C1

EXPECTATIONS Don’t talk when the teacher is talking Respect others in the classroom Ask questions if you are unsure Complete all homework on time

Atoms and Elements Understand the structure of atoms Starter Draw what the particles in a solid, liquid and gas look like Understand the structure of atoms ALL – state what is meant by an atom MOST – Describe how elements are formed SOME – Explain where most of the mass in an atom is KEYWORDS: atom, element, periodic table

LO: understand the structure of atoms What is an atom? An atom is the smallest amount of a substance that you can possibly have In Y7 and Y8, you might have called atoms ‘particles’. However, the proper term for them is atoms

LO: understand the structure of atoms Elements A substance that is made of just one type of atom is called an element. There are over 100 different elements that have already been discovered and more are still being discovered now.

LO: understand the structure of atoms The Periodic Table The periodic table shows all the elements that have been discovered so far

LO: understand the structure of atoms Task Stick your periodic table into your books. Highlight the section that are metals, non-metals and metalloids

LO: understand the structure of atoms Spot-the-element! You will be given the name of an element. You must find the element on your periodic table and show where it is on the periodic table on the board before the person that you are up against…

LO: understand the structure of atoms Spot-the-element!

Representing elements LO: understand the structure of atoms Representing elements An element is represented using a symbol. This symbol is either one or two letters. The first letter is ALWAYS A CAPITAL. e.g. Sodium = Na (not na) Oxygen = O (not o) Fluorine = F (not f) Potassium = K Iron = Fe Mercury = Hg Magnesium = Mg

LO: understand the structure of atoms Task Work out what element symbols have been used to construct the words below. For each word, write down the word and the elements that been used to make it. ClOSe LiP NiP FUN NeAr PHONe ScONe WAr

LO: understand the structure of atoms Ernest Rutherford For a long time, scientists believed that there was nothing smaller than atom. It took a scientist called Ernest Rutherford to prove that atoms were, in fact, made of smaller particles themselves.

The structure of an atom LO: understand the structure of atoms The structure of an atom Rutherford shown that an atom is made up of three smaller particles: Protons Neutrons Electrons

The structure of an atom LO: understand the structure of atoms The structure of an atom Protons and neutrons are in the centre of the atom called the nucleus. The electrons orbit around the nucleus.

The structure of an atom LO: understand the structure of atoms The structure of an atom Particle Charge Proton +1 Neutron Electron -1 In each atom, the number of protons will ALWAYS be the same as the number of electrons. This makes sure that the overall charge is zero.

The structure of an atom LO: understand the structure of atoms The structure of an atom http://www.youtube.com/watch?v=hhbqIJZ8wCM

KNOWLEDGE CHECK C B A State the three particles that make up an atom Start Timer 10 Minutes 10 8 B What is the charge on each of the particles that make up an atom? 6 4 Explain why the number of protons and electrons is always the same for an atom A 2

The Periodic Table Understand how to interpret the periodic table ALL – state the definition of mass and atomic number MOST – Calculate the number of protons and electrons in an atom SOME – Draw electron sub-shell diagrams KEYWORDS: atom, element, periodic table

LO: understand how to interpret the periodic table Closer inspection of the periodic table shows us that each element has two numbers next to it. What do these numbers represent?

Which is which? Atomic and Mass number LO: understand how to interpret the periodic table Atomic and Mass number Atomic number: This is the number of protons inside the nucleus of an atom Mass number: This is the number of protons + neutrons in the nucleus of an atom Which is which?

LO: understand how to interpret the periodic table Atomic and Mass number Atomic number: This is the number of protons inside the nucleus of an atom Mass number: This is the number of protons + neutrons in the nucleus of an atom

LO: understand how to interpret the periodic table Atomic and Mass number The Atomic number is ALWAYS the smaller number next to the element. The mass number is always the bigger number.

