HKDSE Chemistry A Modern View (Second Edition)

Additional Booklet for Combined Science Experiment Workbook (Teacher’s Edition)

© 2015 Aristo Educational Press Ltd.

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First published March, 2015

A note to the students
HKDSE CHEMISTRY — A Modern View (Second Edition) is a textbook series specially
designed to cover materials suggested in the Senior Secondary Chemistry and Combined
Science (Chemistry) Curriculum and Assessment Guides (2007) (with updates in January
2014), jointly prepared by the Curriculum Development Council and the Hong Kong
Examinations and Assessment Authority.

Chemistry is a practical oriented discipline of science – it has to be learnt through

experiments. This experiment workbook contains experiments designed to give you an
opportunity to make careful observations and to work out your own explanations.

Classification of Experiments
The experiments in the workbook are classified as follows:
Student’s practical activity
Teacher’s demonstration

However, this arrangement can be modified at your teacher’s discretion.

Laboratory Safety
A chemistry laboratory can be a dangerous place unless you follow all the basic laboratory
safety rules. In order to perform experiments properly, you should have the necessary
laboratory techniques. For all this information, read carefully the free Laboratory Handbook
distributed.

Four points about laboratory safety need special attention.

Firstly, you must wear safety spectacles whenever there is any risk to the eyes.
In fact, it is a good practice to wear safety spectacles and laboratory coat in all
practical work.
Secondly, pay special attention to the steps with safety reminders (Safety
precautions, Caution).
 Thirdly, be familiar with hazard warning labels, recognize the dangers
associated with each hazardous chemical, and take all necessary safety
precautions. The warning labels are put in the box ‘Safety precautions’ to
further raise your awareness of the risks associated with any particular
chemical.
Finally, you should dispose of the wastes or residues according to the
instructions in the experiments. Take great care as improper disposal may
cause pollution or dangers.

Get ready to do the experiments

Before performing an experiment, read carefully the procedure, SBA notes and
accompanying questions so that you know exactly what to do.

In performing the experiment, you must follow exactly the given instructions.
(Dangers may arise if pieces of apparatus are improperly assembled, wrong chemicals are
used, or incorrect quantities of chemicals are added.) Observe carefully and fully and record
experimental results clearly and accurately.

After completing an experiment, you should refer to relevant parts of the textbook
for additional information. Try to analyse and interpret the experimental results logically.

At the end of some experiments, a part known as ‘Related exercise in textbook’ is

added. You can try the exercises listed in this part for better understanding of related
knowledges or concepts.

We sincerely hope that you will enjoy using this book, and experience the pleasures
of studying Chemistry.
Contents

Part IV Acids and Bases

S1 Rate of chemical reaction
(To be used after Chapter 19 of Book 2)
S1.1 Investigating the effect of concentration on rate of reaction S1-1
S1.2 Investigating the effect of concentration on rate of reaction S1-6
using a microscale experiment
S1.3 Investigating the effect of temperature on rate of reaction S1-10
S1.4 Investigating the effect of surface area on rate of reaction S1-15
S1.5 Investigating the effect of catalyst on rate of reaction S1-20

Part V F ossil Fuels and Carbon

Compounds
S2 Alkanols, alkanoic acids and esters
(To be used after Chapter 22 of Book 2)
S2.1 Preparing ethanoic acid from ethanol S2-1
S2.2 Preparing ethyl ethanoate from ethanol and ethanoic acid S2-7

S3 Addition polymers and condensation

polymers
(To be used after Chapter S2)
S3.1 Preparing Perspex S3-1
S3.2 Preparing nylon S3-5
S3.3 Investigating the strength and the ease of softening upon S3-9
heating of plastics

Appendix
Hazardous nature and safety precautions of common chemicals i
in chemistry laboratories
A note to the teacher
HKDSE CHEMISTRY — A Modern View (Second Edition) Experiment Workbook
includes experiments which are closely integrated with the textbook. A special feature of
this workbook is its simplicity in language and approach. Every experiment is divided into
steps. Each step is usually further subdivided into a number of concise instructions,
illustrated with diagrams whenever necessary. Thus students should be able to follow the
steps easily. In addition, a new feature known as ‘SBA notes’ is added in some experiments.
These SBA notes help enhance the students’ practical skills to cope with the school-based
assessment (SBA). On the other hand, students are asked to design experiments themselves
on a few occasions.

The Teacher’s Edition of the Experiment Workbook has the same contents and
pagination as the Student’s Edition, but contains the following additional information
overprinted in red:
Safety precautions, comments and notes (abbreviation: N) on points of interest,
to provide extra information on any particular experiment
Suggested results and answers to every question, whenever possible

The authors and their assistants have performed every experiment following exactly
the instructions given in the book. In fact all suggested answers are based on real
experimental records. These answers should prove valuable for references.

It is hoped that the teacher will discuss with the class after each experiment.
Students should participate actively in the discussion and draw their own conclusions.

(Note: (a) Most waste chemicals should not be disposed of directly into the sink. They
have to be categorized and stored in special containers. These will then be
collected by licensed collectors for disposal.
(b) Comprehensive guidelines on laboratory safety can be found in the Handbook
‘Safety in Science Laboratories’. The Handbook has been updated in 2013. For
more information, please visit the website http://cd1.edb.hked city.net/cd/
science/laboratory/content_safety.html, ‘Resources on laboratory safety and
management’ issued by the Hong Kong Education Bureau.
(c) Quantities of solid chemicals are often stated in terms of spatula measures; the
spatula referred to here is the Nuffield type.
(d) In case labelling (of test tubes, beakers, etc.) is required, use small self-adhesive
labels and remove them after experiment. Alternatively, write on the glass
surface with a whiteboard marker; the ink mark can be easily erased with tissue
or cloth.)
Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
 Additional
Reference in textbook:
Booklet for
Experiment S1.1

S1.1
Combined Science,
Part IV
Ch.S1, p.7 Investigating the effect of concentration on
rate of reaction
PowerPoint Experiment
Objective video

To measure the pressure of hydrogen gas produced from the same

mass of magnesium ribbons and hydrochloric acid of different
concentrations.

Apparatus and Chemicals

Each group will need:

♦ Safety spectacles ♦ Sealing film
♦ Data-logger connected to a ♦ Magnesium ribbon (4 pieces, each
computer with pre-installed data 5 cm long)
logging software, absolute pressure ♦ Hydrochloric acid (0.5 M, 1.0 M,
3
sensor 1.5 M, 2.0 M, each 10 cm )
♦ Sand paper
3
♦ Dry suction flask (250 cm ) with Chemical disposal:
rubber tubing for connecting to the ♦ Dispose of the wastes into labelled
pressure sensor waste bottles for different kinds of
♦ Measuring cylinder (10 cm )
3 chemicals.
♦ Small plastic bottle Time required:
♦ Cotton thread 2 periods
♦ Rubber stopper for the suction flask

Procedure

Safety precautions
1. Handle acids with care. In case any acid gets into your eyes or onto your
skin, report to your teacher immediately, and wash the affected area
under running water for at least 3 minutes.
2. Avoid cutting your fingers when using the sand paper to clean the metal.

