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CHEMISTRY FORM 3 NOTES- EDITABLE

 .3UNIT 2: NITROGEN AND ITS COMPOUNDS.

Unit checklist.

  1. Introduction
  2. Preparation of nitrogen
  • Isolation from air
  • Isolation from liquid air
  • Laboratory preparation
  • Preparation from ammonia
  • Properties of nitrogen
  • Oxides of nitrogen
    • Nitrogen (I) oxide
    • Nitrogen (II) oxide
    • Nitrogen (IV) oxide
  1. Action of heat on nitrates.
  2. Ammonia gas
  • Preparation
  • Laboratory preparation
  • Preparation from caustic soda
  • Test for ammonia
  • Fountain experiment
  • Properties and reactions of ammonia
  • Large scale manufacture of ammonia gas: the Haber process
  • Uses of ammonia
  1. Nitric (V) acid
  • Laboratory preparation
  • Industrial manufacture of nitric (V) acid: The Otswald’s process.
  • Reactions of dilute nitric acid
  • Reactions of concentrated nitric acid
  • Uses of nitric acid
  1. Test for nitrates.
  2. Pollution effects of nitrogen and its compounds
  3. Reducing pollution environmental pollution by nitrogen compounds.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction:

– About 78% of air is nitrogen, existing as N2 molecules.

– The two atoms in the molecules are firmly held together.

– Nitrogen does not take part in many chemical reactions due to its low reactivity.

– Its presence in air dilutes oxygen and slows down respiration, burning and rusting.

 

Preparation of nitrogen.

(a). Isolation from air.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure.

– Air is driven out of the aspirator by passing water into the aspirator from a tap.

– The air is the passed through a wash bottle containing concentrated potassium hydroxide solution.

Reason:

– To remove carbon (IV) oxide from air.

 

Equations:

2KOH(aq) + CO2(g)                   K2CO3(aq) + H2O(l)

 

Then

K2CO3(aq) + H2O(l) + CO2(g)                     2KHCO3(aq)

 

Thus;

KOH(aq) + CO2(g)                     KHCO3(aq)

 

– The carbon (IV) oxide-free air is then passed into a combustion tube with heated copper metal.

Reason:

– To remove oxygen from the air.

 

Note:

In this reaction the brown copper metal is oxidized to black copper (II) oxide.

 

Equation:

2Cu(s) + O2(g)                  2CuO(s)

Brown                                                Black

 

Note:

– Alternatively oxygen can be removed by passing the carbon (IV) oxide-free air through pyrogallic acid.

– The remaining part of air is mainly nitrogen and is collected over water.

 

Note:

– Nitrogen obtained by this method contains noble gases like xenon, argon etc as impurities.

– Purer nitrogen may be obtained by heating ammonium nitrite.

 

Equation:

NH4NO3(s)       Heat       N2(g) + 2H2O(g)

 

Summary.

 

 

 

 

 

 

 

 

 

(b). Removal from liquid air.

– Liquid air is primarily a mixture of nitrogen and oxygen with small amounts of noble gases.

– This method involves manufacture of liquid air and consequent fractional distillation.

 

The chemical process.

Step 1: removal of dust particles.

– Dust particles are first removed by either of the two processes:

  • Electrostatic precipitation

(i). Electrostatic precipitation:

– Air is passed through oppositely charged plates hence an electric field.

– Dust particles (charged) are consequently attracted to plates of opposite charges.

 

Diagram: electrostatic precipitation:

 

 

 

 

 

 

 

 

(ii). Filtration:

– The air is passed through a series of filters which traps dust particles as the air is forced through.

 

Step 2: removal of carbon (IV) oxide.

– The dust-free air is passed through a solution of potassium hydroxide; to remove carbon (IV) oxide.

 

Equations:

2KOH(aq) + CO2(g)                        K2CO3(aq) + H2O(l)

 

Then:

K2CO3(aq) + H2O(l) + CO2(g)                 2KHCO3(aq)

(Excess)

– Alternatively, sodium hydroxide may be used in place of potassium hydroxide.

 

Step 3: Removal of water vapour.

– The dustless, carbon (IV) oxide-free air is next passed into a chamber with concentrated sulphuric acid or anhydrous calcium chloride in which water vapour is separated and removed.

 

Note:

To remove water vapour, air may be alternatively passed into a freezing chamber where it is condensed at -25oC.

– The water vapour solidifies and is then absorbed by silica gel and separated out.

– Air is freed from carbon (IV) oxide, water vapour and dust particles (before compression) so as to prevent blockage of the pipes caused by  solid materials at liquefaction temperatures i.e. carbon (IV) oxide and water vapour form solids which may block the collection pipes.

 

Step 4: Liquification of air.

– The air free from dust, carbon (IV) oxide and water vapour is then compressed at about 200 atmospheres, cooled and allowed to expand through fine jet.

– This sudden expansion causes further cooling and the gases eventually liquefy.

– The liquid is tapped off through a valve while gas which has escaped liquefaction returns to the compressor.

– Liquid air is a transparent pale blue liquid.

– This liquid is then fractionally distilled.

 

Step 5: Fractional distillation of liquid air.

– The boiling point of nitrogen is -196oC (77K) and that of oxygen is -183oC (90K).

– Consequently when liquid air is allowed to warm up, the nitrogen boils off first and the remaining liquid becomes richer in oxygen.

– The top of the fractionating column is a few degrees cooler than the bottom.

– Oxygen, the liquid with the higher boiling point (-183oC) collects at the bottom as the liquid.

– The gas at the top of the column is nitrogen which ahs a lower boiling point.

– The more easily vapourised nitrogen is taken off.

– This way about 99.57% nitrogen is obtained.

 

Note:

– The separation of nitrogen and oxygen from air is a proof that air is a mixture and not a compound.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Summary: Fractional distillation of liquid air.

AIR

 

 

 

 

Step 1: Elimination of dust by Filtration

and electrostatic precipitation

 

 

 

 

Step 2: CO2 removal, pass dust free air

through KOH or NaOH

 

 

 

 

 

Step 3: Removal of water vapour; through

condensation -25oC) or conc. H2SO4

 

 

 

 

 

Recycling                        Step 4: Compression at approximately 200

atmospheres; cooling and expansion of air

 

 

 

 

 

Step 5: Fractional distillation

 

 

 

 

 

 

 

 

(c). Laboratory preparation method.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Concentrated solutions of sodium nitrite and ammonium chloride are heated together in a round bottomed flask.

 

(iii). Observations.

– Colourless gas (nitrogen) is evolved rapidly and is collected over water.

 

(iv). Equation.

NaNO2(aq) + NH4Cl(aq)            heat       NaCl(aq) + N2(g) + 2H2O(l).

 

Note: the resultant gas is less dense than that isolated from air.

Reason:

– It does not contain impurities.

 

(d). Preparation from ammonia.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Dry ammonia gas is passed over a heated metal oxide e.g. copper metal.

– The metal oxide is reduced to the metal while ammonia gas is itself oxidized to nitrogen and water.

– Water is condensed and collected in a u-tube immersed in ice cubes.

– Nitrogen produced is collected over water.

 

(iii). Observations and explanations.

  • Copper (II) oxide:

3CuO(s) + 2NH3(g)                           3Cu(s) + N2(g) + 3H2O(l)

(Black)                                                                            (Brown)    (Colourless)

 

  • Zinc (II) oxide

3ZnO(s) + 2NH3(g)                           3Zn(s) + N2(g) + 3H2O(l)

(Yellow-hot)                                                                  (Grey)    (Colourless)

(White-cold)

 

  • Lead (II) oxide

3PbO(s) + 2NH3(g)                           3Cu(s) + N2(g) + 3H2O(l)

(Red-hot)                                                                      (Grey)    (Colourless)

(Yellow-cold)

 

 

 

Properties of nitrogen.

(a). Physical properties.

  1. It is a colourless, odourless and tasteless gas; almost completely insoluble in water.
  2. Slightly lighter than air.

 

(b). Chemical properties.

  1. It is inert (unreactive)

Reason:

– The inert nature of nitrogen is due to the strong covalent bonds between the two nitrogen atoms in the molecule; N2.

 

Structurally;

 

 

 

 

 

 

– In air, it neither burns nor supports combustion and acts mainly as a diluent for the oxygen; slowing down the rate of burning.

 

Chemical test for nitrogen.

– A gas is proved to be nitrogen by elimination: –

  • It extinguishes a lighted splint and dos not burn; hence it is not oxygen, hydrogen or carbon (II) oxide.
  • It has neither smell nor colour; and therefore is not chlorine, ammonia, sulphur (IV) oxide or hydrogen chloride.
  • It does not form a white precipitate in lime water, and so it is not carbon (IV) oxide.
  • It is neutral to litmus and therefore cannot be carbon (IV) oxide, hydrogen sulphide, ammonia, hydrogen chloride

 

  1. Reaction with hydrogen.

– Under special conditions (i.e. high pressure, low temperatures and presence of iron catalyst), nitrogen combines with hydrogen to produce ammonia.

Equation:

N2(g) + 3H2(g)                2NH3(g)

 

– This reaction forms the basis of Haber process used in the manufacture of ammonia.

 

  1. Reaction with burning magnesium.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– A piece of burning magnesium ribbon is introduced into a gas jar full of nitrogen.

 

(iii). Observations:

– The magnesium ribbon continues to burn and a white solid; magnesium nitride is formed.

 

Equation:

3Mg(s) + N2(g)     Heat     Mg3N2(s)

 

Note:

– When magnesium nitride is treated with water or a solution of sodium hydroxide; the characteristic pungent smell of ammonia can be detected.

 

Equations:

In water

Mg3N2(s) + 6H2O(l)                   2NH3(g) + 3Mg(OH)2(aq)

 

In sodium hydroxide:

Mg3N2(s) + NaOH(aq)     

 

  1. Reaction with oxygen.

– When nitrogen and oxygen in air are passed through an electric arc small quantities of nitrogen (II) oxide are formed.

Equation:

N2(g) + O2(g)                      2NO(g)

 

Note:

– Nitrogen reacts with oxygen under various conditions to give different types of nitrogen oxides.

 

Uses of nitrogen

  1. Used in the Haber process in the manufacture of ammonia.
  2. Due to its inert nature, it is mixed with argon to fill electric bulbs (to avoid soot formation).
  3. In liquid state it is used as an inert refrigerant e.g. storage of semen for artificial insemination.
  4. Due to its inert nature, it is used in food preservation particularly for canned products i.e. it prevents combination of oxygen and oil which tends to enhance rusting.
  5. It is used in oil field operation called enhanced oil recovery where it helps to force oil from subterranean deposits.

 

 

 

 

 

 

 

 

 

 

 

 

Oxides of nitrogen.

– The three main oxides of nitrogen are:

  • Nitrogen (I) oxide, N2O
  • Nitrogen (II) oxide, NO
  • Nitrogen (IV) oxide, NO2

 

  1. Nitrogen (I) oxide.

Preparation of nitrogen (I) oxide, N2O

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Ammonium nitrate is gently heated in a boiling tube and gas produced collected over warm water.

– Heating is stopped while excess ammonium nitrate still remains.

Reason:

– To avoid chances of an explosion.

 

(iii). Observations:

– The solid (ammonium nitrate) melts and gives off nitrogen (I) oxide which is collected over warm water.

Reasons:

– Nitrogen (I) oxide is slightly soluble in cold water.

 

(iv). Equation:

NH4NO3(s)       Heat       NO2(g) + 2H2O(l)

 

Properties:

  1. It is a colourless gas, denser than air, fairly soluble in cold water and neutral to litmus.
  2. It supports combustion by oxidizing elements like sulphur, magnesium and phosphorus under strong heat.

Equations:

N2O(g) + Mg(s)    Heat     MgO(s) + N2(g)

 

2N2O(g) + S(s)     Heat     SO2(g) + 2N2(g)

 

2N2O(g) + C(s)     Heat     CO2(g) + 2N2(g)

 

5N2O(g) + 2P(s)   Heat     P2O5(g) + 5N2(g)

 

  1. Magnesium decomposes the gas and continues to burn in it.

Equation:

N2O(g) + Mg(s)    Heat     MgO(s) + N2(g)

 

  1. When exposed over red-hot finely divided copper it is reduced to nitrogen.

Equation:

N2O(g) + Cu(s)     Heat     CuO(s) + N2(g)

 

  1. Chemical test.
  • It relights a glowing splint.

Note:

  • It can be distinguished from oxygen by the following tests:
  • It has a sweet sickly smell; oxygen is odourless.
  • It will not give brown fumes (NO2) with nitrogen (II) oxide; oxygen does.
  • It is fairly soluble in cold water; oxygen is insoluble.
  • It extinguishes feebly burning sulphur; oxygen does not.

 

Uses of nitrogen (I) oxide.

– It was formerly used in hospitals as an aesthetic for dental surgery but has since been discontinued due to availability of more efficient anaesthetics.

 

Note:

– Nitrogen (I) oxide is also called laughing gas; because patients regaining consciousness from its effects may laugh hysterically.

 

  1. Nitrogen (II) oxide, NO.

Preparation:

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Action of heat on 50% concentrated nitric acid on copper turnings.

– Not any heat is required.

 

Equation:

3Cu(s) + 8HNO3(aq)                              3Cu(NO3)2(aq) + 4H2O(l) + 2NO(g)

 

(iii). Observations:

– An effervescence occurs in the flask; with brown fumes because the nitrogen (II) oxide produced reacts with oxygen of the air in the flask to form a brown gas, nitrogen (IV) oxide.

 

Equation:

2NO(g) + O2(g)              2NO2(g)

Colourless    Colourless                   Brown

 

– The brown fumes eventually disappear and the gas collected over water.

– The NO2 fumes dissolve in the water in the trough, resulting into an acidic solution of nitrous acid.

– The residue in the flask is a green solution of copper (II) nitrate.

– Industrially, the gas is obtained when ammonia reacts with oxygen in the presence of platinum catalyst.

– This is the first stage in the production of nitric acid.

 

(v). Properties.

  1. It is a colourless, insoluble and neutral to litmus. It is also slightly denser than air.
  2. Readily combines with oxygen in air and forms brown fumes of nitrogen (IV) oxide.
  3. Does not support combustion except in the case of strongly burning magnesium and phosphorus; which continues to burn in it, thereby reducing it i.e. it is an oxidizing agent.

 

Example:

2Mg(s) + 2NO(g)                       2MgO(s) + N2(g)

 

4P(s) + 10NO(g)             2P2O5(s) + 5N2(g)

 

  1. When passed over red-hot finely divided copper, it is reduced to nitrogen gas.

 

Equation:

2Cu(s) + 2NO(g)                        2CuO(s) + N2(g)

 

  1. Reaction with iron (II) sulphate.

– When iron (II) sulphate solution (freshly prepared) is poured into a gas jar of nitrogen (II) oxide, a dark brown colouration of Nitroso-iron (II) sulphate is obtained.

 

Equation:

FeSO4(aq) + NO(g)                                 FeSO4.NO(aq)

Green solution                                                                         Dark brown

                                                                                                    (Nitroso-iron (II) sulphate/ nitrogen (II) oxide iron (II) sulphate complex)

 

  1. It is also a reducing agent.

 

Equation:

Cl2(g) + 2NO(g)                       2ClNO(l)

Chloro nitrogen (II) oxide.

 

  1. Reaction with hydrogen.

– When electrically sparked with hydrogen, NO is reduced to nitrogen.

 

Equation:

2H2(g) + 2NO(g)          2H2O(l) + N2(g)

 

Chemical test:

– When exposed to air, nitrogen (II) oxide forms brown fumes of nitrogen (IV) oxide.

 

Uses of Nitrogen (II) oxide.

Note: –It is not easy to handle owing to its ease of oxidation.

  1. It is an intermediate material in the manufacture of nitric acid

 

  1. Nitrogen (IV) oxide.

Preparation:

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Action of conc. Nitric acid on copper metal.

 

Equation:

Cu(s) + 4HNO3(l)                              Cu(NO3)2(aq) + 2NO2(g) + 2H2O(l)

 

Note:

– NO2 is also prepared by the action of heat on nitrates of heavy metals like lead nitrate.

– NO2 is given off together with oxygen when nitrates of heavy metals are heated.

– It is best prepared by heating lead (II) nitrate in a hard glass test tube.

  • Lead (II) nitrate is the most suitable because it crystallizes without water of crystallization (like other nitrates) which would interfere with preparation of nitrogen (IV) oxide that is soluble in water.

– The gas evolved passes into a U-tube immersed in an ice-salt mixture.

 

  • Apparatus:

 

 

 

 

 

 

 

 

 

 

 

  • Equation:

2Pb(NO3)2(s)                         2PbO(s) + 4NO2(g) + O2(g)

  • Observations:

– The heated white lead (II) nitrate crystals decompose and decrepitates (cracking sound) to yield red lead (II) oxide; which turns yellow on cooling.

– A colourless gas, oxygen is liberated, followed immediately by brown fumes of nitrogen (IV) oxide.

– Nitrogen (IV) oxide is condensed as a yellow liquid; dinitrogen tetroxide (N2O4); and is collected in the U-tube.

 

Note:

– At room temperature, nitrogen (IV) oxide consists of nitrogen (IV) oxide and dinitrogen tetroxide in equilibrium with each other.

 

Equation:
2NO2(g)                                    N2O4(g)

(Nitrogen (IV) oxide)                                       (Dinitrogen tetroxide)

 

– The oxygen being liberated does not condense because it ahs a low boiling point of -183oC.

 

Properties of nitrogen (IV) oxide.

  1. Red-brown gas with a pungent chocking smell
  2. It is extremely poisonous.
  3. It is acidic, hence turns moist litmus paper red.
  4. When reacted with water, the brown fumes dissolve showing that it is readily soluble in water.

 

Equation:

2NO2(g) + H2O(l)                           HNO3(aq) + HNO2(aq)

(Nitric (V) acid)     (Nitrous (III) acid)When liquid nitrogen

 

– Like carbonic (IV) acid, nitrous (III) acid could not be isolated. It is easily oxidized to nitric (V) acid.

 

Equation:

2NHO2(aq) + O2(g)                         2NHO3(aq)

(Nitric (III) acid)                                                (Nitrous (V) acid)

 

  1. Reaction with magnesium.

– Nitrogen (IV) oxide does not support combustion.

– However burning magnesium continues to burn in it.

Reason:

– The high heat of combustion of burning magnesium decomposes the nitrogen (IV) oxide to nitrogen and oxygen; the oxygen then supports the burning of the magnesium.

 

Equation:

4MgO(s) + 2NO2(g)                               4MgO(s) + 2N2(g)

 

Note:

– Generally nitrogen (IV) oxide oxidizes hot metals and non-metals to oxides and itself reduced to nitrogen gas.

Examples:

(i). Copper:

4Cu(s) + 2NO2(g)                                   4CuO(s) + N2(g)

 

(ii). Phosphorus:

8P(s) + 10NO2(g)                           4P2O5(s) + 5N2(g)

(iii). Sulphur:

2S(s) + 2NO2(g)                        2SO2(g) + N2(g)

 

Note:

– NO2 reacts with burning substances because the heat decomposes it to NO2 and O2.

 

Equation:

2NO2(g)      Heat        2NO(g) + O2(g)

 

– This is the oxidizing property of nitrogen (IV) oxide.

– The resultant oxygen supports the burning.

 

  1. Effects of heat:

– On heating, nitrogen (IV) oxide dissociates to nitrogen (II) oxide and oxygen and will support a burning splint.

 

Equation:

2NO2(g)       Heat          2NO(g) + O2(g)

 

  1. – When liquid nitrogen (IV) oxide or dinitrogen tetroxide is warmed, it produces a pale brown vapour.

– This is due to the reversible set of reactions:

Heat                                                                    Heat

N2O4(l)                                     2NO2(g)                                    2NO(g)     +    O2(g)

(Dinitrogen tetroxide)      Cool                (Nitrogen (IV) oxide)               Cool               (Nitrogen (II) oxide)   (Oxygen)

Pale yellow                                                               Brown                                                               

          Colourless

– Percentage of each in the equilibrium depends on temperature.

– At low temperatures, percentage of N2O4 is high and the mixture is pale yellow in colour.

– Percentage of nitrogen (IV) oxide increases with increase in temperature and the colour darkens till at 150oC when the gas is entirely NO2 and is almost black.

– Still at higher temperatures, nitrogen (IV) oxide dissociates into colourless gas (NO and O2).

 

  1. Reaction with alkalis.

– A solution of aqueous sodium hydroxide is added to a gas jar of nitrogen (IV) oxide and shaken.

 

Observation:

– The brown fumes disappear.

 

Explanation:

– Formation of sodium nitrate and sodium nitrite.

 

Equation:

2NaOH(aq) + 2NO2(g)                  2NaNO3(g) + NaNO2(aq) + H2O(l)

 

Ionically:

2OH(aq) + 2NO2(g)                        NO3(aq) + NO2(aq) + H2O(l)

 

Conclusion:

Nitrogen (IV) oxide is an acidic gas because it can react with an alkali.

 

 

 

Uses of nitrogen (IV) oxide.

  1. Mainly used in the manufacture of nitric (V) acid.

 

Summary on comparison between oxides of nitrogen.

 

  Nitrogen (I) oxide Nitrogen (II) oxide Nitrogen (IV) oxide
Colour – Colourless gas

– Sweet sickly smell

– Colourless; turns brown in air;

– Odourless

– Red brown gas;

– Choking pungent smell;

2. Solubility – Fairly soluble in cold water; but less soluble in hot water; – Almost insoluble in water – Readily soluble in water to form nitric (V) acid and nitrous (III) acid;
3. Action on litmus – Neutral to litmus – Neutral to litmus – Turns moist blue litmus paper red; i.e. acidic.
4. Combustion – Supports combustion; relights a glowing splint; – Does not support combustion; – Does not support combustion.
5. Density – Denser than air – Slightly denser than air – Denser than air;
6. Raw materials and conditions – Ammonium nitrate and heat; – Copper and 50% nitric acid; – Copper metal and concentrated nitric acid;

 

Action of heat on nitrates.

– All nitrates except ammonium nitrate decompose on heating tom produce oxygen gas as one of the products.

– Nitrates can be categorized into 4 categories based on the products formed when they are heated.

The ease with which nitrates decompose increases down the electrochemical series of metals.

 

  1. Nitrates of metals higher in the electrochemical series like sodium and potassium decompose on heating to give the corresponding metal nitrite and oxygen.

 

Examples:

2NaNO3(s)        Heat    2NaNO2(s) +  O2(g)

 

2KNO3(s)          Heat    2KNO2(s) +  O2(g)

 

  1. Nitrates of most other metals (heavy metals) that are average in the electrochemical series decompose on heating to give the metals oxide; nitrogen (IV) oxide and oxygen gas.

 

Example: action of heat on lead (II) nitrate.

(i). Apparatus:

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Solid white lead (II) nitrate crystals are strongly heated in a boiling (ignition) tube.

Products are passed into a U- tube immerse in ice.

– Excess gases are channeled out to a fume chamber.

 

(iii). Observations:

– The white crystalline solid decrepitates.

– A colourless gas (oxygen) is liberated and immediately followed by a red brown fumes/ gas (nitrogen (IV) oxide).

– A pale yellow liquid (dinitrogen tetroxide) condenses in the U-tube in the ice cubes.

– This is due to condensation of nitrogen (IV) oxide.

– A residue which is red when hot and yellow on cooling remains in the boiling (ignition) tube

 

Equation:

2Pb(NO3)2(s)      Heat       2PbO(s) + 4NO2(g) + O2(g)

(White crystalline solid)                 (Red-hot            Brown Fumes     Colourless gas
yellow-cold)

 

Further examples:

 

2Ca(NO3)2(s)      Heat       2CaO(s)  +   4NO2(g)   +  O2(g)

(White solid)                                   (White solid)      Brown Fumes     Colourless gas

2Mg(NO3)2(s)     Heat       2MgO(s) + 4NO2(g)   +  O2(g)

(White solid)                                  (White solid)       Brown Fumes     Colourless gas

2Zn(NO3)2(s)      Heat       2ZnO(s)  +  4NO2(g)    +   O2(g)

(White solid)                                    (Yellow-hot       Brown Fumes      Colourless gas
White-cold)

 

2Cu(NO3)2(s)      Heat       2CuO(s)   +  4NO2(g)   +   O2(g)

(Blue solid)                                     (Black solid)       Brown Fumes     Colourless gas

Note:

– Some nitrates are hydrated and when heated first give out their water of crystallization; and then proceed to as usual on further heating.

 

Examples:

 

Ca(NO3)2.4H2O(s)          Heat       Ca(NO3)2(s)  +   4H2O(g) 

(White solid)                                                       (White solid)             Colourless gas

On further heating;

 

2Ca(NO3)2(s)      Heat       2CaO(s)  +   4NO2(g)   +  O2(g)

(White solid)                                   (White solid)      Brown Fumes     Colourless gas

 

 

 

 

 

 

  1. Nitrates of metals lower in the reactivity series e.g. mercury and silver decompose on heating to give the metal, nitrogen (IV) oxide and oxygen.

 

Example:

 

Hg(NO3)2(s)       Heat       Hg(s)  +   2NO2(g)   +  O2(g)

(White solid)                                                          Brown Fumes     Colourless gas

2AgNO3(s)          Heat       2Ag(s) +  2NO2(g)   +  O2(g)

(White solid)                                                        Brown Fumes     Colourless gas

  1. Ammonium nitrate decomposes to nitrogen (I) oxide and water vapour.

 

Example:

NH4NO3(s)         Heat       N2O(g)   +  O2(g)

                                                     Colourless gas    Colourless gas
Note:

This reaction is potentially dangerous as ammonium nitrate explodes on strong heating.

 

Ammonia.

– Is a compound of nitrogen and hydrogen and is the most important hydride of nitrogen.

– It is formed when any ammonium salt is heated with an alkali whether in solid or solution form.

– It is a colourless gas with a pungent smell of urine.

– It is alkaline and turns moist red litmus paper to blue when introduced to it.

 

Laboratory preparation of ammonia.

(i). Reagents.

Base + ammonium salt                     NH3(g) + H2O(l)

 

(ii). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

 

(iii). Procedure.

– Ammonium chloride (NH4Cl)/ sal-ammoniac is mixed with a little dry slaked lime i.e. Ca(OH)2 and the mixture thoroughly ground in a mortar.

Reason:

– To increase surface area for the reactions.

 

– The mixture is then heated in a round-bottomed flask.

Note:

– A round-bottomed flask ensures uniform distribution of heat while heating the reagents.

– The flask should not be thin-walled.

Reason:

The pressure of ammonia gas liberated during heating may easily crack or break it.

 

– The flask is positioned slanting downwards.

Reason:

– So that as water condenses from the reaction, it does not run back to the hot parts of the flask and crack it.

– The mixture on heating produces ammonia, calcium chloride and water.

 

Equation:

Ca(OH)2(s) + NH4Cl(s)                   CaCl2(aq) + 2NH3(g) + 2H2O(g)

(Slaked lime)

 

(iv). Drying:

– Ammonia is dried by passing it through a tower or U-tube filled with quicklime (calcium oxide) or pellets of caustic potash but not caustic soda which is deliquescent.

 

Note:

Ammonia cannot be dried with the usual drying agents; concentrated sulphuric acid and calcium chloride as it reacts with them.

  • With concentrated sulphuric acid.

2NH3(g) + H2SO4(l)                      (NH4)2SO4(aq)

 

  • With fused calcium chloride:

CaCl2(aq) + 4NH3(g)                  CaCl2.4NH3(s)

 

– i.e. ammonia reacts forming complex ammonium salt.

 

(v). Collection:

– Dry ammonia gas is collected by upward delivery.

Reasons:

– It is lighter than air.

– It is soluble in water.

 

 

 

 

 

 

 

 

 

 

 

 

 

Other methods of preparing ammonia.

 

(b). Ammonia from caustic soda (sodium hydroxide) or caustic potash (potassium hydroxide)

Note:

– The slaked lime is replaced by either of the above solutions.

– Thus the solid reactant is ammonium chloride and the liquid reactant is potassium hydroxide.

 

(i). Apparatus:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– The flask is not slanted. It is vertical and heated on a tripod stand and wire gauze.

Reason:

– No need of slanting since water produced is in liquid form and not gaseous. Thus there is no possibility of condensation of water on hotter parts.

 

Equations:

(i). With caustic soda:

NaOH(aq) + NH4Cl(s)                NaCl(aq) + H2O(l) + NH3(g)

 

Ionically;

Na+(aq) + OH(aq) + NH4Cl(s)               Na+(aq) + Cl(aq) + H2O(l) + NH3(g)

 

Hence; NH4Cl(s) + OH(aq)                Cl(aq) + H2O(l) + NH3(g)

 

(ii). With caustic potash:

KOH(aq) + NH4Cl(s)                  KCl(aq) + H2O(l) + NH3(g)

 

Ionically;

K+(aq) + OH(aq) + NH4Cl(s)                 K+(aq) + Cl(aq) + H2O(l) + NH3(g)

 

Hence; NH4Cl(s) + OH(aq)                Cl(aq) + H2O(l) + NH3(g)

 

 

 

 

 

Note:

Ammonium sulphate could be used in place of ammonium chloride in either case.

 

Equations:

 

(i). With caustic soda:

2NaOH(aq) + (NH4)2SO4(s)            Na2SO4(aq) + 2H2O(l) + 2NH3(g)

 

Ionically;

2Na+(aq) + 2OH(aq) + (NH4)2SO4(s)                   2Na+(aq) + SO42-(aq) + H2O(l) + NH3(g)

 

Hence; (NH4)2SO4(s) + 2OH(aq)               SO42-(aq) + 2H2O(l) + 2NH3(g)

 

(ii). With caustic potash:

2KOH(aq) + (NH4)2SO4(s)              K2SO4(aq) + 2H2O(l) + 2NH3(g)

 

Ionically;

2K+(aq) + 2OH(aq) + (NH4)2SO4(s)                     2K+(aq) + SO42-(aq) + H2O(l) + NH3(g)

 

Hence; (NH4)2SO4(s) + 2OH(aq)               SO42-(aq) + 2H2O(l) + 2NH3(g)

 

(iii). With calcium hydroxide:

Ca(OH)2(aq) + (NH4)2SO4(s)             CaSO4(aq) + 2H2O(l) + 2NH3(g)

 

Ionically;

Ca2+(aq) + 2OH(aq) + (NH4)2SO4(s)                    Ca2+(aq) + SO42-(aq) + H2O(l) + NH3(g)

 

Hence; (NH4)2SO4(s) + 2OH(aq)                 SO42-(aq) + 2H2O(l) + 2NH3(g)

 

Note:

Reaction with calcium hydroxide however stops prematurely, almost as soon as the reaction starts.

Reason;

– Formation of insoluble calcium sulphate which coats the ammonium sulphate preventing further reaction.

 

Preparation of ammonium solution.

(i). Apparatus.

 

(ii). Procedure:

– The apparatus is altered as above.

– The drying tower is removed and the gas produced is directly passed into water by an inverted funnel.

 

Reasons for the inverted broad funnel.

– It increases the surface area for the dissolution of thereby preventing water from “sucking back” into the hot flask and hence prevents chances of an explosion.

 

(iii). Equation.

NH3(g) + H2O(l)           NH4OH(aq)

 

Note:

– The solution cannot be prepared by leading the gas directly to water by the delivery tube.

Reason:

– Ammonia gas is very soluble in water and so water would rush up the delivery tube and into the hot flask causing it to crack.

– The rim of the inverted funnel is just below the water surface.

 

Tests for ammonia.

  1. It is a colourless gas with a pungent smell.
  2. It is the only common gas that is alkaline as it turns moist red litmus paper blue.
  3. When ammonia is brought into contact with hydrogen chloride gas, dense white fumes of ammonium chloride are formed.

 

Equation:

NH3(g) + HCl(g)                                 NH4Cl(s)

 

Fountain experiment.

(i). Diagram:

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Dry ammonia is collected in a round-bottomed flask and set up as above.

– The clip is open and solution let to rise up the tube.

– The clip is closed when the solution reaches the top of the tube after which it is again opened fro a while.

 

(iii). Observations and explanations.

– When a drop of water gets to the jet, it dissolves so much of the ammonia gas that a partial vacuum is created inside the flask.

– As the ammonia in the flask dissolves, the pressure in the flask is greatly reduced.

– The atmospheric pressure on the water surface in the beaker forces water into the flask vigorously.

– The drawn-out jet of the tube causes a fountain to be produced.

– The fountain appears blue due to the alkaline nature of ammonia.

 

(iv). Caution:

– Ammonia is highly soluble in water forming an alkaline solution of ammonium hydroxide.

 

Note:

1 volume of water dissolves about 750 volumes of ammonia at room temperature.

 

Properties and reactions of ammonia.

  1. Smell: has a characteristic pungent smell.
  2. Solubility: it is highly soluble in water. The dissolved ammonia molecule reacts partially with water to form ammonium ions (NH4+) and hydroxyl ions (OH)

 

Equation:

NH3(g) + H2O(l)                       NH4+(aq) + OH(aq)

 

– Formation of hydroxyl ions means that the aqueous solution of ammonia is (weakly) alkaline and turns universal indicator purple.

 

  1. Reaction with acids.

– Sulphuric acid and concentrated ammonia solution are put in a dish and heated slowly.

– The mixture is evaporated to dryness.

 

Observations:

– A white solid is formed.

 

Equation:

2NH4OH(aq) + H2SO4(aq)                             (NH4)2SO4(aq) + H2O(l)

 

Ionically:

2NH4+(aq) + 2OH(aq) + 2H+(aq) + SO42-(aq)                    2NH4+(aq) + SO42-(aq) + 2H+(aq) + 2OH(aq) + H2O(l).

