Lesson title: Resources/Equipment (e- learning): 1) 2)
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Transcript of Lesson title: Resources/Equipment (e- learning): 1) 2)
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•07:45
Technicians list:Strips or small pieces of the metals:
magnesium, zinc, iron, and copper.Solutions: copper sulfate, zinc sulfate, iron
sulfate, and magnesium sulfate.
Lesson title: Resources/Equipment (e- learning):1)2)
FEATHERSTONE HIGH SCHOOL
A Leading Edge School
Science Department
Lesson plan
Teacher information Provision:1) EAL:2) SEN:
Role of TA:
1)
2)
3)
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Syllabus/Unit Code: Chemistry Unit 4: Chemical Patterns Lesson Number: 4Lesson Title: Metal Displacement Reactions
Learning Outcomes How I did TargetsLearning outcome 1: Organise metals into reactivity series based on these patterns.Level 5
I am working at level .....because ......................................................
I can move up to level…... by
…………………………………………
Learning outcome 2: Predict how certain metals may react with other substances.Level 6
I am working at level .....because ......................................................
I can move up to level…... by
…………………………………………
Learning outcome 3: Represent displacement reactions by balanced symbol equations.Level 7
I am working at level .....because ......................................................
I can move up to level…... by
…………………………………………
Connector: (Level 4)
What does the word displacement mean? Use it in a sentence
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Extended Learning• Research information and Collect Secondary data on: • Research common metals used in construction. Explain the
properties that make them suitable for their roles.
• Due date:• Next lesson
• Research Report Criteria (6 marks total = Level 7):• 1) Range of different reliable sources used and references included
(books/internet/survey etc),• 2) Information written in own words• 3) Clear and logical structure to research report including pictures/diagrams
which have been referenced• 4) No evidence of copy and paste!
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BIG picture
• What skills will you be developing this lesson?
• Scientific Investigation- by Research and collecting secondary data, planning and collecting primary data, Analysis and Evaluation.
• Numeracy- by using formulae in calculations• Literacy- by writing well structured sentences
and paragraphs• ICT- by using Laptops and electronic
resources• Personal skills- team work, leadership• Thinking and Learning- organisation, logic,
participation, memory, exploration, creativity, judgement, planning, practice.
• Reflection- through self or peer assessment of each Learning Outcome
Key Question:
•Quick Discussion:•What do you already know?
•How is this lesson relevant to every day life?
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Keywords:
• Reactivity series• Metal• Displacement• Metal oxide• Metal hydroxide• Salt
Here are some of the words we will be using this lesson…
1) Create sentences which use the keywords correctly.
2) Put your hand up if there is any key word from the list that you don’t know the meaning of.
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Match the followingMetals This is formed when a metal reacts with oxygen.
Metal oxideMost of these are shiny and good conductors of electricity and heat.
Metal hydroxideThis is a colourless gas found in all acids.
Hydrogen This is a compound consisting of a metal plus oxygen and hydrogen.
A saltThis is a metal compound formed when a metal reacts with an acid.
Reactivity seriesThis is an arrangement of metals in the order of how vigorously they react with oxygen, water and dilute acid.
Think about it in silence!!!
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New Information for Learning Outcome 1
Explore and Discover:
• Visual:
• Audio:
• Kinaesthetic:
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Reactivity series (Task 1)
• Using evidence from your work, arrange above metals into an order of reactivity with the most reactive metal at the top and least reactive metal at the bottom.
• Evidences are the results recorded in your book (Reaction of metals with Oxygen, acids and water)
copper, gold, magnesium, potassium, iron, calcium, silver, zinc, sodium.
Extension: Make a pneumonic for your reactivity series.
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The Reactivity SeriesPneumonics
To help you remember:
The first letter of each metal is the first letter of each word in a sentence.
Potassium Most Reactive
Sodium
Calcium
Magnesium
Aluminium
Zinc
Iron
Lead
Copper
Silver
Gold Least reactive
Peter
Said
Careful
My
Annoying
Zebra
In
London
Can
Smell
Grotty
Please
Stay
Calm
Mary
At
Zebra X-ings
Indicator
Lights
Can
Stay
Green
Try to make up your own!
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Please Potassium
Stop Sodium
Calling Calcium
My Magnesium
Zebra Zinc
In Iron
Class, Copper
She Silver
Grunts! Gold
To help us remember…Grrrunt!!!
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pleasesendcharlie’smonkeysandzebrasinleadcagessecurelyguarded!
The reactivity series
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What is the order of reactivity?
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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:
Which task(s) will you choose to complete? Try to target a level higher than your current level.
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Learning Outcome 1: Review
Learning Outcome How I did Targets
Learning Outcome 1:
Level 5
I am working at level .....because ......................................................
I can move up to level…... by
…………………………………………
Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.
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New Information for Learning Outcome 2
Explore and Discover:
• Visual:
• Audio:
• Kinaesthetic:
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Last weekend’s football results:
Gold Coast 0 - 6 Potassium Utd
Copper City 1 - 2 Magnesium Town
Sodium Athletic
3 - 2 Iron Wanderers
What do you think the league table looks like?
