Chemistry for the IB Diploma

Guidance for Topic 1 Practical 1

Methane rockets, a demonstration
Safety
Although great care has been taken in checking the accuracy of the information provided in this
guidance, Cambridge University Press shall not be responsible for any errors, omissions or
inaccuracies.
Teachers and technicians should always follow their school and departmental safety policies. You
must ensure that you consult your employers model risk assessments and modify them as appropriate
to meet local circumstances before starting any practical work. Risk assessments will depend on your
own skills and experience, the skills and experience of your students, and the facilities available to
you. Everyone has a responsibility for his or her own safety and for the safety of others. The notes
below should not be regarded as a risk assessment.
You should carry out the practical yourself before presenting it to students. Make sure you are
comfortable with the procedures, and can anticipate any difficulties any of your students may
encounter.

Guidance
This demonstration shows the importance of stoichiometry.
The reaction between methane and oxygen is demonstrated using two different ratios of methane to
oxygen. The mixture which corresponds to the correct stoichiometric ratio should give the more
spectacular reaction.

Apparatus and materials

Each pair will need:

plastic bottles (500 cm3)

500 cm3 measuring cylinder
oxygen
rubber bung

Supporting the practical

Be careful where the rockets are aimed. Check beforehand to see how far the rockets will fly.

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Chemistry for the IB Diploma

Guidance for Topic 1 Practical 2

Determination of the empirical formula of magnesium oxide
Safety
Although great care has been taken in checking the accuracy of the information provided in this
guidance, Cambridge University Press shall not be responsible for any errors, omissions or
inaccuracies.
Teachers and technicians should always follow their school and departmental safety policies. You
must ensure that you consult your employers model risk assessments and modify them as appropriate
to meet local circumstances before starting any practical work. Risk assessments will depend on your
own skills and experience, the skills and experience of your students, and the facilities available to
you. Everyone has a responsibility for his or her own safety and for the safety of others. The notes
below should not be regarded as a risk assessment.
You should carry out the practical yourself before presenting it to students. Make sure you are
comfortable with the procedures, and can anticipate any difficulties any of your students may
encounter.

Guidance
This practical exercise has been designed as a simple task to illustrate some of the points required to
meet the IB internal assessment criteria. This practical cannot be used for assessment of data
collection and processing as the students have been told how to record their data and been given a
data table to fill in.
The practical can be used to introduce the ideas of uncertainties in measurements and in recording
data to the appropriate number of significant figures. For example, for measuring masses using a
2 d.p. balance, the mass of magnesium should be recorded as 0.10 0.01 g.
The results of this experiment could also be compared with another experiment, such as one using a
much smaller mass of magnesium, so that the uncertainty in the mass recorded by the balance
becomes much more significant.
Students should be encouraged to make detailed observations during practical work and to record
qualitative as well as quantitative data.
Possible observations that could be made during this practical include the following:

the crucible was dirty

the magnesium ribbon was dull grey (indicating oxidation)
the ribbon glowed bright white as it burned
some white powder escaped from the crucible as the lid was lifted
the final product was a white powder.

Possible sources of error in this practical include:

formation of magnesium nitride by reaction with nitrogen in the air

some of the magnesium oxide escaped so the final mass was lower than expected
some of the magnesium had already been oxidised
random errors due to the measuring apparatus
if the crucible was dirty the substance inside it could have decomposed or reacted with
the air.

For the systematic errors, students should consider whether they would cause the ratio of the elements
to be too high or too low (too much magnesium or too much oxygen) and link this to their results.

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Chemistry for the IB Diploma

Students should suggest improvements to the procedure to reduce the errors. These should be
both specific and possible to carry out in a school laboratory, e.g. clean the magnesium with
sandpaper prior to weighing.
The formation of magnesium nitride is a significant source of error. An alternative procedure involves
adding a few drops of water after the magnesium has completely reacted. This converts the
magnesium nitride to magnesium hydroxide and ammonia. Heating the mixture strongly will then
decompose the magnesium hydroxide to magnesium oxide and will drive off any excess water.

Apparatus and materials

Each pair will need:

access to weighing scales

crucible with lid
strip of magnesium, approximately 0.10 g
tripod
clay triangle
Bunsen burner (or other strong heat source)
tongs

Supporting the practical

When heating the magnesium in the crucible the lid will need to be lifted in order to get sufficient air
to react. Make sure the students are careful with this as the white magnesium oxide powder can
escape easily and it will affect the students results. Wait for the crucible to cool down before
weighing the sample again.

Clearing up
Magnesium oxide can be placed in the bin once cooled.