Example 1 Calculate the following quantities for the element below LO: understand how to interpret the periodic table Example 1 Calculate the following quantities for the element below Atomic number Mass number Number of protons Number of electrons Number of neutrons

Example 2 Calculate the following quantities for the element below LO: understand how to interpret the periodic table Example 2 Calculate the following quantities for the element below Atomic number Mass number Number of protons

Example 3 Calculate the following quantities for the element below LO: understand how to interpret the periodic table Example 3 Calculate the following quantities for the element below Atomic number Mass number Number of neutrons

LO: understand how to interpret the periodic table Task Use your periodic table to find the following quantities for: nitrogen, oxygen, iron, platinum, gold, lead, mercury, potassium, calcium, phosphorus, argon, xenon Atomic number Mass number Number of protons Number of electrons Number of neutrons

LO: understand how to interpret the periodic table True or false? Copy the true sentences and change the false sentences to make them true: Atoms are the smallest unit of matter Atoms are made up of three fundamental particle: protons, neutrons and smurfs Protons are positively charged, neutrons are negatively charged and electrons are neutral The number of protons and electrons in a neutral atom is the same The atomic number is the number of protons in the nucleus of an atom

Consider Calcium. Calcium has an atomic number of 20. LO: understand how to interpret the periodic table Electron shells Consider Calcium. Calcium has an atomic number of 20. How many electrons does it have? All of calcium’s 20 electrons can NOT fit in one orbit. Therefore, there must be multiple orbits for electrons to occupy

Atoms have 4 shells where electrons can live LO: understand how to interpret the periodic table Shell break down Atoms have 4 shells where electrons can live Shell 1 – 2 electrons Shell 2 – 8 electrons Shell 3 – 8 electrons Shell 4 – Whatever is left!

Example 1 Draw the electron arrangement for sodium LO: understand how to interpret the periodic table Example 1 Draw the electron arrangement for sodium

Example 2 Draw the electron arrangement for oxygen LO: understand how to interpret the periodic table Example 2 Draw the electron arrangement for oxygen

LO: understand how to interpret the periodic table Example 3 Draw the electron arrangement for potassium. It has an atomic number of 12

LO: understand how to interpret the periodic table Example 4 Draw the electron arrangement for hydrogen. It has an atomic number of 1

LO: understand how to interpret the periodic table Task Complete the worksheet on drawing electron arrangements for atoms. Make sure you use crosses to represent the electrons and you remember how many electrons can go in each shell Stick the sheet in when you are done

LO: understand how to interpret the periodic table Mini-plenary Create a mind-map about everything that you have learnt about atoms, elements and the periodic table so far

LO: understand how to interpret the periodic table Electrons and Groups Find the following elements on your periodic table and note what group these elements are in: Sodium Potassium Argon Neon Magnesium Aluminium Sulpher Now go to the sheet that you have filled in with electron arrangements. What do you notice about the groups and the number of electrons in the final shell?

LO: understand how to interpret the periodic table Electrons and Groups The number of electrons in the outer shell of an element is the same as the group that it is in. e.g. Group 1 elements ALL have 1 electron in their outer shell, Group 7 all have 7 in their outer shell etc. The elements in group 8 are called Noble gases. They have 8 electrons in their outer shell (except for helium, which has two) and are very unreactive.

Task Complete the exam questions on atoms and elements LO: understand how to interpret the periodic table Task Complete the exam questions on atoms and elements

Chemical reactions To understand why chemical reactions occur ALL – State some everyday chemical reactions MOST – Construct word equations for chemical reactions SOME – Construct chemical equations for reactions Starter Think of as many chemical reactions that occur in everyday life KEYWORDS: combustion, products, Refine, harvest, electrolysis

Chemical Reactions

LO: understand why chemical reactions occur When chemical reactions occur, the atoms join together to form compounds. This involves either giving/taking electrons, or sharing electrons.