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The Heavy Metal Championship
1
2
3
4
5
6 Gold Coast
Copper City
Iron Wanderers
Magnesium Town
Sodium Athletic
Potassium Utd
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The Reactivity of MetalsWhat will happen if you put these two together…
…Magnesium and Copper Sulphate ?
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The Reactivity of MetalsWhat about a real chemical reaction…?
…Magnesium and Copper Sulphate
Magnesium + CopperSulphate
Copper + Magnesium Sulphate
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The Reactivity of Metals
Angelina is more reactive than Jennifer….
…so Angelina displaces Jennifer and wins Brad!
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If the metal is more reactive than the metal in the compound, it competes with the less reactive metal.
+ less reactive metal
compound
more reactive metal
When does displacement happen?
+ more reactive metal
compound
less reactive metal
If the metal is less reactive than the metal in the compound, it will not compete and so there is no reaction.
+ less reactive metal
more reactive metal
compound
no reaction
animation
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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:
Which task(s) will you choose to complete? Try to target a level higher than your current level.
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07:45
Learning Outcome 2: Review
Learning Outcome How I did Targets
Learning Outcome 2:
Level 6
I am working at level .....because ......................................................
I can move up to level…... by
…………………………………………
Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.
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07:45
New Information for Learning Outcome 3
Explore and Discover:
• Visual:
• Audio:
• Kinaesthetic:
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• You are going to perform a series of reactions to see the reactivity series in action.
• You will be testing the relative reactivity of magnesium, zinc, iron, and copper.
Investigating reactivity
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Copy the Table into your bookmagnesium sulfate zinc sulfate iron sulfate
copper sulfate
magnesiumzincironcopper
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Method:• Collect the metals and solutions and 3 test tubes
and a test tube rack• Measure 10mL of each sulfate you need to test
into the test tubes• Carefully place the metal into the test tube• Repeat with each metal• Record if there was a reaction in your table• Complete the word equations of the reactions
that occurred
Investigating reactivity
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New Information for Task 3
• Write the word equations and balanced symbol equations for the chemical reactions you have carried out.
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copper+magnesium sulfate
copper sulfate
+magnesium
Mg + CuSO4 MgSO4 + Cu
zinc+magnesium sulfate
zinc sulfate
+magnesium
Mg + ZnSO4 MgSO4 + Zn
iron+magnesium sulfate
ironsulfate
+magnesium
Mg + FeSO4 MgSO4 + Fe
Displacement of sulfates – magnesium
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no reactionmagnesium sulfate
+zinc
iron+zinc sulfate
ironsulfate
+zinc
Zn + FeSO4 ZnSO4 + Fe
copper+zinc sulfate
copper sulfate
+zinc
Zn + CuSO4 ZnSO4 + Cu
Displacement of sulfates – zinc
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no reactionmagnesium sulfate
+iron
no reactionzincsulfate
+iron
copper+ironsulfate
copper sulfate
+iron
Fe + CuSO4 FeSO4 + Cu
Displacement of sulfates – iron
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no reactionmagnesium sulfate
+copper
no reactionzincsulfate
+copper
no reactioniron sulfate
+copper
Displacement of sulfates – copper
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Displacement reactions – activity
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Use the reactivity series to predict if each mixture will react and complete the word equation.
magnesiumaluminiumoxide+
magnesiumoxide aluminium+
ironchloridemagnesium +
magnesiumchloride iron+
copper gold nitrate+ coppernitrate gold+
silver zinc oxide no reaction+
Displacement reactions
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07:45
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:
Which task(s) will you choose to complete? Try to target a level higher than your current level.
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07:45
Learning Outcome 3: Review
Learning Outcomes How I did Targets
Learning Outcome 3:
Level 7
I am working at level .....because ......................................................
I can move up to level…... by
…………………………………………
Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.
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The Reactivity of MetalsTrue or False?
Silver reacts quickly with other substances
FALSE
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Sodium could displace copper from copper
sulphate solutionTRUE
The Reactivity of MetalsTrue or False?
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Gold could displace silver from silver nitrate solution
FALSE
The Reactivity of MetalsTrue or False?
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Sodium can be used for constructing
bridgesFALSE
The Reactivity of MetalsTrue or False?
Explosion
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True or false?
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Multiple-choice quiz
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Complete the following reactions:1) Lithium + water2) Lithium + hydrochloric acid3) Silver + oxygen4) Magnesium + sulphuric acid5) Potassium + oxygen6) Aluminium + oxygen7) Manganese + water8) Sodium + sulphuric acid9) Lithium + oxygen10)Nickel + hydrochloric acid
Lithium hydroxide + hydrogenLithium chloride + hydrogenSilver oxideMagnesium sulphate + hydrogenPotassium oxideAluminium oxideManganese hydroxide + hydrogenSodium sulphate + hydrogenLithium oxideNickel chloride + hydrogen
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Reactivity Series
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07:45
Review
• Swap books with the person next to you and look over their work. Write a WWW and EBI statement.
• Stand up if you have developed some skills this lesson? What are they?
• Tell the person next to you three things you have learnt this lesson.
• Did you successfully complete tasks at your target level?• If not, what do you need to do next in order to meet your
target level? Record this in your diary to be done as part of your extended learning at home.
• Is there any part of the lesson you think you need to go over again next lesson?
• How will you remember what you have learned today for your exam?