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© Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only. 1 Unit overview In this unit, learners will investigate the basics of chemistry that underpin material science. They will also practice the associated skills that are in demand by the chemical industry. As chemistry comprises the analysis and synthesis of chemical substances, learners will be expected to understand the relationships between the chemical and physical properties of different atomic, elemental and molecular substances. Also, learners will need to know how chemical substances can aggregate as mixtures, or be joined up as compounds, in order to understand how to control chemical reactions and chemical yields. For this latter point, learners will investigate practically how the chemical industry uses the reaction rate factors to maximise the production of industrially important chemical reactions. All chemical compounds, whether new or established, are produced in some way by large-scale production methods. Learners will have the opportunity to mimic some of these methods through laboratory experiments. As this unit has an emphasis on the practical side, learners will begin to understand how experimental data are collected and processed to develop the ideas and concepts of Chemistry. Learners will also be expected to develop their presentation and researching skills when tasked with finding out the fine details of the topics in this unit. As such, there will be plenty of opportunities for using different presentational media, such as posters, presentations, model-making and photography. Assignments for this unit The following ready-made assignments are available in this Pack. Assignment Learning outcome Assessment and grading criteria Summary A1 What’s in your rock pool? Chemical substances at the seashore LO1 Be able to investigate different types of chemical substances related to their physical properties P1, M1, D1 Learners investigate different groupings that elements can undergo as monatomic and diatomic molecules, compounds and mixtures. Evidence: labelled pictures; poster; drawings; written description A2 How the physical properties of substances determine their use in everyday life LO1 Be able to investigate different types of chemical substances related to their physical properties P2, M2, D1 Learners investigate and record the measurable physical properties of some substances in the laboratory. Evidence: practical invstigation; internet research findings; written report; drawings BTEC Level 2 Applied Science Assessment Resource Pack Unit 1 Chemistry and Our Earth Cert / Ex Cert / Dip Credits: 5

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Unit overviewIn this unit, learners will investigate the basics of chemistry that underpin material science. They will also practice the associated skills that are in demand by the chemical industry.

As chemistry comprises the analysis and synthesis of chemical substances, learners will be expected to understand the relationships between the chemical and physical properties of different atomic, elemental and molecular substances. Also, learners will need to know how chemical substances can aggregate as mixtures, or be joined up as compounds, in order to understand how to control chemical reactions and chemical yields. For this latter point, learners will investigate practically how the chemical industry uses the reaction rate factors to maximise the production of industrially important chemical reactions.

All chemical compounds, whether new or established, are produced in some way by large-scale production methods. Learners will have the opportunity to mimic some of these methods through laboratory experiments. As this unit has an emphasis on the practical side, learners will begin to understand how experimental data are collected and processed to develop the ideas and concepts of Chemistry.

Learners will also be expected to develop their presentation and researching skills when tasked with finding out the fine details of the topics in this unit. As such, there will be plenty of opportunities for using different presentational media, such as posters, presentations, model-making and photography.

Assignments for this unitThe following ready-made assignments are available in this Pack.

Assignment Learning outcome Assessment and grading criteria

Summary

A1 What’s in your rock pool? Chemical substances at the seashore

LO1 Be able to investigate different types of chemical substances related to their physical properties

P1, M1, D1 Learners investigate different groupings that elements can undergo as monatomic and diatomic molecules, compounds and mixtures. Evidence: labelled pictures; poster; drawings; written description

A2 How the physical properties of substances determine their use in everyday life

LO1 Be able to investigate different types of chemical substances related to their physical properties

P2, M2, D1 Learners investigate and record the measurable physical properties of some substances in the laboratory.Evidence: practical invstigation; internet research findings; written report; drawings

BTEC Level 2 Applied ScienceAssessment Resource Pack

Unit 1 Chemistry and Our Earth

Cert / Ex Cert / DipCredits: 5

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Unit 1 Chemistry and Our Earth BTEC Level 2 Applied ScienceAssessment Resource Pack

Assignment guidance for tutorsA1 What’s in your rock pool? Chemical substances at the

seashore P1 M1 D1

Learners should already have a good idea about elements, molecules, compounds and mixtures from KS3. Prior to starting this assignment you could consolidate learners’ knowledge by reminding them of previous KS3 material. Learners could carry out some experiments or take part in teacher demonstrations of the following examples: heating sulphur powder; heating iron filings; mixing iron and sulphur together in a Petri dish and then separating them using a magnet; heating iron and sulphur together; heating magnesium ribbon in oxygen gas.

They could also carry out experiments where compounds are broken down or mixtures are separated into the original elements/compounds. For example, learners could heat copper carbonate powder to give copper oxide and carbon dioxide. The copper oxide could be reacted with sulphuric acid to give copper sulphate, which then could be broken down into copper by electrolysis of copper sulphate solution using graphite electrodes. During each step of the above reactions the learners could be shown the relevant chemical equations (word and symbol/formulae) and then they could construct models of the chemical formulae of the compounds/elements/mixtures using modelling kits, sweets and cocktail sticks, plasticene or some other appropriate material. This then should lead them into drawing relevant diagrams of monatomic and diatomic elements, mixtures and compounds in order to highlight the differences between them.

Advanced learners could be shown the chemical bonds in compounds like iron sulfide as compared to the lack of chemical bonds in an iron/sulphur mixture. By building models of different compounds and elements, for instance the magnesium metallic lattice, the magnesium oxide ionic lattice and the oxygen small molecule structure, learners should appreciate that the size of these macromolecular and small molecular structures has a bearing on the external properties that can be observed.

Further work using appropriate worksheets and websites like the BBC Bitesize KS3 Science should help to consolidate their knowledge. See Useful resources on page 200.

Assignment Learning outcome Assessment and grading criteria

Summary

A3 The elements of the periodic table

LO2 Be able to investigate the properties of elements relating to their atomic structure

P3, P4, M3, M4, D2

The nature of an atom is explored in this assignment. Learners investigate the properties of electrons, neutrons and protons and draw diagrams of atoms and electron arrangements.Evidence: drawings; written descriptions; observation sheet

A4 How fast is your reaction?

LO3 Be able to investigate the factors involved in the rate of chemical reactions

P5, M5, D3 This assignment explores the factors that affect the rates of chemical reactions. Learners carry out experiments to investigate each of the four factors and they then produce written reports. Eveidence: results table; written report

A5 The Earth and its environment

LO4 Know the factors that are affecting the Earth and its environment

P6, P7, M6, M7, D4

In this assignment learners find out how human and natural activities are affecting the Earth and its environment. They will have to produce a newspaper report. Evidence: newspaper article; poster; pictures; presentation

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A2 How the physical properties of substances determine their use in everyday life P2 M2 D1

Learners should be familiar with some properties of materials in everyday use. For instance, they probably all know that ice cream and chocolate will melt when the temperature is too high. They are also probably familiar with the properties of metals versus non-metals and this would be a good place to start. Let them examine the electrical conductivity of a variety of small samples of metallic and non-metallic substances such as iron, copper, lead, aluminium, zinc, nickel, silver, polystyrene, glass, wood, polythene, graphite etc using a simple electrical d.c. circuit and seeing which one lights up a bulb. A discussion could then follow regarding which substance would be suitable for carrying electricity in an electrical circuit and which would be suitable for insulating us from electricity.

