Lesson Outcomes How I did Targets

Learning Outcome 1:

Explain what happens during the reaction, using a word equation to state the products

Level 5

Learning Outcome 2:

Suggest factors that may make the reaction happen faster

Level 6

Learning Outcome 3:

Explain the reaction in terms of elements and compounds.

Level 7

CKS3: Yr7 Chemistry Unit 1 – Me The Scientist!Lesson number: 7. Lesson Title: Acid and Metal Reactions

Connector: (Level 4)

What things can you look out for to see whether a reaction has happened or not ?

TJ

BIG picture

• What skills will you be developing this lesson?

• HSW- by planning and carrying out an investigation/ Interpreting data/ evaluating an experiment

• Literacy- by writing explanations using correctly spelt keywords and good grammar.

• Team work- during a practical investigation

• Participation- during a practical activity

• Reflection- through self and peer assessment of each outcome

Key Question: What is the difference between an element and a compound?

•Quick Discussion:•What do you already know?

•How is this lesson relevant to every day life? Chemicals and reactions used to work machines for example, for fireworks

Where does this lesson fit in to the rest of the topic? Lesson 2

• Element• Compound• Chemical Reaction• Hydrogen• Concentration• Surface Area• Temperature

Create sentences using the keywords to show that you know what they mean.

Put your hand up if there is any key word from the list that you don’t understand.

Keywords:

•Odour

• Density

• Air Odour

• Density

• Air

• Salt

• Metal

•Acid

• Splint

• Pop

• Lighted

New Information for Learning Outcome 1

• Visual: Demonstration• Audio: Demonstration• Kinaesthetic: Class experiment

New Information for Learning Outcome 1

(i) Ice cube melting

(iii) Boiling water to make steam

What happens when a physical

change occurs?

When a physical change happens, no new substance is made. A physical change can be easily reversed (undone).

What happens when a chemical change occurs?When a chemical change happens, a new substance is made. A chemical change cannot be easily reversed (undone).

(i) Boiling an egg

(ii) Burning a match

New Information for Learning Outcome 1

Adding acid to alkali

Fireworks Driving a car

Ice cream melting

Boiling the kettle frying an egg

Burning a candle Melting candle wax

Dissolving sugar in tea

Lighting a matchMaking ice cubes

Ironing clothes

Printing Baking a cake Launching a space rocket

Discuss in pairs which of these are chemical reactions

x x

x x

xx

x

The changes that are not chemical changes are called physical changes

• A chemical reaction is when one or more NEW chemical substances are formed from the starting material

The starting substances used in a reaction are reactants.

The new substances formed in a reaction are products.

New Information for Learning Outcome 1

• Observations that can help you see if a chemical reaction has taken place are:

1. Colour change

2. Gas coming off (you see fizzing or bubbling in a liquid)

3. A change in temperature

4. A solid may be formed when two liquids mixed

5. Some also make noise (fireworks)

6. Some even make electricity (in batteries)

New Information for Learning Outcome 1

• Your task is going to be to carry out a particular chemical reaction. The reaction between an acid and a metal.

• You will also carry out a test for the reaction to show that it has taken place.

Learning Activities for Outcome 1

What do you need to do to be safe when conducting this

experiment?

Learning Activities for Outcome 1

To investigate which metal is the most reactive metal

Metal Bubbles Colour change

Temperature of acid before adding metal (C)

Temperature of acid after adding metal (C)

Rise in temperature(C)

Zinc (Zn)

Iron (Fe)

Copper (Cu)

Magnesium (Mg)

Write the independent variable, dependent variable and the control variable

Extension: Write a conclusion for your observations Draw the picture of the chemical reaction in each test tube.

