9F – Reactivity

9 Fa-1
Changes

Name Class Date

1 Write each of the changes listed below in the correct column in the table to show whether they
are physical changes or chemical reactions.
Changes: boiling burning melting neutralising

Physical changes Chemical reactions

2 Some of the statements below are true and some are false.
Put a tick () in the box next to the statements that are true.

 New substances are made during a chemical reaction.

 New substances are made during a physical change.
 A chemical reaction is usually easier to reverse than a physical change.
 A physical change is usually easier to reverse than a chemical reaction.
 You cannot reverse physical changes or chemical reactions.
3 Each observation below is describing a physical change or a chemical reaction.
Put a tick () in the correct column to show whether each is a physical change or a
chemical reaction.

Observation Physical change Chemical reaction

A liquid was set on fire and it burnt with a
yellow flame.
A liquid was cooled down and it changed
into a solid.

4 The boxes A and B show gas particles in containers.

Which box shows the gas at the higher pressure?

Explain your answer.

I can…
● identify and explain the differences between physical changes and chemical reactions
● use particle theory to explain gas pressure and how it can be changed.

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9
Physical and
Fa-2 chemical changes
Your teacher may watch to see if you can:
● follow instructions carefully.

Aim
To mix some substances and decide if there is a physical change or a chemical reaction.

Introduction
Some changes are chemical and some are physical. You will carry out some experiments and
observe any changes that take place. You will then use your observations to decide whether a
physical change or a chemical reaction has taken place.

Method
Apparatus Copper sulfate
crystals are
● 5 test tubes ● bicarbonate of soda ● iron filings
harmful and
● test tube rack ● copper sulfate solution ● crushed ice dangerous to the
● baking powder ● copper sulfate crystals ● lemon juice environment.
Wear eye
● dropper pipette ● spatula ● eye protection protection.

A Use a dropper pipette to add about 1 cm3 of lemon juice into a test tube.
B Add 1 spatula of bicarbonate of soda to the lemon juice.
C Look carefully at what happens. Record your observations in a results table like the one below.
D Repeat steps A, B and C with the other four pairs of substances in the table. In each case use
about 1 cm3 of each solution and 1 spatula of each solid.

Results
Substances Observations when substances are mixed Type of change
Lemon juice and
bicarbonate of soda
Water and copper sulfate
crystals
Water and baking powder

Water and crushed ice

Copper sulfate solution and

iron filings

Considering your results/conclusions

1 Use your observations to decide whether each pair of substances were just mixed together in a
physical change or whether there was a chemical reaction between them. Copy and complete
the final column of the results table.
2 Explain how you made your decisions in question 1.

I can…
● use observations to decide whether a chemical reaction or physical change has taken place
● explain the differences between physical changes and chemical reactions.

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9 Fa-3
The imploding can

Your teacher will demonstrate an experiment using a drink can or show you a video of the
experiment.
Cut out the statements below and put them into the correct order to explain what happened to
the drink can.

A The volume of liquid water is much less than the volume of water vapour.

B Before heating, the can was filled with air and water. The gas pressures
inside and outside the can were equal.

C The pressure of the air pushing from outside the can is great enough to
crush it.

D During heating, the water boiled and changed to water vapour.

E The gas pressure inside the can is much lower than the air pressure
outside the can.

F When the can was placed in the cold water, the water vapour condensed
back into liquid water.

G The water vapour pushed the air out of the can.

I can…
● use particle theory to explain gas pressure and how it can be changed.

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9 Fa-4
Pressure

The particle theory states that:

● all matter is made up of tiny particles
● these particles are moving all the time.
Prepare a presentation, animation or poster to explain, in terms of the particle theory, why gas
pressure increases as the:
● temperature increases
● volume of the container decreases
● number of particles in the container increases.
You should include some images in your presentation.

I can…
● use particle theory to explain gas pressure and how it can be changed.