Idea

A further investigation into the electrical conductivity of substances could explore which of the metals examined would be most suitable for carrying electricity, given the parameters of the metals such as cost of production and resistivity. This enables more able learners to understand why copper is chosen over silver for use in electrical wires despite silver being a better conductor.

Idea

Further preparation could then involve experiments that examine other properties of substances, such as: solubility in water and other solvents; indicative values of melting/boiling points, where the learners just report whether a melting point is low or high; thermal conductivity using equipment such as Ingenhousz’ conductometer. All these experiments should prepare the learners for the assignment as well as further work using worksheets, websites and other appropriate teaching and learning strategies.

A3 The elements of the periodic table P3 P4 M3 M4 D2

This assignment involves looking at two linked but distinct areas of chemistry: atomic structure and the periodic table. Starting off with atomic structure, learners could make models of the simplest elements, e.g. hydrogen, helium, carbon and oxygen, using different materials for the electrons (lentils), neutrons (dried peas) and protons (kidney beans). This should lead to a discussion of how atoms are arranged; the properties of electrons, neutrons and protons (relative mass and relative charge); atomic and mass numbers; isotopes. Learners could then extend their models or just draw diagrams with relevant descriptions of the isotopes of hydrogen, carbon and chlorine. Next learners need to look at electron arrangements for the first 20 elements. This is probably best done by showing learners how to draw the relevant electron configuration diagrams for 1 to 20 electrons and then describing the patterns in the building up of these configurations. Now the periodic table (PT) can be looked at and the information about atomic structure and electron arrangements studied previously can be linked to the information about each element of the PT.

Ideas

You could show learners videoclips (Teachers TV; Brainiac) and your own demonstration of water and the reactive Group 1 elements lithium, sodium, potassium, rubidium and caesium. Similarly, the reactivity of Group 7 elements could be explored by class practicals and by videoclips where halogen salts are tested against dilute and aqueous solutions of chlorine, bromine and iodine. Videos of the reactivity of the Group 7 elements also exist at a number of websites.

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Once the learners have experienced the elements of Groups 1 and 7 practically they need to look at why they exist as compounds and how their chemical behaviour is related to their electron arrangements. They will need considerable teacher support to help them understand these relationships. The use of diagrams, presentations, animations, appropriate websites (Doc Brown’s Chemistry Clinic, BBC Bitesize Science etc) and relevant worksheets will be essential.

A4 How fast is your reaction? P5 M5 D3

For P5 in this assignment, learners have to carry out four different experiments about rates of reactions. To prepare the learners, it is best to let them gain relevant experiences of different rates of reaction experiments and practice ones similar to those in the assignment.

Ideas

Use diagrams, presentations, animations, appropriate websites (Doc Brown’s Chemistry Clinic; BBC Bitesize Science etc) and relevant worksheets to support learners when looking at how the four factors of temperature, concentration, surface area and use of a catalyst affect a chemical reaction. This also applies when they have to analyse these factors to help explain how the yield of chemical reactions is affected.

The experiments could be modified for your own use in a number of ways: they could be done as teacher demonstrations where the learners measure the time of the reactions themselves with stopclocks and then process the data themsleves; different chemical substances could be used eg decompositon of hydrogen peroxide by manganese (IV) oxide at varying strengths of hydrogen peroxide; different measurements methods could be used eg measuring loss of mass or by the collection of a volume of a gas.

A5 The Earth and its environment P6 P7 M6 M7 D4For this assignment learners study the human and natural activities that have affected the crust of the Earth. The unit content lists the different relevant natural and human activities that affect the Earth and its environment and the learners will need to report on at least two of each type of activity.

Ideas

Use videos (Teachers TV, Iain Stewart – Power of Planet, Tsunami), presentations, animations (tectonic plates – University of Texas, physical geology, BBC Bitesize), websites (Doc Brown’s Chemistry Clinic), worksheets, library books etc.

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Unit 1 Chemistry on Our Earth BTEC Level 2 First Applied Science

Assessment Resource Pack

Assignment front sheet

Qualification Unit number and title

BTEC Level 2 Extended Certificate in Applied Science Unit 1 Chemistry on Our Earth

Learner name Assessor name

Date issued Deadline Submitted on

Assignment title A1: What’s in your rock pool?

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate where the evidence can be found.

Criteria reference

To achieve the criteria the evidence must show that the learner is able to:

Task no. Evidence Submitted

P1 Identify different types of chemical substances

1 Poster with images and information

M1 Describe the differences between types of chemical substances

2 Notes with chemical formulae

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Learner signature: Date:

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Assignment brief

Qualification BTEC Level 2 Extended Certificate in Applied Science

Unit number and title Unit 1 Chemistry on Our Earth

Start date

Deadline

Assessor name

Assignment title A1: What’s in your rock pool?

The purpose of this assignment is to: help you identify different types of chemical substances and to explain the difference between them.

Scenario

You work in the Education Department of the Information Centre at a local seaside town and have been asked to set up a small exhibition to tell children about ‘science on the seashore’. Your exhibition will include samples taken from the seashore that you have specifically chosen so you can educate children about elements, mixtures, compounds, atoms and molecules.

As part of your exhibition you will produce a detailed information poster that explains all the differences between elements, mixtures and compounds, with lots of drawings to show how the atoms are arranged in elements, compounds and mixtures.

Your poster needs to be user-friendly and colourful to attract people to its content and its information. The exhibition must cover the following substances found at the seashore: air, sea water, white foam in waves, fresh water in clouds, rocks, pebbles and sand.

TASK 1 − What is it?

For your exhibition you need to write a list, draw and collect pictures of the substances you are going to display (air, sea water, white foam in waves, fresh water in clouds, rocks, pebbles and sand) with a detailed label to go alongside each picture.

Produce your pictures, labels and other information into a poster.

Guidance

For each of the labels and each substance you must identify:

what elements are present in each substance

what the symbol is for these elements

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Unit 1 Chemistry on Our Earth BTEC Level 2 First Applied Science

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if your substance is an element or compound or mixture

if it is a solid, liquid or gas.

This provides evidence to for P1

TASK 2 − What’s the difference?

For the elements, mixtures and compounds in each of your substances (air, sea water, white foam in waves, fresh water in clouds, rocks, pebbles and sand) you need to draw their chemical formulae (for example KCl for potassium chloride) and structural formulae (i.e. the chemical diagram for potassium chloride).

