core science: c1 2.1-2 - the crossley heath school · new gcse core science: c1 2.1-2.5 rocks and...

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Name ……………………………………………… Form / Teaching Gp ……….

New GCSE

Core Science: C1 2.1-2.5

Rocks and building materials

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Checklist

The checklist is to inform you of the work to be covered in the topic and to support your learning.

Tick column A when you have covered the statement in class.

Tick column B when you are confident you can answer any questions on it. If you are having difficulties with any aspect of the work see your teacher for further help.

In your revision for your end-of-unit test or examination, concentrate most time on those statements not ticked.

I can: A B

recognise limestone as calcium carbonate

describe the reaction of limestone to make quicklime in a chemical equation

1

describe the reaction of quicklime to make slaked lime in chemical equation

recall that limestone is the raw material for slaked lime, mortar, concrete, glass and

cement

recall that limestone and sand are raw materials for glass

recall that limestone, clay and other minerals are raw materials for cement

2

recognise and explain the use of a lime kiln

recognise that concrete is an ancient building material 3

present information regarding the extensive use of concrete in the past

describe the advantages of limestone as a building material

describe the disadvantages of quarrying limestone

4

evaluate the developments in using limestone, cement and concrete as building materials, and their

advantages and disadvantages over other materials

recognise that metal carbonates decompose on heating to give carbon dioxide and the

metal oxide

recognise that not all carbonates of metals in Group 1 decompose at the temperatures

reached by a Bunsen burner

5

describe the reaction of a carbonate to heat as thermal decomposition

recognise that metal carbonates react with acids on heating to give carbon dioxide, water

and the metal oxide

recognise that the gas can be tested for using carbon dioxide

6

Link the reaction to the effect that acid rain has on limestone buildings / monuments

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Lesson 1 - Limestone

Investigating the reactions of limestone

Materials needed for each pair: piece of CaCO3 (to fit into test tube) gauze, tripod, Bunsen burner tongs test tube rack 2 test tubes Funnel filter paper dropping pipette straw

Materials available at each station the room: Tub limestone chips

Method

Part 1

Put on your eye protection.

Set up your tripod and gauze with the limestone chip positioned at the edge of the gauze and place a medium-sized calcium carbonate chip on the gauze.

Turn your Bunsen burner onto a blue flame. Holding the Bunsen burner above the marble chip, direct the tip of the inner blue cone onto the chip. You should heat the chip strongly enough to make most of it glow. Continue heating the chip for at least 10 minutes.

After this time, stop heating and let the chip cool down. In the meantime, in your results table write down your observations for the time you were heating the chip.

Part 2

Pick up the ceramic paper, taking care not to touch the chip, and tip the chip into the boiling tube. Using the dropping pipette add 4 drops of water to the chip a drop at a time and observe what happens.

Write down your observations for Part 2 in your results table.

Part 3

Now add more water until the boiling tube is one-third full. Filter the mixture into another boiling tube. Keep the filtrate for the next stage of the experiment.


Part 4

Take a straw and gently blow through the filtrate.


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The limestone cycle

To find how the products from limestone are related to each other.

Using the description below, complete the limestone cycle.

When limestone (calcium carbonate) is heated strongly, it decomposes to give solid quicklime (calcium oxide) and carbon dioxide gas. When a small amount of water is added to quicklime it gives slaked lime (calcium hydroxide). If a lot of water is added to the slaked lime a solution of lime water or calcium hydroxide is formed. If carbon dioxide is bubbled through lime water, limestone is formed again, along with water.

Equations for reactions in the limestone cycle

Complete the word and symbol equations for the limestone cycle

Calcium carbonate → …………… …………… (s) + …………… …………… (g)

CaCO3 →→→→ …………………….… (s) +…………… …………… (g)

Calcium oxide (s) + ………………… (l) → ………………… ………………… (s)

………… (s) + ………………… (l) →→→→ Ca(OH)2 (s)

Calcium hydroxide (aq) + …………… …………… (g) → ………………… (s) + water (l)

Ca(OH)2 (aq) + ……………………… (g) →→→→ ……………… (s) + H2O (l)

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Lesson 2 – Limestone – a useful rock – part 1

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Task Task Task Task

You will write a report to show people that concrete was invented a lot longer ago You will write a report to show people that concrete was invented a lot longer ago You will write a report to show people that concrete was invented a lot longer ago You will write a report to show people that concrete was invented a lot longer ago than many people think.than many people think.than many people think.than many people think.