Practical: Reacting magnesium LO: understand why chemical reactions occur Practical: Reacting magnesium Task: To react magnesium with oxygen Method: Take a small piece of magnesium Hold it with a pair of tongs Light the magnesium using the Bunsen burner Make sure you don’t look directly at the magnesium when it is alight

LO: understand why chemical reactions occur We can represent chemical reactions using word and chemical reactions. For example, for the reaction that you have just done, we have the following equation:

LO: understand why chemical reactions occur Reacting with oxygen When something reacts with oxygen, it always form an oxide. e.g. Magnesium  Magnesium oxide Sodium  Sodium oxide Calcium  Calcium oxide Potassium  Potassium oxide

LO: understand why chemical reactions occur Task (i) Construct the word equations for the reactions of the following elements with oxygen (ii) Construct the chemical equations for the reactions of the following elements with oxygen (iii) Balance the chemical equations that you have made Aluminium Potassium Sodium Calcium Beryllium Iron Lithium

Why do chemical reactions happen? LO: understand why chemical reactions occur Why do chemical reactions happen? When elements react together, they do so for a reason. They are trying to achieve a FULL OUTER ELECTRON SHELL. Consider the reaction that we have just done:

What happens once a compound is formed? LO: understand why chemical reactions occur What happens once a compound is formed? What will the electron arrangements of the magnesium and oxygen be once they have reacted?

BOTH IONS NOW HAVE FULL OUTER SHELLS! LO: understand why chemical reactions occur Ions When a metal and a non-metal react together, they will each form an ion. An ion is a charged particle. BOTH IONS NOW HAVE FULL OUTER SHELLS!

Task Draw the electron arrangements for the following ions: LO: understand why chemical reactions occur Task Draw the electron arrangements for the following ions: Cl- (Chloride ion) Al3+ (Aluminium ion) Fl- (Fluoride ion) K+ (Potassium ion) Li+ (Lithium ion) Note that the metals always LOSE ELECTRONS and form +ve ions and non-metals always GAIN ELECTRONS and become –ve ions.

LO: understand why chemical reactions occur The Noble Gases The group 8 elements are also known as ‘Noble Gases’. These elements are very unreactive. Why do you think this is? They are unreactive as they already have a full outer shell. Therefore, they don’t need to try to gain/lose any electrons through reacting to get a full outer shell.

KNOWLEDGE CHECK C B A State what is meant by an ‘ion’ Start Timer 10 Minutes 10 8 B Explain why the Noble gases are unreactive 6 4 Explain why metals always form positive ions and non-metals always form negative ions. A 2

LO: understand why chemical reactions occur 3, 3, 1 Summarise what you have learnt in today’s lesson in three sentences Now reduce this down to 3 keywords Now reduce this down to one word

Limestone Understand the uses and reactions of limestone Starter List the three particles that make up atoms and what charge each one has Understand the uses and reactions of limestone ALL – State the uses of limestone MOST – Explain why limestone is no longer used for building SOME – Evaluate the advantages and disadvantages of quarrying KEYWORDS: limestone, calcium carbonate, thermal decomposition, quarrying

LO: understand the uses and reactions of limestone What is limestone? Limestone is a sedimentary rock that is formed over millions of years from the remains of dead sea creatures. The chemical name for limestone is CALCIUM CARBONATE and its formula is CaCO3.

LO: understand the uses and reactions of limestone Quarrying To get limestone, it must be dug out of the ground through a process called quarrying. The limestone can be buried deep underground and the stone covering it must be removed using explosives.

Task: What is your reaction to the BBC news story from last year? Quarry to reopen in Black Country The Midland Mining Company is set to reopen a quarry in Sandwell Valley Country Park, after being closed for more than 80 years. The quarry is set to remove 5 million tonnes of rock from the picturesque setting over the next 5 years. Analysis: Resident Reaction Live news report Task: What is your reaction to the BBC news story from last year? List 2 positive impacts for the community in this proposal. List 2 negative impacts for the local area. Extension: What is the difference between a quarry and a mine?

Proposed location School

Before being filled in… LO: understand the uses and reactions of limestone Before being filled in… Sandwell Quarry: 1900. (source Sandwell Borough Council Archive) The quarry was filled in with Landfill in 1913 however there is still approximately 5 million tons of rock that could be excavated.

