Experiment guide chemistry cambridge igcse

HO CHI MINH CITY OF UNIVERSITY OF PEDAGOGY DEPARTMENT OF CHEMISTRY Student: Nguyen Thi Thanh Nhon Supervisor: MS Thai Hoai Minh Topic 1: The nature of matter experiment 1: solid-liquid-gas experiment 2: change in physical states experiment 3: dry ice experiment 4: separate solid experiment 5: separate liquid Topic 2: Chemical reaction experiment 6: physical change and chemical change 10 experiment 7: exothermic and endothermic process 11 experiment 8: synthesis reaction 12 experiment 9: combustion 13 experiment 10: displacement reaction 13 experiment 11: decomposition reaction 13 Topic 3: Acids, bases experiment 12: decode the quiz 16 experiment 13: colourful tubes 17 experiment 14: strong-medium-weak 18 Topic 4: How far? How fast? experiment 15 : hot and cold 20 experiment 16: elephant toothpaste 21 Topic 5: Aluminium experiment 17: coke can 23 experiment 18: detect aluminium 23 Exercise solution 25 Lesson plan “What is an acid?” 32 Lesson plan “ Energy changes in chemical reaction” 44 Lesson plan “Aluminium” 54 DIFFERENT TYPES OF SUBSTANCE (LESSON 2.1) Experiment 1: SOLID-LIQUID-GAS Objective Student can state the properties of states: solid, liquid, gas Apparatus and Chemical Apparatus  Three beakers 25ml Chemical  Ice cube  Cool water: 10 ml  Boiling water: 10ml Direction  Teacher prepares a beaker of ice cubes, a beaker of cool water and a beaker of boiling water  Student observes the properties of states and complete the worksheet Exercise Complete the table below Physical Volume state Solid Has a fixed (ice cube) volume Liquid (cool water) Gas (water vapor) Density Shape Moderate to high No definite shapetakes the shape of container Fluidity Generally flows easily Experiment 2: CHANGING STATE OF ICE CUBE Objective  Student can state that changing state takes energy  During changing state, the temperature is constant Apparatus and Chemical Apparatus  Beaker 50ml  Alcohol lamp  Thermometer  Tripod  Lighters and matches Chemical  Ice cube Direction     Teacher does this experiment Teacher prepares the experiment like picture Teacher heats up the beaker of ice cube until it changes state Students observe the phenomena, concentrate on the thermometer during the period of the change in state Exercise Answer the questions After heating up the beaker of ice cubes, how the ice cubes change in state? What makes ice cube change state? How does the temperature during the period of state changing? Experiment 3: DRY ICE Objective Student can state sublimation definition Apparatus and Chemical Apparatus  Bottle  Balloon Chemical  Dry ice (CO )  Cool water Direction  Teacher divides class into smaller groups of  Students pour about 10ml water into the bottle containing dry ice then cover the orifice by a balloon quickly  Students observe the phenomena Excercise a Answer the question How is the volume of water before and after experiment? After pouring water into dry ice, what is the phenomenon? What is the function of water in this experiment? Can the reaction proceed without water? Teacher introduces the phenomena of dry ice in this experiment is call sublimation and offers students state the definition b Draw the mindmap After experiment 1,2,3, use the concepts below to draw a mindmap to illustrate the state changing of substances Melting, solidification, condensation, evaporation, sublimation, deposition SEPERATING AND PURIFYING SUBSTANCES (LESSON: 2.2) Experiment 4: SEPARATE SOLIDS Objective Student can state the separations solid base on differences in particle size, magnetism… Apparatus and Chemical Apparatus  Sieve  Magnet Chemical  Small rock  Sand  Iron filings Direction     Teacher divides class into smaller groups of Prepare a mixture A of sand and small rocks Prepare a mixture B of sand and iron filings Teacher asks students use the apparatus to separate each element of each mixture Excercise Answer the questions How can you separate each element of mixture A? Which physical property helps you distinguish sand and rock? How can you separate each element of mixture B? Which property helps you distinguish sand and iron filings? Experiment 5: SEPARATE LIQUID Objective Student can state the separations liquid base on differences in solubility, density… Apparatus and Chemical Apparatus  Separatory funnel  Beaker 50ml  Filtrate paper (or tissue paper) (5x10cm)  Watercolor pens  Pencil  Paper clip Chemical  Water  Cooking oil Direction     Experiment a: DECANTING Teacher does this experiment Prepare a mixture of water and oil (cooking oil) Teacher asks students how to separate