In your report you need to include:In your report you need to include:In your report you need to include:In your report you need to include:

- that the Romans were the first people to make really good use of concrete

- what ingredients were used in the Roman concrete

- some example of ancient buildings which used concrete

- why concrete was such a useful building materials and how it helped to change the way buildings could be built

- whether modern concrete is different from ancient concrete:

– does it have the same ingredients?

– is it used in the same way?

You could use each of these bullet points as a subYou could use each of these bullet points as a subYou could use each of these bullet points as a subYou could use each of these bullet points as a sub----heading for your report. If you heading for your report. If you heading for your report. If you heading for your report. If you are working in a group, perhaps you could divide the task up so different people are working in a group, perhaps you could divide the task up so different people are working in a group, perhaps you could divide the task up so different people are working in a group, perhaps you could divide the task up so different people work on each part.work on each part.work on each part.work on each part. You couYou couYou couYou could use pictures in your report but first check with your teacher whether you ld use pictures in your report but first check with your teacher whether you ld use pictures in your report but first check with your teacher whether you ld use pictures in your report but first check with your teacher whether you are allowed to use any.are allowed to use any.are allowed to use any.are allowed to use any.

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Group members:

Presentation topic: Concrete invention and use

Category Max Score Score given

Quality of personal presentation: 10

Clarity of information in presentation: 10

Quality of illustrations in presentation: 10

QWC 5

Total 35

Suggestions as to how the presentation could

be improved

Group members:






QWC 5

Total 35


be improved

Group members:






QWC 5

Total 35


be improved

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Group members:






QWC 5

Total 35


be improved

Group members:






QWC 5

Total 35


be improved

Group members:






QWC 5

Total 35


be improved

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Exam Question

1 Limestone contains calcium carbonate, CaCO3.

(a) The flow chart shows the stages in the limestone cycle.

Write the name of the correct calcium compound in each empty box to complete the flow chart.

calcium carbonate

heat

.......................................................................................................

add water

.......................................................................................................

add more water

calcium hydroxide solution

add carbon dioxide

.......................................................................................................

(3 marks) 1 (b) Limestone is heated with clay to make cement.

Cement is mixed with sand to make mortar.

A student investigated the strength of six mortar mixtures. Each mortar mixture contained 100cm3 cement but each contained a different volume of sand.

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To do the investigation the student:

• added and stirred water into each mortar mixture

• put each mixture into the same sized moulds

• left each mixture to set hard

• dropped a metal ball from increasing heights until the mortar cracked

• recorded the results in a table.

Volume of sand in cm3 Volume of cement in cm

3

Height the metal ball was dropped from to crack the

mortar in cm

700 100 24

600 100 30

500 100 36

400 100 37

300 100 48

200 100 54

1 (b) (i) What happens to the strength of the mortar as the volume of sand increases?

...........................................................................................................................................

(1 mark) 1 (b) (ii) The student was worried about an anomalous result. Which result was anomalous? Volume of sand = ................. cm3

Explain why you have chosen this result. ...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

(2 marks)

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1 (c) The student repeated the investigation but used six concrete mixtures. From the results the student concluded correctly that concrete was stronger than mortar.

Suggest one reason why concrete is stronger than mortar.

...........................................................................................................................................

...........................................................................................................................................

(1 mark)

Total: 7 marks

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ADVANTAGES AND DISADVANTAGES FOR OPENING A LIMESTONE ADVANTAGES AND DISADVANTAGES FOR OPENING A LIMESTONE ADVANTAGES AND DISADVANTAGES FOR OPENING A LIMESTONE ADVANTAGES AND DISADVANTAGES FOR OPENING A LIMESTONE

QUARRYQUARRYQUARRYQUARRY

FORFORFORFOR AGAINSTAGAINSTAGAINSTAGAINST

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Exam Question

One of the largest limestone quarries in the United Kingdom is near the town of Buxton. It

is in the Peak District National Park, an area popular with tourists.

Suggest three social or environmental issues involved in quarrying limestone in the

Peak District. Your answer should be given in full sentences and not bullet points.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………….

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Lesson 5 – Metal Carbonates – part 1

Investigating the thermal decomposition of carbonates

Aim

To test if metal carbonates decompose when heated.

Follow the instructions below to compare the ease with which metal

carbonates decompose.

Procedure

1. Put about 1 spatula of a metal carbonate to be tested in a test tube.

2. Clamp into position, and fit the bung and delivery tube.

3. Half fill the test tube with lime water and place into a test tube rack.

4. Angle the end of the delivery tube into the test tube.

5. Using the Bunsen burner heat the carbonate, and observe the lime water. If the lime water goes cloudy, then carbon dioxide has been produced and thermal decomposition has taken place.

