Lesson E1: What is a metal?

Starter activities

Share learning objectives

empty bottles of the following showing names ofsalts;

  • shower gel
  • shampoo
  • bubble bath
  • indigestionmedicines (Optional)
  • Digital microscope
  • Light projector

Problem solving

  • two test tubes in rack
  • eyeprotection
  • 0.4 mol/dm3hydrochloric acid
  • smallpieces of magnesium ribbon
  • powdered calciumcarbonate
  • spatula

Brainstorming

packaging showing thewords ‘salt’, ‘brine’,‘sodium chloride’ or ‘saline’

e.g. medicines such as‘Dioralyte’; contact lenssaline; hot dogs or tuna inbrine;

dishwasher salt; tablesalt

Capture interest

bottles of dilutehydrochloric and sulphuricacid;

clearly visible hazardwarning corrosive signs

Main activities

E1a Thermal conductivity

For each group:

  • set of metal rods each with attached thermometer of temperature-sensitiveplastic
  • 250 cm3 beaker
  • ruler
  • stopwatch

For the class:

  • kettle for boiling water

Lesson E2: Salt on the roads

Main activities

E2a Making sodium chloride

For each group:

  • 10 cm3 measuring cylinder, small beaker, glass rod, dropping pipette, white tile,

evaporating dish, beaker of suitable size for water bath, bunsen, mat, tripod, gauze

  • 0.4 mol/dm3 solutions of both hydrochloric acid and sodium hydroxide
  • _ concentration of solutions: it is important that 10cm3 acid needs more than 9cm3

sodium hydroxide for neutralisation. [As close to 10 cm3 as possible, so it is ideal to test

it out before the lesson.]

  • _ litmus paper
  • _ (optional) Universal indicator and test tubes
  • _ access to commercial salt crystals, e.g. table salt, rock salt, ‘sea salt’ larger crystals

Additional equipment for extension:

  • _ solutions as above
  • _ pH sensor or probe attached to datalogger with screen or hand-held pH sensor

Plenary activities

Group feedback

display of commercial saltcrystals

e.g. table salt; rocksalt; ‘sea salt’ larger crystals onevaporating dishes or Petridishes on teacher’s bench

Lesson E3: Acids attack metals

Starter activities

Brainstorming (1)

  • 0.4 mol/dm3hydrochloric acid
  • pieces of magnesium ribbon
  • UI solution
  • chart
  • goggles
  • test tube in rack
  • bung
  • splint
  • matches

Main activities

E3a Metals and acids reactions

For each group:

  • test tubes, bungs, thermometer and rack
  • 0.4 mol/dm3 hydrochloric, sulphuric and nitric acid
  • small pieces of magnesium, zinc and copper
  • splints and access to a lighted Bunsen

E3b Investigate: Tin cans

For each group

  • 2 test tubes
  • samples of fruits and
  • 2 spatulas vegetables, e.g. lemons,
  • citric acid crystals onions, carrots, tomatoes,
  • iron powder rhubarb, apples
  • tin powder
  • pestle and mortar
  • knife
  • spotting tile
  • chopping board
  • glass rodor ceramic tile
  • dropper pipette

Lesson E4: Acids attack carbonates

Starter activities

Brainstorming

  • indoor firework or sparkler and matches;
  • heatproof mat

Capture interest

  • 2 test tubes in rack;
  • ‘sherbet’ powder madeby mixing equal quantities of powderedcitric acid and sodium hydrogen carbonate;
  • water and dropper;
  • limestone (or marble)chips on a watch glass;
  • dilute (0.4 mol/dm3)hydrochloric acid
  • dropper

Main activities

E4a Making copper sulphate

For each group

  • copper carbonate
  • 0.4 mol/dm3 sulphuric acid
  • spatula
  • thermometer
  • beaker, 100 ml measuring cylinder
  • filter funnel and paper, evaporating dish
  • beaker of size suitable for water bath
  • heating apparatus: Bunsen, tripod, mat, gauze
  • samples of copper sulphate crystals (to look at) of varying size if possible
  • Extension pupils may request a stopclock

Demo (optional)

  • Datalogger and temperature probe

Lesson E5: Acids and metal oxides

Starter activities

Problem solving

range of packaging showing labels of saltsthat the pupils will recognise

(metalcarbonates, chlorides, sulphates andnitrates)

e.g. fertilisers, shower gels,deodorants, shampoos, bubble baths,medicines, table salts

Capture interest

  • 2 beakers of 0.4 mol/dm3 hydrochloric acid
  • corroded iron items, e.g. rusty nails
  • dirty, dull copper coins
  • forceps
  • watch glass
  • goggles

Main activities

E5a Oxides and acids

For each group:

  • copper oxide, zinc oxide, magnesium oxide
  • 0.4 mol/dm3 sulphuric acid, nitric acid, hydrochloric acid
  • test tubes, racks, spatulas
  • thermometer

Lesson E5 Investigate: Making salts

Starter activities

Introduce the apparatus

  • calcium carbonate powder on watch glass
  • measuring cylinderand beaker
  • dilute hydrochloricacid (0.4 mol/dm3)
  • spatula and glass rod
  • filter funnel
  • paper
  • evaporating basin
  • heatingapparatus
  • goggles

Main activities

E5c Investigate: Making salts

For each group:

  • test tubes, rack, dropping pipettes, spatulas, glass rods
  • 0.4 mol/dm3 hydrochloric and sulphuric acid, sodium hydroxide, potassium hydroxide
  • copper oxide, copper carbonate, zinc carbonate, magnesium oxide, magnesium carbonate, copper, zinc
  • Universal indicator paper and charts, white tile
  • beaker, evaporating dish and beaker suitable for water bath, filter funnel and paper, Bunsen, tripod, gauze, mat

For extension:

  • 0.8 mol sodium hydroxide. This is to ensure equal quantities of acid and alkali can be used. (It is

ideal to test it out before the lesson.)

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This list is in Microsoft Word, so it can be customised to fit each school’s requirements.