The chemical element nitrogen forms a fairly large number of oxides, in which its oxidation state varies from +1 to +5.

All nitrogen oxides are thermally unstable and decompose when heated, releasing oxygen. This is why nitrogen oxides have oxidizing properties. The most powerful oxidizing agent is nitric oxide (V).

All nitrogen oxides, with the exception of nitric oxide (I), are poisonous. N 2 O has a narcotic effect (another name is “laughing gas”) and is used in anesthesia.

According to their acid-base properties, nitrogen oxides are characterized as follows: N 2 O and NO - non-salt-forming, N 2 O 3, NO 2 and N 2 O 5 - salt-forming, acidic.

Nitrogen oxide (I) N 2 O is thermally unstable, at a temperature of about 500 ° C it decomposes into nitrogen and oxygen:

2N 2 O → 2N 2 + O 2.

Therefore, it has oxidizing properties. For example, nitric oxide (I) oxidizes copper, resulting in copper oxide (II) and molecular nitrogen:

N 2 O + Cu = CuO + N 2.

Laughing gas is obtained by calcining ammonium nitrate at 250 °C:

NH 4 NO 3 = 2H 2 O + N 2 O.

During the catalytic oxidation of ammonia with oxygen, nitrogen monoxide NO is formed:

4NH 3 + 5O 2 = 4NO + 6H 2 O.

It is a colorless gas. Nitric oxide (II) is the only nitrogen oxide that can be obtained by direct synthesis from simple substances:

NO is a non-salt-forming oxide. In the air at N. u. it spontaneously oxidizes to nitrogen oxide (IV) - a brown gas:

2NO + O 2 = 2NO 2

Like all nitrogen oxides, nitrogen monoxide has oxidizing properties. For example, when magnesium reacts with nitric oxide (II), magnesium oxide and molecular nitrogen are formed:

2Mg + 2NO = 2MgO + N 2

Nitrous acid HNO 2 corresponds to nitrogen oxide (III). When n. u. It is a dark blue liquid that, when dissolved in water, produces nitrous acid:

N 2 O 3 + H 2 O ↔ 2HNO 2

The interaction of nitric oxide (III) with alkalis leads to the formation of nitrites - salts of nitrous acid. For example, when nitric oxide (III) reacts with sodium hydroxide, sodium nitrite and water are formed:

N 2 O 3 + 2NaOH = 2NaNO 2 + H 2 O

Nitrogen dioxide NO 2 has another name - brown gas.

When dissolved in water, it forms two acids at once - nitric and nitrous:

2NO 2 + H 2 O = HNO 2 + HNO 3

When NO 2 reacts with alkalis, nitrates and nitrites are formed. For example, when nitric oxide (IV) reacts with sodium hydroxide, sodium nitrate and nitrite and water are formed:

2NO 2 + 2NaOH = NaNO 3 + NaNO 2 + H 2 O

Nitrogen dioxide is used to produce nitric acid. In industry, this oxide is obtained from the oxidation of nitrogen monoxide:

2NO + O 2 = 2NO 2

In the laboratory, to obtain nitric oxide (IV), copper is reacted with concentrated nitric acid (Fig. 1):

Cu + 4HNO 3(k) = Cu(NO 3) 2 + 2NO 2 + 2H 2 O

Rice. 1. Release of brown gas as a result of the interaction of copper with concentrated nitric acid

Nitric oxide (V) occurs as colorless crystals. This oxide can be obtained by oxidizing nitrogen dioxide with ozone:

2NO 2 + O 3 = N 2 O 5 + O 2

Nitric oxide (V) corresponds to nitric acid. This is a typical acidic oxide. It reacts with water to form nitric acid:

N 2 O 5 + H 2 O = 2HNO 3

and also reacts with alkalis to form nitrates:

N 2 O 5 + 2NaOH = 2NaNO 3 + H 2 O

Bibliography

1. Orzhekovsky P.A. Collection of problems and exercises in chemistry: 9th grade: to the textbook by P.A. Orzhekovsky and others. “Chemistry. 9th grade” / P.A. Orzhekovsky, N.A. Titov, F.F. Hegel. - M.: AST: Astrel, 2007.
2. Orzhekovsky P.A. Chemistry: 9th grade: textbook. for general education establishment / P.A. Orzhekovsky, L.M. Meshcheryakova, L.S. Pontak. - M.: AST: Astrel, 2007. (§ 37)
3. Orzhekovsky P.A. Chemistry: 9th grade: general education. establishment / P.A. Orzhekovsky, L.M. Meshcheryakova, M.M. Shalashova. - M.: Astrel, 2013. (§ 24)
4. Rudzitis G.E. Chemistry: inorganic. chemistry. Organ. chemistry: textbook. for 9th grade. / G.E. Rudzitis, F.G. Feldman. - M.: Education, OJSC “Moscow Textbooks”, 2009.
5. Khomchenko I.D. Collection of problems and exercises in chemistry for high school. - M.: RIA “New Wave”: Publisher Umerenkov, 2008.
6. Encyclopedia for children. Volume 17. Chemistry / Chapter. ed. V.A. Volodin, Ved. scientific ed. I. Leenson. - M.: Avanta+, 2003.

"Carbon Monoxide IV" - Soon the water will become cloudy. Physical properties of CO2. Dry ice, unlike water ice, is dense. Non-toxic, does not conduct electrical current. Application of carbon monoxide (IV). Dry ice is also CO2. A gas needed by plants for photosynthesis. In nature. The carbon dioxide content in the atmosphere is relatively low, 0.04 - 0.03.

“Nitrogen oxide” - 2. The cylinder with nitrogen (II) oxide was closed with a plate. Oxidizing agent: 2NO + 2SO2 = 2SO3 + N2 Nitrous method for producing sulfuric acid. 1. There are three closed cylinders: with nitrogen oxide (IV), with nitrogen, with ammonia. No-nitric oxide (II). It dissolves well in water. N2O5. All nitrogen oxides, except N2O, are toxic substances.

“Decomposition of oxides” - Classification of oxides. Basic oxides. Oxides. Amphoteric oxides. Acidic oxides. Glossary. Indifferent oxides (non-salt-forming). Classification Table of contents. Tasks. A manual for students.

"Oxides" - In nature. Metal ores. CHROME OXIDE cr2o3. The carbon dioxide content in the atmosphere is relatively low, only 0.04-0.03%. Whitewashed. For example: red, magnetic and brown iron ores, bauxite (aluminum oxide), Gas needed by plants for photosynthesis. Carbon monoxide (II) CO. Titanium (IV) oxide – TiO2 – has the same valuable properties.

“Carbon monoxide” - Carbon monoxide (II) is characterized by reducing properties. or carbon dioxide is a colorless and odorless gas. So. Carbon monoxide (II). Carbon monoxide (IV). Obtaining carbon monoxide (IV). Used COR: Demonstration lesson planning. Carbon oxides.

“Chemical oxides” - Substances that contain oxygen. Quartz sand. H2O. Carbon monoxide (IV). Oxides are complex substances. Bauxite. Olive green paint pigment. Quicklime. Metal oxides. Oxides. Carbon monoxide (II).

There are a total of 14 presentations in the topic

Lesson summary on the topic: “Oxygen compounds of nitrogen.” 9th grade

Purpose of the lesson: to study the properties of nitrogen oxides.

Tasks:

educational: consider nitrogen oxides, and use their example to repeat the classification and basic properties of oxides;

educational: formation of a scientific picture of the world;

developing: development of logical thinking, ability to work with additional literature, ability to generalize and systematize.

During the classes.

Organizing time.

Repetition of learned material.

Several students work on cards, with the rest a frontal survey is conducted on the previous topic.

Flashcard #1

a) Write the formulas of the following substances: ammonia, ammonia, ammonia

Qualitative reaction to ammonium cation;

Reaction of ammonium sulfate with barium chloride.

Flashcard #2

a) Write the formulas of the following substances: ammonium dichromate, ammonia, ammonium sulfate.

b) Write the following reaction equations:

Reaction of ammonium chloride with silver nitrate;

Reaction of ammonium carbonate with hydrochloric acid.