6. Repeat with other carbonates to compare results.

Safety: Wear eye protection throughout the practical and be aware that the test tube will still be hot when heating is ceased. Remove end of delivery tube from lime water when heating is stopped to prevent ‘suck back’.

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Results

Write down the observations for each metal carbonate in the table below.

Name of carbonate Observations

Copper carbonate

Magnesium carbonate

Sodium carbonate

Potassium carbonate

Zinc carbonate

Calcium carbonate

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Conclusions

What patterns can you detect from your results?

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Complete the following table

Group I carbonates Group II carbonates Transition metal carbonates

What can you say about the ease of decomposition of each group of carbonates? Group I carbonates ……………………………………………………………………………………………. Group II carbonates…………………………………………………………………………………………... Transition metal carbonates..................................................................................

Complete the following equations:

calcium carbonate → +

CaCO3 → +

→ magnesium oxide + carbon dioxide

→ MgO + CO2

Copper carbonate → +

CuCO3 → +

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Back ground

Carbonates are a common type of mineral. They are used to make everyday

substances ranging from cement to baking powder. Some carbonates are used as

rocks straight from the ground to build buildings. Carbonates react in a similar way

when they are heated or come into contact with acid. You will need to be able to

write word equations to describe the reactions and also be able to tell if symbol

equations are balanced.

Questions

1 Carbonate reactions follow a pattern. Similar products are always made.

Complete these word equations for the thermal decomposition of a carbonate.

a calcium carbonate → ...............……………….….............. + carbon dioxide

b sodium carbonate → ..............……………….…............... + carbon dioxide

c zinc carbonate → ...................………..…………......... + carbon dioxide

2 Complete the word equation and the symbol equation for each of these thermal

decomposition reactions.

Then check that each symbol equation is balanced.

a calcium carbonate → …………………………… + carbon dioxide

CaCO3 → CaO + ………………..

b sodium carbonate → …………………………….. + carbon dioxide

Na2CO3 → Na2O + CO2

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Competing carbonates

Aims

In this activity, you must critically analyse a student’s plan for an experiment. You will assess whether it is likely to produce valid and accurate results on how easily the metal carbonates decompose on heating.

Method

Read the following information about a student’s experiment.

How easy it is to extract metals from their carbonate ores depends on how easily metal carbonates decompose. In order to decide which metals can be obtained in this way, a student has planned the following experiment to compare how easily some metal carbonates decomposed. From this he could work out an order for the carbonates, from least stable to most stable.

He used carbonates of magnesium, copper, zinc, calcium and sodium. He was told that most metal carbonates decompose on heating, releasing carbon dioxide and that carbon dioxide turns limewater cloudy. The carbonate that takes the least time to turn the limewater cloudy is the least stable.

This is the apparatus he used.

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c He set up the apparatus as shown in the diagram.

d He placed a large spatula measure of magnesium carbonate in the test tube as shown.

e He then fitted the delivery tube so that it was dipping into the second test tube of limewater.

f He heated the test tube containing the sample, gently at first and then more strongly.

g He carefully noted the time to the nearest minute it took for the limewater to turn cloudy.

h He then did this for the other carbonates, recording his results in a table like this.

Metal carbonate Time to decompose

magnesium carbonate

copper carbonate

zinc carbonate

calcium carbonate

sodium carbonate

i Finally he plotted a line graph from the results and used it decide which carbonate took the least time to decompose.

j The student’s plan has a number of problems that will probably lead to invalid results. Answer the following questions, which highlight some of these difficulties.

Questions

1 Why might the results obtained be inaccurate?

…………………………………………………………………………………….…….….…….……………………

……………………………………………………………………………………………..……..……………………

………………………………………………………………………………………..……..………………

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2 How might the student have planned his experiment to make the results more precise?

…………………………………………………………………………………………………….…..….……………

……………………………………………………………………………………………………..……..……………

……………………………………………………………………………….……………….….…………

3 The student’s experiment may not be considered fair. Suggest two ways of making the test fairer.

………………………………………………………………………………………………….….……..……………

……………………………………………………………………………………………….…….…..………………

……………………………………………………………………………………….…………..…………

4 What has the student missed out from the results table?

……………………………………………………………………………………………………….…..……………

………………………………………………………………………………………………………..….……………

……………………………………………………………………………………….……….……………

5 What is wrong with the graph the student is intending to plot? Why is there no need to plot a graph at all?

……………………………………………………………………………………………………….…….…………

………………………………………………………………………………………………………..………………

………………………………………………………………………………………….….………………

6 If different students were to repeat each experiment, why are they unlikely to agree on the time taken for the limewater to go cloudy?