 

Then;

2H+(aq) + 2OH(aq)                    2H2O(l)

 

– To some of the resultant white solid, a little NaOH(aq) was added and the mixture warmed.

– The gas evolved was tested fro ammonia.

 

Observation:

– The resultant gas tested positive for ammonia.

 

Equation:

(NH4)2SO4(s) + 2NaOH(aq)                   Na2SO4(aq) + 2NH3(g) + 2H2O(l).

 

 

Explanations:

– Evolution of ammonia shows that the white solid formed is an ammonium salt.

– The ammonia reacts with acids to from ammonium salt and water only.

 

Further examples:
HCl(aq) + NH4OH(aq)                      NH4Cl(aq) + H2O(l)

 

HNO3(aq) + NH4OH(aq)                   NH4NO3(aq) + H2O(l)

 

Ionic equation:

NH3(g) + H+(aq)                         NH4+(aq)

 

  1. Reaction of ammonia with oxygen.

– Ammonia extinguishes a lighted taper because it dos not support burning.

– It is non-combustible.

– However it burns in air enriched with oxygen with a green-yellow flame.

 

Experiment: Burning ammonia in oxygen.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Dry oxygen is passed in the U-tube for a while to drive out air.

– Dry ammonia gas is then passed into the tube.

– A lighted splint is then passed into the tube.

 

(iii). Observations:

– A colourless gas is liberated.

– Droplets of a colourless liquid collect on cooler parts of the tube.

 

(iv). Explanations:

– The conditions for the reactions are:

  • Dry ammonia and oxygen gas i.e. the gases must be dry.
  • All air must be driven out of the tube.

– Ammonia burns continuously in oxygen (air enriched with oxygen) forming nitrogen and water vapour i.e. ammonia is oxidized as hydrogen is removed from it leaving nitrogen.

 

Equation:

4NH3(g) + 3O2(g)                                   2N2(g) + 6H2O(g)

 

 

 

Sample question:

Suggest the role of glass wool in the tube.

 

Solution:

– To slow down the escape of oxygen in the combustion tube, thus providing more time for combustion of ammonia.

 

  1. Ammonia as a reducing agent.

– It reduces oxides of metals below iron in the reactivity series.

 

Experiment: reaction between ammonia and copper (II) oxide.

(i). Apparatus.

Ice cubes

(ii). Procedure:

– Copper (II) oxide is heated strongly and dry ammonia is passed over it.

– The products are then passed through a U-tube immersed in cold water (ice cubes).

 

(iii). Observations.

– The copper (II) oxide glows as the reaction is exothermic.

– A colourless liquid collects in the U-tube.

– A colourless gas is collected over water.

– The black copper (II) oxide changes to brown copper metal.

 

(iv). Explanations.

– Ammonia gas reduces copper (II) oxide to copper and is itself oxidized to nitrogen and water.

 

Equation:

3CuO(s) + 2NH3(g)                                3Cu(s) + 3H2O(l) + N2(g)

Black                                                                                         red-brown                        (colourless)

 

– The water produced condenses in the U-tube immersed in cold (ice) water.

– The resultant nitrogen is collected by downward displacement of water.

– The nitrogen gas collected is ascertained indirectly as follows:

  • A lighted splint is extinguished and the gas does not burn; thus it is not oxygen, hydrogen, or carbon (II) oxide.
  • It has neither smell nor colour; it is not ammonia, chlorine, sulphur (IV) oxide or nitrogen (IV) oxide.
  • It is not carbon (II) oxide because it does not turn lime water into a white precipitate.

 

 

Note:

– This experiment proves that ammonia contains nitrogen.

 

  1. Reaction with chlorine.

(i). Procedure:

– Ammonia gas is passed into a bell jar containing chlorine.

 

(ii). Apparatus:

 

 

 

 

 

 

 

 

 

(iii). Observations:

– The ammonia catches fire and burns for a while at the end of the tube.

– The flame then goes out and the jar then gets filled with dense white fumes of ammonium chloride.

 

Equations:

2NH3(g) + 3Cl2(g)                      6HCl(g) + N2(g)

 

Then;

6HCl(g) + 6NH3(g)                     6NH4Cl(s)

 

Overall equation:

8NH3(g) + 3Cl2(g)                             6NH4Cl(s) + N2(g)

 

  1. Ammonia solution as an alkali.

– Solution of ammonia in water contains hydroxyl ions.

 

Equation:

NH3(g) + H2O(l)             NH4+(aq) + OH(aq)

 

– Thus it has many properties of a typical alkali.

– Ammonia salts are similar to metallic salts.

– The group (NH4+) precipitates in the reaction as a whole without splitting in any way.

– It exhibits unit valency in its compounds and therefore called a basic radical.

 

Note:

– It cannot exist freely as ammonia gas (NH3) which is a compound.

– Like other alkalis, ammonia solution precipitates insoluble metallic hydroxides by double decomposition when mixed with solution of salts of the metals.

 

 

 

 

  1. Reaction with air in the presence of platinum wire.

(i). Apparatus:

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Concentrated ammonia solution is put in a conical flask.

– The platinum (or even copper) wire is heated until white-hot.

– Oxygen gas or air is then passed through the ammonia solution.

– The red-hot platinum (copper) wire is then put into the flask containing the concentrated ammonia.

 

(iii). Observations:

– The hot platinum wire glows.

– Red-brown fumes are evolved.

 

(iv). Explanations:

– The hot platinum coil glows when it comes into contact with the ammonia fumes, which come from the concentrated ammonia solution.

– Reaction between ammonia and oxygen takes place on the surface of the platinum wire that acts a s a catalyst.

– A lot of heat is produced in the reaction that enables the platinum coil to continue glowing.

– Ammonia is oxidized to nitrogen (IV) oxide.

 

Equation:

4NH3(g) + 5O2(g)     Platinum catalyst   4NO(g) + 6H2O(l)

 

– Red-brown fumes of nitrogen (IV) oxide are produced due to further oxidation of the nitrogen (II) oxide to from nitrogen (IV) oxide.

 

Equation:

2NO(g) + O2(g)                     2NO2(g)

 

 

 

 

 

 

 

 

 

 

 

 

  1. Action of aqueous ammonia on solution of metallic salts

(i). Procedure:

– To about 2cm3 of solutions containing ions of calcium, magnesium, aluminium, zinc, iron, lead, copper etc in separate test tubes; aqueous ammonia is added dropwise till in excess.

 

(ii). Observations:

The various metal ions reacted as summarized in the table below.

 

Metal ions in solution Observations on addition of ammonia
Few drops of ammonia Excess drops of ammonia
Ca2+ White precipitate White precipitate persists;
Mg2+ White precipitate Precipitate persists;
Al3+ White precipitate Precipitate persists;
Zn2+ White precipitate Precipitate dissolves;
Fe2+ Pale green precipitate Precipitate persists; slowly turns red-brown on exposure to air;
Fe3+ Red-brown precipitate Precipitate persists;
Pb2+ White precipitate Precipitate persists;
Cu2+ Pale blue precipitate Precipitate dissolves forming a deep blue solution;

 

(iii). Explanations:

– Most metal ions in solution react with ammonia solution to form insoluble metal hydroxides.

– In excess ammonia, some of the so formed hydroxides dissolve forming complex ions.

 

(iv). Equations:

 

  1. Mg2+(aq) from MgCl2;

 

MgCl2(aq) + 2NH4OH(aq)                             Mg(OH)2(s) + 2NH4Cl(aq)

 

Ionically:

Mg2+(aq) + 2OH(aq)                            Mg(OH)2(s)

                                                                                        (White ppt)

 

  1. Fe2+ from Fe(NO3)2;

 

Fe(NO3)2(aq) + 2NH4OH(aq)                 Fe(OH)2(s) + 2NH4NO3(aq)

 

Ionically:

Fe2+(aq) + 2OH(aq)                    Fe(OH)2(s)

(Pale green ppt)

 

  1. Fe3+ from FeCl3;

 

Ionically:

Fe3+(aq) + 3OH(aq)                    Fe(OH)3(s)

(Red brown ppt)

 

 

 

 

 

Note:

Zn2+(aq) and Cu2+(aq) dissolve in excess ammonia solution forming complex ions.

 

  1. Zinc ions and ammonia solution.

 

  • With little ammonia:

ZnCl2(aq) + 2NH4OH(aq)                     Zn(OH)2(s) + 2NH4Cl(aq)

 

Ionically:

Zn2+(aq) + 2OH(aq)                   Zn(OH)2(s)

                                                                                (White ppt.)

 

  • In excess ammonia:

– The white precipitate of Zn(OH)2(s) dissolves in excess ammonia to form a colourless solution; proof that solution has Zn2+ ions;

– The colourless solution is a complex salt of tetra-amine zinc (II) ions.

 

Equation:

Zn(OH)2(s) + 4NH3(aq)                          [Zn(NH3)4]2+(aq) + 2OH(aq)

(White ppt.)                                                                              (Colourless solution-tetra amine zinc (II) ions)

 

  1. Copper (II) ions.

 

  • With little ammonia:

– A pale blue precipitate is formed.

 

Ionically:

Cu2+(aq) + 2OH(aq)                   Cu(OH)2(s)

(Pale blue ppt.)

 

  • In excess ammonia:

– The pale blue precipitate of Cu(OH)2(s) dissolves in excess ammonia to form a deep blue solution; proof that solution has Cu2+ ions;

– The deep blue solution is a complex salt of tetra-amine copper (II) ions.

 

Equation:

Cu(OH)2(s) + 4NH3(aq)                         [Cu(NH3)4]2+(aq) + 2OH(aq)

(Pale blue ppt.)                                                                       (Deep blue solution-tetra amine copper (II) ions)

 

Uses of ammonia gas and its solution:

  1. Ammonia gas is used in the manufacture of nitric acid and nylon.
  2. Ammonia gas is important in the preparation of ammonium salts used as fertilizers.
  3. It liquefies fairly easily (B.P is -33oC) and the liquid is used as a refrigerant in large cold storages and ice cream factories.
  4. Liquid ammonia is injected directly into the soil as a high nitrogen content fertilizer.
  5. Ammonia solution is used in laundry work as a water softener and a cleansing agent (stain remover)
  6. Ammonia is used in the manufacture of sodium carbonate in the Solvay process.
  7. Ammonia is used in “smelling salts”. It has a slightly stimulating effect on the action of the heart and so may prevent fainting

 

 

 

Qualitative analysis for cations using sodium hydroxide solution

(i). Procedure:

– To about 2cm3 of solutions containing ions of calcium, magnesium, aluminium, zinc, iron, lead, copper etc in separate test tubes; aqueous sodium hydroxide is added dropwise till in excess.

 

(ii). Observations:

The various metal ions reacted as summarized in the table below.

 

Metal ions in solution Observations on addition of ammonia
Few drops of ammonia Excess drops of ammonia
Ca2+ White precipitate White precipitate persists
Mg2+ White precipitate Precipitate persists;
Al3+ White precipitate Precipitate dissolves;
Zn2+ White precipitate Precipitate dissolves;
Fe2+ Pale green precipitate Precipitate persists; slowly turns red-brown on exposure to air;
Fe3+ Red-brown precipitate Precipitate persists;
Pb2+ White precipitate Precipitate dissolves;
Cu2+ Pale blue precipitate Precipitate dissolves forming a deep blue solution;

 

(iii). Explanations:

– Most metal ions in solution react with sodium hydroxide solution to form insoluble metal hydroxides.

– In excess sodium hydroxide, some of the so formed hydroxides (hydroxides of Zn, Al, Pb and Cu) dissolve forming complex ions.

 

(iv). Equations:

Ca2+(aq) + 2OH(aq)                             Ca(OH)2(s)

                                                                                        (White ppt)

 

Mg2+(aq) + 2OH(aq)                            Mg(OH)2(s)

                                                                                        (White ppt)

 

Al3+(aq) + 3OH(aq)                              Al(OH)3(s)

                                                                                        (White ppt)

 

Zn2+(aq) + 2OH(aq)                             Zn(OH)2(s)

                                                                                        (White ppt)

 

Pb2+(aq) + 2OH(aq)                              Pb(OH)2(s)

                                                                                        (White ppt)

 

Cu2+(aq) + 2OH(aq)                             Cu(OH)2(s)

                                                                                       (Pale blue ppt)

 

Fe2+(aq) + 2OH(aq)                    Fe(OH)2(s)

(Pale green ppt)

 

Fe3+(aq) + 3OH(aq)                    Fe(OH)3(s)

(Red brown ppt)

 

 

 

 

Note:

Hydroxides of Zn2+(aq) ; Pb2+(aq) ; and Al3+(aq) dissolve in excess ammonia solution forming complex ions.

 

  1. Zinc ions and sodium hydroxide solution.

 

  • With little sodium hydroxide:

 

Zn2+(aq) + 2OH(aq)                   Zn(OH)2(s)

                                                                                (White ppt.)

 

  • In excess sodium hydroxide:

– The white precipitate of Zn(OH)2(s) dissolves in excess sodium hydroxide to form a colourless solution;

– The colourless solution is a complex salt of tetra-hydroxo zinc (II) ions (zincate ion).

 

Equation:

Zn(OH)2(s) + 2OH(aq)                          [Zn(OH)4]2-(aq)

(White ppt.)                                                                              (Colourless solution-tetra hydroxo- zinc (II) ion/ zincate ion)

 

  1. Aluminium ions and sodium hydroxide solution.

 

  • With little sodium hydroxide:

 

Al3+(aq) + 3OH(aq)                    Al(OH)3(s)

                                                                                (White ppt.)

 

  • In excess sodium hydroxide:

– The white precipitate of Al(OH)3(s) dissolves in excess sodium hydroxide to form a colourless solution;

– The colourless solution is a complex salt of tetra-hydroxo aluminium (III) ions (aluminate ion).

 

Equation:

Al(OH)3(s) + OH(aq)                     [Al(OH)4](aq)

(White ppt.)                                                          (Colourless solution-tetra hydroxo- aluminium (III) ion/aluminate ion

 

  1. Lead (II) ions and sodium hydroxide solution.

 

  • With little sodium hydroxide:

 

Pb2+(aq) + 2OH(aq)                    Pb(OH)2(s)

                                                                                (White ppt.)

 

  • In excess sodium hydroxide:

– The white precipitate of Pb(OH)2(s) dissolves in excess sodium hydroxide to form a colourless solution;

– The colourless solution is a complex salt of tetra-hydroxo lead (II) ions (plumbate ions).

 

Equation:

Zn(OH)2(s) + 2OH(aq)                          [Zn(OH)4]2-(aq)

(White ppt.)                                                                              (Colourless solution-tetra hydroxo- lead (II) ion/ plumbate ion)

 

 

Summary and useful information on qualitative analysis:

Colours of substances in solids and solutions in water.

 

COLOUR IDENTITY
SOLID AQUESOUS SOLUTION

(IF SOLUBLE)

1. White Colourless Compound of K+; Na+, Ca2+; Mg2+; Al3+; Zn2+; Pb2+; NH4+
2. Yellow Insoluble Zinc oxide, ZnO (turns white on cooling); Lead oxide, PbO (remains yellow on cooling, red when hot)
Yellow Potassium or sodium chromate;
3. Blue Blue Copper (II) compound, Cu2+
4. Pale green

 

Green

Pale green (almost colourless)

Green

Iron (II) compounds,Fe2+

 

Nickel (II) compound, Ni2+; Chromium (II) compounds, Cr3+; (Sometimes copper (II) compound, Cu2+)

5. Brown Brown (sometimes yellow)

 

Insoluble

Iron (III) compounds, Fe3+;

 

Lead (IV) oxide, PbO2

6. Pink Pink (almost colourless)

Insoluble

Manganese (II) compounds, Mn2+;

Copper metal as element (sometimes brown but will turn black on heating in air)

7. Orange Insoluble Red lead, Pb3O4 (could also be mercury (II) oxide, HgO)
8. Black Purple

Brown

Insoluble

Manganate (VII) ions (MnO) as in KMnO4;

Iodine (element)-purple vapour

Manganese (IV) oxide, MnO2

Copper (II) oxide, CuO

Carbon powder (element)

Various metal powders (elements)

 

 

Reactions of cations with common laboratory reagents and solubilities of some salts in water

 

CATION SOLUBLE COMPOUNDS (IN WATER) INSUOLUBLE COMPOUNDS (IN WATER) REACTION WITH AQUEOUS SODIUM HYDROXIDE REACTION WITH AQUEOUS AMMONIA SOLUTION
Na+ All None No reaction No reaction
K+ All None No reaction No reaction
Ca2+ Cl; NO3; CO32-; O2-; SO42-; OH; White precipitate insoluble in excess White precipitate insoluble in excess, on standing;
Al3+ Cl; NO3; SO42- O2-; OH; White precipitate soluble in excess White precipitate insoluble in excess
Pb2+ NO3; ethanoate; All others; White precipitate soluble in excess White precipitate insoluble in excess
Zn2+ Cl; NO3; SO42- CO32-; O2-; SO42-; OH; White precipitate soluble in excess White precipitate soluble in excess
Fe2+ Cl; NO3; SO42- CO32-; O2-; OH; (Dark) pale green precipitate insoluble in excess (Dark) pale green precipitate insoluble in excess
Fe3+ Cl; NO3; SO42- CO32-; O2-; OH; (Red) brown precipitate insoluble in excess (Red) brown precipitate insoluble in excess
Cu2+ Cl; NO3; SO42- CO32-; O2-; OH; Pale blue precipitate insoluble in excess Pale blue precipitate soluble in excess forming a deep blue solution
NH4+ All None; Ammonias gas on warming Not applicable.

 

 

Qualitative analysis for common anions.

 

  SO42-(aq) Cl(aq) NO3(aq) CO32-(aq)
TEST Add Ba2+(aq) ions from Ba(NO3)2(aq); acidify with dilute HNO3(aq) Add Ag+(aq) from AgNO3(aq).

Acidify with dilute HNO3

Alternatively;

Add Pb2+ from Pb(NO3)2 and warm

Add FeSO4(aq);

Tilt the tube and carefully add 1-2 cm3 of concentrated H2SO4(aq)

Add dilute HNO3(aq); bubble gas through lime water;
OBSERVATION The formation of a white precipitate shows presence of SO42- ion; The formation of a white precipitate shows presence of Cl ion;

Formation of a white precipitate that dissolves on warming shown presence of Cl(aq) ions

The formation of a brown ring shows the presence of NO3 ions Evolution of a colourless gas that forma a white precipitate with lime water, turns moist blue litmus paper red; and extinguishes a glowing splint shows presence of CO32- ions
EXPLANATION Only BaSO4 and BaCO3 can be formed as white precipitates.

BaCO3 is soluble in dilute acids and so BaSO4 will remain on adding dilute nitric acid

Only AgCl and AgCO3 can be formed as white precipitates.

AgCO3 is soluble in dilute acids but AgCl is not;

– PbCl2 is the only white precipitate that dissolves on warming

Concentrated H2SO4 forms nitrogen (II) oxide with NO3(aq) and this forms brown ring complex (FeSO4.NO) with FeSO4; All CO32- or HCO3 will liberate carbon (IV) oxide with dilute acids

 

Checklist:

  1. Why is it not possible to use dilute sulphuric acid in the test for SO42- ions;
  2. Why is it not possible to use dilute hydrochloric acid in the test for chloride ions?
  3. Why is it best to use dilute nitric acid instead of the other two mineral acids in the test for CO32- ions?
  4. How would you distinguish two white solids, Na2CO3 and NaHCO3?

 

What to look for when a substance is heated.

 

1. Sublimation White solids on cool, parts of a test tube indicates NH4+ compounds;

Purple vapour condensing to black solid indicates iodine crystals;

2. Water vapour (condensed) Colourless droplets on cool parts of the test tube indicate water of crystallization or HCO3 (see below)
3. Carbon (IV) oxide CO32- of Zn2+; Pb2+; Fe2+; Fe3+; Cu2+;
4. Carbon (IV) oxide and water vapour (condensed) HCO3
5. Nitrogen (IV) oxide NO3of Cu2+; Al3+; Zn2+; Pb2+; Fe2+; Fe3+
6. Oxygen NO3 or BaO2; MnO2; PbO2;

 

 

 

 

 

 

Industrial manufacture of ammonia-The Haber process.

 

– Most of the world’s supply of ammonia is from the synthesis of Nitrogen and hydrogen in the Haber process.

 

(i). Raw materials

 

  • Nitrogen

– Usually obtained from liquid air by fractional distillation

 

  • Hydrogen

– Obtained from water gas in the Bosch process.

– Also from crude oil (cracking)

 

(ii). General equation

 

N2(g) + 3 H2(g)                        2NH3(g) + heat;

 

Note:

– Nitrogen and hydrogen combine in the ratio 1:3 respectively to form two volumes of ammonia gas plus heat.

-The reaction is exothermic releasing heat to the surrounding.

 

(iii). Conditions

 

  • High pressures

– The process is favoured by high pressures and thus a pressure of approximately 200 to 300 atmospheres is used.

 

Reason:

– The volume of gaseous reactants from equation is higher than volume of gaseous products. Thus increased pressure shifts the equilibrium to the right; favoring the production of more ammonia.

Note:

Such high pressures are however uneconomical.

 

  • Low temperatures

– Low temperatures favour production of ammonia;

Reason:

– The reaction is exothermic (releases heat to the surrounding) hence lower temperature will favour the forward reaction (shift the equilibrium to the right), producing more ammonia.

 

  • Catalyst

– The low temperatures make the reaction slow and therefore a catalyst is used to increase the rate of reaction

– The catalyst used is finely divided iron; impregnated with Aluminium oxide (Al2O3)

 

 

 

 

 

 

(iv). The chemical processes

 

Step 1: Purification

-The raw materials, nitrogen and hydrogen are passed through a purification chamber in which impurities are removed.

-The main impurities are CO2, water vapour,  dust particles, SO2, CO2 and O2;

 

Reason:

The impurities would poison the catalyst

 

Step 2: Compression

– The purified Nitrogen and Hydrogen gases are compressed in a compressor at 500 atmospheres.

 

Reasons:

  • To increase chances of molecules reacting;
  • To increase rate of collision of the reacting particles.
  • To increase pressure (attain desired pressures); and hence increase concentration of reacting particles.

 

Step 3: Heat exchanger reactions

– Upon compression the gaseous mixture, nitrogen and hydrogen are channeled into a heat exchanger; which heats them increasing their temperature.

– This enables the reactants (hydrogen and nitrogen) to attain the optimum temperatures for the succeeding reactions (in the catalytic chamber)

– From the heat exchanger the gases go to the catalyst chamber.

 

Step 4: Catalytic chamber.

– The gases then combine in the ratio of 1:3 (N2:H2 respectively), to form ammonia.

– This reaction occurs in presence of a catalyst; which speeds up the rate of ammonia formation;

– The catalyst is finely divided iron impregnated with aluminium oxide (Al2O3 increases the catalytic activity of iron).

 

Equation in catalytic chamber

 

N2(g) + 3H2(g)                          2NH3(g) + Heat (-92kjmol)

 

– Only about 6-10% of the gases combine.

– Due to the high heat evolution involved, the products are again taken back to the heat exchanger; to cool the gases coming from the catalytic chamber.

 

Step 5: Heat exchanger

– The gases from the catalytic chamber enter the heat exchanger a second time.

 

Reason:

– To cool the gases coming from the catalytic chamber, thus reduce cost of condensation.

-The gaseous mixture; ammonia and uncombined nitrogen and hydrogen are the passed through a condenser.

 

Step 6: The condenser reactions (cooling chamber)

– The pressure and the low temperatures in this chamber liquefy ammonia, which is then drawn off.

– The uncombined (unreacted) gases are recirculated back to the compressor, from where they repeat the entire process.

Summary: flow chart of Haber process.

Fractional distillation of air
Nitrogen
Hydrogen
Crude oil cracking; or water gas in Bosch process

 

 

 

 

 

 

 

Purifier: removal of duct particles; CO2; H2O vapour etc

 

 

 

 

 

 

Unreacted gases

(recycling)

 

 

 

 

 

 

6-10% ammonia + air;

 

 

 

 

LIQUID AMMONIA

 

 

Citing a Haber process plant

– When choosing a site for this industrial plant, the following factors are considered:

  1. Availability of raw materials (natural gas and crude oil)
  2. Presence of cheap sources of energy.
  3. Availability of transport and marketing.
  4. Availability of appropriate technology and labour force.

 

Ammonium salts as fertilizers

– Ammonium salts are prepared by the reaction between ammonia and the appropriate acid in dilute solution followed by evaporation and crystallization

 

(a). Ammonium sulphate

– Is prepared by absorbing ammonia in sulphuric acid.

 

Equation:

 

2NH3(g) + H2SO4(aq)                          (NH4)2SO4(aq)

 

Note: It is a cheap fertilizer.

 

(b). Ammonium nitrate

– Is prepared by neutralization nitric acid by ammonia.

 

Equation:

 

NH3(g) + HNO3(aq)                    NH4NO3(aq)

 

– As there is some danger of exploding during storage, ammonium nitrate is mixed with finely powdered limestone (CaCO3).

-The mixture, sold as nitro-chalk is much safer.

(c). Ammonium phosphate

– It is particularly useful as it supplies both nitrogen and phosphorus to the soil.

– It is prepared by neutralizing othophosphoric acid by ammonia

 

Equation:

 

3NH3(g) + H3PO4(aq)                       (NH4)3 PO4(aq)

 

(d) Urea CO (NH2)2

– Is made from ammonia and carbon (IV) oxide

– Its nitrogen content by mass is very high; nearly 47%

 

Equation:

 

NH3(g) +CO2(g)                       CO (NH2)2(aq)  + H2O(l)

   

Nitric (V) acid

– Is a monobasic acid (has only one replaceable Hydrogen atom); and has been known as strong water (aqua forty).

– It is a compound of hydrogen, oxygen and nitrogen.

 

Laboratory preparation of nitric (V) acid

(i). Apparatus

           

(ii). Reagents

– Nitric acid is prepared in the laboratory by action of concentrated sulphuric acid on solid nitrates e.g. potassium nitrate (KNO3) and sodium nitrate (NaNO3)

 

(iii). Procedure

– 30-40 grams of small crystal of KNO3 are put in a retort flask.

– Concentrated sulphuric acid is added just enough to cover the nitrate; and then heated (warmed) gently.

– The apparatus is all glass.

Reason:

– Nitric (V) acid would attack rubber connections.

– The neck of the retort flask is inserted into a flask that is kept cool continually under running water; this is where nitric acid is collected.

 

Note:

The cold water running over the collection flask is meant to cool (condense) the hot fumes of nitric (V) acid.

 

(iv). Observations and explanations

– Fumes of nitric are observed in the retort;

 

Equation

 

KNO3(g) + H2SO4(aq)                      KHSO4(aq) +HNO3(g)

 

– If Lead (II) nitrate was used;

 

Pb(NO3)2(s) + H2SO4(aq)                  PbSO4(s) + 2HNO3(g)

 

Note: with lead (II) nitrate the reaction soon stops because the insoluble lead (II) sulphate coats the surface of the nitrate preventing further reaction; yield of nitric (V) acid is thus lower;

 

-These fumes of nitric acid appear brown.

Reason:

– Due to the presence of nitrogen (iv) oxide gas formed by thermal decomposition of nitric acid.

 

Equation:

4HNO3(aq)                       4NO2(g) + O2(g) + 2H2O(g)

 

– Pure nitric (V) acid is colourless but may appear yellow (brown) due to the presence of Nitrogen (IV) oxide.

– The brown colour can be removed by blowing air through the acid.

– Fuming nitric acid boils at 83oC and is 99% pure; while concentrated nitric acid is only 70% acid and 30% water.

 

Note: Nitric acid is usually stored in dark bottles.

Reason:

– To avoid its decomposition by light to nitrogen (IV) oxide, oxygen and water.

– The reaction in the retort flask is a typical displacement reaction; in which the more volatile nitric (V) acid is displaced from nitrates by the less volatile sulphuric acid.

– The nitric acid distills over because it is more volatile than sulphuric acid.

 

 

 

 

 

 

 

 

 

 

 

 

Properties of concentrated nitric acid

– Nitric (V) acid readily gives oxygen and therefore is called an oxidizer.

– The acid is usually reduced to nitrogen (IV) oxide and water.

 

  1. Effects of heat on concentrated nitric acid

(i) Apparatus

 

 

 

 

 

 

 

 

 

 

 

 

(ii) Observations

– Brown fumes are seen in the hard glass tube.

– Colourless gas is collected over water.

 

(ii). Explanations

– Sand soaked in concentrated nitric acid produces nitric solid vapour on heating.

– The hot glass wool catalyzes the decomposition of nitric acid to nitrogen (IV) oxide (brown fumes), water vapour and oxygen.

 

Equation

 

4HNO3(l)                    4NO2(g) + 2H2O(l) + O2(g)

                                            (Brown fumes)

 

– The so formed nitrogen (IV) oxide dissolves in water forming both nitric and nitrous acids.

 

Equation:

 

2NO2(g) + H2O(l)                    HNO2(aq) + HNO3(aq)

 

– The oxygen gas is collected over water; and with the solution becoming acidic.

 

  1. Reaction with saw dust

– Saw dust contains compounds of carbon Hydrogen and oxygen.

 

Procedure:

– Some saw dust is heated in an evaporating dish and some few drops of concentrated nitric (V) acid on it (this is done in a fume cupboard)

 

Observation:

– A violent reaction occurs, the saw dust catches fire easily and a lot of brown fumes of nitrogen (IV) oxide given off.

– Nitric (V) acid oxidizes the compounds in saw dust to CO2 and water; and itself it is reduced to nitrogen (IV) oxide and water.

 

Equation:

(C, H, O) n(s) + HNO3(l)                      NO2(g) + CO2(g) +H2O(g)

Saw dust

 

– Warm concentrated nitric (V) acid oxidizes pure carbon and many other compounds containing carbon.

 

Equation:

C(s) + 4HNO3(l)                         2H2O(l) + 4NO2(g) + CO2(g)

 

  1. Reaction with sulphur

Procedure:

– 2 cm3 of concentrated nitric (V) acid is added to a little sulphur in a test tube and warmed.

– The mixture is filtered to remove excess sulphur and the filtrate diluted with distilled water.

– Drops of barium chloride are then added to the resultant solution.

 

Observations:

– Red brown gas, nitrogen (IV) oxide (NO2) is evolved and the sulphur is oxidized to sulphuric acid.

 

Equation

S(s) + 6HNO3(l)                          H2SO4(aq) + 6NO2(g) +2H2O(l)

 

– On addition of barium chloride to the solution, a white precipitate is formed.

– This is due to formation of barium sulphate and is a confirmation for the presence of SO42– ions.

 

Equation:

 

Ba2+(aq) + SO42-(aq)                     BaSO4(s)

                                                (White precipitate)

 

  1. Reaction with metals

– Concentrated nitric (V) acid reacts with metals except gold and platinum.

– Actual reaction depends on the concentration of the acid and the position of the metal in the reactivity series.

– The reaction results in a metal nitrate, NO2 and water.

– Copper, which is low in the reactivity series, reduces conc. HNO3 to NO2.

 

Equation:

 

Cu(s) + HNO3(l)                   Cu(NO3)2(aq) + 2NO2(g) + 2H2O(l)

 

– Metals more reactive than copper e.g. Magnesium may reduce nitric acid to dinitrogen monoxide (N2O) or Nitrogen (N2).

– Some metals like iron and aluminium form insoluble layers when reacted with nitric acid thus stopping any further reaction.

 

 

 

  1. Reaction with iron (II) salts

 

Procedure:

– Few crystals of iron (II) sulphate are dissolved in dilute sulphuric acid.

– A little concentrated nitric (V) acid is added to the solution and mixture warmed.

 

Observation:

– Green solution turns brown.

 

Equation:

 

6FeSO4(s) + 3H2SO4(aq) +3HNO3(l)                    4H2O(l) +2NO(g) + 3Fe2 (SO4)3(aq)

 

Explanation:

– Nitric acid oxidizes green iron (II) salts (Fe2+) to brown iron (III) salts (Fe3+) and itself is reduced to Nitrogen (II) Oxide.

 

Note:

– In air, nitrogen (II) oxide is readily oxidized to nitrogen (IV) oxide; resulting to brown fumes.

 

Equation:
2NO(g) + O2(g)                           2NO2(g)

 

  1. Reduction of nitric (V) acid by hydrogen sulphide.

Procedure

– A few drops of conc. nitric (V) acid are added to a gas jar full of hydrogen sulphide and the jar then covered.

 

Observations

– Fumes (brown) of Nitrogen (IV) oxide and yellow deposits of sulphur;

 

Equation

– It is a REDOX reaction.

Oxidation

 

 

H2S(g) + 2HNO3(l)                       2H2O(l) + 2NO2(g) +S(s)

 

 

Reduction

 

 

 

 

 

 

 

 

 

 

 

 

Properties of dilute nitric (V) acid

  1. Reaction with metals

– Dilute nitric (V) acid reacts with most metals to form nitrogen (II) oxide instead of hydrogen.

 

Example:

3Mg(s) + 8HNO3(aq)                  3Mg(NO3)2(aq) +2NO(g) + 4H2O(l)

 

– In fact HNO3 is reduced to NO and water but NO soon gets oxidized in air to form brown fumes of NO2.

– However very dilute HNO3 (cold) reacts with more active metals such as Magnesium to produce Hydrogen.

 

  1. Dilute nitric (V) acid as a typical acid

(a). It turns blue litmus paper red.

