This workbook will be available in digital format (PDF) only.

It is intended to be used by
secondary school students and teachers in Malta and Gozo. This workbook is a companion to the
Chemistry textbook.

Version 1.0 distributed on September 2022.

Acknowledgements
The following persons contributed towards the content of this workbook: Rebecca Baldacchino
(TR), Erika Micallef (TR), Doreen Mizzi (HOD), Luke Sammut (TR), and Lorraine Vella (TR).

Michael Mercieca (EO) and Doreen Mizzi (HOD) contributed towards editing this workbook.

Michael Mercieca (EO) contributed towards the compilation of this workbook.

How to use this workbook

The exercises found in this workbook are structured in a way that is closely linked to the
Chemistry textbook. In fact, the headings in this workbook run parallel to those in the textbook.
This to allow easy access for both students and teachers.

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Contents
UNDERSTANDING HOW CHEMISTRY WORKS AND IS COMMUNICATED .............................................................. 1

1.1 UNDERSTANDING THE SCIENTIFIC PROCESS .................................................................................................................... 1

1.2 HEALTH AND SAFETY ................................................................................................................................................. 2
1.3 PERFORMING EXPERIMENTS ....................................................................................................................................... 3
1.4 REPRESENTING CHEMICAL REACTIONS .......................................................................................................................... 6

GASES THAT MAY BE FOUND IN AIR AND HOW TO PREPARE THEM IN THE LAB ................................................. 8

2.1 GASES IN EARTH’S ATMOSPHERE ................................................................................................................................. 8

2.2 ELEMENTS, COMPOUNDS & THE PERIODIC TABLE ......................................................................................................... 10
2.3 COVALENT BONDING .............................................................................................................................................. 14
2.4 DIFFUSION AND DENSITY OF GASES ............................................................................................................................ 15
2.5 PREPARING, COLLECTING, AND TESTING FOR GASES ....................................................................................................... 16
2.6 ATMOSPHERIC POLLUTION ....................................................................................................................................... 20

THE SOLVENT ACTION OF WATER INCLUDING THE IMPACT OF WATER HARDNESS ........................................... 22

3.1 WATER – A SOURCE OF LIFE AND CONFLICT ................................................................................................................. 22

3.2 PROPERTIES OF PURE WATER .................................................................................................................................... 23
3.3 MIXTURES ............................................................................................................................................................ 23
3.4 OBTAINING TABLE SALT ........................................................................................................................................... 25
3.5 SALTS AND IONIC BONDING ...................................................................................................................................... 27
3.6 HARD AND SOFT WATER .......................................................................................................................................... 30
3.7 OBTAINING POTABLE WATER FROM SEA WATER............................................................................................................ 32

ACIDS, BASES, AND SALTS ................................................................................................................................. 33

4.1 INDICATORS, ACIDS, BASES, AND ALKALIS .................................................................................................................... 33

4.2 ACID REACTIONS .................................................................................................................................................... 34
4.3 APPLICATIONS OF ACID-BASE CONCEPTS IN REAL-LIFE SITUATIONS .................................................................................... 36
4.4 SALTS .................................................................................................................................................................. 41

PERIODIC TABLE OF THE ELEMENTS .................................................................................................................. 44

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 Chemistry Workbook

Understanding how chemistry works and is

communicated

1.1 Understanding the scientific process

1. State whether the following statement is a theory, hypothesis, or fact:

a. The universe began due to an explosion called the Big Bang. _____________________ (1)

b. It takes 8 minutes and 19 seconds for light to travel from the Sun to the Earth.

______________________ (1)

c. Stomach acid is strong enough to dissolve stainless steel. ______________________ (1)

d. Mark will run faster than Gilbert as his legs are long, and he weighs less than Gilbert.

______________________ (1)

e. An acid will turn blue litmus paper to red. ______________________ (1)

f. It is thought that humans have evolved from apelike ancestors. __________________ (1)
(6 marks)

2. Until the 1500’s the most influential theory on the movement of planets was that of Ptolemy.
He claimed that the Earth was the centre of the universe and that the planets and stars revolve
around the Earth.

In 1543 Copernicus published a book where his main argument was that it was more likely that
the Sun was stationary, and that the Earth and other planets revolved around the sun. However,
he could not prove that his theory was correct.

In 1609, Galileo built a telescope and observed that the moons of Jupiter were orbiting Jupiter
instead of orbiting the Earth… therefore that must mean that Earth was not the centre of the
Universe. In 1632, Galileo published a book supporting Copernicus’ theory that the Earth
revolved around the Sun.

a. What does this information tell us about scientific theories?

________________________________________________________________________ (1)

b. Use the information above to compare Galileo’s theory with that proposed by Copernicus.

___________________________________________________________________________

________________________________________________________________________ (2)

c. Were Galileo’s findings a theory or a hypothesis? Why?

___________________________________________________________________________

________________________________________________________________________ (2)
(5 marks)

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1.2 Health and safety

1. The picture below shows some students carrying out an experiment in a lab.

Using the picture to help you, list at least four safety rules which must always be followed in a
chemistry laboratory.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
(4 marks)

2. Fill in the table below by writing the title for each hazard symbol.

Hazard Symbol

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(6 marks)

1.3 Performing experiments

1. Label the apparatus in the following diagrams.

(6 marks)

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2. Yeast is a microscopic organism used in bread making to make dough rise. It ‘feeds’ on sugar
and breaks it down to release carbon dioxide gas. Mark and Suzie wanted to investigate how
varying the amount of sugar affects the amount of carbon dioxide produced. They repeated the
experiment four times using different amounts of sugar. They decided to collect the gas produced
in balloons attached to the neck of the measuring cylinders as shown in Figure 1 below.

Figure 1

a. What was the aim of this investigation?

___________________________________________________________________________

________________________________________________________________________ (1)

b. Mark suggested that they should include a description of how large the balloon grew for each
test-tube containing the varying amounts of sugar. Suzie suggested that they measure the
diameter of the balloons. Explain why Suzie’s approach is better than Mark’s.

___________________________________________________________________________

________________________________________________________________________ (2)

c. Identify the dependent and independent variables in this investigation.

Dependent variable: _______________________________________________________ (1)

Independent variable: ______________________________________________________ (1)

d. Explain why it was important for Mark and Suzie to use the same amount of water and yeast
in each test-tube.