LO: understand the uses and reactions of limestone The site today

Hope quarry – Peak District LO: understand the uses and reactions of limestone Hope quarry – Peak District

Complete the questions on the first part of the knowledge checker LO: understand the uses and reactions of limestone Task Complete the questions on the first part of the knowledge checker

LO: understand the uses and reactions of limestone Quarrying Watch the two videos on quarrying and complete the questions on the second part of the knowledge checker http://www.bbc.co.uk/learningzone/clips/portland-quarry-forced-to-expand-despite-opposition/7049.html http://www.bbc.co.uk/learningzone/clips/yorkshire-dales-quarrying/4813.html http://www.youtube.com/watch?v=wkq465PvMT8

Reactions of local people LO: understand the uses and reactions of limestone Reactions of local people Read the news article about what local people think about the quarry. On the post it notes you have been given, write as many reasons as you can for why people do not want the quarry reopened http://www.youtube.com/watch?v=wkq465PvMT8

Issues and Benefits of Quarrying LO: understand the uses and reactions of limestone Issues and Benefits of Quarrying Around the room are five issues related to quarrying Work out what each one is and note them on your worksheet Identify each one as being either environmental, social or economic (some may be more than one) http://www.youtube.com/watch?v=wkq465PvMT8

Environmental, social, economic?

Environmental, social, economic?

Environmental, social, economic?

Environmental, social, economic?

Environmental, social, economic?

LO: understand the uses and reactions of limestone Your opinion Write a letter to the Sandwell council explaining whether the quarry is a good idea or a bad idea. Make sure you present both sides of the argument AND justify your decision using your knowledge of science and http://www.youtube.com/watch?v=wkq465PvMT8

A quarry is about to Be opened in your local Area. An area of great Natural beauty will be Ruined, but the Quarry may provide A wealth of jobs in the area…

ATOM PROTON NEUTRON 8 ELECTRON 2 LIMESTONE QUARRY CALCIUM CARBONATE LO: understand the uses and reactions of limestone PLENARY ATOM PROTON NEUTRON 8 ELECTRON 2 LIMESTONE QUARRY http://www.youtube.com/watch?v=wkq465PvMT8 CALCIUM CARBONATE PERIODIC TABLE

Reactions of limestone Understand the reactions of limestone ALL – perform experiments related to limestone MOST – Write the word and symbol equations for the reactions of limestone SOME – Create the limestone cycle KEYWORDS: limestone, calcium carbonate, thermal decomposition, quarrying

LO: understand the reactions of limestone The Limestone cycle The limestone cycle is a set of reactions that allow us to start at limestone and end up back with limestone. For your GCSE course, you need to know details of the three reactions, the word and symbol equations and how to balance them.

Practical: The Limestone Cycle LO: understand the reactions of limestone Practical: The Limestone Cycle Aim: To perform the four reactions that allow us to construct the limestone cycle Method: You will start off with a piece of limestone You will be given a worksheet that has details of how to perform the first reaction in the limestone cycle You will independently perform the reaction You will complete the worksheet once you have performed the reaction Once you have completed the worksheet, you can collect the second worksheet for the second reaction of the limestone cycle.

Practical: Heating calcium carbonate LO: understand the reactions of limestone Practical: Heating calcium carbonate Aim: To understand the effects of heating calcium carbonate Method: Place a tripod and gauze over the Bunsen burner. Find the mass of a piece of limestone Place a piece of limestone on the edge of the gauze Heat the calcium carbonate for 1 minute on the blue flame Observe what happens and write your observation in your book. Find the new mass.

Thermal decomposition LO: understand the reactions of limestone Thermal decomposition When calcium carbonate is heated up, a thermal decomposition reaction takes place. The heat causes the calcium carbonate to break down into other molecules

Thermal decomposition LO: understand the reactions of limestone Thermal decomposition Calcium carbonate  Calcium oxide + Carbon dioxide

Practical: Calcium Hydroxide LO: understand the reactions of limestone Practical: Calcium Hydroxide Aim: To create calcium hydroxide Method: Take your now cool piece of calcium oxide Place it into a beaker Slowly add water using the pipette Mix the solution but do NOT break the calcium oxide into small pieces Filter the solution to remove any pieces of calcium oxide

Calcium oxide + Water  Calcium Hydroxide LO: understand the reactions of limestone Calcium Hydroxide Calcium oxide + Water  Calcium Hydroxide

LO: understand the reactions of limestone Limewater Limewater can be made from calcium hydroxide solution by diluting it with additional water.

LO: understand the reactions of limestone Task On the bottom left hand side of your A3 sheet of paper, put the heading ‘Limewater’. Explain how limewater is made using calcium hydroxide.

