YEAR 8 – CHEMISTRY SCHEMES OF WORK
YEAR 8 – CHEMISTRY SCHEMES OF WORK
The two chemistry modules each have nine and eight lessons respectively assigned to them, giving eighteen lessons in total for the chemistry rotation. Two lessons of Sc. 1 have been incorporated into the Scheme of work and one lesson has been assigned to the two module test.
Exploring Science 2 worksheets: C5 & C6 Target/Word and summary sheets can be distributed to help pupils with the course.
8E & 8F ATOMS, ELEMENTS AND COMPOUNDS
|LESSON NUMBER |LESSON TOPIC |
|1 |Introduction to elements |
|2 |The elements in the periodic table |
|3 |What happens when elements combine? |
|4 |Chemical formulae of compounds |
|5 |Elements, mixtures and compounds in the environment |
|6 |Investigating the effects of impurities on the melting and boiling point of substances (Sc1) |
|7 |Investigating how compounds reacting chemically (Sc1) |
|8 |Burning metals |
|9 |Chemical reactions and their equations |
Exploring Science 2 & 9 worksheets: C Target/Word and summary sheets can be distributed to help pupils with the course.
9E METALS AND THEIR COMPOUNDS
|LESSON NUMBER |LESSON TOPIC |
|1 |The properties of metals and non-metals |
|2 |Investigating the corrosion of metals |
|3 |Investigating the chemical reaction between metals and acids |
|4 |The chemical reactions of metals with acids |
|5 |Investigating the chemical reaction between metals carbonates and acids |
|6 |Investigating the chemical reaction between metal oxides and acids |
|7 |Chemical reactions and their word equations |
|8 |An experiment to investigate how quickly magnesium reacts with different acids (Sc 1) |
|9 |Module test |
UNIT 8 E & F : ATOMS, ELEMENTS AND COMPOUNDS
LESSON 1 – Introduction to elements
Learning objectives
Pupils are to understand and learn:
• That there is a large variety of materials
• Objects are made from of mixture materials
• Some objects are made of elements
• An element is a pure substance that contains one type of atom
• An atom is the smallest particle that makes up an element
KS 3 NC Ref: Sc3 1c, 1d, 1e
KS 2 links/Prior learning
Pupils should have learnt that:
• How to distinguish between an object and the material from which it is made
• To classify materials such as metals and non-metals
Suggested Teaching Activities
Starter Activity
Introduce the 2 Chemistry modules being taught as ‘Atoms, elements and compounds’ and ‘Metals and their compounds’.
• Show pupils objects (made from metals and non-metals) and ask them the types of materials that they are made from. Write ideas on the board. Pupils are to use this information to write a title page in their exercise books.
Core Activity
• Pupils are to draw a table and write down the objects and whether the materials they are made from are ‘elements’.
• Explain to pupils what an atom & element is and show some examples. Draw diagrams to represent the atoms of elements. Mention that some elements exist as molecules and therefore can be represented by two atoms joined together i.e. Hydrogen, Nitrogen, Oxygen etc.
• Demonstrate to pupils using coloured Lego bricks, models of elements & compounds and encourage pupils to discuss which ones are more like elements.
• Pupils could do Exploring Science book 2 P 66/67 C6a ‘Elementary’
• Pupils could do core science 2 : ‘using everyday materials, KS3 materials worksheet
Plenary
• Draw a few diagrams on the board/OHP representing an element, a mixture, and a compound. Ask pupils to select the diagram that represents the element and explain why they chose that diagram.
Safety/Risk Assessment
Goggles must be worn and any broken glass must be disposed of in the broken glass bin.
Some elements are hazardous e.g. Chlorine, Bromine, Mercury, and sodium, but they can be kept in sealed containers.
Resources
A range of elements and materials, diagrams/photographs
OHP and transparency
Exploring Science book 2: P 66/67 C6a ‘Elementary’
Core science 2: ‘using everyday materials, KS3 materials worksheet
Hodder worksheet B – 2.1 ‘Picturing atoms’ or 2.2 ‘Elementary’
SEN worksheet: Hodder support activity B2S1 ‘Dancing in the street’
Homework
Pupils are to complete Hodder worksheet B – 2.1 ‘Picturing atoms’ or 2.2 ‘Elementary’
Additional Notes/Differentiation
Pupils should have seen and be able to describe changes of state and understand the differences between solids, liquids and gases.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation
UNIT 8 E & F : ATOMS, ELEMENTS AND COMPOUNDS
LESSON 2 – The elements in the periodic table
Learning objectives
Pupils are to understand and learn:
• That there are over 100 elements and these are the building blocks of all other materials
• The elements are arranged in periodic table
• At least twenty elements and their symbols
• Where metals and non-metals are found in the periodic table as well as their states
KS 3 NC Ref: Sc3 1c, 1d, 1e
KS 2 links/Prior learning
Pupils should have learnt:
• How to distinguish between an object and the material from which it is made
• To classify materials such as metals and non-metals
Suggested Teaching Activities
Starter Activity
• Pupils are to explain what an element is and name as many elements as they can.
Core Activity
• Hand out to pupils periodic table (Exploring Science 2 worksheet: C5e/4 ‘ The periodic table’ and discuss elements and their states found in the table. Show samples of elements to point out their states i.e. mercury being the only metal to be a liquid at room temperature.
• Instruct pupils to divide periodic table into metals and non-metals and colour in.
• Discuss with pupils the names of at least twenty elements and their symbols and draw up a table of them to learn or go through Exploring science 2 worksheet C6a/1 ‘Elements and symbol cards’.
