Chemistry Rotation 1

Chemistry Rotation 1

Each chemistry module has a total of six lessons assigned to them, giving a total of twelve lessons for the chemistry rotation. This is then followed by two lessons of Sc 1 and one lesson for the two module test.

Exploring Science 9 worksheet 9E & 9F Target/Word and summary sheets can be distributed to help pupils with the course.

Module 1: 9E – Metals and their compounds

LessonsTitle

1The properties of metals

2The corrosion of metals

3The chemical reactions between metals and acids

4The chemical reactions between metal carbonates and acids

5The chemical reactions between metal oxides and acids

6Chemical reactions and their word equations

Module 2: 9F – Patterns of reactivity

LessonsTitle

1The reactivity of metals with water

2The reactivity of metals with acids

3Displacement reactions

4The reactivity series

5The conservation of mass I

6The conservation of mass II

Scientific Investigation 1

7Sc 1 lesson

8Sc 1 lesson

9Module 1 & 2 test

Year 9E: Module 1 – Reactions of metals and their compounds

Lesson 1 – Metals and their properties

Learning objectives

Pupils should learn:

 that metals are good conductors of heat and electricity

 that most non-metals are poor conductors of heat and electricity

 that metals are usually shiny, malleable, ductile, strong, have high densities, sonorous and have high melting points – with the exception of mercury which is liquid at room temperature

 that non-metals are usually dull, brittle, poor conductors of heat and electricity (exception carbon or graphite) and have low melting points (exception of diamond - carbon)

 about the range of metals and their symbols as well as their uses

 to use the properties of an element to classify it as a metal or non-metal

National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 1a, 1c & 1d

Key Stage 2 link/Prior learning

Sc3 Materials and their properties – 1a, 1b & 1c

Pupils will

 know the names of some metals and non-metals and their chemical symbols

 know some of the properties of metals and non-metals

 know some uses of metals

Suggested teaching activities

Starter Activity

• Bromine in well-sealed test tubes and mercury in a sealed transparent boiling tube. Demonstrate a circuit with a low voltage power pack and a bulb. Instruct pupils to put elements in a table labelled non-metals and metals.

Core Activity

• Ask pupils to suggest the reasons why they put the different elements into the non-metal/metal column. To help pupils ask questions such as: Are metals good conductors of heat/electricity? Are non-metals all gases? Where do we get metals from (iron, gold, lead and silver)? What are they used for? Pupils could use data books.
• Instruct pupils to write the list of properties of metal/non-metals in exercise books or copy from the board/worksheet.
• Demonstrate using a periodic table to show where the metals (LHS) and non-metals (RHS) are situated.
• Instruct pupils to colour on their sheets the position of metals and non-metals on the periodic table. They could also highlight the two liquid elements – mercury and bromine. Ensure pupils identify graphite/carbon as a non-metallic conductor of electricity.
• Pupils answer questions from core chemistry/Exploring Science 9 book or complete worksheets.

Plenary

• Using a Year 9 Badger key stage 3 science, copymaster for starter 48 as revision. Write on the board or get OHP of the list of properties of metals and non-metals

Extension

Ask different groups to explore different questions and to produce a fact sheet about a particular element or property. Help pupils to use these to make a comparison of non-metals and metals and to explain what makes them useful.

Resources/References

Samples of elements: magnesium ribbon, iron nails, lumps of sulphur, graphite rods, zinc foil, lead foil, gas jar of chlorine, gas jar of oxygen, gas jar of nitrogen, gas jar of bromine, mercury. Low voltage power pack, connecting leads and bulb.

Data books with information about elements

OHP and transparency with Year 9 Badger key stage 3 science starters copymaster 48

Core chemistry 3.1: Looking at metals P42-43

Core chemistry 3.2: Non-metals P44-45

Core chemistry 3.3: Where do we find non-metals? P46-47

Core chemistry 3.4 Elements of THAR P48-49

Core chemistry C1.2 Metals and non-metals P96-97

Information about elements: CD-ROM’s available: The chemistry set, elements and materials.