oil and water Teacher uses separatory funnel to separate each of them Experiment b: CHROMATOGRAPHY  Teacher divides class into pairs  Each pair prepares the experiment (like picture) • Draw a line on the filtrate paper with the distance from bottom to the line is 2cm • Mark small pots of red, yellow, blue, green and black on the line Each dot separates each other 1cm • Pour water into the beaker within the 1cm height • Dip the filtrate paper into the beaker The line is above the water surface 1cm • Use paper clip and pencil to hang the paper  Students observe the phenomena Note the path of each dot Excercise Answer the questions In experiment a, explain the phenomena when mixing water and oil together Which physical properties help you distinguish water and oil? Describe the phenomena of experiment b Draw the path of each color dot Which dot separates into other colors? Which property makes each color have different path distance?  Teacher concludes the separation methods Beside these methods, to separate substances we can use filtration, distillation, evaporation… depend on the property of mixture A E X O T H E R M I C A N B G D E I E X B H C D J C K A R L C R A T O O D M T H E D W N I T S B E C L A A I G V H A S B O R S B G E A E N E R G Y E Z N T T R I G K P B U R A M I M Q U N I V E S D S O I V H A T O F U C V N C T E A J L U H C K Answers: Activation, energy, absorb, exothermic, endothermic, release, change, heat Exercise 6: MAPS (5minutes) - Teacher requires students use all the correct answers and key words to draw a mind map into their worksheets Invite one or two students to draw their map on the blackboard Teacher concludes about the concept map 49 WORKSHEET Activity 2: Experiment Experiment : HOT AND COLD Experiment Prepare a bottle of vinegar ( 250ml) Pour baking powder (20g) into this bottle and use a balloon to cover the orifice Observe the experiment, compare the temperature around the bottle before and after the experiment Experiment Prepare a cup of water Pour urea (20g) into this cup Use a rod to stir the solution Observe the experiment, compare the temperature around the bottle before and after the experiment Exercise 1: Complete this table Experiment Experiment Phenomena Temperature (around the bottle) Is there any reaction? Chemical equation Exercise 2: Answer these following questions: What kind of reaction in experiment 1? …………………………………………………………………………………………… List some usages of urea in daily life? …………………………………………………………………………………………… Activity 3: READING 50 Vocabulary Thermochemistry endothermic process exothermic process photosynthesis thermal decomposition Nhiệt hóa học Quá trình thu nhiệt Quá trình tỏa nhiệt Phản ứng quan hợp (Phản ứng) phân hủy nhiệt neutralization combustion surrounding system Release/absorb (Phản ứng) Trung hòa (phản ứng) cháy Môi trường xung quanh Hệ Tỏa/thu (nhiệt) Activity 2: READING Thermochemistry is the study of energy changes that occur during chemical reactions and changes in state The energy stored in the chemical bonds of a substance is called chemical potential energy Heat, represented by q, is energy that transfers from one object to another because of a temperature difference between them Heat always flows from a warmer object to a cooler object In studying energy changes, you can define a system as the part of the universe on which you focus your attention The surroundings include everything else in the universe The law of conservation of energy states that in any chemical or physical process, energy is neither created nor destroyed Breaking chemical bonds takes in energy from the surroundings, this is an endothermic process An endothermic process is one that absorbs heat from the surroundings as the surroundings cool down Heat flowing into a system from its surrounding is defined as positive, q has a positive value Making chemical bonds gives out energy to the surroundings, this is an exothermic process An exothermic process is one that releases heat to its surroundings as the surroundings heat up Heat flowing into a system from its surrounding is defined as negative, q has negative value If the energy released in making the products is greater than the energy needed to break the bonds in the reactants, then the reaction is exothermic and vice versa Some kind of exothermic reactions are: neutralization, combustion of fossil fuel… Reaction between nitrogen and oxygen, photosynthesis, thermal decomposition of limestone are endothermic reactions The energy change in going from reactants to products in chemical reaction is known as the heat of reaction (symbol ∆H) For