• Pupils could play ‘Chemical Bingo’ Exploring Science 2 worksheets C6a/2 to help learn symbols of elements.
• Pupils could do Exploring Science book 2 P64/65 C5e ‘Mendeleev’s patience’
• Pupils could do Exploring science 2 worksheets: C6b/4 ‘Sorting the elements’
Plenary
• Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 37 a, b, c on OHP transparency
Safety/Risk Assessment
Goggles must be worn and any broken glass must be disposed of in the broken glass bin.
Some elements are hazardous e.g. Chlorine, Bromine, Mercury, and sodium, but they can be kept in sealed containers.
Resources
A selection of elements (including mercury)
Pencil crayons, glue
OHP and transparency
Exploring Science book 2: P64/65 C5e ‘Mendeleev’s patience’
Exploring Science 2 worksheets: C6b/4 ‘Sorting the elements’, C6a/2 ‘Chemical Bingo’, C5e/4 ‘ The periodic table’
Year 8 Badger Key Stage 3 Science Starter 37 a, b, c on OHP transparency
SEN worksheet: Hodder Support Activity B2S4 ‘Element cubes’, ESC C6a ‘Elementary’
Homework
Pupils are to do Exploring Science 2 worksheet: C5e/5 ‘When were elements discovered?’
or
Research could be done by pupils using secondary sources of information E.g. CD-ROM, Internet, data books etc. Ask pupils to find out it’s symbol, whether it’s a metal or non-metal, whether it’s magnetic or not, it’s appearance and other relevant information. If possible a diagram or photograph.
Additional Notes/Differentiation
More able pupils can complete Exploring science 2 worksheet: C5e/6 ‘ Unpredicting and undiscovered element’, B2E2 a & b ‘The periodic table’, B2E3 ‘Across the period’ and B2E4 a & b ‘The Noble gases’
Associated Skills
Communication *
Information Technology *
Citizenship *
Literacy *
Application of Numbers
Scientific Investigation
UNIT 8 E & F : ATOMS, ELEMENTS AND COMPOUNDS
LESSON 3 – What happens when elements combine?
Learning objectives
Pupils are to understand and learn:
• That a mixture contains two or more elements that are not chemically combined
• That atoms can form molecules which can either be an element or a compound
• That compounds are formed when atoms are chemically combine
• The name of the compound tells you the elements that are in it
• To illustrate atoms of elements, mixtures and compounds
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1c, 1d, 1e, 1f
KS 2 links/Prior learning
Pupils should have learnt that:
• About elements and the periodic table
Suggested Teaching Activities
Starter Activity
• Ask pupils to explain what an element is, given a list of five symbols, and then to name the elements.
Core Activity
• Teacher demonstration of iron and sulphur as mixture and then heating the mixture to form the compound, iron sulphide (or show a piece of iron sulphide). Ask pupils to comment on appearance, effect of a magnet, effect of water, effect of dilute acid.
• Discuss results and summarise that the compound iron sulphide behaves differently to the iron and sulphur mixture.
• Discuss that a mixture can be separated out because the atoms of the elements are not chemically combined (i.e. iron/sulphur mixture using a magnet). Mention that a compound cannot be separated out because the atoms of the elements are chemically combined (the elements in iron sulphide cannot be separated using a magnet).
• Ask pupils to illustrate the iron and sulphur atoms in a mixture and then in a compound.
• Explain to pupils the naming of the compound being derived from the elements used to make it and give examples i.e. sodium chloride made from sodium and chlorine gas.
• Pupils could do Exploring Science book 2 P76/77 C6d ‘Getting it together’
• Pupils could do Exploring science 2 worksheets: C6a/3 ‘Elements and compounds’, C5e/3 ‘Elements and compounds’, C6d/2 ‘Making compounds’.
Plenary
• Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 46 ‘Do elements react differently when they are combined’ on OHP transparency
Safety/Risk Assessment
Goggles must be worn and any broken glass must be disposed of in the broken glass bin. If the compound iron sulphide is made in the laboratory, then a fume cupboard must used for the reaction. In addition, the room must also be well ventilated due to Hydrogen sulphide gas being produced during the reaction.
Resources
Iron filings, sulphur powder, mixture of iron & sulphur, iron sulphide, boiling tube, test tube holder, spatula, magnet, dilute hydrochloric acid, droppers, water in a beaker, Bunsen burner, safety mat, matches, splint, goggles
OHP and transparency
Exploring Science book 2: P62/63 C5e ‘Compound interest’, P76/77 C6d ‘Getting it together’
Exploring Science 2 worksheets: C6a/3 ‘Elements and compounds’, C5e/3 ‘Elements and compounds’, C6d/2 ‘Making compounds’
Year 8 Badger Key Stage 3 Science Starter 46 ‘Do elements react differently when they are combined’ on OHP transparency
SEN worksheet: C5e ‘Compound interest’, Spotlight science 15a/b ‘Spotting elements and compounds’, Hodder support Activity B2S2 ‘So tiny they can’t be seen’
Homework
Pupils are to do Exploring Science 2 worksheet: C6a/5 ‘What’s in a name?’
Additional Notes/Differentiation
More able pupils could find out about ‘new’ compounds (there are about 500 registered each day).
Associated Skills
Communication *
Information Technology *
Citizenship
Literacy *
Application of Numbers
Scientific Investigation *(observation, Analysis)
UNIT 8 E & F : ATOMS, ELEMENTS AND COMPOUNDS
LESSON 4 – Chemical formulae of compounds
Learning objectives
Pupils are to understand and learn:
• That compounds are formed when atoms combine
• The formulae indicates the relative number of atoms in a compound
• How to derive the name of the compound from its elements
KS 3 NC Ref: Sc3 1c, 1d, 1e, 1f
KS 2 links/Prior learning
Pupils should have learnt:
• About elements and the periodic table
• The differences between mixtures and compounds
Suggested Teaching Activities
Starter Activity
• Pupils will carry out activity from Year 8 Badger Key Stage 3 Science Starter 39 ‘What properties’ on OHP transparency.
