1. S1 Chemical Changes & Substances
1. The Periodic Table Topical Science: New Elements 2. Chemical Reactions 3. Word Equations& Compounds
4. Reaction Rates 5. pH Scale 6. Reactivity Series
7. Substance Extraction 8. Chemical Batteries

2. The Periodic Table
Elements are the chemical building blocks used to make all materials in the whole world.
These are all arranged in the PERIODIC TABLE by atomic number.
Each element has its own unique symbol to identify it which always starts with a capital letter.
Elements can be categorised in 3 main ways: 1. Metals & Non-metals 2. Solids, Liquids & Gases - at room temperature 3. Groups – elements with similar chemical properties including Alkali Metals, Halogens and Noble Gases

3. Identifying Elements in the Periodic Table
Elements can be identified using the key found on a Periodic Table which shows the atomic number, element symbol, element name and the atomic mass

4. Periodic Table: Metals vs. Non Metals

5. Periodic Table: Solids, Liquids, Gases

6. Periodic Table: Groups

7. TOPICAL SCIENCE: Discovery of New Elements
New elements have recently been discovered and added to the Periodic Table. These are called: - Nihonium (Nh) - Moscovium (Mc) - Tennessine (Ts) - Oganesson (Og)
Use the Ipads to find out where these elements were discovered, when they were discovered, their position in the periodic table, guidelines for naming new elements and any other information.
Write a newspaper article on the discovery of these elements.

8. Lesson 2: Learning Intentions
At the end of this series of lessons you should be able to: - Describe a physical reaction as a change in state - Explain why physical reactions are easily reversed using appropriate examples Describe a chemical reaction as the creation of new substances Explain why chemical reactions are difficult to reverse using examples Identify indicators of chemical reactions including colour change, precipitate formation, release of gas or an energy change.

9. What is a Physical Reaction?
A physical reaction is when a substance alters its appearance (state) for example, from a solid to liquid.
NO new substance is created during a physical reaction.
THINK! Can you think of everyday examples of a physical change?

10. Physical Changes Examples
Temperature
Temperature
Gas
condensation
evaporation
Liquid
melting
freezing
Solid

11. Physical Changes Explained
Physical changes require little energy and so are easily reversed.
solid liquid gas

12. What is a Chemical Reaction?
A chemical reaction is when two substances react together to create a NEW substance.
THINK!
Can you think of any Chemical Reactions that occur everyday?

13. Examples of Chemical Reactions
THINK! Are chemical reactions REVERSIBLE?

14. 4 Signs of a Chemical Reaction
A chemical reaction can be identified by;
- A change in COLOUR.
- A SOLID forming. (Precipitate)
- An ENERGY change. (Temperature increase or decrease)
- A GAS given off (Smell)

15. Experiment 1.1 Aim: To detect the signs of a chemical reaction.
Method: Use a spatula to put some green copper carbonate powder into a dry boiling tube and heat over a blue Bunsen flame.
SAFETY FIRST: Goggles ON! Hold boiling tube AWAY from your face!
Results: The signs that a chemical reaction had taken place include: _______________________

16. Experiment 1.2 Aim: To detect the signs of a chemical reaction.
Method: Use a spatula to put 2-3 small lumps of calcium carbonate into a beaker. Add 20-30ml of Hydrochloric acid to the beaker.
SAFETY FIRST: Goggles ON! Wash hands IMMEDIATELY if spillage occurs!!
Results: The signs that a chemical reaction had taken place include: _______________________

17. Experiment 1.3 Aim: To detect the signs of a chemical reaction.
Method: ¼ fill a test tube with copper sulphate solution and add a piece of zinc. Carefully shake for 20secs and observe changes.
SAFETY FIRST: Goggles ON! Wash hands IMMEDIATELY if spillage occurs!!
Results: The signs that a chemical reaction had taken place include: _______________________

18. Experiment 1.4 Aim: To detect the signs of a chemical reaction.
Method: ¼ fill a test tube with cobalt chloride solution. To the SAME test tube add ¼ of sodium carbonate solution.
SAFETY FIRST: Goggles ON! Wash hands IMMEDIATELY if spillage occurs!!
Results: The signs that a chemical reaction had taken place include: _______________________

19. Experiment 1.5 Aim: To detect the signs of a chemical reaction.
Method: ¼ fill a test tube with water and place into a test tube rack. Add a few granules of calcium with a spatula.
SAFETY FIRST: Goggles ON! Wash hands IMMEDIATELY if spillage occurs!!
Results: The signs that a chemical reaction had taken place include: _______________________

20. Lesson 3: Learning Intentions
After this series of lessons you should be able to: - Explain what reactants and products are - Understand how to identify reactants and products in chemical reactions and word equations - Confidently name products formed during chemical reactions - Be able to create simple word equations - Be able to identify elements present from simple chemical formulae. - Describe 2 examples of compounds with properties that are different from their constituent elements.

21. What are Reactants and Products?
Reactants are the chemicals present at the start of a chemical reaction.
Products are the chemicals/substances produced by the chemical reaction
Image: chem4kids.com
THINK!
What were the REACTANTS in the previous experiments?

