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Chemistry Form 3 Best Notes Free

 .3UNIT 2: NITROGEN AND ITS COMPOUNDS.

Unit checklist.

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction:

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

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

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

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

 

Preparation of nitrogen.

(a). Isolation from air.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure.

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

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

Reason:

– To remove carbon (IV) oxide from air.

 

Equations:

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

 

Then

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

 

Thus;

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

 

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

Reason:

– To remove oxygen from the air.

 

Note:

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

 

Equation:

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

Brown                                                Black

 

Note:

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

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

 

Note:

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

– Purer nitrogen may be obtained by heating ammonium nitrite.

 

Equation:

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

 

Summary.

 

 

 

 

 

 

 

 

 

(b). Removal from liquid air.

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

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

 

The chemical process.

Step 1: removal of dust particles.

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

  • Electrostatic precipitation

(i). Electrostatic precipitation:

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

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

 

Diagram: electrostatic precipitation:

 

 

 

 

 

 

 

 

(ii). Filtration:

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

 

Step 2: removal of carbon (IV) oxide.

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

 

Equations:

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

 

Then:

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

(Excess)

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

 

Step 3: Removal of water vapour.

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

 

Note:

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

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

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

 

Step 4: Liquification of air.

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

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

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

– Liquid air is a transparent pale blue liquid.

– This liquid is then fractionally distilled.

 

Step 5: Fractional distillation of liquid air.

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

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

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

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

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

– The more easily vapourised nitrogen is taken off.

– This way about 99.57% nitrogen is obtained.

 

Note:

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Summary: Fractional distillation of liquid air.

AIR

 

 

 

 

Step 1: Elimination of dust by Filtration

and electrostatic precipitation

 

 

 

 

Step 2: CO2 removal, pass dust free air

through KOH or NaOH

 

 

 

 

 

Step 3: Removal of water vapour; through

condensation -25oC) or conc. H2SO4

 

 

 

 

 

Recycling                        Step 4: Compression at approximately 200

atmospheres; cooling and expansion of air

 

 

 

 

 

Step 5: Fractional distillation

 

 

 

 

 

 

 

 

(c). Laboratory preparation method.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

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

 

(iii). Observations.

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

 

(iv). Equation.

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

 

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

Reason:

– It does not contain impurities.

 

(d). Preparation from ammonia.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

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

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

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

– Nitrogen produced is collected over water.

 

(iii). Observations and explanations.

  • Copper (II) oxide:

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

(Black)                                                                            (Brown)    (Colourless)

 

  • Zinc (II) oxide

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

(Yellow-hot)                                                                  (Grey)    (Colourless)

(White-cold)

 

  • Lead (II) oxide

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

(Red-hot)                                                                      (Grey)    (Colourless)

(Yellow-cold)

 

 

 

Properties of nitrogen.

(a). Physical properties.

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

 

(b). Chemical properties.

  1. It is inert (unreactive)

Reason:

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

 

Structurally;

 

 

 

 

 

 

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

 

Chemical test for nitrogen.

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

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

 

  1. Reaction with hydrogen.

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

Equation:

N2(g) + 3H2(g)                2NH3(g)

 

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

 

  1. Reaction with burning magnesium.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

(ii). Procedure:

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

 

(iii). Observations:

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

 

Equation:

3Mg(s) + N2(g)     Heat     Mg3N2(s)

 

Note:

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

 

Equations:

In water

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

 

In sodium hydroxide:

Mg3N2(s) + NaOH(aq)     

 

  1. Reaction with oxygen.

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

Equation:

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

 

Note:

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

 

Uses of nitrogen

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

 

 

 

 

 

 

 

 

 

 

 

 

Oxides of nitrogen.

– The three main oxides of nitrogen are:

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

 

  1. Nitrogen (I) oxide.

Preparation of nitrogen (I) oxide, N2O

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

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

– Heating is stopped while excess ammonium nitrate still remains.

Reason:

– To avoid chances of an explosion.

 

(iii). Observations:

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

Reasons:

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

 

(iv). Equation:

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

 

Properties:

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

Equations:

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

 

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

 

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

 

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

 

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

Equation:

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

 

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

Equation:

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

 

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

Note:

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

 

Uses of nitrogen (I) oxide.

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

 

Note:

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

 

  1. Nitrogen (II) oxide, NO.

Preparation:

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

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

– Not any heat is required.

 

Equation:

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

 

(iii). Observations:

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

 

Equation:

2NO(g) + O2(g)              2NO2(g)

Colourless    Colourless                   Brown

 

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

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

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

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

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

 

(v). Properties.

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

 

Example:

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

 

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

 

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

 

Equation:

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

 

  1. Reaction with iron (II) sulphate.

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

 

Equation:

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

Green solution                                                                         Dark brown

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

 

  1. It is also a reducing agent.

 

Equation:

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

Chloro nitrogen (II) oxide.

 

  1. Reaction with hydrogen.

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

 

Equation:

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

 

Chemical test:

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

 

Uses of Nitrogen (II) oxide.

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

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

 

  1. Nitrogen (IV) oxide.

Preparation:

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Action of conc. Nitric acid on copper metal.

 

Equation:

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

 

Note:

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

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

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

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

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

 

  • Apparatus:

 

 

 

 

 

 

 

 

 

 

 

  • Equation:

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

  • Observations:

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

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

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

 

Note:

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

 

Equation:
2NO2(g)                                    N2O4(g)

(Nitrogen (IV) oxide)                                       (Dinitrogen tetroxide)

 

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

 

Properties of nitrogen (IV) oxide.

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

 

Equation:

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

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

 

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

 

Equation:

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

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

 

  1. Reaction with magnesium.

– Nitrogen (IV) oxide does not support combustion.

– However burning magnesium continues to burn in it.

Reason:

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

 

Equation:

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

 

Note:

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

Examples:

(i). Copper:

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

 

(ii). Phosphorus:

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

(iii). Sulphur:

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

 

Note:

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

 

Equation:

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

 

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

– The resultant oxygen supports the burning.

 

  1. Effects of heat:

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

 

Equation:

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

 

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

– This is due to the reversible set of reactions:

Heat                                                                    Heat

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

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

Pale yellow                                                               Brown                                                               

          Colourless

– Percentage of each in the equilibrium depends on temperature.

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

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

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

 

  1. Reaction with alkalis.

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

 

Observation:

– The brown fumes disappear.

 

Explanation:

– Formation of sodium nitrate and sodium nitrite.

 

Equation:

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

 

Ionically:

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

 

Conclusion:

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

 

 

 

Uses of nitrogen (IV) oxide.

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

 

Summary on comparison between oxides of nitrogen.

 

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

– Sweet sickly smell

– Colourless; turns brown in air;

– Odourless

– Red brown gas;

– Choking pungent smell;

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

 

Action of heat on nitrates.

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

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

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

 

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

 

Examples:

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

 

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

 

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

 

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

(i). Apparatus:

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

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

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

– Excess gases are channeled out to a fume chamber.

 

(iii). Observations:

– The white crystalline solid decrepitates.

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

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

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

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

 

Equation:

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

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

 

Further examples:

 

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

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

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

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

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

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

 

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

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

Note:

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

 

Examples:

 

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

(White solid)                                                       (White solid)             Colourless gas

On further heating;

 

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

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

 

 

 

 

 

 

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

 

Example:

 

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

(White solid)                                                          Brown Fumes     Colourless gas

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

(White solid)                                                        Brown Fumes     Colourless gas

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

 

Example:

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

                                                     Colourless gas    Colourless gas
Note:

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

 

Ammonia.

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

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

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

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

 

Laboratory preparation of ammonia.

(i). Reagents.

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

 

(ii). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

 

(iii). Procedure.

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

Reason:

– To increase surface area for the reactions.

 

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

Note:

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

– The flask should not be thin-walled.

Reason:

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

 

– The flask is positioned slanting downwards.

Reason:

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

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

 

Equation:

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

(Slaked lime)

 

(iv). Drying:

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

 

Note:

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

  • With concentrated sulphuric acid.

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

 

  • With fused calcium chloride:

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

 

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

 

(v). Collection:

– Dry ammonia gas is collected by upward delivery.

Reasons:

– It is lighter than air.

– It is soluble in water.

 

 

 

 

 

 

 

 

 

 

 

 

 

Other methods of preparing ammonia.

 

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

Note:

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

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

 

(i). Apparatus:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

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

Reason:

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

 

Equations:

(i). With caustic soda:

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

 

Ionically;

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

 

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

 

(ii). With caustic potash:

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

 

Ionically;

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

 

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

 

 

 

 

 

Note:

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

 

Equations:

 

(i). With caustic soda:

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

 

Ionically;

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

 

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

 

(ii). With caustic potash:

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

 

Ionically;

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

 

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

 

(iii). With calcium hydroxide:

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

 

Ionically;

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

 

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

 

Note:

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

Reason;

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

 

Preparation of ammonium solution.

(i). Apparatus.

 

(ii). Procedure:

– The apparatus is altered as above.

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

 

Reasons for the inverted broad funnel.

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

 

(iii). Equation.

NH3(g) + H2O(l)           NH4OH(aq)

 

Note:

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

Reason:

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

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

 

Tests for ammonia.

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

 

Equation:

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

 

Fountain experiment.

(i). Diagram:

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

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

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

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

 

(iii). Observations and explanations.

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

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

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

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

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

 

(iv). Caution:

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

 

Note:

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

 

Properties and reactions of ammonia.

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

 

Equation:

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

 

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

 

  1. Reaction with acids.

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

– The mixture is evaporated to dryness.

 

Observations:

– A white solid is formed.

 

Equation:

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

 

Ionically:

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

 

Then;

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

 

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

– The gas evolved was tested fro ammonia.

 

Observation:

– The resultant gas tested positive for ammonia.

 

Equation:

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

 

 

Explanations:

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

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

 

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

 

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

 

Ionic equation:

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

 

  1. Reaction of ammonia with oxygen.

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

– It is non-combustible.

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

 

Experiment: Burning ammonia in oxygen.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

(ii). Procedure:

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

– Dry ammonia gas is then passed into the tube.

– A lighted splint is then passed into the tube.

 

(iii). Observations:

– A colourless gas is liberated.

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

 

(iv). Explanations:

– The conditions for the reactions are:

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

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

 

Equation:

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

 

 

 

Sample question:

Suggest the role of glass wool in the tube.

 

Solution:

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

 

  1. Ammonia as a reducing agent.

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

 

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

(i). Apparatus.

Ice cubes

(ii). Procedure:

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

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

 

(iii). Observations.

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

– A colourless liquid collects in the U-tube.

– A colourless gas is collected over water.

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

 

(iv). Explanations.

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

 

Equation:

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

Black                                                                                         red-brown                        (colourless)

 

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

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

– The nitrogen gas collected is ascertained indirectly as follows:

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

 

 

Note:

– This experiment proves that ammonia contains nitrogen.

 

  1. Reaction with chlorine.

(i). Procedure:

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

 

(ii). Apparatus:

 

 

 

 

 

 

 

 

 

(iii). Observations:

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

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

 

Equations:

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

 

Then;

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

 

Overall equation:

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

 

  1. Ammonia solution as an alkali.

– Solution of ammonia in water contains hydroxyl ions.

 

Equation:

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

 

– Thus it has many properties of a typical alkali.

– Ammonia salts are similar to metallic salts.

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

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

 

Note:

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

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

 

 

 

 

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

(i). Apparatus:

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Concentrated ammonia solution is put in a conical flask.

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

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

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

 

(iii). Observations:

– The hot platinum wire glows.

– Red-brown fumes are evolved.

 

(iv). Explanations:

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

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

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

– Ammonia is oxidized to nitrogen (IV) oxide.

 

Equation:

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

 

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

 

Equation:

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

 

 

 

 

 

 

 

 

 

 

 

 

  1. Action of aqueous ammonia on solution of metallic salts

(i). Procedure:

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

 

(ii). Observations:

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

 

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

 

(iii). Explanations:

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

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

 

(iv). Equations:

 

  1. Mg2+(aq) from MgCl2;

 

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

 

Ionically:

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

                                                                                        (White ppt)

 

  1. Fe2+ from Fe(NO3)2;

 

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

 

Ionically:

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

(Pale green ppt)

 

  1. Fe3+ from FeCl3;

 

Ionically:

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

(Red brown ppt)

 

 

 

 

 

Note:

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

 

  1. Zinc ions and ammonia solution.

 

  • With little ammonia:

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

 

Ionically:

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

                                                                                (White ppt.)

 

  • In excess ammonia:

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

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

 

Equation:

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

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

 

  1. Copper (II) ions.

 

  • With little ammonia:

– A pale blue precipitate is formed.

 

Ionically:

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

(Pale blue ppt.)

 

  • In excess ammonia:

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

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

 

Equation:

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

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

 

Uses of ammonia gas and its solution:

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

 

 

 

Qualitative analysis for cations using sodium hydroxide solution

(i). Procedure:

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

 

(ii). Observations:

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

 

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

 

(iii). Explanations:

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

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

 

(iv). Equations:

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

                                                                                        (White ppt)

 

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

                                                                                        (White ppt)

 

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

                                                                                        (White ppt)

 

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

                                                                                        (White ppt)

 

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

                                                                                        (White ppt)

 

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

                                                                                       (Pale blue ppt)

 

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

(Pale green ppt)

 

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

(Red brown ppt)

 

 

 

 

Note:

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

 

  1. Zinc ions and sodium hydroxide solution.

 

  • With little sodium hydroxide:

 

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

                                                                                (White ppt.)

 

  • In excess sodium hydroxide:

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

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

 

Equation:

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

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

 

  1. Aluminium ions and sodium hydroxide solution.

 

  • With little sodium hydroxide:

 

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

                                                                                (White ppt.)

 

  • In excess sodium hydroxide:

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

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

 

Equation:

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

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

 

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

 

  • With little sodium hydroxide:

 

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

                                                                                (White ppt.)

 

  • In excess sodium hydroxide:

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

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

 

Equation:

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

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

 

 

Summary and useful information on qualitative analysis:

Colours of substances in solids and solutions in water.

 

COLOUR IDENTITY
SOLID AQUESOUS SOLUTION

(IF SOLUBLE)

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

 

Green

Pale green (almost colourless)

Green

Iron (II) compounds,Fe2+

 

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

5. Brown Brown (sometimes yellow)

 

Insoluble

Iron (III) compounds, Fe3+;

 

Lead (IV) oxide, PbO2

6. Pink Pink (almost colourless)

Insoluble

Manganese (II) compounds, Mn2+;

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

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

Brown

Insoluble

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

Iodine (element)-purple vapour

Manganese (IV) oxide, MnO2

Copper (II) oxide, CuO

Carbon powder (element)

Various metal powders (elements)

 

 

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

 

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

 

 

Qualitative analysis for common anions.

 

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

Acidify with dilute HNO3

Alternatively;

Add Pb2+ from Pb(NO3)2 and warm

Add FeSO4(aq);

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

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

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

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

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

Only AgCl and AgCO3 can be formed as white precipitates.

AgCO3 is soluble in dilute acids but AgCl is not;

– PbCl2 is the only white precipitate that dissolves on warming

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

 

Checklist:

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

 

What to look for when a substance is heated.

 

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

Purple vapour condensing to black solid indicates iodine crystals;

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

 

 

 

 

 

 

Industrial manufacture of ammonia-The Haber process.

 

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

 

(i). Raw materials

 

  • Nitrogen

– Usually obtained from liquid air by fractional distillation

 

  • Hydrogen

– Obtained from water gas in the Bosch process.

– Also from crude oil (cracking)

 

(ii). General equation

 

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

 

Note:

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

-The reaction is exothermic releasing heat to the surrounding.

 

(iii). Conditions

 

  • High pressures

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

 

Reason:

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

Note:

Such high pressures are however uneconomical.

 

  • Low temperatures

– Low temperatures favour production of ammonia;

Reason:

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

 

  • Catalyst

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

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

 

 

 

 

 

 

(iv). The chemical processes

 

Step 1: Purification

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

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

 

Reason:

The impurities would poison the catalyst

 

Step 2: Compression

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

 

Reasons:

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

 

Step 3: Heat exchanger reactions

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

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

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

 

Step 4: Catalytic chamber.

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

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

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

 

Equation in catalytic chamber

 

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

 

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

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

 

Step 5: Heat exchanger

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

 

Reason:

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

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

 

Step 6: The condenser reactions (cooling chamber)

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

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

Summary: flow chart of Haber process.

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

 

 

 

 

 

 

 

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

 

 

 

 

 

 

Unreacted gases

(recycling)

 

 

 

 

 

 

6-10% ammonia + air;

 

 

 

 

LIQUID AMMONIA

 

 

Citing a Haber process plant

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

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

 

Ammonium salts as fertilizers

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

 

(a). Ammonium sulphate

– Is prepared by absorbing ammonia in sulphuric acid.

 

Equation:

 

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

 

Note: It is a cheap fertilizer.

 

(b). Ammonium nitrate

– Is prepared by neutralization nitric acid by ammonia.

 

Equation:

 

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

 

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

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

(c). Ammonium phosphate

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

– It is prepared by neutralizing othophosphoric acid by ammonia

 

Equation:

 

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

 

(d) Urea CO (NH2)2

– Is made from ammonia and carbon (IV) oxide

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

 

Equation:

 

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

   

Nitric (V) acid

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

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

 

Laboratory preparation of nitric (V) acid

(i). Apparatus

           

(ii). Reagents

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

 

(iii). Procedure

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

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

– The apparatus is all glass.

Reason:

– Nitric (V) acid would attack rubber connections.

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

 

Note:

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

 

(iv). Observations and explanations

– Fumes of nitric are observed in the retort;

 

Equation

 

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

 

– If Lead (II) nitrate was used;

 

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

 

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

 

-These fumes of nitric acid appear brown.

Reason:

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

 

Equation:

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

 

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

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

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

 

Note: Nitric acid is usually stored in dark bottles.

Reason:

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

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

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

 

 

 

 

 

 

 

 

 

 

 

 

Properties of concentrated nitric acid

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

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

 

  1. Effects of heat on concentrated nitric acid

(i) Apparatus

 

 

 

 

 

 

 

 

 

 

 

 

(ii) Observations

– Brown fumes are seen in the hard glass tube.

– Colourless gas is collected over water.

 

(ii). Explanations

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

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

 

Equation

 

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

                                            (Brown fumes)

 

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

 

Equation:

 

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

 

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

 

  1. Reaction with saw dust

– Saw dust contains compounds of carbon Hydrogen and oxygen.

 

Procedure:

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

 

Observation:

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

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

 

Equation:

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

Saw dust

 

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

 

Equation:

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

 

  1. Reaction with sulphur

Procedure:

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

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

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

 

Observations:

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

 

Equation

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

 

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

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

 

Equation:

 

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

                                                (White precipitate)

 

  1. Reaction with metals

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

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

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

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

 

Equation:

 

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

 

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

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

 

 

 

  1. Reaction with iron (II) salts

 

Procedure:

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

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

 

Observation:

– Green solution turns brown.

 

Equation:

 

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

 

Explanation:

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

 

Note:

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

 

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

 

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

Procedure

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

 

Observations

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

 

Equation

– It is a REDOX reaction.

Oxidation

 

 

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

 

 

Reduction

 

 

 

 

 

 

 

 

 

 

 

 

Properties of dilute nitric (V) acid

  1. Reaction with metals

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

 

Example:

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

 

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

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

 

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

(a). It turns blue litmus paper red.

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

 

Examples

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

                  (Black)                                                                                (Blue)

 

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

                   (White ppt)                                                                      (Colourless)

 

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

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

 

  1. Reaction with metal carbonates and hydrogen carbonates

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

 

Examples.

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

(Green)                                                                      (Blue solution)

 

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

 

Test for nitrates/nitric acid

  1. Oxidation of iron (ii) sulphate

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

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

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

 

Ionically;

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

 

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

 

 

 

 

 

  1. Brown ring test

Procedure.

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

– Some FeSO4 solution is then added.

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

 

Observations

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

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

 

Diagrams:

 

 

 

 

 

 

 

 

Explanations:

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

 

Equation:

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

 

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

 

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

 

Equation:

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

(Green)                                                         (Brown)

 

Ionically:

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

(Green)                                                                                      (Brown)

 

  1. Heat

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

 

Equation:

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

                                                      (Brown, acidic)

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

 

Equation:

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

 

 

Uses of nitric acid 

– Large quantities are used in fertilizer manufacture.

– Manufacture of explosives (TNT)

– Manufacture of dyes

– Making nitrate salts

– Etching of metals.

– Manufacture of nylon and terylene

– Refining precious metals

– An oxidizing agent.

 

Industrial manufacture of nitric acid

The Otswald’s process

 (a). Introduction

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

 

(b). Raw materials

– Atmosphere air

– Ammonia from Haber process.

 

(c). Conditions

Platinum-rhodium catalyst or platinum gauze.

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

 

(d). Chemical reactions.

Step 1: Compressor reactions.

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

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

– They are then passed to the heat exchanger.

 

Step 2: Heat exchanger and catalytic chamber.

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

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

 

Equation:

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

 

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

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

 

Step 3: Heat exchanger.

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

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

 

 

Step 4: Cooling chamber

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

 

Equation:

 

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

 

Step 5: Absorption towers:

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

 

Equations:

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

                                                                   Nitric                Nitrous

 

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

 

Equation:

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

 

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

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

 

The process of distillation (increasing the concentration).

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

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

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

Note:

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

Reason:

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

 

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

Reason.

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

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

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

 

 

 

 

 

 

 

 

 

 

 

 

Flow diagram for the otswald’s process.

                                       Ammonia

HEAT EXCHANGER
CATALYTIC CHAMBER

 

 

 

 

Air

 

 

 

Water                     Unreacted                NO(g)

                                                 NO + air;

 

 

 

 

 

 

 

 

            Nitric (V) acid

 

Pollution effects of nitrogen compounds.

  1. Acid rain

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

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

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

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

 

  1. Smog formation.

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

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

 

  1. Eutrophication:

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

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

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

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

 

Prevention.

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

 

UNIT 3: SULPHUR AND ITS COMPOUNDS

Checklist:

 

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

 

 

 

 

 

Occurrence

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

– It also occurs as a sulphate and sulphide ores.

 

Examples;

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

Metallic sulphates e.g. Gypsum, CaSO4

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

 

Extraction of sulphur: The Frasch process

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

 

(i). Apparatus: Frasch pump

Hot compressed air

 

 

Superheated water at 170oC
Froth of molten sulphur

 

Cross section of the Frasch pump

 

 

Outermost pipe: brings superheated water at 170oC

 

 

 

Innermost pipe: brings in hot compressed air;

 

Middle pipe: brings out a froth of molten sulphur

 

 

(ii). Chemical process

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

Reasons:

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

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

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

 

 

(a). The outer tube (pipe)

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

– The heat of the water melts the sulphur.

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

 

(b). The innermost tube

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

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

 

(c). The middle pipe.

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

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

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

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

 

Properties of sulphur

Physical properties

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

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

 

Diagram: structure of a sulphur molecule.

 

 

 

 

 

 

 

  1. Solubility

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

 

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

 

  1. Effects of heat

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

Reason:

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

 

 

 

 

Diagrams:

The pluckered S8 ring of sulphur molecule                                           Chains of S8 molecule

 

 

 

 

 

 

– On further heating, the liquid darkens in colour.

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

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

Reason:

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

 

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

 

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

Reason

– The long chains are broken to shorter chains.

 

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

Reason

– The sulphur liquid changes state to form sulphur vapour.

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

 

Note

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

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

 

Chemical properties

  1. Burning in air

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

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

 

Equation:

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

 

Note:

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

 

Equation:

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

 

 

 

  1. Reaction with acids.

– Dilute acids have no effect on sulphur.

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

 

  • With conc. H2SO4

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

 

Equation:

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

 

  • With conc. HNO3

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

 

Equation:

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

 

Note:

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

Reason

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

 

Ionically;

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

 

  1. Reaction with other elements.

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

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

 

Examples.

(a). With metals

 

  • Iron metal

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

(Grey)   (Yellow)                                  (Black)

 

Note:

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

 

  • Copper

2Cu(s) +   S(s)                  Cu2S

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

 

(b). Non-metals

 

  • Carbon

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

(Black) (Yellow)                                (Black Carbon disulphide)

 

 

Note.

– Carbon (IV) sulphide has a distinct smell.

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

 

  • Hydrogen

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

 

  • Fluorine

S(s) + F2(g)                 SF2(g)

 

  • Chlorine

S(s) + Cl2(g)                SCl2(g)

 

  • Bromine

2S(s) +Br2(g)               S2Br2(g)

 

  • Phosphorous

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

 

Note:

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

 

Uses of sulphur

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Allotropes of sulphur

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

– Sulphur has 2 allotropes

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

 

-Unlike carbon only the rhombic sulphur occurs naturally.

 

Comparison of rhombic and monoclinic sulphur.

 

                     Allotrope 

Characteristic

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

Diagram:

 

– Needle-like/ prismatic

Diagram:

 

Note.

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

 

Compounds of sulphur

 

Oxides of sulphur.

 

Sulphur (IV) oxide

Laboratory preparation of sulphur (IV) oxide

(i). Apparatus:

Dry sulphur (IV) oxide gas
Sodium sulphite
Dilute HCl

 

Conc. H2SO4(l)

 

 

(ii). Procedure

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

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

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

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

 

(ii). Equation.

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

 

Ionically;

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

 

Note:

– Nitric (V) acid should not be used.

Reason:

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

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

 

Equation:

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

 

Other methods of preparing sulphur (IV) oxide.

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

(i). Apparatus

– As in (a) above

 

(ii). Procedure

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

Note:

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

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

 

(iii). Observation.

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

 

Equation.

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

 

Note:

– This reaction is in two stages.

  • Oxidation of Cu to CuO

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

 

Equation:

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

 

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

 

Equation:

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

 

Overall equation:

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

 

(c). Roasting sulphur in air

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

 

Equation:

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

 

Note:

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

Reason

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

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

 

(d). Roasting metal sulphides in air

Examples:

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

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

 

Preparation of sulphur (IV) oxide solution.

(i). Apparatus

                       

(ii). Procedure

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

 

Properties of sulphur (IV) oxide gas

Physical properties

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

 

 

 

 

 

 

 

 

Chemical properties.

– It is a strong reducing agent.

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

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

 

Equations:

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

 

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

 

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

 

Examples:

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

Procedure.

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

 

Observations

– Purple solution changes to colourless.

