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Form 3 Biology Notes New Syllabus

 .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.

 

 

 

 

 

 

 

 

KCPE 2023 CRE Commonly Tested Questions

COMMONLY KCPE TESTED QUESTIONS

CRE & IRE

200 PREDICTION QUESTIONS

                                              Time: 2 Hours 30 Mins

PART I:

CHRISTIAN RELIGIOUS EDUCATION (C.R.E.)

  1. God created the universe in 6 days. On which day did He create the sea, creatures and birds
    1. 2nd
    2. 4th
    3. 5th
    4. 6th
  2. “Never against shall I destroy my people with water” God made a covenant with Noah. The sign of the covenant was
    1. Dove
    2. Rainbow
    3. Raven
    4. Fire
  3. Abraham separated with Lot due to
    1. jealousy
    2. hatred
    3. enemity
    4. quarrels over grazing lands
  4. Which gift of the holy spirit did Joseph have which made him famous in Egypt?
    1. Interpreting dreams
    2. Working miracles
    3. Artistic talent
    4. Was a good speaker
  5. Why did Moses decide to leave Egypt to go and live in Midian?
    1. To look for the burning bush
    2. To escape from Pharaoh
    3. To look for Jethro’s herd
    4. To receive the ten commandments
  6. Which one of the following achievements of David made Jerusalem a centre of worship?

He _______________________

  1. built the temple
  2. brought back the ark of the covenant
  3. killed Goliath
  4. fought 5000 men
  1. “My clan is the weakest in the tribe of Manasseh and I am the least important member of my family.” Who spoke these words
    1. Gideon
    2. David
    3. Isaiah
    4. Joseph
  2. Which one of the following is the reason why king Solomon is remembered as a great king of Israel. He ____________________
    1. bought the ark of the covenant to Jerusalem
    2. had many wives
    3. had great wisdom
    4. built the lord’s temple in Jerusalem
  3. Which one of the following is not a prophecy of prophet Isaiah about the work of the

Messiah. He would

  1. preach good and to the poor
  2. give sight to the blind
  3. lead Israelites free from the Roman rule
  4. set the oppressed fire
  1. Why was Mary greatly troubled by the angel’s message during the annunciation of the birth of Jesus?
    1. She was engaged to Joseph
    2. she was a virgin
    3. she feared the angel
    4. she was barren
  2. Who ordered for a census to be done when Jesus was born?
    1. Pontius Pilate
    2. King Herod
    3. Augustus Caesar
    4. Governor Quirintius
  3. Complete the following beatitude: Happy are these who are humble
    1. for they will see God
    2. God will be merciful to them
    3. the kingdom of heaven
    4. they will receive what God has promised
  4. Which of the following parables of Jesus teaches about forgiveness
    1. the good Samaritan
    2. the prodigal son
    3. the mustard sad
    4. the net
  5. Which of the following teachings of Jesus about prayer is true?
    1. God answers prayers immediately
    2. It should be said in humility
    3. Prayer should be long
    4. It should be said in groups
  6. Cleophas and his friend were talking to Jesus without realising till he
    1. prayed with them
    2. broke the bread
    3. explained the scriptures
    4. drank the wine
  7. Jesus asked His disciples to pray on Mount Olive inorder to
    1. stay awake
    2. defend themselves
    3. avoid falling into temptations
    4. fight Judas and the soldier
  8. Which one of the following activities shows a fruit of the holy spirit?
    1. Telling about the future
    2. Speaking in tongues
    3. Caring for the sick
    4. Conducting bible study
  9. Before the disciples received the Holy spirit they were in a room in Jerusalem
    1. sleeping
    2. praying
    3. hiding
    4. eating
  10. The story of Saul on his way to Damascus teaches Christians to
    1. support the spread of the gospel
    2. help there in need
    3. be kind to the poor
    4. read the scriptures
  11. When there was a famine the believers sent Paul and Barnabbas to Judea to
    1. preach to non jews
    2. heal the sick
    3. take money to fellow believers
    4. place hands on the non converts
  12. Which one of the following is a role of ancestors in the traditional African society? Ancestors act as intermediaries between the living and God.
    1. Ancestors show the living how to use their talents wisely
    2. Ancestors remind the living to love their enemies
    3. Ancestors teach the living on how to pray
  13. Three of the following are reasons why circumcision is practised in traditional African societies, which one is not?
    1. The initiates become full members of their community
    2. The initiates pass from childhood to adulthood
    3. The initiates are allowed to marry
    4. The initiates become chiefs
  14. Which one of the following traditional African practice concerning new life is illegal in Kenya?
    1. Naming
    2. Taking
    3. Circumcision
    4. Female genital mutilation
  15. Which of the following statements is true of both christianity and traditional African religion?
    1. They both teach about the second coming of Jesus
    2. They both have holy books
    3. They both have missionaries
    4. They both teach about life after death
  16. Christians best prepare themselves for Easter by
    1. repenting their sins
    2. buying new clothes
    3. visiting their friends
    4. preparing special food
  17. After assisting her mother in kitchen. work, Daisy realizes that she had some extra time.

As a christian the best way to spread it is by

  1. reading story books
  2. watching films
  3. visiting her friend
  4. visiting an orphan
  1. Which one of the following is not a reason why the taking of alcohol as a way of spending leisure is condemned.
    1. It leads to conflicts within the family
    2. It leads to irresponsible sexual behaviours
    3. It promotes mental health
    4. It could lead to a loss of income
  2. Dennis, a standard eight pupil has been receiving gifts from an elderly rich woman who wants to have a relationship with him. As a christian the right action for him to take is to
    1. transfer to another school
    2. inform other pupils about the roman
    3. report the matter to the headteacher
    4. accept the gifts
  3. You have discovered that Bosire your best friend is being used by a rich man to sell drugs to other pupils in school. As a christian you should tell him to
    1. Transfer to another school
    2. ask the rich man to pay him well
    3. sell the drugs and not use them
    4. stop selling the drugs and concentrate in class 30.Which one of the following is a wrong use of money?
    5. Helping the needy to become rich
    6. Paying school fees for a relative
    7. Paying salaries to workers
    8. Giving gifts to voters
  4. God gave human beings the responsibility to do all the following except
    1. cultivate the land
    2. use creation for their benefits
    3. to rule some animals
    4. name all birds and animals
  5. “Leave your land and go to a country that! will show you” These words were said to
    1. Jacob
    2. Abraham
    3. Moses
    4. Noah
  6. The following are reasons why Moses was not willing to go back to Egypt except ________________________. A.he had killed an Egyptian
    1. he was not a good speaker
    2. he lacked knowledge of Yahweh
    3. God had appeared to him in a burning bush
  7. ______________________ was an annual event celebrated every year to remember deliverance from slavery in Egypt.
    1. Passover
    2. Last supper
    3. Pentecost
    4. Transfiguration
  8. Which one of the following is not an importance of the Passover to the Israelites?
    1. They were saved from the angel of death
    2. It saved them from slavery in Egypt
    3. It led to killing of all Egyptians in Egypt
    4. It is celebrated as a thanks -giving
  9. Why is the commandment of love known as the greatest?
    1. It is a gift of the Holy spirit
    2. It is above the law of God
    3. It summarizes all the laws of God
    4. It was given by Moses
  10. Who among the following kings committed adultery?
    1. Ahab
    2. David
    3. Saul
    4. Hosea
  11. The king who took the role of a prophet and made a sacrifice was ________________________.
    1. Ahab
    2. Hosea
    3. David
    4. Saul
  12. When King David sinned prophet ________________________ was sent to rebuke him?
    1. Nathan
    2. Zadock
    3. Samuel
    4. Ahijah
  13. The following happened during the time of prophet Elijah except
    1. He challenged the prophets of Baal
    2. Prophesied 3 years drought in Israel
    3. Healed the bad water and made it good
    4. He was fed by ravens
  14. Why did Jesus Christ agree to be baptised even though he had no sin?
    1. To get a new name
    2. it was a tradition to be baptized
    3. To obey John the baptist
    4. To fulfill the will of God
  15. Who found baby Jesus lying in a manger wrapped in strips of clothe immediately after His birth?
    1. Annah
    2. Shepherds
    3. Wisemen
    4. Simeon
  16. During presentation of Jesus, Simeon stated the following except
    1. Jesus would bring salvation to all people B.Jesus would bring glory to the people of Israe!
    2. Jesus would set Jerusalem free
    3. Jesus would be a light to reveal God’s will
  17. “This is my own dear son with who” I am pleased. During which occasions were these words said?
    1. Birth of Jesus Christ
    2. Transfiguration
    3. Death of Jesus Christ
    4. Baptism of Jesus Christ
  18. _________________________ led Christ to the wilderness after his baptism.
    1. Holy spirit
    2. Satan
    3. Disciples
    4. John the baptist
  19. The miracles of Jesus Christ demonstrated the following except,

_________________________ A.God’s glory and powers.

  1. His power over life.
  2. His power over human begins.
  3. How leaders should serve people.
  1. Which one of the following is the teaching of Jesus on fasting?

 

Be cheerful and do it privately.

Look miserable in order to win sympathy of people.

Tell people we are fasting and no food to be brought. Avoid peoples company as they will ask us to eat.

  1. Jesus used ___________________________ to reveal the secrets of the kingdom of God to his disciples and people.
    1. prayers
    2. beatitudes
    3. miracles
    4. parables
  2. “This cup is God’s new covenant sealed with my blood, which is poured out for you.” When were these words said?
    1. Praying at the garden of Gethsemane
    2. Last supper
    3. Pentecost
    4. Passover
  3. During the day of Pentecost people from all over the world had gathered in Jerusalem to _______________________.
    1. celebrate Passover
    2. listen to the disciples
    3. wait for the holy spirit
    4. repent their sins
  4. Who composed the apostles creed for all Christians?
    1. Disciples
    2. Jesus
    3. God
    4. Apostles
  5. Who baptized the Ethiopian Eunuch?
    1. John the baptist
    2. Phillip
    3. Jesus
    4. Peter
  6. Which gift was given to Solomon by God?
    1. Healing
    2. Faith
    3. Wisdom
    4. Working miracles
  7. Which is the best way of reconciling with God in African traditional religion?
    1. Offerings
    2. Prayers
    3. Ritual and rites
    4. Sacrifices
  8. Which one of the following practices is not compatible with African Traditional Society?

Female circumcision

Going to school

Polygamy

Cham and amulets

  1. Which one of the following is a difference between African Traditional Society understanding on continuity of life and Christian understanding? A.Believe in judgement.
    1. Life is cyclic.
    2. Those who die become spirits.
    3. Life continues in spiritual world.
  2. In order to accept ourselves and others we should do the following except
    1. avoid being critical about ourselves
    2. avoid being critical about others
    3. accept ourselves the way we were created
    4. try to change others
  3. The following are reasons why children are engaged in child labour. Which one is not?
    1. To become famous
    2. Due to poverty
    3. High cost of living
    4. After being orphans
  4. David’s son, Amnon, committed one of the following sexual misuse, which one is it?
    1. Adultery
    2. Prostitution
    3. Incest
    4. Fornication
  5. Kamau’s wife is sick, his church does not believe in hospital treatment. What advice can you, as Christian give to Kamau?
    1. Take him to the prophet who can pray for his wife
    2. Have Kamau arrested by the police
    3. Tell him to take her to hospital
    4. Encourage him to continue praying persistently
  6. God showed that the seventh day was a special one during creation when He finished all creation.
    1. blessed it and rested.
    2. created human beings in His image.
    3. blessed all the creation.
  7. Which one of the following commands did God give Noah after the flood?
    1. Have many children so that your descendants will live all over the earth.
    2. Leave your father’s home and go to a country that I will show you.
    3. Remove your shoes for you are standing on a holy ground.
    4. offer your only so as a sacrifice.
  8. Iam who Iam, this is my name forever” (Exodus 3:14-15). God spoke these words to Abraham.

Jacob.

Moses. Isaac.

  1. Which one of the following events took place during the Exodus? A.The Israelites attacked Jericno.
    1. The covenan’ box was made.
    2. Saul was appointed king.
    3. Deborah served as a judge.
  2. When Hannah prayed at Shiloh, she asked God to give her A.long life.
    1. a son.
  3. Which one of the following reasons explains why king Saul wanted to kill David? A.David had been appointed king.
    1. Saul had an evil spirit.
    2. David had become famous.
    3. David had refused to marry his daughter.
  4. In which one of the following ways did king Solomon turn away from God? He A.married many wives.
    1. refused to build a temple.
    2. allowed the worship of false gods.
    3. acquired a lot of wealth.
  5. Prophet Jeremiah was mistreated by being thrown into a dry well.
    1. put in a lions’ den.
    2. put in prison.
    3. beaten by the king.
  6. When there was famine in Israel, prophet Elijah went to live with a widow in Shunem.
  7. The son that Zechariah and Elizabeth was given a name by A.Mary.
    1. angel Gabriel.
  8. Who among the following people ordered for a census to be done in Israel? Augustus.

 

  1. Which one of the following was a teaching of Jesus during the sermon on the mount?
    1. ‘Give to Ceasar what belongs to him.’
    2. ‘Happy are the pure in heart, they will see God’
    3. ‘He who is the least will be the greatest.”
    4. ‘I am the way, the truth and life.”
  2. The woman whom Jesus asked for water at a well was a A.Levite.
  3. Which one of the following miracles of Jesus shows that He came as a universal saviour? A.Healing a paralysed man.
    1. Healing the Roman officer’s servant.
    2. Raising Lazarus.
    3. Calming a storm.
  4. The parable of the sower teaches Christians
    1. how the word of God grows in them.
    2. to plant good seeds in their farms.
    3. to take good care of their farms.
    4. to help people in need.
  5. Who among the following people said that Jesus was a good man after He died on the cross?
    1. The repentant thief.
    2. An army officer.
    3. Pontious Pilate.
    4. Joseph of Arimathea
  6. Unless I see the scars and put my fingers on those scars and my hand in His side, I will not believe’ (John 20:25). These words were said by A.Peter.
  7. The Jews were surprised on the day of Pentecost when the disciples A.performed miracles.
    1. sang and praised God.
    2. preached to the crowd.
    3. spoke in foreign languages.
  8. The story of Ananias and Sapphira teaches Christians to be
    1. humble
    2. patient
    3. honest
    4. obedient
  9. When Paul and Silas were in jail in Philippi, they were A.mourning.
  10. When Peter went to the town of Joppa, he baptized an Ethiopian Eunuch.
    1. preached to Comelius.
    2. raised Tabitha.
    3. healed a lame beggar.
  11. Which one of the following beliefs about God in traditional African communities is true? God
    1. provides for His creation.
    2. is served by angels.
    3. finished creation in six days…
    4. lives in heaven.
  12. In traditional African communities, shrines are places where A.ancestors are buried.
    1. initiation ceremonies are done.
    2. the youth are taught.
    3. sacrifices are offered.
  13. When there is good harvest in traditional African communities, people thank God by A.offering food sacrifices in shrines.
    1. giving food to travellers.
    2. selling surplus food.
    3. using foodstuffs to pay dowry.
  14. Christians show obedience to lawful authority by A.praising their leaders.
    1. paying taxes.
    2. praying for their leaders.
    3. going to church.
  15. The church promotes good health among
    1. offering free medical care. people in Kenya by
    2. establishing hospitals.
    3. visiting sick people.
    4. preaching to the sick.
  16. Meshack, a standard eight pupil, helped an old woman carry a heavy basket. This shows that Meshack
    1. knew the woman.
    2. was a strong person.
    3. was a kind person.
    4. was related to the woman.
  17. Maria, who is your deskmate, keeps on getting ill. The best action for you to take is to
    1. pray and advise her to go to hospital.
    2. change your sitting position.
    3. tell her to transfer to another school.
    4. tell her to stay at home.
  18. The best way for parents to teach their children good behaviour is by setting good examples.
    1. preparing family laws.
    2. punishing children who misbehave.
    3. taking their children for counselling.
  19. Christians can benefit the community during their free time by A.singing in church.
    1. reading the Bible.
    2. watching Christian programs.
    3. visiting the elderly.
  20. Which one of the following book speaks about creation?
    1. Exodus
    2. Numbers
    3. Genesis
    4. Leviticus
  21. According to the Genesis stories of creation
    1. sea, land and plants were created on the third day
    2. man was created on the fifth day
    3. heavenly bodies were created on the fifth day D.birds and sea creatures were created after man 93.Who among the following people was asked to build an ark?
    4. Jeremiah
    5. Noah
    6. Joseph
    7. Gideon
  22. Moses was given the ten commandments on mount
    1. Ararat
    2. Nebo
    3. Sinai
    4. Carmel
  23. The prophet who foretold about Jesus being a refugee in Egypt was
    1. Micah
    2. Jeremiah
    3. Hosea
    4. Isaiah
  24. The first people to visit baby Jesus were
    1. the angels
    2. shepherds
    3. the relatives
    4. wise men from the East
  25. The healing of Naaman was done by
    1. Elijah
    2. Gehazi
    3. Moses
    4. Elisha
  26. King Solomon sinned against God when he
    1. married many wives
    2. asked God for wisdom
    3. allowed idolatry
    4. built the temple in Jerusalem
  27. Which one of the following events took place during the night before the Exodus started?
    1. All the first born son of the Israelites were killed by the angel
    2. The Israelites drank wine
    3. Roasted meat was eaten by both Israelites and Egyptians
    4. Blood was smeared on the door posts to identify the houses of the Israelites
  28. Lazarus and his two sisters lived in
    1. Jerusalem
    2. Capernaum
    3. Bethany
    4. Galilee

 

 

 

 

 

 

 

 

 

 

PART II:

ISLAMIC RELIGIOUS EDUCATION (I.R.E)

  1. Which one of the following chapters of the Quran is known as the mother of Quran? A.Fatiha
    1. Nas
    2. Ikhlas
    3. Maun
  2. Which one of the following surah talks about the unity of Allah (s.w)?
    1. Fiil
    2. Kauthar
    3. Ikhlas
    4. Falaq
  3. Which one of the following is the correct teaching of surah Al-Fatiha? A.Knowledge is a duty.
    1. Allah (s.w) is the king of kings.
    2. Muslims should not associate Allah (s.w) with other things.
    3. The prophet is a great friend of Allah (s.w)
  4. Which of the following pairs of surahs is recited to seek for Allah’s protection?
    1. Nas and Maun
    2. Falaq and Ikhlas
    3. Ikhlas and Nas
    4. Nas and Falaq
  5. The only surah in the Quran that has “Bismillahi” as part of its verses is:- A.Falaq
    1. ikhlas
    2. Fatiha
    3. Maun
  6. The prophet (a.w) said that Muslims are like a single building each brick holds the other. What was the prophet (s.a.w) referring to:- A.unity of Muslims
    1. love among Muslims
    2. co-operation between Muslims
    3. Muslim brotherhood
  7. Which one of the following is not among Islamic manners of toileting? A.Enter with the left foot.
    1. Carrying the Quran in the pocket
    2. Coming out with the right foot
    3. Saying ghufranakka when coming out
  8. Which one of the following sunnah salat is performed to seek for rain from Allah(s.w)? A.Istikharah
    1. Tarawen
    2. Dhuha
    3. Istisqal
  9. Which one of the following is a sunnah act of udhu?
    1. Washing the face
    2. Washing the feet
    3. Washing the hair
    4. Rinsing the mouth
  10. Which one of the following things does not nullify Saum?
    1. Eating intentionally
    2. Vomiting intentionally
    3. Swallowing saliva
    4. Swallowing
  11. Which is the miqaat for pilgrims of East Africa?
    1. Yalamlam
    2. Dhul- Hulaifa
    3. Dhatil – Irq
    4. Juhfa
  12. Which one of the following items is not liable for zakat?
    1. Cattle
    2. Beans
    3. Utensils
    4. Money
  13. Who among the following angels of Allah (w) is correctly matched with his duty?
    1. Jibril – incharge of death
    2. Mikail – incharge of rain
    3. Ridhwam incharge of hell
    4. Izrail-incharge of wahy
  14. The scrolls were given to prophet
    1. Musa
    2. Daud
    3. Mohammad
    4. Ibrahim
  15. The first prophet of Allah (w) to be sent to the world was
    1. Mohammad
    2. Nuh
    3. Adam
    4. Issa
  16. How many rakaat has swalatul subh?