Practical: Using limewater LO: understand the reactions of limestone Practical: Using limewater Method: Pour a small amount of limewater into a boiling tube Place a straw into the boiling tube Gently blow into the straw Observe what happens to the limewater

LO: understand the reactions of limestone Limewater Limewater is commonly used to test for carbon dioxide. When there is carbon dioxide present, the limewater goes from being clear to milky/cloudy

Calcium Hydroxide + Carbon dioxide  Calcium Carbonate LO: understand the reactions of limestone Calcium Hydroxide Calcium Hydroxide + Carbon dioxide  Calcium Carbonate

Plenary CaCO3 Limewater Ca(OH)2 CaO Ca(OH)2 LO: understand the reactions of limestone Plenary CaCO3 Create a diagram like the one on this slide. Annotate each arrow with an explanation of how to do the practical and the word and symbol equations Limewater Ca(OH)2 CaO Ca(OH)2

Reactions of Carbonates Starter Recap questions Understand the reactions of carbonates ALL – State what is meant by a carbonate MOST – Describe what happens when a carbonate reacts with an acid SOME – Explain how you can test for CO2 KEYWORDS: calcium carbonate, Carbon dioxide, limewater

LO: understand the reactions of carbonates Recap Questions Answer the following questions in full sentences in your books: What is the chemical name for limestone? What is the chemical formula for limestone? What happens when limestone is heated? How can limewater be made using calcium oxide? What is limewater used for? What happens in a thermal decomposition reaction?

Practical: Reactions of carbonates LO: understand the reactions of carbonates Practical: Reactions of carbonates Aim: To understand what happens when a carbonate reacts with an acid Method: Take a spatula full of calcium carbonate and place in a boiling tube Measure out 10cm³ of limewater and place in another boiling tube Measure out 10cm³ of hydrochloric acid and put it in the boiling tube with the carbonate Quickly cover with a bung and place the attached tube into the limewater Observe what happens to the limewater Repeat with the other carbonates

Practical: Reactions of carbonates LO: understand the reactions of carbonates Practical: Reactions of carbonates Compound Reaction with Hydrochloric acid Calcium carbonate Magnesium carbonate Zinc carbonate Copper carbonate

Practical: Reactions of carbonates LO: understand the reactions of carbonates Practical: Reactions of carbonates What can you conclude from this experiment. What happens when carbonates react with acid and what gas is given off? When carbonates react with acids, carbon dioxide is given off. With enough acid, the carbonate will completely react with the acid and disappear.

Uses of Limestone What is happening In these pictures? Why? LO: understand the reactions of carbonates Uses of Limestone Limestone has previously been used to make buildings and statues. The pictures below show what happens to these structures over a long period of time. What is happening In these pictures? Why?

LO: understand the reactions of carbonates Uses of Limestone Buildings made from limestone (calcium carbonate) often wear away over a long period of time. The calcium carbonate reacts with acid rain and erodes away. This is a form of chemical weathering.

LO: understand the reactions of carbonates Task Your local council is planning on building new homes in the area. They have decided to use limestone to make the structures as it is much cheaper than the alternatives. Write a letter to the council explaining why this is a bad idea Use diagrams to show what may happen to the houses Use the experiment that you have done and your scientific knowledge to back up your explanation

PROTON NEUTRON CaO Ca(OH)2 8 LIMEWATER QUARRY CO2 CALCIUM CARBONATE LO: understand the uses and reactions of limestone PLENARY PROTON NEUTRON CaO Ca(OH)2 8 LIMEWATER QUARRY http://www.youtube.com/watch?v=wkq465PvMT8 CO2 CALCIUM CARBONATE LIMESTONE

Understand the uses of limestone KEYWORDS: limestone, concrete, ALL – State the materials that can be made from limestone MOST – Describe how cement, concrete, mortar and glass are made SOME – Explain why concrete KEYWORDS: limestone, concrete, Cement, mortar, glass

Limestone

LO: understand the uses of limestone Mortar About 6000 years ago, the Egyptians heated limestone strongly in a fire. When they combined it with water, they produced a material that hardened with age. The resulting material was used to plaster the pyramids. The material is now known as Mortar.

