1. Lesson OutcomesHow I didTargets 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

2. 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

3. 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

4. New Information for Learning Outcome 1 Visual: Demonstration Audio: Demonstration Kinaesthetic: Class experiment

5. 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).

6. 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

7. Adding acid to alkali FireworksDriving a car Ice cream melting Boiling the kettlefrying an egg Burning a candle Melting candle wax Dissolving sugar in tea Lighting a match Making ice cubes Ironing clothes PrintingBaking a cake Launching a space rocket Discuss in pairs which of these are chemical reactions xx x x xx x The changes that are not chemical changes are called physical changes

8. 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

9. 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

10. 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

11. What do you need to do to be safe when conducting this experiment? Learning Activities for Outcome 1

12. To investigate which metal is the most reactive metal MetalBubblesColour 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

13. Do all metals react with acids in the same way? sodiummagnesiumleadcopperiron sodium - the metal bursts into flames, a very strong reaction magnesium - the metal reacts quickly with the acid, producing lots of bubbles copper - no bubbles, no reaction with acidiron - the metal reacts slowly, producing a few bubbleslead - the metal reacts very slowly, producing very few bubbles

14. 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

15. 16:32 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...........

16. Learning Outcome 1: Review Learning OutcomeHow I didTargets Explain 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.

17. 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 hydrogen acidsalt New Information for Learning Outcome 2

18. 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

19. 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

20. 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. 16:32 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...........

22. Lesson OutcomesHow I didTargets 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.

23. 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

24. Compounds are different to elements. They contain different atoms. Here are some examples: Glucose Methane Sodium chloride (salt) New Information for Learning Outcome 3a

25. SubstanceReactant or Product? magnesium oxide magnesium copper oxide copper product 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

26. 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

27. 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

28. 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

29. 16:32 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...........

30. Task 3: Review Lesson OutcomesHow I didTargets 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.

31. Review of lesson

32. 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?

33. EY e 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 !

34. 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

35. Technicians list: A variety of metals Zinc, Iron, Copper, Magnsium HCL Test tubes Splint Science Department Lesson plan Teacher information Provision: 1) EAL: 2) SEN: Role of TA: 1) 2) 3)