Exploring Science 9 book: Spot the difference P64-65, P107- chemistry everywhere

Exploring Science worksheets: 9Ea/1, ‘different properties’, 9Ea/2, ‘properties fact sheet’, 9Ea/3, ‘what do we use metals for?’ 9Ea/4, ‘metals with memory’

Spotlight science Year 9: 27a P28: The Periodic table

SEN worksheet: C6b, ‘metal detecting’, ‘spot the difference’, C6c, ‘heavy metal’

Homework

*** Core Revision Homework – pupils are to complete questions from booklet, which is based on Year 7 work (solids, liquids & gases and solutions). Pupils are to use Key Stage 3 Revision Guide to help them answer questions (Pages ).

Safety/Risk Assessment

Chlorine and bromine should be disposed of in the fume cupboard. Pupils must not handle mercury.

Hazard cards for mercury, bromine and chlorine should be issued.

Additional Notes

Pupils often confuse non-metals with non-metallic materials such as plastic and wood. It is helpful to restrict this activity to elements. Pupils should contrast the conductivity of different metals and non-metals. Mention alloys being made up from a mixture metals and non-metals e.g. steel is made from a mixture of iron and carbon. Metals are have high densities (explain the word density) and are sonorous. Not all metals are magnetic, metals which are magnetic are iron (strongly), nickel and cobalt.

Year 9E: Module 1 – Reactions of metals and their compounds

Lesson 2 – The corrosion of metals

Learning objectives

Pupils should learn:

 that many metals are affected by oxygen in air and water

 that different metals are affected in different ways

 that some metals are soft and can be cut

 that iron/steel objects need air (oxygen) and water to rust (corrode) and that rust is a hydrated form of iron oxide

 that most ways of preventing rusting is by putting some kind of barrier between the iron and the water such as painting, greasing, coating with another metal or plastic.

National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 1e, 1f & 3e

Key Stage 2 link/Prior learning

Sc3 Materials and their properties – 2f

Pupils will

 know that many metals react with oxygen to form oxides

 know that iron object rust in everyday life

 know how to prevent rusting of objects i.e. painting/greasing of parts of bicycle

Suggested teaching activities

Starter Activity

• Show pupils a range of objects e.g. copper and nickel coins, a tarnished silver cup, and a relatively new rusty iron cup/object. Ask pupils to describe what has happened to each and explain the possible causes.
• Elicit ideas about the effects of air/water and different effects on different metals – corrosion of these metals (see additional notes). Emphasise the use of the two terms - corrosion (all metals including iron) and rusting (only used for in the corrosion of iron).

Core Activity

• Teacher demonstration/class practical to determine the conditions needed for iron to rust.

To determine the conditions needed for rusting – 3 tubes are set up containing an iron nail in each. The tubes are set up as follows:

Tube 1: Tap water added (both air add water present) – control experiment

Tube 2: A few pellets of anhydrous calcium chloride to absorb moisture (water vapour in air)

Tube 3: Water freshly boiled for a couple of minutes (to remove air) added with a layer of oil to prevent re-entry of air

Due to time constraints, instruct technician to set up the experiment a few days before lesson as to show pupils the results in the same lesson.

• Sc 1 opportunity when conducting the experiment, with pupils focusing on their prediction, fair testing, results and conclusion
• Instruct pupils to write up experiment (which should include a prediction with explanations) with an empty table of results, which be filled in next lesson, or if teacher demonstration show them the results of a previous rusting experimental set-up.
• Show one reactive metal such as lithium – cut and ask pupils to explain why the outside surface becomes dull/tarnished and the inside surface is shiny when first exposed. Link with rough order reactivity with these metals and gold being unreactive. Point out the unusual nature of sodium, potassium and lithium as metals – soft density, low melting point. Ask why these metals are stored in paraffin oil (very reactive with moisture and oxygen in the air).
• Discuss and then instruct pupils to list the methods are carried out to prevent rusting. Then ask them to give examples in everyday situations that they are used to prevent rusting (painting cars, oiling lawnmower blades/machinery, chromium plated handlebars, coating with a more reactive metal, galvanised roofs – coated with zinc, tin plated food cans, etc.,)
• Instruct pupils to answer questions from Exploring Science 9 book or core chemistry textbook. Worksheets on rusting could also be done.

