7F Quick Quiz

On your answer sheet, write in or circle the correct letter for each question.

7Fa
1 Acids taste: 3 Red cabbage can be used as an indicator
because it:
A fishy.
A changes colour.
B salty.
B comes from a plant.
C sour.
C is an acid.
D sweet.
D is an alkali.
2 The name of an acid in lemon juice is:
4 The colour of litmus in sulfuric acid is:
A citric acid.
A blue.
B ethanoic acid.
B green.
C lemonic acid.
C purple.
D sulfuric acid.
D red.
3 You can prevent acids from splashing into
your eyes by wearing:
7Fc
A an overall.
1 The pH of pure water is:
B gloves.
A 1
C long hair tied back.
B 5
D safety spectacles.
C 7
4 What does this sign mean?
D 11
2 The colour of universal indicator in a
substance that is very acidic is:
A green.

A corrosive B orange.

B explosive C purple.

C flammable D red.

D toxic 3 The pH of a substance that is slightly

alkaline could be:
7Fb A 1
1 Which one of these is an acid? B 5
A oven cleaner C 9
B salt water D 13
C pure water 4 Universal indicator is added to a solution.
The solution turns purple. The solution
D vinegar
contains:
2 Which one of these is an alkali?
A citric acid.
A lemon juice
B hydrochloric acid.
B oven cleaner
C sodium hydroxide solution.
C sugar solution
D only water.
D vinegar

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 7F Quick Quiz

7Fd 7Fe
1 The reaction between an acid and an 1 Indigestion tablets often contain:
alkali is: A acids.
A acidification. B antacids.
B condensation. C antibiotics.
C evaporation. D indicators.
D neutralisation. 2 Which of the following is a base?
2 A solution of pH 3 was mixed with a A citric acid
solution of pH 9. The final pH could be:
B copper oxide
A 2
C pure water
B 6
D vinegar
C 10
3 Which of the following will react with zinc
D 12 oxide to form zinc chloride?
3 An acid reacted with an alkali to form a salt A sulfuric acid
and water. Which of these are the
reactants? B nitric acid

A acid and alkali C hydrochloric acid

B acid and salt D sodium chloride

C alkali and water 4 A certain rust remover contains sulfuric

acid. The salt formed when sulfuric acid
D salt and water reacts with iron oxide (rust) is:
4 Nitric acid reacts with sodium hydroxide A iron chloride.
solution to form a salt and water. Which of
the following is the correct word equation? B iron hydroxide.

A nitric acid + sodium hydroxide  salt + C iron nitrate.

water D iron sulfate.
B nitric acid + sodium hydroxide →
sodium nitrate + water
C salt + water → nitric acid + sodium
hydroxide
D sodium nitrate + water → nitric acid +
sodium hydroxide

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 7F Quick Quiz Answer Sheet

Name Class Date

The Quick Quiz is to see how much you already know about a subject. It also gives you some idea
of the things you will soon be learning about. Record your answers in the answers column. Shade
in or tick the ones you get right.

Topic Answers I can already…

7Fa 1 Recall what acids taste like.
2 Recall an example of an acid in food.
3 Identify a suitable safety precaution.
4 Recognise the meaning of a hazard symbol.

7Fb 1 Recall an everyday example of an acid.

2 Recall an everyday example of an alkali.
3 Describe what an indicator does.
4 Recall the colour of litmus in an acid.
7Fc 1 Recall the pH of pure water.
2 Recall the colour of universal indicator in a strong acid.
3 Recall the pH of a powerful alkali.
4 Identify the type of acid or alkali present from the colour of
universal indicator.
7Fd 1 Recall the type of reaction that takes place between an acid
and an alkali.
2 Work out the pH of a mixture of an acid and an alkali.
3 Recognise the reactants in a reaction.
4 Identify the correct word equation for a reaction.
7Fe 1 Describe some uses of neutralisation.
2 Identify a base.
3 Describe the reactions of acids with bases.
4 Identify the salt produced in a reaction.

Quick Quiz: At the start:

/20 0–5 = I didn’t know much; 6–10 = I knew something;
11–15 = I knew a fair bit; 16–20 = I already knew a lot

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 7F Word Sheets

7Fa – Chemistry in the home

Word Pronunciation Meaning
skin The organ that covers the body. It is used for protection
and to detect changes in the environment (e.g.
temperature).

7Fa – Hazards
Word Pronunciation Meaning
acid ass-id A substance that turns litmus red. It has a pH of less
than 7.
alkali alk-al-lie A substance that turns litmus blue. It has a pH of more
than 7.
caution cor-tion A warning to ‘take care’. Some substances need to be
used with caution (e.g. they may cause skin irritation).
concentrated con-cen-tray-ted A solution that contains a large amount of solute
dissolved in a small amount of liquid (solvent).
corrosive cor-row-sive A corrosive substance can destroy metals, stonework
and skin.
diluted die-loot-ed A substance that has had water added to it to make it
less concentrated.
explosive ex-plosive An explosive substance reacts very quickly, giving out a
lot of energy and making a lot of noise and gas. Heating
may cause an explosion.
flammable flamm-able A flammable substance catches fire easily.
hazard haz-ard Something that could cause harm.
irritant irr-it-ant An irritant substance causes skin and eyes to be sore or
sting.
metals An element that is shiny when polished, conducts heat
and electricity well, is malleable and flexible and often
has a high melting point.
tissue A part of an organ that does an important job. Each
tissue is made
up of a group of the same type of cells all doing the
same job.
toxic tox-ic A toxic substance is poisonous.