Below are some diagrams you could use in your presentation. You may need to use some of them
more than once.

Below are some sentences you could use in your presentation. You may need to use some of
them more than once.

The particles have more energy. The particles are closer together.

The particles hit the walls of the container The particles hit the walls of the container with
more frequently. more force.

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9 Fb-1
Reactivity of metals

Name Class Date

1 Potassium, sodium and calcium react with cold water to form metal hydroxides and a gas.

hydrogen oxygen potassium hydroxide potassium sulfate

Select substances from the box to complete the word equation for the reaction of potassium
with water.
potassium + water → + .

2 Magnesium, zinc and iron react with dilute acids to form a salt and a gas.

hydrogen oxygen magnesium chloride magnesium oxide

Select substances from the box to complete the word equation for the reaction of magnesium
with hydrochloric acid.
magnesium + hydrochloric acid → + .

3 Write the word equation for the reaction between zinc and oxygen to form zinc oxide.

4 Three metals, X, Y and Z, were placed in separate test tubes of dilute sulfuric acid. The results
are shown below.

Use the information in the diagram to put the metals in order of reactivity.

Most reactive

Least reactive

5 Which of the following metals could be used to provide sacrificial protection for iron?

copper gold silver zinc

I can…
● describe the reactions of metals with water, dilute acids and oxygen.

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9 Fb-2
Preventing rusting

Aim
To find out which metals prevent iron from rusting.

Prediction
You will be attaching pieces of copper, zinc and magnesium to some iron nails. Predict which of
these metals will prevent the iron nail from rusting. Justify your prediction.

Method
Apparatus Wash your
● test tube rack ● 4 iron nails ● magnesium ribbon hands after
handling the
● marker pen ● 4 test tubes ● copper foil metals. Wear
● zinc foil eye protection.

A Label the four test tubes: Fe, Cu, Mg and Zn.

B Pour about a 2 cm depth of water into each of the four test tubes.
C Place an iron nail in the tube labelled Fe.
D Wrap a small piece of copper foil around the middle of another nail and place it in the tube
labelled Cu.

E Wrap a small piece of magnesium ribbon around the middle of another nail and place it in the
tube labelled Mg.
F Wrap a piece of zinc foil around the middle of the final nail and place it in the tube labelled Zn.
G Leave the test tubes for a week and observe the results. Record your observations in the
table below.

Recording your results

Copy and complete the results table.

Metal attached to nail Observations

none (iron nail only)
copper
magnesium
zinc

Conclusion
1 Which metals, if any, prevented the iron nail from rusting?
2 Which metals, if any, made the iron nail rust more?
3 Explain whether these results support your prediction.

I can…
● explain how sacrificial protection prevents rusting.

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9 Fb-3
The reactivity series

Name Class Date

Complete the table below to show the symbol of each metal and the name(s) of the product(s)
formed (if any) when the metal reacts with oxygen, water and dilute sulfuric acid.
If there is no reaction, write ‘no reaction’ in the box.
If the reaction is too violent to carry out in a school laboratory, write ‘violent reaction’ in the box and
you do not need to write the names of the products.

Metal Symbol of Product(s) formed when metal reacts with …

metal
oxygen water dilute sulfuric acid

potassium

sodium

calcium

magnesium

zinc

copper

gold

I can…
● describe the reactions of metals with oxygen, water and dilute acids.

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9 Fb-4
Rusting presentation

Prepare a presentation on methods of preventing iron or steel from rusting.

You can produce a poster or a digital presentation.
You should include:
● methods that provide a physical barrier
● sacrificial protection.
Give a description of each method and explain how it prevents rusting.
State if there are any disadvantages to the methods you have included in your presentation.
You should include some images in your presentation.

I can…
● explain how physical barriers and sacrificial protection prevent rusting.

Cover the surface of iron with The more reactive metal If the covering is damaged, air
paint, oil or grease. corrodes instead of the iron. and water can reach the
surface of the iron and rusting
takes place.

