Chemistry Lab

Rules
1. No backpacks inside the lab.
2. Always wear your lab coat before entering the lab.
3. Do not forget to leave your lab coat in the hanger.
4. No food allowed.
5. Do NOT smell, taste or touch any substances, solution nor
compound.
6. Always follow your teacher’s instructions.
7. Handle every instrument with care.
8. Know and complete your pre-lab worksheet, BEFORE the lab class.
9. Wear your hazards safety equipment.
10. Be aware of your surroundings. You are sharing a lab with
other students.
11. Read and know ALL the steps and questions of the entire
experiment before starting.
12. IF you have any questions, always ask. Do not try to solve it by
yourself.
13. Leave every lab instrument, lab station and materials in their
corresponding place.
14. Do NOT forget to turn-in your lab report before leaving the
lab.
REMEMBER: IF YOU DO NOT COMPLETE YOUR PRE-LAB
WORKSHEET AND PASS THE LAB RULES QUIZ, YOU WILL NOT BE
ALLOWED INSIDE THE LAB.
 Rules in the Science Class
1. Pay attention and follow directions the first time given.
2. Be on time to class and seated before the bell rings with all your material organized and
your space cleaned up.
3. Be prepared to every class with notebook, pencil case (with pen, pencil, ruler, scissors,
glue), textbook, and any other material required. Once you enter the class there will be no
permission to leave the classroom to pick up material.
4. Wait to be dismissed - stay in seat until bell rings.
5. Raise hand to speak during lessons at all times. Anything should be related to the
lesson.
6. Ask permission to use bathroom, stand up or leaving the classroom.
7. Keep hands, feet, and objects to yourself. No flying objects!
8. Discard garbage at end of class.
9. No rudeness (put-downs, foul language), show respect to your classmates and your
teacher. (In hallways too)
10. No late homework or activity will be accepted after its due date without a justification.
11. Students are not allowed to do late science or other subject work at any moment
during the class. Otherwise, it will be taken away and given to the teacher.
12. There is a zero policy towards plagiarism (copy from someone else’s assignments).
Plagiarized assignments will have to be redone or substituted. Otherwise, they will be
graded as 1.
13. If the student has missed school, he/she will have to talk to the teacher during tutoring
to catch up with notebook notes; any other activity will be given to the preceptor.
14. Students are expected to work on their late tests during the time scheduled by the
school.
15. Cellphones are not allowed inside the class. If this rule gets broken, the cellphone will
be taken away and given to the preceptor.
16. Any broken rule will result in one or more written warnings (amonestaciones).
Science Worksheet 1 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Scientific Method

Instructions: Read each situation and answer the questions that follow.

Experiment 1
Mr. Smithers thinks that a caffeinated drink will increase the productivity of workers. He
creates two groups of 50 workers each and assigns each group the same task (in this
case, they're supposed to staple a set of papers). Group A is given the caffeinated drink
while they work. Group B is not given the drink. After an hour, Smithers counts how many
stacks of papers each group has made. Group A made 1,587 stacks, Group B made 2,113
stacks.

1. Write a question for this experiment.

____________________________________________________________________

2. Identify the Control Group

____________________________________________________________________

3. Identify the Independent Variable

____________________________________________________________________

4. Identify the Dependent Variable

____________________________________________________________________

5. Draw a table and record the results of this experiment.

6. Draw a bar graph with the results of this experiment. Do not forget to label the x and y
axis in your graph.

7. What should Smithers' conclusion be? 

____________________________________________________________________

____________________________________________________________________

8. How could this experiment be improved?

____________________________________________________________________

____________________________________________________________________
Science Worksheet 2 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Lab1 Worksheet

Title: Candy chromatography

1. Problem/ Question:……………………………………………………………………………
2. Observation/Research:
What are the pigments used in candy dyes? How do food dyes affect health?
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Variables:

 Control: …………………………………………………......................
 Independent: …………………………………………………......................
 Dependent: …………………………………………………......................
3. Hypothesis:
...................................................................................................................................................................
4. Experiment
Materials:
 M&Ms and Skittles, or other candy  Toothpick
with colored coating  Water
 Petri dish or a clean plate  Salt
 Pipet or dropper  Ruler or pencil
 Filter paper (or coffee filters cut into  Clips or tape
strips)  Beaker
Instructions:
1. Prepare a salt water solution by mixing 1/8 teaspoon of salt into 3 cups of water,
shaking or stirring until completely dissolved. This will be your chromatography
solvent. Pour about 100 ml of salt water into the beaker.
2. Get two pieces of chromatography paper. Mark a line in pencil 1 cm from the
bottom of each. Use the pencil to label one for Skittles and one for M&Ms.
3. Sort the candies to find several matching colors: both packs should contain some
red, orange, green, etc.
4. Use the pipet to put a single drop of water for each M&M color in the bottom of the
petri dish. (Make sure the drops are evenly spaced.) Place an M&M on each water
drop and set aside. The water will dissolve the candy coloring. Remove the candy
after 1-2 minutes.
5. Repeat step 3 for the skittles, this time using the lid of the petri dish.
6. Dab the end of a toothpick in one of the colored water droplets and apply the
pigment to the filter paper. Apply 2-3 coats, letting the spots dry in between. Use a
clean toothpick and repeat for each color.
7. Tape or clip the papers side-by-side (but not touching) to your pencil or ruler.
8. Place the pencil or ruler over the mouth of the beaker. You want your papers barely
touching the water. The paper will soak up the water and move up the paper. When
the water nears the top, take the papers out, transfer them to a clean, dry, flat
surface, and let them dry.

Diagram of set up:

5. Collect and Analyze Data

Table of results/Graphs

Discussion questions

What colors do you see on your chromatogram? Are the two chromatograms similar?
Where do you see differences? Look at the ingredient list on the packaging and see if some of the
same dyes are listed. If the dyes overlap, what do you think might be the reason for different
chromatograms?
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6. Conclusion
____________________________________________________________________
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Science Lesson 1 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Scientific Method Lesson

Lisa is working on a science project. Her task is to answer the question: "Does Herbal Essence
(which is a commercial hair product) affect the speed of hair growth?". Her family is willing to
volunteer for the experiment.

Describe how Lisa would perform this experiment.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

[7]

Identify the control variable, and the independent and dependent variables in your description

Control variable: ______________________________________________________________

Independent variable: __________________________________________________________

Dependent variable: ___________________________________________________________

[3]
Science Worksheet 3 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Lab2 Worksheet

Title: Starch production in leaves

1. Problem/ Question: Do leaves need light to make starch?
2. Observation/Research:
How do leaves make starch? What is the process by which leaves make starch? What are
the elements needed for leaves to make starch?
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Variables:

 Control: …………………………………………………......................
 Independent: …………………………………………………......................
 Dependent: …………………………………………………......................
3. Hypothesis:
...................................................................................................................................................................
4. Experiment
Materials:
 A healthy plant growing in a pot  a beaker containing water
 black paper or aluminium foil  a large test tube or boiling tube, that
 scissors can stand in the beaker
 clips  forceps (tweezers)
 a mat, tripod, gauze and Bunsen  a white tile
burner or spirit burner  iodine in potassium iodide solution
Instructions:
Experiment set up
1. Cut out a piece of black paper or aluminium foil that will fit neatly over one of the
leaves. Cut a shape out of the paper or foil. Fold it in half, and fasten it gently over
one of the leaves on the plant.
2. Put the plant in a sunny window and leave it for one week.

Test for starch

3. After one week, take the leaf off the plant. Take the paper or foil off the leaf.
4. Boil some water in a beaker. Add a leaf to the boiling water. This will break down
the cell membrane around the leaf cells.
5. Turn off the heat. Using forceps (tweezers), remove the leaf from the water. Be
gentle.
6. Collect some ethanol in a test tube. Stand the test tube in the beaker of very hot
water. Put the leaf into the ethanol. You will see the chlorophyll coming out if the
leaf.
7. When most of the color has come out, put the leaf into the water to soften it.
8. Spread the leaf on a white tile.
9. Add iodine solution to the leaf. If the leaf contain any starch, it will turn blue-black.
Diagram of set up:

5. Collect and Analyze Data

Draw the leaf after the starch test. Include the colors you see on the leaves.
Discussion questions

What colors do you see on the leaves? What do these colors mean? Which area of the leaves
have different colors? Why do some areas have a different colors than others?
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6. Conclusion

____________________________________________________________________
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Science Worksheet 4 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Photosynthesis

1 (a) Plants make their own food by photosynthesis.