exothermic reactions, heat energy is given out, ∆H is negative For exothermic reactions, heat energy is taken in, ∆H is positive Heat flow is measured in two common units, the calorie and the joule The energy in food is usually expressed in Calories 51 Exercise 3: Match the column A with column B to get the correct definition A Thermochemistry Heat 10 The law of conservation of energy 11 An exothermic process 12 An endothermic process 13 Some kind of exothermic reactions 14 Some kind of endothermic reactions B h absorbs heat from the surroundings as the surroundings cool down i releases heat to its surroundings as the surroundings heat up j neutralization, combustion of fossil fuel k always flows from a warmer object to a cooler object l in any chemical or physical process, energy is neither created nor destroyed m The study of energy changes that occur during chemical reactions and changes in state n Reaction between nitrogen and oxygen, photosynthesis, thermal decomposition of limestone Answers: Exercise 4: Compare exothermic reaction and endothermic reaction Exothermic reaction Endothermic reaction Definition ∆H Activity 4: LISTENING (15 minutes) Exercise 5: Watch the video twice and fill in the blanks ACTIVATION ENERGY Most molecules are……… , they are……….just the way they are For a chemical reaction to happen, the atoms that make up those stable molecules need to ………………from their friends and go…………….with another atom This break-up is where the molecules need a hand, this………….kick-start is known as……………… It is used to destabilize the molecules Enter the enzyme, enzymes are proteins that……………or catalyze reactions by………… the activation energy 10 Enzymes lower that activation energy and speed the reaction through team MODS: ……………… , …………………, …………………,…………………… Activity 5: WHO IS FASTER? 52 A E X O T H E R M I C A N B G D E I E X B H C D J C K A R L C R A T O O D M T H E D W N I T S B E C L A A I G V H A S B O R S B G E A E N E R G Y E Z N T T R I G K P B U R A M I M Q U N I V E S D S O I V H A T O F U C V N C T E A J L U H C K Answers: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Exercise 6: MAPS 53 HCMC of University of Pedagogy Department of Chemistry LESSON PLAN Chapter 8: PATTERNS AND PROPERTIES OF METALS 8.1 Aluminium Supervisor: Thai Hoai Minh Student: Nguyen Thi Thanh Nhon Key concepts - Aluminium is an abundant metal in the Earth’s crust - Aluminium is extracted from alumina by electrolysis - Aluminium is a light and strong metal, which makes it useful for building aircraft - Aluminium does not corrode, which makes it useful for food containers and external structures - Aluminium reduces iron(III) oxide to iron in the thermit reaction The reaction is very exothermic - Aluminium hydroxide is amphoteric, it can react with excess sodium hydroxide to form soluble salt Summary In this lesson, students will learn about aluminium’s properties, its usefulness They also learn about thermit reaction Finally, they will learn about analytical test for aluminium ions Objective After this lesson, students will be able to: - Present the properties of aluminium - List some usefulness of aluminium - Analyze aluminium ions in solution 54 TEACHING AND LEARNING PROCEDURE Engage Activity (5 minutes) - Teacher shows a video about aluminium story and asks students questions as follow: • After watching the video, what can you comment about the metal X? • What is metal X is? Teacher directs students focus on these things: This metal is aluminium Aluminium was, for a long time, an expensive and little used metal (than gold) To explain why in the past aluminium was so precious and its properties, let’s start our lesson today Explore, Explain Activity 2: READING (20 minutes) Teacher teaches vocabulary before moving to activity (5minutes) Vocabulary Obtain (v) Electrolysis (n) Bauxite (n) Thu được, có Điện phân Quặng Bô-xít extract(v) weld(v) Thermit reaction Thu hàn Phản ứng nhiệt nhôm Tinh chế purify(v) Hợp kim Alloy (v,n) - Teacher asks student to read aloud the reading passage, then correct their pronunciation mistakes and give them minutes to finish Exercise ALUMINIUM Long time ago, aluminium was expensively extracted from aluminium chloride using sodium In 1886, when Charles Hall and Paul Héroult independently found a way to obtain the metal by electrolysis Aluminium is the most common metal in the Earth’s crust, the one major ore of aluminium is bauxite, aluminium oxide is purified from this Electrolysis of molten aluminium oxide produces aluminium at the cathode Aluminium is a light, strong metal and has good conductivity