Guidance

Next to the drawings of the chemical formulae and structural formulae you need to describe the differences between these elements, mixtures and compounds, making reference to your drawings of these chemical formulae and structures.

This provides evidence to for M1

Sources of information

Task 1 and 2: Student Book pages 4 − 5 may be useful.

Your tutor will have a list of sources of information that you can use for this assignment.

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Unit 1 Chemistry on Our Earth BTEC Level 2 First Applied Science

Assessment Resource Pack

Assignment front sheet

Qualification Unit number and title

BTEC Level 2 Extended Certificate in Applied Science

Unit 1 Chemistry on Our Earth

Learner name Assessor name

Date issued Deadline Submitted on

1 December 2010 3 February 2011 1 February 2011

Assignment title A2: How the physical properties of substances determine their use in everyday life

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate where the evidence can be found.

Criteria reference

To achieve the criteria the evidence must show that the learner is able to:

Task no. Evidence Submitted

P2 Carry out a practical investigation into the physical properties of chemicals

1

Recorded results on Task Sheet 1

M2

Explain how the physical properties of chemicals make them suitable for their uses

2 Report

D1 Explain how the structure of different chemicals affects their properties

3 Pictures

Report

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Learner signature: ……………………….. Date:……………………………………..

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Unit 1 Chemistry on Our Earth BTEC Level 2 First Applied Science

Assessment Resource Pack

Assignment brief

Qualification BTEC Level 2 Extended Certificate in Applied Science

Unit number and title Unit 1 Chemistry on Our Earth

Start date 1 December 2010

Deadline 3 February 2011

Assessor name Thomas Lee

Assignment title

A2: How the physical properties of substances determine their use in everyday life

The purpose of this assignment is to: investigate and understand the physical properties of chemical elements and how their structure affect their properties

Scenario

In order to correctly detect and identify unknown substances found at a crime scene or at a pollution spillage site or in the detection of substances found in food or water supplies, analytical chemists and forensic scientists need to be able to understand the physical properties of ionic, covalent and metallically bonded substances.

TASK 1 − Physical properties

Carry out a practical investigation, looking at some of the physical properties of some elements and compounds. Follow Task Sheet 1 and record your results on this sheet.

This provides evidence to for P2

TASK 2 − Suits you!

Using a textbook or the internet, find out what the following chemical substances are used for in your house or in industry:

● copper

● graphite

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● poly(ethene)

● glass

● sodium chloride

● sucrose

Guidance

Using your knowledge of their physical properties that you obtained from the investigation in Task 1, explain why the physical properties of these substances make them suitable for their use in the home or in industry.

Write a report about these substances entitled ‘Chemical substances: their uses in the home’ on one side of A4 plain paper.

This provides evidence to for M2

TASK 3 − Structures and properties

Using a textbook or the internet, research these chemical substances: graphite, sodium chloride, copper. For each substance, find out the following physical properties:

● melting point

● boiling point

● electrical conductivity

● thermal conductivity

● solubility in water/solubility in other substances.

Guidance

Draw a picture of the chemical structures of these substances and, using these pictures, explain how the physical properties are related to their structures.

Write a report about the link between their structures and physical properties.

This provides evidence to for D1

Sources of information

Task 1: Student Book pages 8-9 may be useful.

Tasks 2 and 3: Student book pages 6-9 and 54-55 may be useful.

Your tutor will have a list of sources of information that you can use for this assignment.

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Unit 1 Chemistry on Our Earth BTEC Level 2 First Applied Science

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Task Sheet 1 1/6 Aims

Investigate the physical properties of some chemical substances.

Relate the results of their physical property to a use in the real world.

Produce accurate and reliable data on the physical properties of some substances.

a) Investigating electrical conductivity

Part 1 – solid state

Test each of the substances to find out if they conduct electricity in their normal physical state (i.e. solid, liquid or gas).

You need to construct a circuit for testing for electrical conductivity.

Safety: Remember to wear safety glasses and to work safely.

Apparatus required

4 wires 1 battery of 3V or 4V 1 bulb

1 spatula 6 crocodile clips

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2/6

Chemicals required

aluminium sheet copper sheet sodium chloride solid

sulphur solid silicon dioxide solid carbon (graphite)

glass polythene sucrose solid cube

wood

see Hazards for all chemicals

Running the activity

1 Collect all the apparatus.

2 Set up an electrical circuit by connecting one terminal of a battery to one of the terminals of a bulb using a wire.

3 Attach another wire to the other terminal of the bulb and place a crocodile clip on the end.

4 To the other terminal of the battery attach a crocodile clip and a wire. At the end of this wire put another crocodile clip.

5 These ‘free’ crocodile clips will be your testing area for the different substances.

6 Test each substance in turn and record your results in the results table at the end.

b) Investigating solubility

Apparatus required

1 spatula

1 100 cm3 beaker stirring rod 50 cm3 water

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Assessment Resource Pack

3/6

Chemicals required

Small pieces of Small amounts of

copper sodium chloride

glass sulphur

carbon (graphite) silicon dioxide (quartz)

polythene sucrose

see Hazards for all chemicals

Safety: Remember to wear safety glasses and to work safely.

Running the activity

1 Add a very small quantity of a substance to 50 cm3 of water in a 100 cm3 beaker.

2 Stir the contents and record if the substance dissolves (soluble) or not (insoluble).

3 Repeat with the other substances.

4 Record your result in the results table at the end.

c) Investigating electrical conductivity

Part 2 – in solution

You need to construct a circuit for testing for electrical conductivity as in a).

Apparatus required

3 wires 1 battery of 4V 1 bulb

1 spatula 4 crocodile clips 1 100 cm3 beaker

stirring rod 2 graphite electrodes

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4/6

Chemicals required

All chemicals from b) that were soluble in water

Safety: Remember to wear safety glasses and to work safely.

Running the activity

1 Set up the electrical circuit you used in b).

2 Add a spatula full of a soluble substance from b) to 50 cm3 of water in a beaker.

3 Stir to dissolve.

4 When it has all dissolved, test the electrical conductivity by placing the ‘free’ crocodile clips into the solution.

5 Repeat for the other soluble substances.

6 Record your results in the results table at the end.

d) Investigating the effect of heat

Apparatus required

1 spatula 7 test tubes

Bunsen burner test tube rack

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5/6

Chemicals required

aluminium pieces copper pieces sodium chloride

sulphur silicon dioxide carbon (graphite)

glass polythene

see Hazards for all chemicals

Running the activity

1 Gently warm a very small quantity (one spatula size) of each substance in a test tube.

2 Observe and record any changes in state that occur.

Safety: Remember to wear safety glasses and to work safely.

Results

Test for

Electrical Conductivity: does it conduct electricity?