___________________________________________________________________________

________________________________________________________________________ (2)

e. Mention and explain another precaution that Suzie and Mark could have taken to ensure more
accurate results.

___________________________________________________________________________

________________________________________________________________________ (2)

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f. The results from Mark and Suzie’s experiment are shown in Table 1 below.

Table 1

Measuring Water added Yeast added Sugar Diameter of

cylinder no. (cm3) (sachet/g) added (g) balloon (cm)

1 50 1 sachet/11 2 13

2 50 1 sachet/11 4 32

3 50 1 sachet/11 6 38

4 50 1 sachet/11 8 41

i. Plot a line graph to show the effect of varying mass of sugar (x axis) on the diameter of the
balloon (y axis). (6)

ii. Describe and explain the graph obtained.

___________________________________________________________________________

________________________________________________________________________ (2)

iii. Suggest two ways this experiment could be improved.

___________________________________________________________________________

________________________________________________________________________ (2)

f. Mark and Suzie’s friend Lara decided to replicate the experiment using sanitizer as a solvent
instead of water. Her results are summarised in Table 2 below.

Table 2

Measuring Sanitizer Yeast added Sugar Diameter of

cylinder no added (cm3) (sachet/g) added (g) balloon (cm)

1 50 1 sachet/11 2 0

2 50 1 sachet/11 4 0

3 50 1 sachet/11 6 0

4 50 1 sachet/11 8 0

i. Plot Lara’s results on the same axis used in question e) i).

Label this graph as ‘f’. (2)

ii. Explain what can be concluded from Lara’s results.

___________________________________________________________________________

________________________________________________________________________ (2)
(23 marks)

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3. The graph below shows how the solubility of four different substances changes with
temperature. Solubility is measured in g/100g H 2O.

KNO3

K2SO4

NaCl

CuSO4

a. State the solubility of KNO3 at 60 °C. ________________________________________ (1)

b. What can you say about the solubility of NaCl as temperature increases?

________________________________________________________________________ (1)

c. Compare the solubility of KNO3 and CuSO4.

___________________________________________________________________________

________________________________________________________________________ (1)
(3 mark)

1.4 Representing chemical reactions

1. Convert these word equations into balanced chemical equations.
a. magnesium + oxygen → magnesium oxide

b. potassium + chlorine → potassium chloride

c. hydrogen + oxygen → water

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d. nitrogen + oxygen → nitrogen monoxide

e. nitrogen monoxide + oxygen → nitrogen dioxide

f. iron + chlorine → iron(III) chloride

(12 marks)

2. Balance the following chemical equations

a. H2 + Br2 → HBr

b. N2 + H2 → NH3

c. Li + O2 → Li2O

d. H2 + NO → H2O + N2

e. Mg + HCl → MgCl2 + H2

f. KOH + H2SO4 → K2SO4 + H2O

g. CaCO3 + HCl → CaCl2 + H2O + CO2

h. (NH4)2SO4 + NaOH → Na2SO4 + H2O + NH3

i. SO2 + H2S → S + H2O

j. C3H8 + O2 → CO2 + H2O

k. Cu(NO3)2 → CuO + NO2 + O2

l. Na + H2O → NaOH + H2

m. Mg + AgNO3 → Mg(NO3)2 + Ag

n. Br2 + KI → KBr + I2

o. Fe2O3 + CO → Fe + CO2
(15 marks)

3. For each of the following reactions, write a:

i. Word equation

ii. Balanced chemical equation

iii. Net ionic equation (From Year 10 onwards)

a. Potassium iodide reacts with lead(II) nitrate to produce lead(II) iodide and potassium nitrate

i. _______________________________________________________________________ (1)

ii. ______________________________________________________________________ (2)

iii. _________________________________________________________________________

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________________________________________________________________________ (2)

b. Hydrochloric acid reacts with magnesium to produce hydrogen and magnesium chloride.

i. _______________________________________________________________________ (1)

ii. ______________________________________________________________________ (2)

iii. _________________________________________________________________________

________________________________________________________________________ (2)

c. Phosphoric acid reacts with calcium carbonate to produce calcium phosphate, carbon dioxide
and water.

i. _______________________________________________________________________ (1)

ii. ______________________________________________________________________ (2)

iii. _________________________________________________________________________

________________________________________________________________________ (2)

d. Sulfuric acid reacts with sodium hydroxide to produce sodium sulfate and water.

i. _______________________________________________________________________ (1)

ii. ______________________________________________________________________ (2)

iii. _________________________________________________________________________

________________________________________________________________________ (2)
(20 marks)

Gases that may be found in air and how to prepare them

in the lab

2.1 Gases in Earth’s atmosphere

1. This question is about the gases present in air.

The following diagram shows the apparatus that can be used to determine the percentage
composition of one of the gases in air. At the beginning of the experiment, syringe B contained
100 cm3 of air whereas syringe A was empty. The air in syringe B was passed forwards and
backwards over the heated copper as shown in the diagram below.

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a. How can the apparatus be tested for leaks before starting the experiment?

___________________________________________________________________________

________________________________________________________________________ (1)

b. Give the name of the gas in air that reacts with copper powder in the experiment.

________________________________________________________________________ (1)

c. The apparatus is allowed to cool down before the final reading of air is taken at the end of
the experiment. Give a reason for this statement.

___________________________________________________________________________

________________________________________________________________________ (1)

d. What approximate volume of gas is expected to remain in syringe B at the end of the
experiment?

________________________________________________________________________ (1)

e. What is the name and colour of the solid left in the silica tube at the end of the experiment?

Name: __________________________________________________________________ (1)

Colour: _________________________________________________________________ (1)

f. Write a word equation to represent the reaction of copper with the gas in the air.

________________________________________________________________________ (1)

g. Write a balanced chemical equation to represent the reaction of copper with the gas in air.

________________________________________________________________________ (3)
(10 marks)

2. Give the name of:

a. the most abundant gas found in air. _________________________________________ (1)

b. the most reactive gas found in air. __________________________________________ (1)

c. one unreactive gas found in air. ____________________________________________ (1)

d. one gas found in air which is a pollutant. _____________________________________ (1)

e. a gas used in fire extinguishers. ____________________________________________ (1)

f. a gas needed for combustion. ______________________________________________ (1)

g. a gas used in packaging food to keep it fresh. _________________________________ (1)

h. a gas used by plants for photosynthesis. _____________________________________ (1)

i. an unreactive gas that is less dense than air. _________________________________ (1)

(9 marks)

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3. Nitrogen, oxygen and the noble gases are the main gases found in air.

a. Give the percentage by volume of each of the above-mentioned gases.