Core Activity
• Discuss and give examples to the pupils of compound names with their formulas as well as molecule diagrams. Mention that -ide in the ending of the name shows that it is a compound without oxygen i.e. –ide , -ate ending in the compound name means that the compound has oxygen present.
• Pupils to complete exercises from Exploring Science book 2 P76/77 C6d ‘Getting it together’
• Pupils could do Exploring science 2 worksheets: C6a/4 ‘Elements and compounds 2’, C6d/2 ‘Making compounds’, C6d/4 ‘Chemical compounds, names and formulas’
Plenary
• Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 45 ‘Counting atoms’ on OHP transparency
Safety/Risk Assessment
No risk.
Resources
OHP and transparency
Exploring Science book 2: P76/77 C6d ‘Getting it together’
Exploring Science 2 worksheets: C6a/4 ‘Elements and compounds 2’, C6d/2 ‘Making compounds’, C6d/4 ‘Chemical compounds, names and formulas’
SEN worksheet: C5e ‘Compound interest’
Year 8 Badger Key Stage 3 Science Starter 45 ‘Counting atoms’ on OHP transparency
Year 8 Badger Key Stage 3 Science Starter 39 ‘What properties’ on OHP transparency
Homework
Pupils are to do Exploring Science 2 worksheet: C6e/3 or4 ‘Elements, mixtures or compounds 1 or 2?’
Additional Notes/Differentiation
Less able pupils will need a lot of practice of naming, formulae and molecule diagrams of compounds and so should use this lesson to practice these ideas.
More able pupils could complete Hodder B Activity 5.4 ‘Turning atoms into compounds’
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation *(observation, Analysis)
UNIT 8 E & F : ATOMS, ELEMENTS AND COMPOUNDS
LESSON 5 – Elements, mixtures and compounds in the environment
Learning objectives
Pupils are to understand and learn:
• About the difference between compounds and mixtures
• That air is a mixture of gases
• That air can be separated into its constituents
KS 3 NC Ref: Sc3 1c, 1d, 1e, 1f
KS 2 links/Prior learning
Pupils should have learnt:
• About elements and the periodic table
• The differences between mixtures and compounds
Suggested Teaching Activities
Starter Activity
• Pupils will carry out activity from Year 8 Badger Key Stage 3 Science Starter 47 ‘You think it’s a mixture prove it’ on OHP transparency.
Core Activity
• Show pupils oxygen, hydrogen, a mixture of oxygen and hydrogen, water in separate labelled gas jars, and then ask pupils to describe the differences and similarities between contents.
• Remind pupils the ideas behind mixtures and compounds as well as elements. Instruct pupils to draw atom/molecule diagrams of the different gases that make up air.
• Teacher demonstration of separation techniques such as distillation, filtration, evaporation to separate out mixtures such as seawater, ink solutions, soil, rocks.
• Pupils could do Exploring Science book 2 P78/79 C6e ‘All mixed up’
• Pupils could do Exploring science 2 worksheets: C2a/4,’Mixtures, ‘Other types of mixtures’, C6e/5 ‘Elements, mixtures and compounds 3’, Hodder B 5.1 ‘Messy mixtures’, C5c/4 ‘Which gas is which?’
Plenary
• Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 49 ‘What’s in air’ on OHP transparency
Safety/Risk Assessment
Goggles must be worn and any broken glass must be disposed of in the broken glass bin.
Resources
OHP and transparency
Exploring Science book 2: P78/79 C6e ‘All mixed up’
Exploring Science 2 worksheets: C2a/4,’Mixtures, ‘Other types of mixtures’, C6e/5 ‘Elements, mixtures and compounds 3’, Hodder B 5.1 ‘Messy mixtures’, C5c/4 ‘Which gas is which?’
Year 8 Badger Key Stage 3 Science Starter 47 ‘You think it’s a mixture prove it’ on OHP transparency
Year 8 Badger Key Stage 3 Science Starter 49 ‘What’s in air’ on OHP transparency
SEN: ESC C6e ‘ All mixed up’
Homework
Pupils are to research further information about the gases that make up air and produce a leaflet about the mixture.
Additional Notes/Differentiation
Reinforce the idea that some gases in air are molecules and some are atoms.
Associated Skills
Communication *
Information Technology *
Citizenship
Literacy *
Application of Numbers
Scientific Investigation *(observation, Analysis)
UNIT 8 E & F: ATOMS, ELEMENTS AND COMPOUNDS
LESSON 6 – Investigating the effects of impurities on the melting and boiling point of substances (Sc 1)
Learning objectives
Pupils are to understand and learn:
• That elements and compounds melt and boil at particular temperatures
• That mixtures do not melt or boil at fixed temperatures
• To carry out an investigation on the effects of impurities on melting and boiling points
• To understand the terms ‘pure’ and ‘impure’
KS 3 NC Ref: Sc1 2b & Sc3 1d, 1h,
KS 2 links/Prior learning
Pupils should have learnt:
• About the terms melting and boiling points of substances
• The melting and boiling point of pure water
Suggested Teaching Activities
Starter Activity
• Pupils will carry out activity from Year 8 Badger Key Stage 3 Science Starter 59 ‘Which temperature’ on OHP transparency and on worksheet for pupils.