Substance

As solid In solution

Solubility – is it soluble in water?

(soluble/insoluble)

Melting point?

(low/high)

sucrose

copper

sodium chloride

sulphur

silicon dioxide

graphite

glass

polythene

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6/6

Analysing your results

Look at your table of results. Thinking about the properties of metals and non-metals:

a) Which of the substances you tested are metals?

b) Which of the substances you tested are non-metals?

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Unit 1 Chemistry on Our Earth BTEC Level 2 First Applied Science

Assessment Resource Pack

Assignment front sheet

Qualification Unit number and title

BTEC Level 2 Extended Certificate in Applied Science

Unit 1 Chemistry on Our Earth

Learner name Assessor name

Date issued Deadline Submitted on

Assignment title A3: The elements of the periodic table

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate where the evidence can be found.

Criteria reference

To achieve the criteria the evidence must show that the learner is able to:

Task no. Evidence Submitted

P3 Describe atomic structures of elements 1–20, found in the periodic table

1, 2 Drawings

Written report

P4 Carry out an investigation into the chemical properties of elements in groups 1 and 7

3, 4 Observation sheet

M3 Describe the trends within the atomic structure of groups 1 and 7 in the periodic table

5 Written report

M4 Explain why the elements of groups 1 and 7 are mostly used in the form of compounds

6 Written report

D2

Explain the trends in the chemical behaviour of the elements of groups 1 and 7 in relation to their electronic structure

7 Written report

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Learner signature: Date:

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Unit 1 Chemistry on Our Earth BTEC Level 2 First Applied Science

Assessment Resource Pack

Assignment brief

Qualification BTEC Level 2 Extended Certificate in Applied Science

Unit number and Unit 1 Chemistry on Our Earth

Start date

Deadline

Assessor name

Assignment title A3: The elements of the periodic table

The purpose of this assignment is to: understand the atomic and electronic structure of elements and the periodic table.

Scenario

You work as a forensic investigator for a company that investigates crime scenes, sites of environmental accidents and road traffic accidents. As a forensic analytical chemist you need to be able to identify the patterns and trends in the chemical elements of the periodic table. It is important for you to understand how reactive certain elements are and the properties of their ionic, covalent and/or metallically bonded substances. This helps when testing and analysing materials found at these crime scenes, areas of environmental pollution (rivers, seas, land and the local atmosphere) or in the detection of substances found in food or water supplies.

TASK 1 − Atomic structures

Using a periodic table to help you, draw diagrams of the atomic structures of hydrogen, helium, carbon, oxygen and nitrogen atoms and describe the properties of the electrons, neutrons and protons present in them, as well as their position in the atom. Using carbon as an example, describe what isotopes are and the similarities and differences between the isotopes of carbon.

This provides evidence to for P3

TASK 2 − Electronic structures

Using the worksheet, describe the electronic structures of the following elements: hydrogen, helium, lithium, beryllium, boron, carbon, nitrogen, oxygen, fluorine, neon, sodium, magnesium, aluminium, silicon, phosphorus, sulphur, chlorine, argon, potassium, calcium. Follow Task Sheet 1 and record your results on this sheet.

This provides evidence to for P3

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TASK 3 − Group 1 elements

Investigate the chemical properties of the Group 1 elements by making relevant observations during a practical demonstration of Group 1 elements. Follow Task Sheet 2 and record your results on this sheet.

This provides evidence to for P4

TASK 4 − Group 7 elements

Investigate the chemical properties of the Group 7 elements by making relevant observations during a practical demonstration of Group 7 elements. Follow Task Sheet 3 and record your results on this sheet.

This provides evidence to for P4

TASK 5 − Patterns and trends

Using your knowledge of the atomic structures of the elements of Groups 1 and 7, describe the following:

● the patterns and trends in these atomic structures

● the relationship between the position in the periodic table and the number of outer electrons

● the electronic structure as you go down each group.

This provides evidence to for M3

TASK 6 − Useful compounds

Find out some uses for the elements of Groups 1 and 7. Find out at least five uses for compounds with the elements of Groups 1 and 7 in them, for example sodium hydroxide and silver bromide. Look for examples of these compounds in agriculture, X-ray photography and refrigerators.

Knowing what you do about the reactivity of Group 1 and 7 elements, explain why there are many more uses for compounds containing Groups 1 and 7 elements than for just the elements on their own.

This provides evidence to for M4

TASK 7 − Explaining the trends

Using the experimental data you have obtained and the following data, explain the trends in the chemical behaviour/properties of the elements of Groups 1 and 7 of the periodic table, with reference to their electronic structure or arrangement. Follow Task Sheet 4 and record your results on this sheet.

This provides evidence to for D2

Sources of information

For all tasks in this assignment Student Book pages 10−11 may be useful.

Your tutor will have a list of sources of information that you can use for this assignment.

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Task Sheet 1 1/1 Electronic structure

Fill in the correct number and arrangement of electrons for the following atoms:

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Task Sheet 2 1/1 Group 1 elements observation sheet

Name Symbol Metal or

non-metal? Appearance

Hard

or soft?

Float

or sink?

Observations

Reaction with water

Lithium

Sodium

Potassium

Rubidium

Caesium

Lithium

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Task Sheet 3 1/1 Group 7 elements observation sheet

Name Symbol Colour State at room temperature

Where found? Observations: reaction with iron

Observations: reaction with aluminium

Reaction with water

Displacement reaction

Fluorine

Chlorine

Bromine

Iodine

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Task Sheet 4 1/1 Groups 1 and 7 elements of the periodic table

Using the experimental data you have obtained and the following data, explain the trends in the chemical behaviour/properties of the elements of Groups 1 and 7 of the Periodic table, with reference to their electronic structure or arrangement.

Data on the Group 1 elements – the alkali metals

Name symbol Size of atom

(×10–12)

Electron arrangement

Melting point

(ºC)

Boiling point

(ºC)

Density

g/cm3

Reaction with water

Lithium Li 152 2,1 181 1342 0.535 steady

Sodium Na 185 2,8,1 98 880 0.971 vigorous

Potassium K 227 2,8,8,1 63 760 0.862 violent + flame

Rubidium Rb 247 2,8,8,18,1 39 688 1.530 very violent + flame

Caesium Cs 265 2,8,8,18,18,1 28 679 1.873 extremely violent + explosion

Data on the Group 7 elements – the halogens

Name Symbol Size of atom (×10–12)

Electron arrangement

Melting point

(ºC)

Boiling point

(ºC)

Density

g/cm3

Reaction with iron

Fluorine F 64 2.7 –219 –188 1.1 instantaneous, no heating needed

Chlorine Cl 99 2.8.7 –101 –34 1.56 very quick, slight heating needed

Bromine Br 114 2.8.18.7 –7 59 3.12 slow, heating to 500 ºC needed

Iodine I 133 2.8.18.18.7 114 184 4.93 very slow,

heating to 700 ºC needed

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Unit 1 Chemistry on Our Earth BTEC Level 2 First Applied Science

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Assignment front sheet

Qualification Unit number and title

BTEC Level 2 Extended Certificate in Applied Science

Unit 1 Chemistry on Our Earth

Learner name Assessor name

Date issued Deadline Submitted on

Assignment title A4: How fast is your reaction?