Frontal survey:

1) What is “ammonia alcohol”? What is it used for?

2) What properties of ammonia underlie its use in refrigeration units?

3) How should ammonia be collected? Why? How can you recognize ammonia?

5) What is ammonia? What is it used for?

6)What are the uses of ammonium carbonate and bicarbonate?

3. Updating knowledge.

Arrange the oxidation states in nitrogen oxides:

N 2 O NO N 2 O 3 NO 2 N 2 O 5

Learning new material.

The teacher communicates the topic, purpose and lesson plan.

Plan:

Classification of nitrogen oxides.

Student message on the topic: “The history of the discovery of nitric oxide (I).”

Physical properties of nitrogen oxides (independent work with the text of the textbook).

Chemical properties, production and use of nitrogen oxides (story and explanation by the teacher).

Classification of nitrogen oxides. Students and the teacher fill out the diagram.

ABOUT nitrogen oxides

Non-salt-forming Salt-forming

N 2 O NO N 2 O 3 → HNO 2

do not interact with acids, N 2 O 5 →HNO 3

neither with alkalis and do not form salts NO 2 → HNO 2 and HNO 3

Student message on the topic: “The history of the discovery of nitric oxide (I)».

Laughing gas.

An American chemist in 1800 studied the interaction of sulfur with a heated solution of sodium nitrite NaNO 2 in formamide HCONH 2. Suddenly a violent reaction began with the release of gas with a faint pleasant odor. Wodehouse suddenly felt cheerful and started dancing, singing songs. The next day, returning to the laboratory, he discovered crystals of sodium thiosulfate Na 2 S 2 O 3 in the flask where the experiment was taking place. Almost at the same time, the English chemist Humphry Davy carried out the thermal decomposition of ammonium nitrate NH 4 NO 3. As he later recalled, the assistant leaned too close to the installation and several times inhaled the pleasant-smelling gas coming out of the retort. Suddenly the assistant burst into unreasonable laughter, and then collapsed in the corner of the room and immediately fell asleep.

Scientists obtained the same gas - nitrogen oxide (I) N 2 O.

Oxide formula

Physical properties

Chemical properties

Receipt and use

N2O

colorless, non-flammable and pleasantly sweet.

2N 2 O→2N 2 + O 2

NH 4 NO 3 →N 2 O + 2H 2 O

Low concentrations of nitrous oxide cause lung(hence the name “laughing gas”). When inhaling pure gas, a state of intoxication and drowsiness quickly develops. Nitrous oxide has weak narcotic activity, and therefore is used in medicine in high concentrations.

colorless gas, poorly soluble in water.

2NO + O 2 →2NO 2

4 NH 3 + 5O 2 →4NO + 6H 2 O

The production of NO is one of the stages of production.

NO 2

Poisonous gas, red-brown in color, with a characteristic pungent odor or yellowish liquid. Fox's tail.

NO 2 + H 2 O→HNO 2 + HNO 3

4NO 2 + H 2 O + O 2 →4HNO 3

2NO 2 + 2NaOH→NaNO 3 + NaNO 2 + H 2 O

2Cu(NO 3) 2 →2CuO + 4NO 2 +O 2

In productionAnd, as an oxidizing agent in liquidand mixed explosives.Highly toxic. It irritates the respiratory tract and in high concentrations causesNO + NO 2 =N 2 O 3

It is used in the laboratory to obtain nitrous acid and its salts. Highly toxic. The effect on the body is comparable to fuming nitric acid and causes severe skin burns.

N2O5

colorless, very volatile crystals. Extremely unstable.

N2O5 + H2O = 2HNO3

N 2 O 5 + CaO = Ca(NO 3) 2

N 2 O 5 + 2 NaOH = 2NaNO 3

2NO 2 + O 3 =N 2 O 5 +O 2

N 2 O 5 is toxic.