Learning Activites for Outcome 1

Do all metals react with acids in the same way?

sodium magnesium lead copperiron

sodium - the metal bursts into flames, a very strong reactionmagnesium - the metal reacts quickly with the acid, producing lots of bubbles

copper - no bubbles, no reaction with acid iron - the metal reacts slowly, producing a few bubbleslead - the metal reacts very slowly, producing very few bubbles

• You will be testing 4 metals

• You will be looking to see if bubbles are produced, if there is a change in colour and a change in temperature

• Draw a table that you would use to collect your results

Learning Activities for Outcome 1

21:50

Create

Evaluate

Analyse

Apply

Understand

Remember

Apply (L5)

Use Build Execute Develop Construct Identify Plan Select Solve Organise Apply Model

Understand (L4)

Explain what when where how Rephrase Demonstrate Summarise Contrast Show Predict Compare Clarify Illustrate Categorise

Remember (L3)

Who What When Where Why Which How Match Define List Choose Name Spell Tell Describe

Analyse (L6)

Take apart Compare Classify Examine List Distinguish Simplify Theme Conclude Motive Discover

Evaluate (L7)

Judge Justify Defend Decide Agree Value Prove Check Criticise Recommend Support Test

Create (L8)

Combine construct Develop Imagine Design Change Improve Discuss Create Invent Suppose Put together Make up Synthesise

Demonstrate your Learning for Outcome 1

Keywords:

I am working at level .... because ...........

Learning Outcome 1: Review

Learning Outcome How I did TargetsExplain what happens during the reaction, using a word equation to state the products

Level 5

Met?

Partly met?

Not met?

How can I improve on Learning Outcome 1?

Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.

• When a metal reacts with an acid, the products are a salt and hydrogen:

• Hydrogen is colourless, odourless gas• Hydrogen is less dense than air• Hydrogen forms an explosive mixture

with air

metal hydrogenacid salt

New Information for Learning Outcome 2

Place a burning splint next to the mouth of test tube. A ‘squeaky pop’ as the gas ignites shows that hydrogen is the gas produced in this reaction. magnesium

+ acid

hydrogen

burning splint

Learning Activites for Outcome 2

Using the keywords opposite to explain the properties of hydrogen

Explain how you would test for hydrogen gas

Keywords for Task 2:

• Odour

• Density

• Air

• Salt

• Metal

• Acid

• Splint

• Pop

• Lighted

Learning Activites for Outcome 2

• If an acid is added to a (fairly reactive) metal what will happen to the metal?

• How can we tell a reaction is happening?

• Are all metals reactive? Can you give an example of an unreactive metal?

Learning Activites for Outcome 2

21:50

Create

Evaluate

Analyse

Apply

Understand

Remember

Apply (L5)

Use Build Execute Develop Construct Identify Plan Select Solve Organise Apply Model

Understand (L4)

Explain what when where how Rephrase Demonstrate Summarise Contrast Show Predict Compare Clarify Illustrate Categorise

Remember (L3)

Who What When Where Why Which How Match Define List Choose Name Spell Tell Describe

Analyse (L6)

Take apart Compare Classify Examine List Distinguish Simplify Theme Conclude Motive Discover

Evaluate (L7)

Judge Justify Defend Decide Agree Value Prove Check Criticise Recommend Support Test

Create (L8)

Combine construct Develop Imagine Design Change Improve Discuss Create Invent Suppose Put together Make up Synthesise

Demonstrate your Learning for Outcome 2

Keywords:

I am working at level .... because ...........

Lesson Outcomes How I did Targets

Lesson Outcome 2

Suggest factors that may make the reaction happen faster

Level 6

Met?

Partly met?

Not met?

How can I improve on task 2?

Learning Outcome 2: Review

Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.

• What is the difference between elements and compounds?

If a solid, liquid or gas is made up of only one type of atom we say it is an element. For example, consider a tripod made up of iron:

These atoms are ALL iron –

there’s nothing else in here

New Information for Learning Outcome 3a

Compounds are different to elements. They contain different atoms. Here are some examples:

Glucose

Methane

Sodium chloride

(salt)

New Information for Learning Outcome 3a

Substance Reactant or Product?

magnesium oxide

magnesium

copper oxide

copper

product

reactant

reactant

product

magnesium oxide

magnesium copper oxide copper

In this chemical reaction, which substances are the reactants and which substances are products?