(b). It reacts with metal oxides and metal hydroxides to form a metal nitrate and water (Neutralization)

 

Examples

  • CuO(s) + 2HNO3(aq)          Cu (NO3)2(aq) + H2O(l)

                  (Black)                                                                                (Blue)

 

  • Zn(OH)2(s) + 2HNO3(aq)            Zn (NO3)2(aq) + 2H2O(l)

                   (White ppt)                                                                      (Colourless)

 

  • KOH(aq) + HNO3(aq)            KNO3(aq) + H2O(l)

                 (Alkali)                (Acid)                                                 (Salt)              (Water)

 

  1. Reaction with metal carbonates and hydrogen carbonates

– Dilute HNO3 reacts with metal carbonates and hydrogen carbonates to form a nitrate, CO2 and water.

 

Examples.

CuCO3(s) + 2HNO3(aq)                   Cu(NO3)2(aq) + CO2(g) + H2O(l)

(Green)                                                                      (Blue solution)

 

NaHCO3(s) + HNO3(aq)                    NaNO3(aq) + CO2(g) + H2O(l)

 

Test for nitrates/nitric acid

  1. Oxidation of iron (ii) sulphate

– Concentrated HNO3 oxidizes green Iron (II) sulphate in presence of sulphuric acid into Iron (III) sulphate (yellow/brown)

– However the solution turns dark brown due to formation of a compound, FeSO4.NO

– NO is produced by reduction of nitrate to nitrogen monoxide by Fe2+

 

Ionically;

Fe2+(aq)                       Fe3+(aq)   +   e (oxidized)

 

NO3(aq) + 2H+(aq) + e                   NO2(g) + H2O(l) (reduced)

 

 

 

 

 

  1. Brown ring test

Procedure.

– An unknown solid is dissolved then acidified using dilute H2SO4.

– Some FeSO4 solution is then added.

– The test tube is then held at an angle and concentrated sulphuric (V) acid is added slowly (dropwise) to the mixture.

 

Observations

– The oily liquid (conc. H2SO4) is denser than water hence sinks to the bottom.

– A brown ring forms between the two liquid layers if the solid is a nitrate.

 

Diagrams:

 

 

 

 

 

 

 

 

Explanations:

– Suppose the solution tested isKNO3, the conc. H2SO4 and the KNO3 reacted to produce HNO3.

 

Equation:

KNO3(aq) +H2SO4(aq)                  KHSO4(aq) + HNO3(aq)

 

– The NO3 from nitric acid oxidizes some of the FeSO4 to Fe2 (SO4)3 (Fe2+ toFe3+) and itself reduced to NO by the Fe2+

 

-The NO so formed reacts with more FeSO4 to give a brown compound (FeSO4 NO) which appears as a brown ring.

 

Equation:

FeSO4(aq) + NO(g)               FeSO4. NO(aq)

(Green)                                                         (Brown)

 

Ionically:

Fe2+(aq) + 5H2O(l) + NO(g)                   [Fe(H2O)5NO]2+(aq)

(Green)                                                                                      (Brown)

 

  1. Heat

– Nitrates of less reactive metals decompose easily with gentle heating; clouds of brown NO2 can be seen.

 

Equation:

2Cu(NO3)2        heat         2CuO(s) + 4NO2(g) +  O2(g)

                                                      (Brown, acidic)

– The nitrates of more reactive metals need much stronger heating and decompose in a different way.

 

Equation:

2Na NO3(s)       heat      2NaNO2(s)  +  O2(g)

 

 

Uses of nitric acid 

– Large quantities are used in fertilizer manufacture.

– Manufacture of explosives (TNT)

– Manufacture of dyes

– Making nitrate salts

– Etching of metals.

– Manufacture of nylon and terylene

– Refining precious metals

– An oxidizing agent.

 

Industrial manufacture of nitric acid

The Otswald’s process

 (a). Introduction

– Nitric acid is manufactured by the catalyst oxidation of ammonia and dissolving the products in water.

 

(b). Raw materials

– Atmosphere air

– Ammonia from Haber process.

 

(c). Conditions

Platinum-rhodium catalyst or platinum gauze.

– The ammonia-air mixture must be cleaned (purified) to remove dust particles which could otherwise poison the catalyst.

 

(d). Chemical reactions.

Step 1: Compressor reactions.

– Ammonia and excess air (oxygen) (1:10 by volume) is slightly compressed.

– The mixture is then cleaned to remove particles which would otherwise poison the catalyst.

– They are then passed to the heat exchanger.

 

Step 2: Heat exchanger and catalytic chamber.

– In the heat exchanger, the gaseous mixture is heated to about 900oC and then passed over a platinum-rhodium catalytic chamber.

– An exothermic reaction occurs and ammonia is oxidized to nitrogen (II) oxide and steam.

 

Equation:

4NH3(g) + 5O2(g)                       4NO(g) + 6H2O(g)  + Heat.

 

– The exothermic reaction once started, provides the heat necessary to maintain the required catalytic temperature.

-This is of economical advantage i.e. electrical heating of catalyst is not continued hence lowering production costs.

 

Step 3: Heat exchanger.

– The hot products from catalytic chamber are again passed back through the heat exchanger.

– The hot gases are cooled and then passed into the cooling chamber.

 

 

Step 4: Cooling chamber

Once cooled, the NO is oxidized to NO2 by reacting it with excess oxygen.

 

Equation:

 

2NO(g) + O2(g)                       2NO2(g)

 

Step 5: Absorption towers:

– The NO2 in excess air is then passed through a series of absorption towers where they meet a stream of hot water and form nitric (V) acid and nitrous (III) acid.

 

Equations:

2NO2(g) + H2O(l)                      HNO3(aq) + HNO2(aq) (blue solution)

                                                                   Nitric                Nitrous

 

– The so produced nitrous (III) acid is oxidized by oxygen in excess air to nitric (V) acid so that the concentration of nitric acid in the solution (liquid) gradually increases.

 

Equation:

2 HNO2(aq) +  O2(g)                    2HNO3(aq)

 

– The resultant HNO3 is only 55%-65% concentrated.

– It is made more concentrated by careful distillation of the solution.

 

The process of distillation (increasing the concentration).

– Concentrated sulphuric (VI) acid is added to the dilute nitric (V) acid.

– The heat produced (when dilute sulphuric acid reacts with water) vapourises the nitric (V) acid.

– The resultant nitric (V) acid vapour is condensed.

Note:

  • Nitric (V) acid is stored in dark bottles.

Reason:

– To prevent its decomposition since it undergoes slow decomposition when exposed to light.

 

  • Dilute nitric (V) acid has higher ions concentration than concentrated nitric (V) acid.

Reason.

– Dilute nitric (V) acid is a stronger acid hence ionizes fully to yield more hydrogen ions than concentrated nitric (V) acid.

– Dilute nitric (V) acid is ionic whereas concentrated nitric (V) acid is molecular;

– Dilute nitric (V) acid is more (highly) ionized than concentrated nitric (V) acid.

 

 

 

 

 

 

 

 

 

 

 

 

Flow diagram for the otswald’s process.

                                       Ammonia

HEAT EXCHANGER
CATALYTIC CHAMBER

 

 

 

 

Air

 

 

 

Water                     Unreacted                NO(g)

                                                 NO + air;

 

 

 

 

 

 

 

 

            Nitric (V) acid

 

Pollution effects of nitrogen compounds.

  1. Acid rain

– Nitrogen (II) oxide is produced in internal combustion engines on combination of nitrogen and oxygen.

– Nitrogen (II) oxide oxidized to nitrogen (IV) oxide which dissolves in water to form nitric (III) and nitric (V) acids.

– Nitric (v) acid eventually reaches ground as acid rain and causes:

  • Loss of chlorophyll (chlorosis) from leaves
  • Corrosion of stone buildings and metallic structures, weakening them and destroying beauty.
  • Leaching of vital minerals from soils. These are converted into soluble nitrates and washed away from top soil. This leads to poor crop yields.

 

  1. Smog formation.

– Nitrogen (IV) oxide also undergoes series of chemical reactions in air to produce one of the major components of smog.

– Smog reduces visibility for motorists, irritates eyes and causes breathing problems.

 

  1. Eutrophication:

– Refers to enrichment of water with excess nutrients for algal growth.

– Presence of nitrate ions from nitrogen fertilizers in a water mass encourages rapid growth of algae.

– This eventually leads to reduction of dissolved oxygen in water, killing aquatic animals like fish.

– Presence of nitrate ions in drinking water may also cause ill health to humans. This is because they are converted into carcinogenic compounds.

 

Prevention.

  1. Recycling unreacted gases in manufacture of nitric acid to prevent release into environment.
  2. Treating sewage and industrial effluents to remove nitrogen compounds before releasing to rivers and lakes.
  3. Fitting exhausts systems of vehicles with catalytic converters which convert nitrogen oxides into harmless nitrogen gas.
  4. Adding lime to lakes and soils in surrounding regions to reduce acidity.
  5. Applying fertilizers at right and in the correct proportion to prevent them from being washed into water masses.

 

UNIT 3: SULPHUR AND ITS COMPOUNDS

Checklist:

 

  1. Occurrence of sulphur
  2. Extraction of sulphur
  • The Frasch pump
  • Extraction process
  1. Properties of sulphur
  • Physical properties
  • Chemical properties
  1. Uses of sulphur
  2. Allotropes of sulphur
  • Rhombic sulphur
  • Monoclinic sulphur
  1. Compounds of sulphur
  • Sulphur (IV) oxide
  • Laboratory preparation
  • Other preparation methods
  • Properties of sulphur (IV) oxide
    • Physical properties
    • Chemical properties
    • Uses of sulphur (IV) oxide
  1. Sulphur (VI) oxide
  • Laboratory preparation
  • Properties of sulphur (VI) oxide
  1. Sulphuric (VI) acid
  • Large scale manufacture
    • Raw materials
    • The chemical process
    • Pollution control
  • Properties of concentrated sulphuric (VI) acid
    • Physical properties
    • Chemical properties
  • Properties of dilute sulphuric (VI) acid
  • Uses of sulphuric (VI) acid
  1. Hydrogen sulphide gas
  • Laboratory preparation
  • Properties of hydrogen sulphide
  • Physical properties of hydrogen sulphide
  • Chemical properties of hydrogen sulphide
  1. Atmospheric pollution by sulphur compounds

 

 

 

 

 

Occurrence

– Occurs naturally as s free element in the underground deposits in Texas and Louisiana (USA) and Sicily (ITALY).

– It also occurs as a sulphate and sulphide ores.

 

Examples;

Metallic sulphides: iron pyrites (FeS2); Zinc blende (ZnS) Copper pyrites (CuFeS2)

Metallic sulphates e.g. Gypsum, CaSO4

Hydrogen sulphide e.g. H2S present in natural gas.

 

Extraction of sulphur: The Frasch process

– Is done using a set of 3 concentric pipes called Frasch pump; hence the name Frasch process.

 

(i). Apparatus: Frasch pump

Hot compressed air

 

 

Superheated water at 170oC
Froth of molten sulphur

 

Cross section of the Frasch pump

 

 

Outermost pipe: brings superheated water at 170oC

 

 

 

Innermost pipe: brings in hot compressed air;

 

Middle pipe: brings out a froth of molten sulphur

 

 

(ii). Chemical process

Note: Sulphur cannot be mined by conventional mining methods such as open cast, alluvial mining etc

Reasons:

– Sulphur deposits lie very deep under several layers of quicksand hence cannot be accessed easily.

– Sulphur deposits are associated with poisonous gases such as sulphur (IV) oxide gas which can cause massive pollution if exposed to open environment.

– Three concentric pipes, constituting the Frasch pump are drilled through the rock and soil down to the sulphur deposits.

 

 

(a). The outer tube (pipe)

– Is used to pump superheated water at 170o c and 10 atmospheres down the deposits.

– The heat of the water melts the sulphur.

– By the time the water reaches the sulphur, its temperature drops to 120oC, but this is enough to melt sulphur whose M.P is 114oC.

 

(b). The innermost tube

– Is the smallest pipe and is used to blow or force a jet of hot compressed air down the sulphur deposits.

– This produces a light froth of molten sulphur (mixture of air, water and sulphur) which is forced up the middle pipe.

 

(c). The middle pipe.

– Allows the sulphur froth (mixture of molten sulphur, water and air) into the surface; where mixture is run into large tanks.

– The forth usually settles in two layers, the bottom layer is mainly water while the upper layer is mainly molten sulphur; due to differences in density.

– Once in the settling tanks, sulphur solidifies and separates out; giving 99% pure sulphur.

– The sulphur is removed, melted again and poured into moulds, to form roll sulphur in which form it is sold.

 

Properties of sulphur

Physical properties

  1. – It is a yellow solid which exists in one amorphous form and 2 crystalline forms.

– A molecule of sulphur consists of a pluckered ring of 8 sulphur atoms covalently bonded.

 

Diagram: structure of a sulphur molecule.

 

 

 

 

 

 

 

  1. Solubility

– It is insoluble in water but soluble in organic solvents like carbon disulphide, xylene and toluene.

 

  1. It is a poor conductor of heat and electricity since it is a covalent element lacking free electrons or ions.

 

  1. Effects of heat

– When sulphur is heated out of contact with air, it melts at low temperatures of about 113oC to form an amber (orange) coloured mobile liquid.

Reason:

– The S8 rings open up to form chains of S8.

 

 

 

 

Diagrams:

The pluckered S8 ring of sulphur molecule                                           Chains of S8 molecule

 

 

 

 

 

 

– On further heating, the liquid darkens in colour.

– At 160oC, the liquid becomes much darker and very viscous (such that the test tube can be inverted without the sulphur pouring out.)

– The viscosity continues to increase until a temperature of about 1950C

Reason:

– The S8 rings of sulphur are broken and they then join to form very long chains of sulphur atoms, with over 100,000 atoms (S100 000).

 

Note: As the chains entangle with one another the viscosity increases and colour darkens.

 

– Near the boiling point, the liquid becomes less dark i.e. red-brown and more mobile (runny).

Reason

– The long chains are broken to shorter chains.

 

– At 444oC (boiling point), sulphur vapourises to form a red-brown vapour consisting of S8, S6, S4 and S2 molecules.

Reason

– The sulphur liquid changes state to form sulphur vapour.

– The vapour is light brown in colour, and consists of a mixture of molecules of formula S2-S10

 

Note

If heated further the larger sulphur vapour molecules (S8, S6 etc) dissociate and at 750oC the vapour is mostly constituted of diatomic molecules (S2)

On exposure to cold surfaces the light brown vapour condenses to a yellow sublimate. The yellow sublimate is called flowers of sulphur.

 

Chemical properties

  1. Burning in air

– It burns in air with a bright blue flame forming a misty gas with a choking smell.

– The gas is sulphur (IV) oxide, with traces of sulphur (VI) oxide, both of which are acidic.

 

Equation:

S(s) + O2(g)                        SO2(g)

 

Note:

The SO3 is formed due to further oxidation of some of the SO2 gas

 

Equation:

2SO2(s) + O2(g)                   2SO3(g)

 

 

 

  1. Reaction with acids.

– Dilute acids have no effect on sulphur.

– It is however easily oxidized by concentrated (VI) sulphuric acid and Nitric (VI) acid.

 

  • With conc. H2SO4

– When warmed with conc. H2SO4, sulphur is oxidized to sulphur (IV) oxide while the acid is reduced to the same gas.

 

Equation:

S(s) + 2H2SO4(l)                        3SO2(g) + 2H2O(l)

 

  • With conc. HNO3

– Sulphur is oxidized to sulphuric (VI) acid while acid itself is reduced to red-brown Nitrogen (IV) oxide.

 

Equation:

S(s) + 6HNO3(l)                   H2SO4(aq) + 6NO2(g) + 2H2O(l)

 

Note:

– The resultant solution gives a white precipitate with a solution of Barium chloride.

Reason

– Due to presence of sulphate ions which combine with Ba2+ to form insoluble BaSO4(s)

 

Ionically;

Ba2+(aq)  + SO42-(aq)                      BaSO4(s)

 

  1. Reaction with other elements.

– It combines directly with many other elements to form sulphides.

– With metals, sulphur forms metal sulphides, most of which are black.

 

Examples.

(a). With metals

 

  • Iron metal

Fe(s) + S(s)                         FeS(s) + Heat

(Grey)   (Yellow)                                  (Black)

 

Note:

– During the reaction, the mixture glows spontaneously; immediately the reaction has started.

 

  • Copper

2Cu(s) +   S(s)                  Cu2S

(Red-brown)  (Yellow)                    (Black copper (I) sulphide))

 

(b). Non-metals

 

  • Carbon

C(s)  +  2S(s)                     CS2(s)

(Black) (Yellow)                                (Black Carbon disulphide)

 

 

Note.

– Carbon (IV) sulphide has a distinct smell.

– It is an excellent solvent and is used as a pesticide due to its poisonous nature.

 

  • Hydrogen

H2(g) +  S(s)                     H2S(g)

 

  • Fluorine

S(s) + F2(g)                 SF2(g)

 

  • Chlorine

S(s) + Cl2(g)                SCl2(g)

 

  • Bromine

2S(s) +Br2(g)               S2Br2(g)

 

  • Phosphorous

10S(s) + 4P(s)                P4S10(s)

 

Note:

– Sulphur does not react with inert gases, nitrogen and iodine.

 

Uses of sulphur

  1. Industrial manufacture of sulphuric (VI) acid in the contact process.
  2. It is used as a fungicide for treatment of fungal skin diseases.
  3. It is used for vulcanization (hardening) of rubber
  4. Manufacture of calcium hydrogen sulphite (Ca(HSO3)2 used for bleaching in paper and textile industries.
  5. Manufacture of matches and fireworks.
  6. Manufacture of dyes e.g. sulphur blacks that gives paint smooth texture.
  7. Manufacture of sulphur ointments and drugs e.g. sulphur-guanidine for dysentery.
  8. Manufacture of hair oil.
  9. Small amounts of sulphur are added to concrete to prevent corrosion by acids.
  10. Manufacture of fungicides for spraying crops against fungal infections e.g. ridomil, dithane for potato and tomato blights

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Allotropes of sulphur

– Allotropy is the existence of an element in more than one form without change of state.

– Sulphur has 2 allotropes

  • Rhombic sulphur/ octahedral/ alpha-sulphur
  • Monoclinic/ prismatic sulphur/ beta-sulphur.

 

-Unlike carbon only the rhombic sulphur occurs naturally.

 

Comparison of rhombic and monoclinic sulphur.

 

                     Allotrope 

Characteristic

Rhombic sulphur Monoclinic sulphur
Stability – Stable below transitional temp. of 96oC – Stable above 96oC
Colour – Bright yellow crystalline solid – Pale yellow crystalline solid
Melting point – Melts at 113oC; – Melts at 119oC;
Density – About 2.06gcm-3(heavier than monoclinic Sulphur) – Lighter than 1.98gcm-3 (lighter than rhombic sulphur)
Shape – Octahedral shape

Diagram:

 

– Needle-like/ prismatic

Diagram:

 

Note.

96oC is called transitional temperature; because both allotropes are stable.

 

Compounds of sulphur

 

Oxides of sulphur.

 

Sulphur (IV) oxide

Laboratory preparation of sulphur (IV) oxide

(i). Apparatus:

Dry sulphur (IV) oxide gas
Sodium sulphite
Dilute HCl

 

Conc. H2SO4(l)

 

 

(ii). Procedure

– Dilute HCl or H2SO4 is poured into sodium sulphite crystals in the flask.

– The gas produced is passed through conc. Sulphuric acid to dry it.

– If the reaction is slow, the round-bottomed flask is heated (warmed) gently.

– Dry gas is collected by downward delivery as it is denser than air.

 

(ii). Equation.

Na2SO3(aq) + 2HCl(aq)                        H2O(l) + SO2(g) + 2NaCl(aq)

 

Ionically;

2H+(aq) + SO32-(aq)                         H2O(l) + SO2(g)

 

Note:

– Nitric (V) acid should not be used.

Reason:

– It is a strong oxidizing agent and cannot therefore reduce the metal sulphites.

– Instead it will oxidize the SO2 produced to sulphuric (VI) acid

 

Equation:

2HNO3(aq) + SO2(g)                      2NO2(g) +  H2SO4(l)

 

Other methods of preparing sulphur (IV) oxide.

(b). Preparation from concentrated sulphuric (VI) acid

(i). Apparatus

– As in (a) above

 

(ii). Procedure

– Copper turnings are covered with concentrated sulphuric (VI) acid and the mixture heated (a must in this case).

Note:

– Dilute sulphuric (VI) acid does not react with copper hence the need for concentrated acid.

– Cold concentrated sulphuric (VI) acid does not also react with copper hence warming.

 

(iii). Observation.

– When the solution becomes hot, there is evolution of sulphur (IV) oxide gas.

 

Equation.

Cu(s) +2H2SO4(l)                    CuSO4(aq) + 2H2O(l) + SO2(g)

 

Note:

– This reaction is in two stages.

  • Oxidation of Cu to CuO

– Concentrated sulphuric (VI) acid oxidizes copper to Copper (II) oxide

 

Equation:

Cu(s) + H2SO4(l)                     CuO(s) + H2O(l) + SO2(g)

 

  • CuO further reacts with the acid to form salt and water.

 

Equation:

CuO(s) + H2SO4(l)                  CuSO4(aq)  + H2O(l)

 

Overall equation:

Cu(s) + H2SO4(l)                      CuSO4(aq) + 2H2O(l) + SO2(g)

 

(c). Roasting sulphur in air

– When sulphur is burnt in air, SO2 is produced.

 

Equation:

S(s) + O2(g)                     SO2(g)

 

Note:

This reaction is not suitable for preparing a pure sample of the gas in the lab.

Reason

– The gas is contaminated with traces of O2; N2; CO2 and inert gases.

– There are higher chances of environmental pollution, due to escape of some of the gas into the atmosphere.

 

(d). Roasting metal sulphides in air

Examples:

2FeS(g) + 3O2(g)                    2FeO(s) + 2SO2(g)

2ZnS(g) + 3O2(g)                    2ZnO(s) + 2SO2(g)

 

Preparation of sulphur (IV) oxide solution.

(i). Apparatus

                       

(ii). Procedure

– Gas is directly passed into water using an inverted funnel; to prevent “sucking back” by increasing surface area for dissolution.

 

Properties of sulphur (IV) oxide gas

Physical properties

  1. It is a colourless gas with an irritating (pungent) characteristic smell.
  2. It neither burns nor supports combustion i.e. when a lighted splint is introduced into a gas jar full of sulphur (IV) oxide, the splint is extinguished.
  3. It has a low PH.

 

 

 

 

 

 

 

 

Chemical properties.

– It is a strong reducing agent.

– An aqueous solution of sulphur (IV) oxide, sulphurous acid is strong reducing agent.

– The sulphite radical, SO32-, acts as a supplier of electrons; the overall reaction results into formation of sulphate ions.

 

Equations:

H2SO3(aq)                       2H+(aq) + SO32-(aq) then;

 

SO32-(aq) + H2O(l)                SO42-(aq) + 2H+(aq) + 2e-

 

– The resultant electrons supplied are accepted by an oxidizing agent, which consequently gets reduced.

 

Examples:

(i). Reduction of acidified potassium manganate (VII).

Procedure.

-To about 2 cm3 of sulphur (IV) oxide solution, 2 cm3 of dilute H2SO4 was added followed by an equal volume of potassium manganate (VII) solution.

 

Observations

– Purple solution changes to colourless.

 

Explanation

– Purple manganate (VII) ions are reduced to colourless manganate (II) ions, while H2SO3 (sulphurous (IV) acid) is reduced to sulphate ions and water.

 

Equation:

 

5SO2(g) + 2KMnO4(aq) + 2H2O                       K2SO4(aq) + 2MnSO4(aq)+ H2SO4(aq)

 

 

Ionically;

2MnO4(aq) + 5SO32-(aq) + 6H+(aq)                      2Mn2+(aq) + 5SO42-(aq) + 3H2O(l)

 

(ii). Reduction of potassium chromate (IV) solution

 

Procedure

– To 2 cm3 of Sulphur (IV) oxide solution, 2 cm3 of dilute H2SO4 was added followed by an equivalent volume of potassium chromate (VI) solution.

 

Observation

– Acidified potassium chromate (VI) solution change from orange to green.

 

Equation

K2Cr2O7(aq) + 3SO2(aq) + H2SO4(aq)                    K2SO4(aq) + H2O(l) + Cr2(SO4)3(aq)

(Orange)                                                                                                                                                                    (Green)

 

Ionically:                                Oxidation

 

 

Cr2O72-(aq) + 3SO32-(aq) + 8H+(aq)                      2Cr3+(aq) + 3SO42-(aq)

 

 

Reduction

Note:  this is the usual chemical test for sulphur (IV) oxide.

 

(iii). Reduction of Iron (III) ions to Iron (II) ions (Fe3+ to Fe2+)

 

Procedure

– About 3 cm3 of Iron (III) chloride solution are heated in a test tube and sulphur (IV) oxide gas bubbled into it.

 

Observations

– The brown solution turns green.

 

Explanation

– Aqueous sulphur (IV) oxide reduces to Fe3+ in FeCl3 which are brown to green Fe2+ in FeCl2(aq).

 

Ionically

2Fe3+(aq) + SO32-(aq) + H2O(l)                               Fe2+(aq) + SO42-(aq) + H+(aq)

 

 

(iv). Reduction of bromine water

 

Procedure

– Bromine water (red brown) is added to a solution of sulphur (IV) oxide followed by HCl and BaCl2 solution.

 

Equation

Br2(aq) + SO2(g) + 2H2O(l)                   2HBr(aq) + H2SO4(aq)

 

Ionically:                                         Oxidation

 

 

Br2(aq) + H2O(l) + SO32-(aq)                    2HBr(aq) + SO42-(aq)

(Red-brown)                                                                             (Colourless)

 

 

Reduction

On addition of barium chloride

– A white precipitate is formed, due to the formation of insoluble barium sulphate.

 

Equation:

Ba2+(aq) + SO42-(aq)                   BaSO4(s)

Note

– This test confirms presence of SO42- since a white precipitate insoluble in dilute hydrochloric acid is formed.

– CO32-(aq) and SO32- also forms a white precipitate with BaCl2(aq) but the white precipitates dissolve in dilute HCl(aq)

 

 

 

 

 

 

(v). Reduction of hydrogen peroxide

 

Procedure

– To 2 cm3 of aqueous sulphur (IV) oxide, an equal volume of hydrogen peroxide is added followed by 1 cm3 of HCl, then a few drops BaCl2 solution.

 

Observation and explanations:

– Bubbles of a colourless gas; that relights a glowing splint.

– Hydrogen peroxide is reduced to water; while the sulphite ion in aqueous sulphur (IV) oxide (H2SO3(aq)) is oxidized to SO42-(aq)

 

Equation

H2O2(l) +SO32-(aq)                         H2O(l) + SO42-(aq)

 

– On addition of BaCl2, a white precipitate insoluble in dilute HCl.

– This confirms presence of sulphate ions.

 

Equation:

Ba2+(aq) + SO42-(aq)                   BaSO4(s)

 

(vi). Reduction of concentrated nitric (V) acid

 

Procedure

– Sulphur (IV) oxide is bubbled through (into) a solution of concentrated nitric (v) acid.

 

Observation

– Brown fumes (of NO2) are liberated.

 

Explanation

– Sulphur (IV) oxide reduces nitric (V) acid to nitrogen (IV) oxide (brown) while it is itself oxidized by HNO3 to form H2SO4.

– Thus while SO2 is the reducing agent; HNO3 is the oxidizing agent.

 

Equation:

2HNO3(l) + SO2(g)                               2NO2(g) + H2SO4(aq)

                                                                                               (Brown fumes)

 

(vii). Reaction with atmospheric oxygen in light.

 

Procedure:

– About 2 cm3 of Sulphur (IV) oxide solution is left in a test tube in light for 24 hours, dilute HCl is then added, followed by barium chloride.

 

Observations and explanations:

– Atmospheric oxygen in light oxidizes sulphite ion (SO32-) into sulphate (SO42-)

 

Equation:

2SO32-(aq) + O2(g)                          2SO42-(aq)

 

– On adding barium chloride, a white precipitate insoluble in dilute HCl results; confirming presence of sulphate ion.

Equation:

Ba2+(aq) + SO42-(aq)                   BaSO4(s)

                                                (White ppt)

 

  1. Sulphur (IV) oxide as oxidizing agent

– It reacts as an oxidizing agent with reducing agents more powerful than itself.

 

Examples

 

(a). Reaction with hydrogen sulphide

 

Procedure

– A test tube of dry hydrogen sulphide gas is inverted into a gas jar full of moist sulphur (IV) oxide, and the gases allowed to mix.

 

Observation

Yellow deposits of sulphur is produced.

 

Examples:     

                         Oxidation

 

 

2H2S(g) + SO2(g)                       2H2O(l) + 3S(s)

 

 

                  Reduction

Explanations:

– H2S is a stronger reducing agent than sulphur (IV) oxide.

– Thus sulphur (IV) oxide acts as an oxidizing agent supplying oxygen to the hydrogen sulphide.

 

Note

– Dry gases do not react and for this reaction to occur, the gases must be moist or at least one of them.

 

(b). Reaction with burning magnesium

 

Procedure

– Burning magnesium is lowered into a gas jar full of sulphur (IV) oxide.

 

Observation

White fumes of magnesium oxide and yellow specks of sulphur.

 

Equation

 

2Mg(s) + SO2(g)                        2MgO(s) + S(s)

 

  1. Sulphur (IV) oxide as bleaching agent.

 

Procedure

– Coloured flower petals are placed in a test-tube full of sulphur (IV) oxide.

 

Observation

– The coloured (blue or red) petals are bleached (turned colorless);

 

Explanations:

– In presence of water, sulphur (IV) oxide acts as a bleaching agent.  It bleaches by reduction (removal of oxygen form the dye)

– It first combines with water forming the sulphurous acid; which then reduces the dye to form a colourless product.

 

Equations:

SO2(g) + H2O(l)                  H2SO3(aq)

 

H2SO3(aq)                               2H+(aq) + SO32-(aq)

 

Then;

SO32-(aq) + [O]             SO42-(aq)

               From dye

 

General equation

SO2(g) + H2O(l) + [Dye + (O)]                      Dye + H2SO4(aq)

                                                    Coloured                                       Colourless

Note

– The original colour may be restored by oxidation or prolonged exposure to air.  This explains why old newspapers which were originally bleached white by sulphur (IV) oxide turn brown with time.

– Chlorine bleaches by oxidation hence its oxidation is permanent; SO2 is however preferred because it is milder in action.

 

  1. Reaction with sodium hydroxide (alkalis)

 

Procedure

– A gas jar full of sulphur (IV) oxide is inverted over sodium hydroxide solution in a trough and shaken.

Observations

– Solution seen rises up in the jar.

 

Explanation

– Sulphur (IV) oxide is acidic, hence easily absorbed by alkaline solutions such as sodium hydroxide solution.

– Sodium sulphite and sodium hydrogen sulphites are formed depending on amount of sulphur oxide.

 

Equations

  • With limited sulphur (IV) oxide:

 

2NaOH(aq) +  SO2(g)                             Na2SO3(aq) + H2O(l)

 

  • With excess sulphur (IV) oxide:

 

NaOH(aq) + SO2(g)                                NaHSO3(aq)

 

Reaction with chlorine:

– Sulphur (IV) oxide reacts with moist chlorine to form an acidic mixture of sulphuric (VI) acid and hydrochloric acid.

 

Equation:

SO2(g) + SO2(g) H2O(l)                             H2SO4(aq) + 2HCl(aq)

Explanation:

– Sulphur (IV) oxide serves as the reducing agent reducing chlorine into hydrochloric acid;

– Chlorine acts as the oxidizing agent; oxidizing the sulphur (IV) oxide into sulphuric (VI) acid

 

Tests for sulphur (iv) oxide

  1. Characteristic pungent smell.
  2. Bleaches flower petals.
  3. Decolourises purple potassium manganate (VII)
  4. Turns filter paper soaked in acidified orange potassium dichromate (VI) solution to green

 

Sulphur (IV) oxide as a pollutant

– It is industrial waste in some chemical processes.

– The emission to the air it dissolves forming sulphurous acid.

 

Equation:

SO2(g) + H2O(l)                          H2SO3(aq)

 

– Sulphurous acid is readily oxidized to sulphuric (VI) acid; which attacks stonework and metal structures causing them to corrode.

– If breathed in, SO2 causes lung damage.

 

Uses of sulphur (VI) oxide

– Industrial manufacture of sulphuric (VI) acid.

– Fumigation in green houses for purposes of pest and disease control.

– Preservative in jam and fruit juices.

– Bleaching agent for wool, straw, paper pulp etc.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sulphuric (VI) acid

 

Industrial manufacture of sulphuric (VI) acid: The contact process

 

Raw materials

– Sulphide ores or sulphur.

– Water

– Oxygen (air)

– Concentrated sulphuric (VI) acid.

 

The chemical process

 

Step 1: Production of sulphur (VI) oxide

– Sulphur (IV) oxide is obtained b burning the metal ores of sulphides or elemental sulphur in air.

 

Equation:

 

S(s) + O2(g)                    SO2(g)

 

– Obtaining sulphur (IV) oxide form pyrites is cheaper than form sulphur.

– Flowers of sulphur form pyrites is impure and contains dust; which involves extra expenses and time in purification.

 

 

Step 2:            Purification and drying

– The Sulphur (IV) oxide and excess air are passed through a series of driers and purifiers.

– Purifiers remove dust particles, which would otherwise poison the catalyst used in this process by taking up the catalytic surface thus impairing the catalytic efficiency.

– Purification (removal of dust) is by electrostatic precipitation.

– Are dried through concentrated sulphuric acid then passed through heat exchanger.

 

Step 3:  Heat exchanger reactions

– The pure dry SO2 and excess air mixture are passed into heat exchanger reactions.