The more reactive metal Attach blocks of a more This prevents air and water
wears away and has to be reactive metal to the surface from reaching the surface of
replaced. of the iron. the iron.

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9 Fb-5
Writing balanced equations

Name Class Date

During a reaction, atoms are not created or destroyed. They are just rearranged to form new
substances. A balanced equation shows how the atoms in the reactants are rearranged to form
the products.

General rules for writing a balanced equation

● write the correct formulae for the reactants and products
● count the number of atoms of each element on each side of the equation
● add balancing numbers in front of the formulae until the number of atoms of each element on
each side of the equation is the same.

Example
carbon + oxygen → carbon monoxide
formulae C + O2 → CO
count atoms 1C 2O 1C 2O
add balancing number C + O2 → 2CO
count atoms 1C 2O 2C 2O
add balancing number 2C + O2 → 2CO
count atoms 2C 2O 2C 2O
The equation is balanced as there are two carbon atoms on each side and two oxygen atoms on
each side. Note – the number of atoms of the different elements is not necessarily the same.
Use these formulae to help you to answer the questions: FeSO4, H2SO4, MgO, NaOH

1 Balance the following equations by writing numbers on the lines.

a H2 + Cl2 → HCl

b H2 + O2 → H2O

c Ca + H2O → Ca(OH)2 + H2

d Al + HNO3 → Al(NO3)3 + H2

2 Write balanced equations for the following reactions. Some formulae are given above to
help you.
a magnesium + oxygen → magnesium oxide

b sodium + water → sodium hydroxide + hydrogen

c iron + sulfuric acid → iron sulfate + hydrogen

I can…
● write balanced equations for the reactions of metals with oxygen, water and dilute acids.

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9 Fc-1
Oxygen and energy

Name Class Date

1 Complete the sentences to describe the test for oxygen. Circle one phrase in italics in
each pair.
Place a glowing splint / lighted splint into the gas.
If the gas is oxygen, the splint goes out / relights.

2 Which of these reactions needs an input of energy to start it? Tick () the box for the
correct reaction.

 Hydrochloric acid reacting with sodium hydroxide solution.

 Methane burning in air.
 Sulfuric acid reacting with copper carbonate.
3 Ammonium nitrate is dissolved in water.
Initial temperature = 20°C
Final temperature = 15°C
Complete the sentence below by selecting words from the box.

endothermic exothermic decreased increased

This is an process because the temperature of the

surroundings .

4 Which of these types of reaction is exothermic? Tick () the boxes for all the reactions
that apply.

 combustion
 neutralisation
 thermal decomposition
5 What type of substance is added to an explosive to ensure there is enough oxygen to react?

6 Which of these will explode the quickest? Put a tick () in the box.

 a large lump of gunpowder

 powdered gunpowder
Explain your answer.

I can…
● describe the test for oxygen
● classify changes as exothermic or endothermic
● identify reactions that need a supply of energy
● explain that changing the particle size of a solid reactant changes the rate of reaction.

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9
Measuring temperature
Fc-2 change

Name Class Date

Your teacher may watch to see if you can:

● follow instructions carefully.

Aim
To carry out three reactions and measure the temperature change during each one.

Method
Apparatus Sodium hydroxide
● 25 cm3 measuring cylinder ● thermometer solution is corrosive.
● hydrochloric acid ● polystyrene cup Zinc is highly flammable
and a danger to the
● watch glass ● sodium hydroxide environment.
● beaker to support cup ● ammonium chloride Wear eye protection.
● zinc powder ● spatula Do not tip metal
● copper sulfate solution ● distilled/de-ionised water residues down the sink.
● eye protection

Reaction 1
A Measure out 25 cm3 of dilute hydrochloric acid and pour it into the polystyrene cup supported in
the beaker.
B Measure the temperature of the hydrochloric acid and record it in the table below.
C Rinse the measuring cylinder with water.
D Measure out 25 cm3 of sodium hydroxide solution.
E Add the sodium hydroxide solution to the hydrochloric acid and stir the mixture with
the thermometer.
F Record the highest or lowest temperature reached.