7Fa – Controlling risk

Word Pronunciation Meaning
precaution pre-cor-tion An action taken to reduce the risk of a hazard causing
harm (e.g. wearing eye protection when handling an acid
to prevent it splashing in your eyes).
risk This is the chance that a hazard will actually cause
harm.

Page 1 of 3
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 7F Word Sheets

7Fb – Indicators
Word Pronunciation Meaning
indicator ind-ic-ay-ter A dye that changes to different colours in acids and
alkalis.
neutral new-tral A substance that is neither an acid nor an alkali. It has a
pH of 7.
pure A single substance that does not have anything else in
it.
toxic tox-ic A toxic substance is poisonous.

7Fc – Acidity and alkalinity

Word Pronunciation Meaning
acid rain Rainwater that is more acidic than usual due to air
pollution.
pH scale A numerical scale from 1 to 14 showing how acidic or
alkaline a substance is. Acids have a pH below 7,
neutral substances have a pH of 7 and alkalis have a pH
greater than 7.
universal indicator Substance that turns different colours depending on the
pH of a solution, and can detect pHs across the whole
pH range.

7Fd – Neutralisation
Word Pronunciation Meaning
chemical reaction kem-ik-al re-ack-shun A change in which new substances are made.
convention A standard way of doing something or representing
something, so that everyone understands what is meant.
neutral new-tral A neutral substance is neither an acid nor an alkali. It
has a pH of 7.
neutralisation new-tral-ise-ay-shun A reaction in which an acid reacts with an alkali or a
base to produce a salt and water only.
products prod-ucts The new substances made in a chemical reaction.
These are written on the right side, after the arrow, in a
word equation.
reactants ree-act-ants The substances that take part in a chemical reaction.
These are written on the left side, before the arrow, in a
word equation.
salt The substance (other than water) that is formed when an
acid reacts with an alkali or a base.
sodium chloride The chemical name for table or common salt.
word equation word eck-way-shun An equation in which the names of the reactant(s) are
written on the left side, there is an arrow pointing from
left to right and the names of the product(s) are written
on the right side.
reactants products

Page 2 of 3
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 7F Word Sheets

7Fe – Neutralisation in everyday life

Word Pronunciation Meaning
acid rain Rainwater that is more acidic than usual due to air
pollution.
antacid ant-ass-id An indigestion remedy that contains a base to neutralise
the excess acid in the stomach.
base Any substance, soluble or insoluble, that neutralises an
acid forming only a salt and water.
gas One of the states of matter. Does not have a fixed shape
or a fixed volume and is easy to squash.
insoluble Describes a substance that cannot be dissolved in a
liquid.
metal An element that is shiny when polished, conducts heat
and electricity well, is malleable and flexible and often
has a high melting point.
soluble Describes a substance that can dissolve in a liquid.

Page 3 of 3
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 7Fa Quick Check

Name Class Date

1 Match up the hazard symbol with the description of the hazard. One of these has been done
for you.

Hazard symbol Hazard description

i

corrosive

ii
toxic

iii
dangerous to the
environment

iv
explosive

2 a What is the meaning of this hazard symbol?

b Draw the hazard symbol to represent caution.

3 Name two common acids used in everyday life.

4 Concentrated sulfuric acid is labelled with a corrosive hazard symbol. Describe what you would
have to do the acid so that it can be labelled with an irritant hazard symbol.

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 7Fa Quick Check WS

Name Class Date

Science laboratories are usually very safe places. Teachers and students are aware of the hazards
and make sure that risks from the hazards are reduced.
This cartoon shows a laboratory that is not safe!

1 a Find ten hazards in this picture.

b For each hazard, describe how the risk of harm is being increased.

2 For each hazard, suggest a rule or precaution that would reduce the risk of harm.

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 7Fb Quick Check

Name Class Date

Decide if statements 1 to 10 are true or false. If a statement is false, write out the correct version.
True False
1 Vinegar is an acid.