 

Two

  1. Three
  2. Four
  3. One
  1. What should one say when he/she hears a Muslim sneezing?
    1. Subhanallah
    2. Maashallah
    3. Allahu Akbar
    4. Yarhamkallah
  2. Amina a girl in standard seven has developed bad habits of disobeying her parents. What advice would you give her as a friend? A.Tell her to continue with the habit.
    1. Threaten to report her to the polite.
    2. Tell her why its wrong to disobey parents
    3. Stop your friendship immediately
  3. How many goats are slaughtered during the Aqiqa of a baby boy?
    1. One
    2. Three
    3. Two
    4. Four
  4. What was the name of the horse that prophet Mohammad (a.w) used during the journey of Isra-wai-miraaj?
    1. Buraq
    2. Mahmud
    3. Suraqah
    4. Zaruf
  5. The main reason why hoarding is prohibited in isiam is A.it makes some people rich.
    1. it can cause death.
    2. it is a form of injustice.
    3. it removes blessings from the goods
  6. Which one of the following is not a quality of a Muslim leader?
    1. Intelligent
    2. Arrogant
    3. Knowledgeable
    4. Generous
  7. Which cave did prophet Mohammed (a.w) hide during hijrah?
    1. Hirah B.Tuwa
    2. Hunain
    3. Thaur
  8. Who among the following is the only child who survived the prophet (a.w)?
    1. Fatma

Zainab

  1. Ibrahim
  2. Ruqaya
  1. The last rightly guided caliph of Islam was
    1. Uthman
    2. Abubakr
    3. Umar
    4. Ali
  2. The first woman to embrace Islam was
    1. Aisha
    2. Khadijah
    3. Sumaya
    4. Mariam
  3. Which town was Amina bint Wahab from
    1. Makkah
    2. Taif
    3. Madina
    4. Madyam
  4. Who wrote the treaty of Hudaibiyah on behalf of the Quraish?
    1. Suhail bin Amru
    2. Uthman bin Affan
    3. Abubakar Assidiq
    4. Ali bin Abi Talib
  5. The prophet of Allah (w) who had the powers of commanding wind was,______________________.
    1. Ibrahim
    2. Musa
    3. Mohammad
    4. Suleiman
  6. The place of worship for the hindus is, _________________________.
    1. Church
    2. Temple
    3. Synagogue
    4. Mosque
  7. A person who fasts has two pleasures. One during _________________________ food. A.twaam.
  8. Which of the following vices is condemned in surah Al-Falaq? A. Witchcraft.
  9. Backbiting.

Stealing.

  1. Adultery.
  2. All the following are recomanended preparations for reading the holy Qur’an except
    1. taking wudhu.
    2. a siwak.
    3. facing qibia.
    4. not putting it on the bare ground.
  3. Which form of knowledge sticks best in mind according to surah Alaq?

Knowledge  A.of pictures.

  1. of the pen.
  2. from far away.
  3. of cramuning.
  1. Allah (SW) was not happy and even cursed Abu Lahab because he A.joined Abraham to destroy the holy kaaba.
    1. refused to join Islamic faith.
    2. dispersed the prophet’s congregation. D
    3. killed baby girls and burried others alive.
  2. What is the meaning of Taqwa in Islamic faith? A.Reliance on Allah.
    1. Obedience to Allah.
    2. The fear of God.
    3. Belief in Allah.
  3. A Muslim who believes in Qadar should always say ____________________________ when making future plans.
    1. fii amaanillah B.mashallah
    2. astaghfirullah
    3. inshallah
  4. After Takbiratul Ihraam, there follows A.seven Takbiras.
    1. surah Al-Fatiha
    2. bending for Rukuu.
    3. the first khutba.
  5. In which of the following villages did the hypocrites of Uhud in the Muslim army turn back and disappeared? A A.Abwa.
    1. C
  6. Which of the following ibaadaats cleanses off sins as free as a new born beby? Ablution.

 

  1. Hajj
  2. Jum’a to Jum’a
  3. Fast of sittat shawwal.
  1. “Al-Eal dil Ameen” is a description that was used to praise a city called Makkat mukarrama.
    1. Madinat munawwara.
  2. Muslims who reach at miqat to start hajj activities respond to Allah’s call by uttering A.tahniq.
    1. taibia
  3. Which prophet of Allah was killed by being cut into pieces? A.Zakariya.
  4. In which festival should Muslims first attend prayers before eating anything?
    1. Idd-ui-Fit
    2. Milad-un-Nabii.
    3. Idd-ul-hajj.
    4. Isra-wai-miraj.
  5. Prophet Musa (A.S) fled to Madyan after running away from _______________________ home.
    1. Firaun’s
    2. Shuaib’s
    3. Egypian’s
    4. an Israelite’s
  6. The present city of security where all Muslims today go for Hajj was the first settlement of
    1. Ibrahim’s family.
    2. Adam’s family.
    3. Muhammad’s family
    4. Nuh’s family.
  7. The names “Allah” and “Prophet” are introduced into the ear of a newbom baby for the first time through A.adhaan.
  8. The angel of Allah (SW) charged with the responsibility to welcome those rewarded at the gates of paradise is A.Malik.
  9. Muslims may locate and face Qibla for prayers by the help of all the following ways except
    1. use of a compass direction tool.
    2. use of the sunrise and sunset.
    3. use of a physically available mosque.
    4. automatic obvious imagination.
  10. Which of the following things is the same in both Jum’a and Idd prayers? A.The time of performing.
    1. When to say khutba.
    2. The number of rakaats prayed.
    3. Classification as sunna or fardh.
  11. Nadhir ibaadaats are
    1. the self promise to Allah.
    2. performed by few Muslims.
    3. performed as punishment.
    4. those performed at night.
  12. Which one of the following was not an advice given to prophet Mohammad by Jibril (AS)?
    1. To stay knowing that one day He will die.
    2. To love whom He loves but know that one day they’ll separate.
    3. He will be judged in all His deeds.
    4. Not to walk on earth with pride.
  13. The prophet assured Muslims that whoever shahada will be his or her last words before death will
    1. enter paradise.
    2. be resurrected.
    3. be heavier than the earth and all in it.
    4. be rewarded beyond imagination.
  14. The level of buried treasures and precious minerals the one should have in order to qualify to give out zakat is called A.tarka.
  15. The two swalats which have two adhasns in Islam are A.Idd-ul-fitr and Idd-ul-hajj.
    1. kusuf and khusuf.
    2. taraweh and tahajjud.
    3. fajr and Jum’a.
  16. Who was the secretary at the Hudaibiyaa treaty agreements and writings? A.Zaid bin Thaabit.
    1. Abubakr swiddiiq.
    2. Abu Sufian.
    3. Ali bin Abi Talib.          Edat is observed
    4. in the event of a husband’s death and twalaq.
    5. when a lady becomes seriously sick.
    6. if the couple never had Nikah ceremony.
    7. by all virgin ladies before marriage.
  17. Which of the following attributes of Allah is wrongly matched with its meaning?, Al-maswawwir – the dominant.
    1. Al-Baar – the originator.
    2. Al-Khaaliq – the creator.
    3. A-Razzaaq – the provider.
  18. What do Muslims celebrate on the first day on shawwaal? A.Eid-ul-fitr.
    1. Milad-un-nabii. C
  19. Muslims are allowed to reduce the number of rakaats in salaat A.dhuhr.
  20. Which verses among the following is found in suratul An-Nas?
    1. “So glorify the praises of your Lord”
    2. “Let them worship the Lord of this house
    3. “Say I seek refuge in the Lord of mankind”
    4. “Pray to your Lord and sacrifice to him alone”
  21. Which one of the following is a teaching of suratul Aadiyat?
    1. The night of power is better than a thousand months
    2. Human beings are at a loss except those who believe
    3. Human beings will be like moths
    4. All things will be exposed on the Day of Qiyama
  22. The main lesson derived from surah Fiyl is
    1. Allah is the Most Powerful
    2. Birds can damage anything
    3. Backbiters and rumour mongers will perish
    4. Worldly things should not destruct us
  23. The prophet (SAW) said, “Say the truth even if it is bitter.” This hadith teaches us on the virtue of
    1. tolerance
    2. honesty
    3. patience
    4. responsibility

 

 

  1. The first faradh part of wudhu is
    1. feet
    2. face
    3. head
    4. arms
  2. Which surah teaches Muslims the importance of tolerance?
    1. Masad
    2. Ikhlas
    3. Kaafirun
    4. Maun
  3. Which one of the following was a title given to Abubakar because he believed everything that the prophet(SAW) said?
    1. Assidiq
    2. Al-Amin
    3. Asadullah
    4. Abtar
  4. How many extra takbiras does the Imam say in the first rakaat of swalatul Idd?
    1. Two
    2. Three
    3. Five
    4. Seven
  5. The act of putting a sweet thing in the mouth of a newly born baby is known as
    1. Tahniiq
    2. AqiqA
    3. Nikah
    4. Mahar
  6. In which city did the prophet (SAW) die?
    1. Makkah
    2. Madinah
    3. Taif
    4. Jerusalem
  7. Mwafulani sells clothes but when it is almost Ramadhan he hides some and sells them a few days to Idd at a very high price. This act is haram and it is called 64.
    1. Israaf
    2. Ghush
    3. Hoarding
    4. Usury
  8. “Say, He is Allah the One.” This verse teaches us that
    1. we should avoid the shirk
    2. we should visit the sick
    3. Allah created everything
    4. guidance comes from Allah (SWT)
  9. In emphasizing unity among Muslims, the prophet(SAW) compared them to
    1. a flowing river
    2. a mountain
    3. an army
    4. a building
  10. How many animals are slaughtered during aqiqa for a baby girl?
    1. Two
    2. One
    3. Three
    4. Five
  11. A station where pilgrims make niyyah and change to Ihram during Hajj is called
    1. Muzdalifa
    2. Minaa
    3. Miiqat
    4. Sawfa
  12. The surah that was revealed to assure the prophet(SAW) of more revelation was
    1. Dhuha
    2. Inshirah
    3. Kauthar
    4. Falaq
  13. Which of the following is considered halal even if it is found dead?
    1. Cow
    2. Fish
    3. Chicken
    4. Crocodile
  14. Which act of worship is done before the prayer for Idul-Fitr?
    1. Fasting
    2. Giving zakatul Fitr
    3. Feasting
    4. Slaughtering
  15. For how long was the treaty of Hudaibiyya supposed to last?
    1. Ten years
    2. Three days
    3. Five weeks
    4. Three years
  16. Which pillar among the pillars of Islam is considered a shield?
    1. Shahada
    2. Zakah
    3. Saum
    4. Hajj
  17. Theprophet (SAW) said, “Whoever performs Hajj and commits no evil returns home________”
    1. as strong as a new born baby
    2. with thawaabs like a martyr
    3. very energetic ready for ibaada
    4. free from sins like a newly born baby
  18. What is the correct recitation done after the third Takbira in swalatul-Janaza?
    1. Prayer for the deceased
    2. Prayer for the prophet
    3. Prayer for all Muslims
    4. Recitation of surah Fatiha
  19. Who among the following wives of the prophet(SAW) was the daughter of Abubakar?
    1. Aisha (RA)
    2. Khadija (RA)
    3. Hafsa (RA)
    4. Zainab (RA)
  20. What marks the end of prayer?
    1. Suju
    2. Takbiir
    3. Taslim
    4. Julus
  21. Which attribute ofAllah(SWT) shows that He is the Most Forgiving?
    1. As-Swamad
    2. Al-Ghaffar
    3. Al-Khaliq
    4. AR-Rahiim
  22. In which month did Musa (AS) save the Israelites from Firaun?
    1. Ramadhan
    2. Rajab
    3. Muharram
    4. Dhul-Hijja
  23. Which one of the following nullifies both saum and swalah?
    1. Sleeping
    2. Backbiting
    3. Breast feeding
    4. Menstruation
  24. Which action among the following shows respect to the dead?
    1. Standing up on secing a coffîn (Janaza)
    2. Talking about the dead in low voices
    3. Planting trees around the grave
    4. Building around their graves
  25. What should a Muslim say on hearing news of death?
    1. Alhamdulillahi Alaa kulli haal
    2. Inna lillahi wa inna ilaihi rajiun
    3. Masha-Allah Tabaarakallah
    4. Astaghfirullah
  26. Which one among the following is a similarity between Jumua and Idd prayers?
    1. Both are performed after midday
    2. Both have one takbiratul-ihram
    3. Both have two sermons
    4. Both are performed before sunrise
  27. Which is the miqaat for pilgrims of East Africa?
    1. Yalamlam
    2. Dhul- Hulaifa
    3. Dhatil – Irq
    4. Juhfa
  28. Which one of the following items is not liable for zakat?
    1. Cattle
    2. Beans
    3. Utensils
    4. Money
  29. Who among the following angels of Allah (w) is correctly matched with his duty?
    1. Jibril – incharge of death
    2. Mikail – incharge of rain
    3. Ridhwam incharge of hell
    4. Izrail-incharge of wahy
  30. The scrolls were given to prophet
    1. Musa
    2. Daud
    3. Mohammad
    4. Ibrahim
  31. The first prophet of Allah (w) to be sent to the world was
    1. Mohammad
    2. Nuh
    3. Adam
    4. Issa
  32. How many rakaat has swalatul subh?
    1. Two
    2. Three
    3. Four
    4. One
  33. What should one say when he/she hears a Muslim sneezing?
    1. Subhanallah
    2. Maashallah
    3. Allahu Akbar
    4. Yarhamkallah
  34. Amina a girl in standard seven has developed bad habits of disobeying her parents. What advice would you give her as a friend? A.Tell her to continue with the habit.
    1. Threaten to report her to the polite.
    2. Tell her why its wrong to disobey parents
    3. Stop your friendship immediately
  35. How many goats are slaughtered during the Aqiqa of a baby boy?
    1. One
    2. Three
    3. Two
    4. Four
  36. What was the name of the horse that prophet Mohammad (a.w) used during the journey of Isra-wai-miraaj?
    1. Buraq
    2. Mahmud
    3. Suraqah
    4. Zaruf

 

 

 

 

Free Secondary Lesson Plans for all subjects

Grade 8 Rationalized schemes of work

Download free Rationalized CBC Grade 8 schemes of work below. The schemes are both in editable word format and PDF.

TERM ONE FREE GRADE 8 SCHEMES OF WORK

GRADE 8 TERM 1 CREATIVE ARTS SPORTS SCHEMES (1).docx
Grade-7-Pre-technical-Studies-Term-II-2025-Schemes-of-Work.pdf
PRETECHNICAL SCHEMES TERM 1 – Copy (3) – Copy – Copy – Copy.docx
Grade-8-Social -Studies-Schemes-of-Work-Term-1-2025.pdf
grade-8-cre-schemes-of-work-term-1–oxford.pdf
grade-8-mathematics-schemes-of-work-term-1.pdf
Grade_8_Set_1_Creative_Arts_Rationalized_Schemes_of_Work_Term_1.pdf
Grade-8-english-schemes-of-work-term-1–longhorn (1).doc
grade-8-mentor-agriculture-schemes-of-work-term-1.docx
grade-8-pre-technical-studies-schemes-of-work-term-1 (1).docx

Grade-8-Pretechnical-Studies-Schemes-of-Work-Term-1-2025.pdf
Grade-2-French-Term-II-2025-Schemes-of-Work.pdf
grade-8-kiswahili-schemes-of-work-term-1.pdf
Grade-8-integrated-science-schemes-of-work-term-1 (1).docx
Grade 8 Set 2 Creative Arts Schemes of Work Term 1.pdf

TERM TWO FREE GRADE 8 SCHEMES OF WORK

Grade-8-Agriculture-Term-II–Schemes-of-Work.pdf
Grade-8-CRE-Term-II–Schemes-of-Work.pdf
Grade-8-Creative-Arts-Term-II–Schemes-of-Work.pdf
Grade-8-English-Term-II–Schemes-of-Work.pdf
Grade-8-French-Term-II–Schemes-of-Work.pdf
Grade-8-Integrated-Science-Term-II–Schemes-of-Work.pdf
Grade-8-Kiswahili-Term-II–Schemes-of-Work.pdf
Grade-8-Mathematics-Term-II–Schemes-of-Work.pdf
Grade-8-Pre-technical-Studies-Term-II–Schemes-of-Work.pdf
Grade-8-Social-Studies-Term-II–Schemes-of-Work.pdf

Grade-8-mtp-Agriculture-and-Nutrition-Schemes-of-work-Term-2 (2).pdf
GRADE_8_TERM_2_RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF.pdf
GRADE_8_TERM_2__RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF (2).pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK.pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK (2).pdf

GRADE_8_TERM_2_RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF (3).pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK (3).pdf
GRADE_7_TERM_2_RATIONALIZED_PRETECHNICAL_SCHEMES_OF_WORK_2024 (3).pdf
GRADE 8 TERM 2 CREATIVE ARTS SCHEMES-1 (2).pdf
GRADE 8 TERM 2 CRE SCHEMES.doc
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES.doc
GRADE 8 TERM 2 2AGRI NUTRITION SCHEMES OF WORK (3).pdf
GRADE 8 TERM 2  RATIONALIZED ENGLISH SCHEMES OF WORK (3).pdf
GRADE 8 TERM 2 MTP SOCIAL STUDIES SCHEMES OF WORK (4).pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK (3).pdf
GRADE 8 TERM 2  MENTOR CRE SCHEMES OF WORK (3).pdf
GRADE 8 CURRICULUM DESIGNS- LIFE SKILLS (2).pdf
GRADE 8 CURRICULUM DESIGNS- KISWAHILI-2.pdf
GRADE 8 CURRICULUM DESIGNS- KISWAHILI (2).pdf
GRADE 8 CURRICULUM DESIGNS- INTEGRATED SCIENCE-1.pdf
GRADE 8 CURRICULUM DESIGNS- HOME SCIENCE (2).pdf
GRADE 8 CURRICULUM DESIGNS- ENGLISH (2).pdf
GRADE 8 CURRICULUM DESIGNS- BUSINESS STUDIES (2).pdf

G8 SOCIAL STUDIES (2).pdf
G8 pretechnical NOTES-1.pdf
G8 pretechnical NOTES-1 (2).pdf
G8 CREATIVE ARTS & SPORTS.pdf
G8 CREATIVE ARTS & SPORTS-2.pdf
G8 CREATIVE ARTS & SPORTS-2 (2).pdf
G8 CREATIVE ARTS & SPORTS (2).pdf

GRADE 8 TERM 2 CRE SCHEMES.doc
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES.doc
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK (3).pdf
GRADE 8 TERM 2  MENTOR CRE SCHEMES OF WORK (3).pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK (3).pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK (4).pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK (3).pdf

GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK (2).pdf
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK.pdf
GRADE 8 TERM 2  MENTOR CRE SCHEMES OF WORK (2).pdf
GRADE 8 TERM 2  MENTOR CRE SCHEMES OF WORK.pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK (2).pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK.pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK (2).pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK.pdf
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK.pdf

GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK.doc
GRADE 8 TERM 2 MENTOR CRE SCHEMES OF WORK.pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK.pdf
GRADE 8 TERM 2 2024 MTP SOCIAL STUDIES SCHEMES OF WORK.pdf
GRADE_8_TERM_2_RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF (3).pdf
GRADE_8_TERM_2_2024_RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF (2).pdf
GRADE_8_TERM_2__RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF.pdf
GRADE_8_TERM_2__RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF.pdf
GRADE 8 TERM 2 RATIONALIZED ENGLISH SCHEMES OF WORK (2).pdf
GRADE 8 TERM 2  RATIONALIZED ENGLISH SCHEMES OF WORK.pdf
GRADE 8 TERM 2 RATIONALIZED ENGLISH SCHEMES OF WORK.pdf

GRADE 8 TERM 2 CREATIVE ARTS SCHEMES-1 (2).pdf
GRADE 8 TERM 2 CREATIVE ARTS SCHEMES-1.pdf
Grade-8-mtp-Agriculture-and-Nutrition-Schemes-of-work-Term-2 (3).pdf