 

Explanation

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

 

Equation:

 

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

 

 

Ionically;

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

 

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

 

Procedure

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

 

Observation

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

 

Equation

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

(Orange)                                                                                                                                                                    (Green)

 

Ionically:                                Oxidation

 

 

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

 

 

Reduction

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

 

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

 

Procedure

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

 

Observations

– The brown solution turns green.

 

Explanation

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

 

Ionically

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

 

 

(iv). Reduction of bromine water

 

Procedure

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

 

Equation

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

 

Ionically:                                         Oxidation

 

 

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

(Red-brown)                                                                             (Colourless)

 

 

Reduction

On addition of barium chloride

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

 

Equation:

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

Note

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

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

 

 

 

 

 

 

(v). Reduction of hydrogen peroxide

 

Procedure

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

 

Observation and explanations:

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

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

 

Equation

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

 

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

– This confirms presence of sulphate ions.

 

Equation:

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

 

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

 

Procedure

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

 

Observation

– Brown fumes (of NO2) are liberated.

 

Explanation

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

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

 

Equation:

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

                                                                                               (Brown fumes)

 

(vii). Reaction with atmospheric oxygen in light.

 

Procedure:

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

 

Observations and explanations:

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

 

Equation:

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

 

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

Equation:

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

                                                (White ppt)

 

  1. Sulphur (IV) oxide as oxidizing agent

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

 

Examples

 

(a). Reaction with hydrogen sulphide

 

Procedure

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

 

Observation

Yellow deposits of sulphur is produced.

 

Examples:     

                         Oxidation

 

 

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

 

 

                  Reduction

Explanations:

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

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

 

Note

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

 

(b). Reaction with burning magnesium

 

Procedure

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

 

Observation

White fumes of magnesium oxide and yellow specks of sulphur.

 

Equation

 

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

 

  1. Sulphur (IV) oxide as bleaching agent.

 

Procedure

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

 

Observation

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

 

Explanations:

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

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

 

Equations:

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

 

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

 

Then;

SO32-(aq) + [O]             SO42-(aq)

               From dye

 

General equation

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

                                                    Coloured                                       Colourless

Note

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

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

 

  1. Reaction with sodium hydroxide (alkalis)

 

Procedure

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

Observations

– Solution seen rises up in the jar.

 

Explanation

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

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

 

Equations

  • With limited sulphur (IV) oxide:

 

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

 

  • With excess sulphur (IV) oxide:

 

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

 

Reaction with chlorine:

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

 

Equation:

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

Explanation:

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

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

 

Tests for sulphur (iv) oxide

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

 

Sulphur (IV) oxide as a pollutant

– It is industrial waste in some chemical processes.

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

 

Equation:

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

 

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

– If breathed in, SO2 causes lung damage.

 

Uses of sulphur (VI) oxide

– Industrial manufacture of sulphuric (VI) acid.

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

– Preservative in jam and fruit juices.

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sulphuric (VI) acid

 

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

 

Raw materials

– Sulphide ores or sulphur.

– Water

– Oxygen (air)

– Concentrated sulphuric (VI) acid.

 

The chemical process

 

Step 1: Production of sulphur (VI) oxide

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

 

Equation:

 

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

 

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

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

 

 

Step 2:            Purification and drying

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

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

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

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

 

Step 3:  Heat exchanger reactions

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

 

Reason:

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

 

Step 4:            Catalytic chamber

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

 

Equation                 V2O5

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

450oC

 

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

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

 

Note:

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

 

  1. Temperature

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

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

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

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

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

 

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

 

 

 

 

 

 

 

 

 

 

 

  1. Pressure

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

 

Reason

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

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

 

Note:

– High pressures are however disadvantageous.

 

Reason

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

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

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

 

  1. Catalyst

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

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

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

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

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

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

– This explains need to purify gases thoroughly.

– An effective catalyst is platinised asbestos.

– However, vanadium (V) oxide is preferred.

 

Reasons:

– It is not easily poisoned by dust particles.

– It is cheaper and readily available.

 

Note:

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

 

Step 5:            Heat exchanger reactions

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

 

Step 6: Absorption chamber

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

 

Reason

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

 

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

 

Equation:

 

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

 

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

 

Step 7:  Dilution chamber.

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

 

Equation:

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Summary: flow diagram for the contact process:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pollution control in contact process.

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

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

Equation:                V2O5

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

450oC

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

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

– This is done by scrubbing the gas.

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

 

Equation:

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

 

Note:

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

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

Properties of concentrated sulphuric (VI) acid

Physical properties

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

 

Experiment: To show hygroscopic nature of conc. H2SO4.

(i). Procedure

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

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

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

 

(ii). Observations

– There is an increase in weight of acid.

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

 

(iii). Explanations

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

 

Note:

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

 

Chemical properties

 

  1. – It is a dehydrating agent.

Examples:

 

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

 

(i). Procedure

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

 

(ii). Observation:

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

 

Equation

 Conc. H2SO4

 

 

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

(Blue crystals)                                                      (White crystals)

 

Explanations:

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

 

 

 

 

 

 

(b). Action on white sugar (C12H22O11)

 

(i). Procedure:

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

 

(ii). Observations:

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

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

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

 

Equation

 Conc. H2SO4

 

 

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

(White crystals)                                       (Black solid)

 

Explanation

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

 

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

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

 

 Conc. H2SO4

Equation

 

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

 

Note: 

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

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

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

 

(d). Action on alcohols (alkanols)

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

 

Example: dehydration of ethanol to ethene

Equation:

 Conc. H2SO4

 

 

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

(Ethanol)                                                        (Ethene)

 

(e). Action on methanoic acid.

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

 Conc. H2SO4

Equation:

 

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

 

 

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

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

 

Examples:

 

(a). Reaction with metals.

  • Copper

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

 

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

 

  • Zinc

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

                    (Hot acid)

 

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

                    (Cold acid)

 

  • Lead

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

                    (Hot; conc.)                                      (Insoluble)

 

Note: 

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

Reason:

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

 

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

Reason:

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

 

(b). Reaction with non-metals.

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

 

Equations:

Ø  With carbon

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

Ø  With sulphur

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

 

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

 

 

 

 

 

Reactions of dilute sulphuric acid

  1. Reaction with metals

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

– With potassium and sodium, reaction is violent.

 

Equations:

  • With magnesium:

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

 

  • With zinc:

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

 

Note:

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

 

  1. Reaction with carbonates and hydrogen carbonates

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

 

Equations

  • With sodium carbonate:

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

 

  • With calcium hydrogen carbonate:

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

 

Note:

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

 

Reason:

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

– The same logic applies for calcium carbonate.

 

  1. Reaction with oxides and hydroxides

– Reacts to form salt and water.

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

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

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

 

Equations:

  • With magnesium oxide:

MgO(s) + H2SO4(aq)                  MgSO4(aq) + H2O(g)

(White)                                                               (Colourless solution)

 

  • With copper (II) oxide:

CuO(s) + H2SO4(aq)                   CuSO4(aq) + H2O(g)

(Black)                                                               (Blue solution)

  • With sodium hydroxide:

NaOH(s) + H2SO4(aq)                Na2SO4(aq) + 2H2O(g)

(White)                                                               (Colourless solution)

 

  • With lead (II) oxide:

PbO(s) + H2SO4(aq)                   PbSO4(aq) + H2O(g)

(Red)                                                                   (White ppt; reaction stops immediately)

 

Uses of sulphuric (VI) acid

  1. Manufacture of fertilizers.
  2. Processing of metal ores.
  3. Manufacture of detergents.
  4. Manufacture of plastics.
  5. Manufacture of dyes and paints.
  6. Manufacture of lead and accumulators.
  7. Manufacture of polymers.
  8. Manufacture of petroleum (petroleum refinery).
  9. Drying agent in industrial processes.

 

 

Hydrogen sulphide gas

– It is a colourless gas with a characteristic “rotten egg” smell; and is usually given out by rotting cabbage and eggs.

 

Laboratory preparation

 

(i). Apparatus:

    Warm water

 

H2S(g)
Iron (II) sulphide
     Dil. HCl
                                           Anhydrous                       Dry H2S gas

Calcium chloride

    Iron (II) sulphide
Dil HCl
 

 

 

 

Or

(ii). Procedure:

– Dilute hydrochloric acid is poured into Iron (II) sulphide in a round-bottomed flask.

– Resultant gas is passed through U-tube with anhydrous calcium chloride to dry the gas.

– This can also be done with phosphorous (V) oxide.

 

Equation:

FeS(s) + 2HCl(aq)                      H2S(g) + FeCl2(aq)

 

Ionically:

S2-(aq) + H+(aq)                H2S(g)

 

(iii). Collection of gas

– When dry, the gas is collected by downward delivery because it is denser than air.

– When wet is collected over warm water because it is more soluble in cold water.

 

  • Hydrogen sulphide test.

– When a strip of filter paper soaked in aqueous lead (II) ethanoate is put in hydrogen sulphide, the paper turns black or dark brown.

Reason:

– Due to the formation of lead (II) sulphide which is black.

 

Equation

H2S(g) + (CH2COOH)2Pb(aq)                     PbS(s) + 2CH3COOH(aq)

 

 

 

 

 

 

 

Properties of hydrogen sulphide gas

Physical properties

  1. Colourless and very poisonous gas (similar to hydrogen cyanide)
  2. Has a repulsive smell (similar to that of rotten eggs or decaying cabbages)
  3. Soluble in water giving a weak acid (only slightly ionized)

 

Equation:

H2S(g) + H2O(l)                          H2S(aq)

 

Then:

H2S(aq)                                     H+(aq) + HS(aq)                         2H+(aq) + S2-(aq)

 

– The acid is dibasic hence forms hydrogen sulphides.

 

Equation:

2NaOH(aq) + H2S(g)                         NaHS(aq) + 2H2O(l)

 

Note: 

Potassium hydroxide reacts similarly like sodium hydroxide.

 

Chemical properties

  1. Combustion

– Burns in a blue flame in a limited supply of oxygen (air) forming a yellow deposit of sulphur and steam.

 

Equation:

2H2S(g) + O2(g)                      2SO2(s) + 2H2O(g)

 

– In plentiful supply (excess) of Oxygen (air) it burns with a blue flame forming SO2 and steam.

 

Equation:

2H2S(g) +3O2(g)       2S(s) + 2H2O(g)

 

  1. It is a reducing agent

– It supplies electrons which are accepted by the oxidizing agent and forms sulphur.

 

Ionically:

H2S(aq) + 2H+(aq) + S2-(aq)

 

Then

S2-(aq)                   S(s) + 2e(aq)

 

H2S(aq) + [O]                     S(s) + H2O(l); in terms of addition of oxygen.

 

 

 

 

Examples

(i). With acidified K2Cr2O7 solution (potassium dichromate VI)

 

Equation:

Reduction:

 

 

Cr2O72-(aq) + 3H2S(g) + 8H+(aq)                          2Cr3+(aq) + 7H2O(l) + 3S(s)

(Orange)                                                                                                        (Green)

 

                                                                                                         Oxidation

 

Observation: The orange solution turns green and H2S oxidized to yellow sulphur.

 

(ii). Potassium manganate (VII) (KMnO4)

Equation:

Reduction:

 

 

2MnO4(aq) + 5H2S(g) + 6H+(aq)                         2Mn2+(aq) + 8H2O(l) + 5S(s)

(Purple)                                                                                                         (Colourless)

 

                                                                                                         Oxidation

Observation:

– The Purple solution turns colourless

– Manganate (VII) ions are reduced to manganate (II) ions; H2S oxidized to yellow sulphur.

 

(iii). Action on Iron (III) chloride ions

Equation:

FeCl3(aq) + H2S(g)                                       2FeCl2(aq) + 2HCl(aq) + S(s)

 

Ionically:

Reduction:

 

 

Fe3+(aq) + S2-(g)                                                     Fe2+(aq) + 3S(s)

(Brown)                                                                                                         (Pale green)

 

                                                         Oxidation

 

Observation:

– The brown solution turns pale green;

– The Fe3+(aq) are reduced to Fe2+(aq); while the S2-(aq) are oxidized to yellow sulphur.

 

(iv). Action with Conc. HNO3

Equation:

2HNO3(aq) + H2S(g)                                   2H2O(aq) + 2NO2(aq) + S(s) + Heat

 

Ionically:

Reduction:

 

 

2H+(aq) + 2NO3(aq) + H+(aq) + S2-(aq)                   2H2O(l) + 2NO2(g) + S(s) + Heat

(Colourless solution)                                                                                                              (Brown)          (Yellow)

 

                                                                                                         Oxidation

Observation:

– Evolution of brown fumes; and deposits of a yellow solid;

– HNO3(aq) is reduced to brown NO2(g); while S2-(aq) are oxidized to yellow sulphur;

Note: The solution also contains H2SO4 produced by the reaction:

Reduction

 

 

2HNO3(aq) + H2S(g)                                 H2SO4(aq) + 8NO2(aq) + 4H2O(l) ;

 

 

Oxidation

 

(v). Action of air on H2S

– The gas is dissolved in distilled water in a beaker and exposed to air; after a few days, a white disposal is formed.

 

Equation:

H2S(g) + O2(g)                2H2O(l) + 2S(s)

 

(vi). Action with concentrated sulphuric (VI) acid.

 

Equation

Reduction

 

 

H2SO4(aq) + 3H2S(g)                               4S(s) + 4H2O(l)

 

 

Oxidation

 

(vii). Action with halogen elements

  • Red-brown bromine water

– Red-brown bromine water is reduced forming colourless hydrogen bromide (Hydrobromic acid) and yellow deposits (suspension) of sulphur.

 

Equation:

Reduction

 

 

Br2(aq) + H2S(g)                         2HBr(aq) + S(s)

(Red-brown)                                                       (Colourless)    (Yellow suspension)

 

Oxidation

 

(viii). Action with hydrogen peroxide.

Equation:

Reduction

 

 

H2O2(aq) + H2S(g)                      2H2O(l) + S(s)

(Red-brown)                                                       (Colourless)    (Yellow suspension)

 

Oxidation

 

 

 

 

Preparation of metallic sulphides

– Hydrogen sulphide reacts with metal ions in solution to form precipitates of metal sulphides; majority of which are black in colour.

 

(i). Procedure

– The gas is bubbled through solutions of the following salts: Pb (NO3)2, CuSO4, FeSO4 etc.

 

(ii). Observations and equations

  • Lead ions:

Pb(NO3)2(aq) + H2S(aq)                         PbS(s) + 2HNO3(aq)

(Colourless)                                                                              (Black)

 

Ionically:

Pb2+(aq) + S2-(aq)                        PbS(s)

 

  • Copper (II) ions:

CuSO4(aq) + H2S(aq)                         CuS(s) + H2SO4(aq)

(Blue)                                                                          (Black)

 

Ionically:

Cu2+(aq) + S2-(aq)                       CuS(s)

 

  • Iron (II) ions:

FeSO4(aq) + H2S(aq)                                  FeS(s) + H2SO4(aq)

(Pal green)                                                                                (Black)

 

Ionically:

Fe2+(aq) + S2-(aq)                      FeS(s)

 

  • Zinc ions:

Zn(NO3)2(aq) + H2S(aq)                         ZnS(s) + 2HNO3(aq)

(Colourless)                                                                              (Black)

 

Ionically:

Zn2+(aq) + S2-(aq)                     ZnS(s)

 

Note:

– Most metal sulphides are insoluble in water except those of sodium, potassium and ammonium.

 

 

 

Sulphites

– Are compounds of the sulphite radical (SO32-) and a metallic or ammonium cation

 

Effects of heat

– They decompose on heating, forming SO2;

 

Example:

CuSO3(s)       Heat         CuO(s) + SO2(g)

 

Test for sulphites

 

(i). Procedure

– To 2cm3 of the test solution, ad 2 cm3 of BaCl2 or Ba (NO3)2; i.e. addition of barium ions.

– To the mixture add 2 cm3 of dilute HCl or HNO3.

 

(ii). Observation

– A white precipitate (BaSO3) is formed which dissolves on addition of acid.

– Production of a colourless gas that turns filter paper soaked in acidified orange potassium dichromate (VI) to green.

 

(iii). Explanations

– Only BaSO3; BaCO3 and BaSO4 form white precipitates;

– The precipitates of BaSO3 and BaCO3 dissolve on addition of dilute acids; unlike BaSO4;

– BaSO3 produces SO2(g) as it dissolves on addition of a dilute acid; SO2 turns orange acidified potassium dichromate (VI) to green;

– BaCO3 of the other hand dissolves in dilute acids producing CO2; which has no effect on K2Cr2O7; but forms a white precipitate in lime water;

 

Equations:

  • On addition of Ba2+:

Ba2+(aq) + SO32-(aq)                        BaSO3(s)

(White precipitate)

 

  • On addition of dilute HCl(aq):

BaSO3(s) + 2HCl(aq)                     BaCl2(aq) + SO2(g) + H2O(l)

(White precipitate)                                                                              (Colourless)

 

Ionically:

BaSO3(s) + 2H+(aq)                        Ba2+(aq) + SO2(g) + H2O(l)

 

 

Sulphates

– Are compounds of the sulphate radical (SO42-) and a metallic or ammonium cation.

 

Effects of heat.

– Decompose on heating and liberate SO2 and SO3 or SO3 alone;

– However quite a number of sulphates do not decompose on heating; and thus require very strong heating in order to decompose.

 

Examples:

2FeSO4(s)         Heat       Fe2O3(s) + SO2(g) + SO3(g)

(Pale green)                                      (Brown)            (Colourless gases)

 

CuSO4(s)          Heat       CuO(s) + SO3(g)

(Blue)                                                 (Black)         (Colourless)

Action of acids

Test for sulphates

– To about 2 cm3 of the test solution, 2 cm3 of BaCl2 or Ba (NO3)2 solution is added.

– To the mixture, 2 cm3 of dilute HCl or HNO3 is added.

 

Observation

– A white precipitate is formed when Ba (NO3)2 is added; which is insoluble in excess acid.

 

Explanations.

– Only BaSO3; BaCO3 and BaSO4 form white precipitates;

– The precipitates of BaSO3 and BaCO3 dissolve on addition of dilute acids; unlike BaSO4;

– Thus the white precipitate insoluble in dilute HCl or HNO3 could only be a sulphate; in this case barium sulphate.

 

Equations:

  • On addition of Ba2+:

 

Ba2+(aq) + SO42-(aq)                        BaSO4(s)

                                                                                (white precipitate)

 

  • On addition of dilute acid:

BaSO4(s) + 2HCl(aq)                     BaSO4(s) + 2HCl(aq); i.e. no effect;

(White precipitate)                                                                    (White precipitate)

 

 

 

Pollution by sulphur compounds.

– Main pollutants are sulphur (IV) Oxide and hydrogen sulphide.

 

(a). Sulphur (IV) oxide.

– SO2 is emitted when sulphur-containing fuels are burnt; during extraction of metals like copper and in manufacture of sulphuric (VI) acid.

– SO2 is oxidized to SO3;

– SO3 reacts with water in atmosphere to form sulphuric (VI) acid which comes down as acid rain or acid fog.

Acid rain (fog) has environmental effects:

  • Leaching of minerals in soil;
  • Erosion of stone work on buildings;
  • Corrosion of metallic structures;
  • Irritation of respiratory systems thus worsening respiratory illnesses;
  • Death of plants as a result of defoliation (falling of leaves);
  • Destruction of aquatic life in acidified lakes;
  • Stunted plant growth due to chlorosis;

 

(b). H2S is very poisonous.

 

 

 

 

UNIT 5: CHLORINE AND ITS COMPOUNDS.

Unit Checklist:

  1. About chlorine.
  2. Preparation of chlorine.
  3. Properties of chlorine.
  • Colour and smell
  • Solubility in water
  • Action on litmus paper
  • Bleaching action
  • Action on hot metals
  • Reaction with non-metals
  • Oxidation reactions
  • Reaction with alkalis
  • Effect of sunlight on chlorine water.
  1. Industrial manufacture of chlorine (The mercury cathode cell)
  2. Uses of chlorine and its compounds
  3. Hydrogen chloride gas
  • Preparation
  • Properties
  1. Test for chlorides.
  2. Hydrochloric acid
  • Large scale manufacture
  • Uses of hydrochloric acid
  1. Environmental pollution of chlorine and its compounds

 

Introduction:

– Chlorine is a molecular non-metallic element made up of diatomic molecules.

– Its electron arrangement is 2.8.7 and it belongs to the halogen family.

 

Preparation of chlorine.

Note: It is usually prepared by oxidation of concentrated hydrochloric acid by removal of hydrogen.

 

Equation:

2HCl(aq) + [O]                Cl2(g) + H2O(l)

– The [O] is from a substance containing oxygen.

 

(a). Preparation of chlorine from MnO2 and HCl.

(i). Apparatus:

 

 

 

 

 

 

 

 

 

 

 

(ii). Conditions:

– Heating;

– Presence of an oxidizing agent; in this case it is manganese (IV) oxide.

 

(iii). Procedure:

– Hydrochloric acid is reacted with manganese (IV) oxide (dropwise);

Equation:

MnO2(s) + 4HCl(aq)     Heat        MnCl2(aq) + 2H2O(l) + Cl2(g)

 

(iv). Explanation:

– Manganese (IV) oxide oxidizes hydrochloric acid by removing hydrogen resulting into chlorine.

– The manganese (IV) oxide is reduced to water and manganese chloride.

– The resultant chlorine gas is passed through a bottle containing water.

Reason:

– To remove hydrogen chloride fumes (gas) which is very soluble in water.

– Next it is passed through concentrated sulphuric acid or anhydrous calcium chloride; to dry the gas.

 

(v). Collection:

(a). Wet chlorine is collected over brine (saturated sodium chloride solution) or hot water.

Reason:

– It does not dissolve in brine and is less soluble in water

 

(b). Dry chlorine is collected by downward delivery (upward displacement of air)

Reason:

– It is denser than air (2.5 times).

Note:

– Chlorine may also be dried by adding calcium chloride to the jar of chlorine.

 

(c). The first bottle must contain water and the second concentrated sulphuric acid.

Reason:

– If the gas is first passed through concentrated sulphuric acid in the first bottle then to the water; it will be made wet again.

 

Properties of chlorine gas.

  1. Colour and smell.

Caution: Chlorine is very poisonous.

– It is a green-yellow gas with an irritating pungent smell that attacks the nose and the lungs.

– It is 2.5 times denser than air, hence can be collected by downward delivery.

 

  1. Solubility in water.

– It is fairly soluble in water forming green-yellow chlorine water.

 

Equation:

Cl2(g) + H2O(l)                           HCl(aq) + HOCl(aq)

 

– Chlorine water is composed of two acids; chloric (I) acid (hypochlorous acid) and hydrochloric acid.

 

  1. Action on litmus paper.

– Moist chlorine turns litmus paper red then bleaches it.

– Dry chlorine turns damp blue litmus paper red then bleaches it.

– Moist chlorine bleaches red litmus paper; dry chlorine bleaches damp red litmus paper.

– Dry chlorine has no effect on dry litmus paper.

Reasons:

(i). In presence of moisture chlorine forms chlorine water which is acidic and hence turns blue litmus paper red.

(ii). Hypochlorous acid in the chlorine water is an oxidizing agent; thus adds oxygen (oxidizes) to the colour of most dyes; hence bleaching it.

 

Equations:

Cl2(g) + H2O(l)                           HCl(aq) + HOCl(aq)

 

 

Acidic solution

Then:

Dye + HOCl(aq)                      HCl(aq) + {Dye + [O]}

Coloured                                                                                              Colourless

 

  1. Bleaching action.

– Moist chlorine bleaches dyes but not printers ink which is made of carbon.

– The colour change is due to oxidation by hypochlorous acid.

 

Equations:

Cl2(g) + H2O(l)                           HCl(aq) + HOCl(aq)

 

 

Acidic solution

Then:

Dye + HOCl(aq)                      HCl(aq) + {Dye + [O]}

Coloured                                                                                            Colourless

  1. Action on a burning splint.

– The gas put out a glowing splint. It does not burn.

 

  1. Action on hot metals.

(a). Preparation of iron (III) chloride.

(i). Apparatus.

 

 

 

 

 

 

 

 

 

(ii). Precaution.

– Experiment should be done in a fume cupboard or in the open.

Reason:

– Chlorine gas is poisonous and will thus be harmful to the human body.

 

(iii). Procedure:

– Dry chlorine gas is passed over iron wool as per the diagram.

 

(iv). Conditions.

  • Chlorine gas has to be dry (done by the anhydrous calcium chloride in the U-tube)

Reason:

To prevent hydration hence oxidation of iron (which will then form Fe2O3.5H2O) hence preventing reaction between iron and chlorine.

 

  • Iron metal must be hot; and this is done by heating.

Reason:

To provide activation energy i.e. the minimum kinetic energy which the reactants must have to form products.

 

  • Anhydrous calcium chloride.

– In the U-tube; to dry the chlorine gas.

– In the thistle funnel; to prevent atmospheric water vapour (moisture) from getting into the apparatus and hence reacting with iron (III) chloride.

 

(v). Observations:

– Iron metal glows red-hot.

– Red brown fumes (FeCl3(g)) are formed in the combustion tube.

– A black solid (FeCl3(s)) is collected in the flask.

Note:

– Iron (III) chloride cannot be easily collected in the combustion tube.

Reason:

– It sublimes when heated and hence the hotter combustion tube causes it to sublime and its vapour is collected on the cooler parts of the flask.

 

(vi). Reaction equation.

2Fe(s) + 3Cl2(g)                  2FeCl3(g)

 

(vii). Conclusion.

– Iron (III) chloride sublimes on heating; the black solid changes to red-brown fumes on heating.

Equation:

FeCl3(s)                                  FeCl3(g)

(black)                                        (Red-brown)

 

 

(b). Aluminium chloride.

2Al(s) + 3Cl2(g)             2FeCl2(s)

2Al(s) + 3Cl2(g)             Al2Cl6(s)

 

Note:

– Aluminium chloride also sublimes on heating.

Equation:

AlCl3(s)                                  AlCl3(g)

(White)                                        (White)

 

(c). Reaction with burning magnesium.

(i). Procedure:

– Burning magnesium is lowered into a gar jar of chlorine gas.

 

(ii). Observations:

– The magnesium continues to burn with a bright blinding flame;

– Formation of white fumes (MgCl2); which cools into a white powder.

 

(iii). Equation:

Mg(s) + Cl2(g)                  MgCl2(s)

 

– Generally chlorine reacts with most metals when hot top form corresponding chlorides.

Note:

Where a metal forms two chlorides when it reacts with chlorine, the higher chloride is usually formed.