It is used for construction purposes such as the Lunar Rover ‘moon-buggy’ and some modern cars For use in aeroplanes, it is usually alloyed with other metals such as copper Aluminium is also used in overhead power lines It is particularly useful because it is protected from corrosion by the stable layer of aluminium oxide that forms on its surface, this is the reason why aluminium is used for food packaging, external structures (window frames…) 55 The high reactivity of aluminium is used to extract some metals from their oxides in small quantities For instance iron can be prepared from its iron (III) oxide by aluminium: The aluminium and iron (II) oxide are powdered and well mixed to help them react The reaction is powerful, exothermic and produces iron in molten state This redox reaction is called thermit reaction which is used to weld together damaged railway lines Chromium can be prepared from Chromium (III) oxide by this reaction Exercise (5 minutes) - Teacher requires students draw a mind map about aluminium (produce, physical, chemical properties, usefulness) into their worksheets - Invite one or two students to draw their map on the blackboard - Teacher concludes about the concept map Exercise (5 minutes) Answer the questions Why aluminium is used in overhead power lines? Which properties of aluminium that makes it is applied for food packaging and external structures? List some objects in your daily life which are made of aluminium What is thermit reaction? Write the thermit reaction of aluminium and chromium (III) oxide Answer Because aluminium has low density and good conductivity Aluminium is protected from corrosion by the stable layer of aluminium oxide that forms on its surface Some objects in daily life which are made of aluminium: • Clothes hanger • Coke can • Window frame • Brass • Cooking pot … Thermit reaction is redox reaction which is used to extract some metals from their oxides in small quantities by using aluminium Cr O 3(r) + 2Al → Al O 3(s) + 2Cr (s) Extend - Activity 3: Experiment (20 minutes) Teacher divides class into small group of There are experiments The experiment 1, only teacher will it and students will observe the phenomena Each group has a set of experiments Teacher directs student the steps of experiments (requires them repeat these steps before starting) 56 - After the experiment, students have to complete the exercise Experiment 1: COKE CAN (only teacher does this experiment) Prepare beakers (250ml), each beaker contains a piece of coke can (assign beaker and beaker 2) Pour bleach solution (sodium hydroxide) into beaker and acid hydrochloric acid into beaker Observe the experiment (finish the reaction after 10-15 minutes ) ATTENTION: while the reaction is carrying on, move to the experiment Experiment 2: DETECT ALUMINIUM Prepare beakers which contain Al+ solution (AlCl )(assign beaker1 and beaker2) Drop ammonia solution into beaker and sodium hydroxide into beaker until no more precipitate is formed Continue dropping excess ammonia and sodium hydroxide solution and observe the phenomena ATTENTION: come back to experiment Exercise 3: d Complete this table Phenomena Exothermic/endothermic reaction Is there any reaction? Chemical equation Beaker 1(Al + NaOH) - There are bubbles on the surface and hydrogen gas is produced -The reaction release a lot of heat (than beaker 2) - after reaction, all the aluminium dissolves Exothermic reaction Beaker (Al + HCl) -There are bubbles on the surface and hydrogen gas is produced -The reaction release a lot of heat - after reaction, there are some pieces of aluminium still not react Exothermic reaction Yes Yes 2Al + 6H O → 2Al(OH) + 3H Al(OH) + NaOH → Na[Al(OH) ] = 2NaOH + 2Al + 2H O → 2NaAlO +3 H or 2NaOH + 2Al + 6H O → 2Na[Al(OH) ] +3 H 2Al + 6HCl → 2AlCl + 3H e Write all the chemical equation in reaction After reaction, what can you conclude? Answer • AlCl + 3NH + 3H O → Al(OH) + 3NH Cl AlCl + 3NaOH → Al(OH) +3 NaCl Al(OH) + NaOH → Na[Al(OH) ] • Al(OH) can be dissolved in excess alkali Strong alkali such as NaOH is needed to dissolve all Al(OH) Exercise 4: Fill in the blank (5 minutes) Aluminium ions not give a characteristic colour in the flame test The presence of aluminium ions (Al3+) in a compound must be detected by some other method If an aluminium salt is dissolved in water and sodium hydroxide solution is added, a white precipitate is formed Other metal ions 57 such as calcium and magnesium also give the similar phenomena However, the aluminium hydroxide precipitate will re-dissolve if excess sodium hydroxide is added The precipitates