 

Reason:

– To lower their temperatures since reaction in the proceeding chamber (catalytic chamber) are exothermic hence requiring lower temperatures.

 

Step 4:            Catalytic chamber

– Dry dust-free SO2 is mixed with clean excess air, heated and passed into a catalytic chamber containing vanadium (V) oxide catalyst.

 

Equation                 V2O5

2SO2(g) + O2(g)                          2SO3(g) + Heat

450oC

 

– The product is sulphur (VI) oxide, SO3.

– Formation of sulphur (VI) oxide is accompanied by evolution of heat (exothermic reaction) and a reduction in volume.

 

Note:

– A good yield of SO3 is favoured by the following conditions.

 

  1. Temperature

– The forward reaction is exothermic hence the yield can be favourable in low temperatures.

– However, at such low temperatures the equilibrium is attained very slowly.

– At high temperatures, equilibrium is achieved very quickly but sulphur (VI) oxide decomposes considerably.

– Thus a compromise optimum temperature of about 450oC is used in order to enable as much sulphur (VI) oxide as possible to be made in a reasonable time.

– From the graph, high SO3 yield is favoured by relatively low temperatures.

 

Graph: %age yield of sulphur (VI) oxide against temperature.

 

 

 

 

 

 

 

 

 

 

 

  1. Pressure

– High pressures favour production of more sulphur (VI) oxide.

 

Reason

– The volume of gaseous reactants is higher than volume of gaseous products.

– Since reaction involves reduction in volume, theoretically pressure used should be as high as is economically convenient.

 

Note:

– High pressures are however disadvantageous.

 

Reason

– The equipment required to generate high pressure would be expensive to maintain.

– The high pressure could also liquefy sulphur (VI) oxide.

– A pressure slightly above atmospheric pressure is used providing 98% conversion at low maintenance costs.

 

  1. Catalyst

– A catalyst neither takes part in a reaction nor increases the yield.

– It merely speeds up the reaction i.e. reduces the time taken to react at equilibrium of 450oC.

– Main catalyst is vanadium (V) oxide (V2O5).

– It is spread out (in trays) on silica gel to increase the surface area for combination of reactants.

– Dust settled in the catalyst may reduce its effective area.

– Dust may also react with the catalyst, “poison” it and further reduce its efficiency.

– This explains need to purify gases thoroughly.

– An effective catalyst is platinised asbestos.

– However, vanadium (V) oxide is preferred.

 

Reasons:

– It is not easily poisoned by dust particles.

– It is cheaper and readily available.

 

Note:

– The highest yield of sulphur (VI) oxide is obtained at optimum conditions of 4500C and pressure 2-3 atmospheres in presence of vanadium (V) oxide or platinised asbestos.

 

Step 5:            Heat exchanger reactions

– Hot SO3 gas from catalytic chamber is again passed through heat exchanger for cooling after which the cooled gas is taken into an absorption chamber.

 

Step 6: Absorption chamber

– The SO3 is not dissolved (passed) into water directly.

 

Reason

– It dissolves in water exothermically with a loud, hissing sound giving off corrosive vapour resulting into harmful sulphuric acid “sprays” or mist all around.

 

– The SO3 is dissolved in conc. H2SO4 forming oleum (pyrosulphuric acid/ fuming sulphuric acid).

 

Equation:

 

SO3(g) + H2SO4(l)                      H2S2O7(l)

 

– Resultant “Oleum” is then channeled into a dilution chamber.

 

Step 7:  Dilution chamber.

– Oleum is diluted with correct amounts of water to form concentrated sulphuric acid.

 

Equation:

 

H2S2O7(l) + H2O(l)                          2H2SO4(aq)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Summary: flow diagram for the contact process:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pollution control in contact process.

– Main source of pollution is sulphur (IV) oxide.

– In catalyst chamber, SO2 reacts with oxygen forming SO3.

Equation:                V2O5

2SO2(g) + O2(g)                          2SO3(g) + Heat

450oC

– This is a reversible reaction and upto 98% conversion is possible and excess (unreacted) SO2 warmed and released into atmosphere via long chimneys.

– However, SO2 being a pollutant, little or none should be released into atmosphere.

– This is done by scrubbing the gas.

– This involves neutralizing the chimney gas by a solution of Calcium hydroxide forming a salt (calcium sulphite) and water.

 

Equation:

Ca(OH)2(aq) + SO2(g)                   CaSO3(aq) + H2O(l)

 

Note:

– In certain cases, filters are also installed to remove any traces of acid spray or mist form the exhaust gases.

– The unreacted gases (SO2 and SO3) may also be recycled within the process.

Properties of concentrated sulphuric (VI) acid

Physical properties

  1. – Colourless, odourless, oily liquid.
  2. – Very dense; with density 1.84 gcm-3.
  3. – Soluble in water and gives out considerable heat when a solution is formed.
  4. – It is hygroscopic – absorbs atmospheric moisture to become wet.

 

Experiment: To show hygroscopic nature of conc. H2SO4.

(i). Procedure

– A small beaker half full of conc. H2SO4 is weighed.

– Level of acid in beaker is marked to the outside using gummed paper.

– Acid is left exposed to air for a week or so then weighed again and level also noted.

 

(ii). Observations

– There is an increase in weight of acid.

– Level of acid in beaker is now above the paper mark.

 

(iii). Explanations

– The increase in weight and size is due to water absorbed form the air by the conc. sulphuric (VI) acid.

 

Note:

– This explains why sulphuric (VI) acid is used as a drying agent.

 

Chemical properties

 

  1. – It is a dehydrating agent.

Examples:

 

(a). Action on blue hydrated copper (II) sulphate (CuSO4.5H2O) crystals.

 

(i). Procedure

– A few crystals of hydrated CuSO4.5H2O were put in a test tube and enough concentrated sulphuric (VI) acid added, to cover them completely.

 

(ii). Observation:

– Blue copper (II) sulphate pentahydrate crystals turn to white powder of anhydrous CuSO4.

 

Equation

 Conc. H2SO4

 

 

CuSO4.5H2O(s)               CuSO4(s) + 5H2O(l)

(Blue crystals)                                                      (White crystals)

 

Explanations:

– Conc.H2SO4 has a very strong affinity for water and hence removes water of crystallization from crystals hence dehydrating them.

 

 

 

 

 

 

(b). Action on white sugar (C12H22O11)

 

(i). Procedure:

– A tablespoonful of sugar is put in an evaporating dish form a beaker and adequate volume of conc. H2SO4 is added.

 

(ii). Observations:

– Sugar turns form brown then yellow and finally to a charred black mass of carbon.

– A spongy black mass of charcoal (carbon) rises almost filling the dish.

– Steam is also give off and dish becomes very hot since reaction is exothermic.

 

Equation

 Conc. H2SO4

 

 

C12H22O11(s)                       12C(s) + 11H2O(l)

(White crystals)                                       (Black solid)

 

Explanation

– The acid removed from the sugar elements of water (hydrogen and oxygen, ratio 2:1) to form water, leaving behind a black charred mass of carbon.

 

(c). Action on oxalic acid (ethanedioic acid (H2C2O4)

– Conc. H2SO dehydrates oxalic acid on heating to a mixture of carbon (II) oxide and carbon (IV) oxide.

 

 Conc. H2SO4

Equation

 

H2C2O4(s)                         CO(g) + CO2(g) + H2O(l)

 

Note: 

– Conc. H2SO4 acid gives severe skin burns because it removes water and elements of water from skin tissue.

– Should the acid spill on skin, it is washed immediately with plenty of water followed with a solution of sodium hydrogen carbonate.

– Holes appear where the acid spills on clothes for same reason.

 

(d). Action on alcohols (alkanols)

– Conc. sulphuric (VI) acid dehydrates alcohols to corresponding alkenes.

 

Example: dehydration of ethanol to ethene

Equation:

 Conc. H2SO4

 

 

CH3CH2OH(s)                        C2H4(g) + H2O(l)

(Ethanol)                                                        (Ethene)

 

(e). Action on methanoic acid.

– Conc. sulphuric (VI) acid dehydrates methanoic acid to form CO.

 Conc. H2SO4

Equation:

 

HCOOH(s)                       CO(g) + H2O(l)

 

 

  1. Further reactions of conc. H2SO4 as an oxidizing agent.

– Hot concentrated Sulphuric acts as an oxidizing agent in which cases it is reduced to sulphur (IV) oxide and water.

 

Examples:

 

(a). Reaction with metals.

  • Copper

Cu(s) + 2H2SO4(l)                      CuSO4(aq) + SO2(g) + 2H2O(l)

 

Note: the copper (II) sulphate formed is white since the conc. H2SO4 further dehydrates the hydrated CuSO4.

 

  • Zinc

Zn(s) + 2H2SO4(l)                      ZnSO4(aq) + SO2(g) + 2H2O(l)

                    (Hot acid)

 

Zn(s) +  H2SO4(l)                       ZnSO4(aq) + H2(g)

                    (Cold acid)

 

  • Lead

Pb(s) + 2H2SO4(l)                      PbSO4(aq) + SO2(g) + 2H2O(l)

                    (Hot; conc.)                                      (Insoluble)

 

Note: 

– Dilute sulphuric (VI) acid doesn’t  have any action on copper.

Reason:

– Copper is below hydrogen in reactivity series hence cannot displace it from the acid.

 

– This acid (H2SO4) has very little effects on lead, and usually the amount of SO2 liberated is very little.

Reason:

– Formation of an insoluble lead sulphate layer that forms a protective coating on the metal stopping further reaction.

 

(b). Reaction with non-metals.

– Concentrated sulphuric acid oxidizes non-metals such as sulphur and carbon to their respective oxides.

 

Equations:

Ø  With carbon

C(s) + 2H2SO4(l)                        CO2(g) + 2SO2(g) + 2H2O(l)

Ø  With sulphur

S(s) + 2H2SO4(l)                      3SO2(aq) +  2H2O(l)

 

  1. It is a less volatile acid; and displaces more volatile acids (refer to lab preparation of HNO3)

 

 

 

 

 

Reactions of dilute sulphuric acid

  1. Reaction with metals

– It reacts with metals above hydrogen in the reactivity series to produce a salt and hydrogen.

– With potassium and sodium, reaction is violent.

 

Equations:

  • With magnesium:

Mg(s) + H2SO4(aq)                     MgSO4(aq) + H2(g)

 

  • With zinc:

Zn(s) + H2SO4(aq)                      ZnSO4(aq) + H2(g)

 

Note:

– Copper is below hydrogen in reactivity series hence can’t displace hydrogen form dilute sulphuric (VI) acid.

 

  1. Reaction with carbonates and hydrogen carbonates

– Dilute H2SO4(aq) reacts with carbonates and hydrogen carbonates to produce a salt, carbon (IV) oxide and water.

 

Equations

  • With sodium carbonate:

Na2CO3(s) + H2SO4(aq)                      Na2SO4(aq) + CO2(g) + H2O(l)

 

  • With calcium hydrogen carbonate:

CaHCO3(s) + H2SO4(aq)                    CaSO4(aq) + CO2(g) + H2O(l)

 

Note:

– Reaction with lead carbonate however stops soon after the reaction.

 

Reason:

– Formation of an insoluble coating of the lead (II) sulphate on the lead (II) carbonate which prevents further contact between acid and carbonate.

– The same logic applies for calcium carbonate.

 

  1. Reaction with oxides and hydroxides

– Reacts to form salt and water.

– However, those metal oxides whose sulphates are insoluble react only for a while.

– Thus reaction between dilute sulphuric (VI) acid and lead (II) oxide stops almost immediately.

– This is due to formation of an insoluble layer of lead (II) sulphate which effectively prevents further contact between acid and oxide.

 

Equations:

  • With magnesium oxide:

MgO(s) + H2SO4(aq)                  MgSO4(aq) + H2O(g)

(White)                                                               (Colourless solution)

 

  • With copper (II) oxide:

CuO(s) + H2SO4(aq)                   CuSO4(aq) + H2O(g)

(Black)                                                               (Blue solution)

  • With sodium hydroxide:

NaOH(s) + H2SO4(aq)                Na2SO4(aq) + 2H2O(g)

(White)                                                               (Colourless solution)

 

  • With lead (II) oxide:

PbO(s) + H2SO4(aq)                   PbSO4(aq) + H2O(g)

(Red)                                                                   (White ppt; reaction stops immediately)

 

Uses of sulphuric (VI) acid

  1. Manufacture of fertilizers.
  2. Processing of metal ores.
  3. Manufacture of detergents.
  4. Manufacture of plastics.
  5. Manufacture of dyes and paints.
  6. Manufacture of lead and accumulators.
  7. Manufacture of polymers.
  8. Manufacture of petroleum (petroleum refinery).
  9. Drying agent in industrial processes.

 

 

Hydrogen sulphide gas

– It is a colourless gas with a characteristic “rotten egg” smell; and is usually given out by rotting cabbage and eggs.

 

Laboratory preparation

 

(i). Apparatus:

    Warm water

 

H2S(g)
Iron (II) sulphide
     Dil. HCl
                                           Anhydrous                       Dry H2S gas

Calcium chloride

    Iron (II) sulphide
Dil HCl
 

 

 

 

Or

(ii). Procedure:

– Dilute hydrochloric acid is poured into Iron (II) sulphide in a round-bottomed flask.

– Resultant gas is passed through U-tube with anhydrous calcium chloride to dry the gas.

– This can also be done with phosphorous (V) oxide.

 

Equation:

FeS(s) + 2HCl(aq)                      H2S(g) + FeCl2(aq)

 

Ionically:

S2-(aq) + H+(aq)                H2S(g)

 

(iii). Collection of gas

– When dry, the gas is collected by downward delivery because it is denser than air.

– When wet is collected over warm water because it is more soluble in cold water.

 

  • Hydrogen sulphide test.

– When a strip of filter paper soaked in aqueous lead (II) ethanoate is put in hydrogen sulphide, the paper turns black or dark brown.

Reason:

– Due to the formation of lead (II) sulphide which is black.

 

Equation

H2S(g) + (CH2COOH)2Pb(aq)                     PbS(s) + 2CH3COOH(aq)

 

 

 

 

 

 

 

Properties of hydrogen sulphide gas

Physical properties

  1. Colourless and very poisonous gas (similar to hydrogen cyanide)
  2. Has a repulsive smell (similar to that of rotten eggs or decaying cabbages)
  3. Soluble in water giving a weak acid (only slightly ionized)

 

Equation:

H2S(g) + H2O(l)                          H2S(aq)

 

Then:

H2S(aq)                                     H+(aq) + HS(aq)                         2H+(aq) + S2-(aq)

 

– The acid is dibasic hence forms hydrogen sulphides.

 

Equation:

2NaOH(aq) + H2S(g)                         NaHS(aq) + 2H2O(l)

 

Note: 

Potassium hydroxide reacts similarly like sodium hydroxide.

 

Chemical properties

  1. Combustion

– Burns in a blue flame in a limited supply of oxygen (air) forming a yellow deposit of sulphur and steam.

 

Equation:

2H2S(g) + O2(g)                      2SO2(s) + 2H2O(g)

 

– In plentiful supply (excess) of Oxygen (air) it burns with a blue flame forming SO2 and steam.

 

Equation:

2H2S(g) +3O2(g)       2S(s) + 2H2O(g)

 

  1. It is a reducing agent

– It supplies electrons which are accepted by the oxidizing agent and forms sulphur.

 

Ionically:

H2S(aq) + 2H+(aq) + S2-(aq)

 

Then

S2-(aq)                   S(s) + 2e(aq)

 

H2S(aq) + [O]                     S(s) + H2O(l); in terms of addition of oxygen.

 

 

 

 

Examples

(i). With acidified K2Cr2O7 solution (potassium dichromate VI)

 

Equation:

Reduction:

 

 

Cr2O72-(aq) + 3H2S(g) + 8H+(aq)                          2Cr3+(aq) + 7H2O(l) + 3S(s)

(Orange)                                                                                                        (Green)

 

                                                                                                         Oxidation

 

Observation: The orange solution turns green and H2S oxidized to yellow sulphur.

 

(ii). Potassium manganate (VII) (KMnO4)

Equation:

Reduction:

 

 

2MnO4(aq) + 5H2S(g) + 6H+(aq)                         2Mn2+(aq) + 8H2O(l) + 5S(s)

(Purple)                                                                                                         (Colourless)

 

                                                                                                         Oxidation

Observation:

– The Purple solution turns colourless

– Manganate (VII) ions are reduced to manganate (II) ions; H2S oxidized to yellow sulphur.

 

(iii). Action on Iron (III) chloride ions

Equation:

FeCl3(aq) + H2S(g)                                       2FeCl2(aq) + 2HCl(aq) + S(s)

 

Ionically:

Reduction:

 

 

Fe3+(aq) + S2-(g)                                                     Fe2+(aq) + 3S(s)

(Brown)                                                                                                         (Pale green)

 

                                                         Oxidation

 

Observation:

– The brown solution turns pale green;

– The Fe3+(aq) are reduced to Fe2+(aq); while the S2-(aq) are oxidized to yellow sulphur.

 

(iv). Action with Conc. HNO3

Equation:

2HNO3(aq) + H2S(g)                                   2H2O(aq) + 2NO2(aq) + S(s) + Heat

 

Ionically:

Reduction:

 

 

2H+(aq) + 2NO3(aq) + H+(aq) + S2-(aq)                   2H2O(l) + 2NO2(g) + S(s) + Heat

(Colourless solution)                                                                                                              (Brown)          (Yellow)

 

                                                                                                         Oxidation

Observation:

– Evolution of brown fumes; and deposits of a yellow solid;

– HNO3(aq) is reduced to brown NO2(g); while S2-(aq) are oxidized to yellow sulphur;

Note: The solution also contains H2SO4 produced by the reaction:

Reduction

 

 

2HNO3(aq) + H2S(g)                                 H2SO4(aq) + 8NO2(aq) + 4H2O(l) ;

 

 

Oxidation

 

(v). Action of air on H2S

– The gas is dissolved in distilled water in a beaker and exposed to air; after a few days, a white disposal is formed.

 

Equation:

H2S(g) + O2(g)                2H2O(l) + 2S(s)

 

(vi). Action with concentrated sulphuric (VI) acid.

 

Equation

Reduction

 

 

H2SO4(aq) + 3H2S(g)                               4S(s) + 4H2O(l)

 

 

Oxidation

 

(vii). Action with halogen elements

  • Red-brown bromine water

– Red-brown bromine water is reduced forming colourless hydrogen bromide (Hydrobromic acid) and yellow deposits (suspension) of sulphur.

 

Equation:

Reduction

 

 

Br2(aq) + H2S(g)                         2HBr(aq) + S(s)

(Red-brown)                                                       (Colourless)    (Yellow suspension)

 

Oxidation

 

(viii). Action with hydrogen peroxide.

Equation:

Reduction

 

 

H2O2(aq) + H2S(g)                      2H2O(l) + S(s)

(Red-brown)                                                       (Colourless)    (Yellow suspension)

 

Oxidation

 

 

 

 

Preparation of metallic sulphides

– Hydrogen sulphide reacts with metal ions in solution to form precipitates of metal sulphides; majority of which are black in colour.

 

(i). Procedure

– The gas is bubbled through solutions of the following salts: Pb (NO3)2, CuSO4, FeSO4 etc.

 

(ii). Observations and equations

  • Lead ions:

Pb(NO3)2(aq) + H2S(aq)                         PbS(s) + 2HNO3(aq)

(Colourless)                                                                              (Black)

 

Ionically:

Pb2+(aq) + S2-(aq)                        PbS(s)

 

  • Copper (II) ions:

CuSO4(aq) + H2S(aq)                         CuS(s) + H2SO4(aq)

(Blue)                                                                          (Black)

 

Ionically:

Cu2+(aq) + S2-(aq)                       CuS(s)

 

  • Iron (II) ions:

FeSO4(aq) + H2S(aq)                                  FeS(s) + H2SO4(aq)

(Pal green)                                                                                (Black)

 

Ionically:

Fe2+(aq) + S2-(aq)                      FeS(s)

 

  • Zinc ions:

Zn(NO3)2(aq) + H2S(aq)                         ZnS(s) + 2HNO3(aq)

(Colourless)                                                                              (Black)

 

Ionically:

Zn2+(aq) + S2-(aq)                     ZnS(s)

 

Note:

– Most metal sulphides are insoluble in water except those of sodium, potassium and ammonium.

 

 

 

Sulphites

– Are compounds of the sulphite radical (SO32-) and a metallic or ammonium cation

 

Effects of heat

– They decompose on heating, forming SO2;

 

Example:

CuSO3(s)       Heat         CuO(s) + SO2(g)

 

Test for sulphites

 

(i). Procedure

– To 2cm3 of the test solution, ad 2 cm3 of BaCl2 or Ba (NO3)2; i.e. addition of barium ions.

– To the mixture add 2 cm3 of dilute HCl or HNO3.

 

(ii). Observation

– A white precipitate (BaSO3) is formed which dissolves on addition of acid.

– Production of a colourless gas that turns filter paper soaked in acidified orange potassium dichromate (VI) to green.

 

(iii). Explanations

– Only BaSO3; BaCO3 and BaSO4 form white precipitates;

– The precipitates of BaSO3 and BaCO3 dissolve on addition of dilute acids; unlike BaSO4;

– BaSO3 produces SO2(g) as it dissolves on addition of a dilute acid; SO2 turns orange acidified potassium dichromate (VI) to green;

– BaCO3 of the other hand dissolves in dilute acids producing CO2; which has no effect on K2Cr2O7; but forms a white precipitate in lime water;

 

Equations:

  • On addition of Ba2+:

Ba2+(aq) + SO32-(aq)                        BaSO3(s)

(White precipitate)

 

  • On addition of dilute HCl(aq):

BaSO3(s) + 2HCl(aq)                     BaCl2(aq) + SO2(g) + H2O(l)

(White precipitate)                                                                              (Colourless)

 

Ionically:

BaSO3(s) + 2H+(aq)                        Ba2+(aq) + SO2(g) + H2O(l)

 

 

Sulphates

– Are compounds of the sulphate radical (SO42-) and a metallic or ammonium cation.

 

Effects of heat.

– Decompose on heating and liberate SO2 and SO3 or SO3 alone;

– However quite a number of sulphates do not decompose on heating; and thus require very strong heating in order to decompose.

 

Examples:

2FeSO4(s)         Heat       Fe2O3(s) + SO2(g) + SO3(g)

(Pale green)                                      (Brown)            (Colourless gases)

 

CuSO4(s)          Heat       CuO(s) + SO3(g)

(Blue)                                                 (Black)         (Colourless)

Action of acids

Test for sulphates

– To about 2 cm3 of the test solution, 2 cm3 of BaCl2 or Ba (NO3)2 solution is added.

– To the mixture, 2 cm3 of dilute HCl or HNO3 is added.

 

Observation

– A white precipitate is formed when Ba (NO3)2 is added; which is insoluble in excess acid.

 

Explanations.

– Only BaSO3; BaCO3 and BaSO4 form white precipitates;

– The precipitates of BaSO3 and BaCO3 dissolve on addition of dilute acids; unlike BaSO4;

– Thus the white precipitate insoluble in dilute HCl or HNO3 could only be a sulphate; in this case barium sulphate.

 

Equations:

  • On addition of Ba2+:

 

Ba2+(aq) + SO42-(aq)                        BaSO4(s)

                                                                                (white precipitate)

 

  • On addition of dilute acid:

BaSO4(s) + 2HCl(aq)                     BaSO4(s) + 2HCl(aq); i.e. no effect;

(White precipitate)                                                                    (White precipitate)

 

 

 

Pollution by sulphur compounds.

– Main pollutants are sulphur (IV) Oxide and hydrogen sulphide.

 

(a). Sulphur (IV) oxide.

– SO2 is emitted when sulphur-containing fuels are burnt; during extraction of metals like copper and in manufacture of sulphuric (VI) acid.

– SO2 is oxidized to SO3;

– SO3 reacts with water in atmosphere to form sulphuric (VI) acid which comes down as acid rain or acid fog.

Acid rain (fog) has environmental effects:

  • Leaching of minerals in soil;
  • Erosion of stone work on buildings;
  • Corrosion of metallic structures;
  • Irritation of respiratory systems thus worsening respiratory illnesses;
  • Death of plants as a result of defoliation (falling of leaves);
  • Destruction of aquatic life in acidified lakes;
  • Stunted plant growth due to chlorosis;

 

(b). H2S is very poisonous.

 

 

 

 

UNIT 5: CHLORINE AND ITS COMPOUNDS.

Unit Checklist:

  1. About chlorine.
  2. Preparation of chlorine.
  3. Properties of chlorine.
  • Colour and smell
  • Solubility in water
  • Action on litmus paper
  • Bleaching action
  • Action on hot metals
  • Reaction with non-metals
  • Oxidation reactions
  • Reaction with alkalis
  • Effect of sunlight on chlorine water.
  1. Industrial manufacture of chlorine (The mercury cathode cell)
  2. Uses of chlorine and its compounds
  3. Hydrogen chloride gas
  • Preparation
  • Properties
  1. Test for chlorides.
  2. Hydrochloric acid
  • Large scale manufacture
  • Uses of hydrochloric acid
  1. Environmental pollution of chlorine and its compounds

 

Introduction:

– Chlorine is a molecular non-metallic element made up of diatomic molecules.

– Its electron arrangement is 2.8.7 and it belongs to the halogen family.

 

Preparation of chlorine.

Note: It is usually prepared by oxidation of concentrated hydrochloric acid by removal of hydrogen.

 

Equation:

2HCl(aq) + [O]                Cl2(g) + H2O(l)

– The [O] is from a substance containing oxygen.

 

(a). Preparation of chlorine from MnO2 and HCl.

(i). Apparatus:

 

 

 

 

 

 

 

 

 

 

 

(ii). Conditions:

– Heating;

– Presence of an oxidizing agent; in this case it is manganese (IV) oxide.

 

(iii). Procedure:

– Hydrochloric acid is reacted with manganese (IV) oxide (dropwise);

Equation:

MnO2(s) + 4HCl(aq)     Heat        MnCl2(aq) + 2H2O(l) + Cl2(g)

 

(iv). Explanation:

– Manganese (IV) oxide oxidizes hydrochloric acid by removing hydrogen resulting into chlorine.

– The manganese (IV) oxide is reduced to water and manganese chloride.

– The resultant chlorine gas is passed through a bottle containing water.

Reason:

– To remove hydrogen chloride fumes (gas) which is very soluble in water.

– Next it is passed through concentrated sulphuric acid or anhydrous calcium chloride; to dry the gas.

 

(v). Collection:

(a). Wet chlorine is collected over brine (saturated sodium chloride solution) or hot water.

Reason:

– It does not dissolve in brine and is less soluble in water

 

(b). Dry chlorine is collected by downward delivery (upward displacement of air)

Reason:

– It is denser than air (2.5 times).

Note:

– Chlorine may also be dried by adding calcium chloride to the jar of chlorine.

 

(c). The first bottle must contain water and the second concentrated sulphuric acid.

Reason:

– If the gas is first passed through concentrated sulphuric acid in the first bottle then to the water; it will be made wet again.

 

Properties of chlorine gas.

  1. Colour and smell.

Caution: Chlorine is very poisonous.

– It is a green-yellow gas with an irritating pungent smell that attacks the nose and the lungs.

– It is 2.5 times denser than air, hence can be collected by downward delivery.

 

  1. Solubility in water.

– It is fairly soluble in water forming green-yellow chlorine water.

 

Equation:

Cl2(g) + H2O(l)                           HCl(aq) + HOCl(aq)

 

– Chlorine water is composed of two acids; chloric (I) acid (hypochlorous acid) and hydrochloric acid.

 

  1. Action on litmus paper.

– Moist chlorine turns litmus paper red then bleaches it.

– Dry chlorine turns damp blue litmus paper red then bleaches it.

– Moist chlorine bleaches red litmus paper; dry chlorine bleaches damp red litmus paper.

– Dry chlorine has no effect on dry litmus paper.

Reasons:

(i). In presence of moisture chlorine forms chlorine water which is acidic and hence turns blue litmus paper red.

(ii). Hypochlorous acid in the chlorine water is an oxidizing agent; thus adds oxygen (oxidizes) to the colour of most dyes; hence bleaching it.

 

Equations:

Cl2(g) + H2O(l)                           HCl(aq) + HOCl(aq)

 

 

Acidic solution

Then:

Dye + HOCl(aq)                      HCl(aq) + {Dye + [O]}

Coloured                                                                                              Colourless

 

  1. Bleaching action.

– Moist chlorine bleaches dyes but not printers ink which is made of carbon.

– The colour change is due to oxidation by hypochlorous acid.

 

Equations:

Cl2(g) + H2O(l)                           HCl(aq) + HOCl(aq)

 

 

Acidic solution

Then:

Dye + HOCl(aq)                      HCl(aq) + {Dye + [O]}

Coloured                                                                                            Colourless

  1. Action on a burning splint.

– The gas put out a glowing splint. It does not burn.

 

  1. Action on hot metals.

(a). Preparation of iron (III) chloride.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

(ii). Precaution.

– Experiment should be done in a fume cupboard or in the open.

Reason:

– Chlorine gas is poisonous and will thus be harmful to the human body.

 

(iii). Procedure:

– Dry chlorine gas is passed over iron wool as per the diagram.

 

(iv). Conditions.

  • Chlorine gas has to be dry (done by the anhydrous calcium chloride in the U-tube)

Reason:

To prevent hydration hence oxidation of iron (which will then form Fe2O3.5H2O) hence preventing reaction between iron and chlorine.

 

  • Iron metal must be hot; and this is done by heating.

Reason:

To provide activation energy i.e. the minimum kinetic energy which the reactants must have to form products.

 

  • Anhydrous calcium chloride.

– In the U-tube; to dry the chlorine gas.

– In the thistle funnel; to prevent atmospheric water vapour (moisture) from getting into the apparatus and hence reacting with iron (III) chloride.

 

(v). Observations:

– Iron metal glows red-hot.

– Red brown fumes (FeCl3(g)) are formed in the combustion tube.

– A black solid (FeCl3(s)) is collected in the flask.

Note:

– Iron (III) chloride cannot be easily collected in the combustion tube.

Reason:

– It sublimes when heated and hence the hotter combustion tube causes it to sublime and its vapour is collected on the cooler parts of the flask.

 

(vi). Reaction equation.

2Fe(s) + 3Cl2(g)                  2FeCl3(g)

 

(vii). Conclusion.

– Iron (III) chloride sublimes on heating; the black solid changes to red-brown fumes on heating.

Equation:

FeCl3(s)                                  FeCl3(g)

(black)                                        (Red-brown)

 

 

(b). Aluminium chloride.

2Al(s) + 3Cl2(g)             2FeCl2(s)

2Al(s) + 3Cl2(g)             Al2Cl6(s)

 

Note:

– Aluminium chloride also sublimes on heating.

Equation:

AlCl3(s)                                  AlCl3(g)

(White)                                        (White)

 

(c). Reaction with burning magnesium.

(i). Procedure:

– Burning magnesium is lowered into a gar jar of chlorine gas.

 

(ii). Observations:

– The magnesium continues to burn with a bright blinding flame;

– Formation of white fumes (MgCl2); which cools into a white powder.

 

(iii). Equation:

Mg(s) + Cl2(g)                  MgCl2(s)

 

– Generally chlorine reacts with most metals when hot top form corresponding chlorides.

Note:

Where a metal forms two chlorides when it reacts with chlorine, the higher chloride is usually formed.

Reason:

The higher chloride is stable. This explains why reactions of chlorine with iron results into iron (III) chloride and not iron (II) chloride.

 

 

  1. Reaction with non-metals.

– It reacts with hot metals; forming covalent molecular compounds.

 

(a). Reaction with phosphorus.

(i). Procedure:

– A piece of warm phosphorus is lowered into a gas jar of chlorine.

 

(ii). Observations:

– Phosphorus begins to smoulder and then ignites spontaneously.

– Evolution of white fumes (PbCl3 and PCl5)

 

(iv). Explanation.

– Chlorine reacts with warm dry phosphorus to form white fumes of phosphorus (III) and (V) chlorides.

 

Equations:

P4(s) + 6Cl2(g)                  4PCl3(s)

(With limited chlorine)

P4(s) + 10Cl2(g)              4PCl5(s)

(With excess chlorine)

 

(b). Reaction with hydrogen.

(i). Conditions:

– Heating or presence of light; since chlorine and hydrogen do not react with each other at room temperature.

 

(ii). Precaution:

– The experiment is performed in a fume chamber (cupboard); since the reaction is explosive;

 

(iii). Procedure:

– Chlorine gas is mixed with hydrogen gas and the mixture heated or exposed to direct light; then aqueous ammonia brought near the mouth of the jar.

 

(iv). Observations:

White fumes at the mouth of the jar.

 

(v). Explanations:

– Chlorine reacts explosively with hydrogen to form hydrogen chloride gas.

Equation:

Cl2(g) + H2(g)    Heat/ Light     2HCl(g).

 

– The hydrogen chloride gas diffuses upwards and reacts with ammonia at the mouth of the test tube to form white fumes of ammonium chloride; NH4Cl.

Equation:

HCl(g) + NH3(g)       NH4Cl(g)

White fumes.

 

  1. Chlorine as an oxidizing agent.

– Chlorine is a strong oxidizing agent and oxidizes many ions, by readily accepting electrons.

– During the process, chlorine itself undergoes reduction.

 

(a). Reaction with hydrogen sulphide gas.

(i). Procedure:

– A gas jar full of chlorine gas is inverted into another containing hydrogen sulphide gas.