________________________________________________________________________ (3)

b. Nitrogen and oxygen are diatomic molecules. Give the formula of nitrogen and that of oxygen
and use these formulae to explain what diatomic means.

________________________________________________________________________ (2)

c. The noble gases are also called inert gases. What does the word inert mean?

________________________________________________________________________ (1)
(6 marks)

2.2 Elements, compounds & the Periodic Table

1. Fill in the following table.
Total number of
Compound Names of elements in the compound atoms in the
compound

Na2CO3

ZnO

PbSO4

(NH4)2SO4

Al2O3

KCl

Cu(NO3)2

(14 marks)

2. Use the following list of substances to answer the following questions:

air, carbon, chlorine, sulfur, hydrogen, mercury, table salt, sodium, water

a. Which metal is a liquid at room temperature? _________________________________ (1)

b. Name the two elements present in table salt. __________________________________ (1)

c. Name a non-metal which is present in oil. ____________________________________ (1)

d. Which element is yellow in colour? __________________________________________ (1)

e. Name a compound. ______________________________________________________ (1)

f. Name a mixture. ________________________________________________________ (1)

(6 marks)

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3. Classify the following substances into mixtures, compounds, and elements.

rainwater, sea water, common salt, copper, air, gold,

aluminium oxide, ink, lead, magnesium oxide, tin, iron(II) sulfide

Mixtures Compounds Elements

(12 marks)

4. Fill in the following table to name the three subatomic particles in an atom, their relative
masses, and charges.

PARTICLE RELATIVE MASS CHARGE

(9 marks)

5. Given that the percentage abundance of Li-6 is 7.59% and that of Li-7 is 92.41%, calculate
the relative atomic mass of lithium.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
(3 marks)

6. Consider the atom 188X where X is not the symbol of the element. What is the:

a. atomic number of X? ___________________________________________ (1)

b. number of neutrons in an atom of X? ______________________________ (1)

c. number of electrons in an atom of X? ______________________________ (1)

d. mass number of X? ____________________________________________ (1)

e. electronic configuration of atom X? ________________________________ (1)

(5 marks)

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7. Fill in the missing information.

Element Atomic Mass Number of Number of Electron

symbol number number protons neutrons configuration
He 2 2 2 2
Na 11 23 11 2,8,1
P 15 31 2,8,5
S 32 16 16
Cl 17 37 17
(8 marks)
1 2 3
8. Hydrogen 1H, deuterium 1H, and tritium 1H are isotopes.

a. Define the word isotopes.

___________________________________________________________________________

________________________________________________________________________ (1)

b. Complete the table:

Hydrogen Deuterium Tritium

Atomic number

Mass number
(3)
c. Explain why isotopes have the same chemical reactions.

___________________________________________________________________________

________________________________________________________________________ (2)
(6 marks)

9. Write the shorthand notation ( 𝐴

𝑍𝑋 ) for each of the following isotopes:

a. Oxygen with 8 neutrons and 8 protons: ______________________________________ (1)

b. Argon with 22 neutrons and 18 protons: _____________________________________ (1)

c. Bromine with 45 neutrons and 35 protons: ___________________________________ (1)

d. Chromium with 32 neutrons and 24 protons: _________________________________ (1)

(4 marks)

10. A sodium atom has an electron configuration of 2,8,1.

a. Draw and label a diagram to show how the electrons are arranged in a sodium atom.

(2)

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b. Explain why a sodium atom is electrically uncharged.

___________________________________________________________________________

________________________________________________________________________ (2)
(4 marks)

11. Atom A has atomic number 82 and mass number 204. Atom B has atomic number 80 and
mass number 204.

a. How many protons are in atom A? __________________________________________ (1)

b. How many neutrons are in atom B? _________________________________________ (1)

c. Are atoms A and B are isotopes of the same element? Explain your answer.

___________________________________________________________________________

________________________________________________________________________ (2)
(4 marks)

12. Bromine is an element which exists as a mixture of two isotopic forms. A and B represent
atoms of these two isotopes. They occur in equal numbers.

A has a mass number of 79 whereas B has a mass number of 81. Their atomic number is 35.

a. State the number of:

i. protons in atom A: ________________________________________ (1)

ii. electrons in atom B: ______________________________________ (1)

iii. neutrons in atom A: ______________________________________ (1)

iv. neutrons in atom B: ______________________________________ (1)

b. Calculate the relative atomic mass of bromine.

___________________________________________________________________________

________________________________________________________________________ (2)
(6 marks)

13. a. Complete the following table:

Number of Number of Number of

Particle Mass number
protons neutrons electrons

Li atom 3 4

Li+ ion
N3- ion 14 7
Ne atom 10 10

S2- ion 32 18
(12)

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b. Which particles in the table above, apart from the neon atom have the same total number of
electrons as a noble gas?

________________________________________________________________________ (2)

c. Write the electron configurations of :

i. the Li atom: ____________________________________________________________ (1)

ii. the S2- ion: ____________________________________________________________ (1)

(16 marks)

2.3 Covalent bonding

1. The following gases exist as molecules.

a. Draw dot-cross diagrams to represent the bonding in each of the following substances:

Oxygen gas (O2 ) – showing outer shell electrons only.

(2)

Nitrogen (N2) – showing outer shell electrons only.

(2)

Hydrogen sulfide (H2S) – showing outer shell electrons only.

(2)

b. Match the following statements with the correct gas from part a):

i. Used in food packaging:___________________________________________________ (1)

ii. Is one of the main requirements for combustion: ______________________________ (1)

(8 marks)

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2. Methane is a gas that is used as a fuel. It burns in oxygen to form carbon dioxide and
water.
a. Draw a dot cross diagram of the following substances. Show outer shell electrons only.

Methane Oxygen

Carbon dioxide Water

(8)
b. Write a balanced chemical equation for the burning of methane.