Magnesium ribbon Hydrochloric acid (2.0 M)

HKDSE CHEMISTRY — A Modern View (Second Edition) 1 S1

© Aristo Educational Press Ltd.
 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

1. Connect the pressure sensor to the data-logger which is connected

to a computer.
S1.1

2. (a) Run the data-logging software on the computer. Set the sample
Note 1 rate to 0.5 Hz. N1
Remember to choose the
(b) Open a graph display that has a plot of pressure (kPa) against
real-time data collection
mode and the suitable time (s).
scale of the plot.
3. (a) Using sand paper, clean a magnesium ribbon and then place it
into a dry suction flask.
3
SBA note (b) Using a measuring cylinder, add 10 cm of 0.5 M hydrochloric
The small plastic acid to a small plastic bottle (tied with a cotton thread) (Figure
bottle is tied with a S1.1a) and then put it into the suction flask carefully (Figure
cotton thread so that
S1.1b).
it can be easily put
into the suction flask.
rubber stopper

measuring cylinder

suction flask

cotton thread
cotton thread
0.5 M hydrochloric
small plastic bottle acid magnesium
0.5 M hydrochloric acid ribbon

(a) (b)
Figure S1.1

Note 2 4. (a) Seal the suction flask with a rubber stopper and sealing film. N2
Remind students to make
the whole set-up airtight
(b) Connect the suction flask to the pressure sensor.
and ensure there is no gas
leakage. If there is any 5. Mix the hydrochloric acid and the magnesium ribbon by shaking the
leakage, the experiment suction flask. Quickly start recording the change in pressure inside
has to be done again.
the suction flask for about two minutes (Figure S1.2).

Caution
pressure to computer
Always wear safety sensor
data-logger
spectacles whenever
an experiment
involves a pressure
change inside the
glass apparatus.

Figure S1.2

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
6. Print the graphical representation of the data collected using the
data-logging software.

S1.1
7. Repeat steps 1 to 6, but using 1.0 M, 1.5 M and 2.0 M hydrochloric
acid respectively, instead.

8. Stick all the four graphical representation for the reactions between
magnesium and hydrochloric acid of different concentrations (0.5 M,
1.0 M, 1.5 M, and 2.0 M) in the space provided below.

Mg(s) +
0.5 M
HCl(aq)

Mg(s) +
1.0 M
HCl(aq)

HKDSE CHEMISTRY — A Modern View (Second Edition) 3 S1

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment
S1.1

Mg(s) +
1.5 M
HCl(aq)

Mg(s) +
2.0 M
HCl(aq)

Summary
9. An increase in the concentration of a reactant will result in an / a
increase in the rate of reaction.

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
Questions

S1.1
10. (a) Mark on the computer printouts the time at which the reaction
has finished.
(b) In which case is the time to finish the reaction the shortest?
The one with the highest concentration of acid, i.e. 2.0 M HCl(aq).

11. (a) How can we find the initial rate of a reaction from the graphical
representation?
Draw a tangent to the curve of pressure against time at time t = 0,

then calculate its slope.

(b) Which graph gives the highest initial rate?

The graph obtained by reacting magnesium with 2.0 M hydrochloric

acid gives the highest initial rate.

HKDSE CHEMISTRY — A Modern View (Second Edition) 5 S1

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

 Additional
Reference in textbook:
Booklet for
Experiment S1.2
S1.2

Combined Science,
Part IV
Ch.S1, p.9 Investigating the effect of concentration on
rate of reaction using a microscale experiment

Objective PowerPoint Experiment

video

To investigate the effect of concentration on the rate of the reaction

between sodium thiosulphate solution and sulphuric acid using
microscale apparatus.

Apparatus and Chemicals

Each group will need:

3
♦ Safety spectacles ♦ Sulphuric acid (1.0 M, 8 cm )
3
♦ Pencil ♦ Deionized water (30 cm )
♦ 2 8-well reaction strips
Note 1 ♦ White paper N1 Chemical disposal:
It is easier to observe the ♦ 2 micro-tip plastic pipettes ♦ Dispose of the wastes into labelled
cross under a bright ♦ Stopwatch waste bottles for different kinds of
background. ♦ Cotton swab chemicals.
♦ Sodium thiosulphate solution Time required:
3
(0.15 M, 60 cm ) 1 period

Procedure

Safety precautions
1. As toxic sulphur dioxide will be produced, the experiment should be
performed in a well-ventilated laboratory and never smell the gas.
2. Handle acids with care. In case any acid gets into your eyes or onto your
skin, report to your teacher immediately, and wash the affected area
under running water for at least 3 minutes.

Sulphur dioxide Sulphuric acid (1.0 M)

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
1. (a) Using a pencil, trace the shape of eight reaction wells of an 8-well
reaction strip on a piece of white paper (Figure S1.3a).

S1.2
(b) Label the well images 1 to 8 and mark a cross on each image
(Figure S1.3b).

pencil
the shape of the reaction well white paper

8-well reaction strip

white paper 1 2 3 4 5 6 7 8

(a) (b)

Figure S1.3

2. Using a clean micro-tip plastic pipette, transfer drops of 0.15 M

sodium thiosulphate solution to a clean 8-well reaction strip
(labelled as strip A) (Figure S1.4) as follows:

Well number A1 A2 A3 A4 A5 A6 A7 A8

Number of drops of
10 9 8 7 6 5 4 3
0.15 M Na2S2O3(aq)

micro-tip plastic pipette

0.15 M sodium
thiosulphate solution

8-well reaction strip

strip A

Figure S1.4

3. Using another clean micro-tip plastic pipette, transfer drops of 1.0 M

sulphuric acid and deionized water to another 8-well reaction strip
(labelled as strip B) as follows:

HKDSE CHEMISTRY — A Modern View (Second Edition) 7 S1

© Aristo Educational Press Ltd.
 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

Study tip
Well number B1 B2 B3 B4 B5 B6 B7 B8
Deionized water is
S1.2

added to ensure Number of drops

equal volumes in all 1 1 1 1 1 1 1 1
mixtures. Thus, of 1.0 M H2SO4(aq)
sodium thiosulphate
solution of different Number of drops
concentrations can be
0 1 2 3 4 5 6 7
of deionized water
prepared.

4. Invert strip A and stack it on top of strip B so that the wells of strip A
are directly above those of strip B (Figure S1.5).

strip A 0.15 M sodium

thiosulphate solution

strip B 1.0 M sulphuric acid +

deionized water
Figure S1.5

5. (a) Hold the two strips up firmly and mix the solution in strip A
and strip B by shaking the two strips downwards (Figure S1.6a).
Note 2 Start the stopwatch at the same time. N2
Teacher should demonstrate
(b) Turn the combined strips upside down several times to mix the
the ‘shake-down’ technique to
the students. solutions thoroughly (Figure S1.6b).

shake the turn upside

two strips down several
downwards times

(a) (b)
Figure S1.6

Caution 6. Shake down all the solutions to strip B and then take away strip A.
Place strip B on the well images on the white paper prepared in step 1.
The gaseous product
(SO2) is toxic. Never Place well 1 over the cross of the well image 1.
smell it.
7. In Table S1.1, record the time required for each of the crosses to
become ‘blotted out’ by the sulphur formed.

Well number 1 2 3 4 5 6 7 8

Number of drops of
10 9 8 7 6 5 4 3
0.15 M Na2S2O3(aq)

Time (s)

Table S1.1

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© Aristo Educational Press Ltd.
Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
Summary

S1.2
8. The time to ‘blot out’ the cross is (directly / inversely) proportional
to the rate of reaction.

9. The concentration of Na2S2O3(aq) is (directly / inversely) proportional

to the number of drops of the solution used.

10. An increase in the concentration of a reactant will result in a / an

increase in the rate of reaction.

Questions
11. Write an ionic equation for the reaction between sodium thiosulphate
solution and sulphuric acid.
2– +
S2O3 (aq) + 2H (aq) SO2(g) + S(s) + H2O()

12. State the purpose of adding the same amount of sulphuric acid to
Note 3 different wells. N3
Other factors such as
temperature of the When we are investigating the effect of change in concentration of
experiment, the ‘crosses’
marked on the paper and sodium thiosulphate solution on the reaction rate, only the concentration
the two 8-well reaction
strips used must be the
of sodium thiosulphate solution should be varied. The concentration(s)
same throughout the
experiment.
of other reactant(s) should be the same at the start of the experiment.

13. Suggest THREE advantages of using the microscale apparatus in

experiments.
• Reduce chemical wastes produced.