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate where the evidence can be found.

Criteria reference

To achieve the criteria the evidence must show that the learner is able to:

Task no. Evidence Submitted

P5 Carry out an investigation to establish how factors affect the rates of chemical reactions

1, 2, 3, 4 Practical report

M5 Explain how different factors affect the rate of industrial reactions

5 Practical report

D3 Analyse how different factors affect the yield of industrial reactions

6 Written report

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Learner signature: Date:

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Assignment brief

Qualification BTEC Level 2 Extended Certificate in Applied Science

Unit number and title Unit 1 Chemistry on Our Earth

Start date

Deadline

Assessor name

Assignment title A4: How fast is your reaction?

The purpose of this assignment is to: help you explore the factors that affect the rates of chemical reactions and carry out experiments to investigate each one of them.

Scenario

You work as a Manufacturing Industrial Chemist for a large international company that makes its own range of health and beauty products. Most of these products are sold in the company’s retail outlets as well as in supermarkets and smaller shops. Every year you receive a number of Year 10 or Year 11 students for a period of work experience and it is your job to teach them about the products you make. To do this you will need to tell them the following:

● the chemical equations and chemical formulae for making the products

● the correct amounts needed

● how you can change the speed and rate of each chemical

● reaction by changing certain reaction conditions

● how the company’s profits can be maximised by finding the best reaction conditions.

TASK 1 − Temperature and chemical reaction

Investigate the chemical reaction between sodium thiosulphate solution and dilute hydrochloric acid at different temperatures. Follow Task Sheet 1 and record your results on this sheet.

This provides evidence to for P5

TASK 2 – Concentration and chemical reactions

Use the same reaction to investigate the changes in the rate of reaction using different concentrations of sodium thiosulphate solution. Follow Task Sheet 2 and record your results on this sheet.

This provides evidence to for P5

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TASK 3 – Catalysts and chemical reactions

Investigate the effects of different catalysts on a chemical reaction to show how different catalysts can change the rate of a reaction. Follow Task Sheet 3 and record your results on this sheet.

This provides evidence to for P5

TASK 4 – Surface area and chemical reactions

Investigate the affects of surface area on the rate of the chemical reaction between hydrochloric acid and limestone – a reaction that occurs when acid rain reacts with limestone buildings. Follow Task Sheet 4 and record your results on this sheet.

This provides evidence to for P5

TASK 5 – Report

You are a chemist working for a chemical company that manufactures ammonia. You have been given the task of lowering the cost of the Haber process by carrying out the reaction at 200 °C, 100 atm and by using less catalyst. You have to write a report to your bosses explaining why this is not a good idea.

In your report you need to research the collision theory and how it explains the four main factors that affect the rate of a reaction.

This provides evidence to for M5

TASK 6 – The Haber process Research the Haber process, for the manufacture of ammonia, and find out how changes in pressure, temperature and amount of catalyst affect the yield of the ammonia produced. Write a short report on how these different factors affect the yield by:

● writing down the equation for the Haber process in words and symbols

● finding out the values of temperature and pressure that give certain yields

● finding out the actual values of temperature and pressure used to achieve the best yield

● analysing the % yield graph of ammonia produced and explaining why the actual reaction conditions of temperature and pressure are chosen.

This provides evidence to for D3

Sources of information Task 1: Student Book pages 22 − 23 may be useful

Task 2: Student Book pages 14 − 15 may be useful

Task 3: Student Book pages 22 − 23 may be useful

Task 4: Student Book pages 20 − 21 may be useful

Task 5: Student Book pages 24 − 25 may be useful

Task 6: Student Book pages 24− 25 may be useful

Your tutor will have a list of sources of information that you can use for this assignment.

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Task Sheet 1 1/2

Investigating the chemical reaction between sodium thiosulphate and hydrochloric acid at different temperatures

Aim

To investigate how temperature affects the rate of a chemical reaction.

Safety notes

Wear safety goggles throughout the experiment; beware of spilling the hydrochloric acid and sodium thiosulphate. Make sure there is plenty of ventilation when carrying out this experiment.

Apparatus required

conical flask(100 cm3) stop clock

paper with a black cross on it measuring cylinders (10 cm3 and 100 cm3)

water bath thermometer

beaker (100 cm3) Bunsen burner

tripod

gauze

heat proof mat

Chemicals required

● dilute hydrochloric acid

● sodium thiosulphate solution(40 g/l)

Running the activity

1 Carry out a risk assessment.

2 Collect all the apparatus and chemicals required.

3 Put 50 ml of sodium thiosulphate solution into a conical flask at room temperature. Measure the temperature and record it clearly in your results table.

4 Place the conical flask on top of the black cross (see diagram).

5 Carefully add 10 ml of dilute hydrochloric acid to the sodium thiosulphate and start the stop clock. When the black cross can no longer be seen stop the stop clock. Record your result clearly in the results table.

6 Repeat with fresh hydrochloric acid and sodium thiosulphate solution at room temperature, cleaning the glassware before adding the liquids.

7 Now carry out this experiment at 30 °C by gently heating the two liquids. Once the correct temperature has been achieved for both liquids add them together as described in step 5. Repeat at 30 °C.

8 Repeat for the other temperatures in the table below.

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Task 1 Diagram and apparatus 2/2

Results table

Time of reaction

(s)

Temperature (°C)

1st go 2nd go

Average time

of reaction

(s)

Rate of reaction (s–1)*

20 (room temperature)

30

40

50

60

* 1/average time

Results analysis

1 Calculate the average time of reaction and rate of reaction for each temperature and put your calculated values into the results table above.

2 Plot a graph of rate of reaction (y-axis) against temperature (x-axis).

3 Comment on what happens to the rate of reaction when the temperature is changed.

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Task Sheet 2 1/2

Investigating the chemical reaction between sodium thiosulphate and hydrochloric acid at different concentrations

Aim

To investigate how the concentration of a reactant affects the rate of a chemical reaction.

Safety notes

Wear safety goggles throughout the experiment; beware of spilling the hydrochloric acid and sodium thiosulphate. Make sure there is plenty of ventilation when carrying out this experiment.