Use the following words to fill in the gaps. You can use each word once or not at all.

carbon chlorophyll cytoplasm light nitrogen

oxygen sound starch water

During photosynthesis .............................................. dioxide and ............................... are converted

into glucose and ........................................ . The energy needed to do this
is ..................................... energy which is trapped by a green pigment
called ......................................... . The plant can change the glucose into .....................................
which is insoluble so it can be stored.

2 (a) Label the diagram of the plant cell below with the following terms:
cell wall nucleus sap vacuole cytoplasm
chloroplasts cell membrane

starch
granules

(b) Write the function of each part of the plant cell above.

Cell wall: _____________________________________________________________

Cell membrane: ________________________________________________________
Chloroplasts: __________________________________________________________
Nucleus: _____________________________________________________________
Cytoplasm: ___________________________________________________________
Sap vacuole: _________________________________________________________
3 (a) Write the formula of photosynthesis.
____________________________________________________________________
(b) Write where the plants get the elements needed for photosynthesis.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4 (a) Label the parts in this transverse section of a leaf:

(b) answer the following questions using the terms in (a).

• Where do the leaf cells get carbon dioxide from?

___________________________________________________________________
• What route can carbon dioxide use to get to the leaf cells?
___________________________________________________________________
___________________________________________________________________
• Where do the leaf cells get water from?
___________________________________________________________________
• How do leaf cells get rid of oxygen?
___________________________________________________________________
• What route can oxygen use to get away from the leaf cells?
___________________________________________________________________
___________________________________________________________________
• How is the sugar produced transported around the plant?
___________________________________________________________________
Science Worksheet 5– 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Microscope and Plant Cells

1. Look at the parts of a light microscope an then match the parts with their function.

This keeps the microscope steady on the desk and stops it from tipping
Eyepiece Lens  
over.
This is used to get the microscope slide into focus so that you can see
Objective Lens  
the image clearly.
There are three lenses of different strengths which can be used to look at
Stage  
the slide in more detail.
Diaphragm   This is the place where you put a microscope slide.
This is the lens closest to your eye. It normally makes the image tens
Light  
times bigger than real life.
Base   This is used to get the microscope slide into focus so that the image is
 very sharp and clear.
Arm   This controls the amount of light that goes onto the microscope slide.
Fine Focus Knob   This holds the eyepiece lens above the stage.
Coarse Focus
  This projects light onto the microscope slide.
Knob

Science Worksheet 6– 1Q – 1ST PARCIAL

Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Lab Work 1: Onion Cells

An onion is a true bulb. A bulb is an underground shoot that has modified leaves. These
leaves are used as food storage organs by the plant. You will be studying Onion cells
under the microscope.
Activity 1: Preparing a wet mount Follow the instructions below to prepare a wet mount
of Onion cells.

Clean the slide and cover slip. Peel a small piece of the thin Put the specimen on the slide
Put 2 drops of water on the slide. layer of skin from the inside in the drops of water. The specimen
of the onion. must lie flat on the slide.
Place a cover-slip against one side of Gently lower the cover-slip over the
Use filter paper to remove any extra
the liquid. specimen using a mounted needle. fluid.
Try to avoid getting air bubbles in the
Microscopic observation
Use the low power lens first. Look for the cells. Beware! Air bubbles are not cells.

If you see this you have trapped some air. If you see this you are doing fine!
These air bubbles should not be there. You
probably lowered the cover-slip too quickly
onto the slide. Lift one side of the cover-slip
with a mounted needle and lower it again, but
very slowly.

Activity 2: Parts of the onion cells

Switch to the high power lens.

Which of the following structures would you expect to find in the onion cells?

Structure: Present in onion cells?