Reaction 2
A Rinse and dry the polystyrene cup.
B Rinse the measuring cylinder.
C Measure out 25 cm3 of distilled or de-ionised water and pour it into the polystyrene cup
supported in the beaker.
D Record the temperature of the water.
E Put two spatulas of ammonium chloride on the watch glass.
F Add the ammonium chloride to the water and stir the mixture with the thermometer.
G Record the highest or lowest temperature reached.

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9
Measuring temperature
Fc-2 change
Reaction 3
A Rinse and dry the polystyrene cup and watch glass.
B Rinse the measuring cylinder.
C Measure out 25 cm3 of copper sulfate solution and pour it into the polystyrene cup supported
in the beaker.
D Record the temperature of the copper sulfate solution.
E Put two spatulas of zinc powder on the watch glass.
F Add the zinc to the copper sulfate solution and stir the mixture with the thermometer.
G Record the highest or lowest temperature reached.

Recording results
1 Record the initial and final temperatures in the table.

Reaction Initial Final Temperature Type of

temperature/°C temperature/°C change/°C change
1
2
3

Considering your results

2 Calculate the temperature change for each reaction and record it in the table. Include a + sign
if the temperature of the surroundings increased or a – sign if the temperature of the
surroundings decreased.

3 Use the temperature changes to decide whether an exothermic or an endothermic reaction

took place. Record this in the ‘Type of change’ column.

Evaluation
4 Explain why you used a polystyrene cup for these reactions instead of a glass beaker.

5 Explain why it was important to stir the reaction mixtures.

6 Suggest what you could do to these reactions to increase the temperature changes.

I can…
● classify changes as exothermic or endothermic from temperature changes.

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9 Fc-3
Hydrocarbons and gases

Name Class Date

1 The boxes below show the formulae of eight different compounds. Some of the compounds are
hydrocarbons and some are not.
Shade any boxes that contain the formula of a hydrocarbon in one colour. Shade the boxes
that contain the formulae of compounds that are not hydrocarbons in a different colour.
Complete the key to show the colours you have used.

CH4 C6H12O6 C3H8 C3H9N

C2H6 C2H5Cl CO2 C4H10

Key:

 is a hydrocarbon
 is not a hydrocarbon
2 The general equation for the reaction of a hydrocarbon with oxygen is:

hydrocarbon + oxygen → carbon dioxide + water

a Draw a circle around the reactants.

b Draw a box around the products.
c What is needed to start this reaction?

3 The phrases below describe the tests for oxygen, carbon dioxide and water, but they are not in
the correct order.
Shade the boxes that describe the test for oxygen in one colour, carbon dioxide in another
colour and water in a third colour.
Number each of the boxes 1, 2 or 3 to show the order the phrases should be in for each test.

light a splint and blow it out

the splint relights through limewater
so that it is glowing

add anhydrous place the glowing splint in

it turns milky
copper sulfate the gas

bubble the gas to blue it changes from white

I can…
● describe tests to show the presence of oxygen, carbon dioxide and water
● describe the combustion of hydrocarbons.

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9 Fc-5
Breaking and making bonds

Molecules are held together by bonds between atoms. During a chemical reaction, the bonds are
broken between the atoms in the reactants and then new bonds are formed to make the products.
Hydrogen reacts with chlorine to form hydrogen chloride. The bonds between the atoms are
represented by a line.
H―H + Cl―Cl → H―Cl + H―Cl
Bonds broken: H–H and Cl–Cl Bonds made: 2 H–Cl
Energy is needed to break bonds and this is taken in from the surroundings.
Energy is released when new bonds form and this is transferred to the surroundings.