4. Fastening. Exercise 6

5. Reflection, summing up. Ratings.

6. Homework §26.

Technological lesson map

Teacher details: Tkachuk Tatyana Makarovna, chemistry teacher, Mikhailovskaya Secondary School, highest category

Item: chemistry

Class: 9

Textbook: O.S. Gabrielyan. Ed. Bustard, 2014

Lesson topic: Oxygen compounds of nitrogen

Lesson type: learning a new topic.

Equipment: computer, interactive whiteboard, projector, laboratory equipment (alcohol lamp, matches, glasses, laboratory stand, test tubes)

Reagents: nitric acid 1:5, copper shavings, coal, litmus, sodium hydroxide, copper hydroxide

Characteristics of the learning capabilities and previous achievements of students in the class for which the lesson is designed:

Students speak:

Regulatory UUD: transform a practical task into a cognitive one through joint efforts (level 2)

Cognitive UUD: identify ways to solve problems under the guidance of a teacher (1st level), put forward hypotheses and build a search strategy under the guidance of a teacher (1st level), formulate new knowledge through joint group efforts (2nd level)

Communicative UUD: participate in a collective discussion of the problem (level 2)

Most students have insufficiently developed:

Personal UUD: show situational cognitive interest in new educational material.

Lesson goals as planned learning outcomes, planned level of achievement.

Types of planned learning activities		Learning activities	Planned level of achievement of results
SUBJECT		Formulate and reproduce the definition of the concept of “Pure substances”, “Mixtures”, “Physical phenomenon”, “Chemical phenomenon”, “Aggregative states of matter”, “Mass fraction of a substance in solution” Conduct experiments, observe, describe observations	Level 2 - definition of concepts Level 2, actions according to the model
METAPUBJECT	Regulatory UUD	Transform a practical task into a cognitive one Plan their own activities Monitor and evaluate their actions	Level 1 – student action together with the teacher Level 1 – student action together with the teacher
	Cognitive UUD	Conduct observation, analysis, make assumptions (model processes) and carry out their experimental verification
	Communicative UUD	Share knowledge between team members to make effective decisions	Level 2 – joint (group) exercises performed under the guidance of a teacher
PERSONAL		Show a sustained interest in finding a solution to the problem	Level 2 – sustainable cognitive interest