22. Word Equations for Chemical Reactions
A word equation is a short way of describing the chemical reaction.
Reactants are written on the left side.
Products are written on the right side.
An arrow is drawn between the reactants and the products which means changes into.
Reactants are separated with a +, as are products. Reactant + Reactant Product + Product

23. How to Name Compounds
When 2 different elements join chemically together they form a compound. The compound takes its name from the elements present as reactants.
The metal is always named first and doesn’t change.
The non-metal is named second and loses the last 2/3 letters of it’s name and are replaced with –IDE if there are only 2 elements or –ATE if it contains 2 elements AND oxygen.

24. Practice Naming Compounds
Element 1
Element 2
Compound
Sodium
Chlorine
Sodium chloride
Magnesium 1
Magnesium oxide
Hydrogen
Sulphur
Hydrogen sulphide
Lithium 2
Lithium iodide
Copper 3 4 5
Zinc oxide

25. Products with Different Properties
Some compounds which are produced in chemical reactions have properties which are entirely different from the elements which create them.
Example 1: Hydrogen + Oxygen Water
Example 2: Copper Chloride Copper + Chlorine
These compounds CAN be broken back down into the 2 original reactants using electricity in a process called ELECTROLYSIS.

26. Experiment 2 Aim: To investigate electrolysis.
Method: Set up the circuit as shown:
SAFETY FIRST: Goggles ON! Do NOT inhale directly over the beaker.
Results: The copper chloride solution __________________

27. Lesson 4: Learning Intentions
By the end of this series of lessons you should be able to: Explain what is meant by the rate of reaction - Understand how different factors can affect the reaction rate. - Describe the role of a catalyst and provide examples of their use.

28. What is a Rate of Reaction?
The reaction rate is how we describe the speed at which the reaction occurs.
THINK! What might affect the rate of a chemical reaction?
ANSWERS
Concentration of reactants
Particle size of reactants
Temperature of reactants
Use of a catalyst

29. Experiment 4.1
Aim: To find out if increasing the concentration of reactants affects the reaction rate.
Method: Pour 10ml of 0.5mol acid into boiling tube 1 and 10ml of 1mol acid into boiling tube 2. Add a small piece of magnesium ribbon to each boiling tube and start the timer. Note how long each reaction takes in your results.
Results:
Boiling Tube
Time (min/secs) 1 2

30. Experiment 4.2
Aim: To find out if decreasing the particle size affects the rate of a chemical reaction.
Method: Add 20ml of Hydrochloric acid to 2 small beakers. To 1 beaker, add 1 lump of chalk and the other an equivalent spatulaful of powder. Start timer and note when each reaction ends.
Results:
Particle Size
Time (min/secs)
Lump
Powder

31. Experiment 4.3
Aim: To find out if temperature affects the rate of a chemical reaction.
Method: Add 30ml of Sodium Thiosulphate into 3 small beakers. Place 1 beaker over filter paper which has a black cross drawn in the center. Add 1cm3 of Hydrochloric Acid from the syringe and at the same time start the clock. Note the time it takes for the cross to disappear from view. Repeat the experiment at 40ºC and 60º. Results:
Temperature (ºC)
Time (min/secs)
Room 40 60

32. What is a Catalyst?
Catalysts are substances which increase the rate of reaction but are NOT used up in the reaction themselves.
Examples of catalysts include: 1. Platinum/ Palladium in catalytic convertors in cars 2. Enzymes in living organisms 3. Enzymes in Biological Washing powders

33. Experiment 5
Aim: To investigate the effect of catalysts on chemical reactions.
Method: Add 20ml of Hydrogen Peroxide to 2 boiling tubes and add 4 drops of fairy liquid. Cut a 2cm piece of potato and add this to boiling tube 1. Add ¼ a spatula of Manganese Dioxide to Boiling tube 2. Use a glowing splint to test the gas produced after a few minutes.
Results: In both boiling tubes______________ The glowing splint ______________________

34. Lesson 5: Learning Intentions
By the end of this series of lessons you should be able to: - Confidently explain that the pH scale shows the acidity and alkalinity of a substance. - Explain the colour change expected from universal indicator when added to an acid/ neutral or alkaline substance. - Discuss the pH of everyday common substances. - Explain the effect on the pH when an acid is added to an alkali (vice versa)

35. What is the pH Scale?
The pH scale is a coloured scale which provides an indication of how acidic, neutral or alkaline a chemical substance is.
The colours are produced when an indicator- such as Universal Indicator -is added to a solution. Most indicators come from plant materials and will change colour when they come into contact with certain substances.