Reason:

The higher chloride is stable. This explains why reactions of chlorine with iron results into iron (III) chloride and not iron (II) chloride.

 

 

  1. Reaction with non-metals.

– It reacts with hot metals; forming covalent molecular compounds.

 

(a). Reaction with phosphorus.

(i). Procedure:

– A piece of warm phosphorus is lowered into a gas jar of chlorine.

 

(ii). Observations:

– Phosphorus begins to smoulder and then ignites spontaneously.

– Evolution of white fumes (PbCl3 and PCl5)

 

(iv). Explanation.

– Chlorine reacts with warm dry phosphorus to form white fumes of phosphorus (III) and (V) chlorides.

 

Equations:

P4(s) + 6Cl2(g)                  4PCl3(s)

(With limited chlorine)

P4(s) + 10Cl2(g)              4PCl5(s)

(With excess chlorine)

 

(b). Reaction with hydrogen.

(i). Conditions:

– Heating or presence of light; since chlorine and hydrogen do not react with each other at room temperature.

 

(ii). Precaution:

– The experiment is performed in a fume chamber (cupboard); since the reaction is explosive;

 

(iii). Procedure:

– Chlorine gas is mixed with hydrogen gas and the mixture heated or exposed to direct light; then aqueous ammonia brought near the mouth of the jar.

 

(iv). Observations:

White fumes at the mouth of the jar.

 

(v). Explanations:

– Chlorine reacts explosively with hydrogen to form hydrogen chloride gas.

Equation:

Cl2(g) + H2(g)    Heat/ Light     2HCl(g).

 

– The hydrogen chloride gas diffuses upwards and reacts with ammonia at the mouth of the test tube to form white fumes of ammonium chloride; NH4Cl.

Equation:

HCl(g) + NH3(g)       NH4Cl(g)

White fumes.

 

  1. Chlorine as an oxidizing agent.

– Chlorine is a strong oxidizing agent and oxidizes many ions, by readily accepting electrons.

– During the process, chlorine itself undergoes reduction.

 

(a). Reaction with hydrogen sulphide gas.

(i). Procedure:

– A gas jar full of chlorine gas is inverted into another containing hydrogen sulphide gas.

 

 

 

 

 

 

 

(ii). Apparatus:

 

 

 

 

 

 

 

 

 

(iii). Observations:

Yellow deposits (of sulphur)

Misty fumes (hydrogen chloride gas)

 

(iv). Explanations:

– Chlorine oxidizes hydrogen sulphide gas to sulphur solid, while itself is reduced to hydrogen chloride gas.

Equation:              Oxidation

 

 

Cl2(g) + H2S(g)               2HCl(g) + S(s)

 

 

Reduction

(v). Conditions:

– At least one of the gases must be moist; they do not react with each other in absence of moisture.

Note:

– In absence of moisture both gases are still in molecular form and hence cannot react; water facilitates their ionization hence ability to react.

 

– If aqueous hydrogen sulphide is used, then sulphur forms as a yellow suspension on the acidic solution.

Equations:

Stoichiometric:

Cl2(g) + H2S(aq)             2HCl(aq) + S(s)

 

Ionic:

Cl2(g) + S2-(g)                 2Cl(g) + S(s)

 

(b). Reaction with sodium sulphite.

Procedure:

– Chlorine gas is bubbled through sodium sulphate in a beaker.

– Resulting solution is then divided into two portions.

– To the first portion, drops of dilute nitric acid are added followed by few drops of barium nitrate solution.

– To the second portion, few drops of lead (II) nitrate are added and the mixture warmed then cooled.

 

(ii). Observations:

1st portion: White precipitate formed indicating presence of SO42-;

 

 

Explanations:

– The white precipitate indicate presence of SO42-; the precipitate is barium sulphate Ba(SO4)2;

– Chlorine oxidizes SO32- in Na2SO3 to SO42- while itself is reduced to chloride ions;

 

Equations:

H2O(l) + Cl2(g) + Na2SO3(aq)                  Na2SO4(aq) + 2HCl(aq)

 

Ionically:

Cl2(g) + SO32-(aq) + H2O(l)                        SO42-(aq) +  2H+(aq) + 2Cl(aq)

 

– On adding barium nitrate (Ba(NO3)2); the Ba2+ ions react with the SO42-  to form insoluble BaSO4; the white precipitate.

 

Ionically;

Ba2+(aq)   +  SO42-(aq)                              BaSO4(s)

(White precipitate)

Note:

– The solution is first acidified (with HNO3) before addition of Ba(NO3)2 to prevent precipitation of BaSO3(s) and BaCO3(s).

 

2nd portion:

Observation:

– Formation of a white precipitate on addition of Pb(NO3)2 solution.

– On warming the white precipitate dissolves then recrystalizes back on cooling.

 

Explanations:

– The white precipitate shows presence of either Cl; SO32- or  SO42-

– However the fact that it dissolves on warming confirms the presence of Cl(aq) and not SO32-(aq) and SO32-(aq)

 

Equation:

Pb2+(aq)   +  Cl(aq)                                     PbCl2(s)

(White precipitate soluble on warming)

 

(c). Reaction with ammonia.

(i). Procedure:

Chlorine gas is bubbled through aqueous ammonia.

 

(ii). Observations:

– Evolution of white fumes.

 

(iii). Explanation.

– Chlorine gas oxidizes ammonia to nitrogen, while is itself reduced to white fumes of ammonium chloride.

 

Equation:              Reduction

 

 

8NH3(g) + 3Cl2(g)                      6NH4Cl(g) + N2(s)

 

 

Oxidation

 

(d). Displacement reactions with other halogens.

(i). Procedure:

– Chlorine is bubbled through aqueous solutions of fluoride, bromide and iodide ions contained in separate test tubes.

 

(ii). Observations and explanations:

  • With fluoride ions.

– No observable change or no reaction; because chlorine is a weaker oxidizing agent than fluorine.

 

  • With bromide ions:

– If potassium bromide was used, the colourless solution turns red-brown.

Reason:

– Chlorine has a higher tendency to gain electrons than bromine.

– It readily oxidizes bromide ions (in KBr) to form potassium chloride and bromine which immediately dissolves to make the solution red-brown.

 

Equation:              Reduction

 

 

2KBr(aq) + Cl2(g)                       2KCl(aq) + Br2(l)

 

 

Oxidation                                         Red brown

Ionically;

2Br(aq) + Cl2(g)                              2Cl(aq) + Br2(l)

 

With iodide ions.

– Using potassium iodide the colourless solution would turn black.

Reason:

– Chlorine has a higher tendency to gain electrons that iodine.

– It readily oxidizes the I (in KI) to form iodine and potassium chloride.

– Iodine solid in the resulting solution makes it black.

 

Equation:          Reduction

 

 

2KI(aq) + Cl2(g)             2KCl(aq) + I2(l) (black)

 

 

Oxidation                                                

Ionically;

2I(aq) + Cl2(g)                    2l(aq) + Br2(l)

 

  1. Reaction with alkalis.

(a). Reaction with sodium hydroxide solution.

(i). Procedure:

– Bubble chlorine slowly through cold dilute sodium hydroxide solution.

– Dip litmus paper.

 

(ii). Observation:

– Litmus paper is bleached; the product has the colour and smell of chlorine.

 

 

(iii). Explanation:

– Chlorine dissolves in sodium hydroxide to form a pale yellow solution of sodium chlorate (I) or sodium hypochlorite (NaClO);

– The sodium chlorate (I) bleaches dyes by oxidation.

Equation:

Cl2(g)+ 2NaOH(l)                      NaCl(aq) + NaClO(aq) + H2O(l)

 

 

Pale yellow solution

Bleaching action of NaClO:

– The NaClO donates oxygen to the dye making it colourless; and thus it bleaches by oxidation.

Equation:

Dye + NaClO(aq)                     NaCl(aq) + {Dye + [O]}

Coloured                                                                                                Colourless

 

Note:

With hot concentrated sodium hydroxide, the chlorine forms sodium chlorate (III); NaClO3.

Equation:

3Cl2(g)+ 6NaOH(l)                          5NaCl(aq) + NaClO3(aq) + 3H2O(l)

 

(b). Reaction with potassium hydroxide

– Follows the trend of sodium.

 

(c). Reaction with slaked lime {Ca(OH)2(s)}

Equation:

Cl2(g)+ Ca(OH)2(l)                        CaOCl2(aq) + 3H2O(l)

Calcium chlorate I

 

Note:

Bleaching powder, CaOCl2 always smells of strongly of chlorine because it reacts with carbon (IV) oxide present in the atmosphere to form chlorine.

Equation:

CaOCl2(s) + CO2(g)                          CaCO3(s) + Cl2(g)

 

  1. Effects of chlorine gas on:

(a). A burning candle.

(i). Procedure:

– A burning candle is lowered into a gas jar of chlorine.

 

(ii). Observations:

– It burns with a small, red and sooty flame.

 

(iii). Explanations:

– Wax (in candles) consists of mainly hydrocarbons.

– The hydrogen of the hydrocarbon reacts with chlorine forming hydrogen chloride while leaving behind carbon.

 

(b). warm turpentine.

(i). Procedure:

– A little turpentine is warmed in a dish and a filter paper soaked (dipped) in it.

– The filter paper is then dropped into a gas jar of chlorine.

(ii). Observation:

– There is a red flash accompanied by a violent action whilst a black cloud of solid particles form.

 

(iii). Conclusion:

– Black cloud of slid is carbon.

– Turpentine (a hydrocarbon) consists of hydrogen and carbon combined together.

– The chlorine combines with hydrogen and leaves the black carbon behind.

 

Equation:

C10H16(l) + 8Cl2(g)                     16HCl(g) + 10C(s)

 

  1. Effects of sunlight on chlorine water.

(i). Procedure:

– Chlorine water is made by dissolving the gas in water.

– A long tube filled with chlorine water is inverted over a beaker containing water.

– It is then exposed to sunlight (bright light) as shown below.

 

(ii). Apparatus:

 

 

 

 

 

 

 

 

 

 

(iii). Observations:

– After sometime a gas collects in the tube and on applying a glowing splint, the splint is rekindles showing that the gas collected is oxygen.

 

(iv). Explanation:

– Chlorine water has two components.

Equation:

Cl2(g) + H2O(l)                           HCl(aq) + HOCl(aq)

 

– The HOCl being unstable will dissolve on exposure to sunlight, giving out oxygen.

Equation:

2HOCl(aq)                       2HCl(aq) + O2(g) (slow reaction)

 

Overall reaction:

2H2O(l) + 2Cl2(g)                       4HCl(aq) + O2(g)

 

 

 

 

 

 

Industrial manufacture of chlorine (the mercury cathode cell)

The electrolysis of brine

(i). Apparatus.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Electrolyte.

– Brine, concentrated sodium chloride solution, NaCl

 

(iii). Electrodes.

Anode: carbon (graphite)

Cathode: Flowing mercury;

 

(iv). Ions present:

NaCl(aq)                       Na+(aq) + Cl(aq)

 

 

H2O(l)                  H+(aq) + OH(aq)

 

(v). Reactions:

Anode:

– Cl and OH migrate to the anode.

– Because of high concentration of Cl(aq), they are discharged in preference to OH ions.

 

Equation:

2Cl(aq)                                     Cl2(g) + 2e

(Green-yellow)

 

Cathode:

– H+(aq) and Na+(aq) migrate to the cathode.

– Because the cathode is made of mercury, Na+(aq) is discharged in preference to H+(aq) ions;

 

Equation:

2Na+(aq) + 2e                         2Na(s)

 

Note:

– Sodium formed at the cathode dissolves in the flowing mercury cathode to form sodium amalgam (Na/Hg).

– Sodium amalgam is reacted with water to form sodium hydroxide and hydrogen.

– Mercury (in the sodium amalgam) remains unreacted.

 

Equation:

2Na/Hg(l) + 2H2O(l)                              2NaOH(aq) + H2(g) + 2Hg(l)

 

– The unreacted mercury is recycled.

 

(vi). Products:

Chlorine gas at the anode.

Hydrogen and sodium hydroxide at the cathode.

 

Uses of chlorine gas and its compounds.

  1. Manufacture of hydrochloric acid.
  2. Used in form of bleaching powder in textile and paper industries.
  3. For sterilization of water for both domestic and industrial use and in swimming pools.
  4. Used in sewage treatment e.g. NaOClO3 solution used in latrines.
  5. Manufacture of plastics (polyvinyl chloride; PVC)
  6. Manufacture of germicides, pesticides and fungicides e.g. DDT and some CFCs.
  7. CFCs are used to manufacture aerosol propellants.
  8. Manufacture of solvents such as trichloromethane and some chlorofluorocarbons (CFCs).
  9. CFCs are commonly freons are used as refrigerants in fridges and air condition units due to their low boiling points.
  10. Manufacture of chloroform, an aesthetic.

 

Hydrogen chloride gas.

Laboratory preparation of hydrogen chloride gas.

(i). Apparatus:

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure:

– Concentrated sulphuric acid is reacted with sodium chloride, and the mixture heated gently.

– Resultant gas is passed through conc. Sulphuric (VI) acid; to dry the gas.

 

(iii). Equation:

H2SO4(l) + NaCl(aq)                              NaHSO4(s) + HCl(g)

 

Ionically;

H+(aq) + Cl(aq)                          HCl(g)

Note:

– The reaction can proceed in the cold, but on large scale HCl(g) is produced by the same reaction but the heating is continued to re hot.

 

Properties of hydrogen chloride gas.

  1. Colourless gas with a strong irritating pungent smell.
  2. Slightly denser than air (1¼ times). This makes it possible to collect the gas by downward delivery.
  3. Very soluble in water; and fumes strongly in moist air forming hydrochloric acid deposits.

 

Diagram:

 

 

 

 

 

 

 

 

 

 

– The aqueous solution is known as hydrochloric acid.

– It is almost completely ionized (a strong acid) in aqueous solution.

Equation:

HCl(aq)                    H+(aq) + Cl(aq)

 

– This solution has the usual acidic properties:

Examples:

(i). turns blue litmus red.

(ii). Liberates hydrogen gas with certain metals e.g. zinc, Magnesium, iron etc.

Note:

Hydrochloric acid does not react with metals below hydrogen in the reactivity series.

Equations:

Zn(s) + 2HCl(aq)                        ZnCl2(aq) + H2(g)

Mg(s) + 2HCl(aq)                       MgCl2(aq) + H2(g)

Fe(s) + 2HCl(aq)                        FeCl2(aq) + H2(g)

 

(iii). Neutralizes bases to form salt and water.

Examples:

HCl(aq) + NaOH(aq)                          NaCl(aq) +H2O(l)

2HCl(aq) + CuO(s)                             CuCl2(aq) + H2O(l)

 

(iv). Liberates carbon (IV) oxide from carbonates and hydrogen carbonates.

Examples:

CaCO3(s) + 2HCl(aq)                    CaCl2(aq) + H2O(l) + CO2(g)

ZnCO3(s) + 2HCl(aq)                    ZnCl2(aq) + H2O(l) + CO2(g)

NaHCO3(s) + HCl(aq)                   NaCl(aq) + H2O(l) + CO2(g)

 

 

 

Note:

As the hydrogen chloride gas very soluble in water, the solution must be prepared using a funnel arrangement; to prevent sucking back and increase the surface area for the dissolution of the gas;

 

Diagram: dissolution of hydrogen chloride gas

 

 

 

 

 

 

 

 

 

 

 

 

  1. Dry hydrogen chloride is NOT particularly reactive at ordinary temperatures, although very reactive metals burn in it to form the chloride and hydrogen gas.

Equation:

2Na(s) + 2HCl(aq)                      2NaCl(s) + H2(g)

 

Metals above hydrogen in the reactivity series react with hydrogen chloride gas when heated.

Note:

If reacted with some metals it forms 2 chlorides e.g. iron where iron (II) and iron (III) chlorides exist.

 

  1. Hydrogen chloride gas forms white fumes of ammonium chloride when reacted with ammonia gas;

Equation:

NH3(g) + HCl(g)                         NH4Cl(s)

 

Note: This is the chemical test for hydrogen chloride gas.

 

  1. Hydrogen chloride is decomposed by oxidizing agents, giving off chlorine.

Examples:

PbO2(s) + 4HCl(g)                      PbCl2(s) + 2H2O(l) + Cl2(g)

MnO2(s) + 4HCl(g)                    MnCl2(s) + 2H2O(l) + Cl2(g)

 

Diagram: reacting hydrogen chloride with an oxidizing agent.

 

 

 

 

 

 

 

 

 

 

 

Test for chlorides.

Test 1: Using silver ions:

Procedure:

– To the test solution, add silver ions from silver nitrate.

– Acidify with dilute nitric acid.

 

 

(ii). Observations and inference:

– Formation of a white precipitate shows presence of Cl(aq)

 

(iii). Explanations:

– Only silver carbonate and silver chloride can be formed as white precipitates.

– Silver carbonate is soluble in dilute nitric acid but silver chloride is not.

 

Equations:

– Using Cl from NaCl as the test solution;

NaCl(aq) + AgNO3(aq)               NaNO3(aq) + AgCl(s)

White ppt.

 

Ionically;

Ag+(aq) + Cl(aq)                          Ag(s)

White ppt.

 

Note:

– This precipitate dissolves in excess ammonia.

– The white precipitate of silver chloride turns violet when exposed to light.

 

Test 2: Using lead ions

(i) Procedure:

– To the test solution, add lead ions from lead (II) nitrate, then warm

 

(ii). Observations and inference:

– Formation of a white precipitate that dissolves on warming shows presence of Cl(aq)

 

(iii). Explanations:

– Only lead carbonate, lead sulphate, lead sulphite and lead chloride can be formed as white precipitates.

– Only lead chloride dissolves on warming; unlike the rest which are insoluble even on warming.

 

Equations:

Using Cl from NaCl as the test solution;

2NaCl(aq) + Pb(NO3)2(aq)                     2NaNO3(aq) + PbCl2(s)

White ppt.

Ionically;

Pb2+(aq) + Cl(aq)                       PbCl2(s)

White ppt.

 

 

 

Hydrochloric acid.

Large scale manufacture of hydrochloric acid.

(i). Diagram:

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii). Raw materials:

Hydrogen obtained as a byproduct of petroleum industry; electrolysis of brine or from water by Bosch process;

Chlorine obtained from the electrolysis of brine or as fused calcium chloride.

 

(iii). Procedure:

– A small sample of hydrogen gas is allowed through a jet and burnt in excess chlorine gas.

Equation:

H2(g) + Cl2(g)                 2HCl(g)

 

Precaution: A mixture of equal volumes of hydrogen and chlorine explodes when put in sunlight.

 

– The hydrogen chloride gas formed is dissolved in water over glass beads.

– The glass beads increase the surface area over which absorption takes place.

– Commercial hydrochloric acid is about 35% pure.

– Hydrochloric acid is transported in steel tanks lined inside with rubber.

– If the acid comes into contact with exposed parts of metal or with rust, it forms iron (III) chloride that makes the acid appear yellow.

 

Pollution in an industry manufacturing hydrochloric acid.

(i). Chlorine is poisonous.

(ii). Mixture of hydrogen and oxygen in air is explosive when ignited.

 

Uses of hydrochloric acid.

  1. Sewage treatment.
  2. Treatment of water (chlorination) at the waterworks.
  3. Removing rust from metal e.g. descaling iron before it is galvanized or and other metals before they are electroplated.
  4. Making dyes, drugs and photographic materials like silver chloride on photographic films.

 

 

 

 

Environmental pollution by chlorine and its compounds.

  1. Chlorine may dissolve in rain and fall as acid rain, which has adverse effects on plants and animals, buildings and soil nutrients.
  2. CFCs are non-biodegradable. Over time, they diffuse into the atmosphere breaking down to free chlorine and fluorine atoms. These atoms deplete the ozone layer. Chlorine is thus one of the greenhouse gases.
  3. PVCs are non-biodegradable.
  4. DDT is a pesticide containing chlorine and has a long life span, affecting plants and animal life.

Note: DDT is banned in Kenya; NEMA advises increased use of pyrethroids in mosquito control.

 

ORGANIC CHEMISTRY I

Contents checklist.

 

ORGANIC CHEMISTRY

Definition

– The chemistry of hydrogen carbon chain compounds.

– It the study of carbon compounds except the oxides of carbon i.e.  CO, CO2 and             Carbons.

 

ORGANIC CHEMISTRY I: THE HYDROCARBONS

 

Hydrocarbons

Are compounds of hydrogen and carbon only; and are the simplest organic compounds.

 

Main groups of hydrocarbons

Are classified on the basis of the type of bonds found within the carbon atoms.

  • Alkanes: Are hydrocarbons in which carbon atoms are linked by single covalent bonds.
  • Alkenes: Carbon atoms are held by at least one double bond.
  • Alkynes: Have at least one triple bond between any tow carbon atoms.

 

Saturated and unsaturated hydrocarbons

(a). Saturated hydrocarbons

– Are hydrocarbons which the carbon atoms are bonded to the maximum number of other             atoms possible.

– hydrocarbons which don’ react and hence cannot decolourise both Bromine water and acidified potassium manganate (VII).

– They are compounds in which each carbon atom has only single covalent bonds, throughout the structure.

 

(b). Unsaturated hydrocarbons

– Are hydrocarbons which contain at least one double or bond, between any two adjacent carbon atoms.

– The carbon atoms do not have maximum covalency.

– They can decolourise both bromine water and acidified potassium manganate (VII).

 

Examples: All alkenes and Alkynes.

 

Experiment:   To verify saturated and unsaturated hydrocarbons.

Procedure:
– 3 to 4 drops of bromine wate are added to about 1 cm3 of the liquid under investigation.

– The mixture is then shaken thoroughly and the observations recorded;

– For gases the gas under investigation is bubbled ito 1 cm3 of bromine water;

– The procedures are then repeated with acidified potassium manganate (VII);

 

Observations:

 

COMPOUND

OBSERVATIONS
With potassium permanganate With Bromine water
Kerosene No observable colour change No colour change
Laboratory gas No observable colour change No observable colour change
Turpentine Purple colour turns colourless Solution is decolourised
Hexane No observable  colour change No observable colour change
Pentene Potassium permanganate is decolourised Solution is decolourised

 

Conclusion

– Kerosene, laboratory gas and hexane are saturate hydrocarbons

– Turpentine and pentane are unsaturated hydrocarbons.

 

Homologous series

– Refers to a group of organic compounds that have the same general formula, whose consecutive members differ by a similar unit, and usually have similar chemical properties.

 

Characteristics of a Homologous series.

(i). Can be represented by a general formula;

(ii). Have similar chemical properties

(iii). Have similar structures and names

(iv). They show a steady gradation of physical properties

(v). Can usually be prepared by similar methods.

 

Structural and molecular formula

  • Molecular formulae

– Simply shows the number and type of elements (atoms) in the compound.

 

  • Structural formula

Shows how the different atoms in the molecules (of a compound) are bonded or joined together.

 

Example:

Methane

Molecular formula CH4;

 

Structural formula

H

H – C – H

H

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Alkanes

Are the simplest hydrocarbons with the general formula; CnH2n + 2 where n = number of carbon atoms in the molecule.

 

Examples:

– For compound with only 1 carbon atom, formula = CH4

– 2 carbon atoms; the formula = C2H6

 

Names and formulas of the first 10 Alkanes

 

Note:

Consecutive members of the alkane series differ by a CH2-unit, hence a homologous series.

 

(a). General  formula

– The Alkanes have a general formula CnH2n+2 where n is the number of carbon atoms in the molecule.

Example:       

When n = 3, (2n + 2) = 8, and the alkane has the formula C3H8 (Propane)

 

(b). Structure

– In all Alkanes the distribution of bonds around each carbon atom is tetrahedral.

 

Example: Methane

 

(c). Homologous series

– The Alkanes differ from each other by a –CH2-.

– Thus methane, CH4 differs from ethane, C2H6 by –CH2-, and ethane in turn differs from             propane C3H8 by – C 2 -.

– They therefore form a homologous series.

 

(d). Functional groups

– A functional group is a part of a compound which has a characteristic set of properties.

– Thus when a bromine atom replaces a hydrogen atom in an alkane, it imparts to the compound new chemical and physical properties.

 

Examples: six important functional groups.

 

(e). Isomerism

– Is a situation whereby two or more compounds have similar molecular formulae but different structural formula.

– Such compounds are called isomers, i.e compounds with the same molecular formula but different structural formula.

 

Examples: For Butane, (C4H10) there are two possible structures.

 

Isomers have different physical and chemical properties.

 

 

 

 

Example: Ethanol and dimethyl ether.

– Molecular formula: both have C2H6O

 

  • Structural formula:

(i). Ethanol                                                                 (ii). Dimethyl ether

 

 

 

 

 

Differences

Ethanol Dimethyl ether
– A liquid of boiling point 78.4oC

– Completely soluble in water

– Reacts with sodium  ethoxide and  liberates hydrogen gas

– A gas at room temperature (B.P – 240C).

– Slightly soluble in water.

– Does not react with sodium metal.

 

(f). Alkyl groups

– Is a group formed by the removal of a hydrogen atom form a hydrocarbon.

– Alkyl groups don’t exist on their own but are always attached to another atom or group.

 

Naming of alkyl groups

– Is done by removing the ending -ane from the parent alkane and replacing it with –yl.

 

Examples

Methane (CH4) gives rise to Methyl -CH3

Ethane (C2H6) gives rise to ethyl, – C2H5 i.e. -CH2CH3

Propane (C3H8) gives rise to Propyl, – C3H7 // -CH2CH2CH3;

 

(g). Nomenclature of Alkanes

– Generally all Alkanes end with the suffix -ane;

– Alkanes can either be straight chain or branched.

 

(i). Straight chain Alkanes

– The names of all Alkanes end with the suffix -ane;

Examples:

Methane, ethane, propane, butane.

 

– With the exception of the first 4 members of the series (i.e. the 4 listed above) the names of Alkanes begin with a Greek prefix indicating the number of carbon atoms in the main chain.

Examples: – Pentane – 5 carbon atoms

Hexane – 6 carbon atoms.

 

(ii). Branched Alkanes

The naming of branched chain Alkanes is based on the following rules:-

  1. The largest continuous chain of carbon atoms in the molecule is used to deduce the parent name of the compound.
  2. The carbon atoms of this chain are numbered such that the branching // substituents are attached to the carbon atom bearing the lowest number.
  3. The substituent // branch is named e.g. methyl, ethyl etc and the name of the compound written as one word.

