Identification of Gases (CIE IGCSE Chemistry: Co-ordinated Sciences (Double Award))

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Identification of gases

  • Several tests for anions and cations produce gases which then need to be tested
  • The gases included in the syllabus are:
    • Ammonia
    • Carbon dioxide
    • Chlorine
    • Hydrogen
    • Oxygen

Test for ammonia

  • Ammonia is a gas with a characteristic sharp choking smell that turns damp red litmus paper blue
  • Hold the litmus paper near the mouth of the test tube, but be careful to avoid touching the sides of the test tube
  • If you are testing for ammonia produced from ammonium ions and sodium hydroxide, avoiding touching the sides to prevent traces of sodium hydroxide from also turning the red litmus paper blue

Testing for ammonia gas

The diagram shows a solution being heated to release ammonia gas, which turns damp red litmus paper blueDamp red litmus paper turns blue in the presence of ammonia

Examiner Tip

Make sure you understand the difference between ammonium and ammonia.

  • Ammonium refers to the aqueous cation, NH4+
  • Ammonia refers to the gas, NH3.

Test for carbon dioxide 

  • The test for carbon dioxide involves bubbling the gas through an aqueous solution of limewater (calcium hydoxide)
  • If the gas is carbon dioxide, the limewater turns cloudy white

Testing for carbon dioxide gas

The diagram shows carbon dioxide bubbling through limewater, which turns cloudy / milky to confirm the presence of carbon dioxideLimewater turns cloudy white in the presence of carbon dioxide

Examiner Tip

Sometimes students think that extinguishing a burning splint indicates carbon dioxide gas.

However, while it is a property of carbon dioxide, other gases, such as nitrogen, will also do this.

So, the test is not definitive and should not be given as an exam answer.

Test for chlorine gas

  • The test for chlorine makes use of litmus paper
  • If chlorine gas is present, damp blue litmus paper will turn red and then be bleached white
    • It turns red initially as acids are produced when chlorine comes into contact with water
  • Chlorine also has a characteristic sharp, choking smell 
  • Chlorine should always be handled in a fume cupboard due to its toxicity

Testing for chlorine gas

The diagram shows damp blue litmus paper being placed into chlorine gas and then turning red before bleaching to a final white colourChlorine bleaches damp blue litmus paper white

Examiner Tip

You should distinguish between properties of gases and tests for gases. Chlorine 'smells like swimming pools' is a characteristic, but it is not an acceptable means of identification. 

Test for hydrogen gas

  • The test for hydrogen consists of holding a burning splint at the open end of a test tube of gas
  • If the gas is hydrogen it burns with a loud “squeaky pop” which is the result of the rapid combustion of hydrogen with oxygen to produce water
  • Be sure not to insert the splint right into the tube, just at the mouth, as the gas needs air to burn

Testing for hydrogen gas

The diagram shows a lit splint being placed at the neck of a test-tube of gas, and giving a sqeuaky pop sound for the presence of hydrogenA burning splint gives a 'squeaky pop' sound

Examiner Tip

It is easy to confuse the tests for hydrogen and oxygen.

Try to remember that a ligHted splint has an H for Hydrogen, while a glOwing splint has an O for Oxygen.

Test for oxygen

  • The test for oxygen consists of placing a glowing splint inside a test tube of gas
  • If the gas is oxygen, the splint will relight

Testing for oxygen gas

The diagram shows a glowing splint being added to a test-tube of oxygen, and the spling relights to confirm the presence of oxygenA glowing splint will relight in the presence of oxygen

Examiner Tip

Sometimes the splint does not relight, but it glows very brightly, which is also a positive result. In an exam, however, it is best to state it relights the glowing splint.

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Richard

Author: Richard

Expertise: Chemistry

Richard has taught Chemistry for over 15 years as well as working as a science tutor, examiner, content creator and author. He wasn’t the greatest at exams and only discovered how to revise in his final year at university. That knowledge made him want to help students learn how to revise, challenge them to think about what they actually know and hopefully succeed; so here he is, happily, at SME.