GRADE-8-RATIONALIZED-FRENCH-SCHEME-OF-WORK-TERM-22024-TEACHER.CO_.KE_.docx
grade-8-rationalised-social-studies-schemes-of-work-term-2-updated.docx
GRADE-8-TERM-2-ENGLISH-SCHEMES-skills.docx
GRADE-8-TERM-2-ENGLISH-SCHEMES.docx
GRADE-8-TERM-2-FRENCH-SCHEMES.docx
GRADE-8-TERM-2-KISWAHILI-SCHEMES.docx
GRADE-8-TERM-2-MATHEMATICS-SCHEMES.doc
GRADE-8-TERM-2-PRETECHNICAL-SCHEMES.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES-spotlight.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES-mentor.doc
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES.docx
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES-1.docx
grade-8-integrated-science-schemes-of-work-term-2-active-integrated-science.docx
grade-8-integrated-science-schemes-of-work-term-2-mentor.doc
grade-8-klb-top-scholar-mathematics-schemes-of-work-term-2.doc
grade-8-pre-technical-studies-schemes-of-work-term-2-merged.docx
grade-8-rationalised-agriculture-and-nutrition-schemes-of-work-term-2-mtp-updated.docx
grade-8-rationalised-agriculture-and-nutrition-schemes-of-work-term-2-mtp-updated-1.docx
grade-8-rationalised-social-studies-schemes-of-work-term-2-updated (1).docx
grade-8-rationalised-spotlight-integrated-science-schemes-of-work-term-2.docx
grade-8-rationalized-english-schemes-of-work-term-2-skills-in-english.docx
grade-8-rationalized-french-scheme-of-work-term-2.docx
grade-8-rationalised-creative-arts-and-sports-schemes-of-work-term-2.docx
grade-8-rationalised-cre-schemes-of-work-term-2-mentor.docx
grade-8-rationalised-kiswahili-schemes-of-work-term-2-akili-pevu.docx
grade-8-rationalised-smart-minds-english-schemes-of-work-term-2.docx
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES2024-TEACHER.CO_.KE_.doc
GRADE-8-TERM-2-PRETECHNICAL-SCHEMES2024-TEACHER.CO_.KE_.doc
GRADE-8-TERM-2-MATHEMATICS-SCHEMES-KLB-12024-TEACHER.CO_.KE_.docx

TERM 1-3 FREE GRADE 8 SCHEMES OF WORK

GRADE-8-RATIONALIZED-FRENCH-SCHEME-OF-WORK-TERM-2
grade-8-rationalised-social-studies-schemes-of-work-term-2-updated.docx
GRADE-8-TERM-2-ENGLISH-SCHEMES-skills.docx
GRADE-8-TERM-2-ENGLISH-SCHEMES.docx
GRADE-8-TERM-2-FRENCH-SCHEMES.docx
GRADE-8-TERM-2-KISWAHILI-SCHEMES.docx
GRADE-8-TERM-2-MATHEMATICS-SCHEMES.doc
GRADE-8-TERM-2-PRETECHNICAL-SCHEMES.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES-spotlight.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES-mentor.doc
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES.docx
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES-1.docx
grade-8-rationalised-agriculture-and-nutrition-schemes-of-work-term-2-mtp-updated-1.docx
grade-8-rationalised-social-studies-schemes-of-work-term-2-updated (1).docx
grade-8-rationalized-english-schemes-of-work-term-2-skills-in-english.docx
grade-8-rationalized-french-scheme-of-work-term-2.docx
grade-8-rationalised-cre-schemes-of-work-term-2-mentor.docx
GRADE-8-TERM-2-MATHEMATICS-SCHEMES-KLB-1
GRADE-8-MENTOR-HOME-SCIENCE-SCHEMES-OF-WORK-TERM-1
GRADE-8-PHYSICAL-EDUCATION-AND-SPORTS-SCHEMES-OF-WORK-TERM-1-JKF
GRADE-8-HINDU-SCHEMES-OF-WORK-TERM-12024-
GRADE-8-SOCIAL-STUDIES-SCHEMES-OF-WORK-TERM-1-KLB-TOP-SCHOLAR2024-
GRADE-8-INTEGRATED-SCIENCE-SCHEMES-OF-WORK-TERM-12024-
GRADE-8-MENTOR-AGRICULTURE-SCHEMES-OF-WORK-TERM-1
GRADE-8-MATHEMATICS-SCHEMES-OF-WORK-TERM-1-SMART-MINDS
GRADE-8-INDIGENOUS-LANGUAGES-SCHEMES-OF-WORK-TERM-1
GRADE-8-PERFORMING-ARTS-SCHEMES-OF-WORK-TERM-1-OXFORD
GRADE 8 LAST TERM 2.docx
grade-8-hindu-schemes-of-work-term-1-1.docx
GRADE-8-TERM-1-PRETECHNICAL-SCHEMES-MENTOR
GRADE-8-IRE-SCHEMES-OF-WORK-TERM-1-OXFORD
grade-8-rationalized-agriculture-and-nutrition-schemes-of-work-term-3.docx
GRADE-8-TERM-1-CREATIVE-ARTS-SPORTS-SCHEMES
grade-8-rationalized-kiswahili-schemes-of-work-term-1-klb-top-scholar.docx
GRADE-8-VISUAL-ARTS-SCHEMES-OF-WORK-TERM-1-KLB-TOP-SCHOLAR
grade-8-rationalized-mathematics-schemes-of-work-term-1-klb-top-scholar.docx
grade-8-rationalized-integrated-science-schemes-of-work-term-3-spotlight.docx
grade-8-rationalized-integrated-science-schemes-of-work-term-1.docx
grade-8-mentor-c-r-e-schemes-of-work-term-3-rationalised.docx
GRADE-8-AGRICULTURE-SCHEMES-TERM-1
GRADE-8-FRENCH-SCHEMES-OF-WORK-TERM-1
GRADE-8-TERM-2-INTEGRATED-SCIENCE-SCHEMES-MENTOR
grade-8-rationalized-social-studies-schemes-of-work-term-3.docx
grade-8-rationalised-kiswahili-schemes-of-work-term-2-akili-pevu (1).docx
grade-8-rationalized-creative-arts-and-sports-schemes-of-work-term-3.docx
grade-8-rationalized-pre-technical-studies-schemes-of-work-term-1-klb-top-scholar.docx
grade-8-german-schemes-of-work-term-1.docx
grade-8-rationalized-agriculture-and-nutrition-schemes-of-work-term-1.docx
grade-8-french-schemes-of-work-term-1.docx

 

Grade 6 Term 1, 2 and 3 Schemes of Work Free Downloads

Grade 6 Term 1, 2 and 3 Schemes of Work Free Downloads

GRADE 6 TERM 3 CRE SCHEMES.docx
GRADE 7 TERM 3 INTEGRATED SCIENCE SCHEMES.docx
GRADE 6 TERM 3 PHE SCHEMES.docx
GRADE 7 COMP SCIE TERM III.docx
GRADE 7 TERM 3 AGRICULTURE SCHEMES.docx
GRADE 7 TERM 3 HEALTH SCHEMES.docx
GRADE 7 TERM 3 PHYSICAL EDUCATION SCHEMES.docx
GRADE 7 TERM 3 PRETECHNICAL SCHEMES.docx
GRADE 6 TERM 3 ENGLISH SCHEMES (2).docx
GRADE 6 TERM 3 SOCIAL STUDIES SCHEMES.docx
GRADE 7 TERM 3 LIFESKILLS SCHEMES.docx
GRADE 7 TERM 3 BUSINESS SCHEMES.docx
GRADE 7 TERM 3 MATH SCHEMES.docx
GRADE 7 TERM SOCIAL STUDIES.docx
GRADE-7-TERM-3-ENGLISH-SCHEMES.docx

Chemistry Form 1, 2, 3 & 4 Free Latest Notes (Well arranged for all Topics)

Chemistry Form 1, 2, 3 & 4 Free Latest Notes (Well arranged for all Topics)

FORM 1 CHEMISTRY.doc
FORM 2.doc
FORM 4.doc
FORM 33.doc
PRACTICALS.doc

Chemistry Quick Revision

Acids, BAIS AND SALTS Q.doc
Acids,Bases & Salts Ans.doc
Air and combustion ANS.doc
Air and combustion Q.doc
Carbon and its compounds ANS.doc
Carbon and its compounds Q.doc
Chemical families ANS.doc
Chemical families Q.doc
Chlorine and its compounds ANS.doc
Chlorine and its compounds Q.doc
Effect of an electric current on substances ANS.doc
Effect of an electric current on substances Q.doc
Electrochemistry ANS.doc
Electrochemistry Q.doc
Energy changes in chemical and physical processes ANS.doc
Energy changes in chemical and physical processes Q.doc
Gas laws ANS.doc
Gas laws Q.doc
Introduction to chemistry ANS.doc
Introduction to chemistry Q.doc
Metals ANS.doc
Metals Q.doc
Nitrogen and its compounds ANS.doc
Nitrogen and its compounds Q.doc
Organic chemistry 1 ANS.doc
Organic chemistry 1 Q.doc
Organic chemistry II ANS.doc
Organic chemistry II Q.doc
PRACTICALS SHEM ANS.doc
PRACTICALS SHEM Q.doc
Radioactivity ANS.doc
Radioactivity Q.doc
Salts ANS.doc
Salts Q.doc
Structure and bonding ANS.doc
Structure and bonding Q.doc
Structure of the atom and the periodic table ANS.doc
Structure of the atom and the periodic table Q.doc
Sulphur and its compounds ANS.doc
Sulphur and its compounds Q.doc
The mole ANS.doc
The mole Q.doc
WATER AND HYDROGEN ANS.doc
WATER AND HYDROGEN Q.doc

Form One Notes

Acids,Bases and Indicators.docx
Air,Oxygen and Combustion.docx
Introduction to chemistry.docx
Water and Hydrogen.docx

Form 2 Chemistry Notes

Introduction to chemistry.docx
Air,Oxygen and Combustion.docx
Atomic structure and Periodic Table.docx
Chemistry of Carbon.docx
Introduction to electrolysis.docx
Introduction to Salts.docx
Periodicity of Chemical families.docx
Practice Form 2 Sample exams.docx
Water and Hydrogen.docx

Form 3 Chemistry Notes

Chemistry of Sulphur.docx
Chemistry of Carbon.docx
Chemistry of Chlorine.docx
Organic Chemistry 1&2.docx
The Mole.docx

Form 4 Chemistry Notes

Rate of reaction.docx
Acids Bases and salts..docx
Basic Principles of Chemistry Practicals.docx
Chemistry of METALS.docx
Electrochemistry.docx
Radioactivity.docx
Thermochemistry.docx

WRITING THE BEST IMAGINATIVE ESSAYS

HOW TO EARN 19-20 MARKS IN A KCSE IMAGINATIVE COMPOSITION

WRITING THE BEST IMAGINATIVE ESSAYS

 KCSE ENGLISH IMAGINATIVE COMPOSITION

Have you ever read or written a composition that has the following expressions?

“In two shakes of a lamb’s tail, I dashed to the frog’s kingdom to accuse the dirt …”

“His face was a supermarket/network of pimples” “Two gigantic men kidnapped me …”

“One chilly morning when the birds were chirping and the frogs were croaking…”

Well, as much as some of these expressions may not be grammatically wrong per se, they are clichés that show lack of imagination/creativity and thus will hinder you from scoring a quality mark in KCSE English 101/3 imaginative composition.

 

This question simply tests your ability to communicate.

Creative writing

According to Wikipedia Creative writing is any writing that goes outside the bounds of normal professional, journalistic, academic, or technical forms of literature, typically identified by an emphasis on narrative craft, character development, and the use of literary tropes or with various traditions of poetry and poetics.

The question tests the candidates’ creativity, originality and ability to communicate in writing.

Objectives

You should ensure that these objectives are met by the end of the course before your learners attempt English 101/3 tests.

By the end of the course, the learner should be able to:

  1. writelegiblyandneatly;
  2. aplyspelingrulesandspelwordscorectly;
  3. usepunctuationmarkscorectly;
  4. writeclearandcorectsentences,andorganizeideasinalogical sequence;
  5. communicateeffectivelyinwriting,usingavarietyofsentence structures;
  6. developparagraphsusingdifferentdevices;
  7. usefigurativelanguagecorectlyandapropriately;
  8. usecohesivedevicesindevelopingparagraphs;
  9. usepunctuationmarksapropriately,competentlyandcreatively;
  10. demonstratecompetenceinwritingdifferentypesofesays;
  11. presentinformationinavarietyofways;
  12. demonstratecompetenceinusingawiderangeofsentencestructures andvocabularytocreatethedesiredeffect.

Therefore, apart from teaching creative writing (imaginative compositions) which is taught in form 3, teachers should ensure the learners acquire other writing skills as well. These include;

  1. Handwriting-legibilityandtidines

 

  1. Commonlymispeltwords— spelingandspelingrules

 

c)   Sentencebuildingskillsandparagraphing

 

  1. i. Writingclearandcorectsentences
  2. Structureoftheparagraph:topicsentences,suportingsentences, clinchersentences,sequencingofideas,unityinparagraphs.

 

 

  1. Sentencevariety;usingsimple,compoundandcomplexsentences Devicesofdevelopingparagraphs:givingreasons/examples, comparing

andcontrasting,usingidiomaticexpresions,using                                                                                               facts/statisticsand usingrhetoricalquestions.

  1. Cohesioninparagraphs UsingtransitionalwordsandphrasesChoiceofwordsrecurentwords (differentwordsthatrefertothesameideaintheparagraph)tocreate emphasisParaphrasing.
  2. Punctuation:Capitalization,final/terminalpunctuationmarks, commas,quotationmarks,apostrophe,hyphen,colon,Semi-colon,dash, parenthesis,devicesforpresentingtitlesofpublications,quotationsand headings.
  3. StudyWriting:Descriptiveesays,Argumentativeesays,Expository writing,

 

To help your learners perform well in KCSE imaginative composition, you should teach different types of writing and provide them with ample practice. You should also impress upon them that expository composition is concerned with linguistic ability as it is not concerned with the points.

WRITING A+ KCSE IMAGINATIVE COMPOSITIONS

 

The best KCSE imaginative compositions score between 19-20 marks. Your composition must possess the following in order to fall under this category.

 

 

 

  • Intelligibility-able to be understood (comprehensible)
  • Correctness
  • Accuracy (devoid of errors)
  • Fluency (communicates easily/very well/smoothly)
  • Pleasantness
  • Originality (new and different in a good and appealing way)

NOTE: Linguistic competence carries the most marks in imaginative compositions.

 

CATEGORIES OF KCSE IMAGINATIVE COMPOSITIONS

 

The category your essay falls under depends on the degree of communication. Other factors discussed below will determine the specific numerical mark you earn.

  • D CLASS: (1-5 MARKS) Guesswork-No communication at all
  • C CLASS: (6-10 MARKS) Flat-Weak communication because of strain (lacks fluency)
  • B CLASS: (11-15MARKS) Fluent-Ease of communication due to greater fluency
  • A CLASS: (16-20MARKS) Pleasant-Captivating, creative, has command of language

 

HOW TO WRITE AN A-CLASS IMAGINATIVE COMPOSITION

 

 

We all want to write pleasant compositions that fall in A CLASS in order to score high marks.

 

To achieve that, we MUST write compositions that possess the following qualities.

A-CLASS KCSE IMAGINATIVE COMPOSITIONS

 

  • Write fluently and attractively
  • Must have originality (new and different)/efficiency
  • Make us feel your deep feelings (senses), emotions (strong feelings g. love, fear, anger, bitterness, relief, joy etc), and enthusiasm (strong interest, desires, excitement)
  • Should be attractive (pleasant/appealing/interesting)

 

This falls in the general category of a pleasant composition that score between 16- 20 marks.

HOW TO EARN 19-20 MARKS IN A KCSE IMAGINATIVE COMPOSITION

This article, however, is meant to help you write a KCSE imaginative composition that will earn between 19-20 marks

In order to achieve this, you must;

  • Express yourself freely
  • Exhibit no visible constraint
  • Exhibit maturity(avoid obscene, suggestive, steamy or graphic description of sexual innuendos or other forms of immorality), good planning, humour (comical/funny)
  • Have many items of merit ( correct vocabulary (or jargon-informal language does not score), phrasal verbs, idioms, proverbs, aspects of literary techniques g.

irony, suspense, imagery etc, correct, appealing felicity of expression in whole sentences or paragraphs)

  • Show clever arrangement (e.g. flashbacks creating suspense)
  • Have felicity of expression (well chosen features in writing/communication)

⚠ ERRORS ERRORS

Avoid the following errors;

  1. Faulty paragraphing
  2. Repetition/redundancies (using a word phrase etc that repeats something else and is therefore unnecessary-e.g. bow down, reverse back, colleague teachers, repeat again)
  3. Illegibility (impossible or hard to read or decipher because of poor handwriting)
  4. Vagueness (thoughts that are not stated or expressed clearly; in a general and not specific way) Obscurity (unclear, difficult to understand)
  5. Wrong word order/illogical (lacking sense or clear sound reasoning)or contradictory (inconsistent) statements
  6. Broken English (e.g. his business has caught down instead of his business is thriving, hunger is biting me, etc)

 

  1. Contracted forms (e.g. didn’t instead of did not; NB they may be used in direct speech)

 

GROSS ERRORS contribute to a lower score and learners whose compositions have the following errors more often than not fail to score over 15 marks in their compositions. Gross errors include;

  1. Errors of subject-verb agreement
  2. Serious tense error
  3. Errors of elementary vocabulary, misuse of vocabulary, wrong spellings of vocabularies (avoid clichés e.g. I ran as fast as my feeble legs could carry me, I took my breakfast in a blink of an eye)
  4. Punctuation errors e.g. missing punctuation marks (missing final punctuation marks g. full stop is penalized heavily)

 

  1. Errors of sentence construction
  2. Ridiculous use of idioms thus affecting communication
  3. Misuse of common prepositions
  4. Misuse of capital letters

TYPES OF KCSE IMAGINATIVE ESSAYS

English 101/3 tests three types of essays;

  • Narrative essays: Simply tell a
  • Descriptive essays: Paint a picture with
  • Expository essays: Just give the facts as per the

Examples of PAST KCSE IMAGINATIVE COMPOSITIONS

 

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2018

 

For composition 1(a) you should write a narrative; 1(b) write a descriptive essay.

 

 

 

 

KCSE IMAGINATIVE COMPOSITION 2018

 

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2017

 

For composition 1(a) you should write a narrative; 1(b) write an expository essay.

KCSE IMAGINATIVE COMPOSITION 2017

 

 

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2016

 

KCSE IMAGINATIVE COMPOSITION 2016

 

 

 

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2015

 

 

 

 

For composition:

 

1(a) you should write a narrative; compose a story to illustrate the saying;

 

1(b) write an expository essay. Simply give facts about what you think should be done to reduce indiscipline in schools (Do not write a story)

 

KCSE IMAGINATIVE COMPOSITION 2015

 

 

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2014

 

 

 

 

 

 

 

 

LENGTH

Your essay should not exceed 450 words (about 3 pages of your KCSE answer booklet). Otherwise you risk losing 2 marks.

However, the quality of an essay depends solely on how effectively it communicates.

 

AMERICAN SPELLING

American spelling e.g. color, labor, center, meter etc is not penalised. It’s only penalised if there is lack of consistency.

 

 

 

 

OTHER HELPFUL TIPS

 

Narrative essays

 

  • Understand the setting of the composition in line with the rubric. If the composition is about a crime scene that informs you about the physical setting of

your story. You do not have to start your story on a chilly morning with chirping birds or taking breakfast. Take us to the scene and give us the events that happen before and possibly after the crime.

  • Have a simple, clear storyline with an introduction, climax and
  • Have a clear, consistent point of
  • Be a character in the Use the first person pronoun “I”
  • Use direct speech to give your story ‘life’.
  • Develop your characters fully (describe them and make it easy for readers to infer their character traits). Have relateable, realistic
  • Evoke emotions in the Create an air of poignancy-painfully affecting the feelings (evoke feelings of sadness, joy, sympathy, anger, bitterness, nostalgia etc). Share your deep feelings.
  • Uphold morals and avoid praising
  • Tell an original story-new and interesting
  • It helps to start your story with direct speech, a poem, a song etc if (only if you have not been instructed to begin with certain words)

 

 

  • Titles are not necessary since they do not add any value to your However, they may make you lose marks if they contain any errors.
  • Build suspense
  • Avoid oral narratives (Once upon a time … or fantasies with ogres in the forest- unless you have ever encountered one or know someone who has). Your essay

SHOULD be creative but realistic.

  • Must be a If not you risk losing 4 marks! You DO NOT want to lose four hard earned marks, do you?
  • Begin or end with the words provided or else you will lose 2 valuable
  • Avoid any errors
  • Write legibly and clearly

In brief, simply write a story. Tell a story the way you would when talking to your grandma or your buddies.

There is no fixed format so do not copy story lines from books (e.g. the Bible) and movies- this may expose your lack of creativity. Express yourself freely.