 

Examples

Further examples

H   H    H                                         CH2CH2CHCH2CH3

│   │    │                                         │           │

H – C – C – C – H                                   CH3       CH2

│                                                       │

H – C – H                                                 CH3

│                                                     3-ethylhexane;

H

2-methylpropane;

 

Further examples.

  1. CH3CH2CH2CH3

CH3

3-methylpentane;

 

  1. CH3

H3C – C – CH3

CH3

2, 2-dimethylpropane;

 

Note: refer to course books and draw as many examples as possible.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Draw the structural isomers of:

  1. Butane.

 

  1. Pentane;

 

  1. Hexane;

 

(f). Occurrence of Alkanes

– There are 3 known natural sources:

(i). Natural gas: this consists of mainly of methane;

 

(ii). Crude oil:

– Consists of a mixture of many Alkanes

– It can be separated into its components by fractional distillation.

Reason:

– The different components have different boiling points.

 

(iii). Biogas: This contains about 60-75% of methane gas/marshy gas.

 

Separation of the components of crude oil.

(i). Apparatus

 

 

 

 

 

 

 

 

 

(ii). Procedure

– The apparatus is arranged as shown above.

– The first distillate appears at about 120oC and is collected, the of 40oC intervals thereafter until the temperatures reach 350oC.

 

(iii). Observations and explanations

– This method of separation is called fractional distillation, and depends on the fact that the various components of the mixture have different boiling points.

– The various fractions vary in properties as explained below.

 

(a). Appearance

– Intensity of the colour increases with increase in boiling point.

– Boiling point increases with increasing number of carbon atoms.

Reason:         

– The higher the number of carbon atoms, the higher the number of covalent bonds.

– Thus the first fraction to be distilled (lab gas) is colourless while the last           distillates (between) is dark black in colour.

 

(b). Viscosity

Increases with increasing boiling point;

– The fractions with low boiling points are less viscous while the fraction with the highest boiling point is semi-solid;

 

(c). Inflammability:

– Decreases with increasing boiling points.

– The gaseous fractions, with least boiling points readily catches fire // burn, while the semi-solid fractions with very high boiling points are almost non-combustible.

 

Note:  Some Hydrocarbons are found in more than one fraction of crude oil and more advanced chemical methods are necessary for complete separation.

 

Uses of the various fractions of crude oil.

No. f carbon atom per molecule Fractions Uses
1-4 Gases Laboratory gases and gas cookers
5-12 Petrol Fuel in petrol engines
9-16 Kerosene (paraffin) Fuel for jet engines (aeroplanes) and domestic uses
15-18 Light diesel oils Fuel for heavy diesel engines e.g. for ships
18-25 Diesel oils Fuel for diesel engines
20-70 Lubricating oils Used for smooth running of engine parts
>70 Bitumen Road tarmacking

 

Changes // gradation of physical properties across the alkane homologous series

 

Name of alkane Formula State of room temperature (208K) M.P (K) B.P (K) Density

(g cm-3)

Solubility Solubility
Methane

Ethane

Propane

Butane

Pentane

Hexane

Heptane

Octane;

Nonane

Decane

CH4

C2H6

C3H8

C4H10

C5H12

C6H14

C7H16

C8H10

C9H20

C10H22

 

Gaseous

 

Liquid

 

 

90

91

85

138

143

178

 

 

 

243

112

184

231

273

309

342

447

0.424

0.546

0.582

0.579

0.626

0.659

0.730

   

 

 

 

 

 

 

 

 

 

 

Preparation and chemical properties of Alkanes

Note:

– Alkanes, like any other Homologous series have similar chemical properties.

– Generally any alkane can be represented form the reaction represented by the following equation:

CnH2n + 1COONa + NaOH(aq) → CnH2n +2 + Na2CO3(aq);

 

Thus;

– Methane can be prepared form sodium ethanoate (CH3COONa)

– Ethane can be prepared form sodium propanoate (CH3CH2COONa)

– Propane can be prepared form sodium Butanoate (CH3CH2CH2COONa)

Laboratory Preparation of methane

(i). Apparatus

 

 

 

 

 

 

 

 

 

 

 

(ii). Procedure

– About 5g of odium ethanoate and an equal mass of soda lime is put in a hard glass test tube, upon mixing them thoroughly in a mortar.

– The mixture is heated thoroughly in the test-tube.

 

(iii). Observation

– A colourless gas collects over water

Reasons:

– Methane does not react with and is insoluble in water.

 

Equation

CH3COONa + NaOH(s) → CH4(g) + Na2CO3(aq)

Sodium ethanoate         sodalime            Methane       Sodium carbonate

 

Physical properties of methane

  1. It is a non-poisonous, colourless gas.
  2. It is slightly soluble in water, but quite soluble in organic solvents such as ethanol and ether.
  3. II is less denser than air and when cooled under pressure, it liquefies.

 

Chemical properties

  1. Burning

– It is flammable and burns in excess air // oxygen with a pale blue non-luminous flame to give carbon (IV) oxide ad water vapour.

Equation:

CH4(g) + 2O2(g) → CO2(g) + 2H2O(g)

 

Note:  In a limited supply of air, the flame is luminous.

Reason:

– This is due to incomplete combustion of the methane.

– A mixture of methane and air explodes violently when ignited if the volume ratio is approximately 1:10 and this is often the cause of fatal explosions in coal mines.

 

  1. Reaction with Bromine water and acidified potassium permanganate

– When methane is bubbled through bromine water the red brown colour of bromine persists; and when bubbled through acidified potassium manganate (VII) solution; the purple colour of the solution remains;

– Thus it has no effect on either bromine water or acidified potassium permanganate.

Reason: It is a saturated hydrocarbon.

 

  1. Substitution reactions

– A substitution reaction is one in which one atom replaces another atom in a molecule.

 

Example: The substitution of Bromine in methane.

Procedure:

– A sample of Methane (CH4) is placed in a boiling tube and to it is added some bromine gas.

– The tube is stoppered, and the mixture shaken, then allowed to stand and exposed to ultra-violet lamp.

 

Observations

– The red colour of Bromine begins to fade, and the pungent smell of hydrogen bromide (HBr) gas is detectable when the stopper is removed.

– A moist blue litmus paper also turns red on dipping into the resultant mixture.

Equation                                                                                                                                                                CH4(g) + Br2(g) → CH3Br(g) + HBr(g)

Explanation                                                                                                                                                                      – For a chemical reaction to occur, bonds must be broken.                                                                                       – The light energy (V.V. light) splits the Bromine molecule into free atoms, which are very reactive species.                                                                                                                                                                               – Similarly the energy breaks the weaker carbon – hydrogen bonds, and not the stronger carbon – carbon bonds.                                                                                                                                                                                  – The free bromine atoms can then substitute (replace one of the hydrogen atoms of methane, resulting unto bromomethane and hydrogen bromide gas.

Note:  This process can be repeated until all hydrogen atoms in CH4 are replaced.

Write all the equations to show the stepwise substitution of all hydrogen atoms in methane.

– The substitution reactions can also occur with chlorine, forming chloremethane dichloromethane, trichloromethane (chloroform) and tetrachloromethane (carbon tetrachloride) respectively.

Equations:

 

 

 

 

 

 

Uses of methane                                                                                                                                                    – It is used as a fuel                                                                                                                                                     – Used in the manufacture of carbon black which is used in printers ink and paints.                                                         – Used in the manufacture of methanol, methanal, chloromethane and ammonia.

Cracking of Alkanes                                                                                                                                                 – Is the breaking of large alkane molecules into smaller Alkanes, alkenes and often hydrogen.                                  It occurs under elevated temperatures of about 400-700oC

Equation

Example: Cracking of propane

 

  1. Alkenes

– Are hydrocarbons with at least one carbon-carbon double bond, and have the general formula CnH2n.

– They thus form a homologous series – with the simplest member behind ethane.

 

Names and formulae of the first six alkenes.

 

Name of alkene Formula
Ethene

Propane

Pbut-l-ene

Pent-lene

Hex-tene

 

 

 

NOMENCLATURE OF ALKENES

 

Rules

  1. The parent molecule is the longest carbon chain; and its prefix is followed by the suffix –ene.
  2. The carbon atoms in the chain are numbered such that the carbon atoms joined by the double bonds get the lowest possible numbers.
  3. The position of the substituent groups is indicated by showing the position of the carbon atom to which they are attached.
  4. In case of 2 double bonds in an alkene  molecule, the carbon atom to which each double bond is attached must be identified.

 

Examples

 

Questions:      For each of the following alkenes, draw the structural formula

 

  1. Hex- l – ene
  2. Prop-l-ene
  • Hex-2-ene

 

  1. Give the IUPAC names for:

 

Note:  Branched alkenes:

 

Event for branched alkenes, the numbering of the longest carbon chain is done such that the carbon atoms joined by the double bonds gets the smallest numbers possible.

 

 

 

 

Isomerism in alkenes

  • Alkenes show two types of isomerism:-
  1. Branching isomerism
  2. Positional isomerism

 

  1. i) Branching isomerism

Occurs when a substitutent groups is attached to one of the carbon atoms in the largest             chain containing the double bond.

 

Positional isomerism; in alkenes

 

Is a situation whereby two or more unsaturated alkenes have same molecular formular but different structural formula; due to alteration of the position of the double bond.

 

 

 

Question:       Draw all the possible  isomers of Hexene , resulting from positional and                           branching isomerism.

 

Gradation of physical properties of Alkenes

 

Name of alkene Formula (MP0C) B.P (0) Density g/cm3 solubility
Ethene

Propene

But-l-ene

Pent-l-ene

Hex-l-ene

  -169

-189

-185

-138

-98

-104

–47.7

-6.2

-3.0

-98

0.640

0.674

 

 

Note:   the double bond is the reactive site in alkenes

 

Preparation and chemical properties of Ethene

 

  1. i) Apparatus

 

 

  1. Procedure

A mixture of ethanol and concentrated sulfuric acid in the ratio 1:2 respectively  are heated in a flask to a temp. of 1600C – 1800C.

 

  • Observation

A colourless gas results; and is collected over water.

 

Reasons:         Its insoluble, unreactive and lighter than water.

 

  1. Equation

 

  1. Explanation

 

At 1600C – 1800C the conc. H2SO4 dehydrates the ethanol, removing a water molecule form it and the remaining C and H atoms  rearrange and combine to form Ethene which is collected as  colourless gas.

 

Note:  At temperature  below 1400C, a different  compound called ether is predominantly              formed.

 

Ethene  can also be prepared by passing hot aluminum  oxide over ethanol.  The later of which acts as a catalyst i.e.

 

Reactions of ethene/chemical properties

 

  1. Burning/combustion

Just like an alkenes and alkanes, ethene  burn in air, producing carbon dioxide and large quantities of heat.

 

Equation:

 

Caution:         Mixtures of air and ethene  can be explosive and must be handled                         very carefully.

 

  1. Additional reactions:

Is a reaction in which are molecule adds to another to form  a single product occur              in alkenes due to presence of a double bond.

 

  1. With oxidizing agents
  2. i) Reaction with acidified potassium permanganate.

Procedure:      Ethene is bubbled into a test tube containing acidified potassium                                       permanganate.

Observation:   The purple   colour  of the solution disappears.

Explanation:  Ethene reduces the potassium permanganate.

The  permanganate ion is reduced to Manganese (II) ion and water.

 

Equation

 

Note:   The net effect of the above reaction is the addition of two –OH groups to                                     the double bond forming ethan-1, 2-dio(ethylene glycol).

In cold countries ethylene glycol is used as an antifreeze in car radiators.

 

  1. Reaction with acidified potassium chromate (VI) (K2Cr2O7)

 

  1. Halogenations is the addition of halogen atoms across a double bond.
  2. i) Reaction with Bromine Br2(g)

 

Procedure:     Ethene is mixed with Bromine liquid/gas

Observation:  The reddish  brown bromine gas is decoloursed/becomes  colourless.

Explanation:   Bromine is decoloursed due to the addition of Bromine  atoms to the twocarbon atoms f the double bond forming 1.2 dibromethane.

 

  1. ii) Reaction with chlorine

The Chlorine  (greenish yellow) also gets decoloursied due the addition of its             atoms on the double bond.

 

 

Note: Alkenes react with and decolourise halogens and potassium permanganate  by             additional  reaction at room temperature and pressure.

 

The reaction site is the double bond  and hence/all alkenes will react in a similar             manner.

Example; Butene and Bromine

 

 

iii)       Reaction with Bromine water

Bromine  is dissolved in water and reacted with ethene.

 

Equation:

 

Further examples of additional reactions

 

  1. Addition of hydrogen halides

 

  1. With hydrobromic acid; HBr (aq)

 

With  sulphuric acid

 

  1. Addition of Ethene  with sulphuric acid

 

Note:  When ethylhydrogen sulphate is hydrolysed, ethanol is formed.

 

In this reaction, water is added to ehylhydrogen sulphate and the mixture warmed.

 

  1. Ethene with Hydrogen i.e. Hydrogenation.

 

Is commonly termed hydrogenation though just a typical addition reaction.

 

Ethene  is reacted with hydrogen, under special conditions.

 

Conditions;     moderate temperature and pressure.

Nickel catalyst/palladure catalyst.

 

Equation:

 

Application:    it is used industrially in the conversion f various oils into fats e.g. in the preparation of Margarine.

 

  1. Polymerization reactions.

Also called self-addition reactions

Alkanes have the ability to link together (polymerise) to though the double bond to give a molecule of larger molecular mass (polymers)

 

Polymers:       Are  very large molecules formed when 2 or more (smaller) molecules link                         together  to form a larger unit.

Polymers have properties different form those of the original constituent manners.

 

Examples:      Polymerisation of ethene

 

  1. i) Conditions
  • High temperatures of about 2000C
  • High/elevated pressures of approximately 1000 atmospheres
  • A trace of oxygen catalyst.

 

  1. ii) Procedure: Ethene is heated at 2000C and 1000 atm. Pressure over  a catalyst.

 

iii)        Observation:  Sticky white substance  which hardens  on cooling  is formed.                                            This solid is called  polythene, commonly reffered to as polythene.

 

  1. Equation:

 

 

Generally

 

Uses of polythene

 

  1. Used for the manufacture of many domestic articles (bowls, buckets, water cans, and cold water pipes) e.t.c.

 

Note:  Polythene pipes have a great advantage over metal pipes as they can be             welded quickly and do not burst in frosty weather.

 

  1. Manufacture of reagent bottles, droppers, stoppers etc. since polythene is unaffected by alkalis and acids.

 

Test for Alkenes

 

–           They decolourise bromine water, acidified potassium manganate VII.

i.e. These addition reactions show the presence of a double bond.

 

Uses of Alkenes

 

  1. Manufacture of plastics, through polymerization.
  2. Manufacture of ethanol; through hydrolysis reactions
  3. Ripening of fruits.
  4. Manufacture of ethan – 1, 2-diol(glyco) which is used as a coolant.

 

           

  1. ALYKYNES

 

Are unsaturated hydrocarbons which form a homologous series of a general formula CnH2n-2, where n = 2 or more.

 

The functional groups of the alkyne series is the carbon – carbon tripple bond.

 

They also undergo addition reactions because of High unsaturation and may be polymerised like the alkenes.

 

Examples

 

Name Molecular formula Structural formular
Ethyne

Propyne

But-l-yne

Pent-l-yne

C2H2

C3H4

C4H6

C5H8

CH     CH

CH3C     CH

CH3CH2C       CH

CH3(CH2)2C     CH

 

Nomenclature of alkynes

 

  • The largest chain with the tripple carbon – carbon bond forms  the parent molecule.
  • Numbering of the carbon atoms is done such that the carbon atom with the tripple bond acquires the lowest possible number.
  • The substituent branch if any is named, and the compound written as a single word.

Examples

 

 

  1. Draw the structures of the following hydrocarbons
  2. 2,2 dimethyl-but-2-yne
  3. propyne
  • 4,4 diethyl-hex-2-yne.

 

Isomerism in alkynes

 

  1. Positional isomerism

Isomerism commonly occurs in alkynes due to the fact that the  position of the tripple bond can be altered.

 

Such isomers, as usual have same molecular but different structural  formulas.

 

Examples

  1. i) Isomers of Butyne

 

 

  1. Branching isomerism – occurs when alkyl group is present in the molecule.

 

  1. Others

 

Gradation in physical properties of Alkynes

 

Name of Alkyne Formula M.P/0C B.P/0C Density/gcm-3
Ethyne

Propyne

Butyne

Pent-l-yne

Hex-l-yne

HC    CH

CH3    CH

CH3CH2CC    CH

CH3CH2CH2C   CH

CH3(CH2)3C  CH

-8108

-103

-122

-90

-132

-83.6

-23.2

8.1

39.3

71

0.695

0.716

 

 

Preparation and chemical properties of Ethyne.

 

  1. Preparation
  2. i) Apparatus

 

 

 

  1. ii) Procedure:

Water is dripped over calcium carbide and is collected over water.

Reasons for over-water collection:-

  • It’s insoluble in water
  • Unreactive and lighter than water.

 

  • Conditions
  • Room temperature

 

  1. Equation

 

 

  1. Properties of Ethyne
  2. i) Physical
  • Colourless gas, with a sweet smell when pure.
  • Insoluble in water and can thus be collected over water.
  • Solubility is higher in non- solvents    *  Draw table on physical properties.
  1. Chemical properties
  • Combustion

Ethyne burns with a luminous and very sooty  flame; due to the high percentage of carbon content, some of which remains unburnt.

  • In excess air, the products are carbon dioxide and water.

 

Equation

 

In limited air, they undergoes incomplete combustion, forming a mixture of carbon and carbon dioxide.

 

Note:  A sooty flame observed when a hydrocarbon burns in air is an indication of             unsaturation in the hydrocarbon.

 

Addition reactions

During  addition reactions of alkynes (Ethyne) the tripple bond breaks in stages;

 

  1. Reaction with hydrogen (Hydrogenation)

 

 

Note:  This reaction occurs under special conditions i.e. –  Presence of a Nickel catalyst

Temperatures about 2000C

 

  1. Reaction with halogens
  2. i) Reaction with chlorine

 

 

  1. With Bromine gas
  • The red-brown bromine vapour is decoloursed.

 

Equations

 

Note:   In this reaction Cl2 should be diluted with an inert.

 

Reason:           Pure Cl2 reacts explosively with Ethyne, forming carbon and HCl.

 

  1. Reaction with Bromine liquid

When  Ethyne reacts with Bromine water, the reddish – brown  colour of bromine water disappears.

 

Reason:          The Bromine adds to the carbon  tripple bond leading to the      …… of                              1;1,2,2 tetrabromoethane.

 

Equation

 

E; Ethyne  also decolorizes acidified potassium permanganate.

 

Note:  Decolourization of acidified potassium  permanganate  and bromine water are             tests for unsaturated hydrocarbons (alkanes and alkynes)

 

  1. Reaction with hydrogen halides

 

Uses of Ethyne

 

  1. Industrial manufacture of compounds like adhesives and plastics
  2. It’s used in the oxy-acetylene flame which is used for welding and cutting metals.

 

 

 

 

 

 

 

 

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KCSE MOCK EXAMS ENGLISH PAPER 1 FREE

Name :……………………………………………………Index No:…………………………

School :…………………………………………………Candidate’s Sign:……………………

Date :…………………

101/1

ENGLISH

Paper1

(Functional skills)

Time: 2  Hrs

SCHOOL BASED JOINT EVALUATION TEST

Kenya Certificate of Secondary Education

INSTRUCTIONS TO CANDIDATES

  1. Write your name and index number in the spaces provided
  2. Sign and write the date of examination in the provided spaces provided above.
  3. Answer all questions in this paper
  4. All your answers must be written in the spaces provided in this booklet.

For examiners use only

Question Maximum score Candidate’s score
1 20  
2 10  
3 30  
Maximum score 60  

 

  1. FUNCTIONAL WRITING                                                                                                         (20 marks)

Your friend, who is in the United States of America, has requested you to write a recipe of yourfavourite dish and e-mail it to him/her. The dish is meant to serve five people. Write the recipe.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

     

 

  1. CLOZE TEST ( 10 MKS)

Read the passage below and fill in each blank space with the most appropriate word.

We all have certain goals in life. Goals vary among people. For someone, a goal would be to get1 ____________of debt, while for another person it would be to 2____________________ a house, while for someone else , it could be a 3______________________ in an exotic location. 4________________________, a bad goal can sap your energy and distract you 5_____________________ making progress. A good goal on the other hand, can provide the clarity and motivation you need to 6______________________ your dreams. 7 ________________, people confuse a goal 8 ______________________ a wish. A goal is different 9 ___________________ a wish. For example, you may want to be a rich person; this is a wish and not a goal. A goal has to be realistic, measurable and has to be 10 ___________________________ within a specific time frame.

  1. ORAL SKILLS(30 MKS)
  2. Read the poem below and answer the questions that follow:

By day the bat is cousin to the mouse

He likes the attic of an aging house

His fingers make a hat about his head

His pulse beat is so slow we think him dead

He lops in crazy figures half the night

Among the trees that face the corner light

But when he brushes up against a screen

We are afraid of what our eyes have seen

For something is amiss or out of place

When mice with wings can hear a human face

Theodore Roethre

(Form: Glencoe Literature: The Reader’s choice: 2001)

i.Identify any three pairs of rhyming words in this poem                  (3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………

ii.How would you perform the last two lines of this poem                (4 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

iii.What is the effect of the recurrence of the word “His” in this poem         ( 1mk)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………b)Put the words below into groups according to the pronunciation of /s/ and /z/ sounds                                                                                                                                       (4 mks)

Fleece, trays, trace, lace, ice, lays, fleas, eyes

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

c)Sheilla sells sea shells at Seychelles sea shore

  1. Classify the genre above (1 mk)

………………………………………………………………………………………………………

  1. Identify any two sound devices used in the genre above (2mk)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

d)Your school has organized an inter-house debating competition towards the end of the term. You are going to take part as a proposer to the motion “seeking a partner’s consent in marriage is the solution to domestic conflict in Kenya.” Explain any four things you would do to ensure you win the competition.                                         (4 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

e)Indicate the stressed syllable in each of the following words written in bold.  ( 4mks)

  1. i) The convict escaped when the prison van overturned.
  2. ii) Kenya needs to import more wheat.

iii) He will not accept to move the refuse.

  1. iv) Free education is currently the object of media attention.
  2. f) For each of the following words give a homophone .( 3mks)

i)wood

ii)red

iii)thrown

g)Study the telephone conversation below and identify four shortcomings in telephone etiquette by the caller. (4mks )

RECEPTIONIST: Hello, Maranda High School. How can I help you?

CALLER:Exactly the place I wanted. Aren’t I lucky? I want to talk to the principal.

RECEPTION:Who am I talking to?

CALLER:Don’t tell me that you have forgotten my voice! This is the third time I’m                                     calling there this week.

RECEPTIONIST: Kindly remind me…

CALLER:I see you have a short memory. I’m John, the meat supplier. Can I talk to the                     principal?

RECEPTIONIST:I’m afraid she is busy at the moment. Do you mind leaving a message?

CALLER:If you tell her it is John  the Supplier, she’ll certainly talk to me.

RECEPTIONIST:She is attending to some parents at the moment and I am sorry I can’t                               interrupt her.

CALLER:Ok. Tell her that I have waited for the cheque for too long. How would she                             feel if she were in my position? I also have creditors to pay. She should call                                    me today; surely that’s not asking for too much, is it?

RECEPTIONIST:May be you could call back in thirty minutes time? I’ll tell her to expect                                       your call then.

CALLER:Just give her my message. (Hangs up)

 

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………………………




KASSU JET 

MARKING SCHEME ENGLISH 101/1

FUNCTIONAL WRITING

Must have a layout of a review.

  • Format:           6marks

Heading – Book Review        (1mk)

Title                                        (1mk)

Author                                    (1mk)

Publisher                                (1mk)

Year of publication                (1mk)

Reviewer                                 (1mk)

  • Body:          10marks
  • The candidate should be able to at least capture the main character(s) 1mark –  he /she should be able to give an outline of the plot                                       2marks
  • Should be able to highlight the thematic concern(s) in the novel.                            1marks
  • The candidate should show the strength/ quality and weaknesses of the work of art. Can the text arouse interest? Is it enjoyable? etc. Must bring out 2 or more strengths and a weakness + general comment on the text (NB: the strengths should be more) 4marks
  • What is the target audience? 1mark
  • The candidate should conclude by recommending it to the form threes, or encouraging them to read it, or giving an overall evaluation?             1mark

(ii) LANGUAGE

A         4

B         3

C         2

D         1

CLOZE TEST

  1. from
  2. different
  3. and
  4. behind
  5. face
  6. himself/herself
  7. person
  8. late
  9. far
  10. workaholic

 

ORAL SKILLS

A i) clearing your throat

Playing a drum

Clapping your hands

Using an appropriate saying/proverb

Making a joke

  1. Rising intonation

Gestures

Appropriate facial expression

 

  • Use gestures in the story

Voice variation

Use of the costumes

Employ the use of songs

Body movements

 

  1. Upright posture

When they ask questions

When they nod

When they give meaningful eye contacts

 

 

 

  1. I) Pick the odd word out from each of the sets of words owing to the pronunciation of the underlined letters
  2. This
  3. Bread
  4. code
  5. Shepherd
  6. ii) Underline the stressed syllable in the following words
  7. Tailor
  8. Com.ment
  9. Con tent
  10. larm

 

  1. Polite interrupting

Note taking

Having appropriate eye contact

Having an upright posture

Observing turn taking

Carrying out a research before the discussion

Polite disagreements

  1. I) he interrupts rudely

He is disrespectful/rude

Inattentive/fails to listen to the person talking

Insensitive/fails to empathize with her friend.

(any two well illustrated points)

 

  1. He should observe turn taking

Should use polite language

He should mind what the other party is saying.

Best Form 3 Topical Revision and Questions for all subjects

Best Form 3 Topical Revision and Questions for all subjects

KCSE F3 PHYSICS TOPICALS.pdf
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Business Studies Schemes of Work Form 4, Term 1-3

BUSINESS STUDIES SCHEMES OF WORK

FORM FOUR

TERM 1

REFERENCES:

  1. Longman Explore Book
  2. Inventor KLB Book
  3. Certificate Business Studies Book
  4. KLB Top Mark Series Business Studies

Download a pdf and editable copy of the schemes of work here;

Free updated schemes of work for all subjects (Secondary)

Schemes of work for all subjects, free updated downloads

TERM 1 SCHEMES OF WORK.