• Improve laboratory safety by decreasing the potential danger for

exposure to chemicals.

• Reduce costs for buying and disposing of chemicals.

• Reduce experiment time due to shorter time required for the

chemical reaction to complete.

• Reduce the amount of storage space necessary for chemicals.

(Any THREE)

HKDSE CHEMISTRY — A Modern View (Second Edition) 9 S1

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

 Additional
Reference in textbook:
Booklet for
Experiment S1.3
S1.3

Combined Science,
Part IV
Ch.S1, p.11 Investigating the effect of temperature on
rate of reaction
PowerPoint Experiment Quick
Objective video Spreadsheet

To measure the time taken for the formation of a certain amount of

sulphur from the reaction between sodium thiosulphate solution and
dilute hydrochloric acid at different temperatures.

Apparatus and Chemicals

Each group will need:

♦ Safety spectacles ♦ Glass rod
♦ Black/blue whiteboard marker ♦ Sodium thiosulphate solution
3
♦ White tile (0.05 M, 35 cm )
3 3 3
♦ Measuring cylinders (10 cm , 50 cm ) ♦ Deionized water (180 cm )
3
♦ Tissue paper (to wipe the beaker dry) ♦ Hydrochloric acid (2.0 M, 35 cm )
3
♦ Dry beaker (100 cm )
♦ Stopwatch Chemical disposal:
♦ Thermometer (–10°C to 110°C, with a ♦ Dispose of the wastes into labelled
reinforced bulb) waste bottles for different kinds of
♦ Bunsen burner chemicals.
♦ Matches, tripod and wire gauze
Time required:
♦ Heat-resistant mat
2 periods

Procedure

Safety precautions
1. As toxic sulphur dioxide will be produced, the experiment should be
performed in a well-ventilated laboratory and never smell the gas.
2. Handle acids with care. In case any acid gets into your eyes or onto your
skin, report to your teacher immediately, and wash the affected area
under running water for at least 3 minutes.

Hydrochloric acid (2.0 M) Sulphur dioxide

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
1. Using a black/blue whiteboard marker, mark a thick ‘cross’ with a
3
size just smaller than the base of a 100 cm beaker on a white tile

S1.3
Note 1 (Figure S1.7). N1
The thick ‘cross’ is marked
on the white tile instead of
a piece of white paper white tile
because the paper may get
wet and the ‘cross’ may be
blurred. The same mark
should be used throughout N2 Note 2
the experiment in order to The size of the ‘cross’ mark
have a fair comparison. should be slightly smaller
3
than the base of the 100 cm
Note 3 beaker. This is to ensure that
Remind students to remove the ‘cross’ can be ‘blotted
the thermometer after out’ completely when there is
measurement. enough sulphur produced.

Figure S1.7

SBA note
The beaker should 2. (a) Using measuring cylinders, add 5 cm of 0.05 M sodium
3

be clean and dry; 3

otherwise, the solution thiosulphate solution and 45 cm of deionized water to a clean
3
in the beaker will be and dry 100 cm beaker.
diluted. (b) Place the beaker on the white tile marked with a thick cross.
3
Caution 3. (a) Quickly pour 5 cm of 2.0 M hydrochloric acid into the beaker
and start the stopwatch at the same time (Figure S1.8a).
• The gaseous
product (SO2) is (b) Stir the mixture gently with a glass rod for a few seconds. Measure
toxic. Never smell the temperature (Figure S1.8b) and record it in Table S1.2. N3
it.
• Do not leave the 4. Observe the cross on the white tile from above. When the cross
thermometer in the
becomes just ‘blotted out’ completely, stop the stopwatch (Figure
small beaker to
avoid the beaker S1.8c) and record the time in Table S1.2.
from toppling
down.

start the take time

stopwatch now

hydrochloric acid

cross marked
on white tile

sodium thiosulphate
solution

(a) (b) (c)

Figure S1.8

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

3
5. (a) Using a measuring cylinder, add 5 cm of sodium thiosulphate
3
solution and 45 cm of deionized water to a clean and dry
S1.3

3
Note 4 100 cm beaker. N4
When the temperature is
about 2°C above the
(b) Heat the solution to just above 35°C (Figure S1.9a).
required one, turn off the (c) Place the beaker on the white tile marked with a thick cross
Bunsen burner and put the
(Figure S1.9b).
hot beaker onto the white
tile carefully. Then continue
to do the rest of the
procedure.

thermometer

thermometer

heat reaction mixture

white tile marked
with a cross
(a) (b)

Figure S1.9

6. Repeat steps 3 and 4.

7. Repeat steps 5 and 6 to obtain experimental results at different

temperatures such as 45°C and 55°C.

Results
1
8. In Table S1.2, calculate at different temperatures. The rate of
time 1
reaction is directly proportional to .
time

Temperature of Time for the cross to 1 –1

(s )
reaction mixture (°C) be just ‘blotted out’ (s) time

22 154.0 0.0065

35 63.5 0.0157

45 41.3 0.0242

55 27.4 0.0365

Table S1.2 (specimen results are provided for reference)

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
1
9. In Graph S1.1, label the axes and plot against temperature.
time

S1.3
0.03

(s )
–1

0.02
time
1

0.01

0 10 20 30 40 50 60
Graph S1.1 Temperature (°C)

Summary

10. As temperature of the reactants increases, the time to ‘blot out’ the
cross becomes shorter . Since the rate of reaction is
inversely proportional to the time taken to ‘blot out’ the cross, a
shorter time means a faster reaction.

11. From the graph, it can be seen that the rate of reaction
increases with an increase in temperature.

Questions

12. Write an equation for the reaction between sodium thiosulphate

solution and dilute hydrochloric acid.
2– +
S2O3 (aq) + 2H (aq) SO2(g) + S(s) + H2O()

HKDSE CHEMISTRY — A Modern View (Second Edition) 13 S1

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

13. Based on the results in Graph S1.1, is the rate of reaction directly
proportional to temperature? Briefly describe the relationship
S1.3

between the rate of reaction and temperature.

No. If the reaction rate is directly proportional to temperature, the shape

of the graph should be a straight line, which is not the case in this

experiment. From the graph, it seems that reaction rate increases

exponentially with temperature.

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
 Additional
Reference in textbook:
Booklet for
Experiment S1.4

S1.4
Combined Science,
Part IV
Ch.S1, p.13 Investigating the effect of surface area on
rate of reaction
PowerPoint Experiment Quick
Objective video Spreadsheet

To measure the rate of decrease in mass of the reaction mixture of (a)

lumps of limestone and hydrochloric acid, and (b) powdered limestone
and hydrochloric acid.

Apparatus and Chemicals

Each group will need:

♦ Safety spectacles ♦ Lumps (big size) of limestone (4 g)
3
♦ Measuring cylinder (50 cm )
Note 1
3
♦ Conical flask (100 cm ) N1 Chemical disposal:
A small conical flask is ♦ Cotton wool ♦ Dispose of the wastes into labelled
used because this will not ♦ Small plastic bottle waste bottles for different kinds of
exceed the weighing limit ♦ Spatula chemicals.
of the electronic balance in ♦ Electronic balance Time required:
the school laboratory.
♦ Stopwatch 2 periods
♦ Mortar and pestle
3
♦ Hydrochloric acid (2.0 M, 100 cm )

Procedure

Safety precautions
Handle acids with care. In case any acid gets into your eyes or onto your skin,
report to your teacher immediately, and wash the affected area under running
water for at least 3 minutes.

Hydrochloric acid (2.0 M)

HKDSE CHEMISTRY — A Modern View (Second Edition) 15 S1

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

3
1. Using a measuring cylinder, add 50 cm of 2.0 M hydrochloric acid
3
to a 100 cm conical flask. Put a cotton wool plug loosely in the neck
S1.4

Note 2 of the flask. N2

Hydrochloric acid used is
in excess so that its 2. Weigh about 2 g of lumps of limestone into a small plastic bottle.
concentration will not
change much during the
3. Put the flask and the small plastic bottle with limestone on the top of
reaction.
an electronic balance (Figure S1.10).