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Chemistry for the IB Diploma

Guidance for Topic 1 Practical 3

Determination of the value of x in MgSO4xH2O
Safety
Although great care has been taken in checking the accuracy of the information provided in this
guidance, Cambridge University Press shall not be responsible for any errors, omissions or
inaccuracies.
Teachers and technicians should always follow their school and departmental safety policies. You
must ensure that you consult your employers model risk assessments and modify them as appropriate
to meet local circumstances before starting any practical work. Risk assessments will depend on your
own skills and experience, the skills and experience of your students, and the facilities available to
you. Everyone has a responsibility for his or her own safety and for the safety of others. The notes
below should not be regarded as a risk assessment.
You should carry out the practical yourself before presenting it to students. Make sure you are
comfortable with the procedures, and can anticipate any difficulties any of your students may
encounter.

Guidance
Students will be able to see the change in mass when the magnesium sulfate is heated. The decrease in
mass is the amount of water that has been evaporated.

Apparatus and materials

Each pair will need:

crucible
weighing scales
Bunsen burner
tripod
clay triangle
hydrated magnesium sulfate

Setting up the practical

Make sure that the crucible fits onto the clay triangle so that it is less likely to fall over. Take care
when heating as the crucible will get very hot.

Supporting the practical

It is important that the magnesium sulfate is heated until there is no more change in mass, as
otherwise the results will not be very accurate.

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Chemistry for the IB Diploma

Guidance for Topic 1 Practical 4

Determination of the Ar of lithium
Safety
Although great care has been taken in checking the accuracy of the information provided in this
guidance, Cambridge University Press shall not be responsible for any errors, omissions or
inaccuracies.
Teachers and technicians should always follow their school and departmental safety policies. You
must ensure that you consult your employers model risk assessments and modify them as appropriate
to meet local circumstances before starting any practical work. Risk assessments will depend on your
own skills and experience, the skills and experience of your students, and the facilities available to
you. Everyone has a responsibility for his or her own safety and for the safety of others. The notes
below should not be regarded as a risk assessment.
You should carry out the practical yourself before presenting it to students. Make sure you are
comfortable with the procedures, and can anticipate any difficulties any of your students may
encounter.

Guidance
If this practical is to be used for assessment, the minimum amount of information must be given to
students. They must not be told how to present the data or how to carry out the calculation.

Apparatus and materials

Each pair will need:

distilled water
lithium
conical flask
measuring cylinders (100 cm3 and 250 cm3)
bung with delivery tube and rubber tubing

Clearing up
All solutions can be washed down the sink with lots of water.

Data collection and processing

It would be expected that students will present the data in a table such as the one below.
Volume of water / cm3

100 1

Mass of lithium / g

0.10 0.01

Volume of gas / cm3

165 1

Temperature / C

23 1

Pressure / mmHg

756 1

The students should also record qualitative data.

They should carry out the calculation as follows, and will be expected to propagate errors to arrive at
a suitable number of significant figures for the final answer.
The number of moles of gas produced can be calculated using PV = nRT.

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Chemistry for the IB Diploma

Convert to an appropriate set of units:

pressure = 756 133.4 = 100 850 Pa

temperature = 23.0 + 273 = 296 K
volume = 165 106 m3

PV
RT

100850 165 106

8.31 296

n = 6.765 103 mol

The equation for the reaction is: 2Li + 2H2O 2LiOH + H2
The number of moles of Li is thus twice the number of moles of H 2: 0.01353 mol

relative atomic mass

Ar

mass
number of moles

0.10
0.01353

Ar = 7.391

Error analysis
Error analysis must now be carried out to determine the number of significant figures that can be
quoted.
Since the calculation involves multiplying and dividing quantities, percentage errors must be
calculated.
Unit conversion

Percentage uncertainty

Mass of lithium

0.10 0.01 g

10%

Volume of gas

165 1 cm3

165 106 1 106 m3

0.61%

Temperature

23 1 C

296 1 K

0.34%

Pressure

756 1 mmHg

100 850 130 Pa

0.13%

The conversion of C to K involves adding what is considered to be a pure number and so the
absolute uncertainty stays the same.
When the units are converted for pressure the percentage uncertainty remains the same, thus:

1
100
the percentage uncertainty of the pressure in mmHg is 756
= 0.13%
The percentage uncertainty on the number of moles of hydrogen is calculated by adding the
percentage uncertainties for volume, temperature and pressure:
the percentage uncertainty for n is 0.61 + 0.34 + 0.13 = 1.1%
This percentage uncertainty stays the same when n is multiplied by 2 (as 2 is a pure number it does
not have an uncertainty):
the percentage uncertainty on the number of moles of Li is thus 1.1%.
The percentage uncertainty on the relative atomic mass of Li is the sum of the percentage uncertainty
on the number of moles and the percentage uncertainty on the mass, i.e. 11.1%.