________________________________________________________________________ (2)

c. Covalent compounds with simple molecular structures have a low melting point and boiling.
Explain why this is so.

___________________________________________________________________________

________________________________________________________________________ (2)

d. State another physical property of covalent compounds.

___________________________________________________________________________

________________________________________________________________________ (2)
(14 marks)

2.4 Diffusion and density of gases

1. Explain the following observations:

a. Bromine diffuses faster in an evacuated gas jar compared to a jar containing air.

___________________________________________________________________________

________________________________________________________________________ (2)

b. When a bottle of perfume is opened, people in all parts of the room soon notice the smell.
Use the ideas of diffusing particles to explain how this happens.

___________________________________________________________________________

________________________________________________________________________ (2)
(4 marks)

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2. The apparatus shown below was set up. Give explanations for the following observations.

a. At which point, A to E, along the tube will a white cloud be seen? Explain your answer in terms
of the movement of particles.

___________________________________________________________________________

________________________________________________________________________ (2)

b. Give the name to the white cloud formed.

________________________________________________________________________ (1)

c. It took a few minutes before the white cloud formed. Explain why this happened.

___________________________________________________________________________

________________________________________________________________________ (2)

d. Cooling the ammonia and hydrochloric acid before carrying out the experiment increased the
time taken for the white cloud to form. Explain.

___________________________________________________________________________

________________________________________________________________________ (2)
(7 marks)

2.5 Preparing, collecting, and testing for gases

1. The diagram shows the apparatus used to prepare oxygen gas in the laboratory. Two reagents
are used to prepare oxygen gas. One of them is placed in the flat-bottomed flask and the other
one is placed in the tap funnel.

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a. i. Name the solution placed in the tap funnel.

________________________________________________________________________ (1)

ii. Name the powder placed in the flat-bottomed flask.

________________________________________________________________________ (1)

iii. What is the function of the powder in the flat-bottomed flask? Explain this function.

___________________________________________________________________________

________________________________________________________________________ (2)

iv. Write a balanced chemical equation to show the reaction that takes place.

________________________________________________________________________ (2)

b. Oxygen is collected over water as shown in the diagram. Why is this method suitable for
collecting oxygen?

________________________________________________________________________ (1)

c. The oxygen gas collected needs to be tested. Describe the test for oxygen and state the
expected result.

________________________________________________________________________ (1)

d. Give two uses of oxygen.

________________________________________________________________________ (2)

e. Draw a labelled diagram to show how oxygen may be produced and collected in a different
way.

(4)

(11 marks)

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3. Gases may be collected using the methods shown in diagrams P, Q and R.

Using the letters P, Q, and R, give all the methods that can be used to collect each of the following
gases.

a. Oxygen: __________________________________ (2)

b. Carbon dioxide: ____________________________ (2)

c. Hydrogen: ________________________________ (2)

d. Give the name of the gas which:

i. turns limewater milky: ___________________________________ (1)

ii. relights a glowing splint: _________________________________ (1)

e. Give the name of the liquid which will turn white anhydrous copper(II) sulfate blue.

________________________________________________________________________ (1)

f. Give the balanced chemical equation for the reaction in question (e) above:

________________________________________________________________________ (2)
(11 marks)

4. Carbon dioxide is a gas which is present in air.

a. The diagram below shows the apparatus used to prepare carbon dioxide gas in the laboratory.
Two reagents are used to prepare carbon dioxide gas. One of them is placed in the flat-bottomed
flask and the other is placed in the thistle funnel.

i. Label the diagram above. (4)

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ii. Write a balanced chemical equation to show the reaction between these two reagents.

________________________________________________________________________ (2)

iii. Draw a dot-cross diagram to show the bonding in carbon dioxide. Show outer shell electrons
only.

(2)

iv. Explain why the thistle funnel is always dipped below the solution.

________________________________________________________________________ (1)

b. The method of collecting a gas depends on the:

• density of the gas being collected, and

• its solubility in water.

i. The diagram on the previous page shows that carbon dioxide is collected ‘over water’. Suggest
one problem with collecting carbon dioxide this way.

________________________________________________________________________ (1)

ii. Name a different method by which carbon dioxide can be collected and suggest why it is
suitable for this gas.

Method: _________________________________________________________________ (1)

Suitability: _______________________________________________________________ (1)

c. One use of carbon dioxide is that it can be used in fire extinguishers. Give a reason for this.

________________________________________________________________________ (1)
(13 marks)

5. Dilute hydrochloric acid is added via thistle funnel onto zinc metal contained in a flat-bottomed
flask. A reaction occurs forming hydrogen gas, H2. The gas is then collected by upward delivery.

Hydrogen burns in air (oxygen) to form a colourless liquid which has a boiling point of 100 °C.

a. Give the name of this colourless liquid. _______________________________________ (1)

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b. Show the bonding (using outer electrons ONLY) present in a molecule of this liquid and name
the type of bond present between the atoms.

Name of bond: ____________________________________________________________ (1)

(2)

c. Write balanced chemical equations for the:

i. reaction between zinc and dilute hydrochloric acid.

________________________________________________________________________ (2)

ii. reaction when hydrogen burns in air (oxygen).

________________________________________________________________________ (2)

d. What property of hydrogen allows it to be collected by upward delivery?

________________________________________________________________________ (1)

e. Describe the test for hydrogen.

________________________________________________________________________ (1)

f. Give two uses for hydrogen.

Use 1: __________________________________________________________________ (1)

Use 2: __________________________________________________________________ (1)

(12 marks)

2.6 Atmospheric pollution

1. Explain the following statements.

a. Air is a mixture of elements and compounds.

___________________________________________________________________________

________________________________________________________________________ (2)

b. Power stations burning coal are thought to be a major cause of acid rain.

___________________________________________________________________________

________________________________________________________________________ (2)
(4 marks)

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2. a. Name an air pollutant produced by the burning of coal.

________________________________________________________________________ (1)

b. Name another air pollutant produced by the combustion of petrol in car engines.

________________________________________________________________________ (1)
(2 marks)

3. Carbon dioxide and carbon monoxide are oxides of carbon.

a. Carbon dioxide is a greenhouse gas.

i. What do you understand by the term “greenhouse gas”?

___________________________________________________________________________

________________________________________________________________________ (1)

ii. Explain why the concentration of carbon dioxide in the atmosphere has increased over the
past 100 years.