SBA note cotton wool plug

Remember to press lumps (big size)
‘Tare’ button of the of limestone
electronic balance to
small plastic bottle 2.0 M hydrochloric acid
set the reading to
zero before use.
xx.xxg electronic balance

Figure S1.10

4. Read the mass (to the nearest 0.01 g) from the balance and record it
in Table S1.3. Take this reading as the one at time t = 0.

5. Remove the cotton wool plug and quickly pour the lumps of limestone
into the acid. Start the stopwatch.

SBA note 6. Replace the cotton wool plug immediately and put the small plastic
It is very important to bottle back on the top of the electronic balance (Figure S1.11). N3
put the small emptied
plastic bottle back on stopwatch
the top of the
balance.

Note 3
cotton wool plug
Remind students to put the
lumps (big size)
cotton wool plug loosely in
of limestone
the neck of the flask. This
facilitates the escape of
plastic bottle 2.0 M hydrochloric acid
carbon dioxide from the
flask. If the flask is plugged
too tight, carbon dioxide
gas cannot escape and the xx.xxg electronic balance
change in mass of the
reaction mixture cannot be
measured accurately. Figure S1.11

7. Read the mass from the balance every half minute for 12 minutes.
Record the masses in Table S1.3.

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Experiment
8. (a) Using a mortar and pestle, grind about 2 g of lumps of limestone
Note 4 into powder. N4

S1.4
Remind students not to
(b) Repeat steps 1 to 7, but using powdered limestone (from step 8(a)).
grind the lumps of
limestone too fine. Record the masses in Table S1.4.
Otherwise, the reaction
will be too fast and finish
within a few seconds. Results
9. In Table S1.3, record the masses of the reaction mixture (using lumps
of limestone) at regular time intervals.

Mass of Mass of
Time Time
reaction mixture reaction mixture
(min) (min)
(to the nearest 0.01 g) (to the nearest 0.01 g)

0.0 164.15 6.5 163.77

0.5 164.11 7.0 163.74

1.0 164.08 7.5 163.71

1.5 164.05 8.0 163.68

2.0 164.02 8.5 163.67

2.5 163.99 9.0 163.65

3.0 163.96 9.5 163.63

3.5 163.93 10.0 163.60

4.0 163.90 10.5 163.60

4.5 163.88 11.0 163.60

5.0 163.85 11.5 163.60

5.5 163.82 12.0 163.60

6.0 163.80

Table S1.3 (specimen results are provided for reference)

HKDSE CHEMISTRY — A Modern View (Second Edition) 17 S1

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Experiment

10. In Table S1.4, record the masses of the reaction mixture (using
powdered limestone) at regular time intervals.
S1.4

Mass of Mass of
Time Time
reaction mixture reaction mixture
(min) (min)
(to the nearest 0.01 g) (to the nearest 0.01 g)

0.0 164.18 6.5 163.64

0.5 164.12 7.0 163.61

1.0 164.06 7.5 163.59

1.5 164.02 8.0 163.59

2.0 163.96 8.5 163.59

2.5 163.92 9.0 163.59

3.0 163.86 9.5 163.59

3.5 163.83 10.0 163.59

4.0 163.79 10.5 163.59

4.5 163.75 11.0 163.59

5.0 163.73 11.5 163.59

5.5 163.70 12.0 163.59

6.0 163.67

Table S1.4 (specimen results are provided for reference)

11. In Graph S1.2, label the axes and plot the mass of the reaction mixture
against time when

(a) lumps of limestone are used and

(b) powdered limestone is used
on the same graph. Label the two curves as (a) and (b).

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S1.4Experiment
164.5

164.4

164.3
Reading of electronic balance (g)

164.2

164.1

164.0

163.9

(a)
163.8
(b)
163.7

163.6

163.5

0 1 2 3 4 5 6 7 8 9 10 11 12
Note 5 Graph S1.2 N5 Time (min)
The final masses of the
two experimental set-ups
may not be the same
because the mass of
Summary
limestone used in the two
experiments cannot be 12. (a) The progress of the reaction between limestone and hydrochloric
exactly the same (i.e.
acid can be followed by measuring the change in mass
about 2 g).

of the reaction mixture with time.

(b) For the same mass of limestone, the smaller the size of solid, the
(smaller / larger) is the surface area. The reaction is (faster /
slower) as the surface area of solid increases.

Related exercise in textbook

Additional Booklet for Combined Science

Chapter S1 exercise p.S1-24 Q10

HKDSE CHEMISTRY — A Modern View (Second Edition) 19 S1

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Experiment

 Additional
Reference in textbook:
Booklet for
Experiment S1.5
S1.5

Combined Science,
Part IV
Ch.S1, p.17 Investigating the effect of catalyst on rate
of reaction
PowerPoint Experiment Quick
Objective video Spreadsheet

To measure the mass of a solution of hydrogen peroxide with and

without the addition of a solid catalyst, manganese(IV) oxide.

Apparatus and Chemicals

Each group will need: Chemical disposal:

♦ Safety spectacles ♦ Dispose of the wastes into labelled
3 3
♦ Measuring cylinders (10 cm , 50 cm ) waste bottles for different kinds of
3
Note 1 ♦ Conical flask (100 cm ) N1 chemicals.
A small conical flask is ♦ Cotton wool
Time required:
used because this will not ♦ Electronic balance
2 periods
exceed the weighing limit ♦ Spatula
of the electronic balance in ♦ Small plastic bottle
the school laboratory.
♦ Stopwatch
♦ Hydrogen peroxide solution
3
Note 2 (3%, 100 cm ) N2
The strength of H2O2(aq) ♦ Manganese(IV) oxide (0.1 g)
can be described as a
percentage of volume.
• 1% H2O2(aq) releases
3.3 volumes of oxygen
during decomposition. Procedure
• 3% H2O2(aq) releases
10 volumes of oxygen
during decomposition. Safety precautions

Manganese(IV) oxide

A. Decomposition of hydrogen peroxide in the presence of

catalyst (manganese(IV) oxide)
3
1. Using a measuring cylinder, add 50 cm of 3% hydrogen peroxide
3
solution to a 100 cm conical flask. Put a cotton wool plug loosely in
the neck of the flask.

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Experiment
SBA note 2. Weigh about 0.1 g of manganese(IV) oxide into a small plastic bottle.
Remember to press

S1.5
‘Tare’ button of the 3. Put the flask and the small plastic bottle with manganese(IV) oxide
electronic balance to on the top of an electronic balance (Figure S1.12).
set the reading to
zero before use.
cotton wool plug

manganese(IV) oxide conical flask

small plastic bottle hydrogen peroxide solution

xx.xxg electronic balance

Note 3
Remind students to put Figure S1.12
the cotton wool plug
loosely in the neck of the
flask. This facilitates the 4. Read the mass (to the nearest 0.01 g) from the balance and record it
escape of oxygen from the
flask. If the flask is plugged in Table S1.5. Take this reading as the one at time t = 0.
too tight, oxygen cannot
escape and the change in 5. Remove the cotton wool plug and quickly pour the manganese(IV)
mass of the reaction
oxide into the hydrogen peroxide solution. Start the stopwatch.
mixture cannot be
measured accurately.
6. Replace the cotton wool plug immediately and put the small plastic
SBA note bottle back on the top of the electronic balance (Figure S1.13). N3
It is very important to
put the small emptied
7. Read the mass from the balance every half minute for six minutes.
plastic bottle back on Record the masses in Table S1.5.
the top of the
balance.
stopwatch

cotton wool plug

manganese(IV) oxide

small plastic bottle hydrogen peroxide solution

xx.xxg electronic balance

Figure S1.13

B. Decomposition of hydrogen peroxide in the absence of

catalyst
3
8. Using a measuring cylinder, add 50 cm of 3% hydrogen peroxide
3
solution to a 100 cm conical flask. Put a cotton wool plug loosely in
the neck of the flask.