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Chemistry for the IB Diploma

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Chemistry for the IB Diploma

This is then converted to an absolute uncertainty by multiplying by the value of Ar,

11.1 7.391
0.8
100
so absolute uncertainty =
, to one significant figure.
The uncertainty is in the first decimal place and therefore the final value can be quoted as 7.4 0.8.

Further ideas
The practical can be extended by measuring the volume of water in the conical flask more precisely,
withdrawing 10.0 cm3 samples using a pipette and then titrating these against 0.10 mol dm3
hydrochloric acid.
The practical procedure can also be adapted to determine the relative atomic mass of magnesium by
using 0.20 g magnesium instead of lithium and 100 cm3 of 0.50 mol dm3 hydrochloric acid in the
conical flask.

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Chemistry for the IB Diploma

Guidance for Topic 1 Practical 5

Determination of vitamin C concentration in a solution
Safety
Although great care has been taken in checking the accuracy of the information provided in this
guidance, Cambridge University Press shall not be responsible for any errors, omissions or
inaccuracies.
Teachers and technicians should always follow their school and departmental safety policies. You
must ensure that you consult your employers model risk assessments and modify them as appropriate
to meet local circumstances before starting any practical work. Risk assessments will depend on your
own skills and experience, the skills and experience of your students, and the facilities available to
you. Everyone has a responsibility for his or her own safety and for the safety of others. The notes
below should not be regarded as a risk assessment.
You should carry out the practical yourself before presenting it to students. Make sure you are
comfortable with the procedures, and can anticipate any difficulties any of your students may
encounter.

Guidance
Students will be able to see the effect that temperature has on the rate of a reaction. They will also be
able to calculate rates and draw graphs. This practical activity is looking to show that as the
temperature of the reaction increases by 10 C then the rate of the reaction should double. This should
also link to collision theory from the syllabus.

Apparatus and materials

Each pair will need:

sodium thiosulfate solution (0.070 mol dm3)

vitamin C solution
ethanedioic acid
potassium iodide
sulfuric acid (0.3 mol dm3)
potassium iodate solution (0.010 mol dm3)
starch solution
conical flask
25 cm3 pipette
burette

Setting up the practical

Every pair should make sure that the burette is fitted tightly to the clamp stand. When the students fill
the burette with sodium thiosulfate they should place the clamp stand on the floor and pour in the
sodium thiosulfate using a small funnel, making sure the burette tap is closed. Once full they should
then move the burette back to the desk.

Clearing up
Solutions can be poured down the sink with lots of water.

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Chemistry for the IB Diploma

Calculation
The calculation here can be quite tricky. If the practical is not to be used for assessment, then
weaker students could be given extra help by the use of the following guiding questions:
1

Calculate the number of moles of thiosulfate used.

Work out the number of moles of iodine that the thiosulfate has reacted with.

Use the volume and concentration of potassium iodate added to calculate the number of moles
of molecular iodine produced.

Calculate the number of moles of iodine that reacted with the vitamin C.

Calculate the number of moles of vitamin C in 25.0 cm3 of the solution and hence the
concentration of the vitamin C solution.

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Chemistry for the IB Diploma

Guidance for Topic 1 Practical 6

Synthesis of alum, KAl(SO4)212H2O
Safety
Although great care has been taken in checking the accuracy of the information provided in this
guidance, Cambridge University Press shall not be responsible for any errors, omissions or
inaccuracies.
Teachers and technicians should always follow their school and departmental safety policies. You
must ensure that you consult your employers model risk assessments and modify them as appropriate
to meet local circumstances before starting any practical work. Risk assessments will depend on your
own skills and experience, the skills and experience of your students, and the facilities available to
you. Everyone has a responsibility for his or her own safety and for the safety of others. The notes
below should not be regarded as a risk assessment.
You should carry out the practical yourself before presenting it to students. Make sure you are
comfortable with the procedures, and can anticipate any difficulties any of your students may
encounter.

Guidance
Students should carry out this experiment in a fume hood.

Apparatus and materials

Each group will need:

aluminium foil
potassium hydroxide (3 mol dm-3)
sulfuric acid (3 mol dm-3)
ethanol
measuring cylinders (25 cm3 and 50 cm3)
weighing scales
250 cm3 beaker
glass rod
tripod
gauze
Bunsen burner
water bath
Buchner funnel
filter paper

Supporting the practical

When boiling the solution be careful to not evaporate too much water from it. When transferring the
chemicals the students should try to transfer as much as possible as this will affect their results.

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