Cell membrane  yes  no
Nucleus  yes  no
Chloroplasts  yes  no
Cytoplasm  yes  no
Cell wall  yes  no

Activity 3: Chloroplasts
Why do you think you see NO chloroplasts in the onion cells?
__________________________________________________________________________
__________________________________________________________________________

Lab Work 2: Elodea Cells

An Elodea plant is a water plant. In Dutch it is called waterpest. These aquatic plants
provide habitats for many small animals. You will be studying Elodea cells under the
microscope.
Activity 1: Preparing a wet mount
Using a small, young leaf from the Elodea plant, follow the instructions to prepare a wet
mount of Elodea cells.
Activity 2: Parts of the Elodea cells
Use the low power lens first. Look for the Elodea cells. Switch to the higher power lens.

Which of the following structures would you expect to find in the Elodea cells?

Structure: Present in Elodea cells?

Cell membrane  yes  no
Nucleus  yes  no
Chloroplasts  yes  no
Cytoplasm  yes  no
Cell wall  yes  no

Activity 3: Label the Elodea cell

Which three structures can you see in the diagram below?

 ____________________________________

____________________________________

_____________________________________
Science Worksheet 7– 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Different kinds of fertiliser

1. The letters N, P and K show three of the elements that are contained in the fertiliser.
Name these three elements.
___________________________________________________________________
___________________________________________________________________
2. Name a mineral that contains nitrogen and can be used by plants.
___________________________________________________________________

3 The farmers carried out their experiment on an area of land with sides measuring 300m.
They divided up the land into 9 equal-sized plots, A to I. They added either no fertiliser,
manure or NPK fertiliser to each plot, like this:
The farmers planted the same number of maize seeds in each plot. At harvest, they
counted the number of 90 kg bags of maize that they got from each plot. Their results are
shown below.
A 18.0 bags B 33.5 bags C 31.5 bags D 31.0 bags
E 30.5 bags F 18.5 bags G 31.0 bags H 17.5 bags
I 31.5 bags

Draw a results table and complete it to show these results. Try to make it easy to see the
yield that the farmers got for each kind of fertiliser. You should include a column for the
mean yield.
Science Lesson 2– 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Photosynthesis and plant growth

1 (a) Plants make their own food by photosynthesis. Use the following words to fill in the gaps.
You can use each word once or not at all.

carbon chlorophyll cytoplasm light nitrogen

oxygen sound starch water

During photosynthesis .............................................. dioxide and ............................. are converted

into glucose and ........................................ . The energy needed to do this
is ......................................... energy which is trapped by a green pigment
called ......................................... . The plant can change the glucose into .....................................
which is insoluble so it can be stored.
(6)
(b) Which part of a plant is adapted for photosynthesis?
...........................................................................................................................................…… (1)

2 Photosynthesis is a process that takes place in green plants.

(i)      What type of energy is needed for this process?

.................................................................................................................................................... (1)
(ii)     What substance in the plant absorbs this energy?

................................................................................................................................................... (1)

(iii)     In which part of the plant cell does photosynthesis take place?

..........................................................................................................................
(1)
3 (a) Can you number these sentences to explain how to test a leaf for starch?

Cover the leaf with iodine – the areas with starch in will stain black
Take the leaf out of the ethanol carefully as it will be brittle – then wash it in the
water bath to soften it.
Place the leaf in boiling water for 1 minute to stop it photosynthesising
Spread the leaf out on a white tile
Place a test tube full of ethanol into the hot water and place the leaf into the
ethanol – this will remove the chlorophyll
(4)
4 Label the diagram of the plant cell below with the following terms:

cell wall nucleus sap vacuole cytoplasm

chloroplasts cell membrane

starch
granules

(5)

5 How does the plant use the glucose it makes in photosynthesis?

i) ___________________________

ii) __________________________

(2)
Science Worksheet 8– 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Atoms
Place the facts into the correct place in the table. The facts may be used once, more than once or
not at all.
• have the same mass as • are found in the centre of • are found in the same
neutrons the atom numbers as the protons
• have the same mass as • are not found in the • the atomic number tells
protons nucleus you how many there are
• have a positive electric • have no electrical charge • the mass number is used
charge • are found in the same to calculate how many
• have a negative electric numbers as the electrons there are
charge • are found in the nucleus • are found in different
• have the smallest mass shells around the nucleus
Science Worksheet 9– 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Elements and symbols