of calcium hydroxide and magnesium hydroxide will not this, they are basic hydroxides, whereas aluminium hydroxide is amphoteric An amphoteric substance is a substance that has the ability to act either as an acid or a base In general, an amphoteric substance possesses both acidic and basic properties, when it reacts with an acid, it acts as base and vice versa Some amphoteric substances are: Al O , ZnO, H O, Al(OH) , Zn(OH)… - Teacher concludes about the amphoteric substances Note: Aluminium is not an amphoteric substance even it can react with both acid and base (because when Al reacts with NaOH solution, it reacts with H O first to form Al(OH) And so some other metals such as Zn, Be… Evaluate - Game: BECOME WRITER Teacher will show a list of words Students have to reorder these words and use these words to propose a story about aluminium (in any category) (maximum 100 words) students volunteer sharing their stories will get prizes List of words: Aluminium, conductivity, low density, amphoteric, food packaging, coke can 58 Activity 2: READING Vocabulary Obtain (v) Electrolysis (n) Bauxite (n) Thu được, có Điện phân Quặng Bô-xít purify(v) Alloy (v,n) Tinh chế Hợp kim extract(v) weld(v) Thermit reaction Thu hàn Phản ứng nhiệt nhôm ALUMINIUM Long time ago, aluminium was expensively extracted from aluminium chloride using sodium In 1886, when Charles Hall and Paul Héroult independently found a way to obtain the metal by electrolysis Aluminium is the most common metal in the Earth’s crust, the one major ore of aluminium is bauxite, aluminium oxide is purified from this Electrolysis of molten aluminium oxide produces aluminium at the cathode Aluminium is a light, strong metal and has good conductivity It is used for construction purposes such as the Lunar Rover ‘moon-buggy’ and some modern cars For use in aeroplanes, it is usually alloyed with other metals such as copper Aluminium is also used in overhead power lines It is particularly useful because it is protected from corrosion by the stable layer of aluminium oxide that forms on its surface, this is the reason why aluminium is used for food packaging, external structures (window frames…) The high reactivity of aluminium is used to extract some metals from their oxides in small quantities For instance iron can be prepared from its iron (III) oxide by aluminium: The aluminium and iron (II) oxide are powdered and well mixed to help them react The reaction is powerful, exothermic and produces iron in molten state This redox reaction is called thermit reaction which is used to weld together damaged railway lines Chromium can be prepared from Chromium (III) oxide by this reaction Exercise - Draw a mind map about aluminium (produce, physical, chemical properties, usefulness) 59 60 Exercise Answer the questions Why aluminium is used in overhead power lines? Which properties of aluminium that makes it is applied for food packaging and external structures? List some objects in your daily life which are made of aluminium What is thermit reaction? 10 Write the thermit reaction of aluminium and chromium (III) oxide Extend Activity 3: Experiment Experiment 1: COKE CAN Prepare beakers (250ml), each beaker contains a piece of coke can (assign beaker and beaker 2) Pour sodium hydroxide into beaker and hydrochloric acid into beaker Observe the experiment Experiment 2: DETECT ALUMINIUM Prepare beakers which contain Al+ solution (AlCl )(assign beaker1 and beaker2) Drop ammonia solution into beaker and sodium hydroxide into beaker until no more precipitate is formed Continue dropping excess ammonia and sodium hydroxide solution and observe the phenomena Exercise 3: f Complete this table Beaker 1(Al + NaOH) Beaker (Al + HCl) Phenomena Exothermic/endothermic reaction Is there any reaction? Chemical equation 61 g Write all the chemical equation in reaction After reaction, what can you conclude? Exercise 4: Fill in the blank (5 minutes) Aluminium ions not give a characteristic colour in the flame test The presence of aluminium ions (Al3+) in a compound must be detected by some other method If an aluminium salt is dissolved in water and sodium hydroxide solution is added, a ……………… is formed Other metal ions such as calcium and magnesium also give the similar phenomena However, the aluminium hydroxide precipitate will …………… if ……… sodium hydroxide is added The precipitates of calcium hydroxide and magnesium hydroxide will not this, they are ……………., whereas aluminium hydroxide is amphoteric An …………… is a substance that has the ability to act either as an acid or a base In general, an amphoteric substance possesses both acidic and basic properties, when it reacts with an acid, it acts as …………….and vice versa Some amphoteric substances are: Al O , ZnO, H O, Al(OH) , Zn(OH)… Evaluate - Game: BECOME WRITER Teacher will show a list of words Students have to reorder these words and use these words to propose a story about aluminium (in any category) (maximum 100 words) students volunteer sharing their stories will get prizes List of words: Aluminium, conductivity, low density, amphoteric, food packaging, coke can 62 63 [...]