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1   REPORTING AND REVISION  
2  

1&2

 

Money And Banking

 

Introduction

Definition

Banking

-Money

Barter trade

Limitations/merits

 

By the end of the lesson, the learner should be able to:

Define the terms money and banking

Explain the barter trade

State merits of barter trade

State limitations of barter trade

Observing samples of money (coins and notes

Observing pictures of barter trade

Visiting banks

Taking notes

Asking and answering of questions

Listening to resource persons

 

Money (coins or notes

Pictures

Banks

Resource persons(bank)

 

 

Inventor 4 KLB secondary business studies  pg 91-94 student book 4

Longman Explore Business studies Book 4 pg 60-61

Dynamics if Business studies form 4 pg 145-147

 
 

 

 

3&4

 

 

Money And Banking

Meaning and characteristics of money

-definitions

Characteristics

Complexity

Acceptability

Disability portability

Stability

Homogeneity

Durability

Malleability

Congnisability

 

By the end of the lesson, the learner should be able to:

Give various definitions of money

Explain different characteristics of money

 

Money- coins & notes observation

Visiting banks

Listening to resource persons

Taking notes

Asking notes

Asking and answering

Observing charts on summary of characteristics of money

sample of money (coins & note)

Banks

Charts

Resource persons

 

 

Inventor 4 KLB secondary business studies  pg 41-96 student book 4

Longman Explore Business studies Book 4 pg 62-63

Dynamics if Business studies form 4 pg 151-153

 
3  

1&2

 

Money And Banking

Demand and supply for money

Transactive precautionary speculative

Measures to regulate supply of money

Open market operations

Special deposits

Bank rate

 

By the end of the lesson, the learner should be able to:

Define money

Explain reasons for holding money

Define the supply of money

Explain ways in which central bank regulates supply of money

 

Asking and answering questions

Note making

Listening to resource persons

 

Banks

Text book

 

Inventor 4 KLB secondary business studies  pg 97-99 student book 4

Longman Explore Business studies Book 4 pg 64-66

Dynamics if Business studies form 4 pg 154-158

 
   

3

 

Money And Banking

Banking

Definition

Development of banking

Commercial banks

Services offered by commercial banks

Accepting deposits

Current accounts

Advantages

Disadvantages

 

By the end of the lesson, the learner should be able to:

Define banking

Discuss development of banking

Give examples of different banks in Kenya

Explain the commercial banks

Explain services offered by commercial banks

 

Listening to resource persons

Asking and answering questions

Note taking

Visiting banks

 

Banks

Resource persons

Text book

 

 

Inventor 4 KLB secondary business studies  pg 99-102 student book 4

Longman Explore Business studies Book 4 pg 66-67,70

Dynamics if Business studies form 4 pg 160-161,173-177

 
   

4

 

Money And Banking

 

Saving A/c

Fixed deposit Account

 

By the end of the lesson, the learner should be able to:

Define savings and fixed deposits accounts

Give advantages and disadvantages of each

 

Listening to resource persons

Asking and answering questions

Note taking

Visiting banks

 

Banks

Resource persons

Text book

Inventor 4 KLB secondary business studies  pg 103-105 student book 4

Longman Explore Business studies Book 4 pg 69-70

Dynamics if Business studies form 4 pg 177-179

 
 

4

 

1

 

Money And Banking

Lending of money

Safe keeping of valuable items

Trustee services

Acting as a guarantor/referee

Acts as intermediaries (sellers & borrowers provision of foreign exchange

Offering credit  cards

 

By the end of the lesson, the learner should be able to:

Explain the functions of commercial banks

 

Asking and answering questions

Taking notes

Visiting banks

 

Banks

Text book

Resource persons

 

Inventor 4 KLB secondary business studies  pg 105,108-109 student book 4

Longman Explore Business studies Book 4 pg 68-69

Dynamics if Business studies form 4 pg 162-170

 
   

2

 

Money And Banking

Money transfer facilities

Standing order

Credit transfer

Telegraphic

Electronic fund transfer

Cheque

 

By the end of the lesson, the learner should be able to:

Explain different methods of  money transfer

 

Sampling different facilities

Asking and answering questions

Note making

 

Text book

 

Inventor 4 KLB secondary business studies  pg 106 student book 4

Longman Explore Business studies Book 4 pg 68

Dynamics if Business studies form 4 pg 163-165

 
   

3

Money And Banking Non-banking financial institutions

Agricultural finance -corporation

The industrial commercial development ICDC, K,W,F,T. KIE,DFI, SACCOS

Functions of non-bank financial institutions

 

By the end of the lesson, the learner should be able to;

Discuss the non-bank financial institution

State the differences between non-bank financial institution and commercial banks

State the similarities

 

Note making

Asking and answering questions

 

Text book

 

Inventor 4 KLB secondary business studies  pg 109-112 student book 4

Longman Explore Business studies Book 4 pg 71-72

Dynamics if Business studies form 4 pg 182-189-190

 
   

4

 

Money And Banking

 

Differences and similarities between commercial banks and non-banking financial institutions

 

By the end of the lesson, the learner should be able to:

State the difference between commercial banks and non-banking financial institutions

State similarities

 

Note making

Asking and answering questions

Listening to the resource persons

 

Resource persons

Text book

Inventor 4 KLB secondary business studies  pg 113 student book 4

Longman Explore Business studies Book 4 pg 72

Dynamics if Business studies form 4 pg 189-190

 
 

5

 

1

 

Money And Banking

 

The central bank

Definition

Functions

 

 

By the end of the lesson, the learner should be able to:

Define the term central bank

Explain the functions of central bank

 

Note taking

Asking and answering questions

Listening to resource persons

 

Text book

Resource persons

Inventor 4 KLB secondary business studies  pg 113-116 student book 4

Longman Explore Business studies Book 4 pg 72

Dynamics if Business studies form 4 pg 192-201

 
   

2

 

Money And Banking

The monetary policy

Bank rate

Open market operations

Cash/liquidity

Ratio requirement

Compulsory deposit

Selective credit

Control

Directives

Requests

 

By the end of the lesson, the learner should be able to:

Explain different monetary policies

 

Note taking

Asking and answering questions

 

Text book

 

Inventor 4 KLB secondary business studies  pg 113-116 student book 4 pg 116-118

 

 
   

3

 

Money And Banking

Trends in banking

Electronic cheque

Insurance cover

Credit and debit cars

ATMs

Branches banking mergers & restructuring

E. banking

Mobile banking packaging banking

Unsecured loans

Front office

Services FOSA

Pesa point

Customer care

 

By the end of the lesson, the learner should be able to:

Explain trends in banking

 

Observing samples e.g ATM, Mobile phones, visiting banks, pesa points

ATM’s

Asking and answering questions

Taking notes

 

ATM card

Mobile phones

Banks

 

Inventor 4 KLB secondary business studies  pg 118-121 student book 4

Longman Explore Business studies Book 4 pg 76-77

Dynamics if Business studies form 4 pg 179-182

 
   

4

 

Money And Banking

Emerging issues

Internet & banking

Mobile banking

Bank security

Privatization of government owned banks

 

By the end of the lesson, the learner should be able to

Explain the emerging trends

 

Taking notes

Asking and answering questions

Discussions

 

Text books

 

Longman Explore Business studies Book 4 pg 78

 
 

6

 

1

 

Public Finance

 

Introduction

Definition

Purpose

 

By the end of the lesson the learner should be able to:

Define public finance

Explain the purpose of public finance

 

Discussions

Asking and answering questions

Taking notes

 

Text book

Inventor 4 KLB secondary business studies  pg 125-126 student book 4

Longman Explore Business studies Book 4 pg 83-84

Dynamics if Business studies form 4 pg 207-211

 
   

2

 

Public Finance

Sources of public finance

Government borrowing

Taxes

Fines imposed by courts on offenders

Rent and rates

License

Dividends & profit

 

By the end of the lesson, the learner should be able to:

Describe the various sources of public finance

 

Discussions

Asking  and answering questions

Taking notes

 

Text book

 

Inventor 4 KLB secondary business studies  pg 126-128 student book 4

Longman Explore Business studies Book 4 pg 83-84

Dynamics if Business studies form 4 pg 211-213

 
   

3

 

Public Finance

 

Government expenditure

Categories of government expenditure

Sanctions

Flexibility

Economy

Proper financial management

Maximum social benefit

 

By the end of the lesson, the learner should be able to:

Define the term government expenditure

Categorize government expenditure

Explain principles of government expenditure

 

Discussions

Listening to resource person from financial department

Asking and answering questions

Taking notes

 

Text book

Resource persons

 

Inventor 4 KLB secondary business studies  pg 128-130 student book 4

Longman Explore Business studies Book 4 pg 86-88

Dynamics if Business studies form 4 pg 213-218

 
   

4

 

Public Finance

 

TAX

Definition

Purpose

Principles

 

By the end of the lesson, the learner should be able to:

Define taxation

Explain purpose of taxation

Explain principles of taxation

 

Discussions

Asking and answering questions

Taking notes

 

Text book

Inventor 4 KLB secondary business studies  pg 130-133 student book 4

Longman Explore Business studies Book 4 pg 88-90

 

 
 

7

 

1

&

2

 

Public Finance

 

Classification of taxes

Impact

Direct

indirect

 

By the end of the lesson, the learner should be able to:

explain direct and indirect taxes

State advantages and disadvantages of taxes

Discussions

Asking and answering questions

Taking notes

Teacher uses pay slips to explain indirect taxes

 

Text book

Pay slip

 

Inventor 4 KLB secondary business studies  pg 135-141 student book 4

Dynamics if Business studies form 4 pg 223-229

 
   

3

&

4

 

Public Finance

 

According to structure (tax rate)

Progressive

Regressive

Proportional

By the end of the lesson, the learner should be able to:

Explain various taxes

Progressive

Regressive

Proportion

State advantages of each

 

Taking notes

Asking and answering questions

Discussions

 

Text book

Inventor 4 KLB secondary business studies  pg 133-135 student book 4

Longman Explore Business studies Book 4 pg 88-90

Dynamics if Business studies form 4 pg 221-223

 
8  

1

 

Public Finance

Emerging issues

Increase in public expenditure

Accountability

Tax evasion

Sources of revenue

 

By the end of the lesson, the learner should be able to;

Explain various emerging issues

Give examples

 

Discussions

Taking notes

Answering and asking questions

 

 

Text book

 

Longman Explore Business studies Book 4 pg 95-97

 

 
   

2

4

 

Public Finance

 

Revision

By the end of the lesson, the learner should be able to:

Answer questions on topics covered

 

Answering questions

 

Full scaps

Question papers

Pens

Longman Explore Business studies Book 4 pg 99

Inventor 4 KLB secondary business studies  pg 144

 
9-10   TOPICAL REVISION  
11-13    

END TERM EXAMINATIONS(PREMOCK EXAMS)

 
14   CLOSING  

 

 

 

BUSINESS STUDIES SCHEMES OF WORK

FORM FOUR

TERM II

 

 

 

 

 

REFERENCES:

  1. Longman Explore Book
  2. Inventor KLB Book
  3. Certificate Business Studies Book
  4. KLB Top Mark Series Business Studies

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1   REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1

 

Inflation

Meaning

Consumer price

Index

Determination of average price

Simple average

Weighted average

 

By the end of the lesson the learner should be able to

Explain the meaning of inflation

Determine consumer price index

 

Teacher Explanation

Inflation

Teacher determining consumer price index

Asking and answering questions

 

Text books

Inventor 4 KLB secondary business studies  pg 145-149 student book 4

Longman Explore Business studies Book 4 pg 101-103

Dynamics if Business studies form 4 pg 238-240

 
   

2

&

3

 

Inflation

 

Types and causes of inflation

Demand pull

Cost push

Imported inflation structural

 

By the end of the lesson, the learner should be able to

Explain the causes of inflation

 

Teacher giving examples of inflation

Asking questions

Taking notes

Answering questions

 

Text books

Inventor 4 KLB secondary business studies  pg 149-152 student book 4

Longman Explore Business studies Book 4 pg 105-107

Dynamics if Business studies form 4 pg 240-246

 
   

4

 

Inflation

 

Levels of inflation

Moderate galloping

Hyper inflation

Creeping

Rapid/persistent

 

By the end of the lesson, the learner should be able to explain the levels of inflation

 

Asking questions

Answering questions

Taking notes

Teacher giving examples by what people experience

 

Text book

Inventor 4 KLB secondary business studies  pg 152 student book 4

Longman Explore Business studies Book 4 pg 107

Dynamics if Business studies form 4 pg 240-246

 
 

3

 

1

 

Inflation

 

Effects of inflation in an economy

Positive

negative

 

 

By the end of the lesson, the learner should be able to explain the effects of inflation

 

Asking questions

Answering questions

Taking notes

Discussions

 

Text book

Inventor 4 KLB secondary business studies  pg 154-156 student book 4

Longman Explore Business studies Book 4 pg 108

 
   

2

 

Inflation

 

Controlling inflation

Monetary policy

 

By the end of the lesson, the learner should be able to:

Describe monetary policy

Explain measures that are used to control inflation

 

Asking questions

Answering questions

Taking notes

Discussions

 

Text book

Inventor 4 KLB secondary business studies  pg 157-159 student book 4

Longman Explore Business studies Book 4 pg 110-111

 
   

3

 

Inflation

Fiscal policy

Statutory policy

 

By the end of the lesson, the learner should be able to:

Describe fiscal and statutory policy (non-monetary policy)

 

Asking and answering questions

Taking notes

Discussions

 

Text book

Inventor 4 KLB secondary business studies  pg 157-159 student book 4

Longman Explore Business studies Book 4 pg 110-111

 
   

4

 

Inflation

Emerging issues

Inflation & food security

Price controls

Inflation and poverty

HIV and AIDs

Revisions questions

 

By the end of the lesson, the learner should be able to

Explain emerging issues in inflation

 

Discussions

Taking notes

Asking and answering questions

Text book  

Longman Explore Business studies Book 4 pg 112-113

 

 
 

4

 

1

 

International Trade

 

Introduction

-Advantages

Disadvantages

 

By the end of the lesson, the learner should be able to:

Define the term international trade

Explain the advantages and disadvantages

 

Taking notes

Discussions

Asking and answering questions

 

Text book

Inventor 4 KLB secondary business studies  pg 163-164 student book 4

Longman Explore Business studies Book 4 pg 116-118

Dynamics if Business studies form 4 pg 257-264

 
   

2

 

International Trade

Terms of trade

Definition

Computation of terms of trade

Factors determining the terms of trade between countries

By the end of the lesson, the learner should be able to:

Define the term

Terms of trade

Compute terms of trade

Explain factors determining terms of trade between countries

 

Asking and answering questions

Taking notes

Discussions

Taking examples on determining terms of trade

 

Text book

Inventor 4 KLB secondary business studies  pg 164-167 student book 4

Longman Explore Business studies Book 4 pg 118-120

Dynamics if Business studies form 4 pg 266-268

 
   

3

 

International Trade

 

Reasons for differences in

Terms of trade between countries

Unfavorable and unfavorable terms of trade

By the end of the lesson the learner should be able to

Explain the differences between countries

Nature of commodity being exported and imported

Shift in demand for country’s export

Total quantity supplied

 

Discussions

Taking examples

Asking and answering questions

 

Text books

Inventor 4 KLB secondary business studies  pg 167-168 student book 4

Longman Explore Business studies Book 4 pg 120-121

Dynamics if Business studies form 4 pg 268-270

 
   

4

 

International Trade

Balance of payments

Definitions

Balance of payments account

Components of balance of payments

Balance of payment on current A/c

 

By the end of the lesson the learner should be able to

Define balance of payments

Describe balance of payments A/C

Explain balance of payment on current account

 

Discussions

Taking notes

Asking and answering questions

 

Text book

Inventor 4 KLB secondary business studies  pg 168-169 student book 4

Longman Explore Business studies Book 4 pg 122

Dynamics if Business studies form 4 pg 271

 
 

5

 

1

 

International Trade

 

Capital Account

Official settlement A/c

 

By the end of the lesson, the learner should be able to

Describe capital accounts

Official settlement A/c

 

Taking notes

Asking and answering questions

Discussions

 

Text book

Inventor 4 KLB secondary business studies  pg 169-171 student book 4

Longman Explore Business studies Book 4 pg 122-123

Dynamics if Business studies form 4 pg 271-272

 
   

2

 

International Trade

 

Balance of payments

Disequilibrium

Causes of balance of payment deficit

 

By the end of the lesson, the learner should be able to;

Describe balance of payments disequilibrium

Explain causes of balance of payment deficit

 

Taking notes

Discussions

Asking and answering questions

 

Text book

Inventor 4 KLB secondary business studies  pg 171-172 student book 4

Longman Explore Business studies Book 4 pg 124-125

Dynamics if Business studies form 4 pg 273-275

 
   

3

 

International Trade

 

Balance of payments disequilibrium surplus

 

By the end of the lesson, the learner should be able to:

Explain causes of payment surplus

 

Taking notes

Asking and answering questions

Discussions

 

Text book

Longman Explore Business studies Book 4 pg 123-124

Dynamics if Business studies form 4 pg 275-276

 
   

4

 

International Trade

 

Correcting balance of disequilibrium

 

By the end of the lesson, the learner should be able to

Explain how balance of payment disequilibrium

 

Discussion

Taking notes

Asking and answering questions

 

Text book

Inventor 4 KLB secondary business studies  pg 124-125 student book 4

Longman Explore Business studies Book 4 pg 124-125

Dynamics if Business studies form 4 pg 276-278

 
 

6

 

1

 

International Trade

 

Terms of sale in International trade

Low, F.O.R, D.D,F.A.S,F.O.B, C&F,C.I.F, landed in Bond, Franco O.N.O

 

By the end of the lesson, the learner should be able to:

Explain terms of sales used in international trade

 

Asking and answering questions

Taking notes

Discussions

© Education Plus Agencies

 

Text book

Inventor 4 KLB secondary business studies  pg 725-176 student book 4

Longman Explore Business studies Book 4 pg 125-126

Dynamics if Business studies form 4 pg 279-281

 
   

2

 

International Trade

Documents used in international trade

Import license

Bill of lading

Certificate of origin

Commercial invoice

Pro-forma invoice

Freight note

 

By the end of the lesson, the learner should be able to:

Describe different document used in international trade

 

Observing samples of the documents

Asking and answering questions

Taking notes

 

Text books

Inventor 4 KLB secondary business studies  pg 176-179 student book 4

Longman Explore Business studies Book 4 pg 126-127

Dynamics if Business studies form 4 pg 282-288

 
   

3

&

4

 

International Trade

 

International financial institutions

IMF

ADB

By the end of the lesson, the learner should be able to:

Explain functions of financial institutions

IMF

State advantages of the institutions

State disadvantages

 

Taking notes

Asking and answering question

 

Text books

Inventor 4 KLB secondary business studies  pg 180-181  student book 4

Longman Explore Business studies Book 4 pg 127-130

Dynamics if Business studies form 4 pg 289-292

 
 

7

 

1

 

International Trade

 

African Development Fund

IBRD word bank

 

By the end of the lesson, the learner should be able to:

Describe this financial institutions

State the functions and objectives

 

Discussions

Teacher explains forms of economic integration

Taking notes

Asking and answering questions

 

 

Text book

Inventor 4 KLB secondary business studies  pg 181 student book 4

Longman Explore Business studies Book 4 pg 131-132

Dynamics if Business studies form 4 pg 292

 
   

2

&

3

 

International Trade

Forms of economic integration

Free trade area

Common market

Custom unions

Economic union

Common monetary system

 

By the end of the lesson, the learner should be able tot:

Describe various forms of integration

 

Teacher explains forms of economic integration

Taking notes and asking questions

Discussion

 

Text book

Inventor 4 KLB secondary business studies  pg 182-183 student book 4

Longman Explore Business studies Book 4 pg 133-134

Dynamics if Business studies form 4 pg 293-294

 
   

4

 

International Trade

Importance of economic integration to a country

Enjoy economies of scales

Attracts new industries

Adopt new technology

Advantages of money unions

Joint public utility

 

By the end of the lesson, the learner should be able to recognize the importance of economic integration

 

Discussion

Teacher explains importance of economic integrations

Asking and answering questions

 

Text book

 

Longman Explore Business studies Book 4 pg 135

Dynamics if Business studies form 4 pg 294-296

 

 
 

8

 

1

 

International Trade

 

Free trade

Definition

Advantages

Disadvantages

 

By the end of the lesson, the learner should be able to:

Define freed trade

State advantages and disadvantages of free trade

 

Taking notes

Asking and answering questions

Teaching explaining free trade

discussions

 

Text book

Inventor 4 KLB secondary business studies  pg 184student book 4

Longman Explore Business studies Book 4 pg 135-136

Dynamics if Business studies form 4 pg 297-298

 
   

2

 

International Trade

 

Trade Restrictions

Reasons &methods

 

By the end of the lesson the learner should be able to:

Define the term trade restriction, explain methods of trade restrictions

 

Discussions

Asking and answering questions

Taking notes

 

Text book

Inventor 4 KLB secondary business studies  pg 185-187 student book 4

Longman Explore Business studies Book 4 pg 137-138

Dynamics if Business studies form 4 pg 299-301

 
   

3

 

International Trade

 

Advantages and disadvantages of trade restriction

 

By the end of the lesson, the learner should be able to:

State advantages and disadvantages

 

Discussions

Asking and answering questions

Taking notes

 

Text book

Inventor 4 KLB secondary business studies  pg 187-188 student book 4

Longman Explore Business studies Book 4 pg 138

Dynamics if Business studies form 4 pg 301-303

 
   

4

 

International Trade

 

Trends in international trade

Liberalization EPZ website/Ecommerce

Advantages & disadvantages

 

By the end of the lesson, the learner should be able to:

Explain the newly emerging trends

State advantages and disadvantages of the trends

 

Discussions

Use of mobile phones to access internet

Asking and answering questions

Taking notes

 

Text book

Mobile phones

Inventor 4 KLB secondary business studies  pg 188-189 student book 4

Longman Explore Business studies Book 4 pg 139-143

Dynamics if Business studies form 4 pg 307-308

 
9 – 10    

TOPICAL REVISION

 
11-13    

MOCK EXAMINATIONS

 
14   CLOSING  

 

 

 

 

BUSINESS STUDIES SCHEMES OF WORK

FORM FOUR

TERM III

 

 

 

 

 

REFERENCES:

  1. Longman Explore Book
  2. Inventor KLB Book
  3. Certificate Business Studies Book
  4. KLB Top Mark Series Business Studies

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1   REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1

 

Economic Development And Planning

 

Introduction

Economic growth indicators

Terms used

 

By the end of the lesson, the learner should be able to:

Define economic growth

Explain indicators

Define terms used

 

Teacher explaining

Economic growth and development

Taking notes

Asking and answering questions

 

Text book

Inventor 4 KLB secondary business studies  pg student book 4

Longman Explore Business studies Book 4 pg 147

Dynamics if Business studies form 4 pg 311-312

 
   

2

 

Economic Development And Planning

Economic Development

Definition

Indicators

Differences between economic growth and economic development

 

By the end of the lesson, the learner should be able to define

Define economic development

Explain indicators

State differences between growth and economic development

 

Discussions

Asking and answering questions

Taking notes

 

Text book

Inventor 4 KLB secondary business studies  pg 196student book 4

Longman Explore Business studies Book 4 pg 149-151

 

 
   

3

 

Economic Development And Planning

 

Underdevelopment

Definition

Characteristics

 

By the end of the lesson, the learner should be able to:

Define underdevelopment

State characteristics

 

Discussions

Asking and answering questions

Taking questions

Taking notes

Reading magazines and journals

 

Magazines

Journals

Text book

Inventor 4 KLB secondary business studies  pg 196-200 student book 4

Longman Explore Business studies Book 4 pg 151-153

Dynamics if Business studies form 4 pg 314-317

 
   

4

 

Economic Development And Planning

Goals of development

Provision of basic human wants, increase pre-capital income

Employment

Self-sufficiency

Reducing poverty

 

By the end of the lesson, the learner should be able to:

Explain goals of development

 

Reading journals of 2030 vision

Asking and answering questions

Taking notes

Surfing internet

 

Text book

Journals

Magazines

Computers (internet)

 

Longman Explore Business studies Book 4 pg 154-155

Dynamics if Business studies form 4 pg 317

 

 
 

3

 

1

 

Economic Development And Planning

 

Factors that may hinder development

-low natural resource endowment

Capital

Poor technology

Human resource

 

By the end of the lesson, the learner should be able to:

Explain factors that may hinder development

 

Reading journals

Magazines, newspapers, textbook

Asking and answering questions

Taking notes

 

Text book

Computers

(internet)

Journals

Magazines

Newspapers

Inventor 4 KLB secondary business studies  pg 200-202 student book 4

Longman Explore Business studies Book 4 pg 155-157

Dynamics if Business studies form 4 pg 321-323

 
   

2

 

Economic Development And Planning

 

Development planning

Definition

Characteristics of good development plan

 

By the end of the lesson, the learner should be able to:

Define plan development planning

State characteristics of good development planning

 

Reading journals

Magazines and newspaper on vision 2030 & planning

Asking and answering questions

Taking notes

 

Text book

Journals

Magazines

Newspaper

Inventor 4 KLB secondary business studies  pg 202student book 4

Longman Explore Business studies Book 4 pg 157-158

 
   

3

 

Economic Development And Planning

 

Need for development planning

 

By the end of the lesson, the learner should be able to:

Describe the need for development planning

 

Discussions

Taking notes

Asking and answering questions

Reading journals

Magazines on vision 2030

 

Magazines

Text book

Journals

Inventor 4 KLB secondary business studies  pg 203-204student book 4

Longman Explore Business studies Book 4 pg 158-159

 
   

4

 

Economic Development And Planning

Problems encountered in development planning

Corruption

Lack of sufficient data

Shortage of funds

Over protection

Inadequate technical skills

Inadequate political goodwill

 

By the end of the lesson the learner should be able to:

Explain problems facing development planning

 

Discussions

Taking notes

Asking and answering questions

 

Text book

 

Inventor 4 KLB secondary business studies  pg 204-206 student book 4

Longman Explore Business studies Book 4 pg 160-161

Dynamics if Business studies form 4 pg 326-327

 

 
 

4

 

1

 

Economic Development And Planning

Emerging issues

HIV & Aids

Environment and economic development

Women empowerment

Accuracy and reliability

 

By the end of the lesson, the learner should be able to:

Explain emerging issues in economic development and planning

 

Discussions

Taking notes

Asking and answering questions

 

Text book

 

Longman Explore Business studies Book 4 pg 161-162

 

 
5 – 7    

TOPICAL REVISION

 
8-11   KCSE EXAMINATION  

 

GRADE 5 SCHEMES OF WORK TERM 3 MOUNTAIN TOP AGRICULTURE ACTIVITIES.