Do not cram a composition and cross your fingers hoping that you get a similar one in KCSE.

 

 

Expository essays

For expository compositions, we are not concerned with the points, only the linguistic ability.

 

  • Introduce your essay on the first paragraph, write at least four points in at least four separate paragraphs, and conclude or sum up your essay in the last
  • Develop cohesive paragraphs for a smooth flowing Use transitional words to link your paragraphs and sentences.
  • A paragraph must introduce the main idea in the topic sentence (the first sentence of each paragraph). The next two or three sentences should add information to support this main Sum up the paragraph with a clincher-a statement which

summarises the paragraph before you introduce a new point.

  • Write
  • Avoid any

 

 

 

 

Descriptive essays

 

Thedescriptiveessayisagenreofessaythatasksthestudento describesomething—objectperson,place,experience,emotion, situation,etc.Thegoalofwhichistopaintanimagethatisvivid andmovinginthemindofthereader.Thereadershouldclearly formanimpressionofthethingyouaredescribing.

 

 

TIPS

  • Brainstorm on the features of the person or thing and write them
  • Use simple, clear language
  • Use vivid language g. ox instead of cow, tempestuous instead of violent , stallion not horse, bungalow not house
  • Appeal to the senses of touch, smell, sight, hearing and Explain how something looks, tastes, smells etc
  • Create a clear impression in the reader’s Describe someone or something until I see it.
  • Be organised
  • Write neatly/legibly
  • Avoid errors

 

 

 

 

 

 

SAMPLE KCSE IMAGINATIVE COMPOSITIONS

 

 

 

 

 

KCSE IMAGINATIVE COMPOSITION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KCSE IMAGINATIVE COMPOSITION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mwalimu Wafula Wekati

Writer at: www.wekati.blogspot.com rikijimu@gmail.com

0714227837

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DATA SECURITY AND CONTROL COMPUTER TEACHER NOTES NEW

 DATA SECURITY AND CONTROL

Introduction

Data & Information must be protected against unauthorized access, disclosure, modification or damage.  This is because; it is a scarce & valuable resource for any business organization or government.  It is mostly used in transactions, it can be shared, and has high value attached to it.

Data & Information security:

Data security is the protection of data & information from accidental or intentional disclosure to unauthorized persons.

Data & Information privacy:

Private data or information is that which belongs to an individual & must not be accessed by or disclosed to any other person, without direct permission from the owner.

Confidential data or information – this is data or information held by a government or organization about people.  This data/information may be seen by authorized persons without the knowledge of the owner.  However, it should not be used for commercial gain or any other unofficial purpose without the owner being informed.

Review Questions

 

  1. Differentiate between private and confidential data.
  2. Why is information called a resource?
  3. (a) Explain the term ‘Information security’.

(b)  Recently, data and information security has become very important.  Explain.

 

SECURITY THREATS TO DATA & INFORMATION

 

  • COMPUTER VIRUSES

 

  • A computer virus is a destructive program that attaches itself to other files when the files are opened for use, and installs itself on the computer, without the knowledge of the user.

 

  • A computer virus is a program designed specifically to damage other programs or interfere with the proper functioning of the computer system.

 

A virus is a computer code usually designed to carry out 2 tasks:

 

  • To copy itself from one computer system to another.
  • To locate itself within a computer system enabling it to amend/destroy program & data files, by interfering with the normal processes of the operating system.

 

Types of computer viruses.

 

  1. Boot sector viruses – they destroy the booting information on storage devices.

 

  1. File viruses – they attach themselves to files either erasing or modifying them.

 

  1. Hoax viruses – they come as e-mails with an attractive subject & activate themselves when the e-mail is opened.

 

  1. Trojans – they appear to perform necessary functions, but perform other undesirable activities in the background without the knowledge of the user.

 

  1. Worms – viruses that stick in the computer memory.

 

  1. Backdoors – may be a Trojan or Worm that allows hidden access to a computer system.

 

 

 

 

 

 

 

Types of destructions/damages caused by a virus attack

 

  • Delete or modify data, information & files on storage devices (disks) or memory during normal program execution, e.g., may attack the format of a disk making any program or data on it impossible to recover.
  • Systematically destroy all the data in the computer memory.
  • Might lock the keyboard.
  • Can change keystroke values or data from other I/O devices, e.g., change the effect of SHIFT key.
  • Delete characters displayed on a visual display.
  • Uses up computer memory/space, hence slowing down its performance or causing the system to crash.
  • Changes colour of the display.
  • Cause boot failure.

 

Sources of viruses.

 

  1. Contact with contaminated systems:

 

If a diskette is used on a virus infected computer, it could become contaminated.  If the same diskette is used on another computer, then the virus will spread.

 

  1. Use of pirated software:

 

Pirated software may be contaminated by a virus code or it may have been amended to perform some destructive functions which may affect your computer.

 

  1. Infected proprietary software:

 

A virus could be introduced when the software is being developed in laboratories, and then copied onto diskettes containing the finished software product.

 

  1. Fake games:

 

Some virus programs behave like games software.  Since many people like playing games on computers, the virus can spread very fast.

 

  1. Freeware and Shareware:

 

Both freeware & shareware programs are commonly available in Bulletin board systems.

Such programs should first be used in controlled environment until it is clear that the program does not contain either a virus or a destructive code.

 

  1. Updates of software distributed via networks:

 

Viruses programs can be spread through software distributed via networks.

 

Symptoms of viruses in a computer system.

 

The following symptoms indicate the presence of a virus in your computer:

 

  • Boot failure.
  • Files & programs disappearing mysteriously.
  • Unfamiliar graphics or messages appearing on the screen, e.g., the virus might flash a harmless message such as “Merry Christmas” on the computer terminal.
  • Slow booting.
  • Gradual filing of the free space on the hard disk.
  • Corruption of files and programs.
  • Programs taking longer than usual to load.
  • Disk access time seeming too long for simple tasks.
  • Unusual error messages occurring more frequently.
  • Frequent read/write errors.
  • Disk access lights turning on for non-referenced devices.
  • Computer hags anytime when running a program.
  • Less memory available than usual, e.g., Base memory may read less than 640KB.
  • Size of executable files changing for no obvious reason.

 

Control measures against viruses.

 

  • Install up-to-date (or the latest) antivirus software on the computers.

 

  • Restrict the movement of foreign storage media, e.g., diskettes in the computer room.

 

If they have to be used, they must be scanned for viruses.

 

  • Avoid opening mail attachments before scanning them for viruses.

 

  • Write-protect disks after using them.

 

  • Disable floppy disk drives, if there is no need to use disks in the course of normal operation.

 

  • Backup all software & data files at regular intervals.

 

  • Do not boot your computer from disks which you are not sure are free from viruses.

 

  • Avoid pirated software. If possible, use the software from the major software houses.

 

  • Programs downloaded from Bulletin Boards & those obtained from computer clubs should be carefully evaluated & examined for any destructive code.

 

  • UNAUTHORIZED ACCESS

 

Data & information is always under constant threat from people who may want to access it without permission.  Such persons will usually have a bad intention, either to commit fraud, steal the information & destroy or corrupt the data.

 

Unauthorized access may take the following forms:

 

  • Eavesdropping:

 

This is tapping into communication channels to get information, e.g., Hackers mainly use eavesdropping to obtain credit card numbers.

 

  • Surveillance (monitoring):

 

This is where a person may monitor all computer activities done by another person or people.

The information gathered may be used for different purposes, e.g., for spreading propaganda or sabotage.

 

  • Industrial espionage:

 

Industrial espionage involves spying on a competitor so as to get or steal information that can be used to finish the competitor or for commercial gain.

The main aim of espionage is to get ideas on how to counter by developing similar approach or sabotage.

 

  • An employee who is not supposed to see some sensitive data gets it, either by mistake or design.

 

  • Strangers who may stray into the computer room when nobody is using the computers.

 

  • Forced entry into the computer room through weak access points.

 

  • Network access in case the computers are networked & connected to the external world.

 

Control measures against unauthorized access.

 

  • Enforce data & information access control policies on all employees to control access to data.
  • Keep the computer room closed when nobody is using it.
  • Reinforce weak access points, e.g., doors & windows with metallic grills & burglar alarms.
  • Use file passwords to prevent any person from getting access to the electronic files.
  • Enforce network security measures, e.g., use of firewalls.
  • Encrypt the data & information during transmission.
  • Perform frequent Audit trails to identify threats to data & information.

 

  • COMPUTER ERRORS & ACCIDENTAL ACCESS

 

Errors and accidental access to data & information may be as a result of:

 

  • Mistakes made by people, e.g., one may print sensitive reports & unsuspectingly give them to unauthorized persons.
  • People experimenting with features they are not familiar with. g., a person may innocently download a file without knowing that it is self-installing or it may be dangerous to the system.

 

Control measures against computer errors & accidents.

 

  • Restrict file access to the end-users and technical staff in the organization, i.e., deny access of certain files & computers to certain groups of end-users.

 

This is because; accidental access mistakes occur if the end-users have too much privilege that allows them to access or change sensitive files on the computer.

 

  • Set up a comprehensive error-recovery strategy in the organization.

 

  • THEFT

 

The threat of theft of data & information, hardware & software is real.  Some information is so valuable such that business competitors or some governments can decide to pay somebody a fortune so as to steal the information for them to use.

 

Control measures against theft of information, hardware, & software.

 

  • Create backups & store them in locations away from the main computing centre.
  • Reinforce weak access points, e.g., the windows, doors, & roofing with metallic grills and strong padlocks.
  • Put burglar proofs in the computer room.
  • Employ guards to keep watch over data & information centres and backups.

 

Review Questions

 

  1. Explain any three threats to data and information.
  2. Give two control measures one would take to avoid unauthorized access to data and information.
  3. Explain the meaning of ‘industrial espionage’.
  4. (a) Define a computer virus.

(b)  Give and explain two types of computer viruses.

(c)  List three types of risks that computer viruses pose.

(d) List and explain five sources of computer viruses.

(e)  Outline four symptoms of computer viruses.

(f)  Explain the measures one would take to protect computers from virus attacks

  1. How can one control the threat of user’s errors to data and information?

 

 

 

 

 

 

COMPUTER CRIMES

 

  • A computer crime is a deliberate theft or criminal destruction of computerized data.

 

  • The use of computer hardware, software, or data for illegal activities, e.g., stealing, forgery, defrauding, etc.

 

  • Committing of illegal acts using a computer or against a computer system.

 

Types of computer crimes.

 

The following are the major types of computer crimes:

 

  1. Fraud (Theft of money)
  2. Alteration of data.
  3. Theft of computer time / Theft of service.
  4. Theft of data, information or programs.
  5. Damage of software.

 

Trespass.

 

  • Trespass refers to the illegal physical entry to restricted places where computer hardware, software & backed up data is kept.

 

  • It can also refer to the act of accessing information illegally on a local or remote computer over a network.

 

Trespass is not allowed and should be discouraged.

 

Hacking.

 

Hacking is an attempt to invade the privacy of a system, either by tapping messages being transmitted along a public telephone line, or through breaking security codes & passwords to gain unauthorized entry to the system data and information files in a computer.

 

Reasons for hacking.

 

  • To copy or corrupt the information.
  • As a hobby to test their expertise. Some people like the challenge & they feel great after successful hacking.
  • Some do it for computer & software producing companies that want to secure their systems by reducing weaknesses discovered after professional hacking.

 

Hacking is done by skilled programmers referred to as HackersHacker is a person who gains unauthorised access to a computer network for profit, criminal mischief, or personal gain.

 

Such people are able to break through passwords or find weak access points in software.  They are involved in propagating computer viruses.

 

Tapping.

 

Tapping involves listening to a transmission line to gain a copy of the message being transmitted.

 

Tapping may take place through the following ways:

 

  1. A person may send an intelligent program to a host computer that sends him/her information from the computer.
  2. Spying on a networked computer using special programs that are able to intercept messages being sent & received by the unsuspecting computer.

 

Cracking.

 

Cracking is the use of guesswork by a person trying to look for a weakness in the security codes of a software in order to get access to data & information.

 

These weak access points can only be sealed using sealed using special corrective programs called Patches, which are prepared by the manufacturing company.

A program patch is a software update that when incorporated in the current software makes it better.

 

NB: Cracking is usually done by people who have some idea of passwords or user names of the authorized staff.

 

Piracy.

 

Software, information & data are protected by copyright laws. Piracy means making illegal copies of copyrighted software, data, or information either for personal use or for re-sale.

 

Ways of reducing piracy:

 

  1. Enact & enforce copyright laws that protect the owners of data & information against piracy.
  2. Make software cheap enough to increase affordability.
  • Use licenses and certificates of authenticity to identify originals.
  1. Set installation passwords that prevent illegal installation of software.

 

Fraud.

 

Fraud is the use of computers to conceal information or cheat other people with the intention of gaining money or information.

 

Fraud may take the following forms:

 

  • Input manipulation:

 

Data input clerks can manipulate input transactions, e.g., they can create dummy (ghost) employees on the Salary file or a ghost supplier on the Purchases file.

 

  • Production & use of fake documents:

 

E.g., a person created an intelligent program in the Tax department that could credit his account with cents from all the tax payers.  He ended up becoming very rich before he was discovered.

 

Fraudsters can either be employees in the company or outsiders who are smart enough to defraud unsuspecting people.

 

Reasons that may lead to computer fraud.

 

  • For economic gain (i.e., to gain money or information).
  • To gain respect (self-worth)

 

Security measures to prevent fraud:

 

  1. Careful recruitment of staff.
  2. Set up a clear & firm management policy on crimes & frauds.
  • Restrict access to computer room or terminal.
  1. Use transaction & fill logs to monitor access to sensitive areas of the system.
  2. Monitor & investigate error logs and reports on regular basis.
  3. Carry out risk analysis to examine the exposure of the organization to possible fraud.

 

 

 

Sabotage.

 

Sabotage is the illegal or malicious destruction of the system, data or information by employees or other people with grudges with the aim of crippling service delivery or causing great loss to an organization.

 

Sabotage is usually carried out by discontented employees or those sent by competitors to cause harm to the organization.

 

The following are some acts of saboteurs which can result in great damage to the computer centres:

 

  • Using Magnets to mix up (mess up) codes on tapes.
  • Planting of bombs.
  • Cutting of communication lines.

 

Alteration.

 

Alteration is the illegal changing of stored data & information without permission with the aim of gaining or misinforming the authorized users.

 

Alteration is usually done by those people who wish to hide the truth.  It makes the data irrelevant and unreliable.

 

Alteration may take place through the following ways:

 

  • Program alteration:

 

This is done by people with excellent programming skills.  They do this out of malice or they may liaise with others for selfish gains.

 

  • Alteration of data in a database:

 

This is normally done by authorized database users, e.g., one can adjust prices on Invoices, increase prices on selling products, etc, and then pocket the surplus amounts.

 

Security measures to prevent alteration:

 

  1. Do not give data editing capabilities to anybody without vetting.
  2. The person altering the data may be forced to sign in order for the system to accept altering the information.

 

Theft of computer time.

 

Employees may use the computers of an organization to do their own work, e.g., they may produce publications for selling using the computers of the company.

 

Theft of data (i.e., commercial espionage).

 

Employees steal sensitive information or copy packages and sell them to outsiders or competitors for profit.

This may lead to a leakage of important information, e.g., information on marketing strategies used by the organization, research information, or medical reports.

 

Review Questions

 

  1. (a) Define the term ‘Computer crime’.

(b)  State and explain various types of computer crimes.

  1. Differentiate between Hacking and Cracking with reference to computer crimes.
  2. What is a program patch? Why are patches important?
  3. Give two reasons that may lead to computer fraud.
  4. How can piracy be prevented in regard to data and information.
  5. What is data alteration? Explain its effects on data.
  6. Explain the meaning of Tapping while dealing with computer crimes.

 

DETECTION & PROTECTION AGAINST COMPUTER CRIMES

The following measures can be taken to detect & prevent computer crimes, and also seal security loopholes.

 

Audit trails

 

This is a careful study of an information system by experts in order to establish (or, find out) all the weaknesses in the system that could lead to security threats or act as weak access points for criminals.

 

An audit of the information system may seek to answer the following questions: –

 

  1. Is the information system meeting all the design objectives as originally intended?
  2. Have all the security measures been put in place to reduce the risk of computer crimes?
  3. Are the computers secured in physically restricted areas?
  4. Is there backup for data & information of the system that can ensure continuity of services even when something serious happens to the current system?
  5. What real risks face the system at present or in future?

 

Data encryption

 

Data being transmitted over a network faces the dangers of being tapped, listened to, or copied to unauthorized destinations.

To protect such data, it is mixed up into a form that only the sender & the receiver can be able to understand by reconstructing the original message from the mix.  This is called Data encryption.

 

The flow diagram below shows how a message can be encrypted and decrypted to enhance security.

 

 

 

 

Cyphertext

 

 

Plain text                                                                                          Plain text

Encryption key                        Decryption key

The message to be encrypted is called the Plain text document.  After encryption using a particular order (or, algorithm) called encryption key, it is sent as Cyphertext on the network.

After the recipient receives the message, he/she decrypts it using a reverse algorithm to the one used during encryption called decryption key to get the original plain text document.

This means that, without the decryption key, it is not possible to reconstruct the original message.

 

Log files

 

These are special system files that keep a record (log) of events on the use of the computers and resources of the information system.

 

Each user is usually assigned a username & password or account.  The information system administrator can therefore easily track who accessed the system, when and what they did on the system.  This information can help monitor & track people who are likely to violate system security policies.

 

Firewalls

 

A Firewall is a device or software system that filters the data & information exchanged between different networks by enforcing the access control policy of the host network.

 

A firewall monitors & controls access to or from protected networks.  People (remote users) who do not have permission cannot access the network, and those within cannot access sites outside the network restricted by firewalls.

LAWS GOVERNING PROTECTION OF INFORMATION

Laws have been developed that govern the handling of data & information in order to ensure that there is ‘right of privacy’ for all people.

 

The following rules must be observed in order to keep within the law when working with data and information.

 

  1. Data & information should be kept secure against loss or exposure.
  2. Data & information should not be kept longer than necessary.
  3. Data & information should be accurate and up-to-date.
  4. Data & information should be collected, used & kept for specified lawful purposes (i.e., it should not be used for unlawful gain).
  5. The owner of the data has a right to know what data is held by the person or organization having it.
  6. Data should not be transferred to other countries without the owner’s permission.
  7. Do not collect irrelevant and overly too much information for a purpose.

 

 

WEEKEND ASSIGNMENT 2015

FORM 3 AND 4

 

  1. What do the following control measures against computer crimes involve?
  • Audit trail.
  • Data encryption.
  • Log files.
  1. Give four rules that must be observed to keep within the law when working with data and information.
  2. Explain any three threats to data and information.
  3. Give two control measures one would take to avoid unauthorized access to data and information.
  4. Explain the meaning of ‘industrial espionage’.
  5. (a) Define a computer virus.

(b)  Give and explain two types of computer viruses.

(c)  List three types of risks that computer viruses pose.

(d) List and explain five sources of computer viruses.

(e)  Outline four symptoms of computer viruses.

(f)  Explain the measures one would take to protect computers from virus attacks

  1. How can one control the threat of user’s errors to data and information?
  2. (a) Define the term ‘Computer crime’.
  3. State and explain various types of computer crimes.
  4. Differentiate between Hacking and Cracking with reference to computer crimes.
  5. What is a program patch? Why are patches important?
  6. Give two reasons that may lead to computer fraud.
  7. How can piracy be prevented in regard to data and information.
  8. What is data alteration? Explain its effects on data.
  9. Explain the meaning of Tapping while dealing with computer crimes.
  10. (a) What is Computer security?

(b)  Mention various threats to computer security.

  1. Discuss the environmental problems affecting the operation of computers.
  2. State and discuss four causes of data loss in a computer system.
  3. a) Discuss two methods used to restrict unauthorised access to computer systems.
  4. b) What is a Password? Give its main importance.

 

 

 

 

 

GOOD LUCK

 

 

 

COMPUTER SECURITY

What is Computer security?

 

  • Safeguarding the computer & the related equipments from the risk of damage or fraud.

 

  • Protection of data & information against accidental or deliberate threats which might cause unauthorised modification, disclosure, or destruction.

 

A computer system can only be claimed to be secure if precautions are taken to safeguard it against damage or threats such as accidents, errors & omissions.