2 Toothpaste is an indicator.

3 Litmus is blue in an acid.

4 Blue litmus stays blue in a neutral solution.

5 Salt solution is alkaline.

6 Neutral solutions are always safe.

7 All alkalis are corrosive.

8 Red cabbage juice is an indicator.

9 Oven cleaner is neutral.

10 Pure water is neutral.

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 Quick Check Quick Check
7 Fc 7 Fc

Name Class Date Name Class Date

Here are some answers – what were the questions? Here are some answers – what were the questions?
1 fizzy drinks 1 fizzy drinks
2 oven cleaner 2 oven cleaner
3 pure water 3 pure water
4 pH 7 4 pH 7
5 pH 14 5 pH 14
6 universal indicator 6 universal indicator
7 green 7 green
8 a strong acid 8 a strong acid

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 7Fd Quick Check

Name Class Date

General equations:
acid + alkali → salt + water
acid + base → salt + water
Complete the word equations below for the reactions of acids with alkalis or bases.
Use the names of the chemicals from the box at the bottom of the page. Each chemical may be
used once, more than once or not at all.
1 hydrochloric acid + sodium hydroxide  + water

2 sulfuric acid + magnesium oxide  + water

3 nitric acid +  zinc nitrate + water

4 + potassium hydroxide → potassium chloride + water

5 sulfuric acid +  calcium sulfate + water

6 + sodium hydroxide  sodium nitrate + water

calcium oxide hydrochloric acid magnesium sulfate nitric acid

sodium chloride sulfuric acid zinc oxide

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 7Fe Quick Check

Name Class Date

Use the key words at the bottom of the sheet to draw a concept map to show what you have
learned about acids and alkalis. You might need to use some of the words more than once.
You could also include some of the examples shown below.
You could start your concept map like this:

universal indicator litmus pH neutralise strong weak

salt corrosive irritant

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 7F Progression Check

Name Class Date

Draw a ring around a number of stars for each statement. If you are very confident about a
statement, draw your ring around all the stars. If you do not know anything about a statement do
not draw a ring.

Topic At the end of the unit:

7Fa
Recall examples of acids and alkalis. UK, iLS, CEE * * * * *
Explain why some chemicals have hazard symbols. UK, iLS, CEE * * * * *
Recognise common hazards and hazard symbols. UK, iLS, CEE * * * * *
7Fa Working Scientifically
Describe how to reduce risks from certain hazards (e.g. UK, iLS, CEE
acids). * * * * *
Explain the safety precautions that need to be taken when UK, iLS, CEE
carrying out an investigation. * * * * *
7Fb
Describe how indicators can be used to identify acids and UK, iLS, CEE
alkalis. * * * * *
Identify acids, alkalis and neutral solutions using red and UK, iLS, CEE
blue litmus. * * * * *
Identify acids, alkalis and neutral solutions using UK, iLS, CEE
phenolphthalein and methyl orange. * * * * *
7Fc
Identify acids, alkalis and neutral solutions using universal UK, iLS, CEE
indicator. * * * * *
Describe the pH scale. UK, iLS, CEE * * * * *
Describe how to measure the pH of a solution. UK, iLS, CEE * * * * *
7Fd
Recall the name of the reaction that occurs between acids UK, iLS, CEE
and alkalis. * * * * *
Identify the reactants and products in a word equation. UK, iLS, CEE * * * * *
Write a word equation for a reaction. UK, iLS, CEE * * * * *
Recall the names of the salts produced by hydrochloric, UK, iLS, CEE
sulfuric and nitric acids. * * * * *
7Fe
Recall the meaning of the term base. UK, iLS, CEE * * * * *
Recall and explain some uses of neutralisation in daily life. UK, iLS, CEE * * * * *

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 7F Summary Sheets

Hazards
● A hazard is something that can cause harm.
● Chemicals are labelled with hazard symbols to warn
people of potential dangers.

Risk
● A risk is the chance that a hazard will actually cause
harm.
● Risks can be reduced by taking precautions (e.g.
wearing eye protection to prevent chemicals splashing
in your eyes or tying long hair back to prevent it
catching fire in a Bunsen flame).

Acids
● Acids have a sour taste.
● Most concentrated acids are corrosive. If they are
added to water they become more dilute. Dilute acids
are less hazardous. Many dilute acids are irritant.

Alkalis
● Many alkalis are metal hydroxide solutions.
● An alkali can be described as a soluble base. A base
is any substance, soluble or insoluble, that neutralises
an acid forming a salt and water only.

Indicators
● Indicators change colour and can be used to detect acids, alkalis and neutral solutions.

● Litmus is a common indicator. Solution Colour change Colour change

● Other indicators include of red litmus of blue litmus
phenolphthalein (which is acid red red
colourless in more acidic
neutral red blue
solutions and pink in more
alkaline solutions) and methyl alkali blue blue
orange (which is red in more acidic solutions and yellow in more alkaline solutions).
● Universal indicator changes to different colours depending on the pH.

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 7F Summary Sheets

pH scale
● A numbered scale from 1 to 14.
● Acids have a pH less than 7. The lower the pH, the more acidic the substance is.
● Neutral solutions have a pH of 7.
● Alkalis have a pH more than 7. The higher the pH, the more alkaline the substance is.

more acidic less acidic neutral less alkaline more alkaline

1 2 3 4 5 6 7 8 9 10 11 12 13 14

stomach vinegar fizzy skin pure indigestion washing oven

acid drinks water powder powder cleaner

lemon juice milk toothpaste

Word equation
● This summarises a reaction.
● Reactants are the substances you start with and are written on the left side.
● Products are the new substances that are made and are written on the right side.
● There is an arrow pointing to the products. The arrow means ‘react to form’.