...      Experiment a: EXOTHERMIC REACTION Prepare a bottle of vinegar ( 250ml) Pour baking powder (20g) into this bottle and use a balloon to cover the orifice Observe the experiment, compare the temperature around the bottle before and after the experiment Experiment b: ENDOTHERMIC REACTION Prepare a cup of water Pour urea (20g) into this cup Use a rod to stir the solution Observe the experiment, ... black: blue, yellow, red,… 5 The solubility of each color Experiment 6 (reference) No 1 2 … Solution How does the newspaper change Use scissor to cut the the newspaper Use matches to burn the newspaper It is cut into smaller pieces It is burned the experiment releases heat and forms gas Is the newspaper become a new substance? no yes Experiment 7 No Experiment 1 Newspaper is burned 2 Urea is dissolved in... solution pH Experiment 14 1 Each tube gives different level of red colour 2 Because of different concentrations Experiment 15 28 Complete this table Experiment a Phenomena - There are bubbles on the surface of vinegar solution - The balloon is bigger Temperature Increase (around the bottle) Is there any Yes reaction? Chemical 2CH 3 COOH + Na 2 CO 3 → CO 2 equation +H 2 O + 2CH 3 COONa Experiment b... Direction  Teacher divides class into smaller groups of 4  Each group does those experiments: o Burn the newspaper (use matches) (Experiment 1) o Dissolve urea into water (use glass rod)  Observe these phenomena o Newspaper is burned o Urea is dissolve in water o Ice cube melts o Boiling water vaporizes Excercise No Experiment Complete the table Physical change Chemical change 1 Newspaper is burned... Boiling water vaporizes X X Experiment 8-11 a 1 CaO + H 2 O → Ca(OH) 2 2 (C 6 H 10 O 5 ) n + O 2 → CO 2 + H 2 O 3 NaHCO 3 + CH 3 COOH → CH 3 COONa + H 2 CO 3 (CO 2 + H 2 O) Cu + 2AgNO 3 → Cu(NO 3 ) 2 + 2Ag 4 2H 2 O 2 → 2H 2 O + O 2 b 1-b, 2-c, 3-a, 4-e, 5-d c Synthesis, combustion, single displacement reactions Experiment 12 Beaker 1: acid Beaker 2: base Beaker 3: base Experiment 13 Acid • Vinegar... experiment, compare the temperature around the bottle before and after the experiment Exercise a Complete this table Experiment a Phenomena - There are bubbles on the surface of vinegar solution - The balloon is bigger Temperature Increase (around the bottle) Is there any Yes reaction? Chemical 2CH 3 COOH + Na 2 CO 3 → CO 2 20 Experiment b Urea dissolves in water Decrease Yes (NH 2 ) 2 CO + H 2 O → equation... Activity 3: EXPERIMENT (15 minutes) Teacher reviews the indicator and universal indicator definition: • Indicator is a substance which changes color when added to an acidic solution or basic solution • Universal Indicator is a mixture of indicator dyes that gives a spectrum of colours depending on how acidic or alkaline a solution is Teacher does an experiment performance of indicator Experiment 0:... Direction  Use matches burn the newspaper in the beaker Experiment 10: DISPLACEMENT REACTION Objective Displacement can be divides into 2 types: single displacement and double displacement Apparatus and Chemical Apparatus  Beaker  Bottle  Balloon Chemical  Baking powder  Vinegar  Copper wire  Silver nitrate solutions Direction  Each group does 2 experiments o Dissolve baking powder bottle containing... in water Decrease Yes (NH 2 ) 2 CO + H 2 O → equation +H 2 O + 2CH 3 COONa NH 3 + CO 2 b Answer these following questions 1 What kind of reaction in experiment a? 2 Why some people use urea to store seafood? Is this the good way? CATALYST (LESSON: 7.3) Experiment 16: ELEPHANT TOOTHPASTE Objective Student can state “a catalyst is a substance that speeds up a chemical reaction”, “a catalyst is not itself... phenomena? 3 Write the chemical equation of reaction 21 22 ALUMINIUM (LESSON: 8.2.) Experiment 17: COKE CAN Objective Student know the properties of aluminium (dissolve in base and acid) Apparatus and Chemical Apparatus  Two beakers 200ml Chemical  Coke can  Sodium hydroxide  Hydrochloric acid Direction  Teacher does this experiment  Prepare 2 beakers (250ml), each beaker contains a piece of coke can