 

The security measures to be undertaken by the organization should be able to protect:

 

  1. Computer hardware against damage.
  2. Data, information & programs against accidental alteration or deletion.
  • Data & information against hazards.
  1. The computer against unauthorised use.
  2. Data, information & programs against piracy or unauthorised copying.
  3. Data & programs used by the computer system against illegal or unauthorised modification.
  • Storage media, e.g., diskettes, tapes, etc against accidental destruction.
  • Policies of the organization.
  1. Accidental interruption of power supply or communication lines.
  2. Disclosure of confidential data or information.
  • Ensure that both hardware & software have longer life span.

 

Environmental threats to computers & Information systems.

 

 

Fire destroys data, information, software & hardware.

 

Security measures against fire:

 

  • Use fire-proof cabinets & lockable metal boxes for floppy disks.
  • Use of backups.
  • Install fire fighting equipments, e.g., fire extinguishers.
  • Have some detectors.
  • Training of fire-fighting officers.
  • Observe safety procedures, e.g., avoid smoking in the computer rooms.
  • Have well placed exit signs.
  • Contingency plans.

 

  • Water, floods & moisture.

 

This causes rusting of the metallic components of the computer.

 

Security measures against water, floods & moisture:

 

  • Set up computer rooms on higher grounds to avoid floods & humidity.
  • Avoid installing computer components in the basement.
  • There should be adequate drainage system.
  • Use water-proof ceilings & floors.

 

  • Lightening, electricity & electrical storms.

 

This causes power failure that can cause damage to data, which has not been transferred to permanent storage devices.

 

 

 

 

 

 

 

 

Security measures:

 

  • Install facilities to control power fluctuations, e.g., use of Uninterrupted power source (UPS)
  • Use power stabilizers.
  • Have standby power generators/sources.
  • Have lightening arresters in the building.

 

  • Excessive Heat or Temperature.

 

Excessive heat or temperature from the computer itself or from the surrounding environment can destroy computer storage media or devices.

 

Security measures:

 

  • There should be efficient ventilation system.
  • Use a cooling system in the computer rooms, e.g., cooling fans & air conditioners.

 

  • Computer virus attack.

 

A virus is a rogue software program that spreads rampantly through computer systems, destroying data or causing the system to break down.

 

Security measures against computer virus:

 

  • Make backup copies of software, and store the copies off-site.
  • Restrict access to programs & data on a ‘need-to-use’ basis.
  • Check all programs regularly for change of size, as this could be a sign of virus infiltration.
  • Be careful with ‘Shareware’ and ‘Freeware’ programs, as they are the major entry points for viruses.
  • Make sure all purchased software is in its original sealed-disk containers.

 

  • Smoke and Dust.

 

Dust and Smoke particles settle on storage devices and may scratch them during Read/write operation.

 

Security measures:

 

  • Have dust mats or carpets to prevent entry of dust.
  • Fit the computer room with special Curtains to reduce entry of dust particles.
  • Cover the devices with Dust covers when cleaning the room.
  • Remove shoes before entering the room to prevent dust.

 

  • Terrorist attack.

 

This includes activities such as:

 

  • Political terrorists,
  • Criminal type of activities,
  • Individuals with grudges, or
  • People intending to cause general destruction.

 

Security measures:

 

  • Hiring of security guards to control physical access to the building housing the computer room.
  • Activities that can cause terrorism should be avoided, e.g., exploitation of workers.
  • Have double door & monitoring devices.
  • Use of policies.
  • System auditing / use of log files.
  • Use of passwords.
  • Punitive measures.
  • Encryption of data.
  • Use of firewalls.
  • Consult & co-operate with the Police and Fire authorities on potential risks.

 

 

People threats include:

 

  • Accidental deletion of data, information or programs.
  • Vandalism, i.e., theft or destruction of data, information or programs & hardware.
  • Piracy of copyrighted data & software.

 

Security measures against Carelessness & Clumsiness:

 

  • Better selection of personnel.
  • Have a good office layout.
  • Improve employee training and education.
  • Limit access to data and computers.
  • Regular backups.
  • Use of Undelete & Unformat utilities.

 

Security measures against Vandalism:

 

  • Should have a sensitive attitude to office behaviour.
  • Tighten security measures, e.g., install alarm systems, burglar-proof doors/windows, & roofs).
  • Limit access to sensitive company information.
  • Use Keyboard lock on terminals used by authorised users.
  • Use of disk locks.
  • Punitive measures.

 

 

Review Questions

 

  1. (a) What is Computer security?

(b)  Mention various threats to computer security.

  1. Discuss the environmental problems affecting the operation of computers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CAUSES OF DATA LOSS IN COMPUTERS

  1. Power failure:

Momentary interruptions or fluctuations of electrical power may cause:

 

  • Crashing of computers.
  • Loss of data or information that had not been saved before the power disruption.
  • Damage to computer’s secondary storage media. This may result to loss of data & Application software stored on the media.

 

The main cause of power disruptions are:

  • Amplitude fluctuations,
  • Power line noise,
  • Low voltage sages,
  • High voltage surges,
  • Voltage outages,
  • Voltage spikes,
  • Waveform distortions,
  • Power frequency variations.

 

Precautions against data loss due to Power failure:

 

  1. Regular saving of documents.

 

Frequent saving of documents ensures that minimum data is lost in case of any power failure.

Some application packages have an AutoSave feature, which should be activated to automatically save work after a specified time interval.

 

  1. Use of Uninterruptible Power Supply (UPS).

 

To eliminate any power quality defects or fluctuation, use power correction equipment such as a Stabilizer or Uninterruptible Power Supply (UPS).  These equipments ensure a steady flow of input power to the computer system.

 

  1. Computer viruses:

A computer virus destroys all the data files & programs in the computer memory by interfering with the normal processes of the operating system.

 

Precautions against computer viruses:

 

  1. Anti-virus software.

 

Use Antivirus software to detect & remove known viruses from infected files.

 

Some of the commonly used Antivirus software are: Dr. Solomon’s Toolkit, Norton Antivirus, AVG Antivirus, PC-Cillin, etc

 

NB:  The best way to prevent virus is to have a memory-resident antivirus software, which will detect the virus before it can affect the system.  This can be achieved by installing a GUARD program in the RAM every time the computer boots up.  Once in the RAM, the antivirus software will automatically check diskettes inserted in the drives & warn the user immediately if a disk is found to have a virus.

 

  • For an antivirus to be able to detect a virus, it must know its signature. Since virus writers keep writing new viruses with new signatures all the time, it is recommended that you update your antivirus product regularly so as to include the latest virus signatures in the industry.

 

  • The Antivirus software installed in your computer should be enabled/activated at all times.

 

  • You should also perform virus scans of your disks on a regular basis.

 

  • Evaluate the security procedures to ensure that the risk of future virus attack is minimized.

 

Review Questions

 

  1. Describe two ways of preventing data loss due to power outage.
  2. (a) What is a Computer virus?

(b)  What are Anti-viruses?  Explain how they detect and remove viruses.

 

  1. Accidental erasure:

Commands such as DELETE & FORMAT can be dangerous to the computer if used wrongly.

Both commands wipe out the information stored on the specified secondary storage media, e.g., formatting the Hard disk (drive C:) will destroy all the software on that system.

 

Precautions against Accidental erasure:

 

  1. Use of Undelete utilities.

 

Use the Undelete facilities in case you accidentally delete your files.

 

There are two Undelete facilities depending on the operating system you are using.

  • MS-DOS 6.0 Undelete facility:

 

To undelete at the DOS prompt, change to the drive & directory whose files were deleted, then type, e.g.,

C:\>UNDELETE <directory that contain the deleted file>

A list of all deleted files will be displayed with the first letter missing.  Type in the first letter and the file will be recovered.

 

  • Norton utilities & PC Tools:

 

Norton utilities & PC Tools also have an undelete facility, which is similar to the DOS Undelete facility.

 

  • Windows Recycle Bin:

 

The Recycle Bin temporarily stores all deleted files & can be used to recover your files.

 

  1. Double-click the Recycle Bin on the desktop.
  2. Click on the files you want to undelete.
  3. Click on File, choose Restore.

The Recycle Bin will restore all selected files to their original folders and disks.

 

NB:  If you delete a file accidentally, don’t copy any files or install any applications to the disk that contains the deleted file.  If you write anything to the disk, you might destroy parts of the deleted file, making it unrecoverable.

 

  1. Use of Unformat utilities.

 

MS-DOS 6.0 has an Unformat facility which can be used to recover information stored on disks that have been accidentally formatted.

 

  1. Use of Backups.

 

All data must be backed up periodically either on diskettes, tapes or CDs so that in case of any accidental loss, the backed up copy can be used to recover the data.

For small files, use the Copy command to make a copy of the data on a diskette.  For larger amounts of data, use the Backup command to copy the data to several diskettes or to a tape drive.

 

Review Questions

 

  1. Name two commands that can erase the information from a disk.
  2. Define ‘Data backup’ and state its importance.

 

  1. Crashing of hard disks:

When a hard disk crashes, the data or information on the disk cannot be accessed.  The effect is the same as formatting the hard disk.

 

Crashing of a hard disk can occur due to the following reasons:

 

  1. Mishandling of the computer system, e.g.,
  • Moving the system unit while the computer is on.
  • Accumulation of dust.

 

  1. Computer virus attack.
  • Physical damage to the System unit caused by dropping or banging when being moved.

 

Precautions against crashing of Hard disks:

 

  1. Use of Backups.

 

All data must be backed up regularly.  In addition, all application programs & operating system software should also be kept safely so that in case of a complete system crash, everything can be re-installed/restored.

 

  1. Use of Recovery tools.

 

System tools such as Norton Utilities, PC Tools, QAPlus, etc can be used to revive a disk that has crashed.

 

Review Questions

 

  1. List two possible causes of a hard disk crash.

 

  1. Unauthorised access:

Unauthorised access refers to access to data & information without permission.

 

Computer criminals can do the following harms:

 

  • Steal large amounts of funds belonging to various companies by transferring them out of their computer accounts illegally.
  • Steal or destroy data & information from companies, bringing their operations to a standstill.
  • Spread destruction from one computer to another using virus programs. This can cripple the entire system of computer networks.
  • Spread computer worm programs. Worm programs are less harmful in the beginning, but render the computer almost useless in the long-run.

 

Precautions against Unauthorised access:

 

  1. Restrict physical access.

 

Physical access to computer systems should be restricted to ensure that no unauthorised person gets access to the system.

 

Some of the ways of restricting physical access include:

 

  • Locking of doors.
  • Use of personal identification cards.
  • Use of fingerprint identification.
  • Use of special voice-recorders. They analyse the voice of a trespasser & checks against the database containing the voice patterns of valid users.

 

  1. Password protection.

 

Install a password to restrict access to the computer system.

 

A Password is a secret code that can be used to prevent unauthorised access of data in a computer.

 

Passwords can be put in at various levels:

 

  • At the point of switching on the computer – to restrict access to the computer.
  • On folders/directories – to restrict access to entire folders/directories.
  • On files – to restrict access to individual files within a directory.
  • On database systems – to restrict access to individual data elements.

When a valid password is entered, the user gets access to the computer system.  Usually, the user is allowed three (3) attempts to get the password correct.  If an invalid password is entered, access is denied after the 3 attempts.

 

Some computer security systems may generate an alarm if someone tries to use a fake password.

 

NB:  You should never use passwords that can easily be linked to you, e.g., your name, birth date, or names of people close to you.

Review Questions

  1. State and discuss four causes of data loss in a computer system.
  2. (a) Discuss two methods used to restrict unauthorised access to computer systems.

(b)  What is a Password?  Give its main importance.

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FORM THREE

BIOLOGY PAPER 1:231/1

TIME:  2 HRS

NAME:…………………………………………………… ADM.NO:………………..

Instructions:  Answer all the questions in the spaces provided.

  1. What is the role of the following organelles?                                             (2mks)

(a)        Ribosomes

 

 

(b)       Secretory vesicle

 

 

2          Give a reason why the coarse adjustment knob should not be used together with the high power objective lens.                                                                                              (1mk)

 

 

 

3          What are the structural differences between mitochondria and chloroplasts?            (2mks)

 

 

 

4          Which processes of living organisms depend on diffusion?                       (2mks)

 

 

 

 

5          During a biological experiments, some form one students peeled a medium sized potato and bored a hole on top.  They then boiled the potato for 10 minutes then set up the experiment as shown below.

(a)        Which physiological process was being investigated?                    (1MK)

 

 

(b)(i)    State the expected results after 30 minutes.                       (1mk)

 

 

(ii)        Give a reason for the results obtained in (b)(i) above.                   (2mks)

 

 

 

6(a)      What is wilting?                     (1mk)

 

 

(b)       State how temporary wilting can be advantageous to plants.                   (1mk)

7          Epidermal cells of onion bulb were placed in three liquids A,B and C of different concentrations.  Sections were then placed on a glass slide and observed under the medium power of the microscope.

The appearance of each is shown in the diagram A,B and C

(a)        Identify the type of solution each cell had been placed.                            (3mks)

A          –

B          –

C          –

 

(b)       State the physiological term applied to the epidermal cell labeled B.                  (1mk)

 

 

 

 

  1. How are the following parts of a leaf adapted to their functions.

(a)        cuticle and epidermis                                                (1mk)

 

 

(b)       palisade mesophyll layer                               (1mk)

 

 

(c)        Lamina                                                                        (1mk)

 

 

9(a)      What are enzyme inhibitors                                     (1mk)

 

 

(b)       Give three possible ways of terminating an enzyme – catalyzed reaction.                                                                                                                       (3mks)

 

10(a)    What is the function of bile salts?                (1mk)

 

 

(b)       Explain why the walls of the alimentary canal are not digested by the protein digestive enzymes.                                         (1mk)

 

 

 

 

(c)        Name one carbohydrate found in a balanced diet, that enhances the process ofperistalsis.  (1mk)

 

 

11(a)    Which apparatus is used to measure the rate of transpiration.    (1mk)

 

 

(b)       State two precautions which should be taken when setting up the apparatus you have named in 11(a) above,                                      (2mks)

 

 

 

12(a)    Give two reasons as to why clotting of blood is important.                                                                                                                                                                       (2mks)

 

 

 

(b)       What is the role of platelets in the process of blood clotting.                   (1mk)

 

 

(c)        Name two enzymes required in the process of blood clotting.                  (2mks)

 

 

 

 

 

13        Using relevant examples distinguish between single and double circulatory systems.  (2mks)

 

 

 

 

14        What is the role of vascular bundles in plant nutrition?                (3mks)

15        What characteristics do mammalian lungs and the gills of bony fish have in common that enables them to exchange gases efficiently?           (3mks)

 

 

 

 

 

 

 

16        The table below shows the percentage composition by volume of inhaled and exhaled air:-

Gas Inhaled air (%) Exhaled air (%)
Oxygen 21 16
Carbon  IV oxide 0.03 4.0
Nitrogen 79 79

 

(a)        By what percentage is the carbon (iv) oxide concentration in exhaled air higher than inhaled air?                                                                                           (1mk)

 

 

 

(b)       Explain the difference in the composition of the gases between inhaled and exhaled air.(2mks)

 

 

 

 

 

17        The equation below shows what happens in cellular respiration.

C18H36O2 + 26 O2                              18CO2 + H2O + ATP

(a)        What do you understand by the term Respiratory Quotient?       (1mk)

 

 

(b)(i)    Work out the RQ for the above substance.                                     (2mks)

 

 

 

 

(ii)        Identify the substance being oxidized.                                             (1mk)

 

 

(iii)       Which type of respiration is taking place?                                       (1mk)

 

18(a)    Explain what is meant by the term osmoregulation.                      (1mk)

 

 

(b)       State two ways in which glomerular filtrate is different from urine.                     (2mks)

 

 

 

(c)        Which gland secretes antidiuretic hormone?                                                          (1mk)

 

 

(d)       What causes diabetes mellitus?                   (1mk)

 

19        The table provided shows the concentration of sodium and iodine in sea water and cell sap of a plant.

  Sodium ion concentration Iodine ion concentration
Sea water 250 35
Cell sap 100 550

 

(a)(i)    Name the process through which the plant cells take up sodium ions.    (1mk)

 

(ii)        Give a reason for your answer in (a)(i) above.                                             (1mk)

 

 

(b)       If the plant was sprayed with a chemical that inhibits respiration

(i)         Which of the two ions uptake will be affected?                              (1mk)

 

 

(ii)        Give a reason for your answer in (b)(i) above                                 (1mk)

 

 

 

 

 

 

 

 

 

20        The figure below represents an organism.

 

 

 

(a)        Name the phylum and the class to which the organism belongs.                          (2mks)

Phylum

 

Class

 

(b)       State two observable features that are used to place the organism in class (a) above. (2mks)

 

 

 

 

 

 

21        The diagram below shows how gaseous exchange occurs across the gills of fish.

(a)        What is the term used to describe the type of flow displayed above?     (1mk)

 

 

(b)       What is the advantage of this flow system?                                    (1mk)

 

  1. c) Name an organ in human beings which display this flow system. (1mk)

 

 

22        Using a microscope, a student counted 55 cells across a field of view whose diameter was 6000   Calculate the average length of one Cell.  Show your working.                      (1mk)

 

 

 

23        The figure below shows the nuclear of a diploid cell during the early stages of cell division

 

  1. a) How many pairs of chromosomes does it have? (1mk)

 

 

 

 

 

  1. b) Draw a diagram to show how the nucleus of the daughter cell would look like after

(i)         Mitosis                        (1mk)

 

 

 

(ii)        Meiosis                                   (1mk)

 

 

24        The diagram below represents a stage during cell division

(a)(I)    Identify the stage of cell division.                 (1mk)

 

(ii)        Give three reasons for your answer in (a)(i) above.

 

 

 

 

 

(b)       Name the structures labeled M.                                           (1mk)

25        The following chart shows a feeding relationship in an ecosystem.

 

Green plants

 

Grass hopper                                                                          Mice

Lizards                                                                              Domestic cat

Snakes                                                                                     Wild cat

 

 

Hawks

(a)        Construct two food chains ending with tertiary consumer in each case.  (2mks)

 

 

 

 

(b)       Which organism has the largest variety of predator in the food web.      (1mk)

 

 

(c)        Suggest three ways in which the ecosystem would be affected if there was prolonged drought.                                       (3mks)




FORM THREE

BIOLOGY PAPER 1:231/1 MARKING SCHEME

TERM 2

1(a)      synthesize proteins/site of protein synthesis

(b)       Transport of the packaged proteins and lipids

2          This is because the high power objective lens is too near the slide.  It could damage the slide and the objective lens.

 

3

Mitochondria

Chloroplast
–        Inner membrane is greatly folded into cristae in order to increase the surface area for respiration Inner membrane is smooth
–        Sausage shaped Oval/egg shaped
–        Has matrix Has stroma
–        Lacks grana

–        Lacks starch granules

Has grana with chlorophyll

Has starch granules

 

4          –           gaseous exchange

–           Absorption of soluble products of diffusion

–           exchange of food substances and waste products between tissue fluid and cells

–           Excretion of waste products

(any 2)

 

5            (a)        osmosis

(b)(i)    salt crystals did not dissolve to form a solution/no observable change

(ii)        Boiling killed the potato cells thereby by destroying their cell membranes which could no longer act as a semi permeable membrane;  Hence osmosis did not occur;

6            Wilting occurs when the rate of transpiration exceeds the rate of water absorption causing the plants cells to lose their turgidity hence resulting to drooping.

(b)         the droops of leaves seen during wilting is advantageous because it reduces the surface area exposed to the sunlight and atmosphere thus reducing the rate of transpiration.

7(a)       A –       Isotonic solution

B-         hypertonic solution

C-         hypotonic solute

(b)         plasmolysed cell

8(a)       transparent to allow penetration of light to the palisade cells

(b)         Contains large numbers of chloroplasts containing the chlorophyll which traps or absorbs light energy necessary for photosynthesis

(c)          The lamina is broad and flat to provide a large surface area for absorption of carbon IV oxide and sunlight energy.

9(a)       Enzyme inhibitors are substances that slow down or completely inhibit or stop the enzyme activity.

(b)         – Raising the temperature

-Altering the PH

– Addition of an inhibitor

10(a)     Emulsification of fats/breakdown of large fat droplets into tiny fat droplets to  increase their surface area for digestion.

  • Provide an alkaline medium in which the enzymes works best.