Learning Activites for Outcome 3a

Copy and complete the following reactions:

1) Iron + hydrochloric acid

2) Zinc + hydrochloric acid

3) Copper + hydrochloric acid

4) Magnesium + hydrochloric acid

Extension: Write a word equation for the following metals with hydrochloric acid: Lead, aluminium, tin and

METAL + ACID SALT + HYDROGEN

e.g. Sodium + hydrochloric acid Sodium chloride + hydrogen

Iron chloride + hydrogen

Zinc chloride + hydrogen

No reaction

magnesium chloride + hydrogen

Learning Activites for Outcome 3a

• Anything that increases the chance of effective collision increases the rate (speed) of reaction. Factors include:

• Increased surface Area

• Increased concentration

• Increased temperature

New Information for Learning Outcome 3b

• Task 3: • Using the keywords on the right

to help you, write in your own words what changes could have been done to the reaction to make it go faster

• Use diagrams to help you

Keywords for Task 3:

• particles

• space

• liquid

• solid

• diffuse

• collision

• energy

New Information for Learning Outcome 3b

21:50

Create

Evaluate

Analyse

Apply

Understand

Remember

Apply (L5)

Use Build Execute Develop Construct Identify Plan Select Solve Organise Apply Model

Understand (L4)

Explain what when where how Rephrase Demonstrate Summarise Contrast Show Predict Compare Clarify Illustrate Categorise

Remember (L3)

Who What When Where Why Which How Match Define List Choose Name Spell Tell Describe

Analyse (L6)

Take apart Compare Classify Examine List Distinguish Simplify Theme Conclude Motive Discover

Evaluate (L7)

Judge Justify Defend Decide Agree Value Prove Check Criticise Recommend Support Test

Create (L8)

Combine construct Develop Imagine Design Change Improve Discuss Create Invent Suppose Put together Make up Synthesise

Demonstrate your Learning for Outcome 3

Keywords:

I am working at level .... because ...........

Task 3: Review

Lesson Outcomes How I did Targets

Lesson Outcome 3:

Explain the reaction in terms of elements and compounds.

Level 7

Met?

Partly met?

Not met?

How can I improve on task 3?

Go back to your lesson outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.

Review of lesson

Review for Remembering

• Stand up if you have met the lesson outcomes?• If not what do you need to do next in order to

meet the outcome? Record this in your diary as part of your homework.

• Is there any part of the lesson you think you need to go over again next lesson?

• Tell the person next to you three things you have learnt this lesson.

• How will you remember this for your exam?

EYe protection must be worn.

Work over a sink - this is messy!

1 Work in pairs. You can draw ‘hairs’ on the glove to make it look like the hairy and of King Kong.

2 Use the balance to weigh out 10 g of sodium bicarbonate. One person should hold open the glove. The other person can then pour the sodium bicarbonate into the thumb section of the glove.

3 Measure out 50 cm3 of colourless vinegar using the measuring cylinder.

4 One person now holds open the glove, containing the sodium bicarbonate. Then the other person pours the vinegar via the funnel into the three fingers of

the glove furthest from the thumb.

5Then one of you must VERY CAREFULLY pull together the top of the glove and hold it firmly to make an airtight seal, making sure the vinegar and sodium bicarbonate do not mix until you are ready.

6 Shake the glove so that the sodium bicarbonate and vinegar mix. Hold it for several minutes.

7 Watch what happens!

If time at the end...King Kongs Hand!

Extended Learning

Extended Learning task:

Write a conclusion for your observations Draw the picture of the chemical reaction in each test tube of the experiment we will be conducting

• Due date: next lesson

• Criteria for Level 5:Write a conlusion of what happened.

• Criteria for level 6:Finish a detailed conclusion and include diagrams

• Criteria for level 7:Finish a detailed conclusion, include diagrams and include a detailed report of

how the experiement was conducted

Technicians list:A variety of metals Zinc, Iron, Copper, MagnsiumHCLTest tubesSplint

Science Department

Lesson plan

Teacher information

Provision:1) EAL:2) SEN:

Role of TA:

1)

2)

3)