___________________________________________________________________________

________________________________________________________________________ (2)

iii. Mention two ways excess carbon dioxide in the atmosphere adversely affects our climate.

________________________________________________________________________ (1)

iv. Name the natural process by which carbon dioxide is removed from the air?

________________________________________________________________________ (1)

b. Carbon monoxide is an atmospheric pollutant.

i. Name a source of carbon monoxide and explain how it is formed.

___________________________________________________________________________

________________________________________________________________________ (2)

ii. State an adverse effect of carbon monoxide on health.

________________________________________________________________________ (1)
(8 marks)

4. a. Rainwater is naturally acidic. Explain.

___________________________________________________________________________

________________________________________________________________________ (2)

b. The gas which makes rain naturally acidic is different from those gases which give rise to acid
rain.

i. Name the two gases which produce acid rain.

________________________________________________________________________ (2)

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ii. Name the acids which the gases in part b) i) form and which are responsible for acid rain.

___________________________________________________________________________

________________________________________________________________________ (2)

iii. Name two adverse effects of acid rain.

___________________________________________________________________________

________________________________________________________________________ (2)
(8 marks)

5. Oxides of nitrogen are pollutant gases found in the atmosphere. Cars and other vehicles are
mainly responsible for the presence of these gases in the atmosphere.

i. Nitrogen and oxygen react inside a car engine to produce nitric oxide gas. Give the formula
of this gas.

________________________________________________________________________ (1)

ii. What type of oxide is nitric oxide? ___________________________________________ (1)

iii. As it exits from the exhaust, the nitric oxide produced in the car engine then reacts with
oxygen from the air and forms a brown gas. Give the name and formula of this gas.

________________________________________________________________________ (2)

iv. This brown gas reacts with water from the atmosphere to produce an acid. Give the name
and formula of the acid produced.

________________________________________________________________________ (2)

v. Name a car part that can help eliminate the problem of pollution by oxides of nitrogen.

________________________________________________________________________ (1)
(7 marks)

The solvent action of water including the impact of

water hardness

3.1 Water – a source of life and conflict

1. Name two sources of potable water.

________________________________________________________________________ (2)

2. Why is it necessary to chlorinate potable water?

________________________________________________________________________ (1)

3. Give a reason why the process of converting sea water to potable water is expensive.

________________________________________________________________________ (1)

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3.2 Properties of pure water

1. What type of oxide is water?

________________________________________________________________________ (1)

2. Write the formula of water using the correct symbols.

________________________________________________________________________ (1)

3. Give three physical properties that can be used to determine that a sample of colourless liquid
is pure water.

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (3)

4. Explain why water can be described as a universal solvent.

___________________________________________________________________________

________________________________________________________________________ (2)

5. Give a reason why tap water is not considered to be pure water.

________________________________________________________________________ (1)

3.3 Mixtures
1. What is the difference between a homogenous and a heterogenous mixture?

________________________________________________________________________ (1)

2. Classify each of the following as a homogenous or heterogenous mixture:

a. Rock salt _________________________________ (1)

b. Chalk and water _________________________________ (1)

c. Sand and water _________________________________ (1)

d. Air _________________________________ (1)

e. Ethanol and water _________________________________ (1)

(5 marks)

3. Give an example of:

a. a solute _________________________________ (1)

b. an insoluble substance _________________________________ (1)

c. a solution _________________________________ (1)

d. a suspension _________________________________ (1)

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e. a solvent _________________________________ (1)

(5 marks)

4.

a. Give the definition of solubility.

________________________________________________________________________ (1)

b. Give three factors that affect the rate at which a substance dissolves in a solvent.

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (3)
(4 marks)

5. Classify the following substances as soluble or insoluble by placing under the correct heading:

Sodium carbonate; silver nitrate; copper(II) oxide; sodium hydroxide; calcium sulfate;
sodium sulfate; copper(II) nitrate; sodium hydrogencarbonate; potassium chloride;
ammonium hydroxide; calcium chloride; silver chloride; magnesium carbonate.

SOLUBLE INSOLUBLE

(13 marks)

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6. The graph shows the solubility of different substances

a. What is the effect of temperature on the solubility of the different substances?

________________________________________________________________________ (1)

b. Which substance has the greatest solubility at standard temperature (0 °C)?

________________________________________________________________________ (1)

c. What is the solubility of potassium iodide at 30 °C?

________________________________________________________________________ (1)

d. Calculate the change in solubility of potassium chlorate when the temperature increases from
45 to 90 °C.

________________________________________________________________________ (2)
(5 marks)

3.4 Obtaining table salt

1. Salt is a very important raw material for the chemical industry.

a. In hot countries such as those in the Mediterranean, salt it is obtained from sea water after it
is placed in salt pans.
i. Describe how salt forms in salt pans.

________________________________________________________________________ (1)

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ii. Course salt is generally obtained from salt pans rather than fine salt. Explain.

________________________________________________________________________ (1)

b. In other countries the main source of salt is rock salt which is found in large underground
deposits. One method of removing rock salt is shown in the diagram below. This is known as
solution mining. Water is pumped down at 150 °C and at very high pressure. The resulting salt
solution (brine) is forced to the surface from which then sodium chloride would be obtained.

Brine solution Hot water

forced out pumped down

layer of rock salt water

i. Rock salt is a known to be a mixture. Explain.

________________________________________________________________________ (1)

ii. Explain the purpose of pumping hot water into the underground rock salt deposit.

___________________________________________________________________________

________________________________________________________________________ (2)

iii. Brine is concentrated salt solution. What is meant by the term concentrated solution?

________________________________________________________________________ (1)

iv. Give one use of salt in the industry.

________________________________________________________________________ (1)
(7 marks)

c. You are given a sample of rock salt. Draw a labelled diagram to show the steps required to
obtain salt from rock salt in the lab. For each stage write a short description to explain the
purpose of each step in the experiment.

(3)

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (4)
(14 marks)

3.5 Salts and ionic bonding

1. Sodium is a metal in Group 1 while fluorine is a halogen in Group 7.

a. Complete the following passage.