Lesson stage, stage time	Stage tasks	Teaching methods and techniques	Forms of educational interaction	Teacher activities	Student activity	Formed UUD and subject actions
Motivation-target stage	Provide emotional experience and awareness of the incompleteness of existing knowledge Arouse cognitive interest in the problem Organized to independently formulate problems and set goals	Making problems no situation:	Group (pair), frontal	Offers to complete task 1 From the listed compounds, select 3, name them: C 2 H 5 OH CH 3 NH 2 NH 3 HNO 3 PH 3 H 3 PO 4 CaCO 3 CuO NO Offers to complete task 2. Select nitrogen compounds from 1 task and make a genetic series from them Offers to complete task 3. Carry out transformations according to the drawn up diagram Offers a problematic situation - complete task 4. What other substances will nitric acid interact with? Choose the correct answer options in your opinion: C, ZnO, Cu, Cu(OH) 2 5. Helps to recognize difficulties in completing a task 6. Offers to compose questions and transform a practical task into a cognitive one.	1. complete task 1 for recognition and memorization 2. Perform a comprehension task - (presumable answer NH 3 -- NO-- HNO 3 -- NaNO 3) 3. the task is completed through joint efforts and with the help of the teacher, formulate questions, get acquainted with nitrogen oxides NO NO 2 and their properties, repeat the properties of acids - in the last equation the interaction of nitric acid with sodium hydroxide or sodium oxide is prescribed 4. Not all substances are chosen. 5. Formulate the difficulty “We do not know whether nitric acid will interact with carbon and copper, since copper does not displace hydrogen, and carbon is a non-metal 6. Make up questions. The task is set: to test experimentally whether nitric acid will interact with carbon and copper	Cognitive UUD: see the problem (realize the difficulties encountered in solving problems in the absence of the necessary knowledge) Communicative UUD: participate in a collective discussion of a problem, be interested in other people’s opinions, express your own Personal UUD: realize the incompleteness of knowledge, show interest in new content Regulatory educational activities: determine the goals of educational activities
Indicative stage	Organize joint planning and selection of research methods with the teacher		frontal	Offers, in accordance with the questions posed, to determine the procedure and choose a method	They offer to answer questions. It is hypothesized that nitric acid enters into an exchange reaction with metal oxide and hydroxide and should not interact with other substances Offer to conduct an experiment	Cognitive UUD: put forward hypotheses, highlight material that will be used in the study Regulatory UUD: analyze the conditions of the problem, plan, anticipate the search result, accept the proposed solution, problem
				Reminds you of safety precautions when working with nitric acid. Helps to understand that experiments with carbon and copper should be carried out in a fume hood	Listen to safety information They agree that the experiment should be carried out in a fume hood, as a demonstration.
Search and research stage	Organize a search for a solution to the problem	Study	Group (pair) and frontal	Issues the necessary equipment	Receive equipment, organize a workplace	Subject-specific UUDs: observe the progress of an experiment, describe occurring phenomena, establish cause-and-effect relationships Cognitive UUD: conduct an experiment, summarize the data obtained, draw conclusions Communicative skills: establish working relationships, collaborate effectively, express thoughts fully Regulatory UUD: demonstrate the ability to mobilize strength and energy in achieving the goal
				Offers to independently experiment with the interaction of nitric acid with zinc oxide and copper (II) hydroxide	Listen, understand the task at hand
				Observes, coordinates, corrects students’ independent actions	Conduct an experimental test of the hypothesis
				Demonstrates the interaction of nitric acid with copper and carbon (charcoal) when heated in a fume hood	Observe the progress of the experiment and take notes.
				Organizes the exchange of opinions and results	Report their observations and results obtained
				Helps to construct an explanation of the results obtained by drawing up reaction equations Helps to draw conclusions	Write down the equations of ion exchange reactions in molecular, total ionic and short ionic form. Write down the equations of redox reactions between nitric acid and copper, between nitric acid and carbon. They conclude that nitric acid exhibits oxidizing properties in reactions with copper and carbon, while nitrogen is reduced to an oxidation state of +4
				Reports other cases of manifestation of the oxidizing properties of nitric acid	Listen and watch the presentation
Practical stage	Ensure that acquired knowledge is applied to explain new facts	Exercise in completing tasks	Group	Offers to answer questions on the slide	Discuss the answers in a group and report to the class	Subject-specific UD: solve specific problems based on knowledge of the subject
Reflective-evaluative stage	Ensure understanding of the process and result of the activity		Individual, frontal	Offers to finish the sentence. If I study nitric acid, then...	Students come to the conclusion that nitric acid has a direct relationship to them, what? You can read a textbook or discuss personal dating experiences.
				Organizes the procedure for self- and mutual assessment of educational activities in the lesson according to the algorithm:	Carry out a procedure for self- and mutual assessment of their own educational activities and their comrades in the lesson according to the algorithm	Personal UUD: realize the personal significance of mastering the methods of scientific knowledge Regulatory control measures: assess the degree of goal achievement
				Formulates and comments on homework	Write homework in a diary

Nitric oxide (I) N 2 O N 2 O – nitric oxide (I), nitrous oxide or “laughing gas”, has a stimulating effect on the human nervous system and is used in medicine as an anesthetic. Physical properties: gas, colorless and odorless. Exhibits oxidizing properties and easily decomposes. Non-salt-forming oxide. 2N 2 O= N 2 O + Cu=

Nitrogen oxide (III) N 2 O 3 – nitrogen oxide (III) is a dark blue liquid, thermally unstable, boiling point = 3.5 0C, that is, it exists in a liquid state only when cooled, under normal conditions it turns into gaseous state. An acidic oxide that reacts with water to form nitrous acid. N 2 O 3 = N 2 O 3 + H 2 O =

Nitric acid. HNO 3 Nitric acid is a colorless hygroscopic liquid, has a pungent odor, “smoke” in air, is indefinitely soluble in water, boiling point = C. Solutions of nitric acid are stored in a dark glass jar, i.e. it decomposes in light: 4HNO 3 = 4NO 2 +2H 2 O+O 2

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