LO: understand the uses of limestone Cement Cement was discovered by the Romans. They found that, although mortar was strong, it didn’t set when there was water present. However, when they mixed in volcanic ash, the mixture did harden with water! The new material is what we know call cement!

LO: understand the uses of limestone Cement Cement is made by heating limestone in a kiln with clay and other minerals. It is then crushed and ground into a fine powder.

LO: understand the uses of limestone Concrete When cement is mixed with water and sand and allowed to set, it forms concrete. This is a hard, stone like material that is very strong and good at resisting compressive forces. It can be made even stronger by putting steel bars through it to make reinforced concrete.

LO: understand the uses of limestone Concrete http://www.bbc.co.uk/learningzone/clips/the-invention-of-reinforced-concrete/13762.html http://www.bbc.co.uk/learningzone/clips/how-reinforced-concrete-works/13754.html http://www.bbc.co.uk/learningzone/clips/the-romans-invent-concrete/13757.html

LO: understand the uses of limestone Glass When powdered limestone is mixed with sand and sodium carbonate and then heated strongly, it produces glass. http://www.bbc.co.uk/learningzone/clips/glass-blowing/2493.html

Match the sentences The romans created…. Mortar was first created by… LO: understand the uses of limestone Match the sentences The romans created…. Mortar was first created by… Glass is formed by mixing… When cement is mixed with water and sand…. Powdered limestone with sand and sodium carbonate and heating strongly. Cement by mixing volcanic ash to mortar. This made it set in wet conditions. The Egyptians by heating limestone and combining it with water it forms concrete, once it has been allowed to set.

Practical: Testing the strength of concrete LO: understand the uses of limestone Practical: Testing the strength of concrete Aim: To work out the optimum amount of sand to put into a concrete mixture Apparatus Cement Sand Water Measuring Cylinder Weighing scales Mass tray Metre rule Plastic tubs How could you use the material listed to do an experiment to work out the optimum amount of sand? What will be the independent, dependant and control variable?

Practical: Testing the strength of concrete LO: understand the uses of limestone Practical: Testing the strength of concrete Aim: To work out the optimum amount of sand to put into a concrete mixture Method: Weigh out 10g of cement into a pot Weigh out 5g of sand and add it to the pot Measure out 20cm³ of water and add it to the pot Stir until it is well mixed through and you have created your concrete mixture Write the amount of sand on the side of the container and place it at the back of the room Repeat the experiment with 10g, 15g, 20g and 25g of sand. Keep everything else the same.

Practical: Testing the strength of concrete LO: understand the uses of limestone Practical: Testing the strength of concrete Aim: To work out the optimum amount of sand to put into a concrete mixture Make a prediction for which mixture you think will produce make the strongest concrete and why. Talk to the people in your pod about how you will test to see which concrete mixture is the strongest. You will be doing this experiment on Friday.

KNOWLEDGE CHECK C Name four different substances that can be made from limestone Start Timer 10 Minutes 10 8 B Describe how to make class from limestone 6 4 Explain why concrete is a much better building material than limestone. A 2

Practical: Testing the strength of concrete LO: understand the uses of limestone Practical: Testing the strength of concrete Aim: To work out the optimum amount of sand to put into a concrete mixture Method: Take a 10g mass and hold it exactly 20cm above your concrete mixture Drop the mass onto the mixture Keep repeating this until you start to see cracks appear on the surface of the mixture/the mixture begins to crumble Repeat the experiment with another mixture

Practical: Testing the strength of concrete LO: understand the uses of limestone Practical: Testing the strength of concrete Mass of sand in the mixture (g) Number of impacts without crumbling 5 10 15 20 25

Conclusion: Testing the strength of concrete LO: understand the uses of limestone Conclusion: Testing the strength of concrete C: Draw a bar chart of your results B: Draw a line graph of your results A: Draw a line of best fit of your results Use your graph to make a conclusion for the effect of adding sand to a concrete mixture. Explain what the optimum amount of sand was and how you know this. Extension: Predict how many impacts a mixture with 30g of sand could take before crumbling

Evaluation: Testing the strength of concrete LO: understand the uses of limestone Evaluation: Testing the strength of concrete What were the main sources of error in the experiment? What could you have done to minimise the sources of error? How would these improvements help? What else could you have done to improve the experiment? How would this help?