Neutralisation
● This is a reaction between an acid and an alkali (or base).
acid + alkali → salt + water acid + base → salt + water

Salts
● Salts names are made of two words.
● The first part of the name of the salt is the same as the metal in the alkali or base.
● The second part of the name of the salt comes from the acid.

Acid Second part of the Example

salt name
hydrochloric acid chloride zinc chloride (from zinc oxide + hydrochloric acid)
nitric acid nitrate magnesium nitrate (from magnesium oxide + nitric acid)
sulfuric acid sulfate copper sulfate (from copper oxide + sulfuric acid)

Neutralisation in everyday life

● People take antacids if they have indigestion caused by too much acid in the stomach. The
antacid contains a base that neutralises the extra acid.
● Soil can become too acidic for crops. Farmers spread a base on the soil to neutralise the
acid.
● Toothpaste contains a mild alkali to neutralise the acid in our mouths.
● Alkalis are used to neutralise the acidic gases coming out of power stations.
● Sulfuric acid reacts with iron oxide in rust and removes it from the surface of an object.

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 Indicators, acids and alkalis (Plenary 4 in Topic 7Fe)
In the table below, examples of how progression bands might be interpreted for this activity are given. It is suggested that a student needs to
demonstrate work at a progression band in two different strands to achieve that band.

Recalling Explaining Using knowledge Using Applications and

evidence implications
Developing Students name one acid or Students state one safety
one alkali found at home. precaution.
Securing Students name two acids and Students state two safety Students recognise the hazard
two alkalis found at home. precautions. symbols for corrosive and irritant.
Students describe how to Exemplar: check that the students
extract an indicator from a have shown these accurately.
7F

plant material.
Exemplar: check that students
have described a clear
method that someone else
can follow.
Securing + Students describe the colours Students explain how to use Students use their knowledge of the Students state one example
of the indicator they have known acids and alkalis to find colours of their chosen indicator to of a neutralisation reaction
chosen. the colours of the indicator they explain how they would know in everyday life.
Exemplar: check that students have chosen. whether unknown solutions are
have shown the colour of the Exemplar: check the students acids, alkalis or neutral.
indicator in at least three have used an acid, an alkali and Exemplar question to ask: If the
solutions. a neutral solution. indicator turns a particular colour,
Students describe the pH Students explain how the pH what does that tell you about the
scale. scale is related to acids and solution?
Exemplar: check that students alkalis.
have described the pH Exemplar: check that students
numbers and colours of have stated the pH ranges of
universal indicator. acids and alkalis.
Students describe the

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reaction between an acid and
an alkali as neutralisation.
Assessment Task
Open-ended

Page 1 of 2
 Recalling Explaining Using knowledge Using Applications and
evidence implications
Exceeding Students describe how to Students use their knowledge of the Students explain at least
measure pH. pH scale to find out how acidic or two examples of
alkaline a substance is. neutralisation reactions in
Exemplar question to ask: What can everyday life.
you deduce about a solution with Exemplar: check that
pH 5? students have identified the
acid and alkali in each
example.
7F

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Assessment Task
Open-ended

Page 2 of 2
 7F Assess Yourself!

Name Class Date

You have been invited to a local primary school to show some Year 6 students what you have
been learning about acids, alkalis and indicators. Design a presentation to show the students.
Your presentation should aim to cover all of the points below:
● Some examples of acids and alkalis found at home.
● The hazard symbols that may be seen on bottles containing acids or alkalis.
● The safety precautions you use when handling acids and alkalis.
● How to extract an indicator from a natural plant, fruit or vegetable.
● How to use solutions to find the colours of the indicator.
● How to use the indicator to test for acids and alkalis.
● The pH scale.
● Examples of neutralisation in everyday life.

Name Class Date

Now that you have completed the activity, circle the number of stars next to each of these
sentences to describe how well you did.

I have …
named at least one example of an acid and an alkali found at home. * * * * *
stated at least one safety precaution to use when handling acids and alkalis. * * * * *
named at least two examples of acids and alkalis found at home. * * * * *
stated at least two safety precautions to use when handling acids and alkalis. * * * * *
shown the hazard symbols for corrosive and irritant. * * * * *
described how to extract an indicator from a natural plant, fruit or vegetable. * * * * *
explained at least one safety precaution to use when handling acids and
alkalis. * * * * *
explained how to use an acidic, an alkaline and a neutral solution to find the
colours of the indicator you have chosen. * * * * *
shown the colours of the indicator you have chosen in an acidic, an alkaline
and a neutral solution. * * * * *
described how to use the indicator to test for acids and alkalis in unknown
solutions. * * * * *
described the pH scale. * * * * *
stated that acids and alkalis react together in a neutralisation reaction. * * * * *
stated one example of a neutralisation reaction in everyday life. * * * * *
described how to use universal indicator or a pH meter to measure pH. * * * * *
explained how the pH value is related to how acidic or how alkaline a
solution is. * * * * *
explained at least two examples of neutralisation in everyday life by identifying
the acid and the alkali that react together * * * * *

What could you do to improve?