MOUNTAIN TOP AGRICULTURE ACTIVITIES.

GRADE 5 SCHEMES OF WORK TERM 3

W

k

Ls n Strand/Th eme Sub strand Specific learning outcomes Key inquiry Questions Learning experiences Learning Resources Assessment methods Refl
1 1 GARDENIN G PRACTICES Sowing seeds on a nursery bed By the end of the sub strand the learner should be able to

a.       Establish a nursery bed for vegetables

b.       Demonstrate sowing of seeds on a nursery bed

c.       Appreciate the importance of growing vegetable for nutrition and food security.

What are the gardening practices for vegetables?

 

Why should we grow vegetables?

–     In groups, learners to sow vegetable seeds on the prepared nursery bed.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.70-71

·         MTP Agriculture Grade 5 TG. Pg.

112

·         Oral questions

·         Written quizzes

·         Observation

·

 
  2   Care for vegetable seedlings in the nursery bed By the end of the sub strand the learner should be able to

a.       Identify gardening practices for vegetables.

b.       Take care of a nursery bed for vegetables

c.       Appreciate the importance of growing vegetable for nutrition and food security.

What are the gardening practices for vegetables?

 

Why should we grow vegetables?

–          In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.

–          In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting

weeds, removing pests and diseased plants)

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.72

·         MTP Agriculture

Grade 5 TG. Pg. 113-114

·         Oral questions

·         Written quizzes

·         Observation

·

 
  3   Care for vegetable seedlings in the nursery bed By the end of the sub strand the learner should be able to

a.       Identify gardening practices for vegetables.

b.       Take care of a nursery bed for vegetables

c.       Appreciate the importance of growing vegetable for nutrition and food security.

What are the gardening practices for vegetables?

 

Why should we grow vegetables?

–          In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.

–          In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests

and diseased plants)

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.72

·         MTP Agriculture Grade 5 TG. Pg. 113-114

·         Oral questions

·         Written quizzes

·         Observation

·

 

 

2 1   Preparing the seedbed

for planting

By the end of the sub strand the learner should be able to

a.       Take care of a nursery bed for vegetables

b.       Prepare the seedbed for planting vegetables

c.       Appreciate the importance of growing vegetable for nutrition and food security.

What are the gardening practices for vegetables? –     In groups, learners prepare a suitable nursery bed for planting vegetables.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.73

·         MTP Agriculture Grade 5 TG. Pg. 115-116

·         Oral questions

·         Written quizzes

·         Observation

·

 
    vegetables Why should we grow vegetables?
  2   Procedure By the end of the sub strand the learner should be able to

a.       Take care of a nursery bed for vegetables

b.       Transplant seedlings from a vegetable nursery to a suitable site.

c.       Appreciate the importance of growing vegetable for nutrition and food

security.

What are the –     In groups, learners transplant vegetable into a prepared seedbed.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.74-75

·         MTP Agriculture Grade 5 TG. Pg. 117-116

·         Oral questions

·         Written quizzes

·         Observation

·

 
  of

transplanti

gardening practices

for vegetables?

  ng Why should we grow vegetables?
  3   Procedure By the end of the sub strand the learner should be able to

a.       Take care of a nursery bed for vegetables

b.       Transplant seedlings from a vegetable nursery to a suitable site.

c.       Appreciate the importance of growing vegetable for nutrition and food

security.

What are the –     In groups, learners transplant vegetable into a prepared seedbed.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.74-75

·         MTP Agriculture Grade 5 TG. Pg.

117-116

·         Oral questions

·         Written quizzes

·         Observation

·

 
  of

transplanti

gardening practices

for vegetables?

  ng Why should we
    grow vegetables?
3 1   Selling surplus

vegetable

By the end of the sub strand the learner should be able to

a.       Transplant seedlings from a vegetable nursery to a suitable site.

b.       Sell surplus vegetable seedlings to earn income.

c.       Appreciate the importance of growing vegetable for nutrition and food security.

What are the gardening practices for vegetables? –          Learners to sell surplus vegetables to the community.

–          Learners to assist parents and guardians in the activities for growing vegetables and maintaining tools and equipment at home.

–          Learners to sell surplus vegetables seedlings to the community.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.76

·         MTP Agriculture Grade 5 TG. Pg. 120-121

·         Oral questions

·         Written quizzes

·         Observation

·

 
    seedlings Why should we grow vegetables?

 

  2   Identifying gardening practices for vegetables By the end of the sub strand the learner should be able to

a.       Identify gardening practices for vegetables.

b.       Take care of a nursery bed for vegetables

c.       Appreciate the importance of growing vegetable for nutrition and food security.

What are the gardening practices for vegetables?

 

Why should we grow vegetables?

–     In groups, learners brainstorm and share experience on gardening such as mulching, watering, thinning, weeding, removal of pests and diseased plants or parts.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.77-78

·         MTP Agriculture Grade 5 TG. Pg. 121-122

·         Oral questions

·         Written quizzes

·         Observation

·

 
  3   Taking care of growing vegetable crops By the end of the sub strand the learner should be able to

a.       Take care of growing vegetable crop after transplanting.

b.       Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others

c.       Appreciate the importance of growing vegetable for nutrition and food security.

What are the gardening practices for vegetables?

 

Why should we grow vegetables?

–          In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.

–          In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.79-80

·         MTP Agriculture Grade 5 TG. Pg. 122-123

·         Oral questions

·         Written quizzes

·         Observation

·

 
4 1   Identifying vegetables suitable for harvesting By the end of the sub strand the learner should be able to

a.       Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others

b.       Determine appropriate stage of harvesting vegetables.

c.       Appreciate the importance of growing vegetable for nutrition and food security.

What are the gardening practices for vegetables?

 

Why should we grow vegetables?

–          In groups, learners to brainstorm on appropriate stage of harvesting vegetables.

–          In groups, learners to harvest vegetables for consumption and nutrition.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.81-82

·         MTP Agriculture Grade 5 TG. Pg. 124-126

·         Oral questions

·         Written quizzes

·         Observation

·

 
  2   Harvesting vegetables By the end of the sub strand

the learner should be able to

a.   Determine appropriate stage of harvesting vegetables.

What are the

gardening practices for vegetables?

 

Why should we grow vegetables?

–          In groups, learners to

brainstorm on appropriate stage of harvesting vegetables.

–          In groups, learners to harvest vegetables for

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         Oral questions

·         Written quizzes

·         Observation

·

 

 

        b.       Harvest vegetables crops appropriately to avoid damage.

c.       Appreciate the importance of growing vegetable for nutrition and food security.

  consumption and nutrition.

·         MTP Agriculture Grade 5 Leaners Bk. Pg.83

·         MTP Agriculture Grade 5 TG. Pg. 126-127

   
  3   Keeping consumptio n and sales record By the end of the sub strand the learner should be able to

a.       Make and keep consumption and sales record

b.       Harvest vegetables crops appropriately to avoid damage.

c.       Appreciate the importance of growing vegetable for nutrition and food

security.

What are the gardening practices for vegetables?

 

Why should we grow vegetables?

–          In groups, learner brainstorm and share experiences on importance of growing vegetables.

–          Learners to keep record of consumption and sales

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.84

·         MTP Agriculture Grade 5 TG. Pg. 128-131

·         Oral questions

·         Written quizzes

·         Observation

·

 
5 1   Innovative Gardening: Vertical and Horizontal gardening By the end of the sub strand the learner should be able to

a.       Distinguish between horizontal and vertical innovative gardening.

b.       Watch a video clip on innovative gardening practices

c.       Show interest in growing of crops using innovative gardening.

How can gardening be done on vertical and horizontal spaces?

 

What materials can be used to construct innovative gardens?

–          In groups, learners to brainstorm on the difference between horizontal and vertical innovative gardening.

–          Learners watch or conserve stimulus materials (video clips, pictures, and photographs) on innovative gardening practices showing various crops in innovative gardens (vertical and horizontal gardens)

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.88

·         MTP Agriculture Grade 5 TG. Pg. 133

·         Oral questions

·         Written quizzes

·         Observation

·

 
  2   Innovative gardening practices By the end of the sub strand the learner should be able to

a.       Distinguish between horizontal and vertical innovative gardening.

b.       Identify various innovative gardening practices

How can gardening be done on vertical and horizontal spaces?

 

What materials can be used to construct innovative gardens?

–          In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.

–          In groups, learners to discuss how innovative gardening can be practiced and where they

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

·         Oral questions

·         Written quizzes

·         Observation

·

 

 

        c.   Show interest in growing of crops using innovative

gardening.

  could locate the innovative gardens ·         MTP Agriculture Grade 5 TG. Pg. 134    
  3   Innovative gardening practices By the end of the sub strand the learner should be able to

a.       Distinguish between horizontal and vertical innovative gardening.

b.       Identify various innovative gardening practices

c.       Show interest in growing of crops using innovative gardening.

How can gardening be done on vertical and horizontal spaces?

 

What materials can be used to construct innovative gardens?

–          In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.

–          In groups, learners to discuss how innovative gardening can be practiced and where they could locate the

innovative gardens

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

·         MTP Agriculture Grade 5 TG. Pg. 134

·         Oral questions

·         Written quizzes

·         Observation

·

 
6 1   Innovative gardening practices By the end of the sub strand the learner should be able to

a.       Distinguish between horizontal and vertical innovative gardening.

b.       Identify various innovative gardening practices

c.       Show interest in growing of crops using innovative gardening.

How can gardening be done on vertical and horizontal spaces?

 

What materials can be used to construct innovative gardens?

–          In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.

–          In groups, learners to discuss how innovative gardening can be practiced and where they could locate the

innovative gardens

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

·         MTP Agriculture Grade 5 TG. Pg. 134

·         Oral questions

·         Written quizzes

·         Observation

·

 
  2   Preparing and establishing innovative gardens By the end of the sub strand

the learner should be able to

a.       Prepare innovative gardens for sowing vegetable seeds.

b.       Sow vegetable seeds in the innovative gardens.

c.       Show interest in growing of crops using innovative gardening.

How can gardening

be done on vertical and horizontal spaces?

 

What materials can be used to construct innovative gardens?

–          In groups, learners

prepare innovative gardens for sowing vegetables.

–          In groups, learners to sow vegetables materials in the innovative gardens.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

·         MTP Agriculture Grade 5 TG. Pg. 135

·         Oral questions

·         Written quizzes

·         Observation

·

 
  3   Preparing and establishing innovative gardens By the end of the sub strand the learner should be able to

a.       Prepare innovative gardens for sowing vegetable seeds.

b.       Sow vegetable seeds in the innovative gardens.

How can gardening be done on vertical and horizontal spaces? –          In groups, learners prepare innovative gardens for sowing vegetables.

–          In groups, learners to sow

vegetables materials in the innovative gardens.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         Oral questions

·         Written quizzes

·         Observation

·

 

 

        c. Show interest in growing of crops using innovative gardening. What materials can be used to construct innovative gardens? ·         MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

·         MTP Agriculture Grade 5 TG. Pg.

135

   
7 1   Preparing and establishing innovative gardens By the end of the sub strand the learner should be able to

a.       Prepare innovative gardens for sowing vegetable seeds.

b.       Sow vegetable seeds in the innovative gardens.

c.       Show interest in growing of crops using innovative gardening.

How can gardening be done on vertical and horizontal spaces?

 

What materials can be used to construct innovative gardens?

–          In groups, learners prepare innovative gardens for sowing vegetables.

–          In groups, learners to sow vegetables materials in the innovative gardens.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

·         MTP Agriculture Grade 5 TG. Pg.

135

·         Oral questions

·         Written quizzes

·         Observation

·

 
  2   Preparing and establishing innovative gardens By the end of the sub strand the learner should be able to

a.       Prepare innovative gardens for sowing vegetable seeds.

b.       Sow vegetable seeds in the innovative gardens.

c.       Show interest in growing of crops using innovative gardening.

How can gardening be done on vertical and horizontal spaces?

 

What materials can be used to construct innovative gardens?

–          In groups, learners prepare innovative gardens for sowing vegetables.

–          In groups, learners to sow vegetables materials in the innovative gardens.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

·         MTP Agriculture Grade 5 TG. Pg. 135

·         Oral questions

·         Written quizzes

·         Observation

·

 
  3   Importance of innovative gardening By the end of the sub strand the learner should be able to

a.       Discuss the importance of innovative gardening

b.       Sow vegetable seeds in the innovative gardens.

c.       Show interest in growing of crops using innovative gardening.

How can gardening be done on vertical and horizontal spaces?

 

What materials can be used to construct innovative gardens?

–          In groups, learners discuss the importance of innovative gardening.

–          Learners to collaborate with parents and guardians to establish innovative gardens for growing vegetables at home.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.93

·         MTP Agriculture Grade 5 TG. Pg. 136-137

·         Oral questions

·         Written quizzes

·         Observation

·

 
8 1   Innovative gardening project By the end of the sub strand the learner should be able to

a.       Find information on innovative gardening.

b.       Watch a video clip on

innovative gardening project

How can we care for innovative vegetable gardens?

 

How are vegetables harvested?

–          In groups, learners to use digital and print resources to acquire information on innovative gardening.

–          Learners watch video clip on innovative gardening

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         Oral questions

·         Written quizzes

·         Observation

·

 

 

        c.   Show responsibility in growing crops In innovative gardens at home and school   practices carried out on vegetables.

·         MTP Agriculture Grade 5 Leaners Bk. Pg.94

·         MTP Agriculture Grade 5 TG. Pg.

138

   
  2   Identifying gardening practices By the end of the sub strand the learner should be able to

a.       Find information on innovative gardening.

b.       Identify the gardening practices for vegetables in innovative gardens.

c.       Show responsibility in growing crops In

innovative gardens at home and school

How can we care for innovative vegetable gardens?

 

How are vegetables harvested?

–     In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved

encountered challenges.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.94-95

·         MTP Agriculture Grade 5 TG. Pg. 139-140

·         Oral questions

·         Written quizzes

·         Observation

·

 
  3   Identifying gardening practices By the end of the sub strand the learner should be able to

a.       Find information on innovative gardening.

b.       Identify the gardening practices for vegetables in innovative gardens.

c.       Show responsibility in growing crops In innovative gardens at home and school

How can we care for innovative vegetable gardens?

 

How are vegetables harvested?

–     In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved encountered challenges.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.94-95

·         MTP Agriculture Grade 5 TG. Pg. 139-140

·         Oral questions

·         Written quizzes

·         Observation

·

 
9 1   Making a duty schedule By the end of the sub strand the learner should be able to

a.       Carry out the gardening practices for vegetables in innovative gardens.

b.       Prepare and make a duty schedule for the vegetable gardens

c.       Show responsibility in growing crops In

innovative gardens at home and school

How can we care for innovative vegetable gardens?

 

How are vegetables harvested?

–          In groups, learners carry out gardening practices in the innovative gardens.

–          Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.95

·         MTP Agriculture Grade 5 TG. Pg. 140-141

·         Oral questions

·         Written quizzes

·         Observation

·

 
  2   Making a duty schedule By the end of the sub strand

the learner should be able to

How can we care

for innovative vegetable gardens?

–     In groups, learners carry

out gardening practices in the innovative gardens.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Oral questions

·         Written quizzes

·         Observation

 

 

        a.       Carry out the gardening practices for vegetables in innovative gardens.

b.       Prepare and make a duty schedule for the vegetable gardens

c.       Show responsibility in growing crops In

innovative gardens at home and school

How are vegetables harvested? –     Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home ·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.95

·         MTP Agriculture Grade 5 TG. Pg. 140-141

·  
  4   Photograph records on innovative gardening By the end of the sub strand the learner should be able to

a.       Carry out the gardening practices for vegetables in innovative gardens.

b.       Store photos records on activities carried out on innovative gardening.

c.       Show responsibility in growing crops In innovative gardens at home and school

How can we care for innovative vegetable gardens?

 

How are vegetables harvested?

–          In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest.

–          Learners to make pictorial presentations on the various milestones of the innovative garden

projects

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.96

·         MTP Agriculture Grade 5 TG. Pg. 141-142

·         Oral questions

·         Written quizzes

·         Observation

·

 
10 1   Photograph records on innovative gardening By the end of the sub strand the learner should be able to

a.       Carry out the gardening practices for vegetables in innovative gardens.

b.       Store photos records on activities carried out on innovative gardening.

c.       Show responsibility in growing crops In innovative gardens at home and school

How can we care for innovative vegetable gardens?

 

How are vegetables harvested?

–          In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest.

–          Learners to make pictorial presentations on the various milestones of the innovative garden

projects.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.96

·         MTP Agriculture Grade 5 TG. Pg. 141-142

·         Oral questions

·         Written quizzes

·         Observation

·

 
  2   Determinin g the right stage of harvesting vegetables By the end of the sub strand

the learner should be able to

a.       Determine the appropriate age for harvesting vegetables from the vegetable gardens

b.       Harvest vegetables from innovative gardens.

How can we care

for innovative vegetable gardens?

 

How are vegetables harvested?

–     In groups, learners

harvest vegetables from innovative gardens.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.97-98

·         Oral questions

·         Written quizzes

·         Observation

·

 

 

        c.   Show responsibility in growing crops In innovative gardens at

home and school

    ·         MTP Agriculture Grade 5 TG. Pg. 142-145    
  3   Determinin g the right stage of harvesting vegetables By the end of the sub strand the learner should be able to

a.       Determine the appropriate age for harvesting vegetables from the vegetable gardens

b.       Harvest vegetables from innovative gardens.

c.       Show responsibility in growing crops In

innovative gardens at home and school

How can we care for innovative vegetable gardens?

 

How are vegetables harvested?

–     In groups, learners harvest vegetables from innovative gardens.

·         Pictures

·         Photos

·         Realia

·         Digital devices

·         Video clips

·         MTP Agriculture Grade 5 Leaners Bk. Pg.97-98

·         MTP Agriculture Grade 5 TG. Pg. 142-145

 

·         Oral questions

·         Written quizzes

·         Observation

·

 

 

 

 

 

 

 

 

 

 

Grade 4 Free Termly Assessment Exams, Notes & Schemes of Work Downloads

Grade 4 Free Termly Assessment Exams, Notes & Schemes of Work

 

HISTORY FORM 3 END TERM EXAMS PLUS ANSWERS IN PDF

ULTIMATE ACHIEVERS ACADEMY

Name___________________________________________________AdmNo:_____________

Date____________________Sign_______________

END OF TERM  EXAMINATION 

FORM THREE

HISTORY

TIME: 2 HOURS 30 MINUTES

INSTRUCTIONS:

  1. This paper consists of three sections: A, B, and
  2. Answer all the questions in section A, three questions in section B and two questions from section C.
  3. Answers to all questions should be written in the answer booklet provided.
SECTION QUESTIONS SCORE
A 1- 17
B 18
19
20
21
C 22
23
24
  TOTAL

 

SECTION A                                                                                                               (25 MARKS) 

Answer all questions in this section

  1. Give one aspect of History. (1 mk)
  2. State two limitations of Anthropology as a source of information on history and government. (2 mks)
  3. Give the main reason why the Nilotic speakers are classified into three groups? (1 mk)
  4. Give one political role of NjuriNcheke among the Ameru in pre-colonial Kenya? (1mk)
  5. Which of the pithecines or hominids was also known as proconsul man? (1 mk)
  6. State one theory that explains the development of crop growing and animal rearing? (1 mk)
  7. Name the family that ruled island of Lamu in the 19th century (1mk)
  8. What are the advantages of using metal over stone as a material for making tools? (2 mks)
  9. Give the meaning of the term citizenship? (1 mk)
  10. State two economic factors that limit national unity? (2 mks)
  11. Identify two characteristics of a good constitution? (2 mks)
  12. Identify the historical period when oral tradition was the main source of information?  (1 mk)
  13. Give two ways through which the early man obtained food? (2 mks)
  14. What was the main contribution of Alexander Graham Bell in the field of communication? (1mk)
  15. Identify two reasons why early urban centres in Ancient Egypt developed in the Nile valley. (2 mks)
  16. Give two strategic factors that led to the scramble for colonies in Africa? (2 mks)
  17. List two independent schools during colonial period? (2 mks)

SECTION B

  1. (a) State any three factors that can lead to revocation of citizenship? (3 mks)

(b) Describe the factors that have undermined government efforts to promote national unity?  (12 mks)

  1. (a) Identify three uses of bronze in the ancient kingdom of Benin? (3 mks)

(b) Explain six factors that led to the emergence of Japan as an industrial power after 1860s?  (12 mks)

  1. (a) What led to the outbreak of the Chimurenga war? (5 mks)

(b) Explain five factors that enabled Samori to resist the whites for long?  (10 mks)

  1. (a) Give three main features of Barter trade? (3 mks)

(b) Explain six factors that led to the development of Trans-Atlantic trade?  (12 mks)

SECTION C

Answer any two questions from this section.

  1. (a) Mention five demerits of democracy? (5 mks)

(b) Explain five functions of Kenyan constitution (10 mks)

 

  1. (a) State five measures taken by the colonial government to ensure that Africans provided labour in the settler farms? (5 mks)

(b) Explain five consequences of colonial land polices in Kenya?  (10 mks)

  1. (a) State three reasons why it took long for Mozambique to achieve independence from Portugal? (3 mks)

(b) Explain six challenges faced by FRELIMO in the struggle for independence in Mozambique?  (12 mks)



END  TERM EXAMS

FORM THREE HISTORY

 MARKING SCHEME.

SECTION A:  (25 MKS)

  1. Give one aspect of History.  (1 mk)
  • Economic aspect
  • Political aspect
  • Social aspect

 

  1. State two limitations of Anthropology as a source of information on history and government.  (2 mks)
  • Expensive – the historian has to live among the community.
  • The researcher may get carried away and interfere with the study
  • It is time consuming
  • People may behave differently in the presence of a researcher leading to distorted information.                            Any 2 x 1 = 2 mks)

 

  1. Give the main reason why the Nilotic speakers are classified into three groups?  (1 mk)
  • The areas in which they settled.                                    (1 x 1 = 1 mk)
  1. Give one political role of Njuri Ncheke among the Ameru in pre-colonial Kenya? (1 mk)
  • Disciplining errant warriors
  • Making laws.

 

  1. Which of the pithecines of hominids was also known as proconsul man?  (1 mk)
  • Dry opithecus africanus                                   (1 x 1 = 1 mk)

 

  1. State one theory that explains the development of crop growing and animal rearing?  (1 mk)
  • One are theory / It developed among a single group of people and spread to the rest of the world/ diffusion theory.
  • Independent theory/developed independently and spread independently in different areas. (1×1=1mk)
  1. Name the family that ruled island of Lamu in the 19th century
  • Nabahan family (1×1=1mk)

 

  1. What are the advantages of using metal over stone as a material for making tools?  (2 mks)
  • Metal tools do not break easily.
  • Metals can be smelted and be rensed.
  • Metals cutting edge can be sharpened
  • Molten metal’s can be cast into various shapes with patters and designs on them.                                                                                     (2 x 1 = 2 mks)
  1. Give the meaning of the term citizenship?  (1 mk)
  • Legal right of belonging to a state. (1 x 1)
  1. State two economic factors that limit national unity?  (2 mks)
  • Corruption
  • Poverty
  • Unfair distribution of resources.

(Any 2 x 1 = 2 mks)

 

  1. Identify two characteristics of a good constitution?  (2 mks)
  • Clarity
  • Flexibility
  • Amendment shoulder be spelt out
  • Comprehensiveness
  • Availing the bill of rights.

(Any 2 x 1 = 2 mks)

 

  1. Identify the historical period when oral tradition was the main source of information?
  • Pre-history

 

  1. Give two ways through which the early man obtained food?
  • Hunting
  • Gathering
  • Fishing
  • Growing crops
  • Livestock keeping (any 2 x 1  = 2 mks)

 

  1. What was the main contribution of Alexander Graham Bell in the field of communication?
  • He invented the telephone                    (1 x 1 = 1 mk)

 

  1. Identify two reasons why early urban centres in Ancient Egypt developed in the Nile valley.  (2 mks)
  • Availability of water
  • Availability of food as a result of agriculture
  • Availability of a means of transport from the river Nile. ( any 2 x 1 = 2 mks)

 

  1. Give two strategic factors that led to the scramble for colonies in Africa?  (2 mks)
  • Egyptian question
  • French activities in congo and West Africa
  • The activities of King Leopold (II) of Belgium. ((any 2 x 1  =  2 mks)

 

  1. List two independent schools during colonial period?  (2 mks)
  • Kikuyu independent school association (KISA)
  • Kikuyu karing’a education association. (KKEA)

(2 x1)  = 2 mks)

SECTION B

  1. (a) State any three factors that can lead to revocation of citizenship?  (3 mks)
  • If prove that registration was acquired fraudulently.
  • If one gives secret information about Kenya especially during war.
  • If one is sentenced during war
  • If one is sentenced to a period of 3 years of more within five years from the time of registration
  • If one is convicted of treason or any other offense within 7 years of registration.

(Any 3 x 1 = 3 mks)

 

(b) Describe the factors that have undermined government efforts to promote national unity?  (12 mks)

  • Ethnicity
  • Political differences
  • Religious differences
  • Corrupt practices
  • Economic disparities
  • International propa gauda against the country
  • Poorly developed transport facilitated which hinder interactions between people.
  • Formation of tribal association and militia groups.

 

 

  1. (a) Identify three uses of bronze in the ancient kingdom of Benin?  (3 mks)
  • Making weapons e.g. shields, spears, arrowheads, swords, daggers.
  • Making sculptures and decorations egg masks, statues, armaments
  • Making utensils e.g knives, pens
  • Store of wealth in Benin.
  • Making shields, tools and chariots. (Any 3  x 1 = 3 mks)

 

(b) Explain six factors that led to the emergence of Japan as an industrial power after 1860s?  (12 mks)

(i) Hardworking and enterprising citizens.

(ii) Long period of political stability  especially after the 2nd World War.

  • High quality goods that have a wide market in Africa , USA and Europe.
  • A highly developed renewable hydro-electric power
  • Availability of skilled and unskilled labour.
  • Existing industrial base was not fully destroyed during the world War (II) and destroyed during the  world war (II) and that formed an industrial base in the psot war 
  • She had a small percentage of suitable agricultural land and so industrialization the only alternative to improve her economy.
  • An open investment policy which encouraged the west to invest.