Sodium and fluorine combine to form sodium _________________. When this happens,
each sodium atom gives an ___________________ to a fluorine atom. Sodium ions with
a ______________ charge and fluoride ions with a ____________________ charge are
formed. The _____________________ ions and the __________________ ions are held
together by strong ________________ forces of attraction. This attraction forms a
chemical ________________. This type of chemical bond is called the
__________________ bond. (9)

b. Sodium chloride has a relatively high melting point (801 °C). Explain this fact using your
knowledge of ionic bonding.

___________________________________________________________________________

________________________________________________________________________ (2)

c. List two other properties of ionic substances.

___________________________________________________________________________

________________________________________________________________________ (2)
(13 marks)

2. Lithium has atomic number 3 and chlorine has atomic number 17. Draw a dot and cross
diagram showing the bonding in lithium chloride. Show all electron shells.

(3)

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3. Draw a dot and cross diagram of the electrovalent bonding showing all electron shells in:

Magnesium oxide, MgO

(3)

Lithium oxide, Li2O

(3)

Magnesium chloride, MgCl2

(3)

Aluminium fluoride AlF3:

(3)

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4. Explain why a sodium ion and a neon atom both have the same electronic configuration that
is 2.8.

___________________________________________________________________________

________________________________________________________________________ (2)

5. Name the following compounds.

SUBSTANCE NAME

K2O

NaNO3

AlCl3

Mg(OH)2

Fe2(SO4)3

MgSO4

ZnCl2

Cu2SO4

Mg3N2

AgCl

MgO

KBr

NaHCO3

CuCO3

(14 marks)

6. Write chemical formulae for the following compounds:

a. Potassium chloride _______________________ (1)

b. Magnesium bromide _______________________ (1)

c. Calcium carbonate _______________________ (1)

d. Copper(II) hydroxide _______________________ (1)

e. Aluminium chloride _______________________ (1)

f. Aluminium oxide _______________________ (1)

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g. Ammonium chloride _______________________ (1)

h. Zinc sulfate _______________________ (1)

i. Sodium hydrogencarbonate _______________________ (1)

j. Iron(III) sulfate _______________________ (1)

(10 marks)

7. From the diagrams below identify one that represents the giant ionic structure of sodium
chloride.

(1 mark)

3.6 Hard and soft water

1. State whether the following statements are true or false:

a. Water that passes over rock can become hard. ______________ (1)

b. Water can be softened by adding chlorine to it. ______________ (1)

c. Scale is formed when soap is added to hard water. ______________ (1)

d. Soap less detergents do not form scum. ______________ (1)

e. The use of washing soda removes all types of hardness. ______________ (1)

f. Boiling is a method that can remove permanent hardness. ______________ (1)

g. Less soap is used to form a lather with hard water. ______________ (1)

h. Hard water can cause the build-up of scale in boilers. ______________ (1)
(8 marks)

2. Dissolved ions found in water can cause the build-up of scale on the heating elements of
boilers and electric kettles.

a. Explain why the accumulation of scale causes a problem in kettles.

________________________________________________________________________ (1)

b. Write a balanced chemical equation to show the formation of scale inside a kettle.

________________________________________________________________________ (2)

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c. Give two benefits of hard water.

___________________________________________________________________________

________________________________________________________________________ (2)
(5 marks)

3. In an experiment to compare the hardness of different water sources, soap solution was added
to samples of water using a burette. The soap was added dropwise until a lather was formed.
The samples of water were boiled, and the experiment was repeated. The table below shows the
results of this experiment.

Drops of soap solution Drops of soap solution

Source needed to produce a lather needed to produce a lather
using unboiled sample. using boiled sample.

A 5 5

B 24 12

C 30 5

a. Write the correct letters in the spaces below:

i. Source ____________ and _____________ contain hardness. (2)

ii. Source ____________ contains both temporary and permanent hardness. (1)

iii. Source ____________ only contains only temporary hardness. (1)

iv. Source ____________ is soft water. (1)

(5 marks)

b. Samples of water were collected from different locations and tested with a soap solution to
see how much soap was needed to form a lather. The experiment was repeated a second time
using water that was boiled and then a third time using water that was passed through an ion
exchanger. The results below show the volume of soap needed to form a lather with 25 cm 3
samples of water.

Volume of soap needed in cm3

Water passed
Location Untreated Water Boiled Water through ion
exchanger

Attard 25 18 1.5
Rabat 22 1.5 1.5
Cirkewwa 1.5 1.5 1.5
Sliema 16 16 1.5

i. Which sample of water is the hardest? Give a reason for your answer.

___________________________________________________________________________

________________________________________________________________________ (2)

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ii. Which sample of water came from a reverse osmosis plant? Give a reason for your answer.

___________________________________________________________________________

________________________________________________________________________ (2)

d. Which sample of water contains:

i. Both permanent and temporary hardness _____________________ (1)

ii. Only permanent hardness _____________________ (1)

iii. Only temporary hardness _____________________ (1)

e. Name a substance that could possibly be found in the sample of water taken from Sliema.

________________________________________________________________________ (1)

f. Name a substance that could possibly be found in the sample of water taken from Rabat.

________________________________________________________________________ (1)

g. Write a balanced chemical equation for the reaction of soap with water taken from Attard.

________________________________________________________________________ (1)
(15 marks)

3.7 Obtaining potable water from sea water

1. A group of students collected a sample of sea water from Baħar iċ-Ċagħaq and decided to
carry out a number of tests on it in the school laboratory.

a. They first had a discussion on the boiling point of the sample. Anabel said that the boiling
point would be 100 °C, Jeremy said that it would be more than 100 °C while Bettina said that the
boiling point would be less than 100 °C. With whom do you agree? Give a reason for your answer.

___________________________________________________________________________

________________________________________________________________________ (2)

b. Draw and label the apparatus that could be used in the laboratory in order to obtain a sample
of pure water from sea water by distillation.

(5)

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c. In Malta, potable water is obtained by reverse osmosis rather than by distillation of sea water.
Discuss.

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (2)

d. Briefly describe the steps involved in reverse osmosis.

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (3)
(12 marks)

Acids, bases, and salts

4.1 Indicators, acids, bases, and alkalis

1. A pH probe can be used to get an accurate reading from different liquids. A
variety of solutions were tested, and the results are shown in the table below.

a. Put a tick mark (✓) in the correct box to show whether the solution was
acidic, alkaline, or neutral.