 

 

 

 

 

 

 

(ii). Apparatus:

 

 

 

 

 

 

 

 

 

(iii). Observations:

Yellow deposits (of sulphur)

Misty fumes (hydrogen chloride gas)

 

(iv). Explanations:

– Chlorine oxidizes hydrogen sulphide gas to sulphur solid, while itself is reduced to hydrogen chloride gas.

Equation:              Oxidation

 

 

Cl2(g) + H2S(g)               2HCl(g) + S(s)

 

 

Reduction

(v). Conditions:

– At least one of the gases must be moist; they do not react with each other in absence of moisture.

Note:

– In absence of moisture both gases are still in molecular form and hence cannot react; water facilitates their ionization hence ability to react.

 

– If aqueous hydrogen sulphide is used, then sulphur forms as a yellow suspension on the acidic solution.

Equations:

Stoichiometric:

Cl2(g) + H2S(aq)             2HCl(aq) + S(s)

 

Ionic:

Cl2(g) + S2-(g)                 2Cl(g) + S(s)

 

(b). Reaction with sodium sulphite.

Procedure:

– Chlorine gas is bubbled through sodium sulphate in a beaker.

– Resulting solution is then divided into two portions.

– To the first portion, drops of dilute nitric acid are added followed by few drops of barium nitrate solution.

– To the second portion, few drops of lead (II) nitrate are added and the mixture warmed then cooled.

 

(ii). Observations:

1st portion: White precipitate formed indicating presence of SO42-;

 

 

Explanations:

– The white precipitate indicate presence of SO42-; the precipitate is barium sulphate Ba(SO4)2;

– Chlorine oxidizes SO32- in Na2SO3 to SO42- while itself is reduced to chloride ions;

 

Equations:

H2O(l) + Cl2(g) + Na2SO3(aq)                  Na2SO4(aq) + 2HCl(aq)

 

Ionically:

Cl2(g) + SO32-(aq) + H2O(l)                        SO42-(aq) +  2H+(aq) + 2Cl(aq)

 

– On adding barium nitrate (Ba(NO3)2); the Ba2+ ions react with the SO42-  to form insoluble BaSO4; the white precipitate.

 

Ionically;

Ba2+(aq)   +  SO42-(aq)                              BaSO4(s)

(White precipitate)

Note:

– The solution is first acidified (with HNO3) before addition of Ba(NO3)2 to prevent precipitation of BaSO3(s) and BaCO3(s).

 

2nd portion:

Observation:

– Formation of a white precipitate on addition of Pb(NO3)2 solution.

– On warming the white precipitate dissolves then recrystalizes back on cooling.

 

Explanations:

– The white precipitate shows presence of either Cl; SO32- or  SO42-

– However the fact that it dissolves on warming confirms the presence of Cl(aq) and not SO32-(aq) and SO32-(aq)

 

Equation:

Pb2+(aq)   +  Cl(aq)                                     PbCl2(s)

(White precipitate soluble on warming)

 

(c). Reaction with ammonia.

(i). Procedure:

Chlorine gas is bubbled through aqueous ammonia.

 

(ii). Observations:

– Evolution of white fumes.

 

(iii). Explanation.

– Chlorine gas oxidizes ammonia to nitrogen, while is itself reduced to white fumes of ammonium chloride.

 

Equation:              Reduction

 

 

8NH3(g) + 3Cl2(g)                      6NH4Cl(g) + N2(s)

 

 

Oxidation

 

(d). Displacement reactions with other halogens.

(i). Procedure:

– Chlorine is bubbled through aqueous solutions of fluoride, bromide and iodide ions contained in separate test tubes.

 

(ii). Observations and explanations:

  • With fluoride ions.

– No observable change or no reaction; because chlorine is a weaker oxidizing agent than fluorine.

 

  • With bromide ions:

– If potassium bromide was used, the colourless solution turns red-brown.

Reason:

– Chlorine has a higher tendency to gain electrons than bromine.

– It readily oxidizes bromide ions (in KBr) to form potassium chloride and bromine which immediately dissolves to make the solution red-brown.

 

Equation:              Reduction

 

 

2KBr(aq) + Cl2(g)                       2KCl(aq) + Br2(l)

 

 

Oxidation                                         Red brown

Ionically;

2Br(aq) + Cl2(g)                              2Cl(aq) + Br2(l)

 

With iodide ions.

– Using potassium iodide the colourless solution would turn black.

Reason:

– Chlorine has a higher tendency to gain electrons that iodine.

– It readily oxidizes the I (in KI) to form iodine and potassium chloride.

– Iodine solid in the resulting solution makes it black.

 

Equation:          Reduction

 

 

2KI(aq) + Cl2(g)             2KCl(aq) + I2(l) (black)

 

 

Oxidation                                                

Ionically;

2I(aq) + Cl2(g)                    2l(aq) + Br2(l)

 

  1. Reaction with alkalis.

(a). Reaction with sodium hydroxide solution.

(i). Procedure:

– Bubble chlorine slowly through cold dilute sodium hydroxide solution.

– Dip litmus paper.

 

(ii). Observation:

– Litmus paper is bleached; the product has the colour and smell of chlorine.

 

 

(iii). Explanation:

– Chlorine dissolves in sodium hydroxide to form a pale yellow solution of sodium chlorate (I) or sodium hypochlorite (NaClO);

– The sodium chlorate (I) bleaches dyes by oxidation.

Equation:

Cl2(g)+ 2NaOH(l)                      NaCl(aq) + NaClO(aq) + H2O(l)

 

 

Pale yellow solution

Bleaching action of NaClO:

– The NaClO donates oxygen to the dye making it colourless; and thus it bleaches by oxidation.

Equation:

Dye + NaClO(aq)                     NaCl(aq) + {Dye + [O]}

Coloured                                                                                                Colourless

 

Note:

With hot concentrated sodium hydroxide, the chlorine forms sodium chlorate (III); NaClO3.

Equation:

3Cl2(g)+ 6NaOH(l)                          5NaCl(aq) + NaClO3(aq) + 3H2O(l)

 

(b). Reaction with potassium hydroxide

– Follows the trend of sodium.

 

(c). Reaction with slaked lime {Ca(OH)2(s)}

Equation:

Cl2(g)+ Ca(OH)2(l)                        CaOCl2(aq) + 3H2O(l)

Calcium chlorate I

 

Note:

Bleaching powder, CaOCl2 always smells of strongly of chlorine because it reacts with carbon (IV) oxide present in the atmosphere to form chlorine.

Equation:

CaOCl2(s) + CO2(g)                          CaCO3(s) + Cl2(g)

 

  1. Effects of chlorine gas on:

(a). A burning candle.

(i). Procedure:

– A burning candle is lowered into a gas jar of chlorine.

 

(ii). Observations:

– It burns with a small, red and sooty flame.

 

(iii). Explanations:

– Wax (in candles) consists of mainly hydrocarbons.

– The hydrogen of the hydrocarbon reacts with chlorine forming hydrogen chloride while leaving behind carbon.

 

(b). warm turpentine.

(i). Procedure:

– A little turpentine is warmed in a dish and a filter paper soaked (dipped) in it.

– The filter paper is then dropped into a gas jar of chlorine.

(ii). Observation:

– There is a red flash accompanied by a violent action whilst a black cloud of solid particles form.

 

(iii). Conclusion:

– Black cloud of slid is carbon.

– Turpentine (a hydrocarbon) consists of hydrogen and carbon combined together.

– The chlorine combines with hydrogen and leaves the black carbon behind.

 

Equation:

C10H16(l) + 8Cl2(g)                     16HCl(g) + 10C(s)

 

  1. Effects of sunlight on chlorine water.

(i). Procedure:

– Chlorine water is made by dissolving the gas in water.

– A long tube filled with chlorine water is inverted over a beaker containing water.

– It is then exposed to sunlight (bright light) as shown below.

 

(ii). Apparatus:

 

 

 

 

 

 

 

 

 

 

(iii). Observations:

– After sometime a gas collects in the tube and on applying a glowing splint, the splint is rekindles showing that the gas collected is oxygen.

 

(iv). Explanation:

– Chlorine water has two components.

Equation:

Cl2(g) + H2O(l)                           HCl(aq) + HOCl(aq)

 

– The HOCl being unstable will dissolve on exposure to sunlight, giving out oxygen.

Equation:

2HOCl(aq)                       2HCl(aq) + O2(g) (slow reaction)

 

Overall reaction:

2H2O(l) + 2Cl2(g)                       4HCl(aq) + O2(g)

 

 

 

 

 

 

Industrial manufacture of chlorine (the mercury cathode cell)

The electrolysis of brine

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Electrolyte.

– Brine, concentrated sodium chloride solution, NaCl

 

(iii). Electrodes.

Anode: carbon (graphite)

Cathode: Flowing mercury;

 

(iv). Ions present:

NaCl(aq)                       Na+(aq) + Cl(aq)

 

 

H2O(l)                  H+(aq) + OH(aq)

 

(v). Reactions:

Anode:

– Cl and OH migrate to the anode.

– Because of high concentration of Cl(aq), they are discharged in preference to OH ions.

 

Equation:

2Cl(aq)                                     Cl2(g) + 2e

(Green-yellow)

 

Cathode:

– H+(aq) and Na+(aq) migrate to the cathode.

– Because the cathode is made of mercury, Na+(aq) is discharged in preference to H+(aq) ions;

 

Equation:

2Na+(aq) + 2e                         2Na(s)

 

Note:

– Sodium formed at the cathode dissolves in the flowing mercury cathode to form sodium amalgam (Na/Hg).

– Sodium amalgam is reacted with water to form sodium hydroxide and hydrogen.

– Mercury (in the sodium amalgam) remains unreacted.

 

Equation:

2Na/Hg(l) + 2H2O(l)                              2NaOH(aq) + H2(g) + 2Hg(l)

 

– The unreacted mercury is recycled.

 

(vi). Products:

Chlorine gas at the anode.

Hydrogen and sodium hydroxide at the cathode.

 

Uses of chlorine gas and its compounds.

  1. Manufacture of hydrochloric acid.
  2. Used in form of bleaching powder in textile and paper industries.
  3. For sterilization of water for both domestic and industrial use and in swimming pools.
  4. Used in sewage treatment e.g. NaOClO3 solution used in latrines.
  5. Manufacture of plastics (polyvinyl chloride; PVC)
  6. Manufacture of germicides, pesticides and fungicides e.g. DDT and some CFCs.
  7. CFCs are used to manufacture aerosol propellants.
  8. Manufacture of solvents such as trichloromethane and some chlorofluorocarbons (CFCs).
  9. CFCs are commonly freons are used as refrigerants in fridges and air condition units due to their low boiling points.
  10. Manufacture of chloroform, an aesthetic.

 

Hydrogen chloride gas.

Laboratory preparation of hydrogen chloride gas.

(i). Apparatus:

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Concentrated sulphuric acid is reacted with sodium chloride, and the mixture heated gently.

– Resultant gas is passed through conc. Sulphuric (VI) acid; to dry the gas.

 

(iii). Equation:

H2SO4(l) + NaCl(aq)                              NaHSO4(s) + HCl(g)

 

Ionically;

H+(aq) + Cl(aq)                          HCl(g)

Note:

– The reaction can proceed in the cold, but on large scale HCl(g) is produced by the same reaction but the heating is continued to re hot.

 

Properties of hydrogen chloride gas.

  1. Colourless gas with a strong irritating pungent smell.
  2. Slightly denser than air (1¼ times). This makes it possible to collect the gas by downward delivery.
  3. Very soluble in water; and fumes strongly in moist air forming hydrochloric acid deposits.

 

Diagram:

 

 

 

 

 

 

 

 

 

 

– The aqueous solution is known as hydrochloric acid.

– It is almost completely ionized (a strong acid) in aqueous solution.

Equation:

HCl(aq)                    H+(aq) + Cl(aq)

 

– This solution has the usual acidic properties:

Examples:

(i). turns blue litmus red.

(ii). Liberates hydrogen gas with certain metals e.g. zinc, Magnesium, iron etc.

Note:

Hydrochloric acid does not react with metals below hydrogen in the reactivity series.

Equations:

Zn(s) + 2HCl(aq)                        ZnCl2(aq) + H2(g)

Mg(s) + 2HCl(aq)                       MgCl2(aq) + H2(g)

Fe(s) + 2HCl(aq)                        FeCl2(aq) + H2(g)

 

(iii). Neutralizes bases to form salt and water.

Examples:

HCl(aq) + NaOH(aq)                          NaCl(aq) +H2O(l)

2HCl(aq) + CuO(s)                             CuCl2(aq) + H2O(l)

 

(iv). Liberates carbon (IV) oxide from carbonates and hydrogen carbonates.

Examples:

CaCO3(s) + 2HCl(aq)                    CaCl2(aq) + H2O(l) + CO2(g)

ZnCO3(s) + 2HCl(aq)                    ZnCl2(aq) + H2O(l) + CO2(g)

NaHCO3(s) + HCl(aq)                   NaCl(aq) + H2O(l) + CO2(g)

 

 

 

Note:

As the hydrogen chloride gas very soluble in water, the solution must be prepared using a funnel arrangement; to prevent sucking back and increase the surface area for the dissolution of the gas;

 

Diagram: dissolution of hydrogen chloride gas

 

 

 

 

 

 

 

 

 

 

 

 

  1. Dry hydrogen chloride is NOT particularly reactive at ordinary temperatures, although very reactive metals burn in it to form the chloride and hydrogen gas.

Equation:

2Na(s) + 2HCl(aq)                      2NaCl(s) + H2(g)

 

Metals above hydrogen in the reactivity series react with hydrogen chloride gas when heated.

Note:

If reacted with some metals it forms 2 chlorides e.g. iron where iron (II) and iron (III) chlorides exist.

 

  1. Hydrogen chloride gas forms white fumes of ammonium chloride when reacted with ammonia gas;

Equation:

NH3(g) + HCl(g)                         NH4Cl(s)

 

Note: This is the chemical test for hydrogen chloride gas.

 

  1. Hydrogen chloride is decomposed by oxidizing agents, giving off chlorine.

Examples:

PbO2(s) + 4HCl(g)                      PbCl2(s) + 2H2O(l) + Cl2(g)

MnO2(s) + 4HCl(g)                    MnCl2(s) + 2H2O(l) + Cl2(g)

 

Diagram: reacting hydrogen chloride with an oxidizing agent.

 

 

 

 

 

 

 

 

 

 

 

Test for chlorides.

Test 1: Using silver ions:

Procedure:

– To the test solution, add silver ions from silver nitrate.

– Acidify with dilute nitric acid.

 

 

(ii). Observations and inference:

– Formation of a white precipitate shows presence of Cl(aq)

 

(iii). Explanations:

– Only silver carbonate and silver chloride can be formed as white precipitates.

– Silver carbonate is soluble in dilute nitric acid but silver chloride is not.

 

Equations:

– Using Cl from NaCl as the test solution;

NaCl(aq) + AgNO3(aq)               NaNO3(aq) + AgCl(s)

White ppt.

 

Ionically;

Ag+(aq) + Cl(aq)                          Ag(s)

White ppt.

 

Note:

– This precipitate dissolves in excess ammonia.

– The white precipitate of silver chloride turns violet when exposed to light.

 

Test 2: Using lead ions

(i) Procedure:

– To the test solution, add lead ions from lead (II) nitrate, then warm

 

(ii). Observations and inference:

– Formation of a white precipitate that dissolves on warming shows presence of Cl(aq)

 

(iii). Explanations:

– Only lead carbonate, lead sulphate, lead sulphite and lead chloride can be formed as white precipitates.

– Only lead chloride dissolves on warming; unlike the rest which are insoluble even on warming.

 

Equations:

Using Cl from NaCl as the test solution;

2NaCl(aq) + Pb(NO3)2(aq)                     2NaNO3(aq) + PbCl2(s)

White ppt.

Ionically;

Pb2+(aq) + Cl(aq)                       PbCl2(s)

White ppt.

 

 

 

Hydrochloric acid.

Large scale manufacture of hydrochloric acid.

(i). Diagram:

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Raw materials:

Hydrogen obtained as a byproduct of petroleum industry; electrolysis of brine or from water by Bosch process;

Chlorine obtained from the electrolysis of brine or as fused calcium chloride.

 

(iii). Procedure:

– A small sample of hydrogen gas is allowed through a jet and burnt in excess chlorine gas.

Equation:

H2(g) + Cl2(g)                 2HCl(g)

 

Precaution: A mixture of equal volumes of hydrogen and chlorine explodes when put in sunlight.

 

– The hydrogen chloride gas formed is dissolved in water over glass beads.

– The glass beads increase the surface area over which absorption takes place.

– Commercial hydrochloric acid is about 35% pure.

– Hydrochloric acid is transported in steel tanks lined inside with rubber.

– If the acid comes into contact with exposed parts of metal or with rust, it forms iron (III) chloride that makes the acid appear yellow.

 

Pollution in an industry manufacturing hydrochloric acid.

(i). Chlorine is poisonous.

(ii). Mixture of hydrogen and oxygen in air is explosive when ignited.

 

Uses of hydrochloric acid.

  1. Sewage treatment.
  2. Treatment of water (chlorination) at the waterworks.
  3. Removing rust from metal e.g. descaling iron before it is galvanized or and other metals before they are electroplated.
  4. Making dyes, drugs and photographic materials like silver chloride on photographic films.

 

 

 

 

Environmental pollution by chlorine and its compounds.

  1. Chlorine may dissolve in rain and fall as acid rain, which has adverse effects on plants and animals, buildings and soil nutrients.
  2. CFCs are non-biodegradable. Over time, they diffuse into the atmosphere breaking down to free chlorine and fluorine atoms. These atoms deplete the ozone layer. Chlorine is thus one of the greenhouse gases.
  3. PVCs are non-biodegradable.
  4. DDT is a pesticide containing chlorine and has a long life span, affecting plants and animal life.

Note: DDT is banned in Kenya; NEMA advises increased use of pyrethroids in mosquito control.

 

ORGANIC CHEMISTRY I

Contents checklist.

 

ORGANIC CHEMISTRY

Definition

– The chemistry of hydrogen carbon chain compounds.

– It the study of carbon compounds except the oxides of carbon i.e.  CO, CO2 and             Carbons.

 

ORGANIC CHEMISTRY I: THE HYDROCARBONS

 

Hydrocarbons

Are compounds of hydrogen and carbon only; and are the simplest organic compounds.

 

Main groups of hydrocarbons

Are classified on the basis of the type of bonds found within the carbon atoms.

  • Alkanes: Are hydrocarbons in which carbon atoms are linked by single covalent bonds.
  • Alkenes: Carbon atoms are held by at least one double bond.
  • Alkynes: Have at least one triple bond between any tow carbon atoms.

 

Saturated and unsaturated hydrocarbons

(a). Saturated hydrocarbons

– Are hydrocarbons which the carbon atoms are bonded to the maximum number of other             atoms possible.

– hydrocarbons which don’ react and hence cannot decolourise both Bromine water and acidified potassium manganate (VII).

– They are compounds in which each carbon atom has only single covalent bonds, throughout the structure.

 

(b). Unsaturated hydrocarbons

– Are hydrocarbons which contain at least one double or bond, between any two adjacent carbon atoms.

– The carbon atoms do not have maximum covalency.

– They can decolourise both bromine water and acidified potassium manganate (VII).

 

Examples: All alkenes and Alkynes.

 

Experiment:   To verify saturated and unsaturated hydrocarbons.

Procedure:
– 3 to 4 drops of bromine wate are added to about 1 cm3 of the liquid under investigation.

– The mixture is then shaken thoroughly and the observations recorded;

– For gases the gas under investigation is bubbled ito 1 cm3 of bromine water;

– The procedures are then repeated with acidified potassium manganate (VII);

 

Observations:

 

COMPOUND

OBSERVATIONS
With potassium permanganate With Bromine water
Kerosene No observable colour change No colour change
Laboratory gas No observable colour change No observable colour change
Turpentine Purple colour turns colourless Solution is decolourised
Hexane No observable  colour change No observable colour change
Pentene Potassium permanganate is decolourised Solution is decolourised

 

Conclusion

– Kerosene, laboratory gas and hexane are saturate hydrocarbons

– Turpentine and pentane are unsaturated hydrocarbons.

 

Homologous series

– Refers to a group of organic compounds that have the same general formula, whose consecutive members differ by a similar unit, and usually have similar chemical properties.

 

Characteristics of a Homologous series.

(i). Can be represented by a general formula;

(ii). Have similar chemical properties

(iii). Have similar structures and names

(iv). They show a steady gradation of physical properties

(v). Can usually be prepared by similar methods.

 

Structural and molecular formula

  • Molecular formulae

– Simply shows the number and type of elements (atoms) in the compound.

 

  • Structural formula

Shows how the different atoms in the molecules (of a compound) are bonded or joined together.

 

Example:

Methane

Molecular formula CH4;

 

Structural formula

H

H – C – H

H

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Alkanes

Are the simplest hydrocarbons with the general formula; CnH2n + 2 where n = number of carbon atoms in the molecule.

 

Examples:

– For compound with only 1 carbon atom, formula = CH4

– 2 carbon atoms; the formula = C2H6

 

Names and formulas of the first 10 Alkanes

 

Note:

Consecutive members of the alkane series differ by a CH2-unit, hence a homologous series.

 

(a). General  formula

– The Alkanes have a general formula CnH2n+2 where n is the number of carbon atoms in the molecule.

Example:       

When n = 3, (2n + 2) = 8, and the alkane has the formula C3H8 (Propane)

 

(b). Structure

– In all Alkanes the distribution of bonds around each carbon atom is tetrahedral.

 

Example: Methane

 

(c). Homologous series

– The Alkanes differ from each other by a –CH2-.

– Thus methane, CH4 differs from ethane, C2H6 by –CH2-, and ethane in turn differs from             propane C3H8 by – C 2 -.

– They therefore form a homologous series.

 

(d). Functional groups

– A functional group is a part of a compound which has a characteristic set of properties.

– Thus when a bromine atom replaces a hydrogen atom in an alkane, it imparts to the compound new chemical and physical properties.

 

Examples: six important functional groups.

 

(e). Isomerism

– Is a situation whereby two or more compounds have similar molecular formulae but different structural formula.

– Such compounds are called isomers, i.e compounds with the same molecular formula but different structural formula.

 

Examples: For Butane, (C4H10) there are two possible structures.

 

Isomers have different physical and chemical properties.

 

 

 

 

Example: Ethanol and dimethyl ether.

– Molecular formula: both have C2H6O

 

  • Structural formula:

(i). Ethanol                                                                 (ii). Dimethyl ether

 

 

 

 

 

Differences

Ethanol Dimethyl ether
– A liquid of boiling point 78.4oC

– Completely soluble in water

– Reacts with sodium  ethoxide and  liberates hydrogen gas

– A gas at room temperature (B.P – 240C).

– Slightly soluble in water.

– Does not react with sodium metal.

 

(f). Alkyl groups

– Is a group formed by the removal of a hydrogen atom form a hydrocarbon.

– Alkyl groups don’t exist on their own but are always attached to another atom or group.

 

Naming of alkyl groups

– Is done by removing the ending -ane from the parent alkane and replacing it with –yl.

 

Examples

Methane (CH4) gives rise to Methyl -CH3

Ethane (C2H6) gives rise to ethyl, – C2H5 i.e. -CH2CH3

Propane (C3H8) gives rise to Propyl, – C3H7 // -CH2CH2CH3;

 

(g). Nomenclature of Alkanes

– Generally all Alkanes end with the suffix -ane;

– Alkanes can either be straight chain or branched.

 

(i). Straight chain Alkanes

– The names of all Alkanes end with the suffix -ane;

Examples:

Methane, ethane, propane, butane.

 

– With the exception of the first 4 members of the series (i.e. the 4 listed above) the names of Alkanes begin with a Greek prefix indicating the number of carbon atoms in the main chain.

Examples: – Pentane – 5 carbon atoms

Hexane – 6 carbon atoms.

 

(ii). Branched Alkanes

The naming of branched chain Alkanes is based on the following rules:-

  1. The largest continuous chain of carbon atoms in the molecule is used to deduce the parent name of the compound.
  2. The carbon atoms of this chain are numbered such that the branching // substituents are attached to the carbon atom bearing the lowest number.
  3. The substituent // branch is named e.g. methyl, ethyl etc and the name of the compound written as one word.

 

Examples

Further examples

H   H    H                                         CH2CH2CHCH2CH3

│   │    │                                         │           │

H – C – C – C – H                                   CH3       CH2

│                                                       │

H – C – H                                                 CH3

│                                                     3-ethylhexane;

H

2-methylpropane;

 

Further examples.

  1. CH3CH2CH2CH3

CH3

3-methylpentane;

 

  1. CH3

H3C – C – CH3

CH3

2, 2-dimethylpropane;

 

Note: refer to course books and draw as many examples as possible.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Draw the structural isomers of:

  1. Butane.

 

  1. Pentane;

 

  1. Hexane;

 

(f). Occurrence of Alkanes

– There are 3 known natural sources:

(i). Natural gas: this consists of mainly of methane;

 

(ii). Crude oil:

– Consists of a mixture of many Alkanes

– It can be separated into its components by fractional distillation.

Reason:

– The different components have different boiling points.

 

(iii). Biogas: This contains about 60-75% of methane gas/marshy gas.

 

Separation of the components of crude oil.

(i). Apparatus

 

 

 

 

 

 

 

 

 

(ii). Procedure

– The apparatus is arranged as shown above.

– The first distillate appears at about 120oC and is collected, the of 40oC intervals thereafter until the temperatures reach 350oC.

 

(iii). Observations and explanations

– This method of separation is called fractional distillation, and depends on the fact that the various components of the mixture have different boiling points.

– The various fractions vary in properties as explained below.

 

(a). Appearance

– Intensity of the colour increases with increase in boiling point.

– Boiling point increases with increasing number of carbon atoms.

Reason:         

– The higher the number of carbon atoms, the higher the number of covalent bonds.

– Thus the first fraction to be distilled (lab gas) is colourless while the last           distillates (between) is dark black in colour.

 

(b). Viscosity

Increases with increasing boiling point;

– The fractions with low boiling points are less viscous while the fraction with the highest boiling point is semi-solid;

 

(c). Inflammability:

– Decreases with increasing boiling points.

– The gaseous fractions, with least boiling points readily catches fire // burn, while the semi-solid fractions with very high boiling points are almost non-combustible.

 

Note:  Some Hydrocarbons are found in more than one fraction of crude oil and more advanced chemical methods are necessary for complete separation.

 

Uses of the various fractions of crude oil.

No. f carbon atom per molecule Fractions Uses
1-4 Gases Laboratory gases and gas cookers
5-12 Petrol Fuel in petrol engines
9-16 Kerosene (paraffin) Fuel for jet engines (aeroplanes) and domestic uses
15-18 Light diesel oils Fuel for heavy diesel engines e.g. for ships
18-25 Diesel oils Fuel for diesel engines
20-70 Lubricating oils Used for smooth running of engine parts
>70 Bitumen Road tarmacking

 

Changes // gradation of physical properties across the alkane homologous series

 

Name of alkane Formula State of room temperature (208K) M.P (K) B.P (K) Density

(g cm-3)

Solubility Solubility
Methane

Ethane

Propane

Butane

Pentane

Hexane

Heptane

Octane;

Nonane

Decane

CH4

C2H6

C3H8

C4H10

C5H12

C6H14

C7H16

C8H10

C9H20

C10H22

 

Gaseous

 

Liquid

 

 

90

91

85

138

143

178

 

 

 

243

112

184

231

273

309

342

447

0.424

0.546

0.582

0.579

0.626

0.659

0.730

   

 

 

 

 

 

 

 

 

 

 

Preparation and chemical properties of Alkanes

Note:

– Alkanes, like any other Homologous series have similar chemical properties.

– Generally any alkane can be represented form the reaction represented by the following equation:

CnH2n + 1COONa + NaOH(aq) → CnH2n +2 + Na2CO3(aq);

 

Thus;

– Methane can be prepared form sodium ethanoate (CH3COONa)

– Ethane can be prepared form sodium propanoate (CH3CH2COONa)

– Propane can be prepared form sodium Butanoate (CH3CH2CH2COONa)

Laboratory Preparation of methane

(i). Apparatus

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure

– About 5g of odium ethanoate and an equal mass of soda lime is put in a hard glass test tube, upon mixing them thoroughly in a mortar.

– The mixture is heated thoroughly in the test-tube.

 

(iii). Observation

– A colourless gas collects over water

Reasons:

– Methane does not react with and is insoluble in water.

 

Equation

CH3COONa + NaOH(s) → CH4(g) + Na2CO3(aq)

Sodium ethanoate         sodalime            Methane       Sodium carbonate

 

Physical properties of methane

  1. It is a non-poisonous, colourless gas.
  2. It is slightly soluble in water, but quite soluble in organic solvents such as ethanol and ether.
  3. II is less denser than air and when cooled under pressure, it liquefies.

 

Chemical properties

  1. Burning

– It is flammable and burns in excess air // oxygen with a pale blue non-luminous flame to give carbon (IV) oxide ad water vapour.

Equation:

CH4(g) + 2O2(g) → CO2(g) + 2H2O(g)

 

Note:  In a limited supply of air, the flame is luminous.

Reason:

– This is due to incomplete combustion of the methane.

– A mixture of methane and air explodes violently when ignited if the volume ratio is approximately 1:10 and this is often the cause of fatal explosions in coal mines.

 

  1. Reaction with Bromine water and acidified potassium permanganate

– When methane is bubbled through bromine water the red brown colour of bromine persists; and when bubbled through acidified potassium manganate (VII) solution; the purple colour of the solution remains;

– Thus it has no effect on either bromine water or acidified potassium permanganate.

Reason: It is a saturated hydrocarbon.

 

  1. Substitution reactions

– A substitution reaction is one in which one atom replaces another atom in a molecule.

 

Example: The substitution of Bromine in methane.

Procedure:

– A sample of Methane (CH4) is placed in a boiling tube and to it is added some bromine gas.

– The tube is stoppered, and the mixture shaken, then allowed to stand and exposed to ultra-violet lamp.

 

Observations

– The red colour of Bromine begins to fade, and the pungent smell of hydrogen bromide (HBr) gas is detectable when the stopper is removed.

– A moist blue litmus paper also turns red on dipping into the resultant mixture.

Equation                                                                                                                                                                CH4(g) + Br2(g) → CH3Br(g) + HBr(g)

Explanation                                                                                                                                                                      – For a chemical reaction to occur, bonds must be broken.                                                                                       – The light energy (V.V. light) splits the Bromine molecule into free atoms, which are very reactive species.                                                                                                                                                                               – Similarly the energy breaks the weaker carbon – hydrogen bonds, and not the stronger carbon – carbon bonds.                                                                                                                                                                                  – The free bromine atoms can then substitute (replace one of the hydrogen atoms of methane, resulting unto bromomethane and hydrogen bromide gas.

Note:  This process can be repeated until all hydrogen atoms in CH4 are replaced.

Write all the equations to show the stepwise substitution of all hydrogen atoms in methane.

– The substitution reactions can also occur with chlorine, forming chloremethane dichloromethane, trichloromethane (chloroform) and tetrachloromethane (carbon tetrachloride) respectively.

Equations:

 

 

 

 

 

 

Uses of methane                                                                                                                                                    – It is used as a fuel                                                                                                                                                     – Used in the manufacture of carbon black which is used in printers ink and paints.                                                         – Used in the manufacture of methanol, methanal, chloromethane and ammonia.

Cracking of Alkanes                                                                                                                                                 – Is the breaking of large alkane molecules into smaller Alkanes, alkenes and often hydrogen.                                  It occurs under elevated temperatures of about 400-700oC

Equation

Example: Cracking of propane

 

  1. Alkenes

– Are hydrocarbons with at least one carbon-carbon double bond, and have the general formula CnH2n.

– They thus form a homologous series – with the simplest member behind ethane.

 

Names and formulae of the first six alkenes.

 

Name of alkene Formula
Ethene

Propane

Pbut-l-ene

Pent-lene

Hex-tene

 

 

 

NOMENCLATURE OF ALKENES

 

Rules

  1. The parent molecule is the longest carbon chain; and its prefix is followed by the suffix –ene.
  2. The carbon atoms in the chain are numbered such that the carbon atoms joined by the double bonds get the lowest possible numbers.
  3. The position of the substituent groups is indicated by showing the position of the carbon atom to which they are attached.
  4. In case of 2 double bonds in an alkene  molecule, the carbon atom to which each double bond is attached must be identified.

 

Examples

 

Questions:      For each of the following alkenes, draw the structural formula

 

  1. Hex- l – ene
  2. Prop-l-ene
  • Hex-2-ene

 

  1. Give the IUPAC names for:

 

Note:  Branched alkenes:

 

Event for branched alkenes, the numbering of the longest carbon chain is done such that the carbon atoms joined by the double bonds gets the smallest numbers possible.

 

 

 

 

Isomerism in alkenes

  • Alkenes show two types of isomerism:-
  1. Branching isomerism
  2. Positional isomerism

 

  1. i) Branching isomerism

Occurs when a substitutent groups is attached to one of the carbon atoms in the largest             chain containing the double bond.

 

Positional isomerism; in alkenes

 

Is a situation whereby two or more unsaturated alkenes have same molecular formular but different structural formula; due to alteration of the position of the double bond.

 

 

 

Question:       Draw all the possible  isomers of Hexene , resulting from positional and                           branching isomerism.

 

Gradation of physical properties of Alkenes

 

Name of alkene Formula (MP0C) B.P (0) Density g/cm3 solubility
Ethene

Propene

But-l-ene

Pent-l-ene

Hex-l-ene

  -169

-189

-185

-138

-98

-104

–47.7

-6.2

-3.0

-98

0.640

0.674

 

 

Note:   the double bond is the reactive site in alkenes

 

Preparation and chemical properties of Ethene

 

  1. i) Apparatus

 

 

  1. Procedure

A mixture of ethanol and concentrated sulfuric acid in the ratio 1:2 respectively  are heated in a flask to a temp. of 1600C – 1800C.