(any 6 x 2 = 12 mks)

  1. (a) What led to the outbreak of the Chimurenga war?  (5 mks)
  • British took Ndebele animals
  • British took Shona’s and recruited the Ndebele
  • Overtaxing them
  • Forced labour on the Ndebele
  • Dismissing their traditional authority
  • Destroyed their regiments.                    (any 5 x 1 = 5 mks)

 

(b) Explain five factors that enabled Samori to resist the whites for long?  (10 mks)

  • Had a strong army
  • He was a trained solder
  • Had fought Jihand wars.
  • Unity using islam
  • Wealth from his bure mines
  • Had gunsmiths who made guns
  • The scorched earth policy. (any 5 x 2 = 10 mks)

 

  1. (a) Give three main features of Barter trade?  (3 mks)
  • Double coincidence of goods/wants
  • Direct swooping of goods
  • No specific medium of exchange
  • No specific medium of exchange
  • Trade was conducted on mutual understanding
  • Lack of a common language/silent trade (3 x 1 = 3 mks)

 

(b) Explain six factors that led to the development of Trans-Atlantic trade?  (12 mks)

  • European nations had trade links with west Africa earlier before the trans-atlantic trade.
  • Introduction of firearms in West Africa made it easier to raid for slaves.
  • Increased demand for slaves to work in plantations and mines
  • Increased supply of slaves
  • African chiefs had developed a taste for European goods
  • Increased demand for raw materials by European industries.
  • Improved ship-building technology led to building of large ships with a greater capacity for slaves.
  • The trade has very profitable to the merchants which encouraged them to re-invest

(any 6 x 2 = 12 mks)

SECTION C.   (30 MARKS)

  1. (a) Mention five demerits of democracy?
  • It promotes dictatorship of the majority over the minority
  • It promotes class struggle
  • It encourages corruption eg. Vote buying
  • It is slow and wasteful.
  • It is a rule by the elected minority mainly the rich in Kenya who exercise power on the poor (ignorant masses)
  • Those elected lack Moral values e.g. use money to keep their positions
  • Sometimes incompetent leaders gain power due to poor decision by the ignorant people. (any  5 x 1  =  5 mks)

 

(b) Explain five functions of Kenyan constitution

  • Serves as a national document and provides guidelines to other national documents e.g the Kenyan gazette.
  • Provides the rights and freedom of citizens
  • Establishment of Justice (laws) which are fair to all and carried without fair to all and carried without fear or labour.
  • Gives citizens a fair chance of choosing their leaders.
  • Protects minority groups from unfair treatments by majority.
  • Guides on the conduct of individual
  • It sets up the government, tells about its structure
  • Contains a set of rules used to govern the country
  • States powers and duties of various branches of government
  • g. legislature, executive.

(Any 5 x 2  =  2 mks)

  1. (a) State  five measures taken by the colonial government to ensure that Africans provided labour in the settler farms?
  • Taxation introduced
  • Enacting laws that forced African to work
  • Low wages to keep them working throughout
  • Forced recruitment
  • Creation of reserves
  • Introduction of the kipande system
  • Introduction of squatter system – for them to stay in land that they provided labour
  • Forbidden from growing cash-crops

(any 5 x 1  = 5 mks)

 

(b)        Explain five consequences of colonial land polices in Kenya?  (10 mks)

  • Loss of land by the Africans
  • Brought to end of widespread migrations and settlements by the Africans
  • Africans settled in the reserves
  • Brought suffering, poverty and misery among Africans because reserves were congested
  • Interfered with African economic activity
  • Introduction of individual private land ownership
  • Condemned Africans to forced labour. (any 5 x 2 = 10 mks)

 

  1. (a) State three reasons why it took long for Mozambique to achieve independence from Portugal?
  • Portugal was a poor country and was reluctant to part with the economic wealth of Mozambique.
  • Portugal was ruled by kings who had not regard for human rights
  • Portugal regarded Mozambique as one of her provinces and not a colony
  • Portugal had succeeded in suppressing revolts by Africans before nationalism took root in Mozambique.
  • Lack of unity among the Africans
  • Illiteracy among the Africans in Mozambique. (any 3 x 1 = 3 mks)

 

(b) Explain six challenges faced by FRELIMO in the struggle for independence in Mozambique?  (12 mks)

  • The west European countries did not support them.
  • The catholic church viewed it negatively as a terrorist organization which made Africans catholics reluctant to support it.
  • Assassination of Eduardo on third February 1969 was a set back to the struggle.
  • Severe food shortage, clothes, medicine when the war started.  The peasants migrated to areas where supplies were available hence withdrawing their support
  • Internal division, competition and rivalry within FRELIMO because of ideological differences and selfish ambition among the leaders.
  • It was difficult ot keep the Africans united as they were from different tribes
  • Portuguese got support from South Africa and Southern Rhodesia to fight the nationalists in Mozambique.
  • Competition from rival guerrilla movements. E.g revolutionary committee of Mozambique

(any 6 x 2  = 12 mks)

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ENGLISH PP2 FORM 4 JOINT EXAM WITH ANSWERS

Name…………………………….…….……………………………….. Adm  No: …………………………

School …………………………………………………………Candidate’s Signature …………..…………                                                                                                                                     

                                                                                                                                  Date…….………………

101/2

ENGLISH form 4

PAPER 2

(COMPREHENSION, LITERARY APPLICATION AND  GRAMMER)

 

INSTRUCTIONS TO CANDIDATES

  • Write your name and Admission number in the spaces provided above
  • Sign and write the date of examination in the spaces provided.
  • Answer all the questions in the spaces provided.
  • All working must be clearly shown where necessary.
  • This paper consists of 9 printed pages.
  • Candidates should check to ascertain that all pages are printed as indicated and that no questions are missing

 

For Examiner’s Use Only

Question Maximum score Candidate’s score
1 20  
2 25  
3 20  
4 15  
Total score 80  

 

  1. Read the passage below and then answer the questions that follow.

 

The insect is not a blind automation. There is a ray of conscious thought running through its whole life. This view will meet opposition: to some people, the insect is a machine without emotion; to others, it is just a shade over the mechanical, process of something called `discernment,’ but without the slightest gleam of reason.

Ants, however, show great intelligence as excavators. The ordinary plan of excavation is for ants to carry out earth and throw it outside the nest. There is nothing particular to note about it; all the ants engaged at the task behave in the same way. But one day I noticed a deviation. Some ants had made a nest on the side of a bank. The ejected earth ran down from it in a shoot, like a landslide on the face of a hill. The shoot was very steep and crumbling, and as each ant carried out its load it slipped on the loose material and tumbled down to the bottom of the slope. The ants, however, refused to be defeated. After some days of slipping and falling they managed to devise an ingenious plan for surmounting the serious difficulty. They assigned to one particular ant the duty of consolidating and hardening the ground. This ant set about collecting pebbles which it found near the base of the shoot. These pebbles it carried up the shoot and then spread them out in the form of a platform at the very top; just outside the mouth of the nest.

 

This was tremendous labour for one ant. The carrying of the pebbles up the slippery slope was a task that lasted several days. It required the entire labourer’s strength, and caused it innumerable falls. It was interesting to see selection at work. The ant never took the first pebble that offered. Several were examined, picked up and tested, until one was found that fitted the job. Moreover, it did not place its pebbles in a haphazard way: it carefully found a suitable spot for fitting of each load. The final result was a platform of pebbles on which the excavators walked easily, and no more of them fell down the slope.

 

Can we deny intelligence to this? Is this the action of automation, a thing that works blindly like a machine? No. intelligence runs all through the act. There is divergence from the accustomed habits; there is choice in the selection of pebbles; there is design in the making of the platform; there is the end in view, and one very much to the advantage of the ants. It was not instinct but reason at work.

I can no more deny intelligence to this ant than I can to a man who builds a parapet to prevent people from tumbling down a hill.

 

                                                                                                            

Questions

 

(a) Why does the writer believe that the insect is not a blind automation?                                         (2marks)

 

 

(b) Identify and illustrate the figure of speech used in the second paragraph.                                     (2marks)

 

 

 

 

 

(c) How did the ants overcome the problem of tumbling down the slope?                                          (2marks)

 

 

 

 

(d) State how this problem was solved.                                                                                                 (3marks)

 

 

 

 

 

(e) Make notes on the procedure followed by the particular ant in making the platform. (6marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(f) Why was there a divergence from accustomed actions of  the  ant?                                          (2marks)

 

 

 

 

 

(g) Explain the meaning of the following as used in the passage                                                         (3marks)

(i) Automation

 

(ii) Surmounting

 

(iii) Parapet

 

Q2. Read the excerpt below and answer the questions that follow:

Mrs. Linde:                        Is Doctor Rank a man of means?

Nora:                                     Yes, he is.

Mrs. Linde:                        And has no one to provide for?

Nora:                                     No, no one; but-

Mrs. Linde:                        And comes here   every day?

Nora:                                     Yes, I told you so.

Mrs. Linde:                        But how can this well –bred man be so tactless?

Nora:                                     I don’t understand you at all

Mrs. Linde:                        Don’t prevaricate, Nora. Do you suppose I don’t guess who lent you the two hundred and Fifty pounds?

Nora:                                     Are you out of your senses? How can you think of such a thing! A friend of ours who comes here every day! Do you realize what a horribly painful position that would be?

Mrs. Linde:                        Then it really isn’t he?

Nora:                                     No, certainly not. It would never have entered into my head for a moment. Besides, he had no money to lend then; he came into his money afterwards.

Mrs. Linde:                        Well, I think that was lucky for you, my dear Nora.

Nora:                                     No, it would never have come into my head to ask Doctor Rank. Although I am quite sure that if I had asked him-

Mrs. Linde:                        But of course you won’t.

Nora:                                     Of course not. I have no reason to think it could possibly be necessary. But I am quite sure that if I told Doctor Rank-

Mrs. Linde:                        Behind your husband’s back?

Nora:                                     I must make an end of it with the other one, and that will be behind his back too. I must make an end of it with him.

Mrs. Linde:                        Yes, that is what I told you yesterday, but –

Nora:                                     (walking up and down) A man can put a thing like that straight much easier than a woman –

Mrs. Linde:                        One’s husband, yes.

Nora:                                     Nonsense! (Standing still) When you pay off a debt you get your bond back, don’t you?

Mrs. Linde:                        Yes, as a matter of course.

Nora:                                     And can tear it into a hundred thousand pieces, and burn it up- the nasty dirty paper!

Mrs. Linde:                        (looks hard at her, lays down her sewing and gets up slowly) Nora, you are concealing something from me

Nora:                                     Do I look as if I were?

Mrs. Linde:                        Something has happened to you since yesterday morning. Nora, what is it?

Questions

  1. What happens immediately after this excerpt?  (3marks)

 

 

 

  1. Discuss any two issues brought out in this excerpt                                                     (4 marks)

 

 

 

  1. How is Mrs. Linde depicted in this extract? (4 marks)

 

  1. MRS LINDE: Don’t prevaricate, Nora. Do  you  suppose  I don’t  guess who  lent  you the two hundred

and    fifty  pounds?

Identify and  explain  stylistic  device used  in  the above  speech.                                      (4mks)

 

 

 

 

  1. Because you do as your husband wishes. Add a question tag.                                   (1 mark)

 

 

  1. Why does Nora refer to the bond as “the nasty dirty paper!”? (2 marks)

 

 

  1. From the play , Helmer is hardworking. How does   this  character trait  complicate  the  drama?                                                                                                                                                                                                    (3  marks)

 

 

  1. Give the meaning of the following  (4 marks)
  2. i) A man of means
  3. ii) Prevaricate

iii) Horribly

  1. iv) Concealing

 

  1. Read the poem below and then answer the questions. (20mks)

 

BACK HOME

And one day I went back home:

Back home to the old homestead

With a ring of old huts

Surrounding a wide compound:

 

Swept clean for children to play

And yell and laugh and cry.

I walked briskly, thinking of home

Smoke rising from the huts

Filtered through the thatched roofs:

 

Dripping wet after a shower of rain;

Moist ground in the compound,

Grandpa sitting on his stool

and sipping from his gourd;

Birds singing in the mango tree:

 

And then finally I reached home:

The air heavy with silence

Huts, down in dry heaps of dilapidation

Shoots of scorched elephant grass:

Growing piously in the compound:

 

A carpet of mango leaves

Falling on the mound of earth

Under which was buried but the tip

Yes, only the tip of grandpa’s walking staff

Could be seen peeping from under the earth:

 

Pointing down to where the owner lay;

The lasting indication

Of his inability to talk again

Except by echoes of silence

Telling me I went back too late:

Jwani Mwaikusa.

 

 

Questions

(a) Describe the setting in this poem.                                                                                                   (2 marks)

 

 

 

 

(b) Who is the persona in the poem?                                                                                                    (2 marks)

 

 

 

 

(c) Where is grandpa? Give reasons for your answer.                                                                         (2 marks)

 

 

 

 

(d) What is the effect of the alliteration in line 17?                                                                             (2 marks)

 

 

 

(e) Giving two examples, show the effect of contrast as used by the poet.                                         (4 marks)

 

 

 

 

 

(f) Identify and illustrate the two different moods prevailing in this poem.                                                   (4 marks)

 

 

 

 

 

 

 

 

 

 

(g) Explain the meaning of the following lines as used in the poem.                                                  (4 marks)

(i) ‘A carpet of mango leaves

Falling on the mound of earth”

 

 

 

(ii) ‘Of his inability to talk again

Except by echoes of silence”

 

 

 

 

  1. Grammar

(a) Rewrite the following sentences according to the instructions given after each. Do not change the meaning.                                                                                                                           (3 marks)

(i) Should he see you, he would be surprised. (Begin: Were …)

 

 

(ii) He awoke. He found the house on fire. (Join into a single sentence without using and)

 

 

 

(iii) I don’t know how you tolerated him for so long. (Use ‘put’ instead of ‘tolerated’)

 

 

 

(b) Fill in the blank spaces with appropriate prepositions.                                                              (3 marks)

(i) Harambee Stars was no match …………………………….. the Egyptian team.

(ii) The spectators were up ………………………………  their feet after John scored.

(iii)I ran …………………………………….  my former classmate in town yesterday.

 

(c) Supply one word which means the same as the underlined phrases in the following sentences.                                                                                                                                                        (3 marks)

(i) The meeting was postponed after failing to realise the minimum required number of members.

 

(ii) The telephone rang without stopping.

 

(iii) The lawyer treated all those who required his services with respect.

 

 

(d) Complete each of the following sentences with an appropriate phrasal verb.                       (3 marks)

(i) Lucia was surprised when her guests ………………………… late for the party.

(ii) Abdul noticed how cold it was when he ……………………………….. the plane.

(iii)All the ideas were good, but Otieno ………………………………… the best plan of all.

 

(e) Supply the correct form of the verb in the following sentences.                                               (3 marks)

(i) All but my father ………………………………………… arrived (has/have).

(ii) Both cats  …………………………………….. chasing birds (enjoy/enjoys).

(iii) The Minister as well as the Permanent Secretary and the Speaker of the House ………………………..

present (was/were).




ENGLISH 101/2

ENGLISH FORM 4

MARKING SCHEME

  1. Comprehension

(a)  There is a ray of conscious thought√ 1 running through its whole life.√  1

(b) Simile√ l — The ejected earth ran down from it in a shoot, like a landslide on the face of a hill.√  1

(c) They assigned one particular ant the duty of consolidating√  1 and hardening the ground. √1

(d)  The ant carried pebbles up the shoot√  1 and spread them out in the form of a platform√ l just outside the mouth of the nest.√ l

(e)  It never took the first pebble that offered√ la

Several pebbles were examined√ lb

These were picked up and tested√ lc

Until the one that fitted the job was found√ ld

It did not place its pebbles in a haphazard way√ le

It carefully found a suitable spot for fitting each load √ 1f                           (Any 6 x 1 mark = 6

 

(f) There was selection in the choice of pebbles√ 1mk and there was design in the making of the platform.

√ 1mk

(g) Expressions

(i) automation — use of machines to do work

(ii) surmounting — overcoming/solving

(iii)parapet — a low wall at the edge of a roof/bridge

Q2 EXTRACT

. 1. Torvald comes home√ 1mk. Nora tells Christine to go to the children for Torvald cannot bear dressmaking√ 1mk. Nora manipulatively tells Helmer that she has been missing him√ 1mk. Torvald thinks the dressmaker has been around.√ 1mk

  1. Hypocrisy- Nora does things behind her husbands back.

“I must make an end of it with the other one, and that will be behind his back too”

Friendship.  Nora and Mrs. Linde share intimate feelings. They discuss the riches of Krogstad and other petty things.

  1. Materialistic – enquires so much about Dr. Rank’s riches.

Inquisitive – she  inquires  so  much    from  Nora    the    riches  of  Rank , the  false  admirer  , where   Rank takes  his  money. She thinks Nora was lent money by Rank.

1 mk- for indentification of one mark for illustration ×2 points=4 marks

  1. Dramatic irony√ 1mk

This is where the reader knows something that some of the characters do not know √ 1mk.

Mrs. Linde thinks Rank gave a loan to Nora √ 1mk

‘Let the reader know it is Krogstad who lent money√ mk

 

  1. Because you do as your husband wishes, don’t you?
  2. It gives her the burden of keeping it a secret √ 1mk which is a threat to her marriage. √ mk
  3. He overworks himself and falls ill√ 1mk, Nora borrows money for his treatment√ 1mk, later Krogstad raises issues with the loan √ 1mk
  4. i) A rich   man
  5. ii) evade/deviate/avoid

iii) Terribly

  1. iv) Hiding
  2. Poetry

(a) The setting is in a rural area√ 1   — the persona talks of huts/homestead. √ 1

(b) The persona is a grandson / granddaughter / grandchildl — talks of grandpa. √ 1

(c) Grandpa is dead√1 because we are told that the walking staff was buried under a mound of earth and it

pointed to where the owner lay. √ 1 The staff peeped from under the earth where the owner lay. √ 1

(d) The alliteration is – huts/heaps- down/dry/dilapidation or /h/and /d/.√ 1  The alliteration creates

mood/rhythm/suspense. √ 1

(e) The first three stanzas contrast with the last three.

(i) The memory of children “playing and yelling laughing and crying” is contrasted with “The air heavy

with silence”. The effect of this is to create a sense of foreboding/fear. Showing or warns that

something is amiss/wrong. √2

(ii) “A wide compound swept clean for children to play” is contrasted with “shoots of scorched elephant

grass growing piously in the compound/”a carpet of mango leaves”. Their effect is an indication of

neglect or that something is wrong. √2

(iii) “Smoke rising from the huts” is contrasted with “Huts down in dry heaps of dilapidation”. This

warns of a disaster/danger. √2

(iv) “Grandpa sitting on his stool” is contrasted with “Grandpa lying under the earth” i.e. dead. This

contrast creates atmosphere/mood. √2

Generally each contrast has the effect of changing mood.                     (2 marks each x = 4 marks)

(f) The first mood is foundin the 1st stanza. It is nostalgic. √ l The persona describes the home with fond

memories e.g. children, yelling, laughing and crying or “birds singing in the mango tree”. √l

The second mood is found in the 4” stanza. It is sad/solemn. √l With the death of grandpa the homestead

has collapsed. √l

(g) Lines

(i) “A carpet of mango leaves falling on the mound of earth”, means a great number of leaves falling on

the grave. √2

(ii) “Of his inability to talk again except by echoes of silence”. This emphasises that grandpa is dead and

that the persona will never hear him talk again. √2

  1. Grammar

(a) Sentences

(i) Were he to see you, he would be surprised.

(ii) He awoke to find the house on fire.

(iii) I don’t know how you put up with him for so long.                               (1 mark each x 3 = 3 marks)

(b) Prepositions

(i) for

(ii) on

(iii) into                                                                                              (1 mark each x 3 = 3 marks)

(c) Phrases

(i) quorum

(ii) incessantly

(iii) clients                                                                                          (1 mark each x 3 = 3 marks)

(d) Phrasal verbs

(1) turned up

(ii) got off

(iii)came up with                                                                                 (1 mark each x 3 = 3 marks)

(e) Verb forms

(i) have

(ii) enjoy

(iii)were                                                                                              (1 mark each x 3 = 3 marks)

KISWAHILI FORM 4 SCHEMES OF WORK TERM 1-3

ASILIA

  1. KLB
  2. Mwongozo wa Mwalimu
  3. Oxford
  4. Kamusi
JUMA KIPINDI  

SOMO

 

SHABAHA

 

MBINU

 

VIFAA

 

ASILIA

 

MAONI

1 4-6 KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO
2 5-6 Fasihi

Hadithi fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na lugha

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

3 1 Kusikiliza na kuzungumza

Fasihi simulizi na fasihi andishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuweza kubainisha sifa za fasihi simulizi na fasihi andishi pamoja na tofauti, aidha tanzu zake

 

Majadiliano

Kuuliza na kujibu maswali

 

Jedwali

Utendaji wa wanafunzi

C. Kuhenga

Fasihi simulizi na tamathali za usemi

KLB BK 4 UK 4-19

Chem BK 4 UK 4

2 Isimu Jamii

Maana, lugha na mawasiliano

Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza maana ya isimu jamii, umuhimu wake, maana ya lugha, dhima na uhusiano kati ya mawasiliano na lugha

 

Kujadiliana

Kusikiliza

Kuuliza maswali

 

Vifaa halisi

Picha na michoro

 

I.I Odeon a M. Geoffrey

Fani ya isimu jamii UK 1-8

3 Sarufi

Vivumishi, ngeli za majina na upatanishi wake

Kufika mwisho wa funzo mwanafunzi aweze;

Kuvibainisha vivumishi vya sifa, vionyeshi, idadi na kuvitumia pamoja na ngeli mbalimbali katika sentensi

 

Kuuliza

Kusikiliza

Kujibu maswali

 

Jedwali, kadi zenye vivumishi vya sifa vionyeshi na idadi

 

Chem BK4 UK 102

KLB BK4 UK 26-27

Nkwera: Fasihi na sarufi UK 28

4 Kusoma

Matangazo

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa sauti matangazo kwa ufasaha na utaratibu tofauti

Kuyatofautisha matangazo hayo

 

Kutafuta matangazo mbalimbali

Kubainisha sifa zake

 

Nakala za matangazo ya redio nay a kuandikwa

 

Chem. UK 102

KLB BK4 UK 26

5 Kuandika

Barua rasmi

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua sehemu muhimu za kuzingatia na kuzitilia maanani ili kuweza kutunga barua nzuri ipasavyo

 

Maelezo, kujadiliana na kuandika barua

 

Nakala za barua rasmi

 

Chem. UK 32

KLB BK4 UK 8-15

Mwongozo wa uandishi wa insha

6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti ya hadithi, dhamira, maudhui, lugha na wahusika katika hadithi

 

 

 

Kujadiliana

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

4 1 Kuandika insha ya methali Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha maana bayana na batini, visa katika kubuni insha inavyostahiki

 

Utendaji wa wanafunzi

 

Mifano ya insha za methali

 

Chem. UK 66

KLB BK4 UK 28-29,

16-17

2 Kusikiliza na kuzungumza Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuelewa taarifa, kudondoa mambo muhimu kwa kuzingatia matamshi bora na lugha

 

Utendaji wa wanafunzi

Kuuliza na kujibu maswali

Majadiliano

 

Vifaa halisi

Picha na michoro

 

Tuki: kamusi sanifu

KLB BK4 UK30-32

3 Sarufi

Nomino/jina

Kufika mwisho wa funzo mwanafunzi aweze;

Utambuzi wa aina mbalimbali za nomino, kuzitolea mifano katika sentensi sahihi

 

Kusikiliza

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 5

KLB BK4 UK 32-35

F.V. Nkwera

4 Kusoma kwa mapana

Magazeti

Kufika mwisho wa funzo mwanafunzi aweze;

Kuwa staid katika usomaji

Kuzingatia matamshi bora

Kudondoa hoja za kitaifa na kimataifa na zinazohusiana na janga la ukimwi

 

Majadiliano na usomaji wa magazeti

 

Taifa Leo

Majira

Majarida Ya Kiswahili

Katika maktaba

 

Magazeti ya magktaba

KLB BK4 UK 35-37

5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui na wahusika katika hadithi fupi

 

Kujadiliana

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

5 1 Kuandika

Muhtasari

Kufika mwisho wa funzo mwanafunzi aweze;

Uzingativu wa kanuni za muhtasari

Kudondoa hoja muhimu bila kubadili maana na kuandika muhtasari

 

Kusoma makala

Kudondoa hoja muhimu na kuandika muhtasari

 

Fungu la ufupisho

 

KLB BK4 UK 37-38

Tuki

Kamusi sanifu

2 Kusikiliza na kuzungumza:

Mtandao

Kufika mwisho wa funzo mwanafunzi aweze;

Kuweza kuwasiliana kwa mtandao na kutambua istilahi zinazohusiana na mtandao

 

Majadiliano

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 137

KLB BK4 UK 39-41

Tuki

Kamusi sanifu

3 Sarufi

Vitenzi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuvitanbua na kutaja aina zake na kuweza kuvitungia sentensi

Kutambulisha vitenzi

Kuuliza

Kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 39

KLB BK4 UK 43-46

 

4 Kuandika

Memo

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambulisha aina mbalimbali za meme na kuandika ujumbe kwa kutumia meme

 

Maswali

Majadiliano

Kujibu maswali

 

Tarakilishi

Rununu

Nukilishi

 

Chem. UK 78

KLB BK4 UK 46-50

5 Isimu Jamii

Hadhi na chimbuko la lugha ya Kiswahili

Kufika mwisho wa funzo mwanafunzi aweze;

Kuweza kuelewa hadhi ya lugha ya Kiswahili na chimbuko la lugha hii katika upwa wa pwani ya Afrika mashariki

 

Majadiliano

Kusoma

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 9-21

6 Fasihi

Hadithi fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na matumizi ya lugha

 

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

6 1 Kusikiliza na kuongea

Methali na misemo

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzingatia matamshi sahihi, kuelewa maana, methali zilizo sawa na zenye maaana kinzani

 

Majadiliano

Kuuliza na kujibu maswali

 

Vinasa sauti

Picha na michoro

 

Kamusi ya methali

Kamusi ya misemo

2 Kusoma kwa ufahamu

Haki za binadamu

Kufika mwisho wa funzo mwanafunzi aweze;

Matamshi sahihi, kuelewa maana, msamiati ili kuweza kujibu maswali ipasavyo

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Tuki

Kamusi sanifu

KLB BK4 UK 56-58

3 Sarufi

Viwakilishi

Kufika mwisho wa funzo mwanafunzi aweze;