Core Activity
• Teacher demonstration of impurities (salt) added onto melting ice and boiling water. Introduce the terms ‘pure’ and ‘impure’. Ask pupils to predict melting and boiling point of pure/impure ice and water. Ask pupils to read temperature before and after adding salt. Ask pupils of examples where impurities like salt maybe useful in everyday situations i.e. ice on roads –lowering the temperature causing it to melt.
• Provide pupils with different samples of water A, B, C (distilled water, mineral water, and seawater). Pupils are to carry investigation using Exploring Science 2 worksheet: C6e/1 ‘What sort of water 1?’ Pupils can alternative plan and carry out their own experiment (Sc 1 activity) and then write up the investigation.
• Pupils could do Exploring science 2 worksheets:C3a/5 ‘Melting and boiling points’, C3a/2 ‘boiling point of water’, C4c/5 ‘Different boiling points 2’
Plenary
• Ask pupils for their results and conclusion and discuss the investigation.
Safety/Risk Assessment
Goggles must be worn and any broken glass must be disposed of in the broken glass bin. Pupils are to allow apparatus to cool before putting them away.
Resources
Pure ice, distilled water, glass funnels, conical flask, thermometers, boiling tubes, clamp and stand, Bunsen burners, safety mat, matches, splints, goggles, salt, mineral water, beaker, pH paper and chart, watch glasses
OHP and transparency
Exploring Science 2 worksheets: C3a/5 ‘Melting and boiling points’, C3a/2 ‘boiling point of water’, C4c/5 ‘Different boiling points 2’
Year 8 Badger Key Stage 3 Science Starter 59 ‘Which temperature’ on OHP transparency and on worksheet for pupils
SEN worksheet: ESC C6e ‘All mixed up’
Homework
Pupils are to do Exploring Science 2 worksheet: C4c/6 ‘Boiling point of mixtures’
Additional Notes/Differentiation
Pure ice and distilled water needed for the demonstration and experiment.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation *(observation, Analysis)
UNIT 8 E & F : ATOMS, ELEMENTS AND COMPOUNDS
LESSON 7 – Investigating how compounds reacting chemically (Sc 1)
Learning objectives
Pupils are to understand and learn:
• That compounds react chemically
• To investigate how certain compounds react when mixed
• To identify observation relevant to a piece of work and draw conclusions from these
KS 3 NC Ref: Sc1 2k, 2m, 2g & Sc3 1c, 1d, 1e
KS 2 links/Prior learning
Pupils should have learnt:
• About elements and the periodic table
• The differences between mixtures and compounds
Suggested Teaching Activities
Starter Activity
• Pupils will carry out activity from Year 8 Badger Key Stage 3 Science Starter 43 ‘Chemical cards’ on OHP transparency and cards for pupils.
Core Activity
• Teacher to demonstrate investigation of how compounds react chemically to carried out by pupils. Teacher to explain to pupils using Exploring science 2 worksheet: C5b/1 ‘Mixing Chemicals 1’.
• Instruct pupils to record observations carefully and look for new substances being formed in the chemical reaction. Pupils are then to write a conclusion about the reactions and try to name the new substances.
• Pupils could do Exploring Science book 2 P56/57 C5b’All change’
• Pupils could do Exploring science 2 worksheets: C5b/6 ‘Looking for patterns’
Plenary
• Pupils are to select the compounds from a list of elements, mixtures and compounds.
Safety/Risk Assessment
Goggles must be worn and any broken glass must be disposed of in the broken glass bin. 0.4 moldm-3 should be used for low hazard. Chemicals used in the investigation should be handled carefully and skin contact should be avoided, as some are irritants.
Resources
Lead nitrate and sodium hydroxide, lead nitrate and magnesium iodide, copper sulphate and potassium carbonate, copper sulphate and magnesium iodide, cobalt chloride and potassium carbonate, lead nitrate and copper sulphate, sodium hydroxide and cobalt chloride, cobalt chloride and copper sulphate (see ESC 2 worksheet C5b/1), test tube rack, test tubes, droppers
Or
Dilute hydrochloric acid and magnesium carbonate, lead nitrate and copper sulphate, dilute sulphuric acid and copper carbonate, Dilute nitric acid and dilute sodium hydroxide, test tubes and rack, droppers
OHP and transparency
Exploring Science book 2: P56/57 C5b’All change’, C5b/1 ‘Mixing Chemicals 1 or 2’
Exploring Science 2 worksheets: C5b/6 ‘Looking for patterns’
Year 8 Badger Key Stage 3 Science Starter 43 ‘Chemical cards’ on OHP transparency and cards for pupils
SEN worksheet: C6e ‘All mixed up’
Homework
Pupils are to do Exploring Science 2 worksheet
Additional Notes/Differentiation
It is important to emphasise that some physical changes also undergo colour changes and gas evolution therefore chemical reactions are distinguished by changes in the ways the atoms are bonded together.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation *(observation, Analysis)
UNIT 8 E & F : ATOMS, ELEMENTS AND COMPOUNDS
LESSON 8 – Burning metals
Learning objectives
Pupils are to understand and learn:
• When metals burn in oxygen, a metal oxide is formed
• The metal oxide will have different properties to its elements
• The law of conservation of mass
• That a compound always contains the same elements in fixed proportions
KS 3 NC Ref: Sc3 1d-1g
KS 2 links/Prior learning
Pupils should have learnt:
• About elements and the periodic table
• The differences between mixtures and compounds
Suggested Teaching Activities
Starter Activity
• Pupils will do Year 8 Badger Key Stage 3 Science Starter 4 ‘Choose your equipment carefully’ on OHP transparency.