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 WSI Assessment: Other vegetable indicators (Exploring 2 in Topic 7Fb)
Planning Obtaining (DAPS) Presenting Considering Evaluating
Developing Students identify an aim (e.g. ‘I will Following instructions, Students record results Students provide a Students make a simple
find the best indicator’). or with help, students clearly (e.g. ‘the red simple description of suggestion as to how to
They choose appropriate make some cabbage solution was what was found, linking improve the
apparatus from a selection. observations (e.g. they purple to start with and cause and effect (e.g. investigation (e.g. use
They outline a simple method. add some hot water to turned red when I red cabbage indicator is different plants).
some plant material and added hydrochloric red in acid).
observe the colour of acid’). They may use incorrect
the solution). terminology.
Securing Students make a prediction with a Students use simple Students record their Students draw a Students suggest
reason, and recognise that apparatus appropriately. observations using straightforward improvements in their
7F

experimentation is an appropriate They follow instructions clearly laid out conclusion and identify work, giving simple
way of testing this prediction (e.g. carefully. descriptions or simple the evidence that they reasons (e.g. ‘use more
‘I think X will be best because it is tables. have used (e.g. plant because the
the darkest colour vegetable’). In fair tests, they vary ‘indicator X was better colour was too pale to
one factor while keeping because it changed to
They plan to use simple, see’).
others the same (which more colours’).
appropriate apparatus (e.g.
may require some
beaker, hot water, dilute They identify simple
assistance) (e.g. mass
hydrochloric acid, sodium patterns in their data
of different plant
hydroxide solution). and relate their
materials used).
They decide on an appropriate conclusions to those
approach including deciding Following instructions, patterns (e.g. the darker
whether to use a fair test. they take action to coloured juices from
control obvious risks to plants made the best
In fair tests, they plan to control at
themselves (e.g. indicators because they
least one variable (e.g. number of
mopping up any spills were more likely to
drops of acid and alkali used).
straight away). change colour when
They write a method as a series
of steps, including what they will With some help they acids or alkalis were
look for. recognise hazard added).
They state one way in which they symbols. They communicate their

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and/or others around them will conclusions using
remain safe. appropriate scientific
language (e.g.
observation, conclusion,
indicator).
WS Investigations

Page 1 of 3
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Securing + Students state a prediction Students accurately Students record their Students analyse their Students evaluate their
with a reason using record readings from observations clearly in a findings and draw working methods to make
scientific knowledge (e.g. scales (e.g. volume of table that they design conclusions, making clear practical suggestions for
‘indicator X will be the best acid/alkali added). themselves. use of their evidence (e.g. improvements, which are
because it is the darkest They identify when ‘Indicator X is the best backed up with scientific
colour and is probably a observations should be because it gave N different reasons (e.g. by pointing
mixture of colours’). repeated and carry out colours (stated) with acids, out one strength and one
They select appropriate those repeats. alkalis and a neutral weakness in their
apparatus and explain why solution’). method).
They make and act on
it is appropriate and what it simple suggestions to They communicate their
does. control risks to others as ideas using some scientific
They state what they will well as themselves. terminology (e.g. correct
use of acid, alkali, acidic,
7F

look for and explain why

they will look for these alkaline, neutral and
things (e.g. ‘I will find out indicator).
which indicator gives the
most colours as that will
identify the most acids and
alkalis’).
They plan a systematic
approach, which includes
the number of observations
that they will take and the
overall range of
observations.
They state some ways in
which they will remain
safe and how they will
ensure others stay safe
(e.g. telling the teacher
about any spills, use of
eye protection, not

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touching any of the liquids,
wearing protection against
stains).
WS Investigations

Page 2 of 3
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Exceeding Students state a prediction Students collect Students present data Students analyse findings Students consider how
with a reason using accurate data using using an accurate table to draw valid conclusions good their evidence is in
scientific knowledge instruments with fine- and a bar chart (e.g. that are consistent with the supporting their
obtained from secondary scale divisions. these are drawn neatly evidence (e.g. indicator X is conclusion (e.g. students
sources of information or They recognise a range and accurately, with the best because it point out strengths and
using scientific knowledge of familiar risks and take scales chosen to allow changed to the most weaknesses in their
at this level (e.g. use the actions to control them. the chart to fill most of the different colours). evidence).
internet to find out which graph paper and clearly They manipulate numerical
plants are indicators). show any pattern). data to make comparisons
They should identify the and draw conclusions (e.g.
independent and they compare the number
dependent variables and of colours for each indicator
name them as such. or compare the colours to
7F

They plan an appropriate universal indicator and pH

approach selecting and values).
using secondary sources of They communicate
information. qualitative information and
They take account of some data effectively using
less obvious variables that scientific conventions and
need to be controlled (e.g. terminology (e.g. correct
mass of plant material, use of pH in relation to
volume of water added, time acids, alkalis and neutral
for heating). solutions).
They state the number and
range of measurements that
they will make, justifying
their choices.
They identify hazards and
describe how to reduce the
risks from those hazards,
both to themselves and to

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others.
WS Investigations

Page 3 of 3
 7F End of Unit Test Standard (S)

Name Class Date______________

1 Answer the following questions choosing one of the substances from the box below.

lemon juice oven cleaner pure water salt water sugar

(a) Name a substance containing an acid. (1)

(b) Name a substance containing an alkali. (1)
(Total for Question 1 = 2 marks)

2 State the meaning of each hazard symbol below.

(a)

(1)

(b)

(1)

(Total for Question 2 = 2 marks)

3 A bottle of acid is labelled with this hazard symbol.

State two safety precautions needed before using this acid in an experiment.