Aina za viwakilishi zitambulishwe na ziweze kutumika katika umoja na wingi ipasavyo katika mwasiliano

 

Kusikiliza

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 17

KLB BK4 UK 58-60

Oxford BK4 UK

4 Isimu Jamii

Dhana ya lahaja za Kiswahili

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa dhana ya lahaja za Kiswahili, zinakotumika na lafudhi zake ipasavyo

Majadiliano

Kusoma

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 27-32

5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa ipasavyo

 

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

7 1 Kuandika

Tahakiki

Kufika mwisho wa funzo mwanafunzi aweze;

Utambuzi wa vipengele vya tahakiki na kuvitumia ipasavyo katika zoezi la kutahakiki taarifa

 

Kusikiliza

Kuuliza maswali

Kujadiliana

 

Tamthilia

Riwaya

Diwani ya ushairi na hadithi fupi

 

KLB BK4 UK 75-78

Rejea zote

2-3 Fasihi

Hadithi fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui mbinu za kisanaa na wahusika katika hadithi fupi

 

Kujadiliana

Kuuliza

Kujibu maswali baada ya hadithi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

4 Kusikiliza na kuongea

Mafumbo

Kufika mwisho wa funzo mwanafunzi aweze;

Kuimarisha matamshi bora

Kunoa akili

Kumakinika katika ufumbuzi na utatuzi wa matatizo/mafumbo

 

Kushiriki katika ufumbuzi

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 71

KLB BK4 UK 79-81

5 Fasihi simulizi

Lakabu

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzingatia matamshi bora

Kuwa watambuzi na wachunguzi ili kuweza kuunda na kutumia lakabu ipasavyo

 

Kujadiliano

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na bango lenye picha

 

Chem. UK 60

KLB BK4 UK 79-81

6 Kusoma

Viwanda

Kufika mwisho wa funzo mwanafunzi aweze;

Kusomakuimarisha matamshi bora na kuweza kuujua na kuutumia ipasavyo

Kujibu maswali ipasavyo

 

Kusoma

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Tuki

Kamusi sanifu

KLB BK4 UK 84-88

8 1 Sarufi

Viunganishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kuvitambua na kuvitumia kwa usahihi katika mazungumzo na pia kwenye sentensi ipasavyo

 

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi

 

Jedwali

Vifaa halisi

Picha na bango lenye picha

 

F.V Nkwera

Sarufi na Fasihi

Chem. UK 97

KLB BK4 UK 88-89

2 Kusoma

Wavuti

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa matamshi bora

Kutambua maana ya wavuti na istilahi zake na kuzitumia ipasavyo

 

Kusikiliza

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Tuki

Kamusi sanifu

KLB BK4 UK 89-91

3 Kuandika

Simu na Memo

Kufika mwisho wa funzo mwanafunzi aweze;

Kudurusu kuhusu sehemu muhimu za simu, memo na kuzibainisha ili kuweza kudhihirisha matumizi yake ipasavyo katika mtungo

 

Kusikiliza

Kuuliza na kujibu maswali

Kutunga mtungo

 

Vifaa halisi

Picha na bango lenye picha

 

Chem. UK 193

KLB BK4 UK 91-93

Mwongozo wa insha

4 Isimu Jamii

Usanifishaji wa Kiswahili

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa sababu na jinsi Kiswahili kilivyosanifishwa baada ya kumaizi maana ya usanifishaji

Kujadiliana

 

Majadiliano

Kusoma

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 33-37

5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

9 1 Kusikiliza na kuongea

Bungeni

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzingatia matamshi bora

Kustawisha mawasiliano na itifaki, aidha istilahi sahihi za bunge

 

Kusoma kwa sauti

© Education Plus Agencies

Kujadiliana

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Chem. UK 61

KLB BK4 UK 94-97

2 Kusoma

Kumbukumbu za mkutano

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa matamshi bora, kuelewa msamiati, kumudu kuandika kumbukumbu za mkutano ipasavyo

 

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi

 

Nakala za kumbukumbu za mkutano

 

Chem. UK 169

KLB BK4 UK 97-99

3 Sarufi

Vielezi

Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua aina mbalimbali za vielezi na kuvitumia katika sentensi na mawasiliano

 

Kusikiliza

Kuuliza na kujibu maswali

Kufanya zoezi

 

Chati ya vielezi

Utendaji wa wanafunzi

 

Chem. UK 75-76

KLB BK4

UK 100-101

Nkwera 24-26

4-6 LIKIZO FUPI
10 1-2 LIKIZO FUPI
3 Kusoma

Riwaya teule

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuelewa mambo yahusuyo riwaya, kujadili maudhui, kiini, wahusika na mbinu za kisanaa na za lugha

 

Kusoma

Kujadiliana

 

Vitabu vya riwaya (hadithi)

 

Chem. UK 55, 65

KLB BK4 UK 102

4 Isimu Jamii

Maendeleo ya Kiswahili nchini Kenya

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili imepiga nchini Kenya ipasavyo

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 38-51

5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

11 1 Sarufi

Vihusishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha aina mbalimbali za vihusishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano

 

Kusikiliza

Kutunga sentensi

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 108

KLB BK4 UK 110

2 Sarufi

Vivumishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha aina mbalimbali za vivumishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano

 

Kusikiliza

Kutunga sentensi

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 108

KLB BK4 UK 110

3 Isimi Jamii

Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 52-58

4 Isimi Jamii

Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 52-58

5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

12 1 Kusoma

Mashairi huru

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha tofauti ya mashairi, arudhi na huru

Kuyachambua bila utatanishi

 

Kukariri shairi

Kusikiliza

Kuuliza na kujibu maswali

 

Makala ya majarida ya kiswahili

 

Chem. UK 113, 173

KLB BK4 UK 114

Tuki: Kamusi sanifu

2 Kuandika

Utungaji wa kisanii

Kufika mwisho wa funzo mwanafunzi aweze;

Kuzingatia kanuni za utunzi wa mashairi huru na kuweza kutunga mashairi mazuri

Kusikiliza

Kuuliza maswali

Kuweza kutunga mashairi mazuri yaliyo na maudhui

 

Mifano ya mashairi huru

 

Chem. UK 173

KLB BK4 UK 114

Mwongozo wa utunzi

3 Sarufi

Vihisishi

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha aina mbalimbali za vihisishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano

 

Kusikiliza

Kutunga sentensi

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. UK 213

KLB BK4

UK 110-111

Nkwera

4 Kusikiliza na kuzungumza

Mjadala

Kufika mwisho wa funzo mwanafunzi aweze;

Mada ya mjadala

Kuigiza mazungumzo na kuweza kuwasilisha hoja kwa ufasaha

 

Kujadiliana na kuelekezwa

 

Chati

Mchoro na picha

 

KLB BK4

UK 115-117

5-6 Fasihi

Hadithi Fupi

Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Mayai Waziri wa Maradhi na hadithi nyingine

13 1 Kusoma

Utandawazi

Kufika mwisho wa funzo mwanafunzi aweze;

Kukuza ustadi wa kuso,a kwa ufasaha

Kujadili msamiati na kuutumia katika sentensi

 

Kusikiliza

Kuuliza na kujibu maswali

 

Ramani ya ulimwengu

Michoro na picha

 

Chem. UK 160

KLB BK4

UK 117-119

Tuki: Kamusi sanifu

2 Sarufi

Mwingiliano wa maneno

Kufika mwisho wa funzo mwanafunzi aweze;

Kuyatambua maneno/istilahi ziundazo sentensi na kuzitumia ipasavyo kwa ufasaha

 

Kuitunga sentensi

Kuuliza na kujibu maswali

Kufanya zoezi

 

Chati na michoro

 

KLB BK4 UK 76-77

3 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kuelewa na kushiriki katika kutoa mchango/hoja za kujibu swali lolote katika nyanja yoyote ya fasihi

Kujadiliana

Kuuliza na kujibu maswali

Kushiriki kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Maswali ya kudurusu ya riwaya, tamthilia, ushairi na hadithi fupi

4 Ushairi

Bahari/aina za ushairi

Kufika mwisho wa funzo mwanafunzi aweze;

Kudfurusu kwa kukumbuka na kutaja ainana sifa za bahari hizi za ushairi

Kuchambua ushairi ipasavyo na kutambulisha bahari yake

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Mashairi

 

E. Kezilahabi

Kunga za Ushairi

Malenga wa Ziwa kuu

5-6 Isimu Jamii

Changamoto zinazokabili Kiswahili nchini na mikakati ya kuimarisha

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha mikakati inayokikabili Kiswahili kwa sasa nchini Kenya

Kujadiliana na pia kubainisha mikakati ya kuzitatua

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 52-55

14 1 Kusikiliza na kuzungumza

Matamshi bora (kudurusu)

Kufika mwisho wa funzo mwanafunzi aweze;

Kutamka irabu na konsonanti vizuri ipasavyo na kuweza kuzitambulisha

Kutamka

Kusikiliza

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. BK1 UK 3-8

KLB BK1 UK 16

Oxford BK1 UK 1-3

2 Kusikiliza na kuzungumza

Matamshi bora (kudurusu)

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha ala za kutamkia, irabu zinakotamkwa hali kadhalika konsonanti

Kutambulisha aina za konsonandi

 

 

Kutunga sentensi sahihi

 

Vifaa halisi

Picha na michoro

 

Chem. BK1 UK 3-8

KLB BK1 UK 16

Oxford BK1 UK 1-3

3 Sarufi

Kuakifisha

(kudurusu)

Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha alama za kuakifisha na kuweza kuzitumia ipasavyo katika maandishi

 

Kusikiliza

Kujadiliana

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Chem. BK1 UK 20,37,69,92,131,138,

180,196

KLB BK1 UK 22-23

4 Isimu Jamii

Sajili katika muktadha isiyo rasmi

Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza na kuelewa

Kubainisha sajili na sifa za lugha ya nyumbani, hospitali,  sokoni, mkahawani na mazungumzo ya kawaida

 

Majadiliano

Kuuliza na kujibu maswali

 

Vifaa halisi

Picha na michoro

 

Odeo I.I na Maina C.

Fani ya Isimu Jamii UK 88-92

5-6 Fasihi

Kudurusu

Kufika mwisho wa funzo mwanafunzi aweze;

Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa

 

Kujadiliana

Kuuliza na kujibu maswali

Kufanya zoezi

 

Vifaa halisi

Picha na michoro

 

Rejea zote za fasihi

15 MITIHANI

CATHODE RAYS AND CATHODE RAY TUBE REVISION QUESTIONS

CATHODE RAYS AND CATHODE RAY TUBE

  1. State two differences between the cathode ray tube (CRT) of a T.V and the cathode ray oscilloscope (CRO)
  2. Distinguish between a photon and a quantum.
  3. How does the energy of ultra violet light compare to that of yellow light given that the energy E of a wave frequency f, is given by E = hf, where h is plank’s constant?
  4. A photon has energy of 5×10-19 Calculate the wavelength associated with this photon.
  5. The control grid in a cathode Ray Oscilloscope (CRO) is used to control brightness of the beam on the screen. How is this achieved?
  6. a) Figure 14 shows the features of a cathode ray tube.

 

  1. i) Name the parts labelled A and B.
  2. ii) Explain how the electrons are produced in tube.

iii)       State two functions of the anodes.

  1. iv) At what part of the cathode ray tube would the time base be connected?
  2. v) Why is a vacuum created in the tube?
  3. vi) The potential between the anode and the cathode of an x-ray tube is 80kV. Calculate:
  4. the energy of an electron accelerated in the tube
  5. the velocity of an electron in the tube. (take electron charge e = 1.6 x 10-19C and mass of an electron = 9.11 x 10-31 kg
  6. b) The graph in Figure 15 was obtained on a cathode ray oscilloscope (CRO) screen when the output of an a.c generator was connected to the input of the CRO. The time-base calibration of the CRP was set at 20 milliseconds per centimeter and the y- gain at 5 volts per centimeter.

 

  1. i) Determine the pick voltage of the generator.
  2. ii) Determine the frequency of the voltage.

iii)       On the same grid, redraw the graph for the same voltage when the time base calibration is set at 40 milliseconds per centimeter and the 7-gain at 10volts per centimeter. (Show at least one complete cycle)

 

  1. Sketch the picture seen on the screen of a cathode ray oscilloscope when the oscilloscope is adjusted so that the spot is in the middle of the screen and the output terminals from a transformer connected to the mains are connected across the Y-plates.
  2. The diagram shows the screen of a cathode ray tube, and behind it the position of the X and y plates which deflect the electron beam. The beam forms a spot on the screen.

 

  1. a) Draw a labelled diagram showing a side view of the cathode ray tube.
  2. b) How is the brightness of the spot controlled?
  3. c) The “X-shift” control on the front of the cathode ray oscilloscope moves the spot sideways on the screen. What kind of voltage direct, alternating or zero) does it apply to:
  4. i) The X plates
  5. ii) The Y plates

 

The ‘time–base’ voltage normally applied to the X-plates in a RCO varies with

time as shown.

  1. i) Describe the motion of the spot when the time-base is on.

 

  1. ii) Illustrate on the diagram above what is seen on the screen if an alternating voltage is applied to the Y-plates with the time-base on.

State two uses of the CRO.

  1. The control grid in a cathode ray oscilloscope (CRO) is used to control the brightness of the beam on the screen. Explain how this is achieved.
  2. State and explain three uses of main parts of a CRT in an oscilloscope.
  3. The figure shows the main features of cathode ray oscilloscope (C.R.O).

 

 

 

(a) (i) Name the parts labelled A and B.

(ii) State the function of B and briefly outline how it works.

(iii) State two function of the anodes.

  • The output of an a.c generator was connected to the input of the cathode ray oscilloscope whose time base setting was 5 milliseconds per centimeter and the y-gain at 10 volts per centimeter, the figure below shows the waveform displayed on the screen of the C.R.O.

 

 

 

 

 

 

 

 

 

 

 

 

 

Determine

(i) The peak voltage of the generator.

(ii) The frequency of the voltage.

  1. (a) The figure below shows the cathode ray oscilloscope.

 

 

 

 

 

 

 

 

 

 

  • Name the parts labeled: A ,B,C and D
  • Describe how the electrons are produced in the tube.
  • State and explain the functions of the parts A, B and D
  • State and explain what will be observed on the screen if an a.c voltage is connected across the y-plates
  • State how the deflection system of a television set differs from that of a CRO
  • Give reasons why it is possible to have a wider screen on the television than on the CRO
  • State one use of a CRO
  • State and explain the functions of the high voltage between the cathode and the anode in the tube of x-ray tube.
  • State one similarity and one difference between the cathode rays and x-rays

 

  • What are (i) the frequency and (ii) the amplitude of the signal shown in the figure below?

Time base = 50us cm-1

  1. Frequency:
  2. Amplitude:

 

 

 

 

 

 

 

 

  • Name
    • A suitable substance for coating inside the screen.
    • Give two uses of a C.R.O.
  1. The figure below shows a simple cathode ray tube.
  • Explain how the electrons are produced in the tube.
  • State one function of the anode.
  • At what part of the cathode ray tube would the time base be connected? )
  • Why is a vacuum created in the tube?
  1. Figure 13 shows a simple cathode ray tube with only the Y-plate deflectors.

 

 

 

 

 

 

 

 

(a)  State the effect on the fluorescent spot if:

(i)  Temperature of the filament of the electron gun is raised.

(ii)  The deflector plate Y1 was positively charged while Y2 was negatively charged.

(b)             X-rays are produced when cathode rays are suddenly stopped in an x-ray tube. State how you would increase:

(i)  The intensity of x-rays produced.

(ii) The energy (strength) of X-rays produced

  • Electrons are emitted from a metal surface when illuminated with suitable electromagnetic radiation. A graph of frequency (f) of radiation against maximum kinetic energy (K.E) of photoelectrons is shown.

 

 

 

 

 

 

 

 

 

 

 

 

 

Determine from the graph:

(i)   The threshold frequency.

(ii)  The work function of the metal.

(iii) The Plank’s constant.

(d)             Ultra-violet radiation is directed onto the zinc plate of a positively charged electroscope.

State and explain the observations made on the divergence of the leaf of the electroscope.

 

 

 

 

 

 

 

 

 

 

  1. The control grids in a cathode Ray Oscilloscope (CRO) is used to control the brightness of the beam on the screen. How is this achieved?
  2. State two differences between the cathode ray tube (CRT) of a TV and the cathode ray
  3. A narrow beam of electrons in a cathode ray oscilloscope (CRO) strike the screen producing a spot. State what is observed on the screen if a low frequency a.c source is connected across the y-input of the CRO
  4. (a) Figure 1 shows the features of a cathode ray tube

(i) Name the parts labeled A and B.

(ii) Explain how the electrons are produced in the tube.

(iii) State two functions of the anodes.

(iv) At what part of the cathode ray tube would the time be connected?

(v) Why is a vacuum created in the tube?

  1. The graph in figure 2 was obtained on a cathode ray oscilloscope (CRO) screen when the output of an a.c generator was connected to the input of the CRO. The time- base calibration of the CRO was set at 20 milliseconds per centimeter and the y- gain at 5 volts centimeter.

(i) Determine the pick voltage of the generator.

(ii) Determine the frequency of the voltage.

On the same grid, redraw the graph for the same voltage when the time base calibration is set at 40 milliseconds per centimeter and y- gain at 10 volts per centimeter. (Show at least one complete cycle)

  1. Figure below shows the main features of a cathode ray oscilloscope (CRO)

 

 

 

(i)        Name the parts labeled B and N.

B…………………………

N…………………………

(ii)       Explain how electrons are produced in the tube.

(iii)      When using the CRO to display waveforms of voltages, state where the following should be connected:-

  1. The voltage to be displayed on the screen.
  2. The time base voltage.
  3. The figure 10 shows the waveform of voltage displayed on the screen of a CRO. The y- gain calibration was 5v per cm.

 

 

(I)        Determine the peak to peak voltage of the y- input.

(II)       Sketch on the same figure the appearance of the waveform after the voltage of the input signal I halved and its frequency is double

  1. a) The figure below shows the features of a cathode ray tube
  2. i) Name the parts labeled A and B.

A         ……………………

B         ……………………

  1. ii) Explain how electrons are produced in the tube.

iii)       State two functions of the anodes.

  1. iv) State the part where the time base would be connected.
  2. v) State any two adjustments that would be made on the C.R.T to create an x-ray tub
  3. b) The time base calibration of the C.R.O was set at 20milliseconds per centimeters and they gain at 5 volts per centimeter. If an a.c signal input produced a wave whose peak voltage was 20V, how many centimeters did it rise.
  4. c) Give a reason why a T.V screen is wider and the tube is shorter than a C.R.O.
  5. Figure below shows the main features of cathode ray oscilloscope (C.R.O)

 

 

  1. (i) Name the parts labeled A and B.

(ii)State the function of B and briefly outline how it works.

(iii) State two function of the anodes.

  1. What is the advantage of using the indirectly heated cathode as in figure above to the directly heated cathode?
  2. State the three advantages of the above device over voltmeter.
  3. The output of an a.c generator was connected to the input of the cathode ray oscilloscope whose time base settling was 5 milliseconds per centimetre and the y-gain at 10 volts per centimetre, the figure below shows the waveform displayed on the screen of the C.R.O.

 

 

Determine

  • The park voltage of the generator.
  • The frequency of the voltage
  1. a) The figure below shows the cathode ray oscilloscope. Name the parts labelled

A…………………………………….

C…………………………………….

G……………………………………

F……………………………………

Time base=50µs cm-1

(b) What are (a) the frequency and (b) the amplitude of the signal shown in the figure below.

(c) Name

(i) A suitable substance for coating inside the screen

(ii) Give two uses of a C.R.O

  1. c) The figure below shows the trace on the screen of an a.c signal connected to the y-plates of C.R.O with time base on.

 

Given that the time control is 5ms/div, and the y-again is at 100V/div, determine:

  1. i) The frequency of the a.c signal.
  2. ii) The peak voltage of the input signal
  3. d) State the importance of the magnetic coils in a television tube
  4. (a) A TV tube uses a voltage of 4550V to accelerate electrons released from its cathode by      thermionic emission.

(i) What is meant by thermionic emission?

(ii) How is thermionic emission is achieved in the CRT.

(b)       Figure (a) and (b) show the screen y – gain and time base controls from a typical             oscilloscope displaying a waveform.

Screen                                                             Screen

 

(i) What is the setting of the y – gain control?

(ii) What is the peak voltage of the waveform?

(iii) State the time base setting

(iv) From the display waveform, state the period of the trace.

(v) Calculate the frequency of the waveform.

 

 

 

 

 

 

Figure 8

 

 

The screen of a cathode ray oscilloscope displays the trace shown in fig. 8 above. The y-sensitivity is set at 10v/cm and the time base set at 0.2ms/cm. Obtain values for:

(a) The peak voltage

(b) The frequency of the alternating signal

(c) State reasons why a C.R.O is advantageous to use as a voltmeter over ordinary meters.       

(d) List two uses of the graphite used in the TV set.

  1. Explain why the cathode of a CRO is coated with oxides of metals such as barium and strontium.
  2. The figure below is a sketch of the time –base voltage.

 

 

 

 

 

State what happens to the spot along sections

  1. AB
  2. BC
  3. The diagram below shows cathode rays thrust into a magnetic field.

 

 

 

 

 

 

 

 

  1. Complete the diagram to show the path of the cathode ray
  2. Magnetic fields are preferred to electric fields in the deflection system of a television tube. Explain.
  3. What is the function of the following parts of a cathode ray oscilloscope?
    1. The grid
    2. The anode plate
  • The screen
  1. State the factors considered when choosing the materials for the
    1. Filament
    2. Cathode.
  2. Describe two advantages of using a CRO in measuring voltage.
  3. i) Explain why the tube of a cathode ray oscilloscope is made of thick glass walls.
  4. ii) The figure shows an AC voltage on a CRO screen.

 

Determine the peak voltage given that the sensitivity of the vertical axis is 8V/cm.

  1. The figure below shows the trace of a signal on CRO.

 

 

 

 

 

 

 

Given that the time base is set at 100ms/div., determine the frequency of the signal.

  1. (a) The figure below shows the cathode ray oscilloscope. Name the parts labelled

A…………………………………….

C…………………………………….

G……………………………………

F……………………………………

Time base=50µs cm-1

 

(b) What are (a) the frequency and (b) the amplitude of the signal shown in the figure below.

(c) Name

(i) A suitable substance for coating inside the screen

(ii) Give two uses of a C.R.O

  1. a) (i) With a well labelled diagram shows how a junction diode is formed

(ii) Explain why a junction diode only conducts in one way

  1. b) (i) State what is meant by breakdown voltage for a diode

(ii) Name two applications of a junction diode

  1. c) The figure 8 below shows the trace on the screen of an a.c signal connected to the y-plates of C.R.O with time base on.

Given that the time control is 5ms/div, and the y-again is at 100V/div, determine:

  1. i) The frequency of the a.c signal.
  2. ii) The peak voltage of the input signal
  3. d) State the importance of the magnetic coils in a television tube

A cathode-ray oscilloscope is adjusted so that the time for the electron beam to make one traverse of the screen from P to Q is 1/100 of a second and the Y – plate sensitivity is 1cm represents 15V. The trace on the screen is then as in fig. (a), fig. (b) and (c) shows the trace obtained when the C.R.O. is connected in turn to two voltage sources A and B.

 

 

 

 

 

 

 

 

 

 

 

(i)        What type of voltage sources are A and B?

(ii)       What is the voltage of B and the peak voltage of A?

(iii)      What is the frequency of source A?

  1. (a) Figure 7 shows the features of a cathode ray tube

 

(i)        Name the parts labeled A and B

A……………………………………………………………………………

B……………………………………………………………………………

(ii)       Explain how the electrons are produced in the tube

(iii)      At what point of the cathode ray tube would the time base be connected

(iv)      State two function of the anodes

(b)       (i)        Explain how x – rays are produced

(ii)       State the functions of the high voltage between the cathode and the anode in the x – ray tube

(c)       State one similarity and one difference between cathode rays and x – rays

  1. a) Study the figure  below and answer the questions that follow

 

  1. Name the device in figure above and state one of its application
  2. Name the parts of the device marked P, Q and R and the function of each part
  • What is the advantage of using the indirectly heated cathode as in the figure above to the directly heated cathode
  1. b) State three advantages of the above device over voltmeter
  1. The figure below shows a cathode ray beam entering a magnetic field, perpendicular to the plane of the paper? Complete the diagram to show the path of the beam in the field.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The screen of a cathode ray oscilloscope displays the trace shown in fig. above. The y-sensitivity is set at 10v/cm and the time base set at 0.2ms/cm. Obtain values for:

  • The peak voltage
  • The frequency of the alternating signal
  • State reasons why a C.R.O is advantageous to use as a voltmeter over ordinary meters.

(d) List two uses of the graphite used in the TV set.

  1. The fig. below represents a cathode ray oscilloscope (C.R.O).
D    
C   
B  
A

 

 

 

Screen   
Screen   

 

 

 

 

 

(a) (i) Name the parts labeled A and B.

A……………………………………………………………………………

B……………………………………………………………………

(ii) What are the functions of parts labeled C and D.

(iii) Explain how electrons are produced.

(iv)  Give a reason why the tube is evacuated.

(b) Four 40W bulb, and six 100W bulbs were switched on for 5 hours a day for domestic use in a certain institution. Find the monthly bill for the consumer given that the cost of electricity in the country is at 5.50 per unit (Take 1 month=30 days and standing charge of shs.150/=

(c) Give one advantage of high voltage transmission over long distances.

  1. The figure below shows the features of a cathode ray oscilloscope

 

 

 

 

 

 

 

 

 

(a) Name the parts A and B and state the role played by each of the parts A and B

A ……………………………………………………………………………

B   ……………………………………………………………………………

(b) Explain how electrons are produced.

(c) Explain why the cathode of a C.R.O is coated with oxides of Barium and strontium

(d) The figure below shows an A.C voltage on a C.R.O screen

 

 

 

 

 

(e) Determine the peak voltage of the input signal given that the sensitivity of the vertical axis is 12V/cm.

(f) Give a reason why it’s possible to have a wider screen on the T.V set than on the C.R.O

  • The figure below represents a cathode ray beam passing between pole pieces of a permanent magnet

 

 

N       S

 

 

 

 

 

 

 

 

 

(i)Describe the path followed by the beam and give reason for your answer.

(ii) Show the direction of current on the figure