Core Activity
• Teacher demonstration of metals burning in gas jars full of oxygen or in air i.e. zinc powder, magnesium, iron wool, copper. Ask pupils to predict which metals will burn and name of the compound, which will be produced. Discuss with pupils the properties of the elements and the compounds produced in the reactions i.e. magnesium metal is a silvery solid but when burnt in oxygen it becomes a white powder.
• Introduce the law of conservation of mass concept that mass cannot be lost or gained during a chemical reaction. Mention that in the case of magnesium burning in oxygen that oxygen is a gas and therefore cannot be weighed on a balance. Write on the board mass values of other metals burning in a gas and ask pupils to work out why the mass appears to increase.
• Pupils could do Exploring Science book 2 P86/87 C7d ‘Burning elements’.
• Pupils could do Exploring science 2 worksheets: C7d/1 ‘Burning copper’, C5a/1 ‘Burning magnesium’, Hodder science B-5.5 ‘Magnesium and oxygen: Is there a pattern?’, C7d/4 ‘Law of conservation of mass’, C5a/6 ‘A closer look at a chemical reaction’
Plenary
• Pupils will do Year 8 Badger Key Stage 3 Science Starter 42 ‘Magnesium burns in air’ on OHP transparency.
Safety/Risk Assessment
Goggles must be worn and any broken glass must be disposed of in the broken glass bin. Burning metals in oxygen are vigorous reactions and therefore a safety screen is needed. Pupils should avoid starring at the metals burning in oxygen. Copper oxide is an irritant and skin contact should be avoided.
Resources
Safety screen, goggles, metals – magnesium, Zinc powder, copper piece, iron wool, gas jars full of oxygen, burning spoon, tongs, safety mat, matches, splint, Bunsen burner
OHP and transparency
Exploring Science book 2: 6/87 C7d ‘Burning elements’
Exploring Science 2 worksheets: C7d/1 ‘Burning copper’, C5a/1 ‘Burning magnesium’, Hodder science B-5.5 ‘Magnesium and oxygen: Is there a pattern?’, C7d/4 ‘Law of conservation of mass’, C5a/6 ‘A closer look at a chemical reaction’
Year 8 Badger Key Stage 3 Science Starter 42 ‘Magnesium burns in air’ on OHP transparency
Year 8 Badger Key Stage 3 Science Starter 4 ‘Choose your equipment carefully’ on OHP transparency
Homework
Pupils are to do Exploring Science 2 worksheet; Hodder science B: 2.5 – ‘Making compounds’
Additional Notes/Differentiation
Teachers should draw attention to the red glow continuing after the heat has been removed when the metals are burning in oxygen. This is evidence of an energy change, taking place during the chemical reaction. The experiment demonstrates that compounds have fixed a formula (burning magnesium) which is linked to the percentage of oxygen in air.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation *(observation, Analysis)
UNIT 8 E & F : ATOMS, ELEMENTS AND COMPOUNDS
LESSON 9 – Chemical reactions and their equations
Learning objectives
Pupils are to understand and learn:
• Different types of chemical reactions
• How to write word equations
• The chemical formulae of compounds
KS 3 NC Ref: Sc3 1c, 1d, 1e
KS 2 links/Prior learning
Pupils should have learnt:
• About elements and the periodic table
• The differences between mixtures and compounds
Suggested Teaching Activities
Starter Activity
• Pupils will carry out activity from Year 8 Badger Key Stage 3 Science Starter 40 ‘Predict the products’ on OHP transparency.
Core Activity
• Teacher to instruct pupils to construct word equations for the following: metals burning in oxygen, compounds reacting (from lesson 8), metals and non-metals reacting i.e. iron and sulphur. Formulae of compounds can also be given to more able pupils.
• Pupils could do Exploring Science book 2 P84/85 C5c ‘Making oxides’.
• Pupils could do Exploring science 2 worksheets: C5b/4 or 2 ‘Word equations 1 or 2’, C7c/5 ‘Symbol equation for burning’, C6d/3 ‘Naming Compounds’, C6d/2 ‘Making compounds’, C6d/4 ‘Chemical compounds: Names and formulas’
Plenary
• Provide pupils with a set of statements e.g. Made of only one sort of atom, Symbol C, Formula KF, made of different atoms joined together, has definite composition, made of atoms, contains different substances which are not chemically combined, a solution of salt in water, can be represented by a chemical formula. Ask pupils to decide whether an element, compound or mixture or mixture is being described.
Safety/Risk Assessment
No risk.
Resources
OHP and transparency
Exploring Science book 2: P84/85 C5c ‘Making oxides’
Exploring Science 2 worksheets: C5b/4 or 2 ‘Word equations 1 or 2’, C7c/5 ‘Symbol equation for burning’, C6d/3 ‘Naming Compounds’, C6d/2 ‘Making compounds’, C6 ‘Quick quiz’, Hodder science B – 2.5 ‘Testing greenium’
Year 8 Badger Key Stage 3 Science Starter 40 ‘Predict the products’ on OHP transparency
Homework
Pupils are to do Exploring Science 2 worksheet: Quick quiz C6.
Hodder science B – 2.5 ‘Testing greenium’
Additional Notes/Differentiation
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers *
Scientific Investigation
YEAR 8:UNIT 9E REACTIONS OF METALS AND THEIR COMPOUNDS
Lesson 1 – The properties of metals and non-metals
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
( some of the properties of metals and non-metals
( some uses of metals
Suggested teaching activities
Starter Activity
• Show elements to pupils such as Aluminium, Bromine gas 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.
• Remind pupils using a periodic table to show where the metals (LHS) and non-metals (RHS) are situated.