1 Make models of two hydrogen molecules, H2, and one oxygen molecule, O2.
Separate all the atoms again.
List the bonds that are broken.

2 Rearrange the atoms to form two water molecules.

List the new bonds that are formed.

3 Complete this sentence.

The reaction between hydrogen and oxygen is exothermic. This means that the energy

needed to break the bonds is than the energy released when the new bonds form.

4 Make models of one methane molecule, CH4, and two oxygen molecules.
Separate all the atoms again.
List the bonds that are broken.

5 Rearrange the atoms to form carbon dioxide and water.

List the new bonds that are formed.

6 The reaction between methane and oxygen is exothermic.

Write a sentence to compare the energy needed to break bonds with the energy released when
the new bonds form.

I can…
● describe bond breaking and bond making in terms of energy transfer.

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9 Fd-1
Displacement reactions

Name Class Date

1 A piece of grey zinc was placed in a beaker of blue copper nitrate solution. After 1 week,
the remaining metal was a pink/brown colour and the solution was colourless.
a Give the name of the:

pink/brown metal

colourless solution
b Write the word equation for this reaction.

2 Answer the questions by putting a tick () in the box next to each correct statement.
a Iron displaces copper from copper sulfate solution. From this information, it can be
deduced that …

 copper is more reactive than iron.

 iron is more reactive than copper.

b Magnesium displaces silver from silver nitrate solution. From this information, it can be
deduced that …

 magnesium is more reactive than silver.

 silver is more reactive than magnesium.

3 Three metals, A, B and C, were added to the oxides of metals A, B and C and heated.
None of the metals was added to its own metal oxide. The results are shown in the table.

Metal oxide Metal A Metal B Metal C

Oxide of metal A reaction no reaction
Oxide of metal B no reaction no reaction
Oxide of metal C reaction reaction

a Give the letter of the most reactive metal.

b Give the letter of the least reactive metal.

I can…
● explain what happens in a displacement reaction
● predict whether a displacement reaction will occur.

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9 Fd-5
Writing balanced equations

Formulae: CaSO4 CuSO4 FeSO4 MgSO4 ZnSO4 FeCl2 CuCl2 MgCl2 ZnCl2

1 Predict whether each of these reactions will take place. Either write a balanced equation or
write ‘no reaction’. Use the reactivity series on 9Fb Reactivity in the Student Book and the
formulae at the top of this worksheet to help you.
a Cu + ZnSO4 →
b Mg + FeSO4 →
c Zn + Na2SO4 →
d Fe + CuSO4 →
e Ca + ZnSO4 →

2 Pieces of iron, copper, magnesium and zinc were placed in solutions of the chloride salts of
those metals. The results are shown in the table.

Metal chloride iron copper magnesium zinc

solution
iron chloride no reaction reaction reaction
copper chloride reaction reaction reaction
magnesium chloride no reaction no reaction no reaction
zinc chloride no reaction no reaction reaction

a List the metals in order of reactivity.

b How did you decide on the order of reactivity?
c Write word equations for the reactions that took place.
d Write balanced equations for the reactions that took place. Use the formulae at the top of
the worksheet to help you.

I can…
● write balanced equations for displacement reactions.

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9 Fd-6
Reactivity

Name Class Date

There are 15 metals hidden in the wordsearch grid. The names all go across or down.

aluminium calcium copper gold iron lead lithium magnesium

mercury platinum potassium silver sodium tin zinc

1 Sort the metals into groups – high, medium and low reactivity.
2 Fill in the metals in the correct column in the table. Some have been done for you.
3 Find the metals in the wordsearch grid. Use the code of lines, rectangles or ovals to show
where the metals are in the grid.

High reactivity Medium reactivity Low reactivity

lithium tin mercury

platinum

4 Aluminium reacts with iron oxide to form iron and aluminium oxide. This is a displacement
reaction. State the meaning of the term displacement reaction.

5 Iron reacts with copper oxide in a displacement reaction. Write the word equation for
this reaction.

I can…
● identify metals with different reactivities.

