Unit F: Patterns of Reactivity

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Catalyst 3, Unit F: Patterns of reactivity

Lesson F1: Losing that shine

Starter activities

Capture interest (1)  cheap ‘gold’ jewellery (it does not matter if it is already tarnished)  pictures of real gold jewellery in a catalogue showing prices

Main activities

F1a Reactive metals and oxygen For the Teacher:  small piece of sodium and either lithium or potassium stored under oil  white tile, scalpel, forceps  samples of heavily corroded iron e.g. nails and bolts  (optional) digital microscope and light projector

Plenary activities

Review learning  approximately 4 pieces of paper or card made by cutting A4 into 6 or 8 pieces.

Lesson F2: Corrosive liquids

Main activities

F2a Reacting metals with water For demonstration:  troughs of water (3 if possible)  universal indicator solution  sodium, potassium and calcium pieces  Bunsen burner and spills  forceps, scalpel, white tile, tissues  test tube, rack and bung

F2b Reacting metals with acids For each group:  four test tubes, bungs and rack  0.4 mol/dm3 hydrochloric acid  metals: iron filings, magnesium ribbon, small pieces of granulated zinc, copper turnings  spatulas  Bunsen burner and spills

This list is in Microsoft Word, so it can be customised to fit each school’s requirements. 1 Technicians’ lists of equipment Downloaded from www.catalystscience.co.uk

Plenary activities

Group feedback bottles of the following, clearly showing hazard warning label: sodium, calcium, zinc (powder has flammable label), dil. sulphuric acid, dil. hydrochloric acid

Lesson F3: Changing places

Starter Activities

Capture interest  petri dish containing dilute (approx 1 mol/dm3 will work) copper sulphate;  iron object such as a key

Main activities

F3a Displacement reactions  4 × 250 cm3 0.5 mol/dm3 copper(II) sulphate solution, with labelled small beaker and graduated plastic dropping pipette  4 × 250 cm3 0.5 mol/dm3 magnesium sulphate solution, with labelled small beaker and graduated plastic dropping pipette  4 × 250 cm3 0.5 mol/dm3 zinc sulphate solution, with labelled small beaker and graduated plastic dropping pipette  4 small pots of copper turnings, with spatula  4 small pots of magnesium turnings, with spatula  4 small pots of zinc turnings, with spatula

F3b Displacement in action For each group: boiling tube and rack  0.4 mol/dm3 copper sulphate solution  zinc strip approx same length as boiling tube and narrow enough to fit in boiling tube

Lesson F4: Who’s top of the league?

Starter activities

Problem solving  lead nitrate (0.4 mol/dm3)  zinc strip cleaned as described in Activity F3b  boiling tube and rack  (optional) digital microscope and light projector

This list is in Microsoft Word, so it can be customised to fit each school’s requirements. 2 Technicians’ lists of equipment Downloaded from www.catalystscience.co.uk

Capture interest  copper sulphate (1 mol/dm3)  zinc strip cleaned as described in Activity F3b  boiling tube and rack  clear nail varnish

Plenary activities

Group feedback  A4 coloured paper or card  marker pens  Blu-tack

Lesson F5: Reactivity in action

Starter activities

Capture interest (2)  iron oxide _ dry sand  aluminium powder  barium peroxide and magnesium powder ‘starter’  large crucible or small plant pot  long fuse of magnesium ribbon  bucket  Bunsen burner and spill or small gas blow lamp

Lesson F6: Variables together

Starter activities

Bridging to the unit heavily corroded objects, e.g. old nails, bolts, etc.

Main activities

F6a Variables in rusting For each group Test tubes set up and labelled as in the diagram. This will need to be set up one week before it is needed to allow it time to work. If necessary, cheat by using clean nails in tubes 1, 2, 4 and 6 and rusty nails in tubes 3 and 5. The nail in the salty water should be much rustier.

This list is in Microsoft Word, so it can be customised to fit each school’s requirements. 3