Find the elements in the word search and complete the table below with the symbol and
the group in the Periodic Table for each element.
Science Worksheet 10 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Science Worksheet 10 – 1Q – 1ST PARCIAL

Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______
 PLATINUM TWENTY CHALLENGE
Protons ___ Protons ___ Protons ___
Neutrons ___ Neutrons ___ Neutrons ___
Electrons ___ Electrons ___ Electrons ___

Protons ___ Protons ___ Protons ___

Neutrons ___ Neutrons ___ Neutrons ___
Electrons ___ Electrons ___ Electrons ___

Protons ___ Protons ___ Protons ___

Neutrons ___ Neutrons ___ Neutrons ___
Electrons ___ Electrons ___ Electrons ___

Protons ___ Protons ___ Protons ___

Neutrons ___ Neutrons ___ Neutrons ___
Electrons ___ Electrons ___ Electrons ___

Protons ___ Protons ___ Protons ___

Neutrons ___ Neutrons ___ Neutrons ___
 Electrons ___ Electrons ___ Electrons ___

Protons ___ Protons ___ Protons ___

Neutrons
Configuration ______ Neutrons
Configuration ______ Neutrons ___
Configuration ___
Group Electrons
___ ___ GroupElectrons
___ ___ Group ___
Electrons ___
Period ___ Period ___ Period ___

Protons ___
Protons___
Configuration ___ Configuration ___ Configuration ___
Group Neutrons
___ GroupNeutrons
___ ___
___ Group ___
PeriodElectrons
___ Electrons
Period ___ ___ Period ___
___

Configuration ___
Configuration ___ Configuration ___
Group ___
Group ___ Group ___
Period ___
Period ___ Period ___

Configuration ___
Configuration ___ Configuration ___
Group ___
Group ___ Group ___
Period ___
Period ___ Period ___

Configuration ___ Configuration ___ Configuration ___

Group ___ Group ___ Group ___
Period ___ Period ___ Period ___

Configuration ___
Configuration ___
Configuration ___ Group ___
Group ___
Group ___ Period ___
Period ___
Period ___

Configuration ___ Configuration ___

Group ___ Group ___
Period ___ Period ___
Science Lesson 3– 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Atomic Structure Lesson

Science Worksheet 11 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

For each of the following statements, write true or false.

1 All acids contain oxygen. ...........................................................................

2 Acids turn Universal Indicator solution yellow or red.................................
3 Citric acid is found in oranges....................................................................
4 The formula for magnesium sulfate shows that there are four atoms of
sulfur.
.......................................................................................................................
5 Some acids are corrosive...........................................................................
6 Acids react with some metals to form salts................................................
7 Acids have a pH of more than 7................................................................
8 The formula for sulfuric acid is H2SO4..................................................................................................
9 Sodium hydroxide is an acid......................................................................
10 To test for hydrogen, you should place a lighted splint in the gas. If it
makes a squeaky pop sound when it burns, it is hydrogen..........................
11 Acids have a pH of less than 7..................................................................
12 Copper reacts with dilute acid...................................................................
13 Acids turn Universal Indicator solution green............................................
14 Chlorides can be formed by the reaction of a metal with hydrochloric acid.
.......................................................................................................................
15 Citrates are formed using citric acid..........................................................
16 It is safe to put the metal sodium into dilute acid......................................
17 Ammonium sulfate is a salt. ......................................................................
18 The gas hydrogen is released when an acid reacts with a metal. ............
19 The formula for nitric acid is HCl................................................................
20 The salt magnesium nitrate is made using citric acid................................
21 Carbon dioxide forms an acid when dissolved in water.............................
22 The salt formed from hydrochloric acid and zinc is zinc hydrochloride. . .
23 You should wear safety glasses when you use acids in the laboratory. ...
24 All acids are harmful..................................................................................
25 Acids all contain hydrogen.........................................................................
 Science Worksheet 12 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