(b) The alimentally canal is coated by mucus which forms a protective barrier against digestion by protein digesting enzymes

  • C) cellulose is roughage

11(a)    Potometer

(b)       – stem of the shoot should be cut and fixed into the potometer under water to prevent air entering into the xylem vessels                                     (any 2)

–  Ensure that the whole apparatus is filled with water.

–  All joints should be watertight

12(a)    –  prevents loss of blood

  • Prevents entry of disease causing organisms

(b)       Rupture on injured tissues to release thromboplastin which neutralize heparin(anticlotting factor).  It also activates prothrombin to thrombin

(c)        thromboplastine/thrombokinase

Thrombin

13        – single circulation is the type of circulation where blood passes through the heart only once in  a complete circulation eg. Fish

–  double circulation is where blood enters the heart twice during a complete circulation.

e.g  mammals

14        -xylem – transports water and mineral salts to photosynthesizing cells

– phloem transports the manufactured foods

– VEINS – supports the leaf to be upright for the maximum absorption of light for photosynthesis

15        -In both cases the respiratory surface i.e alveoli in the lungs and gill filaments in gills has a thin epithelial lining.                                                        (any 3)

– in both cases the epithelial lining is moist

– both are richly supplied with blood (are highly vascularised)

– Both have large surface area offered by the large number of alveoli and gill filament respectively.

– Both have an efficient ventilation mechanism.

16(a)    4% – 0.03% = 3.97%

(b)       Exhaled air has more carbon IV oxide than the inhaled air due to release of CO2 from the tissues inhaled air has higher concentration of Oxygen than the exhaled air.  This is because some of the oxygen diffuses into the blood stream and it is transported to the tissues for respiration.

17(a)    Respiratory quotient refers to the ratio of the relationship between the amount of carbon IV oxide produced against the amount of oxygen used in respiration.

(b)(i)    RQ =  = 0.6923

0.7

 

(II)        Lipids(fat)

(iii)    Aerobic respiration

 

18(a)     Osmoregulation is the process through which the osmotic pressure of the body fluids is regulated.  It involves the regulation of the volume of water and solute contents in the body fluids

  1. b)
Urine Glomerular filtrate
1.  lacks glucose Has glucose
2.  lacks amino acids Has amino acids
3.  more water content Low water content
4.  high concentration of urea Lower concentration of urea

 

 

  1. c) Pituitary gland

 

  1. d) due to deficiency in insulin secretion from the pancreas malfunctioning of the pancreas so that it does not secrete adequate insulin

 

19(a)(i)            Diffusion

(ii)        sea water contains a high  concentration of sodium ions than the cell sap

 

b(i)      iodine ions

(ii)        sea water has a lower concentration of iodine ions than the cell hence requires energy to take up the iodine ions(by active transport)

 

20(a)    phylum – Arthropoda

Class –  Arachnida

  1. b) has four pairs of jointed leg

Lacks antennae

21(a)`counter current flow system

(b)       It facilitates maximum gaseous exchange between the water flowing over the gills and the blood in the gills

(c)        Kidneys i.e in the loop of Henle

 

22         = 108.8 109

 

23(a)                3

 

(b)(i)                                                                                              (ii)

Mitosis

 

 

24(a)(i)               Anaphase 1

(ii)   –   Homologous chromosomes separate at the equator

  • Chromosomes start migrating to opposite poles

–     sister chromatids attached  to spindle fibres at the centromeres.

(b) Spindle fibres

 

25(a)    Green plants                             mice                snakes              wild cat

Green plants                                  grasshoppers              lizards                 Domestic cat

(b)       Mice

(c)        – green plants will dry up and decrease in numbers due to drought

– The number of grass hoppers and mice would reduce due to starvation

Secondary consumers i.e snakes and cats would die or migrate to other ecosystems

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GEOGRAPHY UPDATED SCHEMES OF WORK FORM 2 FREE

 

 

SCHEMES  OF  WORK             FORM TWO GEOGRAPHY                   TERM ONE YEAR 20………….  
 

WK

NO

 

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES

 

TEACHING / LEARNING

ACTIVITIES

MATERIALS

&

RESOURCES

 

REF.  

REMARKS

 
 

1

1

INTERNAL LAND-FORMING PROCESSES

 

Earth movements.

 

By the end of the lesson, the leaner should be able to:

Differentiate between internal and external land forming processes.

Differentiate between crustal compressional and tensional forces.

Explain effects of horizontal earth movements.

 

Probing questions.

Brief discussion on compression, tension, upwarping, downwarping, and shearing of crustal rocks.

Drawing illustrative diagrams.

   

KLB

GEOGRAPHY

BOOK II.

 

PAGES

1-2

   
 

2

Causes of earth movements.

By the end of the lesson, the leaner should be able to:

Describe causes of earth movements.

 

Exposition of new concepts.

Discussion & drawing of illustrative diagrams.

   

PAGES

2-3

   
 

3

Results of earth movements.

By the end of the lesson, the leaner should be able to:

Identify landforms resulting from earth movements.

Discussion & drawing of illustrative diagrams.    

PAGES

2-3

   
 

2

1

Theory of Continental Drift.

By the end of the lesson, the leaner should be able to:
Explain the theory of Continental Drift.
Exposition of new concepts;

Discussion of evidence to support the theory.

 

Illustrative diagrams.  

PAGES

3-4

   
 

2

The Plates Tectonic Theory.

By the end of the lesson, the leaner should be able to:

Explain the Plates Tectonic Theory.

Exposition of the theory & discussion on evidence of the theory.

Drawing diagrams showing meeting of tectonic plates.

 

Illustrative diagrams.  

PAGES

5-6

   
 

3

Folding.

By the end of the lesson, the leaner should be able to:

Define folding.

Explain the causes of folding.

Identify parts of a fold.

Q/A: review vertical earth movements.

Discussion & drawing illustrative diagrams.

 

Illustrative diagrams.

 

 

PAGES

7-8

   
 

3

1,2

Types of folds. By the end of the lesson, the leaner should be able to:

Identify types of folds.

Describe various folding processes.

 

Exposition of types of folds and resulting landforms.

 

Illustrative diagrams.

 

 

PAGES

9-11

   
 

3

Features resulting from folding. By the end of the lesson, the leaner should be able to:

Describe landforms resulting from folding.

Discussion & drawing labelled diagrams of landforms.

 

Illustrative diagrams.

Map: World distribution of fold mountains.

 

     
 

4

1

Significance of folding. By the end of the lesson, the leaner should be able to:

Outline effects of folding.

Q/A & discussion on effects of folding.

Assignment.

   

PAGES

12-13

   
 

2

Faulting. By the end of the lesson, the leaner should be able to:

Define faulting.

Identify parts associated with a fault.

Q/A: review horizontal and vertical earth movements.

Discussion on parts associated with a fault.

 

   

PAGES

13-14

   
 

3

Types of faults. By the end of the lesson, the leaner should be able to:

Identify types of faults.

 

Probing questions and detailed discussion.

 

Illustrative diagrams.

 

 

PAGES

14-19

   
 

5

1

Features resulting from faulting. By the end of the lesson, the leaner should be able to:

Describe landforms resulting from faulting.

 

Discussion &

Drawing illustrative diagrams.

Illustrative diagrams.

 

 

PAGES

14-19

   
 

2,3

The Great Rift Valley. By the end of the lesson, the leaner should be able to:

Trace the Great Rift Valley on a map.

Describe parts of the Great Rift Valley.

 

 

Case study.

The Afro-Arabian rift system.

Map: The Afro-Arabian rift system.  

PAGE 21

   
 

6

1

The Gregory Rift Valley. By the end of the lesson, the leaner should be able to:

Trace the Gregory Rift Valley on a map.

Describe the parts of the Gregory Rift Valley.

Case study.

The Gregory rift system.

Map / chart: Kenyan’s rift system and the associated highlands.

 

 

PAGES 21-22

   
 

2

Significance of faulting. By the end of the lesson, the leaner should be able to:

Explain ways in which faulting is significant.

Explain effects of faulting on the physical environment.

 

Probing questions.

Detailed discussion.

Assignment.

   

PAGES  22-24

   
 

3

CAT.            
 

7

1

Vulcanicity and Earthquakes.

Definitions associated with vulcanicity and volcanicity.

 

By the end of the lesson, the leaner should be able to:

Differentiate between vulcanicity and volcanicity.

Differentiate between intrusive and extrusive features.

Exposition of new concepts & brief discussion.

   

PAGES  24-25

   
 

2,3,

Intrusive features. By the end of the lesson, the leaner should be able to:

Identify various intrusive features.

Explain formation of various intrusive features.

Illustrate intrusive features with labelled diagrams.

Exposition of new concepts.

Probing questions.

Drawing illustrative diagrams.

 

Illustrative diagrams.  

PAGES 32-34

   
 

8

1-2

Extrusive features.

 

 

 

By the end of the lesson, the leaner should be able to:

Identify various extrusive volcanic features.

Illustrate extrusive volcanic features with labelled diagrams.

Give examples of extrusive features in Africa. Discussion.

Assignment.

Pictures in various textbooks.  

PAGES 25-27

   
 

3

Types of volcanoes. By the end of the lesson, the leaner should be able to:

State the three types of volcanoes.

Q/A & discussion on types of volcanoes.

Assignment: table showing types and examples of volcanoes in the World.

 

   

PAGES 25-30

   
 

9

1-2

Distribution of volcanoes and volcanic features. By the end of the lesson, the leaner should be able to:

Identify volcanic regions in Kenya and in Africa.

Drawing map of Kenya & Africa and showing the distribution of volcanoes and volcanic features. Maps: Volcanic regions in Kenya, Africa and in the World.  

PAGES 30-35

   
 

3

Positive influences of vulcanicity.

By the end of the lesson, the leaner should be able to:

Explain ways in which vulcanicity is beneficial to man.

Q/A and detailed discussion.    

PAGES

35-36

   
 

10

1

Negative influences of vulcanicity.

 

Highlight negative influences of vulcanicity. Q/A, detailed discussion and assignment.

 

   

PAGE 36

   
 

2

Earthquakes.

 

Definitions associated with earthquakes.

By the end of the lesson, the leaner should be able to:

 

Give definitions associated with earthquakes.

Q/A definition of earthquake, shockwaves.

Exposition of new terms:

Seismology, epicentre, focus, tsunamis, tremors.

Drawing relevant diagrams.

 

Illustrative diagrams.  

PAGE 37

   
 

3

Causes of earthquakes.

By the end of the lesson, the leaner should be able to:

Describe human and natural causes of earthquakes.

Q/A to review tectonic movements, vulcanicity.

Probing questions leading to causes of earthquakes.

Q/A: human activities that may cause tremors.

 

   

PAGES

37-38

   
 

11

1,

2

Types of earthquakes and waves. Measurement of earthquakes.

By the end of the lesson, the leaner should be able to:

Describe primary and secondary seismic waves.

Identify scales used to determine the intensity and magnitude of an earthquake.

Brief discussion: primary and secondary waves.

Exposition of basic terms:

Mercalli scale and Richter scale.

Open discussion.

 

 

Newspaper extracts on intensity and magnitude of earthquakes.  

PAGES 38-39

   
 

3

Effects of earthquakes.

By the end of the lesson, the leaner should be able to:

Outline effects of earthquakes & tremors.

Q/A and brief discussion. Newspaper cuttings outlining effects of earthquakes.

 

 

PAGES

40-41

   
 

12-13

 

END OF TERM  ONE  EXAMINATIONS

         

SCHEME  OF  WORK                     GEOGRAPHY     FORM  TWO                         TERM  TWO  YEAR  20………….  

 

WK

NO

 

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES

 

TEACHING / LEARNING

ACTIVITIES

MATERIALS

&

RESOURCES

 

REF.  

REMARKS

 

1

1,

2

MAP WORK

 

Direction and Bearing.

 

Methods of showing direction.

 

By the end of the lesson, the leaner should be able to:

 

Distinguish between direction and bearing.

 

Outline some traditional and modern methods of showing direction.

 

 

 

Q/A and brief discussion.

 

   

 

 

PAGES

42-43

   

3

Compass Bearing.

By the end of the lesson, the leaner should be able to:

Define bearing of a point.

Determine the compass bearings of given points on a map.

Diagram of 16 points of the compass.

Oral exercise.

 

Pair of compasses & protractors.  

PAGES

43-44

   

2

1

True Bearing.

By the end of the lesson, the leaner should be able to:

Find the true bearing of a point from another point.

Brain storming;

Class exercise.

Pair of compasses protractors.  

PAGES

44-45

   

2

Calculation of grid bearing.

By the end of the lesson, the leaner should be able to:

Find the grid bearing of a point from another point.

Exposition.

Class exercise.

Pair of compasses protractors.  

PAGES

44-45

   

3

Determination of magnetic bearing.

By the end of the lesson, the leaner should be able to:

Determine magnetic bearing given the grid bearing.

Q/A: conversion of minutes and seconds to degrees.

Exposition: calculating magnetic variation.

Worked examples.

 

   

PAGES

44-45

   

3

1

Locating places using latitudes and longitudes.

By the end of the lesson, the leaner should be able to:

Locate position of places using latitude and longitudes.

Exercise: locating position of places using latitude and longitudes. Topographical maps.  

PAGES

46-47

   

2

Locating places using four- figure grid references.

By the end of the lesson, the leaner should be able to:

Give the four-figure grid reference of points on map.

Q/A identifying easting and nor things.

Guided exercise

Chart: grid reference system.  

PAGES

48-49

   

3

Locating places using six-figure grid references.

By the end of the lesson, the leaner should be able to:

Give the six-figure grid reference of points on map.

Q/A: identifying eastings and northings.

Guided exercise.

Assignment.

 

Chart: grid reference system.  

P 49

   

4

1

Representing relief using spot heights and trigonometric stations.

By the end of the lesson, the leaner should be able to:

Define the term land relief.

Identify spot heights & trigonometric stations on a map.

Q/A: review six-figure reference.

Definition of land relief.

Brief discussion.

 

 

Atlases or topographical maps.  

PAGES

49-51

   

2

Contours and forms lines.

By the end of the lesson, the leaner should be able to:

Define contours and forms lines.

Identify Contours and forms lines

Exposition: new terms.

Q/A: Contour interval, vertical height.

Exercise: estimating height-using contours.

 

Topographical maps.  

PAGES

50-51

   

3,

1

Methods of representing relief.

By the end of the lesson, the leaner should be able to:

Explain use of pictorials, hachures, hill shading and layer tinting to represent relief.

State advantages and disadvantages of each method.

 

Exposition, Q/A and brief discussions.

Assignment.

Textbooks pictures.  

PAGES

53

   

5

5

2

PHOTOGRAPH  WORK.

 

Ground photographs.

 

Aerial photographs.

 

By the end of the lesson, the leaner should be able to:

 

Distinguish between ground close-ups and ground oblique photographs.

Distinguish between general oblique and vertical aerial photographs.

 

 

 

Exposition of new concepts & brief discussion.

 

 

 

Illustrative diagrams.

 

 

 

PAGES

55-57

   

3

Parts of a photograph.

By the end of the lesson, the leaner should be able to:

Identify horizontal and vertical divisions of a photograph.

Divide a photograph into nine parts then mark them accordingly.

Q/A : Identifying features in each division.

 

Photographs.  

PAGES

57-58

   

6

1

Uses of photographs

&

Limitations of photographs.

By the end of the lesson, the leaner should be able to:

State uses of photographs.

Highlight limitations in the use of photographs.

Q/A and discussion.    

PAGE 59

   

2

Interpretation of photographs.

By the end of the lesson, the leaner should be able to:

Explain what interpretation of photographs entails.

Class exercise: estimating the time and season when the photograph was taken, direction and sizes of features. Photographs.  

PAGE 59

   

3,

1

Studying physical features on photographs.

By the end of the lesson, the leaner should be able to:

Describe physical features on photographs. 

Q/A and discussion:

relief, drainage, natural vegetation, climate and soils.

Photographs.  

PAGES

59-61

   

7

2

Human activities on photographs.

By the end of the lesson, the leaner should be able to:

Identify various human activities on a photograph.

Oral questions on types of farming and supportive evidence.

Written exercise.

   

PAGE 61

   

3

C.A.T.

           

8

1

Industrial activities, mining activities & forms of transport.

By the end of the lesson, the leaner should be able to:

Identify industrial and mining activities & forms of transport in a photograph.

Oral questions on presence of industrial and mining activities & modes of transport and communication.

 

Photographs.  

PAGE 61

   

2

Sketching diagrams from photographs.

By the end of the lesson, the leaner should be able to:

Sketch diagrams from parts of photographs.

Teacher highlights the steps to be followed.

Supervised exercise &

written exercise.

Photographs.  

PAGE 61

   

3

STATISTICAL METHODS.

 

Comparative line graphs.

 

By the end of the lesson, the leaner should be able to:

Construct comparative line graphs.

State advantages and disadvantages of comparative line graphs.

Q/A: review methods of presenting statistical data.

Activity: construct a comparative line graph.

Assignment.

   

PAGES

64-65

   

9

1

Comparative bar graphs.

By the end of the lesson, the leaner should be able to:

Construct comparative bar graphs.

State advantages and disadvantages of comparative bar graphs.

Q/A: review methods of presenting statistical data.

Activity: construct a comparative bar graph.

Assignment.

Chart –

Comparative bar graphs.

 

PAGES

65-67

   

2

 

3

Divided bars

     &

 

Divided rectangles.

By the end of the lesson, the leaner should be able to:

Present statistical data using divided bars and rectangles.

State advantages and disadvantages of divided rectangles.

 

Exposition.

Supervised practice.

Oral questions.

 

   

PAGES

67-69

   

10

1

Analysis of statistical tables.

By the end of the lesson, the leaner should be able to:

Analyse data in statistical tables.

Table analysis.

Assignment.

   

PAGES

67-69

   

10

2

KENYA’S CLIMATIC REGIONS.

 

Definition of weather, climate and elements of weather.

By the end of the lesson, the leaner should be able to:

 

 

Define climate.

Define weather.

Identify elements of weather.

 

 

 

 

Brain storming.

Q/A & brief discussion.

 

 

 

 

Diagrams and maps.

Combined temperature rainfall diagrams.

 

 

 

 

PAGE 70

   

3

Factors influencing climate.

latitude, altitude and continentality.

By the end of the lesson, the leaner should be able to:

Explain the influence of latitude, altitude and continentality on the climate of an area.

 

Brain storming.

Exposition, Q/A  & discussion.

  PAGES

70-73

   

11

1,2

Factors influencing climate.

aspect and ocean currents.

By the end of the lesson, the leaner should be able to:

Explain the influence of aspect and ocean currents on the climate of an area.

 

Exposition of new aspects & brief discussion.    

PAGES

70-73

   

3

Factors influencing climate.

wind and air masses & configuration of the coastline.

By the end of the lesson, the leaner should be able to:

Explain the influence of wind and air masses & configuration of the coastline on the climate of an area.

 

 

Exposition of new concepts, oral questions & discussion.    

PAGES

73-74

   

12

13

                                         END OF  TERM  TWO  EXAMS

 

       
 

 

 

SCHEMES OF WORK                      FORM    TWO   GEOGRAPHY               TERM       THREE             YEAR 20……..  

 

WK

NO

 

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES

 

TEACHING / LEARNING

ACTIVITIES

MATERIALS

&

RESOURCES

 

REF.  

REMARKS

 

1

1,2

KENYA’S CLIMATIC REGIONS (contd)

ITCZ

By the end of the lesson, the leaner should be able to:

Define the term ITCZ.

Explain the effect of shifting of the ITCZ on the climate of a zone.

Exposition of new concepts.

Explanations.

       

3

Forests & microclimate.

By the end of the lesson, the leaner should be able to:

Define the term microclimate.

Explain the effects of forests on climate of area.

Q/A & discussion. Map of Africa: the ITCZ and prevailing winds.  

PAGES

75-76

   

2

1

Description of climate.

By the end of the lesson, the leaner should be able to:

Describe climate using aPagesropriate terminology.

Tables: general terms and the corresponding statistical data.

Exercise: rainfall –temperature graphs.

       

2

Climate regions of Kenya.

Modified equatorial climate.

By the end of the lesson, the leaner should be able to:

Identify regions that experience Modified equatorial climate.

Describe Modified equatorial climate.

Detailed discussion. Map of Kenya: climatic regions rainfall-temperature graphs.

 

 

 

PAGES

77-78

   

3

Tropical climate & tropical Northern climate.

By the end of the lesson, the leaner should be able to:

Describe the modified tropical climate.