Evaluation: Testing the strength of concrete LO: understand the uses of limestone Evaluation: Testing the strength of concrete Write an evaluation for your experiment. Explain: What are the main sources of error in your experiment How could you improve the experiment to minimise these errors? How would your improvements improve help?

CEMENT CONCRETE GLASS LIMEWATER MORTAR 8 QUARRY CO2 CaCO3 LIMESTONE LO: understand the uses and reactions of limestone PLENARY CEMENT CONCRETE GLASS LIMEWATER MORTAR 8 QUARRY http://www.youtube.com/watch?v=wkq465PvMT8 CO2 CaCO3 LIMESTONE

What do you think about this news story What do you think about this news story? Do you agree with the change in the law? How would you feel if you were a Welsh person waiting for an organ transplant? Should the change be adopted in other countries as well?

The reactivity series Understand the purpose of the reactivity series Starter News story Understand the purpose of the reactivity series ALL – State the order of the reactivity series MOST – Describe the reactivity of certain metals SOME – Explain why reactions do/don’t occur using the reactivity series KEYWORDS: reactivity series, displacement

LO: understand the purpose of the reactivity series Simple experiments can quite easily show us that some materials are more reactive than others. Metals such as magnesium and potassium are very reactive, whereas metals such as iron are quite unreactive. What metals can you think of that are quite unreactive?

LO: understand the purpose of the reactivity series

LO: understand the purpose of the reactivity series The Alkali metals http://www.bbc.co.uk/learningzone/clips/alkali-metals/4407.html

LO: understand the purpose of the reactivity series The Alkali metals The alkali metals are very reactive. The reactivity of the metals increases as you go down the group e.g. potassium is much more reactive than lithium. If we were to make a reactivity series showing the order of reactivity of different substances, these metals would be very near the top

Practical: Investigating reactivity LO: understand the purpose of the reactivity series Practical: Investigating reactivity Aim: To investigate the reactivity of different substances Method: Assign each row on your spotting tile a metal Place a small amount of each metal into each dimple of its row Add a few drops of three sulphate solutions to each row of your spotting tile On each row, do not use the sulphate solution of the metal you are testing Count up the total number of reactions for each metal

Practical: Investigating reactivity LO: understand the purpose of the reactivity series Practical: Investigating reactivity Metal Number of reactions Magnesium Aluminium Zinc Copper

Practical: Investigating reactivity LO: understand the purpose of the reactivity series Practical: Investigating reactivity How can we use our results to work out which metal is the most reactive? The most reactive metal is the metal that has the most reactions. The least reactive metal is the one that has the least number of reaction.

Conclusion: Investigating reactivity LO: understand the purpose of the reactivity series Conclusion: Investigating reactivity Draw a bar chart of your results. What will you plot on each axis of your bar chart? Use your bar chart and your results to write a conclusion for which metal is the most reactive.

LO: understand the purpose of the reactivity series This list shows the order of reactivity of common elements. Carbon and Hydrogen are highlighted in red as they are the only non-metals that are on the list. Do the results from our experiment agree with this list?

Using the reactivity series LO: understand the purpose of the reactivity series Using the reactivity series The reactivity series can help us work out if a reaction will happen or not. In our experiment, magnesium reacted with all of the solutions because it is more reactive than Aluminium, Zinc and Copper. It kicked these elements out of the sulphate solutions and replaced them, leading to a reaction.

LO: understand the purpose of the reactivity series Aluminium is more reactive than Zinc and Copper, so it could kick these elements out of the sulphate solutions and make a reaction. However, it is not reactive enough to kick magnesium out of the sulphate solution and so there was no reaction there!