• 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. Pupils can also complete exercise in Exploring Science book 2: P73 C6b ‘The semi-metals’.
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
Exploring Science book 2: P72 C6b ‘Spot the difference’, P68/69 C6b ‘Metal detecting’, C6b ‘Fire and the brimstone’, P73 C6b ‘The semi-metals’
Exploring science 2 worksheets: C6b/5 or 6 ‘Metals and non-metals? 1 or 2’
SEN worksheet: C6b, ‘metal detecting’, ‘spot the difference’, C6c, ‘heavy metal’
Information about elements: CD-ROM’s available: The chemistry set, elements and materials.
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
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
Homework
Pupils can complete Exploring science 2 worksheet: C6c/3’What do we use metals for?’, Hodder science B –2.2 ‘Non-metals’, Spotlight science 15e ‘Best for the job’
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.
Associated Skills
Communication *
Application of Number
Information Technology *
Literacy *
Citizenship *
Scientific investigation
YEAR 8:UNIT 9E REACTIONS OF METALS AND THEIR COMPOUNDS
Lesson 2 – Investigating the corrosion of metals
Learning objectives
Pupils should learn that:
( many metals are affected by oxygen in air and water
( different metals are affected in different ways
( some metals are soft and can be cut
( 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
( that iron object rust in everyday life
( 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 (use Exploring science 2 worksheet: C7e/1 or 2 ‘Rusting 1 or 2’) 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 can be filled in next lesson, or in case of teacher demonstration show pupils 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 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 2 P91 C7e’Corrosion’or 9 book or core chemistry textbook.
• Pupils could do Exploring science worksheets: C7e/1 or 2 ‘Rusting 1 or 2’, C7e/3 or 4 ‘Protecting iron 1 or 2’.
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 and 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.
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
Year 9 Badger key stage 3 science starters’ copymaster for starter 54, ‘Which conditions cause iron to rust?’
OHP and transparency
Exploring science book 2: P91 C7e’Corrosion’
Exploring Science 2 worksheet: C7e/1 or 2 ‘Rusting 1 or 2’, C7e/3 or 4 ‘Protecting iron 1 or 2’
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’
Homework
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
Associated Skills
Communication *
Application of Number
Information Technology *
Literacy *
Citizenship *
Scientific investigation *(Observation, Analysis)
YEAR 8:UNIT 9E REACTIONS OF METALS AND THEIR COMPOUNDS
Lesson 3 – Investigating 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
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
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.?’
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.
When leaving resultant solution to evaporate, make sure excess metal has been added so that the acid is not evaporated.
If sulphuric acid is used, very little reaction will be seen with calcium as insoluble calcium sulphate forms, which precipitates and stops the reaction.
If nitric acid is used, hydrogen is not detected. Instead oxides of nitrogen result.
Associated Skills
Communication *
Application of Number
Information Technology *
Literacy *
Citizenship *
Scientific investigation *(Planning, Observation, Analysis)
YEAR 8:UNIT 9E REACTIONS OF METALS AND THEIR COMPOUNDS
Lesson 4 – 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
• Pupils are to list metals in order of reactivity with acids: Calcium, zinc, magnesium, copper, gold, iron.
Core Activity
• Remind pupils of practical conducted and results obtained in previous lesson. Demonstrate to pupils the test for hydrogen gas using gas collected from a reaction between magnesium and hydrochloric acid.
• 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 of metals and acids reacting and ask pupils to predict their 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’ or ask pupils to match formula of acids to their names i.e. HCl – Hydrochloric acid.
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
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
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.?’
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 know acids are corrosive and be aware that any spillage should be mopped up after rinsing with plenty of water. Safety glasses are essential.
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.
Associated Skills
Communication *
Application of Number
Information Technology *
Literacy *
Citizenship *
Scientific investigation
YEAR 8:UNIT 9E REACTIONS OF METALS AND THEIR COMPOUNDS
Lesson 5 – Investigating the chemical reactions between metal carbonates and acids
Learning objectives
Pupils should learn:
( that acids react with metal carbonates producing a salt, carbon dioxide and water
( know that carbon dioxide turns lime water milky
( know how to test for carbon dioxide gas
( to write word equations for this type of reaction
( apply their knowledge to the reaction of acid rain with carbonate rocks such as chalk, limestone and marble
National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 3e, 3g, 3h & 1f
Key Stage 2 link/Prior learning Sc3 Materials and their properties – 2f& 2g
Pupils will know
( the test for carbon dioxide gas taught during year 7/8 – respiration experiments.
( acid rain’s effect on rocks taught in year 8.
Suggested teaching activities
Starter Activity
• Demonstrate a reaction of powdered calcium carbonate with hydrochloric acid, showing test for carbon dioxide gas by pipetting into limewater (turns cloudy white). Relate this reaction with carbonate rocks such as chalk limestone and marble. Mention that the tube gets hot during this chemical reaction. Ask pupils what effect acid rain has on the objects such as statues made from carbonate rock- marble.
Core Activity
• Class practical – ask pupils to investigate what happens when a range of carbonates react with other acids such as sulphuric acid, hydrochloric acid and nitric acid. Each bench to be supplied with carbonates such as those of copper, sodium, zinc and magnesium. Each pair of pupils is given the task of reacting each carbonate with any of the acids provided. In each case the gas evolved is pippetted into a tube of fresh limewater (care is required not to contaminate limewater with reactants).
• (Sc 1 – Observation, Analysis) 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 being made? How do you know? and what is it? Are there colour changes? Does the tube get hot or cold?