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Experiment

9. Put the flask and an empty small plastic bottle on the top of an
electronic balance. Record the mass in Table S1.5 and take this
S1.5

reading as the one at time t = 0.

10. Start the stopwatch. Read the mass from the balance every half
minute for six minutes and record it in Table S1.5.

Results
11. In Table S1.5, record the masses shown on the electronic balance
(with or without MnO2(s) added to the hydrogen peroxide solution) at
regular time intervals.

Reading of electronic balance Reading of electronic balance

Time Time
(with MnO2(s) added) (without MnO2(s) added)
(min) (min)
(to the nearest 0.01 g) (to the nearest 0.01 g)

0.0 104.81 0.0 104.73

0.5 104.61 0.5 104.73

1.0 104.40 1.0 104.73

1.5 104.20 1.5 104.73

2.0 104.15 2.0 104.72

2.5 104.12 2.5 104.72

3.0 104.11 3.0 104.71

3.5 104.11 3.5 104.71

4.0 104.11 4.0 104.71

4.5 104.11 4.5 104.70

5.0 104.11 5.0 104.70

5.5 104.11 5.5 104.70

6.0 104.11 6.0 104.70

Table S1.5 (specimen results are provided for reference)

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Experiment
12. In Graph S1.3, label the axes and plot the mass (reading of electronic
balance) against time when

S1.5
(a) manganese(IV) oxide is used and
(b) no manganese(IV) oxide is used
on the same graph. Label the two curves as (a) and (b).

104.9
Mass (reading of electronic balance) (g)

104.8
(b)
104.7

104.6

104.5

104.4
(a)
104.3

104.2

104.1

Graph S1.3
0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0
Time (min)
Summary
13. Manganese(IV) oxide acts as a catalyst that can speed
up the decomposition of hydrogen peroxide.

Questions
14. Write an equation for the decomposition of hydrogen peroxide in the
presence of a catalyst, MnO2(s).
MnO2(s)
2H2O2(aq) 2H2O() + O2(g)

15. Explain why there is a decrease in mass during the experiment.

The decrease in mass is due to the escape of oxygen from the reaction

mixture during the experiment.

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Experiment
 Additional
Reference in textbook:
Booklet for
Experiment S2.1

S2.1
Combined Science,
Part V
Ch.S2, p.12
Preparing ethanoic acid from ethanol

PowerPoint Experiment
Objective video

To prepare ethanoic acid from ethanol.

Apparatus and Chemicals

Each group will need:

♦ Safety spectacles ♦ Rubber tubings (for connecting
♦ Protective gloves Liebig condenser)
♦ Electronic balance ♦ Anti-bumping granules
3
♦ Beaker (250 cm ) ♦ Sodium dichromate (4 g)
3 3 3
Note 1 ♦ Measuring cylinders (10 cm , 25 cm ) ♦ Ethanol (5 cm ) N1
3
For economical reason, ♦ Bunsen burner and matches ♦ Sulphuric acid (2.0 M, 6 cm )
95% ethanol can be used ♦ Tripod and wire gauze
instead of absolute ethanol. Chemical disposal:
♦ Heat-resistant mat
♦ Dispose of the wastes into labelled
♦ Filter funnel
3 waste bottles for different kinds of
♦ 2 dry conical flasks (100 cm )
chemicals.
♦ ‘Quickfit’ apparatus as shown in
Figures S2.2 to S2.4 Time required:
♦ 2 stands and clamps 2 periods
♦ Thermometer (–10°C to 300°C)

Procedure

Safety precautions
1. Ethanol is highly flammable. Keep it away from flames.
2. Beware of heat burns by hot apparatus or hot water.
3. Handle acid with great care. In case any acid gets into your eyes or onto
your skin, report to your teacher immediately, and wash the affected area
under running water for at least 3 minutes.

Sulphuric acid Ethanol Sodium Sodium

(2.0 M) dichromate dichromate

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Experiment

A. Heating the reaction mixture under reflux

S2.1

Note 2 1. (a) Add 4 g of sodium dichromate to a pear-shaped flask. N2

Sodium dichromate used is 3
in excess. (b) Using a measuring cylinder, add 10 cm of 2.0 M sulphuric acid to
dissolve the solid (Figure S2.1). N3
Note 3 3
In preparing the acidified (c) Using a measuring cylinder, add 5 cm of ethanol to the flask, a
sodium dichromate solution, little at a time slowly. N4
add sulphuric acid with
care, with cooling in a water
bath if necessary.
measuring cylinder sulphuric acid

Note 4
In mixing ethanol and
acidified sodium dichromate
filter funnel
solution, cooling with a water
bath may be necessary.
pear-shaped flask

sodium dichromate

Figure S2.1

Caution 2. (a) Put a few anti-bumping granules into the flask.

• The top of the (b) Set up the apparatus for heating under reflux as shown in
Liebig condenser Figure S2.2.
should never be
stoppered. N5
• Ensure the secure
clamping of water out (to sink)
apparatus.
Liebig condenser
• Ensure the rubber
tubings of the Liebig
condenser are clamp
connected properly.
hot vapour condenses on the
cold inner wall of condenser
Note 5 water in (from tap)
Remind students that the
top of the Liebig condenser condensed liquid
clamp
should never be stoppered returns to the flask
(in an attempt to prevent pear-shaped flask sodium dichromate +
any vapour escaping),
sulphuric acid + ethanol
otherwise the great
pressure built up in the anti-bumping granule N6 Note 6
closed system would result Upon mixing ethanol and
in an explosion, blowing acidified sodium dichromate
out the stopper. The solution, the resultant solution
flammable liquid splashing heat turns greenish orange but the
out would catch fire. reaction is not yet complete.
Figure S2.2

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Experiment
3. (a) Turn on the water tap. Heat the flask gently with a hot water
Note 7 bath. N7

S2.1
A water bath is used
instead of naked flame for
(b) Allow the mixture to boil for about 30 minutes.
heating the reaction
mixture. This is because 4. Observe the colour change in the reaction mixture.
ethanol is flammable. On What is the colour change of the reaction mixture after heating?
heating, the alcohol vapour
escaping out of the pear- The reaction mixture changes from orange to green.
shaped flask or Liebig
condenser will easily catch
fire. 5. Stop heating and allow the mixture to cool for 5 minutes.

B. Distilling the product mixture

6. Set up the apparatus for distillation, as shown in Figure S2.3.

thermometer

screw-cap
adaptor
water out
(to sink)

rubber
clamp clamp
tubing Liebig condenser

pear-shaped
flask
product mixture receiver adaptor
from part A

anti-bumping
granule water in
heat (from tap)

the first distillate

Figure S2.3

7. (a) Heat the pear-shaped flask gently with a small non-luminous

flame.
(b) Collect the fraction of distillate that boils between 110°C and
3
Note 8 114°C by using a clean, dry 100 cm conical flask. N8
A clean and dry conical
flask can be prepared by 8. Carefully pour the distillate into another clean, dry pear-shaped
rinsing with water, followed
by absolute ethanol and flask.
then dried in an oven.

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Experiment

3
9. Weigh a dry 100 cm conical flask and record its mass, M1, in
Table S2.1.
S2.1

10. Re-distil the first distillate by using the set-up as shown in

Figure S2.4.

thermometer

screw-cap water out

adaptor (to sink)
Liebig condenser

clamp

receiver adaptor

glass beads
clamp

water in
fractionating (from tap)
column
second distillate

clamp

the first distillate

anti-bumping from distillation
granule

heat
Figure S2.4

11. (a) Collect the fraction of distillate that boils between 116°C and
3
118°C by using the weighed 100 cm conical flask.
(b) Weigh the conical flask and the distillate (ethanoic acid), and
record its mass, M2, in Table S2.1.