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9
Reactions between metals
Fd-7 and compounds
1 Write down all the correct statements from the four statements listed below.
Zinc displaces iron from iron oxide. From this information, it can be deduced that:
Iron is more reactive than zinc.
Zinc is more reactive than iron.
The bonds between iron and oxygen are stronger than the bonds between zinc and oxygen.
The bonds between zinc and oxygen are stronger than the bonds between iron and oxygen.

2 A piece of copper foil was placed in some colourless silver nitrate solution. After a while, the foil
was covered in shiny, grey crystals and the solution turned pale blue.
a Give the name of the:
shiny, grey crystals
blue solution
b Write the word equation for the reaction.

3 Four metals, J, K, L and M, were heated with different metal oxides. The results are shown in
the table.

Metal oxide Metal J Metal K Metal L Metal M

oxide of metal J no reaction no reaction no reaction
oxide of metal K reaction no reaction reaction
oxide of metal L reaction reaction reaction
oxide of metal M reaction no reaction no reaction

a Place the four metals in order of reactivity, with the most reactive first.
b Give reasons for the order you have suggested.
c Write word equations for the reactions that took place.

I can…
● explain what happens in a displacement reaction
● predict whether a displacement reaction will occur.

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9 Fd-8
Balancing equations

Formulae: CaSO4 MgSO4 FeCl2 ZnCl2 Zn(NO3)2 Fe(NO3)2 Cu(NO3)2

(Hint: The formula Pb(NO3)2 contains one lead atom, two nitrogen atoms and six oxygen atoms.
The ‘2’ outside the bracket doubles the number of atoms of each element inside the bracket.)

Reactivity Series
calcium, magnesium, zinc, iron, lead, copper, silver
most reactive least reactive

1 Predict whether each of these reactions will take place. Either write the balanced equation or
write ‘no reaction’.
a Zn + MgO → e Ca + FeO →
b Mg + CuO → f Cu + ZnO →
c Fe + CaO → g Zn + FeO →
d Cu + PbO → h Mg + PbO →

2 Predict whether each of these reactions will take place. Either write the balanced equation or
write ‘no reaction’. Select the formulae from the box above.
a Ca + MgSO4 → e Zn + AgNO3 →
b Fe + ZnCl2 → f Fe + Pb(NO3)2 →
c Zn + CuCl2 → g Cu + AgNO3 →
d Zn + CaCl2 → h Mg + Ag2SO4 →

3 Displacement reactions also take place with non-metals, for example, the halogens in Group 7
of the periodic table.
Chlorine is more reactive than bromine so chlorine will displace bromine from a metal bromide
solution. For example,
chlorine + potassium bromide → bromine + potassium chloride
Cl2 + 2KBr → Br2 + 2KCl
Bromine is more reactive than iodine so bromine will displace iodine from a metal iodide
solution.
Write balanced equations for the following reactions:
a the reaction between chlorine and potassium iodide
b the reaction between bromine and potassium iodide

I can…
● write balanced equations for displacement reactions.

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9 Fe-1
Extracting metals

Name Class Date

1 Which of the metals below was the first to be extracted from its ore? Put a circle around the
correct metal in the box.

gold iron sodium

2 Complete the sentences.

a Oxidation occurs when a substance oxygen.

b Reduction occurs when a substance oxygen.

3 Tin is extracted from tin oxide by heating the oxide with carbon. Write the word equation for
the reaction.

4 There are six metals in the box below. Write each one in the correct column in the table to
show the method used to extract the metal from its ore.

calcium gold lead silver sodium zinc

Extracted by electrolysis Extracted by heating the Occurs as the metal in the

of the molten ore ore with carbon Earth’s crust

I can…
● explain why the method used to extract a metal is related to cost and the metal’s reactivity
● describe how metals are extracted from their ores by heating with carbon or by electrolysis
● explain what happens in oxidation and reduction reactions.