 

  • Observation

A colourless gas results; and is collected over water.

 

Reasons:         Its insoluble, unreactive and lighter than water.

 

  1. Equation

 

  1. Explanation

 

At 1600C – 1800C the conc. H2SO4 dehydrates the ethanol, removing a water molecule form it and the remaining C and H atoms  rearrange and combine to form Ethene which is collected as  colourless gas.

 

Note:  At temperature  below 1400C, a different  compound called ether is predominantly              formed.

 

Ethene  can also be prepared by passing hot aluminum  oxide over ethanol.  The later of which acts as a catalyst i.e.

 

Reactions of ethene/chemical properties

 

  1. Burning/combustion

Just like an alkenes and alkanes, ethene  burn in air, producing carbon dioxide and large quantities of heat.

 

Equation:

 

Caution:         Mixtures of air and ethene  can be explosive and must be handled                         very carefully.

 

  1. Additional reactions:

Is a reaction in which are molecule adds to another to form  a single product occur              in alkenes due to presence of a double bond.

 

  1. With oxidizing agents
  2. i) Reaction with acidified potassium permanganate.

Procedure:      Ethene is bubbled into a test tube containing acidified potassium                                       permanganate.

Observation:   The purple   colour  of the solution disappears.

Explanation:  Ethene reduces the potassium permanganate.

The  permanganate ion is reduced to Manganese (II) ion and water.

 

Equation

 

Note:   The net effect of the above reaction is the addition of two –OH groups to                                     the double bond forming ethan-1, 2-dio(ethylene glycol).

In cold countries ethylene glycol is used as an antifreeze in car radiators.

 

  1. Reaction with acidified potassium chromate (VI) (K2Cr2O7)

 

  1. Halogenations is the addition of halogen atoms across a double bond.
  2. i) Reaction with Bromine Br2(g)

 

Procedure:     Ethene is mixed with Bromine liquid/gas

Observation:  The reddish  brown bromine gas is decoloursed/becomes  colourless.

Explanation:   Bromine is decoloursed due to the addition of Bromine  atoms to the twocarbon atoms f the double bond forming 1.2 dibromethane.

 

  1. ii) Reaction with chlorine

The Chlorine  (greenish yellow) also gets decoloursied due the addition of its             atoms on the double bond.

 

 

Note: Alkenes react with and decolourise halogens and potassium permanganate  by             additional  reaction at room temperature and pressure.

 

The reaction site is the double bond  and hence/all alkenes will react in a similar             manner.

Example; Butene and Bromine

 

 

iii)       Reaction with Bromine water

Bromine  is dissolved in water and reacted with ethene.

 

Equation:

 

Further examples of additional reactions

 

  1. Addition of hydrogen halides

 

  1. With hydrobromic acid; HBr (aq)

 

With  sulphuric acid

 

  1. Addition of Ethene  with sulphuric acid

 

Note:  When ethylhydrogen sulphate is hydrolysed, ethanol is formed.

 

In this reaction, water is added to ehylhydrogen sulphate and the mixture warmed.

 

  1. Ethene with Hydrogen i.e. Hydrogenation.

 

Is commonly termed hydrogenation though just a typical addition reaction.

 

Ethene  is reacted with hydrogen, under special conditions.

 

Conditions;     moderate temperature and pressure.

Nickel catalyst/palladure catalyst.

 

Equation:

 

Application:    it is used industrially in the conversion f various oils into fats e.g. in the preparation of Margarine.

 

  1. Polymerization reactions.

Also called self-addition reactions

Alkanes have the ability to link together (polymerise) to though the double bond to give a molecule of larger molecular mass (polymers)

 

Polymers:       Are  very large molecules formed when 2 or more (smaller) molecules link                         together  to form a larger unit.

Polymers have properties different form those of the original constituent manners.

 

Examples:      Polymerisation of ethene

 

  1. i) Conditions
  • High temperatures of about 2000C
  • High/elevated pressures of approximately 1000 atmospheres
  • A trace of oxygen catalyst.

 

  1. ii) Procedure: Ethene is heated at 2000C and 1000 atm. Pressure over  a catalyst.

 

iii)        Observation:  Sticky white substance  which hardens  on cooling  is formed.                                            This solid is called  polythene, commonly reffered to as polythene.

 

  1. Equation:

 

 

Generally

 

Uses of polythene

 

  1. Used for the manufacture of many domestic articles (bowls, buckets, water cans, and cold water pipes) e.t.c.

 

Note:  Polythene pipes have a great advantage over metal pipes as they can be             welded quickly and do not burst in frosty weather.

 

  1. Manufacture of reagent bottles, droppers, stoppers etc. since polythene is unaffected by alkalis and acids.

 

Test for Alkenes

 

–           They decolourise bromine water, acidified potassium manganate VII.

i.e. These addition reactions show the presence of a double bond.

 

Uses of Alkenes

 

  1. Manufacture of plastics, through polymerization.
  2. Manufacture of ethanol; through hydrolysis reactions
  3. Ripening of fruits.
  4. Manufacture of ethan – 1, 2-diol(glyco) which is used as a coolant.

 

           

  1. ALYKYNES

 

Are unsaturated hydrocarbons which form a homologous series of a general formula CnH2n-2, where n = 2 or more.

 

The functional groups of the alkyne series is the carbon – carbon tripple bond.

 

They also undergo addition reactions because of High unsaturation and may be polymerised like the alkenes.

 

Examples

 

Name Molecular formula Structural formular
Ethyne

Propyne

But-l-yne

Pent-l-yne

C2H2

C3H4

C4H6

C5H8

CH     CH

CH3C     CH

CH3CH2C       CH

CH3(CH2)2C     CH

 

Nomenclature of alkynes

 

  • The largest chain with the tripple carbon – carbon bond forms  the parent molecule.
  • Numbering of the carbon atoms is done such that the carbon atom with the tripple bond acquires the lowest possible number.
  • The substituent branch if any is named, and the compound written as a single word.

Examples

 

 

  1. Draw the structures of the following hydrocarbons
  2. 2,2 dimethyl-but-2-yne
  3. propyne
  • 4,4 diethyl-hex-2-yne.

 

Isomerism in alkynes

 

  1. Positional isomerism

Isomerism commonly occurs in alkynes due to the fact that the  position of the tripple bond can be altered.

 

Such isomers, as usual have same molecular but different structural  formulas.

 

Examples

  1. i) Isomers of Butyne

 

 

  1. Branching isomerism – occurs when alkyl group is present in the molecule.

 

  1. Others

 

Gradation in physical properties of Alkynes

 

Name of Alkyne Formula M.P/0C B.P/0C Density/gcm-3
Ethyne

Propyne

Butyne

Pent-l-yne

Hex-l-yne

HC    CH

CH3    CH

CH3CH2CC    CH

CH3CH2CH2C   CH

CH3(CH2)3C  CH

-8108

-103

-122

-90

-132

-83.6

-23.2

8.1

39.3

71

0.695

0.716

 

 

Preparation and chemical properties of Ethyne.

 

  1. Preparation
  2. i) Apparatus

 

 

 

  1. ii) Procedure:

Water is dripped over calcium carbide and is collected over water.

Reasons for over-water collection:-

  • It’s insoluble in water
  • Unreactive and lighter than water.

 

  • Conditions
  • Room temperature

 

  1. Equation

 

 

  1. Properties of Ethyne
  2. i) Physical
  • Colourless gas, with a sweet smell when pure.
  • Insoluble in water and can thus be collected over water.
  • Solubility is higher in non- solvents    *  Draw table on physical properties.
  1. Chemical properties
  • Combustion

Ethyne burns with a luminous and very sooty  flame; due to the high percentage of carbon content, some of which remains unburnt.

  • In excess air, the products are carbon dioxide and water.

 

Equation

 

In limited air, they undergoes incomplete combustion, forming a mixture of carbon and carbon dioxide.

 

Note:  A sooty flame observed when a hydrocarbon burns in air is an indication of             unsaturation in the hydrocarbon.

 

Addition reactions

During  addition reactions of alkynes (Ethyne) the tripple bond breaks in stages;

 

  1. Reaction with hydrogen (Hydrogenation)

 

 

Note:  This reaction occurs under special conditions i.e. –  Presence of a Nickel catalyst

Temperatures about 2000C

 

  1. Reaction with halogens
  2. i) Reaction with chlorine

 

 

  1. With Bromine gas
  • The red-brown bromine vapour is decoloursed.

 

Equations

 

Note:   In this reaction Cl2 should be diluted with an inert.

 

Reason:           Pure Cl2 reacts explosively with Ethyne, forming carbon and HCl.

 

  1. Reaction with Bromine liquid

When  Ethyne reacts with Bromine water, the reddish – brown  colour of bromine water disappears.

 

Reason:          The Bromine adds to the carbon  tripple bond leading to the      …… of                              1;1,2,2 tetrabromoethane.

 

Equation

 

E; Ethyne  also decolorizes acidified potassium permanganate.

 

Note:  Decolourization of acidified potassium  permanganate  and bromine water are             tests for unsaturated hydrocarbons (alkanes and alkynes)

 

  1. Reaction with hydrogen halides

 

Uses of Ethyne

  1. Industrial manufacture of compounds like adhesives and plastics
  2. It’s used in the oxy-acetylene flame which is used for welding and cutting metals.

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Form 3 Chemistry Exams and Marking Schemes Free

Name: …………….…………………………………….………….. Adm No:……………………

Candidate’s signature: …….………

Date: ………..……………………….

 

JOINT EVALUATION EXAMINATION

233/3

Chemistry

Paper 3

 

Time: 2Hours

 

Instructions

 

  1. Write your name, admission number and sign in the spaces provided above
  2. Answer all questions in the spaces provided
  3. Non-programmable silent electronic calculators and KNEC mathematics tables may be used.
  4. All questions should be answered in English

 

 

For Examiners only

QUESTION 1 14  
QUESTION 2 6  
TOTAL 20  

 

 

 

 

 

 

  1. 1. You are provided with:
  • 5 g of impure anhydrous sodium carbonate labelled as solid X
  • 2M hydrochloric acid labelled as solution Y
  • 4M sodium hydroxide solution as solution Z

You are required to determine the percentage purity of solid X.

Procedure

  1. Using a measuring cylinder place 80cm3 of solution Y in a beaker.
  2. Add all solid X and stir the solution using a stirring rod until effervescence stops.
  • Transfer this solution into a 250 cm3 volumetric flask and add distilled water to the mark. Label this as solution T.
  1. Place solution T in a clean burette.
  2. Using a pipette filler, put 25 cm3 of solution Z in a conical flask.
  3. Add 2 drops of methyl-orange and titrate using solution T.
  • Repeat the titration two more times and complete the table below.

 

  I II III
Final burette reading (cm3)      
Initial burette reading (cm3)      
Volume of solution T used (cm3)      

(4mks)

  1. a) Calculate the:
  2. Average volume of solution T used                                     (1 mark)

 

 

 

 

  1. The number of moles of solution Z used in titration (2 mark)

 

 

 

 

  • Concentration of solution T in moles per liter. (2 marks)

 

 

 

 

 

  1. Calculate the mass of sodium carbonate that reacted with solution Y. (Na= 23, C= 12, O= 16)                                                                                                       (3marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Work out the percentage purity of solid X.                         (1 mark)

 

 

  1. b) Write the ionic equation between solid X and solution Y. (1 mark)

 

 

  1. You are provided with solid L. Carry out the test below and record your observations and inferences in the spaces provided.
  2. a) Describe solid. (2 marks)

 

  1. b) Place half spatula of L in a non-luminous flame of a Bunsen burner.
Observations Inference
 

 

 

 

 

(1/2 mark)

 

 

 

 

 

 

(1/2 mark)

 

 

  1. c) Dissolve the remaining solid L in the distilled water and divide the solution into four portions.
  2. To the fourth portion, add few drops of acidified potassium chromate (vii) and warm.
Observations Inference
 

 

 

 

 

(1/2 mark)

 

 

 

 

 

(1/2 mark)

 

  1. To the second portion, add few drops of bromine water and warm.
Observations Inference
 

 

 

 

 

(1/2 mark)

 

 

 

 

 

(1/2 mark)

 

 

 

 

  • To the third portion add few drops of acidified potassium manganite (vii) and warm.
Observations Inference
 

 

 

 

 

 

(1/2 mark)

 

 

 

 

 

 

(1/2 mark)

 

  1. To the fourth portion add a quarter spatula end-full of sodium hydrogen carbonate.
Observations Inference
 

 

 

 

 

(1/2 mark)

 

 

 

 

 

(1/2 mark)

__________________________________________________________________________________

MARKING SCHEME

CHEMISTRY PRACTICAL

 

  I II III
Final burette reading (cm3)      
Initial burette reading (cm3)      
Volume of solution T used (cm3)      

 

  1. Complete table ……………………………………………………………….(1mk)

Complete table with 3 titrations done – 1mk

InComplete table with 2 titrations done  – 1mk

incomplete table with 1 titration done – 0mks

 

Penalize ½ mk once for

  • Inverted table
  • Wrong anthmetic
  • Unrealistic titre values ( below 1 or above 50 unless explained)

 

  1. Use of decimals………………………………………………………………..1mk
  • Accept 1 or 2 d.p uses consistently otherwise penalize fully
  • If 2 d.p used the 2ndp should be either 0 or 5 otherwise penalize fully
  1. c) Accuracy ……………………………………………………………………….1mk

Compare the candidatestitre values with the S.V

  • If any value is within +- 0.1 award 1mk
  • If within + -0.2 award ½ mk
  • If beyond +- 0.2 award zero mark

 

  1. Principles of averaging ……………………………………………………….1mk

1f 3 consistent titrations done and averaged                               1mk

If 3 titrations done but only 2 are consistent and averaged   (1mk)

 

If only two titrations done, are consistent and averaged     (1mk)

If 3 titrations done and are consistent but only 2 are averaged    ( 0mk)

If 3 inconsistent titres averaged                                                 ( 0mk)

1f 2 inconsistent titres averaged                                                (0mk)

 

  1. Final answer accuracy……………………………………………………………..1mk

Compare the candidates correct average titre with S.V

  • If within +- 0.1 of S.V (1mk)
  • If within +- 0.2 of S.V ( ½ mk)
  • If beyond +- 0.2 of S.V ( 0mk)

 

 

  1. a) Calculate the:
  2. Average volume of solution T used                                     (1 mark)

Captured in principal of averaging

  1. The number of moles of solution Z used in titration (1 mark)

 

  • Concentration of solution T in moles per liter. (2 marks)
  1. Calculate the mass of sodium carbonate that reacted with solution Y. (Na= 23, C= 12, O= 16)                                                                                                       (3marks)

 

  1. Work out the percentage purity of solid X.                         (1 mark)

x 100

  1. b) Write the ionic equation between solid X and solution Y. (1 mark
  2. You are provided with solid L. Carry out the test below and record your observations and inferences in the spaces provided.
  3. a) Describe solid. (2 marks)

 

  1. b) Place half spatula of L in a non-luminous flame of a Bunsen burner.
Observations Inference
Solid melts and burns with a yellow sooty flame

 

 

 

(1/2 mark)

(1/2 mark)

 

  1. c) Dissolve the remaining solid L in the distilled water and divide the solution into four portions.
  2. To the fourth portion, add few drops of acidified potassium chromate (vi) and warm.
Observations Inference
Orange acidified potassium chromate VI does not change to green

Reject persist or remains or no color change, no observable change

 

 

 

(1/2 mark)

 

R-OH  absent

 

 

 

(1/2 mark)

 

  1. To the second portion, add few drops of bromine water and warm.

 

Observations Inference
Yellow bromine water changes to colorless / decolorized

                 

 

(1/2 mark)

 

 

 

(1/2 mark)

 

 

 

 

  • To the third portion add few drops of acidified potassium manganite (vii) and warm.
Observations Inference
Purple acidified potassium manganate VII changes to colourless

 

 

 

(1/2 mark)

 

 

 

 

(1/2 mark)

 

  1. To the fourth portion add a quarter spatula end-full of sodium hydrogen carbonate.
Observations Inference
Effervescence / bubbles  produced

 

 

(1/2 mark)

R-COOH

 

 

 

 

(1/2 mark)

__________________________________________________________________________________________

JOINT EVALUATION EXAMINATIONS

CHEMISTRY PAPER THREE CONFIDENTIAL

1.Provide each candidate with

  1. Exactly 5.0 g of impure anhydrous sodium carbonate in a stoppered container and label as solid X.
  2. 100 cm3 of 2M hydrochloric acid labeled as solution Y.
  • About 100 cm3 of 0.4M sodium hydroxide
  1. 5 g of maleic acid in a stoppered container labeled as solid L
  2. 1 burette
  3. 1 pipette
  • 10ml measuring cylinder
  • Distilled in wash bottle
  1. 6 test tubes
  2. 1 boiling tube
  3. Red and blue litmus papers
  • 1 clamp and stand
  1. In addition to the above reagents, candidates should access to:
  2. 1M acidified potassium chromate (vi)
  3. 1M acidified potassium manganite (vii)
  • Bromine water
  1. Methyl –orange indicator
  2. Preparation of solutions

    2 M HCl acid

  • Dissolve 172cm3 of concentrated hydrochloric acid in enough distilled water and dilute to one litre

    Bromine water

  • Dissolve 10 cm 3 of liquid bromine in 100cm3 of distilled water and store in a dark bottle.

    Acidified potassium chromate (vi)

  • Dissolve 25 g of potassium chromate (vi) in 200 cm3 of 2M Sulphuric (vi) acid and dilute to one litre solution

    Acidified potassium manganite (vii)

  • Dissolve 3.16 g of potassium manganite (vii) in 200 cm3 of 2 M Sulphuric (vi) acid and dilute to one litre.

 

 

Methyl orange

  • Dissolve 2 g of methyl orange solid in a litre of dissolved water to form a solution. Filter the resulting mixture

 ________________________________________________________

CHEMISTRY

PAPER 1, 233/1

FORM THREE (3), END OF YEAR

TIME:2HRS

 

 

Name: ……………………………………………

AdmNo: .……………Class………….

Signature: ……………………………………Date: ……………………

 

 

 

Instructions to candidate

  1. Write your name, admission number, and stream in the spaces provided.
  2. Answer ALL questions in the spaces provided
  3. All workingsMUST be clearly shown where applicable
  4. KNEC mathematical tables and silent non-programmable electronic calculators may be used
  5. This paper consists of 12 printed pages
  6. The candidate should check the question paper to ascertain that all the pages are printed as indicated and that no question is missing

 

FOR EXAMINERS’ USE ONLY

Question Maximum Score Candidate’s Score
1 – 29 80  

 

 

 

 

  1. Given a mixture of sodium chloride, silver chloride, and ammonium chloride, describe how each component can be obtained.       (3 Marks)

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

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

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

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

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

 

  1. Air was passed through several reagents as shown below.

 

I

Concentrated potassium hydroxide solution

 

II

Heated excess copper turnings

III

Heated excess magnesium powder.

 

 

 

 

 

 

 

 

 

gas

collected

 

 

  1. What is the role of concentrated potassium hydroxide?         (1mk)

 

 

  1. Write an equation that takes place in step III with Magnesium powder.         (1mk)

 

 

(c) Name one gas that was collected from the process.                                                                      (1mk)

 

  1. The diagram below represents the Frasch process. Study it and answer the questions that follow
Sulphur deposit
A
C
B

 

  1. Name;

A                                                                                                                                            ( ½mk)

B                                                                                                                                            ( ½mk)

C                                                                                                                                            ( ½mk)

  1. Why is C pumped to the sulphurdeposit.                               ( ½ mk)

 

 

  • Which property of sulphur enables it to be extracted by the method above. (1mk)

 

 

  1. Give the systematic name of the following compounds A and B (2 Marks)

A                                         B

A …………………………………………….

B …………………………………………….

 

 

  1. (a) Define Gay-Lussac’s law (1 Mark)

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

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

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

  • In an experiment a mixture of 126.0cm3 of nitrogen gas and 120.0cm3 of hydrogen gas was heated in the presence of iron catalyst. Determine the composition of the final gaseous mixture.                                     (2 Marks)

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

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

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

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

 

 

 

 

 

 

  1. The table below shows certain properties of substances M, N, K, and L.
Substance Melting point (oC) Solubility in water Electrical conductivity
M -119 Soluble Solution does not conduct
N 1020 Soluble Solution conducts
K 1740 Insoluble Does not conduct
L 1600 Insoluble Conducts at room temperature

 

Which of the substances:

  1. Is a metal (½ Mark)

……………………………………………………………………………………………

  1. Has a simple molecular structure (½ Mark)

…………………………………………………………………………………………..

  1. Has a giant covalent structure (½ Mark)

……………………………………………………………………………………………

 

  1. Has a giant ionic structure (½ Mark)

……………………………………………………………………………………………

  1. A polymer has the following structure
  2. Draw and name the monomer (2 Marks)

 

 

 

 

  1. Draw the repeating unit of the polymer (2 Marks)

 

 

 

 

  1. Draw dot (•) and cross (×) diagrams to show bonding in:
  2. Magnesium chloride (2 Marks)

 

 

 

 

 

  1. phosphonium ion (PH4+) (2 Marks)

 

 

 

 

  1. (a). A piece of burning magnesium was introduced into a jar of nitrogen. State and explain the observation made       (2 Marks)

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

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

 

 

  • Water was added to the product of the reaction in a) and the resultant solution tested with red and blue litmus papers. State and explain the observation made             (2 Marks)

……………………………………………………………………………………………….

……………………………………………………………………………………………….

……………………………………………………………………………………………….

  1. Briefly describe how sodium carbonate powder can be obtained in the laboratory starting with concentrated sodium hydroxide solution                   (2 Marks)

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

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

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

 

 

 

 

  1. The sketch graph below shows the relationship between pressure and temperature of a gas in a fixed volume container.
  2. State the relationship between pressure and temperature that can be deduced from the graph             (1 Mark)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

  1. Using the kinetic theory of matter, explain the relationship shown by the sketch graph             (2 Marks)

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

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

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

 

 

  1. (a) Group VIII elements are said to be inert. Explain. (1 Mark)

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

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

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

  • In terms of structure and bonding, explain why group VIII elements exist as gases at room temperature             (2 Marks)

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

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

  1. Nitric (V) acid may be prepared in the laboratory by the action of concentrated sulphuric (VI) acid in a suitable nitrate and distilling off the nitric (V) acid
  2. Why does the setup only consist of apparatus made of glass? (1 Mark)

……………………………………………………………………………………………….

……………………………………………………………………………………………….

……………………………………………………………………………………………….

  1. Pure nitric (V) acid is colourless but the product in the collection vessel is yellow. Explain             (1 Mark)

…………………………………………………………………………………………………

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

  1. Why is it possible to separate nitric (V) acid from sulphuric (VI) acid in the setup?(1 Mark)

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

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

 

  1. Name the catalyst used in the following processes:
  2. Large scale manufacture of ammonia gas in the Haber process (1 Mark)

…………………………………………………………………………………………….

  1. Large scale manufacture of concentrated sulphuric (VI) acid in the Contact process (1 Mark)

…………………………………………………………………………………………………

  1. Laboratory preparation of oxygen using hydrogen peroxide             (1 Mark)

……………………………………………………………………………………………….

 

  1. What mass of magnesium carbonate would remain if 15.0g of magnesium carbonate reacts with 25cm3 of 4M hydrochloric acid solution?       (3 Marks)

 

 

 

 

 

  1. The setup below was used to investigate the reaction of a certain gas with lead (II) nitrate solution
  2. Identify gas A (1 Mark)

……………………………………………………………………………………………..

  1. State the observation made in the trough containing lead (II) nitrate solution (1 Mark)

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

  1. Write an ionic equation for the reaction occurring in the trough (1 Mark)

…………………………………………………………………………………………………

  1. Element Q reacts with dilute acids, but not with cold water. Element R does not react with dilute acids. Element S displaces element P from its oxide. P reacts with cold water. Arrange the four elements in order of reactivity, starting with the most reactive element. (2 Marks)

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

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

  1. A fixed mass of a gas occupies 200cm3 at 0oC and 740mmHg pressure. Calculate its volume at -48oC and 780mmHg.       (3 Marks)

 

 

 

 

 

 

  1. In an experiment, a sample of an oxide of lead was heated over coke for some time. The following results were obtained:

Mass of the oxide before heating                         = 8.92g

Mass of residue after heating                   = 8.28g

  1. Determine the empirical formula of the oxide of lead (Pb = 207, O = 16)   (2 Marks)

 

 

 

 

  1. Write an equation for the reaction in the experiment above             (1 Mark)

 

 

 

 

  1. The information in the table below relates to the physical properties of the chlorides of certain elements.
Formula of compound NaCl MgCl2 AlCl3 SiCl4 PCl3 SCl2
Boiling point (oC) 1470 1420 Sublimes at 180oC 60 75 60
Melting point (oC) 800 710   -70 -90 -80

 

  1. Select two chlorides that are liquid at room temperature   (2 Marks)

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

  1. Explain why AlCl3 has a much lower melting point than MgCl2, although both aluminium and magnesium are metals.                         (2 Marks)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

 

 

  1. 400cm3 of a gas D diffuses through a porous plug in 50 seconds, while 600cm3 of oxygen gas diffuses from the same apparatus in 30 seconds. Calculate the relative molecular mass of gas D. (O = 16)                                                                                                                (2 Marks)

 

 

 

  1. Calculate the volume of oxygen produced when 10g of silver nitrate was completely decomposed by heating at standard temperature and pressure                                           (Ag = 108, N = 14, O = 16, Molar gas volume at s.t.p. = 22400cm3)                        (3 Marks)

 

 

 

 

 

 

  1. The electron arrangement of ions W3+and Z2- are 2.8 and 2.8.8 respectively.
  2. In which groups do elements W and Z belong? (1 Mark)

……………………………………………………………………………………………..

  1. Write the formula of the compound that would be formed between W and Z (1 Mark)

…………………………………………………………………………………………………

  1. 20cm3 of a solution containing 2.7g/dm3 of an alkali XOH completely reacted with 25cm3 of 0.045M sulphuric (VI) acid. Calculate the relative atomic mass of element X (O = 16, H = 1)                               (3 Marks)

 

 

 

 

 

  1. Calculate the number of sulphate ions in 150cm3 of 0.1M aluminium sulphate, Al2(SO4)3(3 Marks)

(L = 6.023 × 1023)

 

 

 

  1. The following apparatus was set up to investigate the percentage of oxygen in air by slowly passing 100cm3 of air from syringe A to syringe B and then back until the volume of air remained constant. Study it and use it to answer the questions that follow.
  2. Identify the mistake in the setup (1 Mark)

……………………………………………………………………………………………..

  1. Why was the air moved slowly from syringe A to syringe B and vice versa? (1 Mark)

………………………………………………………………………………………………

………………………………………………………………………………………………

  1. Write an equation for the reaction that took place in the combustion tube after the mistake was corrected                         (1 Mark)

…………………………………………………………………………………………………

 

  1. A luminous flame produces bright yellow light. Explain (1 Mark)

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

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

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

 

  1. Magnesium reacts by losing its 2 valence electrons. How does its 1st and 2nd ionization energy compare? Explain                   (2 Marks)

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

 

 

 

 

 

 

 

 

  1. The apparatus below was used for the preparation of iron (III) chloride in the laboratory. Study it and use it to answer the questions that follow.

 

  1. Why is it preferred to use calcium oxide rather than calcium chloride in the guard tube?             (2 Marks)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

  1. What property of iron (III) chloride makes it possible to be collected as shown in the diagram?             (1 Mark)

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

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

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

___________________________________________________________________________________________________

 

CHEMISTRY PAPER 1 MARKING SCHEME

FORM 3,END YEAR

 

  1. Given a mixture of sodium chloride, silver chloride, and ammonium chloride, describe how each component can be obtained.                                     (3 Marks)
  • Heat the mixture to sublime ammonium chloride and cool the vapour against a cool surface to deposit it.
  • Add water to the remaining mixture and stir to dissolve sodium chloride. Filter the mixture to obtain sodium chloride solution as a filtrate and silver chloride as a residue.
  • Dry the residue between fresh filter papers.
  • Heat the filtrate to saturation and allow to cool to obtain crystals of sodium chloride.

[marking points at half mark each]

  1. (a) To remove carbon (IV)oxide gas

 

(b) 3Mg(s) + N2(g) → Mg3N2(s)

 

(c) Argon

 

  1. (a) A-Hot compressed air

 

  • Molten sulphur and water

 

  • Super heated water

 

(b) To melt sulphur deposit

(c) sulphur has low melting point

 

 

 

 

 

 

 

 

  1. Give the systematic name of the following compounds             (2 Marks)

2,3-dibromopentane                 2-methylbutane

  1. (a) Define Gay-Lussac’s law (1 Mark)

When gases react at constant temperature and pressure, they do so in volumes that bear a simple ratio to one another, and to the volumes of the product if all the products are gaseous.

  • In an experiment a mixture of 126.0cm3 of nitrogen gas and 120.0cm3 of hydrogen gas was heated in the presence of iron catalyst. Determine the composition of the final gaseous mixture.                                     (2 Marks)

 

 

 

 

 

 

 

  1. The table below shows certain properties of substances M, N, K, and L.
Substance Melting point (oC) Solubility in water Electrical conductivity
M -119 Soluble Solution does not conduct
N 1020 Soluble Solution conducts
K 1740 Insoluble Does not conduct
L 1600 Insoluble Conducts at room temperature

 

 

 

Which of the substances:

  1. Is a metal (½ Mark)L
  2. Has a simple molecular structure (½ Mark)

M

  1. Has a giant covalent structure (½ Mark)

K

  1. Has a giant ionic structure (½ Mark)

N

  1. A polymer has the following structure
  2. Draw and name the monomer (2 Marks)

 

 

 

  1. Draw the repeating unit of the polymer (2 Marks)
  2. Draw dot (•) and cross (×) diagrams to show bonding in:
  3. Magnesium chloride (2 Marks)

or

 

 

 

  1. Phophonium ion (PH4+) (2 Marks)
  2. A piece of burning magnesium was introduced into a jar of nitrogen. State and explain the observation made                         (2 Marks)

The magnesium continues to burn in nitrogen. Magnesium reacts with nitrogen to form magnesium nitride.

  1. Water was added to the product of the reaction in a) and the resultant solution tested with red and blue litmus papers. State and explain the observation made             (2 Marks)

Red litmus paper turns blue while blue litmus paper remains blue. Magnesium nitride reacts with water to form magnesium hydroxide and ammonia, which are alkaline.

 

  1. Briefly describe how sodium carbonate powder can be obtained in the laboratory starting with concentrated sodium hydroxide solution                                     (2 Marks)

Bubble a limited amount of carbon (IV) oxide gas through the sodium hydroxide solution to obtain sodium carbonate solution. Heat the solution to evaporation to allow formation of sodium carbonate powder.

  1. The sketch graph below shows the relationship between pressure and temperature of a gas in a fixed volume container.
  2. State the relationship between pressure and temperature that can be deduced from the graph             (1 Mark)

An increase in temperature results in an increase in pressure of a fixed mass of gas.

  1. Using the kinetic theory of matter, explain the relationship shown by the sketch graph             (2 Marks)

An increase in temperature results to an increase in kinetic energy of gas particles. The number of collisions between the particles and the walls of the container increases, hence,an increase in pressure.

  1. (a) Group VIII elements are said to be inert. Explain.             (1 Mark)

They have fully occupied outermost energy levels hence do not lose or gain electrons

  • In terms of structure and bonding, explain why group VIII elements exist as gases at room temperature             (2 Marks)

Their atoms are held together by weak Van der Waal’s forces that require little energy to break. At room temperature, the energy is sufficient to break these forces hence atoms are free to move.

  1. Nitric (V) acid may be prepared in the laboratory by the action of concentrated sulphuric (VI) acid in a suitable nitrate and distilling off the nitric (V) acid
  2. Why does the setup only consist of apparatus made of glass? (1 Mark)

Nitric acid attacks rubber and other materials but glass is inert.

  1. Pure nitric (V) acid is colourless but the product in the collection vessel is yellow. Explain             (1 Mark)

Some nitric (V) acid decomposes in the presence of heat to yield nitrogen (IV) oxide which is brown and later condenses to form yellow dinitrogen tetra-oxide. The dinitrogen tetra-oxide dissolves in the acid to yield the yellow colouration.

  1. Why is it possible to separate nitric (V) acid from sulphuric (VI) acid in the setup?(1 Mark)

Nitric (V) acid is volatile and therefore easily vaporises while sulphuric (VI) acid is not volatile and does not easily vaporise.

  1. Name the catalyst used in the following processes:
  2. Large scale manufacture of ammonia gas in the Haber process (1 Mark)

Finely divided iron catalyst

  1. Large scale manufacture of concentrated sulphuric (VI) acid in the Contact process (1 Mark)

Platinum or Vanadium (V) oxide.