Plenary Activity

• Pupils to carry out activity from Year 9 Badger key stage 3 science starters’ copymaster for starter 54, ‘Which conditions cause iron to rust?’

Extension

Pupils could design an experiment to show that iron reacts with oxygen during rusting – give pupils apparatus list ask them to design experiment. Help pupils deduce that water level risen 20cm3 the volume of air used up is 20cm3 therefore the percentage of air used up is 20/100x =20%, which corresponds to the percentage of oxygen in the air.

Teacher demonstration to show that iron reacts with oxygen during rusting (ask technician to set up already). Explain to pupils how experiment is set up and that oxygen is being investigated in its involvement in rusting. To show that oxygen is the gas used up in rusting, set up a small bag of moist iron filings supported in an inverted measuring cylinder, containing 100cm3 of air, over a trough of water. Record the water level initially and then again in the following lesson.

Resources/References

For the demonstration order equipment a few days in advance for the before and after of the Rusting experiment – iron nails, test tubes, tap water, anhydrous calcium chloride, oil, boiled water, test tube rack and a small measuring cylinder.

Core chemistry 5.8: A problem with metals P90-91

Core chemistry C3.4: A corroding metals P150-151, P74 , ‘Shine on’

Exploring Science 9 book: P108 Crb, ‘Chemistry at home’

Exploring Science 2 worksheets: C7e/1, ‘rusting 1’, C7e/2, ‘rusting 2’, C7e/3, ‘Protecting iron1’ and C7e/4, ‘protecting iron 2’

OHP and transparency

Year 9 Badger key stage 3 science starters’ copymaster for starter 54, ‘Which conditions cause iron to rust?’

Samples of rusted/corroded objects – coins, cups etc.

Lithium, scalpel, tile, tweezers, paper towels, safety screen, small trough of water

Oxygen experiment - moist iron filings, measuring cylinder, trough and water.

Other worksheets – on rusting and corrosion

Homework

Pupils should learn the chemical symbols of twenty elements i.e. C, S, Zn, Mg, O, N, Cl, Br, Fe, H, Pb, etc.,

Complete worksheets on corrosion/rusting.

Safety/Risk Assessment

Lithium are corrosive and highly flammable and small pieces the size of rice grains should be used. Safety glasses and safety screen should be used.

Additional Notes

Not only oxygen in the air reacts with metals when they corrode. E.g. copper goes green because it reacts with carbon dioxide to form copper carbonate, silver tarnishes because it reacts with sulphur compounds such as SO2. The exercise only gives a rough indication of the relative reactivity of different metals.

Its is very difficult to remove all the air from water when boiling so the iron does rust slightly in this tube.

Both rusting experiments need to be left for a few days.

Rust is a hydrated iron (III) oxide so needing water as well as oxygen to form. This reaction is an oxidation reaction. The word equation can be given as:

Iron + oxygen iron oxide

Extension:

4Fe + 3O2 2Fe2O3

Year 9E: Module 1 – Reactions of metals and their compounds

Lesson 3 – The chemical reactions between metals and acids

Learning objectives

Pupils should learn:

 that some metals react with dilute acids to form salts and release hydrogen gas

 to carry out the test for hydrogen gas

 that metals do not all react in the same way

 to represent the reactions of metals with dilute acids by word equations

 to identify patterns between metals and dilute acids

 to use patterns to make predictions about other reactions

Extension: be able to write symbol equations to represent chemical reactions

National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 3a & 1f

Key Stage 2 link/Prior learning

Sc3 Materials and their properties 2f

Pupils will

 Know a metal with an acid in year 7/8 and tested for hydrogen gas but will not have named the products of the reactions

Suggested teaching activities

Starter Activity

• Demonstrate with a metal (Calcium –one grain required) and dilute sulphuric acid reacting and test for hydrogen. Before demonstration, pupils are to predict and describe their observation of the chemical reaction. Pupils could also discuss the products of the reaction. (Sc1 Planning & Observation).

Core Activity

• Pupils to predict which metals will react with the acid and conduct their own experiments (Sc 1 Observation & Analysis) as follows, Exploring Science worksheet 9Fb/2, ‘Reactions of metals with acids 2’may help.