Precaution 1 (1)

Precaution 2 (1)
(Total for Question 3 = 2 marks)

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 7F End of Unit Test Standard (S)

4 (a) What is the colour of litmus in an acid solution? Tick one box.

A red

B green

C blue

D purple

(1)

(b) What is the colour of litmus in an alkali solution? Tick one box.

A red

B green

C blue

D purple

(1)

(Total for Question 4 = 2 marks)

5 An indicator called methyl orange is pink in an acid, yellow in an alkali and orange in a neutral
solution.
State the colour of methyl orange in each of the following solutions:

(a) sodium hydroxide (1)

(b) salt water (1)

(c) vinegar (1)

(Total for Question 5 = 3 marks)

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 7F End of Unit Test Standard (S)

6 A student wants to investigate the pH changes

when an acid reacts with an alkali.
He puts 5 cm3 of the acid in a tube.
He adds the alkali 1 cm3 at a time.
Each time he adds 1 cm3 alkali, he
measures the pH of the solution.
His results are shown on the graph.

(a) Suggest how the student could measure the pH of the solution.

(1)

(b) Which volume of alkali is added to make the solution neutral? Tick one box.

A 1 cm3

B 3 cm3

C 5 cm3

D 7 cm3

(1)

(c) Explain what the graph shows.

(2)

(Total for Question 6 = 4 marks)

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 7F End of Unit Test Standard (S)

7 Explain why some farmers put a chemical called lime on the soil before planting their crops.

(Total for Question 7 = 2 marks)

8 A student investigates the temperature rise when different acids react with sodium hydroxide
solution.
She measures 10 cm3 of sodium hydroxide solution and records the temperature.
She adds 10 cm3 of an acid to the sodium hydroxide solution and records the new temperature.
She calculates the temperature rise.
She repeats the experiment with the same volume of the sodium hydroxide solution but adds
different types of acid.
Her results are in the table.

Type of acid added to sodium hydroxide solution Temperature rise (°C)

citric acid 3.5
hydrochloric acid 13.6
nitric acid 13.6
vinegar (ethanoic acid) 6.8
(a) State what has been kept the same in this experiment to make the test fair.

(1)

(b) Which variable has been changed in this experiment (the independent variable)? Tick one
box.

A the volume of acid

B the type of acid

C the volume of alkali

D the temperature rise

(1)

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 7F End of Unit Test Standard (S)

(c) Which variable has been measured (the dependent variable)? Tick one box.

A the volume of acid

B the type of acid

C the volume of alkali

D the temperature rise

(1)

(d) What is the name of the reaction between an acid and an alkali? Tick one box.

A oxidation

B reduction

C neutralisation

D decomposition

(1)

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 7F End of Unit Test Standard (S)

(e) Plot a bar chart to show the results in the table.

(2)

(f) Give the bar chart a title.

(1)
(Total for Question 8 = 7 marks)

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 7F End of Unit Test Standard (S)

9 The word equation for a reaction is:

hydrochloric acid + sodium hydroxide → sodium chloride + water
(a) State the names of the two reactants in the word equation.

(2)
(b) State the name of one salt in the word equation.

(1)
(Total for Question 9 = 3 marks)
10 (a) Sulfuric acid reacts with magnesium oxide to make magnesium sulfate and water.
Write the word equation for this reaction.

(2)
(b) Coal-burning power stations produce waste gases that contain sulfuric acid. Describe how
the waste gases are treated to prevent release of sulfuric acid into the air.

(1)

(Total for Question 10 = 3 marks)

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 7F End of Unit Test Higher (H)

Name Class Date

1 A household cleaner contains 10% ammonia and has a pH of 11.

State the hazard symbol that should be on a bottle of this cleaner.

(Total for Question 1 = 1 mark)

2 Litmus indicator is red in an acid and blue in an alkali.

What is the colour of litmus in a neutral solution? Tick one box.

A red

B green

C yellow

D purple

(Total for Question 2 = 1 mark)

3 The word equation for a reaction is:

nitric acid + potassium hydroxide  potassium nitrate + water
(a) State the names of the two reactants in the word equation.

(2)

(b) State the name of the salt in the word equation.

(1)

(Total for Question 3 = 3 marks)

4 Hydrochloric acid reacts with calcium oxide to make calcium chloride and water.
Write the word equation for this reaction.