After watching the video, fill in the following table with the information that is being asked.
Science Worksheet 13 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Based on the information about the creation of salt, answer the following questions.
1 Explain how you could make the salt zinc chloride using zinc metal.
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
2 Write the word equation for this reaction.
...............................................................................................................................................
3 Explain why you could not make silver chloride by that method.
...............................................................................................................................................
...............................................................................................................................................
4 a Suggest a way of making copper chloride from copper carbonate.
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
b Write a word equation for this reaction.
...............................................................................................................................................
5 Copper oxide can be used to make copper sulfate by mixing it with sulfuric acid and
heating it gently.
a Why is it important that the acid mixture does not boil?
...............................................................................................................................................
b What is the next step in this process?
...............................................................................................................................................
c Write the word equation for the reaction.
...............................................................................................................................................
6 a Explain how to make crystals of sodium chloride without putting sodium into
hydrochloric acid.
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
b What type of reaction have you described?
...............................................................................................................................................

Science Lesson 4 – 1Q – 1ST PARCIAL

Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Salts Lesson
1. There are a number of different ways to make soluble salts.
a. One way of making soluble salts involves reacting acids with metal oxides.
i. Copy and complete the general equation for this reaction shown below:

acid + metal oxide  ___________ + ___________

[2 marks]
b. Ryan is making a soluble salt by mixing magnesium oxide with hydrochloric acid.
i. Name the salt produced when magnesium oxide reacts with hydrochloric acid.
______________________________________________________________ [1
mark]

ii. Given that magnesium oxide is insoluble, explain how Ryan will know that the
reaction between magnesium oxide and hydrochloric acid has finished.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____________________ [2 marks]

iii. Describe how Ryan could get from the finished reaction mixture to pure solid salt
crystals.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________________
 [3 marks]
2. The pH of a substance determines whether it is an acid, a base or neutral.
a. Complete the sentences using the words in the box below.
[3 marks]

i. Toothpaste has a pH of 8.2 so it is ______________ .

ii. Ethanol has a pH of 7.0 so it is ______________ .
iii. Fresh milk has a pH of 6.5 so it is ______________ .

b. Niall has a substance with a pH of 4.

i. What type of ions are released when this substance dissolves in water?
__________________________________________________ [1 mark]

ii. Which of the following could Niall add to his solution to neutralise it?

[1 mark]

iii. Describe how Niall could determine when the neutralisation reaction has finished.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
____________________________ [2 marks]

3. Barium is a very reactive metal that can be used to make a variety of useful salts,
including the soluble salt barium chloride and the insoluble salt barium sulfate.
a. Barium chloride is made by reacting barium hydroxide with hydrochloric acid
i. Write a word equation for the reaction between barium hydroxide and
hydrochloric acid.
______________________________________________________________
[2 marks]

ii. Barium hydroxide is an alkali. What is an alkali?

 _____________________________________________________________
[2 marks]
Science Worksheet 14 – 1Q – 1ST PARCIAL
Student: _______________________________________________________________
Date: _________________________________ Class: 3 rd Media Section: ______

Lab3 Worksheet

Title: Making Salts

You are going to make some soluble salt from a largely insoluble base. Copper oxide is
what we can describe as a base. This is because it is not acidic and it acts the same as an
alkali when it reacts.
Materials:
 beaker
 Measuring cylinder
 Filtration apparatus
 Bunsen burner, heatproof mat and tripod
 Evaporating basin
 Test tube rack
 Stirring rod
 Hydrochloric acid
 Copper oxide and a spatula
Instructions:
1. Put 50 cm3 of acid into the beaker. Warm and stir while adding copper oxide
until all the acid has been used up. Your teacher will help you recognise this
point.
2. Filter the mixture using the filtration apparatus and standing the funnel in a
test tube rack.
3. Heat the evaporating basin until crystals begin to form
4. Filter the remaining solution to leave behind the crystals
Diagram of set up:
Discussion questions

1.Describe what you saw once the acid had been used up
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Use the terms in the box for questions 2-4

2. Give the property of copper oxide that allows it to be removed by filtering in Stage 2.
...............................................................................................................................................
...............................................................................................................................................
3. Name the substance being removed during stage 3
...............................................................................................................................................
4. Write a word equation to represent the reaction in stage 1.

......................... + .......................... → ................................ + .............................

......................... .......................... ................................