Mass of the conical flask, M1 (g) 114.25

Mass of the conical flask and the distillate

116.75
(ethanoic acid), M2 (g)

Mass of the ethanoic acid formed, M2 – M1 (g) 2.50

Table S2.1

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Experiment
Calculation

S2.1
12. (a) Calculate the theoretical mass of ethanoic acid that could be
produced from the mass of ethanol you used.
–3
(The density of ethanol at 25°C is 0.789 g cm )
The overall equation is:
2– + 3+
3CH3CH2OH + 2Cr2O7 + 16H 3CH3COOH + 4Cr + 11H2O
3 –3
Mass of ethanol used = 5 cm × 0.789 g cm

= 3.945 g
3.945
Number of moles of ethanol used = 46.0 mol = 0.0858 mol

From the equation, mole ratio of ethanol to ethanoic acid is 1 : 1,

∴ theoretical number of moles of ethanoic acid obtained

= 0.0858 mol

Theoretical mass of ethanoic acid obtained = 0.0858 × 60.0 g

= 5.148 g

(b) Calculate the percentage yield of ethanoic acid.

The percentage yield of ethanoic acid
actual mass of product obtained
= × 100%
theoretical mass of product calculated
2.50 g
= × 100%
5.148 g
= 48.6%

Summary

13. Ethanol is first oxidized to ethanal , and then to

ethanoic acid by acidified sodium dichromate solution.

14. In thisexperiment, the reaction mixture is heated under

reflux in step 2. Ethanoic acid is then separated
from the product mixture by fractional distillation in
step 10.

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Experiment

Questions
S2.1

15. Explain why a Liebig condenser is used in step 2.

It is used to condense vapour formed from the mixture during heating.

Thus, it helps to prevent the loss of ethanal or ethanoic acid by

evaporation on prolonged heating.

16. Explain the colour change in the reaction mixture observed in step 4.
Orange dichromate ions are reduced to green chromium(III) ions.

17. Suggest TWO reasons why the percentage yield of ethanoic acid is
not 100%.
The reaction is not complete.

There was a loss of product when it was transferred from one piece of

apparatus to another.

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Experiment
 Additional
Reference in textbook:
Booklet for
Experiment S2.2

S2.2
Combined Science,
Part V
Ch.S2, p.15 Preparing ethyl ethanoate from ethanol and
ethanoic acid
PowerPoint
Objective

To prepare ethyl ethanoate from ethanol and ethanoic acid.

Apparatus and Chemicals

Each group will need: Chemical disposal:

♦ Safety spectacles ♦ Dispose of the wastes into labelled
♦ Protective gloves waste bottles for different kinds of
♦ Test tube chemicals.
3
♦ 2 measuring cylinders (10 cm )
Time required:
♦ Heat-resistant mat
3 3 1 period
♦ 2 beakers (100 cm , 250 cm )
3
♦ Ethanol (2 cm )
3
♦ Glacial ethanoic acid (1 cm )
♦ Concentrated sulphuric acid (~18.0 M,
3
1 cm ) (with a dropper provided)
3
♦ Hot water (200 cm , ~80°C)
3
♦ Water (50 cm , ~25°C)

Procedure

Safety precautions
1. Ethanol is highly flammable. Keep it away from flames.
2. Wear protective gloves when handling corrosive chemicals.
3. Handle concentrated sulphuric acid and glacial ethanoic acid with great
care.
4. Handle acid with care. In case any acid gets into your eyes or onto your
skin, report to your teacher immediately, and wash the affected area under
running water for at least 3 minutes.
5. Never add water to the concentrated sulphuric acid.
6. Beware of heat burns by hot apparatus or hot water.

Glacial ethanoic acid, Concentrated sulphuric acid,

ethanol, glacial ethanoic acid
ethyl ethanoate

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 Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

3
Caution 1. (a) Using a measuring cylinder, add 2 cm of ethanol to a test tube.
3
(b) Using another measuring cylinder, add 1 cm of glacial ethanoic
S2.2

Wear protective gloves

when handling acid to the test tube.
corrosive chemicals
(c) Carefully add 3 drops of concentrated sulphuric acid to the
and hot water.
mixture.
Note 1
A water bath is used instead 2. (a) Put the test tube in the hot water bath for 5 minutes (Figure
of naked flame for heating
the reaction mixture. This is
S2.5a). N1
3
because ethanol is (b) Pour the reaction mixture into a 100 cm beaker containing
flammable. On heating, the 3
50 cm of water (Figure S2.5b). N2
alcohol vapour escaping out
of the test tube will easily
catch fire.

Note 2
Water dissolves the unreacted ethanoic acid and
ethanol. Immiscible ethyl ethanoate floats on the
water surface. Its smell can be detected more easily.

ethanol + glacial ethanoic acid +

concentrated sulphuric acid
hot water cold water
(a) (b)

Figure S2.5

3. Record your observations and describe the appearance as well as the

smell of the product in Table S2.2.

Observation Thin, immiscible layer floats on water

Appearance of
Colourless liquid
the product

Smell of the
Sweet fruity smell
product

Table S2.2

Summary
4. An ester can be prepared by reacting an alkanoic acid and
an alkanol in the presence of concentrated sulphuric acid.
The kind of the reaction is called esterification .

5. The molecular formula of the product is CH3COOCH2CH3 .

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Experiment
Questions

S2.2
6. What is the function of concentrated sulphuric acid in this
experiment?
It acts as a catalyst to speed up the reaction.

7. Write a chemical equation for the reaction between ethanol and

ethanoic acid.
CH3CH2OH() + CH3COOH() CH3COOCH2CH3() + H2O()

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Experiment
 Additional
Reference in textbook:
Booklet for
Experiment S3.1

S3.1
Combined Science,
Part V
Ch.S3, p.16 Preparing Perspex
PowerPoint

Objective

To prepare Perspex using methyl 2-methylpropenoate in the

presence of di(dodecanoyl) peroxide.

Apparatus and Chemicals

Note 1
A spirit thermometer instead (Demonstration)
of a mercury thermometer is The teacher will need:
used if the temperature ♦ Safety spectacles ♦ Small hammer
measured is lower than ♦ Protective gloves ♦ Bucket
100ºC. This is because in ♦ Dry test tube, preferably soda-glass ♦ A pair of blunt forceps
case a mercury thermometer type, in rack ♦ Old newspaper or a plastic bag (to
is broken, it is very difficult to ♦ Test tube stopper wrap the test tube containing
clean up the toxic mercury
♦ Test tube holder Perspex before breaking it)
spilt out. 3
♦ Beaker (250 cm )
Chemical disposal:
♦ Heat-resistant mat
Note 2 3 ♦ Dispose of the wastes into labelled
Instead of solid, no more
♦ Measuring cylinder (10 cm )
waste bottles for different kinds of
than 1% of this peroxide ♦ Thermometer (–10°C to 110°C) N1
chemicals.
should be used. ♦ Electric hotplate
♦ Methyl 2-methylpropenoate (placed Time required:
3
in the fume cupboard) (3 cm ) 2 periods
♦ Di(dodecanoyl) peroxide (lauroyl
peroxide) (or benzoyl peroxide)
3
(0.5%, 1 cm ) N2

Procedure

Safety precautions
1. The experiment must be performed in the fume cupboard as methyl
2-methylpropenoate is highly flammable and has a highly irritant vapour.
2. A hot water bath is used instead of naked flame for heating the reaction
mixture (step 3).
3. Beware of heat burns by hot apparatus or hot water.

