07:49 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)

07:49 Syllabus/Unit Code: Chemistry Unit 4: Chemical Patterns Lesson Number: 4 Lesson Title: Metal Displacement Reactions Learning OutcomesHow I didTargets Learning 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

07:49 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!

07:49 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?

07:49 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.

Match the following Metals This is formed when a metal reacts with oxygen. Metal oxide Most of these are shiny and good conductors of electricity and heat. Metal hydroxide This is a colourless gas found in all acids. Hydrogen This is a compound consisting of a metal plus oxygen and hydrogen. A salt This is a metal compound formed when a metal reacts with an acid. Reactivity series This is an arrangement of metals in the order of how vigorously they react with oxygen, water and dilute acid. Think about it in silence!!!

07:49 New Information for Learning Outcome 1 Explore and Discover: Visual: Audio: Kinaesthetic:

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.

The Reactivity Series Pneumonics To help you remember: The first letter of each metal is the first letter of each word in a sentence. PotassiumMost Reactive Sodium Calcium Magnesium Aluminium Zinc Iron Lead Copper Silver GoldLeast 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!

P lease Potassium S top Sodium C alling Calcium M y Magnesium Z ebra Zinc I n Iron C lass, Copper S he Silver G runts! Gold To help us remember… Grrrunt!!!

please send charlie’s monkeys and zebras in lead cages securely guarded! The reactivity series

What is the order of reactivity?

07:49 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.

07:49 Learning Outcome 1: Review Learning OutcomeHow I didTargets 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.

07:49 New Information for Learning Outcome 2 Explore and Discover: Visual: Audio: Kinaesthetic:

Last weekend’s football results: Gold Coast0-6Potassium Utd Copper City1-2Magnesium Town Sodium Athletic 3-2Iron Wanderers What do you think the league table looks like?

The Heavy Metal Championship Gold Coast Copper City Iron Wanderers Magnesium Town Sodium Athletic Potassium Utd

The Reactivity of Metals What will happen if you put these two together… …Magnesium and Copper Sulphate ?

The Reactivity of Metals What about a real chemical reaction…? …Magnesium and Copper Sulphate Magnesium + Copper Sulphate Copper + Magnesium Sulphate

The Reactivity of Metals Angelina is more reactive than Jennifer…. …so Angelina displaces Jennifer and wins Brad!

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

07:49 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.

07:49 Learning Outcome 2: Review Learning OutcomeHow I didTargets 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.

07:49 New Information for Learning Outcome 3 Explore and Discover: Visual: Audio: Kinaesthetic:

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

Copy the Table into your book

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

New Information for Task 3 Write the word equations and balanced symbol equations for the chemical reactions you have carried out.

copper+magnesium sulfate  copper sulfate +magnesium Mg+CuSO 4  MgSO 4 +Cu zinc+magnesium sulfate  zinc sulfate +magnesium Mg+ZnSO 4  MgSO 4 +Zn iron+magnesium sulfate  iron sulfate +magnesium Mg+FeSO 4  MgSO 4 +Fe Displacement of sulfates – magnesium

no reaction  magnesium sulfate +zinc iron+zinc sulfate  iron sulfate +zinc Zn+FeSO 4  ZnSO 4 +Fe copper+zinc sulfate  copper sulfate +zinc Zn+CuSO 4  ZnSO 4 +Cu Displacement of sulfates – zinc 

no reaction  magnesium sulfate +iron no reaction  zinc sulfate +iron copper+iron sulfate  copper sulfate +iron Fe+CuSO 4  FeSO 4 +Cu Displacement of sulfates – iron  

no reaction  magnesium sulfate +copper no reaction  zinc sulfate +copper no reaction  iron sulfate +copper Displacement of sulfates – copper   

Displacement reactions – activity

Use the reactivity series to predict if each mixture will react and complete the word equation. magnesium aluminium oxide +  magnesium oxide aluminium + iron chloride magnesium +  chloride iron + coppergold nitrate +  copper nitrate gold + silverzinc oxideno reaction +  Displacement reactions

07:49 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.

07:49 Learning Outcome 3: Review Learning OutcomesHow I didTargets 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.

The Reactivity of Metals True or False? Silver reacts quickly with other substances FALSE

Sodium could displace copper from copper sulphate solution TRUE The Reactivity of Metals True or False?

Gold could displace silver from silver nitrate solution FALSE The Reactivity of Metals True or False?

Sodium can be used for constructing bridges FALSE The Reactivity of Metals True or False? Explosion

True or false?

Multiple-choice quiz

Complete the following reactions: 1)Lithium + water 2)Lithium + hydrochloric acid 3)Silver + oxygen 4)Magnesium + sulphuric acid 5)Potassium + oxygen 6)Aluminium + oxygen 7)Manganese + water 8)Sodium + sulphuric acid 9)Lithium + oxygen 10)Nickel + hydrochloric acid Lithium hydroxide + hydrogen Lithium chloride + hydrogen Silver oxide Magnesium sulphate + hydrogen Potassium oxide Aluminium oxide Manganese hydroxide + hydrogen Sodium sulphate + hydrogen Lithium oxide Nickel chloride + hydrogen

Reactivity Series

07:49 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?