……………………………………………………………………………………………………….………………

………………………………………………………………………………………………………….……………

……………………………………………………………………………………………….……………

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7 Suggest one reason why a metal carbonate which should decompose on heating may not appear to do so.

………………………………………………………………………………………………………….……………

……………………………………………………………………………………………………….………………

…………………………………………………………………………………………….………………

8 The table below shows the decomposition temperatures of the carbonates used in the experiment:

Metal carbonate Approximate decomposition temperature (°C)

magnesium carbonate 540

copper carbonate 200

zinc carbonate 133

calcium carbonate 825

sodium carbonate 851

Suggest why the use of Bunsen burners, (which generally do not produce temperatures above 700 °C), may be unsuitable for this experiment?

……………………………………………………………………………….………….………………

………………………………………………………………………………………………..……………………

………………………………………………………………………………………..…………………

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Lesson 6 – Metal Carbonates – part 2

Preparing a salt from an acid and a carbonatePreparing a salt from an acid and a carbonatePreparing a salt from an acid and a carbonatePreparing a salt from an acid and a carbonate

---- put put put put thisthisthisthis as a as a as a as a titletitletitletitle inininin your your your your exerciseexerciseexerciseexercise book book book book

MethodMethodMethodMethod

1111 Measure out 25cmMeasure out 25cmMeasure out 25cmMeasure out 25cm3333 of hydrochloric acid into a small 100cm of hydrochloric acid into a small 100cm of hydrochloric acid into a small 100cm of hydrochloric acid into a small 100cm3 3 3 3 beakerbeakerbeakerbeaker

2222 Add a spatula of copper carbonateAdd a spatula of copper carbonateAdd a spatula of copper carbonateAdd a spatula of copper carbonate

Before proceeding any further with the practBefore proceeding any further with the practBefore proceeding any further with the practBefore proceeding any further with the practical ical ical ical –––– answer the questions below in full answer the questions below in full answer the questions below in full answer the questions below in full

sentencessentencessentencessentences IIIIn your n your n your n your exerciseexerciseexerciseexercise book book book book::::

Questions

1) What happened when copper carbonate was added?

2) What is the gas given off?

3) What chemical can be used to test for the gas?

4) What change in the chemical occurs? (you can answer this after you have completed the

task below)

TaskTaskTaskTask

Select appropriate equipment from around the room to test for this gas successfully, by

repeating the first stage of the experiment again, but on a smaller scale.

Once you have tested for the gas,Once you have tested for the gas,Once you have tested for the gas,Once you have tested for the gas, follow the remaining steps below: follow the remaining steps below: follow the remaining steps below: follow the remaining steps below:

3333 Add more copper carbonate until it stops fizzing.Add more copper carbonate until it stops fizzing.Add more copper carbonate until it stops fizzing.Add more copper carbonate until it stops fizzing.

4444 Filter to remove the unFilter to remove the unFilter to remove the unFilter to remove the un----reacted copper carbonate and then transfer the reacted copper carbonate and then transfer the reacted copper carbonate and then transfer the reacted copper carbonate and then transfer the

filtrate (the liquid which passed through the filter paper) to a petri dish.filtrate (the liquid which passed through the filter paper) to a petri dish.filtrate (the liquid which passed through the filter paper) to a petri dish.filtrate (the liquid which passed through the filter paper) to a petri dish.

5555 Heat carefully until Heat carefully until Heat carefully until Heat carefully until the volume has been reduced by half.the volume has been reduced by half.the volume has been reduced by half.the volume has been reduced by half.

6666 Carefully transfer to a petriCarefully transfer to a petriCarefully transfer to a petriCarefully transfer to a petri----dish and leave on the side to crystallise.dish and leave on the side to crystallise.dish and leave on the side to crystallise.dish and leave on the side to crystallise.

7777 Pack all equipment away.Pack all equipment away.Pack all equipment away.Pack all equipment away.

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Questions – answer in full sentences in your exercise book

5) What is the name of the salt that has been produced?

6) Write a word equation for the reaction

7) Write a balanced symbol equation for the reaction

8) Copy and complete the general equation below to show what happens when an acid and

a carbonate react:

acid + carbonate -->

9) Draw a diagram of the equipment used to test for carbon dioxide gas.

10) Copy and complete the equation below:

calcium hydroxide (limewater) + carbon dioxide --> ……………………………………………………….

core science: c1 2.1-2 - the crossley heath school · new gcse core science: c1 2.1-2.5 rocks and...

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