Methyl Methyl Di(dodecanoyl)

2-methylpropenoate 2-methylpropenoate, peroxide
di(dodecanoyl) peroxide

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Experiment

3 3
1. (a) Fill a 250 cm beaker with about 200 cm of water.
(b) Heat the water to about 60°C (Figure S3.1).
S3.1

(c) Turn off the hotplate.

thermometer

beaker

water

hotplate
Heat
Note 3
If too little initiator is used, Figure S3.1
the monomer may take
several hours to polymerize.
3
2. (a) Add 3 cm of methyl 2-methylpropenoate to a dry test tube
Note 4
If more initiator and/or a high (Figure S3.2a).
temperature (e.g. 85ºC) are 3
(b) Add 1 cm of di(dodecanoyl) peroxide to the test tube (Figure
used, the solid polymer may
form more quickly (maybe S3.2b). N3, N4
less than 30 minutes). (c) Swirl the tube gently to dissolve the solid (Figure S3.2c).
However, the solid formed
will contain more gas
bubbles. di(dodecanoyl) peroxide

methyl 2-methylpropenoate +
di(dodecanoyl) peroxide
methyl 2-methylpropenoate methyl 2-methylpropenoate
(a) (b) (c)

Figure S3.2

Describe the appearance of the solution.

Colourless liquid

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Experiment
3. (a) Put the test tube in the hot water bath at about 60°C (Figure
SBA note
S3.3).

S3.1
The temperature of
the hot water bath (b) Note the time from your wrist watch.
should be kept within
the range 58–65°C.
When the
temperature drops to
58°C, turn on the
hotplate and heat the
water gently. When
the temperature rises
to 65°C, turn off the
hotplate. You may
have to repeat this ‘on hot water bath
and off’ process a methyl 2-methylpropenoate (~60°C)
number of times. + di(dodecanoyl) peroxide

hotplate
Heat
Caution
Figure S3.3
Before reheating the
water bath, remember
to use a test tube
4. (a) Every 10 minutes, take out the test tube with the test tube holder.
holder to take out the
test tube. (b) Stopper it and examine its contents. If the liquid is ‘runny’, take
away the stopper and put the test tube back into the hot water
bath immediately.
What happens to the liquid in the course of heating?
It becomes thicker and thicker.

5. (a) Continue to heat until the liquid in the test tube solidifies.
(b) After the liquid in the test tube has become a solid, take the tube
out from the beaker.
(c) Cool it using a cold water bath for about 5 minutes.

6. (a) Wrap the test tube completely with old newspaper or a plastic
bag.
Caution (b) Place the wrapped tube inside a bucket.
Be careful when (c) Break the tube carefully using a small hammer.
handling broken (d) Using a pair of blunt forceps, carefully take away any broken glass
glass pieces. pieces still sticking to the solid product.
Describe the appearance of the product.
It is a colourless and transparent solid.

HKDSE CHEMISTRY — A Modern View (Second Edition) 3 S3

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

Summary
S3.1

7. Perspex can be made by heating methyl 2-methylpropenoate in

the presence of di(dodecanoyl) peroxide.

8. Perspex is a colourless and transparent

solid.

Questions
9. Write an equation for the polymerization of methyl
2-methylpropenoate.

O O
H C O CH 3 H C O CH 3
n C C C C
H CH 3 H CH 3 n

10. Explain why Perspex is regarded as an addition polymer.

It is because Perspex forms by joining monomer molecules together

repeatedly, without the elimination of small molecules.

S3 4 HKDSE CHEMISTRY — A Modern View (Second Edition)

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
 Additional
Reference in textbook:
Booklet for
Experiment S3.2

S3.2
Combined Science,
Part V
Ch.S3, p.24 Preparing nylon
PowerPoint
Objective

To prepare nylon 6.6 using hexane-1,6-diamine and hexanedioyl

dichloride.

Apparatus and Chemicals

Each group will need: Chemical disposal:

♦ Safety spectacles ♦ Dispose of the wastes into labelled
♦ Disposable plastic gloves waste bottles for different kinds of
3
♦ 2 measuring cylinders (10 cm ) chemicals.
3
♦ Beaker (25 cm )
Time required:
♦ Glass rod
1 period
♦ A pair of forceps
♦ Filter paper (2 pieces)
♦ Solution A:
5% solution of hexanedioyl dichloride
3
Note 1 in cyclohexane (5 cm ) N1, N2
Only a small quantity of ♦ Solution B:
hexanedioyl dichloride 5% solution of hexane-1,6-diamine
should be purchased, as in 1.0 M sodium hydroxide solution
it is hard to store this 3
(5 cm )
chemical.

Note 2
Cyclohexane is used instead
of tetrachloromethane as Procedure
the solvent for hexanedioyl
dichloride, because the
former is safer.
Safety precautions
1. This experiment should be performed in a fume cupboard or in a
well-ventilated laboratory.
2. Wear protective gloves when handling corrosive chemicals.
3. Handle Solution A and Solution B with care. In case any of them gets into
your eyes or onto your skin, report to your teacher immediately, and wash
the affected area under running water for at least 3 minutes.

Hexane, Solution A, solution B Hexane

solution A

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

3
1. (a) Using a measuring cylinder, measure 5 cm of Solution B.
Note 3 (b) Pour Solution B into a beaker (Figure S3.4). N3
S3.2

Since solution B is denser

than solution A, it should
be added to the beaker first
to prevent mixing of the
two solutions.

measuring
cylinder

Solution B

beaker

Note 4
If the two solutions are Figure S3.4
stirred to mix, a white lump
of solid forms.
3
2. (a) Using another measuring cylinder, measure 5 cm of solution A
(Figure S3.5a).
SBA note
(b) Carefully pour Solution A on the top of Solution B to prevent
Slowly pour solution A
down the wall of the
mixing of the two solutions (Figure S3.5b). N4
beaker or pour it
down with a glass rod
to prevent mixing.
measuring
cylinder

Solution A

beaker
Solution A

Solution B Solution B
(a) (b)
Figure S3.5

What do you observe where the two layers meet?

Note 5
A thin nylon thread can be A thin white film forms.
easily broken. However, a
bundle of nylon threads
has very high tensile
3. (a) Using a pair of forceps, pick up the nylon film formed between the
strength. two layers in the beaker (Figure S3.6a).
(b) Pull out a thread from this and wind it onto a glass rod.
SBA note
(c) Slowly rotate the glass rod so that a continuous thread is wound
If the glass rod is
rotated too fast, around the rod (Figure S3.6b). N5
the nylon thread (d) When you have made enough of the thread, break it off with a pair
will break.
of forceps.

S3 6 HKDSE CHEMISTRY — A Modern View (Second Edition)

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
glass rod

S3.2
forceps
nylon thread

beaker

Solution A
Solution B

(a) (b)

Figure S3.6

Caution 4. (a) Wash the nylon thread (wound on the glass rod) thoroughly in a
gentle stream of tap water. N6
Wear gloves when
handling the thread as (b) Dry the nylon thread by pressing it between two pieces of filter
the thread may be paper.
coated with corrosive
What is the appearance of the nylon thread?
sodium hydroxide
solution and It is a white solid.
unreacted substances.

Note 6
Since the nylon thread has
Summary
been soaked with corrosive
solutions A and B, it should 5. Nylon 6.6 can be made by reacting hexanedioyl dichloride
be washed with plenty of
in cyclohexane and hexane-1,6-diamine in 1.0 M sodium
water before handling.

hydroxide solution.

6. Nylon thread can be collected by pulling nylon film at the

interface between the two solutions.

Question
7. Write an equation for the polymerization that forms nylon 6.6.

O O H H
n Cl C (CH2)4 C Cl + n H N (CH2)6 N H

O O H H
C (CH2)4 C N (CH2)6 N + 2n HCl
n

HKDSE CHEMISTRY — A Modern View (Second Edition) 7 S3

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

8. Explain why nylon 6.6 is regarded as a condensation polymer.

This is because during polymerization, small molecules (i.e. hydrogen
S3.2

chloride) are eliminated.