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9 Fe-5
Ions in electrolysis

Metals in compounds exist as ions. An ion is an atom with an electrical charge. All metals form
positive ions, for example Na+, Mg2+ and Al3+. For metals in Groups 1, 2 and 3, the number of
positive charges is equal to the group number of the metal in the periodic table.
Non-metals form negative ions, for example Cl– and O2–.
When electrolysis takes place, there is a positive electrode and a negative electrode. These are
often made from graphite.

During electrolysis, the different ions in the liquid flow in opposite directions as opposite
charges attract.

1 State the charge on the ions that are attracted to the:

a positive electrode
b negative electrode.

2 Use a copy of the periodic table to give the symbols of the ions formed from:
a calcium
b potassium
c barium
d lithium
e gallium

3 Suggest why electrolysis only takes place when a liquid is present and not when a solid
is present.

I can…
● describe the movement of ions in electrolysis.

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9 Fe-6
Obtaining metals

Name Class Date

1 State what is meant by an ore.

2 State two metals that are found in the ground in their native state.

3 State two different methods of obtaining metals from their ores.

4 Complete the sentence:

As the reactivity of a metal increases, it becomes to extract the
metal from its ore.

5 Gold has been used for over 5000 years but sodium has only been available to use for just
over 200 years. Explain this difference in the length of time that gold and sodium have been
used for.

I can…
● explain why the method used to extract a metal is related to cost and the metal’s reactivity
● describe how metals are extracted from their ores by heating with carbon or by electrolysis.

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9 Fe-7
Metals and reactivity

1 The word equation for the extraction of lead from lead oxide is:
lead oxide + carbon → lead + carbon dioxide
a State what has been oxidised in this reaction and give a reason for your answer.
b State what has been reduced in this reaction and give a reason for your answer.

2 Tin is extracted from tin oxide by heating with carbon.

tin oxide + carbon → tin + carbon dioxide
a State the name of the reducing agent in this reaction.
b State the name of the oxidising agent in this reaction.

3 Six metals can be represented by the letters A, I, L, P, S and Z. These letters are not the usual
symbols for these metals.
Metals A, P and S are more reactive than carbon.
Metals Z, I and L are less reactive than carbon.
a Suggest the identities of the six metals.
b State how metal A is extracted from its ore.
c State how metal Z is extracted from its ore.

4 Explain why calcium cannot be extracted from its ore by heating the ore with carbon.

5 Electrolysis could be used to extract iron from iron oxide. Explain why electrolysis is not used
to extract iron.

6 Metal X is more reactive than magnesium.

Metal Y is more reactive than lead but less reactive than iron.
Metal Z is less reactive than gold.
Suggest, with reasons, how to obtain metals X, Y and Z from their ores.

I can…
● explain why the method used to extract a metal is related to cost and the metal’s reactivity
● describe how metals are extracted from their ores by heating with carbon or by electrolysis
● explain what happens in oxidation and reduction reactions.

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9
Explaining oxidation
Fe-8 and reduction
You already know that oxidation is the gain of oxygen and reduction is the loss of oxygen.
However, there are other ways to define these terms.
Atoms are neutral particles but they contain smaller particles that are charged. All atoms contain
charged particles called electrons.
When an atom gains or loses one or more electrons, it changes into a charged particle called
an ion.
Electrolysis involves passing an electric current through a liquid and decomposing it into its
elements. An electric current is a flow of electrons. Electrons have a negative charge and are
represented as e–.
Non-metal ions have a negative charge and are attracted to the positive electrode. There they lose
electrons and become neutral atoms. This is shown using a half-equation. For example, oxide ions
lose electrons to form oxygen gas. This is oxidation:
2O2– – 4e– → O2
Metal ions are positive and are attracted to the negative electrode. There they gain electrons to
form the neutral metal. For example, magnesium ions gain electrons to form magnesium metal.
This is reduction:
Mg2+ + 2e– → Mg
Oxidation Is Loss (of electrons)
Reduction Is Gain (of electrons)
You can remember this using the mnemonic OIL RIG.