Class practical: Pupils could carry out reactions of hydrochloric acid with magnesium, zinc, iron and copper. Note and compare the vigour of the reactions.

Pupils to add 5 different metals to 2cm depth of 1M hydrochloric acid. Pupils to observe reactions and test for hydrogen gas.

Pupils to add 1 strip (2cm length) of magnesium, 1 small piece of zinc foil/ granules, 1 small spatula measure of iron filings and 1 small piece of copper foil (1cm square) to the remaining tubes.

Pupils are instructed to trap the gas for varying lengths of time before holding a lit splint at the top of the tube (time varies from a few seconds for calcium for several minutes for iron. Note: copper does not react at all).

Instruct pupils to record their observations systematically in a table and prompt them by using a series of questions: What is similar about the reactions? Is a gas is being made? How do you know and what is it? Are there colour changes? Does the tube get hot or cold?

Teacher could combine all the solutions formed from one of the reactions e.g. magnesium chloride and leave the solution to evaporate till next lesson to obtain the salt.

• Pupils are to write up experiment and write word equations for all the above reactions conducted.
• Discuss with pupils that when an acid reacts with a metal then the salt name depends upon the acid used i.e. sulphuric acid gives salts that contain sulphates, nitric acid gives salts that contain nitrates and hydrochloric acid gives salts that contain chlorides. Discuss the general word equation for the reaction.

Metal + Acid Metal salt + Hydrogen gas

• Put onto the board other combinations for pupils to predict the products.
• Instruct pupils to answer questions from Exploring Science 9 book/core chemistry textbook.

Plenary Activity

• Pupils to carry out activity from Year 9 Badger key stage 3 science starters’ copymaster for starter 60, ‘Let’s compare the effect of dilute acid on zinc, magnesium and aluminium’

Extension

Pupils to write balanced symbol equations for the chemical reaction carried out.

Core chemistry textbook work/worksheets can be used.

Resources/References

Test tubes, test tubes rack, boiling tubes, splint, matches, safety mat & Bunsen burner.

Calcium granules for teacher, pieces of magnesium ribbon (2cm long).

Pieces of zinc and copper (1 cm square), iron filings, 6 bottle of 1M of hydrochloric acid (2 bottles for each bench), beakers to dispose of residues, large crystallising dish to put one resultant solution into.

OHP and transparency

Exploring Science 9 book: P66-67 9Eb Metallic Fizz

Exploring Science worksheet 9Fb/2, ‘Reactions of metals with acids 2’

Exploring Science 9 worksheets: 9Eb/1, ‘Making hydrogen 1’, 9Eb/2, ‘Making hydrogen 2’, 9Eb/3, ‘Fizzing metals’, 9Eb/4, ‘Hydrogen and the great escape’, 9Eb/5, ‘Hydrogen’, 9Eb/6, ‘What would happen if.?’

Year 9 Badger key stage 3 science starters’ copymaster for starter 60, ‘Let’s compare the effect of dilute acid on Zinc, magnesium and aluminium

Core chemistry 4.6: How do metals react with acids? P68-69

Core chemistry C2.6: More about metals and acids P128-129 (extension)

Spotlight science Year 9: P34b: Making salts P134-135

Other worksheets on the reactions of metals with acids

Homework

Complete worksheet on the reactivity of metals with acids.

Safety/Risk Assessment

Pupils should be shown the hazard sign corrosive and be aware that any spillage should be mopped up after rinsing with plenty of water. Safety glasses are essential. The reaction with calcium and magnesium are very fast exothermic- care should be taken. Iron tends to give off some toxic hydrogen sulphide as well. Note that any reaction that still has undissolved solid at the end should be disposed into a container at the end of the experiment and not put into the sink.

Additional Notes

Calcium and magnesium react very quickly- a matter of seconds. Zinc starts slowly then speeds up and hydrogen should be detected after a couple of minutes. Iron reacts very slowly and may not give a positive test after several minutes. Teacher could demonstrate by carefully warming the mixture to speed up the reaction before testing for the gas.