S3 8 HKDSE CHEMISTRY — A Modern View (Second Edition)

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
 Additional
Reference in textbook:
Booklet for
Experiment S3.3

S3.3
Combined Science,
Part V,
Ch.S3, p.31 Investigating the strength and the ease of
softening upon heating of plastics

Objective PowerPoint Experiment

video

To investigate the strength and the ease of softening upon heating of

the following plastics:
• polyethene
• polypropene
• polyvinyl chloride
• polystyrene
• Perspex
• poly(ethylene terephthalate)
• nylon

Apparatus and Chemicals

Experiment S3.3A ♦ Polyvinyl chloride sample
Each group will need: ♦ Polystyrene sample
♦ Polyethene ♦ Perspex sample
♦ Polypropene ♦ Poly(ethylene terephthalate) sample
♦ Polyvinyl chloride ♦ Nylon sample
♦ Polystyrene ♦ Metal plate (or aluminium foil)
♦ Perspex ♦ A pair of forceps
♦ Poly(ethylene terephthalate) ♦ A pair of crucible tongs
♦ Nylon ♦ Heat-resistant mat
♦ Electric hotplate kept in the fume
Experiment S3.3B (Demonstration)
cupboard
The teacher will need:
♦ Polyethene sample Time required:
♦ Polypropene sample 2 periods

Procedure

Safety precautions
1. Part B should be performed in the fume cupboard.
2. Beware of burns.

HKDSE CHEMISTRY — A Modern View (Second Edition) 9 S3

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 Name: ____________________ ( ) Class: _________ Group: _________ Date: ___________________
Experiment

A. To test the strength of some plastics

S3.3

1. Test the strength of each plastic by bending (Figure S3.7). Record the
ease of bending of each plastic in Table S3.1.

plastic

Figure S3.7

B. To test the ease of softening of some plastics

Caution 2. (a) Place a metal plate (or aluminium foil) on top of an electric
Part B should be hotplate.
performed in the fume (b) Using a pair of forceps, transfer a little amount of each kind of
cupboard. plastic sample onto the metal plate (Figure S3.8).
(c) Turn on the hotplate. Note whether the plastics soften or melt on
heating. Record your observations in Table S3.1.

Perspex metal plate

polystyrene
nylon

polyvinyl chloride
poly(ethylene terephthalate)

polyethene

electric hotplate

polypropene

F
/OF
ON

Figure S3.8

S3 10 HKDSE CHEMISTRY — A Modern View (Second Edition)

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Name: _________________________ ( ) Class: _________ Group: _________ Date: ___________________

Experiment
Does it soften (or melt)
Can it be bent?
on heating?

S3.3
Polyethene Yes

Polypropene Yes

Polyvinyl chloride Yes

Polystyrene Yes

Perspex Yes

Poly(ethylene
Yes
terephthalate)

Nylon Yes

Note 1 Table S3.1 N1

Answers may vary. Whether
a plastic article can be easily
bent without breaking
depends on:
(a) what plastic is used
Summary
(b) whether plasticizer is
added 3. The strength of plastics can be tested by bending .
(c) what other substances (if
any) have been added
(d) size and shape of the
4. The plastics in this experiment can be softened by
article. heating .

Question
5. Polyvinyl chloride is a poor conductor of electricity and commonly
used to make coverings of electric wires. Explain whether it can be
used to make universal adaptors.
Polyvinyl chloride can be softened by heating. Universal adaptors may

sometimes get hot when connected to a plug. Thus, polyvinyl chloride

is not suitable to make universal adaptors.

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Appendix

Appendix Hazardous nature and safety precautions of common

chemicals in chemistry laboratories

Hazard warning
Hazardous nature Examples Safety precautions
label
Explosive: • old stocks of potassium and • keep away from heat and
It is a substance sodium which have turned naked flames
which may yellow (due to formation of • handle with extreme care
explode if ignited superoxides), ammonium — avoid shock or friction
in air or exposed dichromate • make sure the container is
to heat. A shock or • 2,4-dinitrophenylhydrazine properly stoppered
friction may also
start an explosion.

Oxidizing: • concentrated sulphuric acid, • make sure the container is

It is a substance concentrated nitric acid properly stoppered
which may start a • nitrates, potassium • keep away from heat and
highly exothermic permanganate, potassium naked flames
reaction when in dichromate, potassium • keep away from metals,
contact with easily chlorate, potassium iodate, combustible materials and
oxidizable potassium nitrite flammable chemicals
materials. It can • avoid contact with the eyes
create a fire risk. and skin; if any concentrated
acid is accidentally spilt into
the eyes or onto the skin, wash
the affected area with running
water for at least 3 minutes
and go for medical check-up

Flammable: • hydrogen, carbon monoxide, • in case of solids or liquids,

It is a gas, liquid or methane, LPG, town gas make sure the container is
solid that may • methanol, ethanol, ether, properly stoppered
easily catch fire ethyl ethanoate, carbon • in case of gases, make sure
under ordinary disulphide, propanone, there is no leakage into the
conditions. benzene laboratory
• yellow phosphorus, sulphur, • keep away from heat and
potassium, sodium, fine naked flames
powders of aluminium,
magnesium and zinc

Carcinogenic: • known carcinogens: • must wear a laboratory coat,

It is a substance asbestos, benzene safety spectacles and gloves
which would cause • suspected carcinogens: • perform the experiment in
cancer or be nitrobenzene, fume cupboard
suspected to cause tetrachloromethane, • make sure the container is
cancer on trichloromethane properly stoppered
prolonged contact. • avoid breathing in their
vapours/particles
• should avoid using
carcinogens at schools

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 Appendix
Hazard warning
Hazardous nature Examples Safety precautions
label
Toxic: • chlorine, hydrogen sulphide, • perform the experiment in
It is a substance, carbon monoxide, nitrogen fume cupboard
which if breathed dioxide, sulphur dioxide • in case of solids or liquids,
in, or swallowed, • bromine, carbon disulphide, make sure the container is
or absorbed methanol, properly stoppered
through the skin, tetrachloromethane, • avoid breathing in their
may involve methanal solution (37%) gases/vapours/particles
serious health risk • cyanides, lead compounds, • wear gloves (if gloves are not
or even death. mercury and most of its used, wash hands
compounds, potassium thoroughly after handling
chromate chemicals)
• yellow phosphorus
• 2,4-dinitrophenylhydrazine

Harmful: • trichloromethane, • avoid breathing in their

It is a substance, 1,1,1-trichloroethane vapours/particles
which if breathed • iodine, barium compounds • avoid contact with the eyes
in, or swallowed, (except barium sulphate), and skin; if accidentally spilt
or absorbed oxalic acid, oxalates, iron(II) into the eyes or onto the
through the skin, sulphate skin, wash the affected area
may involve with a lot of water
limited health risk. • the laboratory should be well
ventilated

Corrosive: • hydrogen chloride • wear a laboratory coat, safety

It is a substance • bromine, concentrated spectacles and gloves
which would mineral acids, concentrated • perform the experiment in
destroy living ethanoic acid, concentrated fume cupboard
tissues upon aqueous ammonia, • handle them with care,
contact. concentrated hydrogen especially when they are hot
peroxide solution, sodium or being heated
hypochlorite solution • avoid contact with the eyes
• potassium, sodium, sodium and skin; when accidentally
hydroxide, potassium spilt into the eyes or onto
hydroxide, silver nitrate, the skin, wash the affected
anhydrous aluminium area with running water for
chloride at least 3 minutes and go for
medical check-up

Irritant: • bench dilute mineral acids, • avoid contact with the eyes
It is a non- aqueous ammonia and skin; when accidentally
corrosive • anhydrous iron(III) chloride, spilt into the eyes or onto
substance but can ammonium dichromate, the skin, wash the affected
cause reddening potassium dichromate area with a lot of water
or inflammation of
the skin.

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