Apparatus required

conical flask(100 ml) measuring cylinders (10 ml and 100 ml)

paper with a black cross on it water bath

stop clock beaker (100 ml)

Chemicals required

● dilute hydrochloric acid

● distilled water

● sodium thiosulphate solution(40 g/l)

Running the activity

1 Collect all the apparatus and chemicals required.

2 Put 10 cm3 of sodium thiosulphate solution into a conical flask and 40 cm3 of distilled water into a conical flask .

3 Place the conical flask on top of the black cross (see diagram).

4 Carefully add 10 ml of dilute hydrochloric acid to the sodium thiosulphate and start the stop clock. When the black cross can no longer be seen, stop the stop clock. Record your result clearly in the results table.

5 Repeat with fresh dilute hydrochloric acid, distilled water and sodium thiosulphate solution, cleaning the glassware before adding the liquids.

7 Now carry out this experiment for the other concentrations and volumes as shown in the results table.

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2/2

Results table

Time of reaction (s)

Concentration of sodium thiosulphate (g/l)

Volume of sodium thiosulphate needed (ml)

Volume of distilled water needed (ml)

Volume of

dilute hydrochloric acid needed (ml)

1st go

2nd go

Average time of reaction (s)

Rate of reaction

(s–1)*

8 10 40 10

16 20 30 10

24 30 20 10

32 40 10 10

40 50 0 10

* 1/average time

Results analysis

1 Calculate the average time of reaction and rate of reaction for each concentration of sodium thiosulphate and put your calculated results in the table above.

2 Plot a graph of rate of reaction (y-axis) against concentration (x-axis).

3 Comment on what happens to the rate of reaction when the concentration is changed.

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Task sheet 3 1/2

Investigating different catalysts for a chemical reaction

Aim

To investigate how a catalyst affects the rate of the chemical reaction between sodium thiosulphate and iron (III) nitrate.

Safety notes

Wear safety goggles throughout the experiment.

Apparatus required

paper with a black cross on it 2 measuring cylinders (100 cm3)

stop clock pipette

Chemicals required

● sodium thiosulphate solution (15 g/l)

● copper (II) sulphate solution (0.1 M)

● nickel (II) sulphate solution (0.1 M)

● cobalt (II) chloride solution (0.1 M)

● iron (II) sulphate solution (0.1 M)

● iron (III) nitrate solution (0.1 M)

Running the activity

1 Draw a cross on a piece of paper and put it underneath the 100 cm3 measuring cylinder so it can be seen when looking down the cylinder.

2 Measure 50 cm3 of iron (III) nitrate solution.

3 Measure 50 cm3 of sodium thiosulphate solution.

4 Carefully pour the iron (III) nitrate solution into the sodium thiosulphate solution and start the stop clock.

5 Look through the reaction mixture from above until the cross can just be seen.

6 When the cross is just seen, stop the stop clock and record the time.

7 Repeat this experiment but add one drop of Nickel (II) Sulphate catalyst to the sodium thiosulphate solution before mixing. Test the other catalysts and complete the results table.

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2/2

Results table

No catalyst Nickel (II) sulphate

Copper (II) sulphate

Iron (II) sulphate

Cobalt (II) chloride

Time (s)

Results analysis

Explain which substance is the best catalyst for this chemical reaction, based on your evidence.

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Task sheet 4 1/2

Investigating how the surface area of a chemical reactant affects the rate of a chemical reaction

Aim

To investigate how changing the surface area of limestone affects the rate of the chemical reaction between limestone and dilute acid.

Safety

Wear safety goggles throughout the experiment.

Apparatus required

stop clock conical flasks (250 ml)

measuring cylinder (100 ml) weighing scales

gas syringe stopper and delivery tube

Chemicals required

● limestone (powder, large and small chips)

● dilute hydrochloric acid

Running the activity

1 Carry out a risk assessment and set up the equipment.

2 Measure out 50 ml of dilute hydrochloric acid and place into a conical flask.

3 Carefully measure out two spatulas of limestone chips (large).

4 Carefully place the large limestone chips into the hydrochloric acid in the conical flask, place the stopper and delivery tube into the conical flask and start the stop clock.

5 Stop the stop clock when 100 ml of carbon dioxide gas has been collected in the gas syringe.

6 Repeat the experiment using the small limestone chips and then limestone powder.

 

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2/2 Results table

Large limestone chips Small limestone chips

Limestone powder

Surface area

small medium large

Time to produce 100 cm3 CO2 (s)

Results analysis

1 What is the relationship between surface area and time of the reaction?

2 What is the relationship between rate of this reaction and surface area?

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Assignment front sheet

Qualification Unit number and title

BTEC Level 2 Extended Certificate in Applied Science

Unit 1 Chemistry on Our Earth

Learner name Assessor name

Date issued Deadline Submitted on

Assignment title A5: Earth and its environment?

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate where the evidence can be found.

Criteria reference

To achieve the criteria the evidence must show that the learner is able to:

Task no. Evidence Submitted

P6 Identify the human activities that are affecting the Earth and its environment

1 Newspaper article

P7 Identify natural factors that have changed the surface and atmosphere of the Earth

3 Poster with images

M6 Describe how the choices humans make have an effect on the Earth and its environment

2 Specialist magazine article

M7

Describe the ways that natural factors have changed the surface and atmosphere of the Earth over millions of years

4 Presentation

Script

D4 Explain possible solutions to the effect humans have on the Earth and its environment

5 Report

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Learner signature: ………………………….. Date:…………………………………..

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Unit 1 Chemistry on Our Earth BTEC Level 2 First Applied Science

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Assignment brief

Qualification BTEC Level 2 Extended Certificate in Applied Science

Unit number and title Unit 1 Chemistry on Our Earth

Start date

Deadline

Assessor name

Assignment title A5: Earth and its environment?

The purpose of this assignment is to: help you understand the relationship between human activities and the effect they might have on our planet and its environment

Scenario

You work for the local newspaper and your task is to report on the proposed new waste incinerator nearby to be built by a consortium of businesses and the district council. The site chosen is a closed down coal mine in an area that is badly in need of redevelopment. Since the mine closed in the early 1990s local property developers have bought the adjacent land and have built hundreds of new houses, two new primary schools, a new health and social care clinic and numerous playground facilities and other amenities for the community. The building of the new incinerator will bring much needed employment to the area but will also bring a number of drawbacks, such as greater noise pollution as more lorries will be travelling constantly to the incinerator, bringing waste to be disposed of. It is your task to accurately report the facts about the proposed new incinerator and the impact it will have on the local environment and the economy.

TASK 1 − What are we doing to our planet?

Write a newspaper article identifying at least two activities that humans have carried out that have affected the Earth and its environment. These two activities need to be grouped as ‘effects on land’, for example the effect of coal-mining on the surrounding land and ‘effects of chemical processing,’ for example how a waste incinerator effects the local environment (land and atmosphere).

Guidance

● You also need to mention how humans benefit from the two activities you chose, as well as the drawbacks and risks to humans.