(Total for Question 4 = 2 marks)

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 7F End of Unit Test Higher (H)

5 A student investigates the temperature rise when different acids react with sodium hydroxide
solution.
She measures 10 cm3 of sodium hydroxide solution and records the temperature.
She adds 10 cm3 of an acid to the alkali and records the new temperature.
She calculates the temperature rise.
She repeats the experiment with the same volume of sodium hydroxide solution but adds
different types of acid.
Her results are in the table.

Type of acid added to sodium hydroxide solution Temperature rise (°C)

citric acid 3.5
hydrochloric acid 13.6
nitric acid 13.6
vinegar (acetic acid) 6.8
(a) Which variable has been changed in this experiment (the independent variable)?
Tick one box.

A the volume of acid

B the type of acid

C the volume of alkali

D the temperature rise

(1)

(b) Which variable has been measured (the dependent variable)? Tick one box.

A the volume of acid

B the type of acid

C the volume of alkali

D the temperature rise

(1)

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 7F End of Unit Test Higher (H)

(c) What is the name of the reaction between an acid and an alkali? Tick one box.

A oxidation

B reduction

C neutralisation

D decomposition

(1)

(d) Plot a bar chart to show the results in the table.

(2)

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 7F End of Unit Test Higher (H)

(e) Write a conclusion for this investigation.

(3)
(Total for Question 5 = 8 marks)
6 Acid X is a strong acid and alkali Y is a strong alkali. Their concentrated solutions have pHs at
the two opposite ends of the pH scale.
A student thinks that either acid X or alkali Y have been diluted. He does an experiment to find
out which acid has been diluted.
He puts 5 cm3 of acid X in a boiling tube.
He adds the alkali Y 1 cm3 at a time.
Each time he adds 1 cm3 of the alkali, he measures the pH of the solution.

Volume of alkali added (cm3) pH

Start (no alkali added) 1.0
1 1.0
2 1.0
3 1.0
4 1.5
5 2.0
6 7.0
7 10.0
8 11.0
9 11.5
10 11.5

(a) Suggest how the student could measure the pH of the solution.

(1)

(b) State the volume of alkali Y added to make the solution neutral.

(1)

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 7F End of Unit Test Higher (H)

(c) State which solution, acid X or alkali Y, has been diluted. Explain your reasoning.

(2)

(Total for Question 6 = 4 marks)

7 Magnesium sulfate can be prepared from magnesium oxide and an acid.

(a) Write the name of the acid needed to prepare magnesium sulfate.

(1)

(b) Describe an experiment to convert magnesium oxide powder into a solution of magnesium
sulfate.

(2)

(c) Describe how to make sure all of the acid has reacted.

(2)

(Total for Question 7 = 5 marks)

8 Coal-burning power stations produce waste gases that contain sulfuric acid. Describe how the
waste gases are treated to prevent release of sulfuric acid into the air.

(Total for Question 8 = 1 mark)

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 7F Mark Scheme

Quick Quiz
Answers Marks
Topic Q1 Q2 Q3 Q4

7Fa C A D A 4

7Fb D B A D 4

7Fc C D C C 4

7Fd D B A B 4

7Fe B B C D 4

End of Unit Test Mark Scheme Standard (S)

Question Part Step Answer Mark scheme
1 a 1st lemon juice 1 mark
b 1st oven cleaner 1 mark
2 a 2nd toxic 1 mark
(accept: phonetic misspellings such as ‘tocsick’)
b 2nd explosive 1 mark
(accept: phonetic misspellings such as
‘ecksplowsif’)
3 2nd any two from: wear eye protection; wear gloves; 2 marks – 1 mark for each
wear a lab coat; tie long hair back; don’t drink precaution
the acid; use in a fume cupboard; use a drip-
tray
4 a 2nd A red 1 mark
b 2nd C blue 1 mark
5 a 3rd yellow 1 mark
b 3rd orange 1 mark
c 3rd pink 1 mark
6 a 4th any one from: universal indicator (paper or 1 mark
solution); pH probe; pH meter
(do not accept litmus or just indicator)
b 4th C 5 cm3 1 mark
c 5th any two from: as the volume of alkali increases, 2 marks – 1 mark for each
the pH stays constant/rises slowly; there is a correct description
sudden rise/jump in pH; the jump in pH
happened when the acid is neutralised; the pH
stays constant/rises slowly at the end

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 7F Mark Scheme

Question Part Step Answer Mark scheme

7 4th to neutralise acidic soil 2 marks – 1 mark for
5th (accept: lime is a base and reacts with acidic neutralise/lime is a
soil to neutralise) base;
(do not accept: lime is an alkali) 1 mark for acid soil

8 a 3rd volume of alkali/sodium hydroxide solution 1 mark

b 4th B the type of acid 1 mark
c 4th D the temperature rise 1 mark
d 4th C neutralisation 1 mark
e 4th correct bar chart: 2 marks – 1 mark if all
5th the bars are correct, 1
mark for both axes
labelled correctly

f 4th temperature rise when different acids 1 mark

neutralise sodium hydroxide solution
9 a 4th hydrochloric acid 2 marks – 1 mark for
sodium hydroxide each correct name
b 4th sodium chloride 1 mark
10 a 5th sulfuric acid + magnesium oxide → 2 marks – 1 mark for
magnesium sulfate + water sulfuric acid +
magnesium oxide on
the left, 1 mark for
magnesium sulfate +
water on the right and
an arrow in the middle
b 5th sprayed with calcium hydroxide to 1 mark
neutralise/react with the sulfuric acid