  1. Laboratory preparation of oxygen using hydrogen peroxide             (1 Mark)

Manganese (IV) oxide

 

  1. What mass of magnesium carbonate would remain if 15.0g of magnesium carbonate reacts with 25cm3 of 4M hydrochloric acid solution?                         (3 Marks)
  2. The setup below was used to investigate the reaction of a certain gas with lead (II) nitrate solution
  3. Identify gas A (1 Mark)

Hydrogen chloride gas

 

 

  1. State the observation made in the trough containing lead (II) nitrate solution (1 Mark)

A white precipitate is formed in the solution

  1. Write an ionic equation for the reaction occurring in the trough (1 Mark)

Pb2+(aq) + 2Cl(aq)à PbCl2 (aq)

 

 

  1. Element Q reacts with dilute acids, but not with cold water. Element R does not react with dilute acids. Element S displaces element P from its oxide. P reacts with cold water. Arrange the four elements in order of reactivity, starting with the most reactive element. (2 Marks)

S à P à Q à R

  1. A fixed mass of a gas occupies 200cm3 at 0oC and 740mmHg pressure. Calculate its volume at -48oC and 780mmHg.                         (3 Marks)
  2. In an experiment, a sample of an oxide of lead was heated over coke for some time. The following results were obtained:

Mass of the oxide before heating                         = 8.92g

Mass of residue after heating                   = 8.28g

  1. Determine the empirical formula of the oxide of lead (Pb = 207, O = 16)   (2 Marks)

 

  1. Write an equation for the reaction in the experiment above             (1 Mark)

2PbO (s) + C (s)à 2Pb (s) + CO2 (g)

 

 

 

 

  1. The information in the table below relates to the physical properties of the chlorides of certain elements.
Formula of compound NaCl MgCl2 AlCl3 SiCl4 PCl3 SCl2
Boiling point (oC) 1470 1420 Sublimes at 180oC 60 75 60
Melting point (oC) 800 710   -70 -90 -80

 

 

  1. Select two chlorides that are liquid at room temperature   (2 Marks)

SiCl4, PCl3, SCl2

[the first two of the candidate’s answer]

  1. Explain why AlCl3 has a much lower melting point than MgCl2, although both aluminium and magnesium are metals.                         (2 Marks)

AlCl3has its atoms bonded covalently to each other to form a simple molecule, while MgCl2 experiences ionic bonding. AlCl3 therefore has weak Van der Waal’s forces that require little energy to weaken while MgCl2 has strong ionic bonds that require a lot of energy to weaken.

  1. 400cm3 of a gas D diffuses through a porous plug in 50 seconds, while 600cm3 of oxygen gas diffuses from the same apparatus in 30 seconds. Calculate the relative molecular mass of gas D. (O = 16)                                                                                                                      (2 Marks)

 

 

  1. Calculate the volume of oxygen produced when 10g of silver nitrate was completely decomposed by heating at standard temperature and pressure                                                             (Ag = 108, N = 14, O = 16, Molar gas volume at s.t.p. = 22400cm3)              (3 Marks)
  2. The electron arrangement of ions W3+and Z2- are 2.8 and 2.8.8 respectively.
  3. In which groups do elements W and Z belong? (1 Mark)

W – Group III                    Z – Group VI

  1. Write the formula of the compound that would be formed between W and Z (1 Mark)

W2Z3

  1. 20cm3 of a solution containing 2.7g/dm3 of an alkali XOH completely reacted with 25cm3 of 0.045M sulphuric (VI) acid. Calculate the relative atomic mass of element X (O = 16, H = 1)                                                 (3 Marks)

 

 

 

 

 

  1. Calculate the number of sulphate ions in 150cm3 of 0.1M aluminium sulphate, Al2(SO4)3(3 Marks)

(L = 6.023 × 1023)

 

  1. The following apparatus was set up to investigate the percentage of oxygen in air by slowly passing 100cm3 of air from syringe A to syringe B and then back until the volume of air remained constant. Study it and use it to answer the questions that follow.
  2. Identify the mistake in the setup (1 Mark)

Use of magnesium in the combustion tube

 

  1. Why was the air moved slowly from syringe A to syringe B and vice versa? (1 Mark)

To ensure most of its active part reacted with the metal in the combustion tube

  1. Write an equation for the reaction that took place in the combustion tube after the mistake was corrected                         (1 Mark)

2Cu (s) + O2 (g)à 2CuO (s)

  1. A luminous flame produces bright yellow light. Explain (1 Mark)

Due to insufficient supply of air, unburnt carbon particles heat up and glow to give yellow light

 

 

 

 

 

 

  1. Magnesium reacts by losing its 2 valence electrons. How does its 1st and 2nd ionization energy compare? Explain                                                 (2 Marks)

The 2nd ionization energy is higher than the 1st ionization energy. After losing the first valence electron, there are fewer electrons for the number of protons left, resulting in an increase in the effective nuclear force of attraction that holds the remaining electrons more tightly.

  1. The apparatus below was used for the preparation of iron (III) chloride in the laboratory. Study it and use it to answer the questions that follow.
  2. Why is it preferred to use calcium oxide rather than calcium chloride in the guard tube?             (2 Marks)

Apart from preventing moisture from entering the collection vessel, calcium oxide reacts with excess chlorine to minimise its emission to the environment.

  1. What property of iron (III) chloride makes it possible to be collected as shown in the diagram?             (1 Mark)

It sublimes when heated and deposits when cooled

___________________________________________________________________________________________

Name: ………………………………………………. Adm No: ………

school…………………………………………………………………

Class: ………Candidate’s Sign: …………………Date: …………

233/2

CHEMISTRY

PAPER 2

TERM 3 –

 

TIME: 2 HOURS

 

 

JOINT EXAMINATION

 

INSTRUCTIONS TO THE CANDIDATES:

  • Write your name and admissionnumber in the spaces provided above
  • Sign and write the date of examination in the spaces provided.
  • Answer all the questions in the spaces provided.
  • All working must be clearly shown where necessary.
  • Mathematical tables and electronic calculators can be used.

 

For Examiners Use Only

 

Question Maximum score Candidate’s score
1 13  
2 12  
3 11  
4 12  
5 11  
6 12  
7 9  
Total 80  
  1. The grid below shows a section of the periodic
                 
K L     M   N P
  Q R S   T V  
W                
                 
  1. Name the family into which element P belongs to             (1mk)

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

  1. Which two elements forms the most soluble carbonates                         (1mk)

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

  1. With a reason, identify elements in period 3 with the largest atomic radius (2mks )

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

  1. Write the formula of the compound formed between Q and M (1mk )

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

  1. State two uses of element R and for each use , state property of element R that makes lts possible for the use
  • Use                                   (1mk)

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

Property                                               (1mk)

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

  • Use             (1mk)

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

Property                                 (1mk)

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

  1. Using dots and cross, showbonding in the compound formed between Q and oxygen (2mks )

 

 

 

 

 

 

 

  1. In terms of structure and bonding explain why the oxides of element Thas relatively low boiling points                                                                         (2mks)

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

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

  1. (a) Name the following compounds (3mks)
  • CH3CH2CH2COOH

…………………………………………………………………………………………………

…………………………………………………………………………………………………

  • CH3CH2OOCCH2CH3

…………………………………………………………………………………………………

 

  1. b) Two types of detergents P and Q can be represented as

P:  R COONa

 

(i) Identify each type of the detergent                                                                  (2mks)

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

(ii)Which of the two detergents is the best to use with hard water? Give a reason                                            (2mks)

………………………………………………………………………………………………

………………………………………………………………………………………………

(iii)     State one advantage of detergent P                                                            (1mk)

………………………………………………………………………………………………

………………………………………………………………………………………………

(iv)    State one disadvantage of detergent Q                                                     (1mk)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

(c)   An hydrocarbon can be represented as follows

(i)            Identifythe hydrocarbon                                                     (1mk)

………………………………………………………………………………………………

(ii) Name two reagents that can reacted together to generate the hydrocarbon    (2mks)

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

3.(a)Name two apparatus that can be used for determining mass in a laboratory    (2mks)

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

(b)       One of the flames produced by Bunsen burner is the luminous flame

  1. i) Explain why this flame is very bright                                                 (1mk )

…………………………………………………………………………………………………

………………………………………………………………………………………………

  1. ii) State two disadvantages of the luminous flame (2mks)

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

 

(c)       Air is usually one of the substances that is considered as a mixture

(i)Identify the two most abundant component of air                               (2mks )

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

 

(ii)       Give two reasons why the air is considered as a mixture                             (2mks)

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

(iii)      One of the components of air is carbon (iv) oxide. Describe an experiment that can be used to prove the presence of carbon (iv) oxide in the air                                               (2mks)

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

4(a) The diagram below shows the process used to obtain Sulphur from underground deposits

 

 

 

 

 

 

 

 

 

  1. i) Name the above process used to obtain Sulphur from the underground deposits (1mk)

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

  1. ii) Name the substance passed through pipe

A                      (1mk)

…………………………………………………………………………………………………

B                                        (1mk)…………………………………………………………………………………………………

iii) State two properties of Sulphur that makes it possible to extract using the above process                                                                                                                         (2mks)

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

  1. b) The diagram below shows the contact process used in the manufacture of concentrated sulphuric(vi) acid

 

 

 

 

 

 

 

 

 

 

 

i)Identify the following:

  1. a) SubstanceQ formed in the burner             (1mk)

…………………………………………………………………………………………………            b)         ChamberT                                                                                           (1mk)

…………………………………………………………………………………………………            c)         Substance R                                                                                        (1mk)

…………………………………………………………………………………………………

  1. d) Substance S                                                                                        (1mk)

………………………………………………………………………………………………… ii)        Write the chemical equation occurring in the dilution chamber                  (1mk)

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

 

iii)       Why is it necessary to pass substance Q though a purifier                           (1mk)

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

]iv)      State one use of sulphuric (VI) acid              (1mk) …………………………………………………………………………………………………

  1. (a) The diagram below represents a set-up that was used to obtain dry nitrogen from air. Study it and answer the questions that follow.

 

 

 

 

(i) Name solid Q.                   (1mk)

………………………………………………………………………………………………

(ii) What is the purpose of sodium hydroxide ? (1mk)

…………………………………………………………………………………………………

(iii) Write an equation for the reaction which took place in tube P.                        (1mk)

………………………………………………………………………………………………

………………………………………………………………………………………………

(iv) Give the name of one impurity in the nitrogen gas obtained.                (1mk)

…………………………………………………………………………………………………

(v) Why is liquid nitrogen used for storage of semen for artificial insemination? (1mk)

………………………………………………………………………………………………

 

(b) The set-up below was used to prepare nitric acid.

 

 

  1. Give the name of liquid R.(1mk)

………………………………………………………………………………………………

  1. Write an equation for the reaction which took place in the retort flask. (1mk) …………………………………………………………………………………………………

…………………………………………………………………………………………………

 

III. Explain why: –

(a) Nitric acid is not stored in clear/transparent glass. (2mks)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

(b) The reaction between copper metal with 50% nitric acid (one volume of acid added to an

equal volume of water) in an open test tube produces brown fumes. (2mks)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

 

 

 

 

 

 

  1. The flow chart below shows some reactions starting with copper (II) nitrate. Study it and answer questions that follow.

 

  1. i) State the condition necessary in step 1                                 (1mk)

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

 

  1. ii) Identify: (4mks)

Reagent M

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

Gas S

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

Acidic products  T

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

V

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

iii)       Write the formula of the complex ion formed in step 3.                              (1mk)

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

 

 

  1. iv) Write the equations for the reaction in   (2 mks)

Step 1

………………………………………………………………………………………………

Step 2

…………………………………………………………………………………………………

 

  1. The flow chart below shows industrial manufacture of sodium carbonate. Study it and answer the questions that follow.

 

(a)        Name substances A, B, C and D.                                                           (4mks)

A

……………………………………………………………………………………………….. B

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

 

 C

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

 

D

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

 

(b)        Write equation for the reactions taking place in chamber 2, 3 and 5.      (3mks)

Chamber 3

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

Chamber 5

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

Chamber 2

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

 

 

(c)        Name the physical process in chamber 4 and 5.                                      (2mks)

Chamber 4

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

 

Chamber 5

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

(d)       Name one source of carbon (IV) oxide for Solvay process.             (1mk)

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

 

(f)       give 2 uses of sodium carbonate                        (1mk)

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

_________________________________________________________________________________________________

 

MOKASA II EXAMINATION ENGLISH PP3 PLUS ANSWERS FREE

Name…………………………………………………. Adm. No……………Class…………

101/3

ENGLISH

PAPER 3

(Creative Composition

And Essays Based on Set Texts)

Time: 2 ½ hours

MOKASA II EXAMINATION

Instruction to students:

  • Answer three questions only.
  • Questions one and two are
  • In question three choose only one of the optional texts you have prepared on.
  • Where a candidate presents work on more than optional text, only the first one to appear will be marked.
  • Each of your essays must not exceed 450
  • All answers should be written on in the answer booklet provided.
  • This paper consists of 2 printed pages.
  • Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.
  • Candidates must answer the questions in English.

FOR OFFICIAL USE ONLY

STUDENT’S SCORE MAXIMUM SCORE QUESTION
  20 1
  20 2
  20 3
  60 TOTAL

 

  1. Creative composition

Either

(a) Writeacomposition ending with,

‘I heaved a sigh of relief.’

      Or

(b) ‘Students should be allowed to choose student council representatives in schools.’

Write a composition supporting or opposing the statement.

  1. Compulsory set text: Blossoms of the Savannah by Henry Ole Kulet

In life people have to fight for their space. Justify this statement using Minik ene Nkoitoi in Blossoms of the Savannah (20 marks)

  1. Either
  2. Memories We Lost and Other Stories.

Secrets and mistrust among people can be detrimental to their relationships. Using Dilman

Dila’s ‘Stones Bounce on Water’, write an essay to justify the truth of the statement.

Or

  1. ‘Juana’s steadfast spirit makes her a pillar of strength to her family.’ Drawing illustrations from The Pearl by Steinbeck, support the statement.



MARKING SCHEMES

  1. Creative composition

Either

(a) Writeacomposition ending with,

‘I heaved a sigh of relief.’

      Or

(b) ‘Students should be allowed to choose student council representatives in schools.’

Write a composition supporting or opposing the statement.

Marking Scheme

  1. Write a composition ending with,

     ‘I heaved a sigh of relief.’

Point of interpretation

The story should present an event/situation where someone suddenly feels happy because an unpleasant occurrence has been averted or ended.

  1. ‘Student leaders should be elected by students and not teachers.’

Write a composition supporting or opposing the statement.

Point of interpretation

The candidate should take a stand and argue for or against the input statement with supportive accounts.

Points for:-

  • Students are able to elect leaders who will succinctly articulate their issues.
  • Students know the strengths of individual students hence can constitute a strong team.
  • The leaders are likely to work effectively given the trust bestowed upon them by others.
  • Students are likely to offer total support to leaders they choose.

 

 

Points against:-

  • It needs a lot of capacity building on qualities of good leaders
  • Students might pick on leaders based on favouritism.
  • Can lead to lapse in discipline if the constituted team is weak/ inefficient.
  • Lapse in discipline is experienced since most students bully those they have elected to office especially if they point out their weaknesses.
  1. Compulsory set text: Blossoms of the Savannah by Henry Ole Kulet

In life people have to fight for their space. Justify this statement using MinikeneNkoitoi as seen in Blossoms of the Savannah (20 marks)

Introduction

Nothing is given on a silver platter. One must go out and create his or her own space. This is clearly seen in Blossoms of the Savannah, where MinikeneNkoitoi fights for her space in a male dominated society.

OR

In Blossoms of the Savannah, MinikeneNkoitoi fights to assert herself and have her voice heard in a male dominated society. For instance she stands up against retrogressive cultural practices like female genital mutilation.

(Any other suitable introduction) 2 marks

Points of Interpretation

  • She fights against retrogressive cultural practices like FGM and early marriage. This earns her several enemies in her society. She is given derogatory names like the ’wasp’
  • She empowers girls by establishing a resource center where girls learn life-saving skills. Girls are employed and equipped with skills that can make them independent. She also offers counseling services to those who have been traumatized by some experiences in life like being forcefully circumcised.
  • She is in the forefront of rescuing girls who have been held captive in the society. She organizes a rescue mission for Taiyo after she has been forcefully circumcised in readiness for marriage.
  • She provides educational opportunities to girls through sponsorship programs. After Resian and Taiyo have found their way to her place, she is able to organize for them to join Egerton university, hence attain their lifelong dream of pursuing education

CONCLUSION

In conclusion, it is evident that MinikeneNkoitoi fights for her space in a society that is trying to pull her down.

  1. a) Memories We Lost and Other Stories.

Secrets and mistrust among people can be detrimental to their relationships. Using DilmanDila’s‘Stones Bounce on Water’, write an essay to justify the truth of the statement.

Introduction

People who keep issues from one another are bound to have poor relations especially if the truth is uncovered. (Any relevant introduction).

Si         The secret affair between Peter and Chelsea creates a sense of mistrust in Winnie. Winnie almost drops her cup when Chelsea remarks that she would spend her next honeymoon there. Pg 152, ‘You won’t shut me up! There is something between you and Chelsea! This assertion is true as in the end Peter and Chelsea get married after Winnie’s death.

Sii       Simon secretly adds alcohol to Meg’s tea against Joe’s wishes. On pg 148, Joe had always suspected that Meg had secret bottles and on asking Simon he denies it. Joe looks at Simon with a sneer to show his disapproval. Meg is actually driven into alcoholism due to the mistrust that exists between her and the business partners. Simon says that he was sure Joe would reprimand Meg, pg 149.

Siii      Tim, Winnie’s Cousin, secretly plans Winnie’s murder so as to be a beneficiary of Winnie’s wealth. Pg 149, Winnie talks about the how Tim would inherit her money and when Winnie’s body is found and investigations are conducted, Okello the guard says that he was drugged, even though the evidence is scanty it is later discovered that Tim had contacted a poacher in Kenya before he got to Uganda

Siv.      Even after conspiring to murder Winnie and become heirs of her wealth, Tim and Peter do not trust each other and they disagree on how they are to share what they had acquired. They testify against one another making it easy for the courts to make a judgement, pg 163.

Sv.       Winnie mistrusts everybody who is around her. She believes someone wants to kill her so as to benefit from her wealth. When fire cracker goes off, she believes it was asset up for them to run so as someone would add poison to her tea. She cannot even eat the food prepared by the cooks since she believes it is poisoned. She even asks whether they would deposit her body at the pond, pg 152.

Conclusion

In conclusion, relationships shrouded in mistrust and secrets are bound to fail.

  1. ‘Juana’s steadfast spirit makes her a pillar of strength to her family.’ Drawing illustrations from The Pearl by Steinbeck, support the statement.

Marking scheme

Introduction

People who have a strong will power have a tendency of providing support to their loved ones in times of need. This is clearly demonstrated by Juana’s acts of self-sacrifice in The Pearl.

Content

Si: She comes to the aid of her family when she single mindedly seeks medical care for Coyotito. Juana is decisive when she tells her neighbours that they should go and get the doctor. The people answer almost in a chorus that the doctor will not come. But her optimism and determination does not stop at her people’s pessimism. She being a woman of action says that they will go to the doctor if he will not come to them. The roles are reversed and Juana takes the centre stage making the important decisions on her son’s behalf.

Sii: She is determined to save Coyotito’s life when he is stung by the scorpion. When the scorpion bites Coyotito, she takes it up to herself to suck out the poison from the bite. Unlike Kino who is vengeful and decides to smash the scorpion instead of concentrating on the harm that has already been done. It turns out that sucking out the poison was a timely thing to do because it is the only thing that saves the child.

Siii: She is dedicated to her family at the beginning of the novel. Prepares a meal, when Kino awakens he looks at her admirably.

Siv: She is insistent on discarding the pearl, a source of evil. She tells Kino that the pearl is evil and that it will destroy all of them. Kino sees success in the pearl which has turned him into a paranoid individual. At night, there is attempt to rob them again. In the fracas Kino is beaten into half consciousness. Juana repeats the same refrain “Kino this pearl is evil, let us destroy it before it destroys us……. Let us throw it back into the sea…..kino it is evil, it is evil.” Kino a hardliner now insists that he is a man and that he will defeat the evil. Juana reminds him that man, like any other animal can be killed. Juana takes the pearl deep into the night and wants to throw it back into the sea.

Conclusion

From the foregoing, it is evident that Juana’s commitment, persistence, determination and resolute nature cushions the family, especially, during adversity. Therefore, people ought to be selflessly committed to their loved ones.

ENGLISH FORM 4 EXAMS PP1 WITH ANSWERS

NAME……………………………………….. INDEX NO…………………………………

Candidate’s signature………………..

Date: ………………………………

101/1

ENGLISH

PAPER I

(Functional Skills)

Time: 2 Hours

GATUNDU SOUTH FORM 4 EVALUATION EXAMINATION

Instructions to candidates:

  • Write your name and index number in the spaces provided above.
  • Sign and write the date of examination in the spaces provided above.
  • Answer all the questions in this question paper.
  • All your answers must be written in the spaces provided in this question paper.

FOR EXAMINER’S USE ONLY.

 

QUESTION

MAXIMUM SCORE CANDIDATE’S MARKS
1 20  
2 10  
3 30  
  TOTAL SCORE  

QUESTION 1 20MKS

The school football and volleyball teams have qualified for the Regional ball games competition. The teams are due to go to Nyeri for  the Competition. Write an internal memo to the participants asking them to attend a meeting for the practice programme and the trip. Emphasize that the practice is mandatory. Ensure that the memo is copied to the principal and head of games department. Remember to quote the reference number.

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

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Question 2

CLOZE TEST 10MKS

Eat healthy to care for your Kidneys. The Kidney (1)___________one of the most vital organs of our bodies that (2)___________ impaired each can affect a person’s quality of life,  (3)__________when no treatment or nutrition intervention is sought.

The (4)____________is involved in many functions which include removal of (5)____________waste products from the blood and (6)_________ the amount of fluid in the body. Human beings have two kidneys but can survive with (7)______________kidney that is healthy as it is capable of functioning optimally and can rid the body of all )8)________________waste products from the body.

Having a (9)__________________lifestyle and eating well reduce the chance of compromising your kidneys as many kidney conditions are caused by our unhealthy (10)_____________or eating habits.

Question 3(A)

ORAL SKILLS (30MKS)

Read the poem below and answer the questions that follow.

Lambs that learn to walk in snow

When bleating clouds the air

Meet a vast unwelcome, know

Nothing but a sunless glare

 

Newly stumbling to and fro

All they find outside the fold

Is a wretched width of cold

As they wait beside the ewe

Her fleeces wetly caked, there lies

 

Hidden around them, waiting too,

Earth’s immeasurable surprise.

They could not grasp it if they knew

What so soon will wave and grow

Utterly unlike snow

 

  • Describe the rhyme scheme of the poem and comment on the effect (2mks)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • How else has the poet achieved rhythm in this poem? Illustrate your answer. (2mks)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • How would you say the last line and why? (2mks)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • Which words would you stress in line 13 and why? (2mks)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • Give any two non-verbal cues you would employ in performing this poem. (2mks)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

  1. (B) Underline the silent letter (3mks)
  • Rendezvous

 

  • Isle

 

  • Dumb

 

  1. Provide a homophone for each word (3mks)

 

  • Quay _________________________

 

  • Bail ___________________________

 

  • Ate ___________________________

 

 

  1. C) For each of the words below, write two sentences to bring out the meaning of the word as a noun and as a verb (6mks)
  1. Record
  1. Noun

__________________________________________________________________________________________________________________________________________________________________________________________

  1. Verb

__________________________________________________________________________________________________________________________________________________________________________________________

  1. Subject
  1. Noun

__________________________________________________________________________________________________________________________________________________________________________________________

  1. Verb

__________________________________________________________________________________________________________________________________________________________________________________________

  1. Conduct
  1. Noun

__________________________________________________________________________________________________________________________________________________________________________________________

  1. Verb

_________________________________________________________________________________________________________________________________________________________________________________________

 

Question 3D: 8mks

Read the conversation below between a student and a teacher and then answer the questions that follow.

STUDENT: (Knocking the door loudly and getting in) I am told you called me

TEACHER: (Motioning him to a seat). Please have a seat Rono and don’t be anxious.

STUDENT: (Still standing). Don’t tell me you have sum…..

TEACHER: (Interrupting) Please relax. It is not an indiscipline issue again. No cause for alarm.

STUDENT: So then, why do you want to see me?

TEACHER: Calm down Rono. On the contrary, it is a positive note.

STUDENT: (Looking a bit controlled and sliding into a seat). Sorry sir, May I know what it is all about.

TEACHER: (Smiling broadly) That’s better. I called you to discuss your good progress in academics lately.

STUDENT:  (With a lightened up face and more reassured) Yes sir.

TEACHER: Looking at your trend of performance especially in languages and mathematics, I am very impressed. (pointing at the Maths and English columns). See, from D+ to B in Maths and D to C+ in English is commendable!

STUDENT: (Rubbing his hands and slightly smiling) Thanks sir. I am grateful for your kind guidance.

TEACHER: (In an affirmative note) Yes. This is the result of change of attitude, obedience and determination.

STUDENT: (sighs) Thank you once more for your concern. I will be able to face my dad courageously now.

TEACHER: Yes, that’s how it should be. Always work to impress your parents. Never look back again. Forward ever.

STUDENT: Thanks Sir. I promise never to let you and my parents down ever again.

TEACHER: Good. You can now go back to class.

STUDENT: (Stands up and shakes hands with the teacher). Thanks once more and good day sir.

Questions

  1. How does the teacher establish good rapport with the student.( 2mks)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  1. What good conversational skills are displayed by:
  2. The teacher (2mks)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  1. The student (2mks)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • Identify any two shortcomings in the student’s speech (2mks)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




ENGLISH PAPER 1 – MARKING SCHEME

Question 1

  • Name of institution (1mk)
  • Term internal memo (1mk)
  • From (1mk)
  • To (1mk)
  • Ref number ( ½ mk)
  • Date ( ½ mk)
  • Subject (1mk)
  • c                                                        (1mk)  (Principal)

C.C                                                         (1MK) (H.O.D Games)

Content

  • Body Date      ½ mk

Venue  ( ½  mk)

Time    ( ½ mk)

-Confirmation that         ( ½ mk)

They have qualified

Request for            (1mk)

Meeting

-Practice              (1mk)

Language (8mks)

  • (7-8) Very good
  • (5-7) Good
  • (3-4) Fair
  • (1-2) Weak

 

 

QUESTION 2

  1. is
  2. if
  3. especially
  4. kidney
  5. toxic
  6. regulating
  7. one
  8. these
  9. healthy
  10. lifestyles

QUESTION 3

A

  1. i) ababcddefgfeaa (7mks)

– Regular rhyme. ( ½ mks)

 

Effect

  • Makes it musical and memorable. (1mk)

 

  1. ii) Alliteration: will wake

Assonance lambs that

Stating  (1mk)   Illustration (1mk)

 

iii) With a falling intonation because it is a statement. (2mks)

 

  1. iv) Wave and grow

Reason: content words

Identification                     (1mk)

Illustration                          (1mk)

 

  1. v) Non verbal cues
  • Appropriate facial expression ½ mk   line 4 and 11  ½ mk
  • Appropriate gestures ½ mk  line 7, 12 and 13   ½ mk
  • Proper dramatization ½ mk line 1, 5, 8 ½ mk

Any 2 points 1mk each = 2mks.

 

3(B)

  1. 1)   rendezvous

2)  isle

3)  dumb

 

  1. ii) Homophone

1.quay      –              Key

  1. Bail – Bale
  2. ate – eight

 

  1. c)

a)Record (open answers)

Noun-kiprono holds 3000m. athletics record.

Verb – she forgot to record the marks.

b)Subject

Noun – Maths is my favourite subject.

Verb- Do not subject the children to any kind of suffering.

  1. c) conduct

Noun – Kamau is of good conduct.

Verb – All students are expected to conduct themselves responsibly.

 

  1. D
  2. i) –Asking him to relax

–  Motioning him to a seat

– Addressing him by name.

– Smiling at the student

(any 2 points  2 marks)

 

  1. ii) (a) The teacher

– Interrupting him politely (please relax)

– Being polite e.g Calm down.

– Allows turn taking

– Use of appropriate intonation

– Being appreciative (commendable)

Any 2 points 2 marks

 

iii) Student

– appreciative (says thank you).

– uses tone appropriately (raises when agitated, lowers when information is positive)

– Allows turn taking

– composed/controlled later)

(Any 2 points 2 marks)

 

  1. iv) He is impatient e.g so then why……….

– He is rude e.g Don’t tell me……..

– Indisciplined – knocks the door loudly. Says I’am told you called me.

– Suspicious/anxious e.g. don’t tell me ………….

Any 2 points 2 marks

AGRICULTURE SYLLABUS- EDITABLE

443 – AGRICULTURE

GENERAL OBJECTIVES

The Secondary Agriculture course aims to:

  1. develop an understanding of agriculture and its importance to the family and the nation;
  2. promote interest in agriculture as an industry and create awareness of opportunities existing in agriculture and related sectors;
  3. demonstrate that farming is a dignified and profitable occupation;
  4. enhance skills needed in carrying out agricultural practices;
  5. provide a background for further studies in agriculture;
  6. develop self-reliance, resourcefulness and problem solving abilities in agriculture;
  7. develop occupational outlook in agriculture;
  8. enable schools to take an active part in national development through agricultural activities;
  9. create awareness of the role of agriculture in industrial and technological development;
  10. enhance understanding of the role of technology and industrialization in agricultural development;
  1. promote agricultural activities which enhance environmental conservation;
    12. promote consciousness of health promoting activities in agricultural production.

1.0.9 INTRODUCTION TO AGRICULTURE

1.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define agriculture;
b) state the main branches of agriculture;
c) describe farming systems;
d) describe farming methods;
e) explain the role of agriculture in the economy.

1.2.0 Content
1.2.1 Definition of agriculture.
1.2.2 Branches of agriculture.

  • Crop-farming (Amble farming) – Field crops; Horticulture – Floriculture (flower farming), Olericulture (vegetable farming) and Promoculture (fruit farming).
  • Livestock farming: Pastoralism (mammalian livestock farming); Fish farming; Apiculture (Bee keeping); Poultry keeping
  • Agricultural economics
  • Agricultural engineering.

1.2.3 Systems of fanning; Extensive, Intensive, Large scale, and Small sea Study these under the following headings; Meaning, Advantages and

Disadvantages.

1.2.4 Methods of farming: Mixed farming; Nomadic Pastoralism; Shifting cm Organic farming; Agro-forestry.
1.25 Roles of agriculture in the economy: Food supply; Source of employment Foreign exchange earner; Source of raw materials for industries; Provision market for industrial goods; Source of capital.

2.0.0 FACTORS INFLUENCING AGRICULTURE

2.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the human factors influencing agriculture;
b) explain biotic factors influencing agriculture;
c) explain how climatic factors influence agriculture;
d) define soil;
e) describe the process of soil formation g) determine soil constituents;
h) classify soils by physical characteristics;
i) explain chemical properties of soils;
j) relate crop and livestock distribution to soils in different regions.

2.2.1 Content
2.2.2 Human factors: Levels of education and technology; Health — HIV/AIDS and health in general; Economy (include liberalization); Transport and communication; Market forces (local and international); Government policy; Cultural and religious beliefs.
2.2.3 Biotic Factors: Pests, Parasites, Decomposers, Pathogens, Predators, Pollinators
Nitrogen fixing bacteria

2.2.4 Climatic Factors

  • Rainfall: Intensity, Reliability, Quantity; Distribution.
  • Temperature: – How topography and altitude affect temperature.

– How temperature influences crop and livestock production.

  • Wind: Evapotranspiration, Lodging, Pollination, Seed dispersal, Soil erosion
  • Light — Intensity, Duration — long, neutral and short day plants, Wavelength

Note: – Each factor to be discussed with respect to Land potentiality, Crop production, Livestock production, Crop and livestock distribution in Kenya.

2.2.5 Edaphic factors: Definition of soil, Soil formation, Soil profile (definition, characteristics of different soil layers, difference between soil formed in situ and depositions, Soil depth and its influence on crop production).

  • Soil constituents: Constituents, Importance of each constituent, Physical properties of soil.
  • Soil Structure — definition, types, influence on crop production.
  • Soil texture —definition, soil textural classification, influences on crop growth and production, porosity, capillarity, drainage and water retention capacity.
  • Soil colour
  • Chemical properties of soil -Soil pH, PH influence on crop growth and production, effects of pH on mineral availability.

3.0.0 SOIL AND WATER CONSERVATION

3.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define soil erosion;
b) explain the various factors that influence erosion;
c) list the agents of erosion;
d) describe various types of erosion;
e) describe various methods of erosion control;
1) carry out soil erosion control measures;
g) describe water harvesting and conservation techniques;
h) describe micro-catchments and their uses;
i) design and construct a micro-catchment.
3.2.0 Content

3.2.1 Soil erosion – definition

3.2.2 Factors influencing erosion: land use and ground cover, topography-gradient and
length of slope (horizontal and vertical intervals).

  • Soil type and condition (Erodability)
  • Rainfall intensity (Erosivity)

3.2.3 Agents of erosion: Water, Wind, Human beings and Animals.

3.2.4 Types of erosion: Splash/rain drop, Sheet, Rill, Gully (gully formation, types of gullies), River bank, Solifluction, Landslides.
3.2.5 Biological/cultural control: Grass strips, Cover crops, Contour farming and strip cropping, Mulching, Afforestation/forestation.
.2.6 Physical/structural control: Stone lines, Filterstrips, Trashlines, Terraces (level, graded, broad-based, narrow-based. Bench, fanya juu, fanya chini), Bunds, Cutoff-drains/Diversion ditches, Gabions/porous dams, Ridging.
3.2.7 Water harvesting: Roof catchments, Rock catchments, Weirs and dams, Ponds, Retention ditches/Level terraces.
3.2.8 Micro-catchments: Types, Uses, Laying out and construction methods.
4.0.0 WATER SUPPLY, IRRIGATION AND DRAINAGE

4.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) state the sources of water for the farm;
b) describe collection, storage, pumping and conveyance of water;
c) describe water treatment and explain its importance;
d) define irrigation;
e) explain the importance of litigation;
1) describe methods of irrigating land;
g) list the equipment used in litigation;
h) grow a crop through irrigation;
1) cart: out maintenance oil drilling equipment and facilities;
j) define drainage;
k) explain the importance of drainage;
1) describe the methods of drainage;
m) explain how agricultural activities pollute water and how this can be prevented;

4;2;0 Content

4;2;l Water supply: Sources of water4 Collection and storage of water Pumps and pumping, Conveyance of water (Piping types of pipes Choice of pipes, Canals, Transportation in containers), Water treatment (Meaning, Methods, Importance), Uses of water on the farm
4;2;2 litigation: Definition, Importance (include irrigation as a method of land reclamation) Methods (surface4 subsurface, overhead, drip).

