1113_y05_sw_8

1113_y05_sw_8 - Checkpoint Science Scheme of Work Chemistry...

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Checkpoint Science Scheme of Work Chemistry – Year 3 Topic: Patterns of Reactivity Aims That pupils should be able to: describe the reactivity of metals (with oxygen, water and dilute acids) understand the reactivity series give examples of displacement reactions Links Checkpoint curriculum – Cc 4 IGCSE Chemistry 10.2, IGCSE Combined Sciences Chemistry Topic Two, IGCSE Physical Science 8.2 Words reactivity series, displacement reaction Activities Objectives Students should be able to: Possible Activities Health and safety/notes compare the rates of reaction of some metals with oxygen. Small samples of a range of metals can be cleaned and left in air. They are checked at intervals for signs of oxidation The same range of metals can each be heated in air and placed in a gas jar of oxygen. Safety goggles must be used. Metals include copper, iron, magnesium, zinc. Word equations should be used. compare the rates of reaction of some metals with water. Small pieces of metal are cleaned and left in water to observe changes after the next few days. Some may only react when heated in steam, some will not react at all. The reaction of a small piece of sodium with water can be demonstrated by the teacher with the usual safety precautions. Safety goggles must be used. Word equations should be used. compare the rates of reaction of some metals with dilute acid. Small pieces of metals (NOT including sodium) are added to dilute hydrochloric acid and the reaction observed. The hydrogen gas can be tested. Safety goggles must be used. Word equations should be used. Sodium is too vigorous to be used. www.xtremepapers.net
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construct a reactivity series for metals. Students should collect their observations of reactions in a table and suggest an order of reactivity. This can be enhanced with research or supplied information about metals which have not been observed. The reactivity series includes, in order of decreasing activity, sodium, magnesium, zinc, iron, copper. make predictions about displacement reactions This can be investigated in a simple way by putting a steel rod or blade into copper sulphate solution and a ‘copper’ coin into iron sulphate solution. When the idea of displacement is clear, students can predict, and confirm, the results of the reaction between other metals and solutions. Very small quantities can be used by carrying out the tests on a spotting tile. Safety goggles must be used. Word equations should be used. Students will need to be shown how to look for crystals of metals growing. They need to be able to identify the colours of freshly produced metals. state the essential contents of a cell Students can create an emf using a fruit or vegetable and two different metals. These are connected up to a voltmeter. They can investigate which two metals produce the highest voltage and which is the anode. Safety goggles must be used.
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This note was uploaded on 03/09/2011 for the course CHEM 1113 taught by Professor Ffaf during the Spring '03 term at Cambridge.

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1113_y05_sw_8 - Checkpoint Science Scheme of Work Chemistry...

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