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 7F Mark Scheme

Final Step Calculation

Marks Step
0–7 1st
8–9 2nd
10–12 3rd
13–16 4th
17–22 5th
23+ 6th

End of Unit Test Mark Scheme Higher (H)

Question Part Step Answer Mark scheme
1 2nd corrosive 1 mark
2 2nd D purple 1 mark
3 a 4th nitric acid 2 marks – 1 mark for each
potassium hydroxide reactant
b 4th potassium nitrate 1 mark

4 5th hydrochloric acid + calcium oxide  calcium 2 marks – 1 mark for

chloride + water hydrochloric acid +
calcium oxide on the left,
1 mark for calcium chloride
+ water on the right and an
arrow in the middle
5 a 4th B the type of acid 1 mark
b 4th D the temperature rise 1 mark
c 4th C neutralisation 1 mark
d 4th correct bar chart: 2 marks – 1 mark if all the
5th bars are correct, 1 mark
for both axes correctly
labelled

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 7F Mark Scheme

Question Part Step Answer Mark scheme

e 5th any three from: hydrochloric acid and nitric acid 3 marks – 1 mark for any
are strong acids; they/strong acids give the 3 correct statements
same temperature rise; citric acid and vinegar
are weak acids; they/weak acids give lower
temperature rise; the stronger the acid the
higher the temperature rise
6 a 4th any one from: universal indicator (paper or 1 mark
solution); pH probe; pH meter
(do not accept: litmus or just indicator)
b 4th 6 cm3 1 mark
c 6th alkali Y 2 marks – 1 mark for the
any one from: more of the alkali is needed alkali, 1 mark for a correct
compared with the acid in order for a neutral reason
solution to be achieved; the pH of the acid is
further below 7 than the pH of the alkali is
above 7
7 a 4th sulfuric acid 1 mark

b 5th any two from: place sulfuric acid in a 2 marks – any two correct
beaker/flask; add some magnesium oxide; stir; points from the description
until the solid/powder/magnesium oxide
dissolves
c 7th continue adding solid/powder/magnesium oxide 2 marks – 1 mark for
until it no longer dissolves continue adding the solid,
1 mark for until it no longer
dissolves

8 5th sprayed with calcium hydroxide to 1 mark

neutralise/react with the sulfuric acid

Final Step Calculation

Marks Step
0–6 2nd
7–8 3rd
9–11 4th
12–15 5th
16–19 6th
20–22 7th
23+ 8th

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 7F Mark Scheme

Quick Check answers

Quick Check Answers
7Fa WS 1 Any ten from:
● object being thrown across the room
● bare wires connected up to mains electrical socket
● crisps/food being eaten
● Bunsen burner near the edge of the bench about to topple off
● long hair not tied back
● bags in a pile – trip hazard
● pupils running around the room
● pupils balancing on two legs of the stool, about to fall backwards
● chemical (irritant) being poured from great height, no funnel
● many pupils have no eye protection – one is looking directly down the tube
● test tubes are being heated at the bottom – risk of liquid boiling and shooting out
● pupil touching hot beaker and burning himself
● beaker left by edge of the bench about to be knocked on to the floor
● chemical fumes coming from a beaker and being inhaled
● no lab coats being worn
2 Safety rules should address these issues, preferably in a positive way,
e.g. ‘Always make sure that apparatus is kept well away from the edge of the bench.’
7Fa 1

Hazard symbol Hazard description

i
corrosive

ii
toxic

iii
dangerous to the
environment

iv
explosive

2 a flammable
b

3 any two from: vinegar or acetic acid or ethanoic acid, citric acid, car battery acid or
sulfuric acid, carbonic acid, phosphoric acid
4 Dilute it by adding water.

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 7F Mark Scheme

Quick Check Answers

7Fb 1 True; 2 False – toothpaste is an alkali; 3 False – litmus is red in an acid or litmus is
blue in an alkali; 4 True; 5 False – salt solution is neutral; 6 False – neutral solutions can
be dangerous; 7 False – some alkalis are corrosive or alkalis can be corrosive, irritant or
harmful; 8 True; 9 False – oven cleaner is alkaline; 10 True.
7Fc Possible questions are:
1 Give the name of something that you eat or drink that is acidic.
2 Give the name of something that is used in the home that is alkaline.
3 Give the name of a neutral substance.
4 What is the pH of water?
5 What is the pH of a strong alkali?
6 Give the name of the indicator used to measure pH.
7 What colour is universal indicator in a neutral liquid?
8 What type of solution has a pH of 1?
7Fd 1 sodium chloride
2 magnesium sulfate
3 zinc oxide
4 hydrochloric acid
5 calcium oxide
6 nitric acid
7Fe student’s own concept map

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