1 State whether each of these equations represents oxidation, reduction or neither.

Explain your answers.
a Na+ + e– → Na
b HCl + NaOH → NaCl + H2O
c 2Cl– – 2e– → Cl2
d Al3+ + 3e– → Al

2 Balance these half-equations by writing the correct number in front of the electrons.
a K+ + ___ e– → K
b Ca2+ + ___ e– → Ca
c 2Br– – ___ e– → Br2
d Fe3+ + ___ e– → Fe

I can…
● explain how oxidation and reduction happen during electrolysis.

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Reactions and equations

New substances are made in chemical reactions but not in physical changes. In both cases, the
number of atoms does not change and so there is no overall change in mass. We represent
chemical reactions using equations (containing words or symbols). For example:

hydrogen + oxygen  water

2H2(g) + O2(g)  2H2O(l)
● The little numbers show the number of atoms in molecules of hydrogen, oxygen and water.

● The large numbers show the number of molecules.

● The letters in brackets are state symbols (g = gas, l = liquid, s = solid, aq = dissolved in water).

Gas pressure
Gas pressure is caused by the force of the particles hitting the walls of the container.

Change that increases pressure Reason

increase the temperature the particles move faster and so hit the walls
of the container with more force and more
often
increase the number of particles in the the particles are closer together and hit the
container walls of the container more often
decrease the volume of the container the particles are closer together and hit the
walls of the container more often

The reactivity series

This reactivity series is a list of metals in order of reactivity, with the most reactive at the top.
The metals that react with water produce a metal hydroxide and hydrogen.
The metals that react with dilute acids produce a salt and hydrogen.
Most metals react with oxygen from the air to form metal oxides. This is an oxidation reaction.

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Atomic structure
Atoms contain neutrons and protons (in a central
nucleus) and electrons around the outside of the
nucleus. The number of protons is the atomic
number or proton number. Elements are arranged
in order of atomic number in the periodic table.
The number of neutrons and the number of protons
in an atom is its mass number.
The vertical columns in the periodic table are
groups and the rows are periods. There are trends
in reactivity in both groups and periods.

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Hydrocarbons
These substances contain hydrogen and carbon only. They combust in a plentiful supply of air to
form carbon dioxide and water:
hydrocarbon + oxygen → carbon dioxide + water
The test for oxygen is that it relights a glowing splint.
An input of energy from a flame or spark is needed to start the combustion reaction by breaking
some bonds in the reactants. Thermal decomposition reactions, in which a compound is broken
down by heat, require a constant supply of energy to keep them going.
Rates of reaction
Explosive mixtures contain an oxidising agent to provide extra oxygen for the reaction to increase
the rate (speed) of reaction. The rate is also often increased by increased temperature, increased
concentration of a reactant and increased surface area of a reactant.

Energy changes
● Exothermic reactions transfer energy from the reactants to the surroundings. The temperature
of the surroundings increases.
● Endothermic reactions use energy transferred from the surroundings to the reactants. The
temperature of the surroundings decreases.

Displacement reactions
In a displacement reaction a more reactive metal takes the place of a less reactive metal in a
compound.

Extracting metals
● Most metals occur as compounds called minerals, which are found in rocks called ores (in the
Earth’s crust). Only a few, such as silver and gold, occur in their native state.
● Metals from zinc downwards in the reactivity series can be extracted from their ores by heating
with carbon. Many of these metals have been known for thousands of years because they are
easy to extract.
● Metals above zinc in the reactivity series need electrolysis to extract them from their ores.
● Oxidation is the gain of oxygen. Reduction is the loss of oxygen. A redox reaction is when
oxidation and reduction occur at the same time.

Percentage loss or gain

actual change
This is the × 100
original amount

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