This provides evidence for P6

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TASK 2 − The effects of our choices

Extend your newspaper article from Task 1 by including a specialist ‘magazine insert’ that describes exactly how these two activities affect the Earth and its environment.

In the scenario above, the local environment was possibly going to be blighted by having a waste incinerator nearby.

● What alternatives are there to a waste incinerator?

● Would the alternatives be better or worse for the local environment?

● If the alternatives were worse, what long-term solutions would there be for the local environment?

● For the two human activities that you identified in Task 1 and then described above, what alternatives are there?

● Are these alternatives better or worse for the local environment?

Guidance

● Using a textbook and the internet, describe how humans respond to the consequences of an activity that affects the environment. For example, drilling for oil can cause an oil spillage.

● In your description, include the choices that humans have when trying to fix an environmental disaster and whether the environment is better or worse after the initial human response.

This provides evidence for M6

TASK 3 – Naturally damaging

In April 2010, the volcano Eyjafjallajokull in Iceland erupted, releasing millions of tones of dust and ash into the atmosphere. The airspace over Europe was severely hampered and commercial aircraft were grounded, leaving millions of people unable to travel.

● Apart from volcanoes and also the effect they have on humans and were we live, what other natural activities occur that affect us and the Earth?

Guidance

● Design a poster identifying two ways in which natural factors, such as volcanoes and earthquakes, have affected the Earth and its environment on land, sea and the atmosphere.

● Include pictures of these two natural factors.

This provides evidence for P7

TASK 4 – Constant change

● What causes volcanoes to erupt?

● How long have volcanoes been around and how long can they erupt for?

● How have volcanoes affected the Earth since the Earth was formed?

Using websites, such as the BBC News Science and Environment and Doc Brown’s Chemistry Clinic, find out what causes the two natural factors you chose in Task 3. Include information describing exactly how these two natural factors have changed the Earth’s surface and atmosphere over the past millions of years. Put all your information into a presentation and design a script of what you are going to say about it.

This provides evidence for M7

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Task 5 – Solving the problems

Humans have created many environmental problems, such as acid rain. Using your knowledge and the information you have gathered whilst doing the previous tasks, explain how the effects of the following activities on the environment may be reduced:

● disposal of plastics

● burning fossil fuels (which cause acid rain and global warming)

● the use of pesticides in farming

This provides evidence for D4

Sources of information

Task 1: Student Book pages 28 − 29 may be useful

Task 2: Student Book pages 30 − 31 may be useful

Tasks 3 and 4: Student Book pages 26 − 27may be useful

Task 5: Student Book page 32 may be useful

Your tutor will have a list of sources of information that you can use for this assignment.

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Unit 1 Chemistry and Our Earth BTEC Level 2 Applied ScienceAssessment Resource Pack

Sample learner work and assessor commentsCommentry for tutorsSample learner work and assessor comments follow the assignment A4 How fast is your reaction? (P5, M5 only). The P5 and M5 assessment and grading criteria for this assignment have been met. This assignment is one of five which covers this unit. The other four assignments would need to be completed before an overall unit grade is awarded.

The assignment brief includes observation tables but use observation record sheets or witness statement sheets if needed.The length of time needed for this assignment and all its components (carrying out the experiments, calculations, graph drawing, making comments/conclusions and writing reports) is probably about three weeks depending on your learners.

In the example below, the learner satisfied the P5 criterion as all the experiments were performed by him and observed by the assessor – the evidence being the completion of the observation tables.

The learner also achieved the M5 criterion as demonstrated an understanding of how the four main factors affect the rate of chemical reactions and also mentioned how these factors affect an industrially important reaction: manufacture of ammonia. The D3 criterion was not met in this case as there was no evidence of an analysis of data pertaining to the actual reaction conditions used in industry linked to any yield data.

Unit 1 for marketing 1.indd 39 23/11/10 11:16:07

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Unit 1 Chemistry and Our Earth BTEC Level 2 Applied ScienceAssessment Resource Pack

Sample learner work for A4 How fast is your reaction?

Tasks 1Diagram and apparatus

Results table

Temperature (°C) Time of reaction(seconds)

Average timeof reaction(seconds)

Rate of reaction (s-1)1/average

1st go 2nd go

20 21 20 20.5 0.049

30 19 18 18.5 0.054

40 13 13 13.0 0.077

50 8 7 7.5 0.133

60 5 5 5.0 0.200

Results analysis – what to do

1 Calculate the average time of reaction and rate of reaction for each temperature and put your calculated values into the results table above.

2 Plot a graph of rate of reaction (y –axis) against temperature (x –axis).3 Comment on what happens to the rate of reaction when the temperature

is changed.

A graph to show the reaction between HCl and sodium thiosulfate at different temperatures

As the temperature increases the rate of reaction increases too.

Thermometer

Beaker

Sodium thiosulfatesolution

Tripod

Bunsen burner

Conical flask viewedfrom above

Sodium thiosulfatesolution and dilutehydrchloric acid

Dilutehydrchloric

acid

Sodiumthiosulfatesolution

0.25

00 10 20 30 40 50

temperature/°C

60 80 100

0.5

0.75

0.1

0.125

rate

of r

eact

ion/

s�1

0.15

0.175

0.2

Assessor’s comment: Precision: remember to use at least 1dp all the time

Assessor’s comment: Nice work! Part P5 achieved for this experiment you have carried out!

Assessor’s comment: Part P5 achieved for this part of the experiment you have carried out!

Assessor’s Nice graph – you have remembered to include axis titles, a general title and have correctly plotted your points. Your comment about the reaction is a bit vague.

Assessor’s comment: Don’t forget to extrapolate your line

Unit 1 for marketing 1.indd 40 23/11/10 11:16:09

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Sample learner work for A4 How fast is your reaction?

Task 2

Concentration of sodium thiosulfate

(g/l)

Volume of sodium thiosulfate

needed (ml)

Volume of

water needed

(ml)

Volume of hydrochloric acid needed

(ml)

Time of reaction

(seconds)

Average Time of reaction

(seconds)

Rate of reaction

(s-1)[1/

average]1st go

2nd go

8 10 40 10136 130 133 0.0075

2.16 2.10 2.13

16 20 30 10 59 59 59 0.017

24 30 20 10 44 43 43.5 0.023

32 40 10 10 35 33 34 0.029

40 50 0 10 27 27 27 0.037

Results analysis – what to do

1 Calculate the average time of reaction and rate of reaction for each concentration of sodium thiosulfate and put your calculated results in the table above.

2 Plot a graph of rate of reaction (y -axis) against concentration (x - axis)

3 Comment on what happens to the rate of reaction when the concentration is changed.

A graph to show how concentration affects the rate of reaction

0.005

00 5 10 15 20 25

concentration of sodium thiosulphate g/l

30 35 40 45

0.01

0.015

0.02

0.025

rate

of r

eact

ion/

s�1

0.03

0.035

0.04

As the concentration is increased so does the rate of reaction.