Solution pH Reading Acidic Alkaline Neutral

Tomato juice 4.4

Blood 7.4
Toothpaste 9.9
Lemon Juice 2.2
Pure water 7.0
(5)

b. Between each test, the probe should be rinsed with pure water. Suggest a reason for this.

________________________________________________________________________ (1)

c. Indicators are commonly used to determine the pH of solutions.

i. Briefly explain the term indicator.

________________________________________________________________________ (1)

ii. Give two examples of an indicator.

________________________________________________________________________ (2)

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 Chemistry Workbook

d. Give a reason why it is more desirable to use a pH probe rather than universal indicator to
determine the pH of a solution.

________________________________________________________________________ (1)
(10 marks)

2. Magnesium sulfate (MgSO4) is the chemical formula for Epsom salts. This salt can be made in
the laboratory using common chemicals such as the base magnesium oxide (MgO). Magnesium
sulfate can be made by using magnesium oxide in a neutralisation reaction.

a. Name the acid that should be used in this neutralisation reaction.

________________________________________________________________________ (1)

b. This acid is a strong acid. Explain what this means.

________________________________________________________________________ (1)

c. Name the ion that is responsible for causing the ‘acidity’ in an acid.

________________________________________________________________________ (1)

d. Write a balanced chemical equation for this neutralisation reaction. Include state symbols.

________________________________________________________________________ (3)
(6 marks)

4.2 Acid reactions

1.This question is about the reactions of acids. Fill in the missing spaces in the table below.

Method of
Reactants Salt Formed Other Products
preparation
sodium hydroxide and
acid + alkali ……………………… ………………………
hydrochloric acid

magnesium and
acid + metal ……………………… ………………………
sulfuric acid

…………………………
acid + alkali calcium chloride ………………………
and calcium hydroxide

...................... water and

acid + carbonate sodium chloride
and....................... ………………………

......................
Acid + metal iron(II) sulfate ………………………
and.......................

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 Chemistry Workbook

sulfuric acid and

Acid + .............. ……………………… ………………………
calcium hydroxide

...................... carbon dioxide and

Acid + .............. copper(II) sulfate
and....................... ………………………………

(19 marks)

2. When excess zinc is added to dilute sulfuric acid, hydrogen gas and a zinc compound are
formed.

a. Give the balanced chemical equation for this reaction.

________________________________________________________________________ (2)

b. When zinc was added to sulfuric acid the test tube got warmer. What does this indicate about
the chemical reaction?

________________________________________________________________________ (1)

c. Give two other observations for this reaction.

________________________________________________________________________ (2)

d. Describe a test including the expected result to confirm that the gas formed is hydrogen.

________________________________________________________________________ (2)

e. Give a reason why zinc was added in excess.

________________________________________________________________________ (1)

e. The excess zinc was removed from the test tube, leaving behind a clear solution of zinc sulfate.
Barium chloride solution was then added to the zinc sulfate solution. Give a balanced chemical
equation for this reaction, including state symbols.

________________________________________________________________________ (3)
(11 marks)

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4.3 Applications of acid-base concepts in real-life

situations
1. A student collected a sample of soil from a nearby field. She added 25 cm3 of water to the
soil sample and shook it for a few minutes. The resulting solution was filtered to remove the
solid particles. The pupil measured the pH of the filtrate using Universal indicator paper, then
added ammonia solution to the filtrate. She recorded the pH during the addition of the aqueous
ammonia. The student drew the following graph.

12

10

8
pH

0
0 2 4 6 8 10 12 14 16 18 20
Volume of ammonia solution added/ mL

Use the graph to answer the following questions.

a. What is the pH of the soil at the start of the experiment?

________________________________________________________________________ (1)

b. What does this tell you about the soil?

________________________________________________________________________ (1)

c. What is the pH value of the ammonia solution.

________________________________________________________________________ (1)

d. What volume of ammonia solution was added to make the soil neutral?

________________________________________________________________________ (1)
(4 marks)

2. Sodium sulfate is used in washing powders. It can be produced in the lab by adding an acid
to an alkali.
a. Give the name of the acid and alkali required to produce sodium sulfate.

________________________________________________________________________ (2)

b. Write a balanced chemical equation for this reaction.

________________________________________________________________________ (2)

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 Chemistry Workbook

c. Name the type of reaction taking place in (b).

________________________________________________________________________ (1)

d. Briefly describe the steps required to produce sodium sulfate crystals using an acid and an
alkali.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (6)

e. The table below shows the composition of two washing powders A and B.

Percentage composition of washing powders

Washing
sodium sodium sodium
powder soap detergent
sulfate carbonate silicate
A 29 20 20 0 15

B 35 0 26 6 13

Dilute nitric acid was added to each of the powders. Only one of the powders reacted.
i. Which powder reacted with dilute nitric acid? Explain.

___________________________________________________________________________

________________________________________________________________________ (2)

ii. Give one observation noted in the reaction between the powder mentioned in e(i) and dilute
nitric acid.

________________________________________________________________________ (1)
(14 marks)

3. Antacids tablets are taken when the stomach produces excess hydrochloric acid and causes
stomach-ache. The following table shows the main ingredient found in two packets of antacid
tablets.

Antacid tablets Main ingredient

Packet 1 calcium carbonate
Packet 2 aluminium hydroxide

a. Write a balanced chemical equation to show how stomach acid is neutralised with the tablet
containing calcium carbonate.

________________________________________________________________________ (2)

b. Give an observation noted when the calcium carbonate is added to an acid.

________________________________________________________________________ (1)

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 Chemistry Workbook

c. Write a balanced chemical equation to show how stomach acid is neutralised with the tablet
containing aluminium hydroxide.

________________________________________________________________________ (2)

d. Aluminium hydroxide is a base, but it is not an alkali. Explain why this is so.

________________________________________________________________________ (2)

e. Suggest why antacid tablets contain chemicals such as calcium carbonate or aluminium
hydroxide but not sodium hydroxide.

________________________________________________________________________ (2)

f. Matthew and Sarah wanted to find out which is the most efficient tablet to neutralise stomach
acidity. They first reacted each tablet with excess acid. Then they found out how much acid was
left unreacted by reacting it with sodium hydroxide solution using a titration. They wrote the
following method in their notebooks:

Crush a tablet using the pestle and mortar.