Displacement reactions LO: understand the purpose of the reactivity series Displacement reactions Copper Sulphate Magnesium Sulphate Magnesium Copper + + The reaction above is known as a displacement reaction. The Magnesium is displacing the copper out of the sulphate solution. Task: Write the word equations for the displacement reactions between Magnesium and Zinc Sulphate and Aluminium and Copper sulphate. Explain why a displacement reaction between Copper and Magnesium sulphate is not possible

Explain what is meant by a displacement reaction KNOWLEDGE CHECK C List the following elements in order of reactivity: Calcium, Platinum, Hydrogen and Sodium Start Timer 10 Minutes 10 8 B Write the word equation for the reaction between Aluminium and Lead sulphate 6 4 Explain what is meant by a displacement reaction A 2

Extracting metals Understand how to extract metals from their ores Starter Make a spider diagram of metals that you know that are used in everyday life and their uses Understand how to extract metals from their ores ALL – State the definition of an ore MOST – Describe how to extract iron using the blast furnace SOME – Give balanced chemical equations for the extraction of iron KEYWORDS: metal, ore, reduce, blast furnace, carbon, iron

Starter Metals and their uses LO: understand how to extract metals from their ores Starter Metals and their uses

LO: understand how to extract metals from their ores Extracting metals Metals play a very important role in our society. Building, planes, trains, cars, electronics, furniture and miles of miles of wiring are all made out of metals. It is essential, therefore, that we are able to get a continuous supply of them.

LO: understand how to extract metals from their ores Gold, silver and platinum are the only metals that can be found in the ground in their native state. All other metals are found combined with other chemical elements, commonly oxygen. The metals have to extracted from these compounds before they can be used

LO: understand how to extract metals from their ores Extracting metals So you have your ore. Now what? How do you go about getting the nice, pure metal that is locked inside it? To extract the metal, you must use an element that is higher up the reactivity series. This will kick out the metal that YOU WANT, leaving you free to sell it on or use it.

LO: understand how to extract metals from their ores Extracting Iron Iron is an EXTREMELY important metal. It was a vital part of the industrial revolution that happened in Britain in the 1700s and 1800s, which allowed Britain to become the dominant superpower at the time. It is still widely used today to make buildings and bridges. What elements could we use to extract iron from its ore?

LO: understand how to extract metals from their ores Extracting Iron

LO: understand how to extract metals from their ores TASK Assemble the information around the room into the correct order. Make sure you write down any word equations that you see and leave space to write down the symbol equations.

LO: understand how to extract metals from their ores Extracting Iron Iron is usually found in an ore called Haematite. This is mainly Iron Oxide (Fe2O3) and Silicon Dioxide (SiO3). Silicon dioxide is better known as sand!

LO: understand how to extract metals from their ores Extracting Iron To extract iron from its ore, we use carbon. The carbon is in the form of a substance called coke, which is made from coal. It is almost pure carbon.

LO: understand how to extract metals from their ores Extracting Iron Limestone is also used when extracting iron to get rid of impurities from the iron ore.

LO: understand how to extract metals from their ores The Blast Furnace Iron ore (Haematite), Coke and Limestone are put into the top of the blast furnace. Hot air blasted in at the bottom.

LO: understand how to extract metals from their ores The Blast Furnace The hot air causes the coke to oxidise and form carbon dioxide Carbon + oxygen  Carbon dioxide

The Blast Furnace Carbon dioxide Carbon monoxide + Carbon  LO: understand how to extract metals from their ores The Blast Furnace The carbon dioxide reacts with more carbon to form Carbon monoxide. Carbon dioxide Carbon monoxide + Carbon 

Removing impurities Calcium Carbonate Calcium Oxide Carbon dioxide  + LO: understand how to extract metals from their ores Removing impurities The limestone is heated up in the blast furnace and decomposes into calcium oxide. Calcium Carbonate Calcium Oxide Carbon dioxide  +

Removing impurities Calcium Oxide Silicon Dioxide Calcium Silicate +  LO: understand how to extract metals from their ores Removing impurities The calcium oxide reacts with the silicon dioxide impurities to make calcium silicate. Calcium Oxide Silicon Dioxide Calcium Silicate +  Calcium silicate is better known as slag and is used to surface roads.

LO: understand how to extract metals from their ores The Blast Furnace The ‘slag’ and the molten iron collect at the bottom, which can then be tapped off.

Task: Match the sentences LO: understand how to extract metals from their ores Task: Match the sentences