• Instruct pupils to write up experiment in neat. Give pupils the names of a variety of metal carbonates and acids, with the names of products and instruct them to work out word equations:
Metal carbonate + Acid Metal salt + water + carbon dioxide
• Mention that the acid used in the reaction is important i.e. sulphuric acid gives salt that contain sulphates, nitric acid gives salts that contain nitrates etc.
• Pupils could answer questions from Exploring Science 9 book/Core Chemistry textbook.
Plenary
• Pupils to carry out activity from Year 9 Badger key stage 3 science starters’ copymaster for starter 50, ‘Spot the patterns 2’
Extension
Give pupils the formulae of a variety of metal carbonates and their corresponding chlorides, sulphates and nitrates and instruct them to work out products. Help them to construct symbol equations.
Resources/References
Bottles of dilute nitric, hydrochloric and sulphuric acids and limewater are put on each bench
Samples of 4 carbonates, including copper carbonate to be placed on each bench
Test tubes – enough for 5 per group
Teat pipettes for each group
Samples of chalk, limestone and marble
OHP and transparency
Year 9 Badger key stage 3 science starters’ copymaster for starter 50, ‘Spot the patterns 2’
Exploring Science 9 book: P68-69
Exploring Science worksheets: 9Ec/1, ‘Rocks and acid’, 9Ec/2, ‘carbonates and acid’, 9Ec/3, ‘calcium carbonate’
Core chemistry: 4.5: Using neutralisation reactions: P66/67
Core chemistry 5.6: Things we can do with limestone: P86/87
Cards with names of metal carbonates: acids: salts: carbon dioxide and water on.
Spotlight science Year 9: 34b: Making salts: P134/135
Worksheets on metal carbonates and acids
Homework
Pupils are to complete Exploring science 9 worksheet: 9Ec/2, ‘carbonates and acid’
Safety/Risk Assessment
All acids are corrosive and safety glasses must be worn
Carbonates may be irritants – see specific hazcards
Spillage to be rinsed with plenty of water
Additional Notes
In the activities in this unit, it may helpful to emphasise that nitrate and sulphate are groups of atoms, which stay together in this reaction.
Associated Skills
Communication *
Application of Number
Information Technology *
Literacy *
Citizenship *
Scientific investigation *(Observation, Analysis)
YEAR 8:UNIT 9E REACTIONS OF METALS AND THEIR COMPOUNDS
Lesson 6 –Investigating the chemical reactions between metal oxides and acids
Learning objectives
Pupils should learn:
( that acids react with metal oxides producing a salt and water
( to represent the reaction in terms of a word equation
( to know how to use filtering apparatus and the reasons behind its use
( to make a crystalline sample of a salt
National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 1f, 1h & 3e
Key Stage 2 link/Prior learning Sc3 Materials and their properties – 2f, 3b, 3c & 3d
Pupils will know
( that some metal oxides can form alkaline solutions in water
( how to filter and evaporate solutions as carried out/observed in year 7/8 and at KS 2
Suggested teaching activities
Starter Activity
• Introduce the class practical the reaction between a metal oxide and an acid. (Hand out worksheets on the practical of making copper sulphate crystals). Mention to the pupils that metal oxides are alkali substance that don’t dissolve in water (called a base).
• Demonstrate quickly how to conduct the practical by gently heating a metal oxide (copper oxide) and a dilute sulphuric acid. Take this reaction further by instructing pupils to repeat the experiment using 25cm3 of warm dilute sulphuric acid in a 100cm3 beaker. Then adding copper oxide little by little and stirring gently until the excess oxide does not dissolve. Then some filter off the black oxide and partially evaporated the remaining blue solution (if time) and/or leave to evaporate slowly in a crystallising dish until next lesson.
Core Activity
• Pupils are to conduct the experiment using worksheet instructions and record their observation.
• After experiment pupils need to construct word equation and by using formula to identify the other product. Ask pupils why this reaction did not make bubbles.
Word equation: Metal oxide + acid metal salt + water
• Give pupils the names of other salts and ask them to suggest which acid and metal oxide would be needed to make them.
• If salts are crystallised then ask pupils to look at different obtained sample to see the different sizes of crystals obtained relate this to speed of the reaction.
• Pupils could answer questions from Exploring Science 9 book/Core Chemistry textbook.
Plenary
• Pupils to carry out activity from Year 9 Badger key stage 3 science starters’ copymaster for starter 51, ‘Does an acid react with a metal oxide’
Extension
Some pupils might investigate what happens to the pH of the acid when the metal oxide is added could provide an opportunity for data logging using ICT. Pupils could practise writing symbol equations for this reaction or Exploring Science 9 worksheets.
Resources/References
Samples of copper (II) oxide on each bench, 2 bottles of dilute sulphuric acid on each bench, spatulas, stirring rods, 100cm3 beakers, filter funnels, filter paper, evaporating dishes, crystallising dishes, Bunsen burners, tripods, safety mats, gauzes, matches, splint, safety goggles
OHP and transparency
Exploring Science 9 book: P70-71
Year 9 Badger key stage 3 science starters’ copymaster for starter 51, ‘Does an acid react with a metal oxide’
* Spotlight Science worksheet on ‘Making copper sulphate’
Exploring Science 9 worksheets: 9Ed/8, ‘Making copper sulphate’ or
Core chemistry 4.6: How do metals react with acids? P68/67
Core chemistry 4.7: Salt and salts: P70/71
Core chemistry C2.6: Metals reacting with acids: P128/129
Homework
Pupils could be asked to write up the experiment.
Complete worksheet on making salts.
Safety/Risk Assessment
Do not use nickel oxide, which is toxic and a grade 1 carcinogen.
Pupils should be warned to boil the acid as soon as it begins to bubble the heat should be removed.
