B contains more than one element.
C dissolves in water.
D is formed when an acid reacts with a base.
18 Salts X and Y are separately dissolved in water.
Samples of the solutions obtained are separately tested with dilute hydrochloric acid and with
aqueous sodium hydroxide.
In two of the tests, a gaseous product is formed. No precipitate is formed in any of the tests.
What are salts X and Y?
X Y
A AgNO3 BaSO4
B BaSO4 Na2CO3
C Na2CO3 NH4Cl
D NH4Cl AgNO3
19 A liquid turns white anhydrous copper sulfate blue and has a boiling point of 103°C.
Which could be the identity of the liquid?
A alcohol
B petrol
C salt solution
D pure water
SIR.MUHAMMAD ABDUL MAGEID
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7. 20 A salt is made by adding an excess of an insoluble metal oxide to an acid.
How can the excess metal oxide be removed?
A chromatography
B crystallisation
C distillation
D filtration
21 An excess of copper(II) oxide is added to dilute sulfuric acid to make crystals of hydrated
copper(II) sulfate.
The processes listed may be used to obtain crystals of hydrated copper(II) sulfate.
1
222
3
4
concentrate the resulting solution
filter
heat the crystals
wash the crystals
Which processes are needed and in which order?
A 111,,, 2
B 111,,, 2
C 222,,, 1
D 222,,, 1
SIR.MUHAMMAD ABDUL MAGEID
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8. 22 Salts can be prepared by reacting a dilute acid
1
2
3
with a metal;
with a base;
with a carbonate.
Which methods could be used to prepare copper(II) chloride?
A 1 and 2 only
B 1 and 3 only
C 2 and 3 only
D 111,,, 2
SIR.MUHAMMAD ABDUL MAGEID
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