Assessor’s comment: Don’t forget to put your results in units of seconds

Assessor’s comment: Part P5 achieved for this part of the experiment you have carried out too!

Assessor’s comment: What happened to your comment? What happens to the rate of reaction when the concentration of the sodium thiosulfate is changed?

Assessor’s comment: Don’t forget to extrapolate your line – shouldn’t this be a line of best through the origin?

Assessor’s comment: Nice graph again – you have remembered to include axis titles, a general title and have correctly plotted your points. Your comment about the reaction is a bit vague. What happens to the rate of the reaction as the concentration is doubled? Does the rate also double? Can you see any patterns between the concentration of the sodium thiosulfate and the rate of the reaction?

Part P5 achieved for this part of the experiment you have carried out!

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Sample learner work for A4 How fast is your reaction?

Task 3

Results table

No catalyst Nickel (II) sulphate

Copper (II) sulphate

Iron (II) sulphate

Cobalt (II) chloride

Time (seconds) 71 52 10 42 59

Results analysis – what to do

Explain which substance is the best catalyst for this chemical reaction based on your evidence?

The copper sulphate was the best catalyst because it was the quickest.

Task 4Results table

Large limestone chips Small limestone chips Limestone powder

Surface Area small medium Large

Time (seconds)

21371:45

144324:03

10535:37

Results analysis – what to do

What is the relationship between surface area and time of the reaction?

What is the relationship between rate of this reaction and surface area?

The time of reaction goes down when the surface area is smallerAS the surface area gats bigger the rate of reaction also gets bigger

Task 5Haber process and rates of reaction report

Haber process is a reversible reaction which is used in industries. Haber process is a reaction between two gases. In this reaction a liquid called ammonia is produced by combining the two gases Nitrogen (taken from the air because 78% is i the air) and hydrogen (taken from fossil fuels because it is found in fossil fuels).

In Haber process there are three conditions needed for the reaction to take place. The three conditions are:1. Temperature – a high temperature can speed up the reaction in both ways but for this process high

temperature favours the backward reaction. However if the temperature is low the result will be more product (ammonia) but at a lower rate, so there is a compromise made to it so the temperature for this reaction is between 400-450°C.

Assessor’s comment: Part P5 achieved for this part of the experiment you have carried out!

Assessor’s comment: Part P5 achieved for this part of the experiment you have carried out!

Assessor’s comment: Don’t forget to put your results in units of seconds!

Ammonia (2NH3)Hydrogen (3H2)

Nitrogen (N2)

Assessor’s comment: Watch spelling – sulfate

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Sample learner work for A4 How fast is your reaction?

2. Pressure – a high pressure is useful for this experiment because it favours less number of molecules (on the right side of the arrow) but it can be very expensive and dangerous. If the pressure is too high it is too expensive so there is a compromise made to it so the pressure for this reaction is 200 atm.

3. Catalyst – a iron catalyst in this case is needed to increase the rate of reaction for this process because a lower temperature is used – if the temperature was too high no ammonia would be made because the reaction for making ammonia favours a lower temperature.

If these temperature, pressure and catalyst are not used then ammonia will not be made properly. If the Haber process is done at 200°C and 100 atm with less catalyst then ammonia will not be made properly.

Collision theory reportTemperature experiment:From my experiment I have found that higher temperature means increase in the rate of reaction. This is because at higher temperature the reactants have more energy so they collide quicker (move faster). Collision is important in a reaction because it gives the results of products. More collision in reactants produces more energy to collide so products are generated quickly.

Surface area experiment:From my experiment I have found that a larger surface area means an increase in the rate of reaction. This is because in a larger surface area the particals are able to collide more, where as in a smaller surface area the particals don’t have enough room to collide.

Particals have more available Particals don’t have enough surface to collide with surface area to collide with

Concentration experiment:As the concentration increases, the rate of reaction increases. This is because an increase in the concentration means more particals are colliding together so the rate of reactions increases.

Less particals (less concentration) means less collition between the particals so the rate of reaction slows down. More particals (more concentration) means more collition between the particals so the rate of reaction increases.

Catalyst experiment:Catalyst is a substance which is added to a reaction to increase the rate. A catalyst doesn’t get used up in the reaction and it can be gained back. From my reaction I have found that some catalysts work faster than others.A reversible reaction can reach equilibrium. Equilibrium is simply when the rate of the forward reaction is the same as the rate of backwards reaction. This can be changed by the factors: temperature, surface area, pressure and concentration.

Assessor’s comment: Part M5 achieved for this part of the experiment.

Assessor’s comment: Part M5 achieved for this part of the experiment.

Assessor’s comment: Part M5 achieved for this part of the experiment.

Assessor’s comment: Watch your spelling – paticals should be particles; collition should be collision

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Assessor’s comments

Qualification BTEC Level 2 Applied Science Assessor name Winston Hastings

Unit number and title Unit 1 Chemistry and Our Earth Learner name Michael Seymour

Assignment title: A4: How fast is your reaction?

Criteria To achieve the criteria the evidence must show that the learner is able to: Achieved?

P5 carry out an investigation to establish how factors affect the rates of chemical reactions

Y

M5 explain how different factors affect the rate of industrial reactions Y

D3 analyse how different factors affect the yield of industrial reactions N

Learner feedback

I have really enjoyed completing this assignment because it gave me the chance to practice and experiment with the reactions but in a way that was safe and controlled and I knew that I would get conclusive results. I also enjoyed writing the report because it helped me show that I have understood the reactions.

Assessor feedback

You have worked very well and have produced some very good work – well done!

All your experiments for P5 were carried out correctly and you measured and recorded the results appropriately. Your calculations for the averages and the rates of reactions were also correct – don’t forget to use the most appropriate precision in your calculations and in your results. Your graphs were plotted correctly with the correct titles etc. Your two comments about rates of reaction were a bit vague and I have suggested some ideas in the concentration experiment.

Your report for the M5 criterion was good. You included correct information about the Haber process and the necessary reaction conditions used by the chemical industry. Your explanations about how the four main factors affect the rate of a reaction were correct but a bit vague – you could have included the information about the chemical substances reacting together for each factor and also used more diagrams about particle theory for each case. Lastly, please be careful about your spelling.

To achieve the D3 criterion you need to mention specific reaction conditions used by the chemical industry when making ammonia and how this is linked to the yields of ammonia produced.

Action plan

For D3:Continue researching about the Haber process for the manufacture of ammonia by finding out the following:Values of temperature and pressure used for certain yields of ammonia producedGraph of %yield ammonia produced that is used by a chemical company and explaining how this influences the reaction conditions they use to produce ammonia

Assessor signature Winston Hastings Date 2 0 . 10 . 10

Learner signature Michael Seymour Date 20 . 10 . 10

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