Identify regions that experience modified tropical

Detailed discussion Map of Kenya: climatic regions rainfall-temperature graphs.

 

 

PAGE 78

   

3

1

Desert climate.

By the end of the lesson, the leaner should be able to:

Describe the modified tropical climate.

Identify regions that experience Modified tropical climate.

Detailed discussion & assignment. Map of Kenya: climatic regions rainfall-temperature graphs.

 

 

 

P 79

   

2

 

CLIMATE (2) WORLD CLIMATIC REGIONS.

Equatorial climate.

 

By the end of the lesson, the leaner should be able to:

State characteristics of equatorial climate.

Exposition of new concepts, explanations and Q/A.

Assignment: rainfall-temperature graphs.

Maps: world climatic regions.  

PAGES

79-80

   

3

Equatorial monsoon.

By the end of the lesson, the leaner should be able to:

State characteristics of equatorial monsoon.

Exposition of new concepts, explanations and Q/A.

Assignment: rainfall-temperature graphs

   

PAGES

79-80

   

4

1

Tropical monsoon.

By the end of the lesson, the leaner should be able to:

State characteristics of tropical monsoon.

Exposition of new concepts, explanations and Q/A.

Assignment: rainfall-temperature graphs.

   

PAGES 80-81

   

2

Tropical marine & Tropical continental.

By the end of the lesson, the leaner should be able to:

State characteristics of tropical marine & tropical continental.

Exposition of new concepts, explanations and Q/A.

Assignment: rainfall-temperature graphs.

   

PAGES 81-83

   

3

Tropical Desert climate.

By the end of the lesson, the leaner should be able to:

State characteristics of tropical desert climate.

Exposition of new concepts, explanations and Q/A.

Assignment: rainfall-temperature graphs.

   

PAGE 83

   

5

1

Warm climates.

By the end of the lesson, the leaner should be able to:

Identify types of warm climates.

State characteristics of warm climates.

Exposition of new concepts, explanations and Q/A.

Assignment: rainfall-temperature graphs

   

PAGES 84-85

   

2

Cool  & cold climates.

By the end of the lesson, the leaner should be able to:

Identify types of cool climates.

State characteristics of  cool climates.

Exposition of new concepts, explanations and Q/A.

Assignment: rainfall-temperature graphs.

 

   

PAGES 84-86

   

3,

1

Mountain climates.

By the end of the lesson, the leaner should be able to:

State characteristics of mountain climates.

Exposition of new concepts, explanations and Q/A.

Assignment: rainfall-temperature graphs.

 

 

   

PAGE 91

   

6

2

Microclimates.

By the end of the lesson, the leaner should be able to:

Identify human activities largely responsible for development of local climates.

 

Brief discussion.

Assignment.

       

3

VEGETATION 1 VEGETATION ZONES.

Categories of vegetation.

By the end of the lesson, the leaner should be able to:

 

Define the term vegetation.

Identify the three categories of vegetation.

 

 

 

Exposition and Q/A.

 

 

Photographs of various types of forests.

 

PAGES

99-100

   

7

1

Influence of topographical factors on vegetation.

By the end of the lesson, the leaner should be able to:

Explain the Influence of topographical factors on vegetation.

Discussion & Q/A.    

PAGES

100-101

   

2

Influence of climatic factors on vegetation.

By the end of the lesson, the leaner should be able to:

Explain the Influence of climatic factors on vegetation.

Probing questions & Discussion.    

PAGES

101-102

   

3

Influence of edaphic factors on vegetation.

By the end of the lesson, the leaner should be able to:

Define the term edaphic.

Exposition of new concepts.

Q/A on physical and properties of soil.

Brief discussion.

 

   

PAGES

102-103

   

8

1

TEST  & MID-TERM BREAK          

2

Biotic factors.

By the end of the lesson, the leaner should be able to:

Explain the influence of biotic factors on vegetation modification and /or destruction.

Q/A: review microclimate.

Brief discussion.

   

PAGES

103-104

   

3

Vegetation in Kenya.

By the end of the lesson, the leaner should be able to:

Describe forest, vegetation & savanna vegetation in Kenya.

Q/A and discussion.    

PAGES

104-105

   

9

1

Mountain vegetation.

By the end of the lesson, the leaner should be able to:

Outline types of mountain vegetation.

State characteristics of various types of mountain vegetation.

Identify locations of mountain vegetation.

State uses of mountain vegetation.

 

Q/A & elaborate discussion.    

PAGES

105-122

   

2

Field work on vegetation.

By the end of the lesson, the leaner should be able to:

Carry out a fieldwork on vegetation.

Q/A: review the procedures followed in carrying out a field study.

Carry out the field study on vegetation.

 

   

PAGES

123-124

   

3

FORESTRY

 

Natural and planted forests.

By the end of the lesson, the leaner should be able to:

Differentiate between natural and planted forests.

Q/A: definition of a forest.

Discussion: natural and planted forests; indigenous and exotic forests.

 

Photographs: natural and derived forests.  

PAGE 126

   

10

1

Types of natural forests.

By the end of the lesson, the leaner should be able to:

Describe types of natural forests.

State characteristics of trees in particular types of forests.

Q/A & descriptive aPagesroach. Photographs: vegetation in various types of forests.

 

 

 

PAGES

127-128

   

2

Importance of forests and forests’ products.

By the end of the lesson, the leaner should be able to:

Identify importance of forests and forests’ products.

Q/A & discussion: economic, environmental, cultural values of forests.

 

 

   

PAGE 129

   

3

Problems facing forestry in Kenya.

By the end of the lesson, the leaner should be able to:

Identify the problems facing forestry in Kenya.

Q/A & detailed discussion. Newspaper cuttings & photographs illustrating some problems facing forestry in Kenya.

 

 

PAGE 130

   

11

1-2

Management and conservation of forests.

By the end of the lesson, the leaner should be able to:

Describe management and conservation practices carried out in Kenya.

State the importance of management and conservation of forests.

 

Discussion: measures taken to manage and conserve forests and their importance.    

PAGES

130-131

   

3

Softwood forests in Kenya and Canada.

By the end of the lesson, the leaner should be able to:

Compare and contrast development of softwood forests in Kenya and in Canada.

Identify factors favouring / militating against exploitation of softwoods in both countries.

Identify benefits of softwoods.

 

 

 

 

Map – location of Canada.  

PAGES

132-135

   

12-13

 
SUMMATIVE ASSESSMENT TEST

 

         

 

Form 2 Biology Exams and Marking Schemes Free

 

NAME :……………………………………………………ADM NO……………….

CANDIDATE’S SIGNATURE………………………….DATE:………………….

 

BIOLOGY

FORM II

TIME: 2 HOURS

 

JOINT EVALUATION EXAMINATION

TERM 3 2023

INSTRUCTIONS TO CANDIDATES

  • Write your name and admission number in the spaces provided above.
  • Answer ALL questions in the spaces provided
  • All working must be clearly shown where necessary
  • Students should check the question paper to ascertain that all pages are printed as indicated and that no questions are missing

 

 

This paper consists of9 printed pages:

NB: Candidates should check the question paper to ensure that all the printed pages are printed as indicated and no question is missing.

 

FOR EXAMINER’S USE ONLY

QUESTIONS MAXIMUM SCORE CANDIDATE’S SCORE
1-19 80  

 

  1. State the use of each of the following. (3mks)
  2. Ribosomes ……………………………………………………………………………………………………
  3. Mitochondria ……………………………………………………………………………………………………
  4. Lysosome …………………………………………………………………………………………………..
  5. A ‘dolf’ is an offspring between a wolf and a dog. This animal is infertile. Give a reason for this.                                                 (1mk)

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

  1. a) What is a hypotonic solution?             (1mk)

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

  1. b) Explain the changes that will be observed if a drop of human blood is added to this solution. (3mks)

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

  1. c) State four importance of osmosis to plants.             (3mks)

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

 

  1. Give two main branches of Biology.             (2mks)

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

  1. A certain animal has no incisors and no canine but has six premolars and 6 molars in the upper jaw. In the lower jaw there are 6 incisors, 2 canines, 6 premolars and 6 molars.
  2. What is the dental formula of the animal?       (1mk)

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

  1. Calculate the total number of teeth.       (1mk)

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

  1. Giving reasons, state the mode of feeding.       (2mks)

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

  1. State and explain three environmental factors that affect transpiration. (6mks)

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

 

 

 

 

  1. A man is of group A+.
  2. What type of antigen does his blood have?       (1mk)

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

  1. What types of antibodies are present in his blood?       (1mk)

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

  1. Which blood groups can he receive blood from?       (2mks)

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

  1. (a) How is the mitochondrion adapted to its function?             (2mks)

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

(b) In which part of the mitochondrion does aerobic respiration take place?                      (1mk)

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

  1. State four structural differences between arteries and veins.                         (4mks)
Arteries Veins
   
   
   
   
   
   

 

 

 

 

 

  1. State three characteristics of a respiratory surface.             (3mks)

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

 

  1. The diagram below illustrates the structure of a gill from a bonny fish.
  2. Name the structures labelled A, B and C and give their functions.       (6mks)

A……………………………………………………………………………………………………………………………………………………………………………………………………………

B……………………………………………………………………………………………………………………………………………………………………………………………………………

C……………………………………………………………………………………………………………………………………………………………………………………………………………

  1. How is structure labeled C adapted to its function?       (1mk)

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

 

 

 

  1. State the functions of the following parts of a microscope. (3mks)
  2. Diaphragm ………………………………………………………………………………………………….
  3. Condenser ………………………………………………………………………………………………….
  4. Fine adjustment knob

………………………………………………………………………………………………

 

  1. The diagram below represents a transverse section of a part of a young plant and seen under light microscope.

 

  1. From which part of the plant was the specimen obtained?       (1mk)

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

  1. Name the parts labelled J,P and M.       (3mks)

J……………………………………………………………………………………………………..

P…………………………………………………………………………………………………….

M……………………………………………………………………………………………………

 

  1. Name the functions of the part labelled M.       (1mk)

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

 

 

 

  1. State three factors that determine the amount of energy a human requires in a day. (3mks)

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

  1. State two defects of circulatory system.             (2mks)

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

  1. b) State three adaptations of erythrocytes to their functions. (3mks)

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

  1. A jet aeroplane is able to move and oxidise fuel to carbon (IV) oxide and water yet it is not classified as a living thing. List other characteristics of living things not shown by a jet aeroplane.                                     (3mks)

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

  1. Outline three applications of anaerobic respiration.                         (3mks)

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

 

 

  1. Define the following terms.             (3mks)
  2. Excretion ……………………………………………………………………………………………………………………………………………………………………………………………………
  3. Secretion ……………………………………………………………………………………………………………………………………………………………………………………………………..
  4. Homeostasis …………………………………………………………………………………………………………………………………………………………………………………………………….

 

  1. The diagram below illustrates a nephron from a mammalian kidney.

 

 

 

  1. Name the parts labelled A, B,C and D.       (4mks)

A…………………………………………………………………………………………………

B…………………………………………………………………………………………………

C…………………………………………………………………………………………………

D…………………………………………………………………………………………………

  1. Name the process represented by arrows. (1mk)

…………………………………………………………………………………………………

  1. Name three substances that are completely reabsorbed in the part labelled W in a normal human being.                   (3mks)

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

  1. Name the component of blood that do not enter the renal tubule in mammals. (1mk)

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

 

  1. How does the part labelled C of a camel compare with that of a hippo?       (2mks)

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

___________________________________________________________________

BIOLOGY FORM 2 MARKING SCHEME

  1. State the use of each of the following.            (3mks)
  2. Ribosomes – site for protein synthesis
  3. Mitochondria – site for respiration in a cell
  4. Lysosome – contains lytic enzymes that destroys worn out cells/cell organels
  5. A ‘dolf’ is an offspring between a wolf and a dog. This animal is infertile. Give a reason for this.                                                 (1mk)

Because the wolf and the dog do not belong to the same species hence they give rise to infertile offsprings.

  1. a) What is a hypotonic solution?             (1mk)

solution having less solutes than solvent molecules compared to cell sap.

  1. b) Explain the changes that will be observed if a drop of human blood is added to this solution. (3mks)

The RBC will be hypertonic to the solution. Water molecules from solution will move into RBC by osmosis. The cell swell, enlarge and burst since they lack cell wall.

  1. c) State four importance of osmosis to plants.                         (3mks)
  • Helps in the opening and closing of the stomata.
  • Aid in uptake of water by root hairs from the soil .
  • Facilitates feeding in insectivorous plants.
  • Enhances turgidity of cells in herbaceous plants giving them support.
  • Assist in movement of water from cell to cell
  1. Give two main branches of Biology.             (2mks)
  • Botany
  • zoology
  1. A certain animal has no incisors and no canine but has six premolars and 6 molars in the upper jaw. In the lower jaw there are 6 incisors, 2 canines, 6 premolars and 6 molars.
  2. What is the dental formula of the animal?       (1mk)

i  c   pm    m 

  1. Calculate the total number of teeth.       (1mk)

32

  1. Giving reasons, state the mode of feeding.       (2mks)

Herbivorous/herbivory, they lack upper incisors and canines

  1. State and explain three environmental factors that affect transpiration.             (6mks)
  • Humidity – at high humidity, the rate of transpiration is low while at low humidity the transpiration rate is high
  • Wind – transpiration rate is higher during a windy day because of increased evaporation on leaf surface.
  • Temperature – at high temperature, transpiration rate is high while at low temperature the transpiration rate is low
  1. A man is of group A+.
  2. What type of antigen does his blood have?       (1mk)
  • Antigen A, rhesussfactor
  1. What types of antibodies are present in his blood?       (1mk)
  • Antibody b
  1. Which blood groups can he receive blood from?                   (2mks)
  • A+ and O+
  1. (a) How is the mitochondrion adapted to its function?             (2mks)
  • Has cristae which provide large surface area for attachment of respiratory enzymes.
  • Has matrix which contains numerous respiratory enzymes

(b) In which part of the mitochondrion does aerobic respiration take place?                      (1mk)

  • Matrix
  1. State four structural differences between arteries and veins.                         (4mks)
Arteries Veins
·       Have narrow lumen ·       Have a wide lumen
·       Lack valves except at the base of the aorta and pulmonary artery ·       Have valves at intervals
·       Have thick elastic walls ·       Have thin and less elastic walls

 

  1. State three characteristics of a respiratory surface.             (3mks)
  • Thin epithelium for rapid diffusion of respiratorygases
  • Large surface area for rapid diffusion of respiratory gases
  • Moist surface for respiratory gases to dissolve
  • Well vascularised to transportrespiratory gases

 

  1. The diagram below illustrates the structure of a gill from a bonny fish.

 

  1. Name the structures labelled A, B and C and give their functions.       (6mks)

A: Gill bar – hold gill filament and rakers in position

B: Gill rakes – protect delicate gill filament from damage

C: Gill filament site for gaseous exchange

  1. How is structure labeled C adapted to its function?       (1mk)
  • Numerous providing large surface area for gaseous exchange.
  • Have thin epithelium lining thus reducing distance over which gases diffuse
  • Have rich supply of blood vessels to transport respiratory gases/ create a steep diffusion gradient

 

  1. State the functions of the following parts of a microscope.             (3mks)
  2. Diaphragmit regulates the amount of light passing through the condenser to the specimen
  3. Condenser concentrates light rays into state to illuminate the specimen on stage
  4. Fine adjustment knob

Raises and lowers body tube over short distance to bring image into shaper focus.

 

  1. The diagram below represents a transverse section of a part of a young plant and seen under light microscope.
  2. From which part of the plant was the specimen obtained?       (1mk)
  • (Dicotyledonous )stem
  1. Name the parts labelled J,P and M.       (3mks)

J: Epidermis

P: cambium

M: xylem

 

  1. Name the functions of the part labelled M.       (1mk)
  • Transports water and mineral salts.
  1. State three factors that determine the amount of energy a human requires in a day. (3mks)
  • Basal metabolic rate
  • Sex
  • Age
  • Occupation
  • Body size
  1. State two defects of circulatory system.             (2mks)
  • Varicose veins
  • Hypertension
  • Thrombosis
  • Arteriosclerosis
  1. b) State three adaptations of erythrocytes to their functions.             (3mks)
  • Have biconcave shape that crates a large surface area for diffusion of gases
  • Contains haemoglobin which readily combines with oxygen
  • Lack nucleus which creates more space for packaging of haemoglobin
  • Numerous to offer a large surface area for diffusion of gases.
  • Thin for the respiratory gases to take short distance in movement by difussion
  1. A jet aeroplane is able to move and oxidise fuel to carbon (IV) oxide and water yet it is not classified as a living thing. List other characteristics of living things not shown by a jet aeroplane.                                     (3mks)
  • Growth
  • Reproduction
  • Irritability
  • Feeding
  1. Outline three applications of anaerobic respiration.                         (3mks)
  • Manufacturing of organic acids
  • Sewage treatment
  • Making of silage
  • Production of biogas
  • Baking industry
  • Brewing industry
  1. Define the following terms.             (3mks)
  2. Excretion:removal of metabolic waste products from the body of an organism
  3. Secretion:production of substances from cells which are useful to the body
  4. Homeostasis:it is maintenance of constant internal conditions despite fluctuations in the external environment
  5. The diagram below illustrates a nephron from a mammalian kidney.

 

  1. Name the parts labelled A, B,C and D.       (4mks)

A: bowman’s capsule

B: glomerulus filtrate

C: loop of henle

D: collecting duct

  1. Name the process represented by arrows. (1mk)

Ultrafiltration

  1. Name three substances that are completely reabsorbed in the part labelled W in a normal human being.                   (3mks)
  • Amino acids
  • Vitamins
  • glucose
  1. Name the components of blood that do not enter the renal tubule in mammals. (1mk)
  • Blood cells
  • Plasma proteins
  1. How does the part labelled C of a camel compare with that of a hippo?       (2mks)
  • it is long and penetrates deep in medulla while in a hippo it is short and confined to the cortex

 

 

Agriculture Schemes of Work Form 2, Term 1-3

Here are the Form Two Agriculture schemes of work for term 1, 2 and 3.

Download a pdf and editable copy of the schemes of work here;

AGRICULTURE SCHEMES OF WORK FORM ONE TO FOUR

Free updated schemes of work for all subjects (Secondary)

Schemes of work for all subjects, free updated downloads

FORM 2 AGRICULTURE SCHEMES OF WORK TERM 1-3

SCHEME  OF  WORK             FORM  TWO  AGRICULTURE              TERM  ONE  YEAR  2021

WK

NO

L/

NO.

TOPIC/

SUBTOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING / LEARNING

ACTIVITIES

MATERIALS

/

RESOURCES

REF.

REMARKS

 1 1 INORGANIC FERTILIZERS

 

Macro-nutrients.

 

 

 

 

 

Nitrogen.

 

 

 

 

To identify plants macronutrients.

To classify macro-nutrients as fertilizers and liming elements.

 

 

To identify role of nitrogen in plants.

To state symptoms of nitrogen deficiency in plants

 

 

 

List down macro- elements.

Q/A: Definition of an ion; expose ionic form of elements.

 

Discuss, giving examples the role of nitrogen and the deficiency symptoms.

 

 

 

 

 

 

 

 

 

Yellowish-green / brown leaves.

KLB BK II

1-2

 
2 Phosphorus.

 

 

 

 

 

Potassium.

To identify role of phosphorus in plants.

To state symptoms of phosphorus deficiency in plants.

 

To identify role of potassium in plants.

To state symptoms of potassium deficiency in plants.

 

 

 

Discuss, giving examples the role of phosphorus and the deficiency symptoms of phosphorus.

 

 

Discuss, giving examples the role of potassium and the deficiency symptoms.

Purple flowers.

 

 

 

 

Curled leaves,

Chlorotic leaves.

KLB BK II

Pgs 2-3

 
3 Magnesium.

 

 

 

Calcium.

To identify role of magnesium in plants.

To state symptoms of magnesium deficiency in plants.

To identify role of calcium in plants.

To state symptoms of calcium deficiency in plants.

Discuss, giving examples the role of magnesium and the deficiency symptoms.

 

Discuss, giving examples the role of calcium and the deficiency symptoms.

Thin stems with reduced nodulation.

 

Tomatoes with blossom end rot.

Pgs 4-5  
2 1 Sulphur.

 

 

 

 

 

Carbon, Hydrogen & Oxygen.

To identify role of sulphur in plants.

To state symptoms of sulphur deficiency in plants.

 

 

To explain the photosynthetic role of carbon, hydrogen and oxygen.