Place 2 g of the powdered tablet into a clean beaker.
Add excess hydrochloric acid (e.g 100 cm3 of 1 mol dm-3) to each tablet making sure it dissolves
completely.

Pour the acidic solution in a conical flask and add methyl orange indicator.
Add sodium hydroxide solution from a burette to the acidic solution until the indicator changes
colour.
Record the volume of sodium hydroxide added.
Repeat the experiment with the second tablet.

i. Explain why each tablet was crushed using a pestle and mortar rather than using a whole
tablet in the experiment.

________________________________________________________________________ (2)
ii. Give two precautions the students took to ensure fair testing.

___________________________________________________________________________

________________________________________________________________________ (2)

iii. Explain why excess acid was added to each tablet.

________________________________________________________________________ (2)

iv. Give the colour of methyl orange when it is added to an acidic solution.

________________________________________________________________________ (1)

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 Chemistry Workbook

v. Draw a labelled diagram of the set up used during titration.

(4)

vi. The students obtained the following results from the experiment:

Antacid tablets Main ingredient Volume of sodium hydroxide

Packet 1 calcium carbonate 60
Packet 2 aluminium hydroxide 25

Determine which of tablet reacted with most acid.

________________________________________________________________________ (1)

vii. Explain why a titration of hydrochloric acid and a solution of each tablet could not be carried
out.

________________________________________________________________________ (2)
(23 marks)

4. Ammonium sulfate is an important fertiliser. It is made by reacting sulfuric acid with ammonia
solution.
a. Give the approximate pH of sulfuric acid. _____________________________________ (1)

b. Sulfuric acid is a strong acid. Explain and support your answer with an equation.

___________________________________________________________________________

________________________________________________________________________ (2)

c. Ammonia is a weak alkali. Explain and support your answer with an equation.

___________________________________________________________________________

________________________________________________________________________ (2)

d. Write a balanced chemical equation for the reaction of sulfuric acid and ammonia solution.

________________________________________________________________________ (2)

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 Chemistry Workbook

e. A farmer wanted to find out whether ammonium sulfate would be washed out of soil by rain
and carried out the experiment shown in the diagram below.

i. How much water has run through the soil after one hour? ________________________ (1)

ii. Describe how you would find the pH of water that has run through the soil.

___________________________________________________________________________

________________________________________________________________________ (2)

iii. Sodium hydroxide solution was added to a solution of soil water and heated. A pungent
smelling gas that turned damp red litmus paper blue was evolved. What can you conclude from
this test? Support your answer by a balanced chemical equation.

___________________________________________________________________________

________________________________________________________________________ (3)
(13 marks)

5. Copper metal is used for roofing in countries like Czech Republic. On exposure to the
atmosphere the salmon pink copper metal progressively darkens and then forms a green patina.
This is because copper reacts with oxygen to form copper(II) oxide and then it reacts with carbon
dioxide to form the green patina.
a. Write a balanced chemical equation for the reaction of copper and oxygen.

________________________________________________________________________ (2)

b. Write a balanced chemical equation for the reaction of copper(II) oxide and carbon dioxide.

________________________________________________________________________ (2)

c. Give the chemical name of the green patina formed over copper.

________________________________________________________________________ (2)

d. What type of reaction takes place in (b). Explain your answer.

___________________________________________________________________________

________________________________________________________________________ (2)

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 Chemistry Workbook

e) Suggest a method to remove the layer green patina from copper. Support your answer with
a balanced chemical equation.

___________________________________________________________________________

________________________________________________________________________ (3)
(10 marks)

6. Calcium nitrate and calcium chloride are compounds often used in commercial treatment for
garden plants. Each salt may be prepared by the reaction of a base and an acid.

a. Complete the table below by filling in with suitable reagents.

Base Acid Salt Other products

calcium nitrate water

calcium chloride water, carbon dioxide

(4)
b. Write a balanced chemical equation for the preparation of calcium nitrate.

________________________________________________________________________ (2)

c. Write a balanced chemical equation for the preparation of calcium chloride.

________________________________________________________________________ (2)

d. Calcium chloride can be prepared from calcium nitrate using two step reaction. Suggest two
chemical reactions that can be used.

Chemical reaction 1: _______________________________________________________ (1)

Chemical reaction 2: _______________________________________________________ (1)

(10 marks)

4.4 Salts

1. Categorise the following compounds as soluble or insoluble by marking with a tick (✓).

Compound Soluble Insoluble

Sodium chloride

Zinc nitrate

Calcium carbonate

Magnesium nitrate

Nickel(II) carbonate

Sodium phosphate

Ammonium chloride

Potassium dichromate

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 Chemistry Workbook

Calcium sulfate

Silver chloride

Ammonium nitrate

Iron(III) sulfate

(12 marks)

2. a. Suggest solutions that could be mixed together to make each of the following insoluble
salts. Include a balanced chemical equation, including state symbols.

i. Silver chloride

Solutions:________________________________________________________________ (2)

Equation:________________________________________________________________ (2)

ii. Calcium carbonate

Solutions:________________________________________________________________ (2)

Equation:________________________________________________________________ (2)

iii. Lead(II) chloride

Solutions:________________________________________________________________ (2)

Equation:________________________________________________________________ (2)

iv. Magnesium hydroxide

Solutions:________________________________________________________________ (2)
Equation:________________________________________________________________ (2)

b. Describe how a pure, dry insoluble salt can be obtained from any of the mixtures mentioned
above.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________ (5)
(21 marks)

3. Copper(II) sulfate can be prepared using copper(II) carbonate and dilute sulfuric acid.
a. Give a balanced chemical equation for the reaction, including state symbols.

________________________________________________________________________ (3)

b. State the colour change that is observed during this reaction.

________________________________________________________________________ (1)

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 Chemistry Workbook

c. Apart from the colour change, what else can be observed during this reaction?

________________________________________________________________________ (1)

d. As a precaution, excess copper(II) carbonate was added. Suggest a reason for this.

________________________________________________________________________ (1)

e. How can the excess copper(II) carbonate be removed after the reaction is over?

________________________________________________________________________ (1)

f. Describe how the hydrated copper(II) sulfate crystals can be obtained from its solution. Include
a labelled diagram.

(3)

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (3)
(13 marks)

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Periodic Table of the Elements

44