36. Experiment 6
Aim: To test the pH of different solutions using Universal indicator and pH paper.
Method: Place a small drop of each solution onto a dimple tray using a pipette. Keep the solutions in order so you know which one is which. Test each solution with pH paper then universal indicator and note the results.
Results:

37. PLAY pH GAME of HIGHER or LOWER
Everyday Substances
Many people believe that ALL acids/alkalis are dangerous, however, this is not quite true as many of the foods we eat have a high acidity while many of our everyday products are alkaline.
Examples include: - Lemons (pH2) - Wine (pH3) - Bananas (pH4) - Coffee and Bread (pH5) - Milk (pH6) - Water (pH7 – NEUTRAL) - Eggs (pH8) - Soap (pH10) - Toothpaste (pH12) - Batteries (pH14)
PLAY pH GAME of HIGHER or LOWER

38. Neutralisation Reactions
A neutralisation reaction is one where an acid, or an alkali, is cancelled out.
Neutralisation reactions also produces a new substance which is generally called a salt, with salt solutions being given the pH of 7 (neutral)
Acid + Alkali Salt + Water.
THINK!
Do you know of any common everyday neutralisation reactions?

39. Experiment 7 Aim: To neutralise an alkali/acid
Method: Put 2cm of the Sodium Hydroxide into the boiling tube and place in the rack. Add a few drops of universal indicator till a blue/purple colour is easily observed. Using your pipette/dropper, add 1 drop of acid to the boiling tube and swirl. Continue this until your solution becomes neutral noting how many drops it took.
Results:

40. Lesson 6: Learning Intentions
By the end of this series of lessons you should be able to: -To understand what the reactivity series is. - State that the most reactive metals are found at the top and least reactive at the bottom of the table. - To be able to predict the outcome of a reaction based on the metals place in the series.

41. The Reactivity Series
The reactivity series is a league table of how reactive metal elements are with oxygen, acid and water.
Very reactive metals are found at the top of the table.
Unreactive metals are found at the bottom of the table.
THINK!
Which metals are likely to be found at the top based on your knowledge of the Periodic Table?

42. Watch the demonstration and fill in the table.
Metal
Observation
Reactivity
Potassium
Sodium
Lithium

43. Experiment 6 Aim: To investigate the reactivity of other metals.
Method: 1/4 fill four test tubes with acid. Place a small piece of each metal into the test tube and observe what happens. Rank the reactivity of each metal in order 1-4 as your results. Results:

45. The Reactivity Series Peter Says Little Cats Monkeys And Zebras In
potassium
sodium
lithium
calcium
magnesium
aluminium
zinc
iron
tin
lead
copper
silver
gold
Peter
Says
Little
Cats
Monkeys
And
Zebras In
True
Love
Can’t
Steal
Gold

46. Lesson 7: Learning Intentions
By the end of this lesson you should be able to: - State that most metals are found in the earths crust as compounds called ores. - Explain what extraction means and state that metal elements can be extracted from their ores by :
heating alone e.g. silver
heating with carbon e.g. iron
electrolysis e.g. aluminium
- Explain that dyes are used to colour fibres and can be extracted from fruits and vegetables. - Describe how essential oils are extracted from plants and provide examples of their everyday uses.

47. Metal Ores and Extraction
Most metals are found in the earths crust as compounds called ores.
Gold is the exception to the rule as it is found in its element form.
Extraction is the process of separating the metal element from its ore and can be achieved using heat or carbon monoxide.

48. Experiment 7 Aim: To extract copper from its ore.
Method: Half fill a beaker with water and place on a heat proof mat. Dip the blackened stick into the copper oxide so that some of the powder is on the end of the stick and heat using a blue Bunsen flame (until the end GLOWS red NOT on fire!) Plunge the stick into the beaker of water.
Results: The end of the stick ________________.

49. Extracting Dyes & Essential Oils
Dyes can be extracted from roots, foliage, nuts, berries and flowers however, the process of natural dyeing became obsolete with the discovery that dye pigments could be produced through modern chemistry.
Dyes can be easily transferred onto fibres to produce a wide spectrum of colour.
Essential oils are also extracted from plant based sources including lavender, cinnamon, orange and lemon.
Oils such as these are added to perfumes, cosmetics, candles etc. to provide a rich sensory aroma.

50. Lesson 8: Learning Intentions
By the end of this lesson you should be able to: - Explain how electricity can be produced using different metals and electrolytes Discuss and test a range of factors contributing to electrical voltage produced by a simple chemical Identify variables to be controlled with minimal assistance throughout a simple investigation.

51. Battery Recap from Physics
During your S1 Physics topic you found out that electricity which flows through wires is due to the movement of electrons and that a battery generates this electron flow. But how?

52. Inside a Battery
Inside a battery there are 2 metals which are surrounded by an electrolyte.
The electrons flow from the most reactive metal to the least reactive to provide the battery voltage which the electricity itself is generated from the chemical reaction in the electrolyte.

53. Experiment 8 Aim: To create a simple chemical cell (battery)
Method: Half fill the cup with Sodium Chloride solution. Attach 1 lead to the copper and 1 to the lead and connect them to the voltmeter similar to the picture below. Note what happens.
Results: The voltmeter ____________________________
INVESTIGATION Work with your partner to design an experiment you can do to investigate how to obtain different voltages. Identify all variables (things to be kept the same) and what you will change. Use the equipment provided to set it up and write up your experiment.