Discuss, giving examples the role of sulphur and the deficiency symptoms.

 

 

 

Briefly highlight the role of carbon, hydrogen and oxygen in photosynthesis.

 

 

  Pg 5  
  Micro-nutrients. To identify plants micronutrients and state their roles.

To identify deficiency symptoms of minor nutrients in plants.

Q/A: Compare micronutrients with macronutrients hence define a micronutrient.

Exposition: Teacher gives examples of micronutrients and exposes their roles and deficiency symptoms.

 

 

 

Chart: Macronutrients,

micronutrients,

their ionic forms and deficiency symptoms.

Pg 6  
2 Classification of Fertilizers.

 

Straight and compound fertilizers.

To identify criteria used to classify inorganic fertilizers.

 

To distinguish between straight and compound fertilizers.

To give examples of:

– Straight fertilizers.

– Compound fertilizers.

Teacher briefly exposes the classification criteria.

 

Detailed discussion.

Teacher presents the fertilizers and helps students to identify them.

 

 

CAN

ASN

SA

DAP, MAP, Urea.

Pg 8  
    Nitrogenous fertilizers. To state characteristics of nitrogenous fertilizers. Group experiments- Dissolving nitrogenous fertilizers in water.

Discussion: Other characteristics of nitrogenous fertilizers.

Giving examples of nitrogenous fertilizers.

 

(NH4)2 SO4

 

ASN

Pg 9-10  
  3 Phosphatic fertilizers. To state characteristics of phosphatic fertilizers.

To give examples of phosphatic fertilizers.

Group experiment: Dissolving SSP in water and carrying out litmus tests.

Discuss further properties of SSP, DSP, TSP.

 

SSP

DSP

TSP

Pg 1-12  
  Potassic fertilizers. To state characteristics of potassium fertilizers.

To give examples of potassium fertilizers.

Group experiments: Solubility in water, litmus tests.

Discuss properties of KCl, K2SO4.

KCl

K2SO4

Pg 11-12  
3 1 Fertilizer Application. To describe methods of fertilizer application. Q/A: Teacher elicits responses on methods of fertilizer application.

Brief discussion of the methods highlighted.

Q/A: Advantages and disadvantages of each method.

 

  Pg 12-13  
  Fertilizer Rates. To determine % of nutrient(s) of a fertilizer.

To calculate fertilizer ratio.

To find the amount of fertilizer required per unit area (hectare).

 

Problem solving and explanations.

Worked examples.

Supervised practice.

  Pg 14-15  
  2

 

 

Carbon cycle

and

Nitrogen cycle.

To explain ways in which carbon / nitrogen is removed / returned to the atmosphere. Assignment method / Group discussion. Charts: Carbon cycle

Nitrogen cycle.

Pg 16-20  
3 Soil Sampling. To define soil sampling.

To state methods of sampling soil.

To describe soil sampling procedures.

 

 

Expositions &

Detailed discussion.

Charts: Transverse and ziz-zag soil sampling methods. Pg 20-22  
4 1,2 Soil Testing. To define soil testing.

To explain importance of soil testing.

To test soil pH.

To explain effect of soil pH on crops.

Q/A: Definition and importance of soil testing.

Q/A: Definition of pH in terms of acidity / alkalinity.

Class standard experiments: Determining soil pH.

Discussion: Optimum pH range for crops.

 

 

Litmus paper, indicators, pH colour chart. Pg 22-24  
3                                        CAT
5 MID TERM BREAK
6 1 CROP PRODUCTION

 

Seeds.

 

 

To state advantages and disadvantages of using seeds as planting materials.

Teacher broadly classifies planting materials as either seeds or vegetative materials.

Q/A: Advantages and disadvantages of using seeds compared to vegetative materials.

 

  Pg 27-28  
  Vegetative materials. To state advantages and disadvantages of using vegetative materials over seeds.

 

 

 

Q/A: Advantages of vegetative materials over seeds.   Pg 28-34  
2 Vegetative planting materials. To identify plant parts used for vegetative propagation. Present various parts of vegetative planting materials i.e. bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.

 

Bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.

 

Pg 28-34  
    Selection of planting materials. To explain factors to consider when selecting planting materials. Detailed discussion with explanations of new concepts.   Pg 34  
3 Preparation of planting materials. To explain some methods used to prepare planting materials. Detailed discussion on breaking seed dormancy, chemical treatment, seed dressing and seed inoculation, chitting / sprouting.   Pg 35  
7 1 Time of planting. To explain factors to consider in timing planting.

To identify advantages of timely planting.

Q/A and brief discussion.   Pg 38  
 

 

 

 

2

Broadcasting method of planting.

 

Row planting.

To identify advantages and disadvantages of broadcasting method.

 

To state advantages and disadvantages of row planting.

Brief discussion.

Give examples of crops planted by broadcasting.

 

Q/A: Advantages and disadvantages of row planting.

  Pg 39-40  
    Over-sowing and under-sowing. To distinguish over-sowing form under-sowing. Brief discussion.

Give examples of such crops.

  Pg 40  
3 Spacing of crops. To explain the importance of correct spacing of crops.

To explain factors that influence crop spacing.

 

Q/A and discussion.

Importance and factors.

Chart: Average inter-row and intrarow spacing of common crops. Pg 40-41  
  Plant population. To determine plant population in a given size of land. Q/A: Inter-conversion of metric units.

 

Worked examples.

 

  Pg 42-43  
8 1 Seed rate. To define optimal seed rate of a given crop.

To explain factors to consider in choosing seed rates.

 

Explanations and detailed discussion.   Pg 43  
2,3 Depth of planting. To explain determinants of correct depth of planting.

 

Q/A & Detailed discussion.

Field activity: planting crops to the correct spacing.

Supervised field activities.

 

  Pg 43-44  
9 1,2 CROP PRODUCTION III

(NURSERY PRACTICES)

 

Establishing a nursery.

 

To differentiate between a nursery and a seedbed.

 

To explain the importance of a nursery in crop propagation.

To enumerate factors considered when siting a nursery.

 

 

 

 

Q/A and explanations.

Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts.

 

 

 

 

School farm.

Pg 46-48  
3 Nursery management practices. To identify important nursery management practices and state their significance. Q/A and explanations.

Expose new concepts e.g. hardening off.

School farm. Pg 48-50  
10   END OF TERM ONE EXAMINATIONS      

 

 

 

 

 

 

 

 

 

 

 

TERM TWO YEAR  2021

WK

NO

L/

NO.

TOPIC/

SUBTOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING / LEARNING

ACTIVITIES

MATERIALS

/

RESOURCES

REF.

REMARKS

1 1 CROP PRODUCTION III

(NURSERY PRACTICES)

 

Grafting.

 

 

 

 

To define grafting.

To describe methods of grafting.

Teacher demonstration/ illustration of whip grafting, side grafting, bark grafting.

Out – door activity: Students practise grafting.

 

Grafting tools. KLB BK II

Pg 53-55

 
  Budding. To define budding.

To describe methods of budding.

To explain importance of grafting and budding.

 

Teacher demonstrations/ illustrations/ drawing diagrams.

Discussion: Types of budding.

  Pg 55-58  
  2 Layering. To define layering.

To identify appropriate crops for layering.

To describe methods / types of layering.

 

Teacher demonstrations/ Illustrations/ Drawing diagrams.

Out-door activity: Carrying out layering.

  Pg 58-60  
  Tissue culture for crop propagation. To define tissue culture.

To describe the process of tissue culture.

To explain importance of tissue culture in crop propagation.

 

Teacher exposes new concepts.

 

Brief discussion on tissue culture.

Suitable crops. Pg 60-63  
2 1,2 Transplanting crop seedlings. To describe the process of transferring seedlings from the nursery to the field.

To explain management practices before, during and after transplanting crop seedlings.

 

Q/A, Explanations and brief discussion.

Activity: Transplanting crop seedlings.

Suitable crops. Pg 61-62  
3 Transplanting tree seedlings. To explain management practices before, during and after transplanting tree seedlings.

 

 

Q/A, Explanations and brief discussion.

Activity: Transplanting tree seedlings.

Suitable seedlings. Pg 63  
3 1 CROP PRODUCTION IV (FIELD PRACTICES)

 

Crop rotation.

 

 

To give the meaning of crop rotation.

To give examples of crop rotation cycles.

 

 

 

 

Q/A, brief illustrations of cycles of crop production.

 

 

 

 

Illustrative charts.

Pg 67  
2,3 Importance of crop rotation. To explain the importance of crop rotation.

To give examples of rotational programmes.

Brief discussion; with reference to rotational programmes.   Pg 68-70  
4 1 Mulching. To define mulching.

To state advantages and disadvantages of mulching.

Q/A

Brief discussion.

  Pg 71-72  
2 Thinning, Gapping and Rouging. To explain importance of thinning, gapping and rouging. Brief discussion.   Pg 73  
  3 Pruning. To define pruning.

To give reasons for pruning.

To identify methods for pruning.

To identify tools used in pruning.

 

Q/A

Detailed discussion.

Teacher demonstration: Correct and incorrect ways of pruning.

Secateurs, twigs, pruning saw, shears, e.t.c. Pg 74-75  
5 1 Pruning tea. To describe methods of pruning tea. Teacher demonstration of formative pruning, pegging method, use of rings and pegs, use of fitos, tipping.

Probing questions and detailed discussion.

 

Tea bushes, fitos, pegs. Pg 76-80  
  2,3 C.A.T        
6 1 Pruning coffee. To identify specific aims of pruning coffee.

To describe various methods of pruning coffee.

Illustrative diagrams / Demonstrations on: single / multiple stem pruning, capping and de-suckering of coffee.

Probing questions and detailed discussion.

 

  Pg 80-84  
  Training. To define training as a field practice.

To explain ways of training crops.

Expository approach: expose meaning of propping, trellising.

Q/A and discussion on importance of staking, earthing up.

 

  Pg 85-86  
  2 Weeds, crop pests and diseases. To define a weed, a pest, a disease, giving examples.

To identify causative agents of plant diseases.

To explain the importance of timely control of weeds, pests and diseases.

 

Brief discussion.

 

Q/A and detailed discussion.

on importance of timely control of weeds, pests and diseases.

 

  Pg 87  
  3 Timing of harvesting. To explain the stage and timing of harvesting of a crop. Discussion on factors considered when timing harvesting.   Pg 88-89  
  Methods of harvesting. To briefly describe methods of harvesting of specific crops.

To enumerate precautions observed during harvesting.

 

 

Give specific examples of methods and precautions observed.   Pg 89  
7 1,2

 

 

3

Post-harvest practices.

 

Storage.

To describe various post-harvest practices and their importance.

To give characteristics of a good grain store (traditional / modern).

 

Probing questions and detailed discussion.

 

   Pg 90-94  
8 1 CROP PRODUCTION V

(VEGETABLES)

 

Tomatoes

Ecological requirement and varieties.

 

 

 

 

 

To describe ecological requirements and varieties of tomatoes.

To identify tomato varieties.

 

 

 

 

Brief discussion and exposition.

   

 

 

 

Pg 96-100

 
2 Nursery and field management. To describe nursery management practices for establishment of tomato seedlings.

To describe field management practices for tomatoes.

Q/A and detailed discussion.   Pg 101-104  
3 Tomato pests and diseases. To identify tomato pests and diseases and methods of their control. Detailed discussion of tomato pests and their economic importance. Tomatoes attacked by various pests and diseases.

 

Pg 104-106  
9 1

Cabbages

 

Ecology and varieties.

To describe ecological requirements for cabbages.

To identify cabbage varieties.

 

Brief discussion and questioning.

Exposition.

  1pg 107  
2 Cabbages

 

Establishment and management.

To describe nursery management practices.

To describe field management practices for proper cabbage growth.

Discuss importance of topdressing, weeding, controlling pests and diseases. Cabbages attacked by some pests and diseases. Pg 107-9  
3

Carrots

 

Ecology and varieties.

Establishment and management.

To describe ecological requirements for carrots.

To describe nursery management practices.

To describe field management practices for proper carrots establishment..

 

 

Brief discussion and questioning.

Exposition.

 

Discuss importance of topdressing, weeding, controlling pests and diseases.

 

 

 

Carrots attacked by some pests and diseases.

Pg 110-111  
10 1

Onions

Ecology and varieties.

 

To describe ecological requirements for onions.

 

 

Brief discussion and questioning.

Exposition.

 

 

 

 

 

Pg 111-3  
2,3

Establishment and management.

To describe nursery management practices.

To describe field management practices for proper onions growth.

 

Discuss important nursery and field practices.

 

Onions attacked by some pests and diseases.    
11   END   OF   TERM   TWO  EXAMINATIONS  

 

 

 

 

 

 

TERM    THREE   YEAR    2021

WK

NO

L/

NO.

TOPIC/

SUBTOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING / LEARNING

ACTIVITIES

MATERIALS

/

RESOURCES

REF.

REMARKS

1 1 LIVESTOCK HEALTH I (ANIMAL HEALTH)

 

Introduction.

 

 

 

To differentiate between health and disease.

To explain importance of keeping animals healthy.

 

 

 

 

Q/A: Health and disease; and their economic importance.

  KLB BK II Pg 115-6  
2,3 Signs of good health. To explain signs that help to identify a healthy animal. Discussion: Physical appearance, physiological body functions and morphological conditions of the animal body.

 

 

  Pg 116-8  
2 1

 

 

 

2

Predisposing factors of animal diseases.

 

Causes of animal diseases.

To identify and explain predisposing factors of animal diseases.

 

To describe causes of animal diseases.

Q/A & Detailed discussion.

 

 

Detailed description of nutritional causes, physical causes and chemical causes.

 

 

  Pg 119-120  
3 Bacterial animal diseases. To identify bacterial diseases of livestock. Detailed discussion of bacterial diseases and their control. Chart: Bacterial diseases, causal organism and animals affected. Pg 122-124  
3 1 Viral animal diseases.

 

 

Protozoan diseases.

To list down viral diseases of livestock.

 

 

To list down protozoan diseases of livestock.

Detailed discussion of viral diseases and their control.

 

Detailed discussion of protozoan diseases and their control.

Chart: Viral diseases, causal organism and animals affected.

 

 

Chart: protozoan diseases, causal organism and animals affected.

 

Pg 125-6  
2,3 Management of diseases. To explain general methods of diseases control. Q/A: Control of nutritional diseases.

Discussion: Importance of proper housing, isolation / slaughtering of sick animals, imposition of quarantine, prophylaxis, vaccination, vector control, e.t.c.

 

  Pg 125-8  
4 CAT AND MIDTERM BREAK
5 1 Handling livestock. To describe appropriate methods of handling livestock. Q/A: Handling of animals during treatment, milking, inspecting, e.t.c.

Discussion: Other activities necessitating proper handling of animals, i.e. drenching, injecting, controlling mastitis, hand spraying.

Q/A: Sites that should be sprayed with acarides.

 

  Pg 129-131  
5 2 LIVESTOCK HEALTH (PARASITES)

 

Effects of parasites on animals.

 

 

 

 

To describe host-parasite relationship.

To identify effects of parasites on livestock.

 

 

 

 

 

Q/A: Definition of a host, parasite.

Brief discussion and give specific examples.

 

 

  Pg 133-4  
  Tse-tse fly. To describe parasitic effects of tse-tse fly.

To explain methods of control of tse-tse fly.

Q/A: Disease transmitted by tse-tse fly; and methods of control of tse-tse fly.   Pg 134-5  
  Keds, fleas and lice. To describe harmful effects of keds, fleas and lice on livestock. Brief discussion.

Q/A: Methods of controlling ectoparasites.

  Pg 135-7  
  3 Ticks.

 

 

One-host tick.

To list down effects of ticks on livestock.

 

To describe the life cycle of one-host tick.

 

Q/A: Harmful effects of ticks.

 

 

Exposition

Explanations

Chart-Life cycle od one-host tick. Pg 138-140  
  Two-host tick.

 

Three-host tick.

 

Tick control.

To describe the life cycle of two-host tick.

 

To describe the life cycle of twice-host tick.

 

To explain measures of controlling ticks.

Exposition and explanations.

Represent the life cycles diagrammatically.

 

 

Detailed discussion

Assignment.

Chart-Life cycles of ticks. Pg 141-3  
6 1 The tapeworm (Taenia spp).

To describe characteristic features of tapeworm.

To identify symptoms of attack by tapeworm.

 

Exposition: Labelling a tapeworm/ Observing a preserved specimen of a tapeworm. Preserved specimen of a tapeworm. Pg 144  
2 Lifecycle of a tapeworm. To describe the lifecycle of a tapeworm.

To state control measures of tapeworms in livestock.

 

Exposition and explanations of the life cycle.

Q/A and brief discussion.

Chart- Life cycle of a pork tapeworm. Pg 147-8  
3 Roundworms (Ascaris spp). To identify symptoms of attack by roundworms.

To describe the life cycle of a roundworm.

To explain measures of controlling roundworm.

 

Q/A and brief discussion.

 

Detailed discussion of life cycle.

Q/A: Measures of control.

Preserved specimen of a roundworm. Pg 148-151  
    Liver fluke. To identify symptoms of attack by liver fluke.

To describe the life cycle of a roundworm.

To explain measures of controlling liver fluke.

 

Q/A and brief discussion.

 

Detailed discussion of life cycle.

Q/A: Measures of control.

Chart-Life cycle of a liver fluke. Pg 151-3  
7 1 LIVESTOCK PRODUCTION (NUTRITION)

 

Food components.

 

To identify the components of food in animal feeds.

 

To state functions of water in an animal.

To state functions of carbohydrates, proteins, fats, oils, vitamins, in an animal body.

Use a flow chart to show food components.

 

Q/A and brief discussion

 

 

Q/A and detailed discussion; sources, deficiency, symptoms

Flow chart- Components of food.

 

 

 

Seed cakes, fish meal, bone meal,

Lucerne.

Pg 158-64  
 

 

  Minerals. To identify important minerals for livestock. Discussion: Types of minerals, their sources and deficiency symptoms.   Pg 165-169  
2 Feeds and Feedstuffs. To differentiate between a feed and a feedstuff.

To describe the composition of dry and succulent roughages.

To state and explain the composition of energy concentrates and protein concentrates.

 

 

Exposition, discussion and giving relevant examples. Examples of roughages and concentrates. Pg 169-171  
3 Feed additives. To define feed additives.

To give examples of feed additives.

 

 

Giving examples of feed additives and description of their importance.   Pg 171  
8 1 To concept of rationing.

 

Maintenance ration

 

Production ration.

To define food ration; balanced ration.

 

To define maintenance ration.

To state factors affecting maintenance ration.

To explain characteristics of a balanced ration.

 

 

Detailed discussion.

 

&

 

Probing questions.

  Pg 172-3  
2 Feed digestibility

 

 

Feed nutritive values.

To define feed digestibility.

To calculate % digestibility of a feed.

To explain factors affecting food digestibility.

To define terms used to express feed value.

Exposition of new concepts.

Problem solving discussion. Exposition and discussion of other terms used to express feed value: calorific value, dry matter, starch equivalent, TDN, CP, DCP and CF.

 

Chart- Nutritive values of some feeds. Pg 173-4  
3 Computation of animal feeds.

 

Trial and error method.

Pearson’s Square method.

To state advantages and disadvantages of trial and error method of computing animal feeds.

To compute livestock rations using Pearson’s Square method.

 

Q/A and brief discussion.

 

Exposition- Teacher explains the procedure of computing livestock ration using Pearson’s Square method.

Worked examples.

Supervised exercise.

 

Calculators.. Pg 176-178  
9 1 General process of digestion.     To describe the general process of digestion. Detailed discuss                                                                 ion of digestion in the mouth, stomach, small intestines and colon.

 

Chart-General digestive system. Pg 179-185  
2 Digestion in non-ruminants. To give examples of mono gastric animals.

To describe digestion in mono gastric animals.

 

Detailed discussion of digestion in a pig and poultry. Charts- Specific digestive

systems.

 

Pg 180-186  
3 Digestion in Ruminants. To identify the components of the stomach.

To state the functions of each compartment.

To state differences and similarities between digestive systems of ruminants and non-ruminants.

 

Students observe the four compartments of a ruminant’s stomach.

Discussion: Structure and functions of each compartment.

Q/A: Students highlight differences and similarities between ruminants and non-ruminants.

 

Chart- Digestive system of a cow,

Pieces of stomach compartments of a cow.

 

Pg 187-8  
10    

END  OF  TERM  THREE EXAMINATIONS