Note.’- the advantages and the disadvantages of each.

Maintenance practices of each irrigation system.
4;2i Project on crop production through any method of Irrigation.
414 Drainage: Definition, Importance (include as a method of land ret lamatioii)5
Methods of drainage (surface, sub-surface, pumping, planting of appropriate trees);
4;2; Water Pollution: Meanings Agricultural practices that pollute water, Methods of pollution prevention and control.

SOIL FERTlLITY  I (Organic Manures)

Specific Objectives

By the end of the topic5 the learner should be able to:
a) define soil fertility;
b) explain how soil fertility can be maintained; describe how soil loses fertility;
l) define and distinguish organic matter manure and humus;
e) explain the Importance of organic matter In the soil

  1. f) describe the different organic manures;
    g) prepare compost manure

Soil fertility Definition4 How soil loses fertility, Maintenance of soil fertility. Organic Manure Organic matter and humus4 Importance of organic matter in the soil, types of organic manures – green manure, Famyard  manure Compost manure

Note; For each type, describe its preparation, advantages and disadvantages and u4c.
5.2.3 Compost manure: Meaning, Materials used and materials to avoid, Preparation methods and procedure (Heap and Pit).

6.0.0 SOIL FERTILITY: II (INORGANIC FERTILIZERS)

6.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) list the essential elements;
b) classify’ the essential elements;
c) state the role of each macro-nutrients, micro-nutrients;
d) describe the deficiency symptoms of the macro-nutrients, micro-nutrients;
e) identify and classify fertilizers;
1) describe the properties of various fertilizers;
g) describe soil sampling and testing procedures;
h) use appropriate methods of fertilizer application;
i) calculate fertilizer application rates;
j) explain how soil acidity and alkalinity affect crop production.

6.2.0 Content

6.2.1 Essential elements
• Macro-nutrients: carbon, hydrogen and oxygen, fertilizer elements (N.PK.), liming elements (Ca, Mg), Sulphur, Role of macro-nutrients in crops,
Deficiency symptoms of macro-nutrients ts in crops
• Micro-nutrients: Role of micro-nutrients in crops, Deficiency symptoms of micro-nutrients in crops,
6.2.2 Inorganic fertilizers: Classification of fertilizers, Identification of fertilizers, Properties of fertilizers, Methods of fertilizer application, Determination of fertilizer rates..
6.2.3 Soil sampling: Meaning, Soil sampling methods and procedures, Sites to avoid, Preparation and Procedure of sending soil for testing.
6.2.4 Soil testing: Meaning, Importance, Testing for pH, How soil pH affects crop production.

Note Learners to make a table showing optimum pH range for various crops.

7.0.0 FARM TOOLS AND EQUIPMENT

7.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) identify various farm tools and equipment;
b) name parts of various farm tools and equipment;
c) describe the use of various tools and equipment
d) carry out maintenance practices on tools and equipment.,

7.2.0 Content

7.2.1 Garden tools and equipment
7.2.2 Workshop tools and equipment: Woodwork tools and equipment, Metalwork tools and equipment.
7.2.3 Livestock production tools and equipment
7.2.4 Plumbing tools and equipment
7.2.5 Masonry tools and equipment.

Note: Study the above tools under the headings: Name and uses, Parts and uses, Maintenance practices
See the appendix for the list of tools and equipment to be studied.
8.0.0 CROP PRODUCTION I (LAND PREPARATION)

8.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the importance of land preparation;
b) describe the various types of cultivation;
c) relate cultivation operation to correct tools and or implements;
d) prepare a piece of land ready for crop production.
8.2.0 Content
8.2.1 Land preparation: Definition, Importance.
8.2.2 Operations in land preparation: Clearing land before cultivation (importance include clearing as a method of land reclamation; Methods and equipment.

  • Primary cultivation: Definition and importance, Timing, Choice of tools implements
  • Secondary cultivation: Definition and importance, Number of operations, Relating final tilth to the intended planting material.
  • Tertiary operations: Ridging, Rolling, Leveling

Note: For each operation: give reasons and explain how it is carried out.
• Sub-soiling: Meaning, Importance, Equipment used.
8.2.3 Minimum tillage: Definition, Importance, Practices.
9.0.0 CROP PESTS AND DISEASES

9.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define pest and disease;
b) state the main causes of crop diseases;
c) describe the harmful effects of crop pests and diseases;
d) identif’ and classify some of crop pests and diseases;
e) carry out general disease and pest control measures.
9.2.0 Content
9.2.1 Pests: Definition, Classification of pests (mode of feeding, Crops attacked, Stage of growth of crop attacked, Field and storage pests), Identification of common pests, Harmful effects of pests, est control measures.
9.2.2 Diseases: Definition, Classification of diseases according to cause, Identification of common diseases, Disease control, Harmful effects of diseases, Disease control measures.
10.0.0 CROP PRODUCTION II (PLANTING)

10.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) state the correct planting materials for various crops;
    b) select and prepare planting materials;
    c) determine the optimum time of planting;
    d) state the factors which determine the depth of planting;
    e) describe the planting procedures for different crops;
    f) state the factors that determine seed rate, spacing and plant population;
    g) calculate plant population.

10.2.0 Content

10.2.1 Types of planting materials

  • Seeds: Description, Advantages, Disadvantages,
  • Vegetative materials: Description, Advantages, Disadvantages
  • Plant parts used for vegetative propagation: Slips, Splits, Bulbils, Crowns,

Suckers, Tubers, Vines, Cuttings and setts.
10.2.2 Selection of planting materials: Suitability to ecological conditions (use maize hybrids and coffee varieties as examples), Purity, Germination percentage,
Certified seeds.
.2.3 Preparation of planting materials: Breaking dormancy, Disease and pest control/seed dressing, Seed inoculation, Chitting.
Note: Give appropriate crop examples for each practice.
10.2.4 Planting:

  • Timing – factors to consider, advantages of timely planting.
  • Methods of planting: broadcasting, row planting, oversowing (refer to pastures), undersowing.

note: Give appropriate crop examples for each method
Plant population:

  • Spacing – factors to consider, seed rate
  • Calculation of plant population per unit area. : Factors to consider

110,0 CROP PRODUCTION III (NURSERY PRACTICES


11,1,0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe a nursery bed;
(b distinguish between a nursery bed, a seedling bed and a seed bed;
(c) state the importance of a nursery bed;
(d) select a suitable site for a nursery
(e) prepare a nursery bed;
(0 establish a nursery bed
(g manage a nursery bed;
(h) transplant crops from a nursery;
(1) bud a seedling;
Q) graft a seedling;
(k) explain the importance of budding, grafting, layering and tissue culture;
(I) describe damage caused by animals on tree seedling and how to prevent it

11 2,0 Content


Nursery bed
:

Definition, Difference between a nursery bed, seedling bed and a seed bed, importance, Site selection, nursery establishment (vegetable nursery, tree nursery, vegetative propagation nursery (tea as an example)
use of sleeves and other innovations for growing young plants making and using seedling boxes for growing young plants preparation of rooting medium
preparation of cuttings.

11,22 Routine management in raising seedlings: Seed drilling, Mulching, Watering, Shading, Pricking out, Hardening off, Weed control, Pest control, Disease control,

I I,23 Budding: Meaning, Methods and procedure, Appropriate plants, Appropriate tools and materials.
Note: Learners to practise budding of orange scions on lemon root-stocks or other appropriate plants,
II l4 Grafting: Meaning, Methods and procedure, Appropriate plants, Appropriate tools
and materials.
Note: Learners to practice grqlIing on appropriate fruit trees.
1124 Importance of budding and grafting.
11.2.6 Layering: Methods, Importance, Appropriate crops/plants tbr layering, Materiah used in layering.

11.2.7 Tissue culture fbr crop propagation
11.2.8 Transplanting of vegetable seedlings from nursery to seedbed: Timing, Procedure and precautions

11.2.9 Transplanting of tree seedlings: Timing, Digging appropriate holes, Planting including firming and watering, Protecting the seedlings after transplanting
– Shading
– Damage caused by animals on tree seedlings and how to prevent it.

12.0.0 CROP PRODUCTION IV (FIELD PRACTICES I

12.IS Specific Objectives

By the end of the topic the learner should be able tot
(a) define crop rotation;
(I,) state the importance of crop rotation;
(c) draw a crop rotation programme;
(d) distinguish terms used in crop fanning;
(e) state the importance of mulching in crop production;
(f) describe the importance of various routine field practices In crop production;
(g) catty out various field practices;
(h) state the correct stage rot harvesting various crops;
(i) describe harvesting practices for various crops

122O Content

12.2.1 Crop rotation: Definition, Importance, Factors influencing crop rotation, Rotational programmes.

12.12 Terms used in crop production; Monocropping, intercropping, Mixed cropping
12.2.3 Mulching; Meaning, Importance, Types of mulching materials (organic, inorganic), Advantages and disadvantages of mulching materials.

12.24 Routine field practices: Thinning, Rogueing; Gapping, Training Pruning(  Coffee single and multiple stem, capping, de-suckering, changing cycles; banana stool management; pyrethrum – cutting back), Earthing up, Crop protection (weed control pests and disease control

Note:- Study the importance and timing of each activity and the appropriate kite crops.
12.2.5 Harvesting: Stage and timing of harvesting, Methods of harvesting, Precautions during harvesting

12.2.6 Post = harvesting practices: Threshing/shelling, Drying, Cleaning, Sorting and grading, Dusting, Packaging.
12.2.7 Storage: Importance, types of storage, Preparation of *tore.

13.0.0 CROP PRODUCTION V (VEGETABLES)

13.1.1 Specific Objectives

By the end of the topic, the learner should be able to:

(a) grow a vegetable crop from nursery establishment to harvesting;
(b) keep a crop production records;
(c) market farm produce.
13.2.0 Content
13.2.1 Vegetable crops: Tomatoes (use varieties that require pruning and staking), Carrots, Onions, Cabbages/Kales.

14.0.0 CROP PRODUCTION VI (FIELD PRACTICES II

By the end of the topic, the learner should be able to:
(a) describe management practices in crop production;
(b) carry out management practices for a given crop;
(c) explain how crop production can be an economically lucrative activity.
14.2.0 Content
14.2.1 Production of: Maize/millet/sorghum, Beans
• Discuss the above crops under the following:-
– Meaning of hybrids, composites and cultivars
– Selecting best hybrids, composites or cultivars for given climatic regions.
– Raising of a maize/sorghum/millet and bean crop from seed bed preparation to harvesting.
– Keeping records in production of maize/sorghum millet and beans.
14.2.2 Rice production: Land preparation, Water control, Use of flooding in rice-field, Fertilizer application, Weed control.
14.2.3 Harvesting of the following crops: Cotton, Pyrethrum, Sugar cane , Tea, Coffee Under the following: Stage of harvesting; ; Method and procedure of harvesting; Precautions in harvesting.
Note: Compare cost of production with value of product for maize/sorghum/ millet and beans
15.0.0 FORAGE CROPS

15.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

(a) define and classify pastures;
(b) identify forage crops;
(e) describe the ecological requirements of forage crops;
(d) describe the establishment and management of pastures and fodder;
(e) describe forage utilization and conservation.
15.2.0 Content
15.2.1 Pastures: Definition, Classification, Establishment, Management, Utilization – grazing systems -rotational grazing, herding, zero grazing.
15.2.2 Fodder crops: ; Napier/bana grass; Guatemala grass; Sorghum; Kale; Edible cana Lucerne; Clovers; Desmodium; Mangolds; Agro-forest trees/bushes used as fodder.
Nb. Study the above crops under the following: Ecological requirements, Establishment and management, Production per unit area, Utilization.
15.2.3 Forage conservation: Hay making, Silage making, Standing hay.
16.0.0 WEEDS AND WEED CONTROL

16.1.0 Specific Objectives

By the end of the topic, the learners should be able to:
(a) define a weed;
(b) identify weeds;
(e) classify weeds;
(d) explain the characteristics which make the weeds competitive;
(e) describe ways of controlling weeds;
(f) state harmful effects of weeds;
(g) control weeds;
(h) exercise safety measures to oneself, to crops and the environment while controlling weeds.
16.2.0 Content
16.2.1 Weeds: Definition of a weed, Weed identification and classification, Competitive ability of weeds (Appropriate examples for each ability), Harmful effects of weeds (appropriate examples for each effect).
Note:- See appendix Resources B on weeds to be studied.
16.2.2 Weed control methods: Chemical weed control (classes of herbicides, methods of application and safety measures in use of chemicals), Mechanical weed control, Cultural weed control, Biological weed control, Legislative control.
17.0.0 AGRO-FORESTRY

17.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define agro-forestry;
(b) state the importance of agro-forestry;
(c) describe various forms of agro-forestry;
(d) explain the importance of trees;
(e) select appropriate trees for different uses;
(f) describe tree nursery management and transplanting;
(g) explain routine tree management;
(h) select appropriate sites for trees in the farm and other areas;
(i) describe various methods of tree harvesting.

17.2.0 Content

17.2.1 Definition of agro-forestry: Forms of agro-forestry
17.2.2 Importance of agro-forestry
17.2.3 Importance of trees and shrubs: Important trees and shrubs for particular purposes; Trees and shrubs to avoid at certain sites and reasons.
17.2.4 Tree nursery: Types of nurseries, Seed collection and preparation, Nursery management, Transplanting.
17.2.5 Care and management of trees: Protection, Pruning and training, Grafting old trees.
17.2.6 Agro-forestry practices: Alley cropping, Woodlots in farms.
17.2.7 Sites for agro-forestry trees: Boundaries, River banks, Terraces, Slopes, Homestead.
17.2.7 Tree harvesting methods.

18.0.0 LIVESTOCK PRODUCTION I (COMMON BREEDS)

18.1.0 Specific Objectives

By the end of the topic the learner should be able to:
(a) state the importance of livestock;
(1,) name various livestock species;
(e) define the terms livestock, breed and type;
(d) describe the various breed characteristics;
(e) state the origin of various livestock breeds;
(f) classify the various breeds into types;
(g) name the external parts of the various livestock species.
18.2.1 Content
18.2.2 Importance of livestock
18.2.3 Livestock species: Cattle (exotic and indigenous), Goats, Sheep, Pigs, Poultry (chicken), Rabbits, Camels.
Discuss each under the following: Breed, origin and characteristics, Type of each breed, External parts of each livestock species, Typical conformation
18.2.4 Terms used to describe livestock in different species by age, sex and use.

19.0.0 LIVESTOCK PRODUCTION III (SELECTION AND BREEDING)

19.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe reproduction and;
(b) reproductive systems;
(c) select breeding stock;
(d) describe breeding systems;
(e) identify signs of heat in livestock;
(f) describe methods used in serving livestock;
(g) describe signs of parturition in cattle, pigs and rabbits.

19.2.0 Content

19.2.1 Reproduction and reproductive systems: Cattle and Poultry.
19.2.2 Selection: Meaning; Factors to consider in selecting a breeding stock- Cattle, Sheep, Goats, Pigs, Camels; Methods of selection – mass selection , contemporary comparison, progeny testing.
19.2.3 Breeding: Meaning; Terms used in breeding – dominant and recessive genes, Heterosis (hybrid vigour), Epistasis; Breeding systems – Cross-breeding, Upgrading, Inbreeding, Line breeding, Out-crossing

Note: Discuss under the headings: Definition, Advantages and Disadvantages
19.2.4 Signs of heat in Cattle, Pigs and Rabbits.

Note: Study the oestrus cycle of each of the above.

19.2.5 Methods of service in livestock: Natural mating, Artificial insemination, Embryo transplant.
Note: Discuss advantages and disadvantages of each
19..2.6 Signs of Parturition in Cattle, Pigs and Rabbits.
Note: Learners to handle livestock in appropriate caring manner.

LIVESTOCK HEALTH I (INTRODUCTION TO LIVESTOCK HEALTH)

20.1.0 Specific Objectives

By the end of the topic the learner should be able to:
(a) define health and disease;
(b) describe signs of sickness in animals;
(c) state the predisposing factors of livestock diseases;
(d) categorize animal diseases;
(e) carry out disease control practices;
(fl state the importance of maintaining livestock healthy;
(g) describe appropriate methods of handling livestock.
20.2.0 Content
20.2.1 Health and disease: Definitions; Importance of keeping livestock healthy; Predisposing factors of livestock diseases; Signs of ill-health in livestock.
20.2.2 Classification of livestock diseases by cause.
20.2.3 General methods of disease control
20.2.4 Appropriate methods of handling livestock.

21.0.0 LIVESTOCK HEALTH II (PARASITES)

21.1.0 Specific Objectives

By the end of the topic the learner should be able to:
(a) describe host parasite relationship
(b) identify different parasites;
(c) describe the life-cycle of parasites;
(d) state signs & symptoms of attacks;
(e) explain methods of parasite control in livestock.
21.2.0 Content
21.2.1 Host: Parasite relationship; Effects of parasites on hosts.
21.2.2 External parasites: Ticks, Tsetse flies, Mites, Lice, Fleas, Keds
21.2.3 Internal parasites: Roundworms (Ascaris spp); Tapeworms (Taenia spp); Flukes (Fasciola spp).
Note: The parasites should be studied under the following: -Identification, Livestock species attacked, Part(s) of livestock attacked or inhabited and mode of feeding.
21.2.4 Signs and symptoms of attack.
21.2.5 Describe the life cycles of the following:Roundworm (Ascaris spp); Tapeworm (Taenia spp); Liver fluke (Fasciola spp); Ticks (appropriate example one host, two host , three host)
Note: Indicate whether soft or hard tick
21.2.6 Methods of parasite control giving appropriate example of a parasite for each method.
2.0.0 LIVESTOCK HEALTH III (DISEASES)

22.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe causes and vectors of main livestock diseases;
(b) state the incubation period;
(c) describe the signs of each disease;
(d) state the predisposing factors where applicable;
(e) carry out simple control measures of livestock diseases;
(fl state the measures taken to avoid environmental pollution.

22.2.0 Content

22.2.1 Protozoan diseases: East coast fever; Anaplasmosis; Coccidiosis; Trypanosomiasis (Nagana).
22.2.2 Bacterial diseases: Fowl typhoid; Foot rot; Contagious abortion (Brucellosis); Scours; Blackquarter; Mastitis; Anthrax; Pneumonia
22.2.3 Viral diseases: ; rinderpest; Foot and mouth ; Newcastle; Fowl pox; Gumboro; African Swine fever.
22.2.4 Nutritional diseases: Milk fever; Bloat.
All the above diseases should be studied under the following:

  • Animal species attacked
  • Cause/casual organism/agent and or vector
  • Predisposing factors (where applicable)
  • Incubation period (where applicable)
  • Signs and symptoms of disease
  • Simple control measures of the diseases
  • Appropriate measures to avoid environmental pollution.

23.0.0 LIVESTOCK PRODUCTION II (NUTRITION)

23.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) identify and classify livestock feeds;
(b) describe digestion;
(c) define terms used to express feed values;
(d) compute a livestock ration;
(e) prepare balanced ration for various livestock;
(0 describe the appropriate livestock handling techniques while feeding.
23.2.0 Content
23.2.1 Livestock nutrition: Feeds and Feeding (identification, classification of feeds, terms used in expressing feed values, computation of livestock rations, preparation of livestock rations); Digestive systems (ruminant eg cattle, and non- ruminant eg pig and poultry); Digestion in cattle, pig and poultry.
23.2.2 Appropriate livestock handling techniques while feeding.
24.0.0 LIVESTOCK PRODUCTION IV (LIVESTOCK REARING PRACTICES)

24.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe livestock rearing practices;
(b) carry out livestock rearing practices;
(c) describe appropriate handling techniques of livestock during routine management.

24.2.0 Content

24.2.1 Routine livestock rearing practices: Feeding practices (flushing, steaming up, creep feeding); Parasites and Disease control practices (vaccination, dehorning, hoof trimming, docking, dipping/spraying, dusting); Breeding practices (crutching, tupping and serving, raddling, ringing); Identification; Debeaking; Tooth clipping; Culling: Describe general methods and carry out practicals on cattle, poultry; Castration (open, closed, caponization);

Management during parturition:- pigs, cattle, sheep, goats and rabbits.

24.2.2 Bee Keeping (Apiculture): Importance; Colony; Siting of the apiary and hive; Stocking a bee hive; Management — feeding and predator and pest control; Honey harvesting and processing.

24.2.3 Fish Farming (aquaculture): Importance; Types of fish kept in farm ponds; Management; Harvesting; Processing and preservation.
24.2.4 Appropriate handling of livestock during routine management.

25.0.0 LIVESTOCK PRODUCTION VI (CATTLE)

25.1.0 Specific objectives

By the end of the topic, the learner should be able to:
(a) raise young stock;
(b) describe milk by its components;
(c) describe milk secretion and let-down;
(d) milk using correct procedure and technique;
(e) describe marketing of beef cattle and milk;
25.2.0 Content
25.2.1 Raising young stock: ; Feeding; Weaning ; Housing; Routine practices.
25.2.2. Milk and milking: Milk composition,; Milk secretion and let down; Clean milk production (equipment and materials (include milking machine), cleanliness of the milk man /milk woman, milking procedure (by hand and by machine), Milking techniques); Dry cow therapy.
25.2.3 Marketing of milk
25.2.4 Marketing beef cattle.

26.0.0 LIVESTOCK PRODUCTION V (POULTRY)

26.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) identify parts of an egg;
(b) select eggs for incubation;
(e) describe conditions necessary for artificial incubation;
(d) identify, suitable sources of chicks;
(e) describe broodiness and natural brooding; (fl describe brooder and brooder management;
(g) describe rearing systems;
(h) describe the feeding for each age and category of poultry;
(i) identify stress and vices;
0) state the causes of stress and vices;
(k) state the effects of vices and stress in poultry;
(1) state control measures of vices and stress;
(m) describe marketing of eggs and poultry meat;
(n) select, sort and grade eggs for marketing;
(o) explain how poultry production can be an economically lucrative activity.

26.2.0 Content

262.1 Parts of an egg
26.2.2 Incubation: Meaning; Selection of eggs for incubation; Natural incubation (Signs of broodiness in poultry, Preparation and management of natural incubation); Artificial incubation (management of the incubator).
26.2.3 Sources of chicks
26.2.4 Brooding: ; Meaning; Natural brooding; Artificial brooding (brooder and brooder management, conditions equipment, management of layers and broilers.
26.2.5 Rearing systems: Extensive (free range); Semi-intensive (fold system); Intensive (deep litter and battery cage system.)

Note: Include advantages and disadvantages of each system.
26.2.6 Chicken feeding: Broilers and Layers.
26.2.7 Stress and vices in chicken: Identification; Causes; Control.
26.2.8 Marketing: Eggs —(-include grading of eggs for marketing) and meat.

27.0.0 FARM STRUCTURES

27.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe parts of a building;
(b) identify materials for construction;
(c) describe various farm structures and their uses;
(d) describe siting of various structures;
(e) construct and maintain farm structure.
27.2.0 Content
27.2.1 Farm building and structures: Siting; Parts of a building (foundation, wall, roof
27.2.2 Livestock buildings and structures: Crushes; Dips; Spray race; Dairy shed/parlour; Calf pens; Poultry houses and structures (deep litter, Coops, folds/arks, Runs, battery cages); Rabbit hutches/Rubbitry; Piggery/pigs sty; Fish ponds; Silos (for silage); Zero grazing unit; Bee hives.
27.2.3 Farm stores: Feed; Farm produce; Chemical; Machinery; Tools
27.2.4 Green house: Meaning; Construction materials used; Uses.
27.2.5 Fences in the farm: Types of fences and materials used; Uses — advantages and disadvantages; Gates and passes in fences; Fence reinforcement.

Note: Construct any of the following structures: a crush, a beehive, a hutch

28.0.0 FARM POWER AND MACHINERY

28.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe various sources of power in the farm;
(b) describe various systems of a tractor;
(c) describe the various tractor drawn implements, their uses & maintenance;
(d) describe the various animal drawn implements, their uses and maintenance;
(e) describe tractor service and maintenance practices.

282.0 Content

28.2.1 Sources of power in the farm: Human ; Animal; Wind; Water; Biomass (wood/charcoal, biogas); Fossil fuel (coal, petroleum, natural gas); Electrical (hydro, geothermal, nuclear, storage battery); Solar.
28.2.2 Tractor Engine: four stroke cycle engine (diesel and petrol); Two stroke cycle engine
28.2.3 Systems of the tractor: Fuel system; Electrical; Ignition; Cooling; Lubrication; Transmission (clutch, gears, differential, final drive).
28.2.4 Tractor service and maintenance
28.2.5 Tractor drawn implements, their uses and maintenance: Attachment methods (one point hitch – draw bar, three point hitch — hydraulic and power take off- P. T. 0); Implements (trailer, disc plough, mould board plough, harrows – disc [plain, notched], spike toothed, spring tined, sub-soilers, ridgers); Rotary tillers; Mowers (Gyro, reciprocating, planters and seeders); Cultivators/weeders; Sprayers; Harvesting machines (grain, root crops, forage); Shellers.
28.2.6 Animal drawn implements, uses and maintenance: ploughs; carts; ridgers.

29.0.0 AGRICULTURAL ECONOMICS I (BASIC CONCEPTS AND FARM RECORDS)

29.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define economics and agricultural economics;
(b) explain basic concepts of economics;
(c) describe the importance of agricultural economics;
(d) explain the importance of farm records;
(e) describe the different types of farm records;
(0 keep farm records.

29.2.0 Content

29.2.1 Definition: Economics and Agricultural Economics.
29.2.2 Basic concepts of economics: Scarcity; Preferences and choice; Opportunity cost.
292.3 Uses of farm records
29.2.4 Types of farm records: Breeding; Feeding; Production; Health; Field operations; Inventory; Labour; Marketing.

30.0.0 AGRICULTURAL ECONOMICS II (LAND TENURE AND LAND REFORM)

30.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define the term tenure;
(b) describe tenure systems;
(c) describe land reforms

30.2.0 Content

30.2.1 Land tenure: Definition; Tenure systems – (I) individual (types, advantages and disadvantages) and (ii) Collective (description, advantages and disadvantages).
30.2.2 Land reforms: definition; types of reform and reasons for each (fragmentation, consolidation, adjudication, registration (emphasize the importance of a title deed); Settlement and resettlement.
31.0.0 AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

31.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) explain various parameters of national development;
(b) relate national development to agricultural production;
(c) state the factors of production and explain how each affects production;
(d) describe how the law of diminishing returns relates to agricultural production;
(e) describe agricultural planning and budgeting in a farming business;
(0 state sources of agricultural support services;
(g) describe risks and uncertainties in farming;
(h) explain ways of adjusting to risks and uncertainties.

31.2.0 Content

31 .2.1 National income: Household-firm relationship; Gross Domestic Product (GDP); Gross National Product (GNP); Per Capita Income; Contribution of agriculture to national development.
31.2.2 Factors of production: Land (definition and methods of acquisition); Labour (definition, types, measures of labour, ways of increasing labour efficiency; Capital (definition, types and sources); Management (definition, role of a farm manager)
31.2.3 Production function: Increasing returns; Constant returns; Decreasing returns
3 1.2.4 Economic laws and principle: The law of diminishing returns; The law of substitution; The law of equimarginal returns; Principle of profit maximization.
31.2.5 Farm planning: Meaning; Factors to consider; Steps
31.2.6 Farm budgeting: Definition; Importance; Types (partial and complete)
3 1.2.7 Agricultural services available to the farmer
3 1.2.8 Risks and uncertainties in farming: Meaning; Common risks and uncertainties; Ways of adjusting.

32.0.0 AGRICULTURAL ECONOMICS IV (FARM ACCOUNTS)

32.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) state the importance of farm accounts;
(b) distinguish and describe the various financial documents and their uses;
(c) identify various books of accounts and their uses;
(d) prepare and analyse financial statements.

32.2.0 Content

32.2.1 Financial documents and books of accounts: Financial documents (Invoices,
Statements, Receipts, Delivery notes, Purchase orders); Books of Accounts
(Ledger, Journal, Inventory, Cash book); Financial statements; Cash analysis;
Balance sheet; Profit and loss account.

33.0.0 AGRICULTURAL ECONOMICS V (AGRICULTURAL MARKETING AND ORGANIZATIONS)

33.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define market and marketing;
(b) describe the various types of markets;
(c) describe how the law of supply and demand affects the prices of agricultural products;
(d) state various marketing functions, agents and institutions;
(e) identi problems in marketing of agricultural products;
(f) list various agricultural organizations;
(g) describe the role of each of the agricultural organizations.
33.2.0 Content
33.2.1 Market and marketing
33.2.2 Types of markets
33.2.3 Demand, supply and price theory
33.2.4 Marketing functions
33.2.5 Problems of marketing agricultural products and possible solutions
33.2.6 Marketing boards, agents and institutions
33.2.7 Co-operatives: Formation; Functions
33.2.8 Associations and unions: Agricultural society of Kenya (ASK); Young Farmers Clubs (YFC); Kenya National Farmers Union (KNFU); Agricultural based Women groups.
APPENDIX RESOURCES

A TOOLS AND EQUIPMENT TO BE STUDIED
1. GARDEN TOOLS AND EQUIPMENT TO BE STUDIED

Panga Knap-sack sprayer
Axe Sprinkler
Mattock/pick axe Hose pipe
Jembe/hoe Garden shear
Fork jembe Pruning saw
Spade Pruning knife
Wheelbarrow Meter rule
Watering can Secateurs
Rake Garden fork
Tape measure Pruning-hook
Soil auger Levelling boards.

  1. LIVESTOCK PRODUCTION TOOLS AND EQUIPMENT

Elastrator Stir-up pump
Burdizzo Milk churn
Syringes and needles Strainer/sieve
Thermometer Rope
Halter Milking stool
Hoof trimmer Weighing balance
Strip cup Hot iron
Trochar and canula Tooth clipper
Hard broom Drenching gun
Wool shears Dosing gun
Ear notcher Bolus gun
Bull ring and leading stick Dehorning wire
Bucket Chaff cutter

  1. WORKSHOP TOOLS AND EQUIPMENT

Cross cut saw Jack plane
Tenon/back saw Scrapper
Coping saw Try square
Compass saw/key hole saw Wood clamp
Rip saw Sash clamp
Bow saw G-clamp
Hack saw Mallet
Wood chisel Soldering gun
Cold chisel Tin-snip
Mes and rasps Claw hammer
Divider Sledge hammer
Center punch Wire strainer
Spoke share Pliers
Screw drivers Brace and bits
Spanners Hand drills and bits
Pipe wrench Riveting machine
Pipe cutter Crow bar
Levelling rod Masons’ square
Spirit level Plumb bob
Mason’s trowel Metal float
Wood float Shovel
Meter rule

  1. WEEDS TO BE STUDIED

COMMON NAME BOTANICAL NAME

  1. Black Jack Bidens pilosa
  2. Mexican marigold Tagetes minuta
  3. Oxalis/sorrel Oxalis species
  4. Double thorn Oxygonum sinuatum
  5. Thorn apple Datura stramonium
  6. Couch grass Digitaria scalarum
  7. Nut grass Cyperusrotundus
  8. Wandering Jew Commelina benghalensis
  9. Sow thistle Sonchus oleraceus
  10. Devil’s horsewhip Achyranthes aspera
  11. Macdonald /gallant soldier Gallinsoga parvfrlora
  12. Sodom apple Solanum incanum
  13. Black nightshade Solarium nigrum
  14. Chinese lantern Nicandra physalodes
  15. Bracken fern Pteridium acquilinum
  16. Love grass/Bristly foxtail Setaria verticillata
  17. Cleavers Gallium spurium
  18. Stinging nettle Utica massaica
  19. Fat hen/Goosefoot Chenopodium species
  20. Rape weed Brassica napus
  21. Wild oats Avenafatua
  22. Lantana/tick berry Lantana camara
  23. Water hyacinth Eichhornia crassipes
  24. Witchweed Striga hermonthica
  25. Creeping indigo Indigofera spicata
  1. CROP PESTS TO BE STUDIED
  1. Armyworm
  2. Cut worm
  3. Locust
  4. Moths
  5. Fruitfly
  6. Mealybug
  7. Thrips
  8. Beetles
  9. Weevils — field and store
  10. Birds — weaver, sudan dioch, Mouse bird
  11. Rodents — Squirrels, Moles and Rats
  12. Boll worms
  13. Stainers
  14. Nematodes
  15. Leaf miners
  16. Aphids
  17. Stalk borers
  18. Loopers
  19. Scales.
  1. CROP DISEASES TO BE STUDIED
  2. maize streak
  3. Smuts
  4. Blasts
  5. Leaf blight
  6. Anthracnose
  7. Rusts in cereals and leaf rust in coffee
  8. Leaf spot
  9. Blight-halow, Early and late
  10. Panama disease
  11. Cigar-end-rot
  12. Mildew
  13. Mosaic
  14. Die-back
  15. Greening
  16. Tristeza
  17. Wilts – Fusarium and Bacterial
  18. Black arm
  19. Damping off
  20. Coffee Berry Disease
  21. Rosette
  22. Ratoon stunting disease
  23. Armillaria root-rot.