Acids are corrosive and safety glasses are essential. Appropriate hazcards for oxide should be consulted. 0.4Moldm-3 acid is suitable.
Additional Notes
The reaction is very slow if no warming is done first. Ensure pupils add excess oxide so that the acid is not evaporated. Nitrates should not be made as they decompose on heating.
Associated Skills
Communication *
Application of Number
Information Technology *
Literacy *
Citizenship *
Scientific investigation *(Observation, Analysis)
YEAR 8:UNIT 9E REACTIONS OF METALS AND THEIR COMPOUNDS
Lesson 7 –Chemical reactions and their word equations
Learning objectives
Pupils should learn to:
( Write general word equations of all chemical reactions previous taught
( Write formulas to corresponding acids and know symbols of elements discussed
( Know the following state symbols (g), (l), (s), (aq) mean gas, liquid, solid and aqueous
( Write symbol equations to chemical reactions
National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 1e, 1f, 2g, 3a, 3e
Key Stage 2 link/Prior learning
Sc3 Materials and their properties – 2f, 3c & 3d
Pupils will know
( that some chemical reactions and their word equations from previous lessons
( symbols of some elements
Suggested teaching activities
Starter Activity
• Pupils to carry out activity from Year 9 Badger key stage 3 science starters’ copymaster for starter 53, ‘Show me which reaction’(use OHP or white board)
General word equation: Metal oxide + acid metal salt + water
Metal + acid metal salt + hydrogen
Metal carbonate + acid metal salt + carbon dioxide + water
Core Activity
• Give other chemical reactions, word equations, and practice with the whole group.
• Give the above examples formulae for example: HCl –Hydrochloric acid, H2SO4 – Sulphuric acid, HNO3 – Nitric acid with state symbols
• Pupils are to practice writing word equations using the variety of text books and worksheets
Plenary
• Pupils to complete the Exploring Science 9 worksheet 9E quick quiz
Extension
Pupils are to complete Exploring Science 9 worksheet 9EC/5, ‘International chemistry’, and 9Ec/6, ‘Reactions in symbols’. Pupils could also learn to balance the symbol equations.
Resources/References
Year 9 Badger key stage 3 science starters’ copymaster for starter 53, ‘Show me which reaction’
OHP and transparency
Exploring Science 9 book: P72 9Ed ‘All about salts’, P73 9Ed ‘Ready salts’
Exploring Science 9 worksheets: 9Ed/3,’Salts’, 9Ed/7, ‘Word equations for salts’, 9Ed/7, ‘ Using salts’, 9Ed/4, ‘Making salts- the challenge’, 9Ed/5,’Making salts – the mix and match (SEN)’, ‘
Exploring Science 9 worksheet 9EC/5, ‘International chemistry’, 9Ec/6, ‘Reactions in symbols’
Core chemistry 4.9: Writing down chemical reactions? P74/75
Core chemistry 4.7: Salt and salts: P70/71
Core chemistry C2.6: Metals reacting with acids: P128/129
Homework
Pupils are to complete Exploring Science 9 worksheets: 9Ed/7 ‘Word equations for salts’
Safety/Risk Assessment
None required
Additional Notes
Ensure that pupils write word/symbol equations, which have reactants before the arrow and products after the arrow.
Associated Skills
Communication *
Application of Number
Information Technology *
Literacy *
Citizenship *
Scientific investigation
YEAR 8:UNIT 9E REACTIONS OF METALS AND THEIR COMPOUNDS
Lesson 8 – An experiment to investigate how quickly magnesium reacts with different acids (Sc 1)
Learning objectives:
Pupils should learn:
( To plan an experiment to investigate how quickly magnesium reacts with different acids
( The plan should include: title, aim, apparatus, and diagram, fair test, prediction, method and a table of results
National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 1e, 1f, 2g, 3a, 3e
Key Stage 2 link/Prior learning Sc3 Materials and their properties – 2f, 3c & 3d, Sc 1
Pupils will know
( the reactions of metals and their word equations from previous lessons
Suggested teaching activities
Starter Activity
• Pupils are given a title for the investigation and ask to select apparatus from a list of the board/on bench.
• Give pupils the general word equation and ask them to complete it:
Metal + acid metal salt + hydrogen
Core Activity
• Pupils are to be given worksheets/notes from the board to enable them to plan how long magnesium takes to react with different acids (rate of reaction).
• Pupils should have aim, apparatus, diagram, fair test, prediction, method and table of results (empty if there is no time).
• If time available, allow pupils to conduct experiment and instruct them to write a conclusion which can have a bar chart as well as an evaluation.
Plenary
• Pupils are to discuss their write up/experiment with the rest of the group.
Extension
Pupils could repeat the experiment to get results that are more reliable.
Resources/References
Magnesium, dilute hydrochloric acid, dilute sulphuric acid, citric acid, nitric acid, test tubes & rack, timer, measuring cylinder, tweezers, rulers, goggles
OHP and transparency
Exploring Science 9 book: P72 9Ed ‘All about salts’, P73 9Ed ‘Ready salts’
Core chemistry 4.9: Writing down chemical reactions? P74/75
Core chemistry 4.7: Salt and salts: P70/71
Core chemistry C2.6: Metals reacting with acids: P128/129
Homework
Pupils are to revise for their end of unit test.
Safety/Risk Assessment
Goggles must be worn during the experiments.
Additional Notes
The magnesium strips will all have to be the same length, which can either be done by the technician or pupils.
Associated Skills
Communication *
Application of Number
Information Technology *
Literacy *
Citizenship *
Scientific investigation *(Planning, observation)
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