Sample Stage 6 Unit

Sample Stage 6 Chemistry Program 8.3 METALS 30 Indicative Hours

The following sample stage 6 preliminary Biology program for the module, Metals was written by Trish Stockbridge from Kincoppal, Gaye Deck from Ravenswood and peter Newcombe an independent consultant. This module is an example of how the knowledge and understanding, Prescribed Focus Area and skills content for the unit can be taught in an integrated manner.

Whereas all care has been taken in constructing the program for this module, teachers using this program must take responsibility for ensuring that the outcomes addressed in this module together with the outcomes addressed in the other modules for the preliminary course fulfill the Chemistry preliminary course requirements.

We sincerely thank the writers for their time and commitment in writing this program and for sharing with teachers their expertise in Chemistry and pedagogy for teaching stage 6 students.

Contextual Outline:

The cultural development of humans has been closely connected with their discovery of materials and invention of tools to the point where major advances in cultural achievement have been described in terms of the materials they learned to use. This has included their use of metals and discoveries of increasingly sophisticated methods of extraction of metals from their ores.

Because metals make up the majority of elements, an examination of the physical and chemical properties of metals is also an appropriate context in which to consider the organisation of the common Periodic Table. The development of a Periodic Table represented a breakthrough in the systematic organisation and study of chemistry and enabled scientists to predict the discovery of further elements.

This module increases students’ understanding of the history, applications and use of chemistry and current issues, research and developments in chemistry.

Contextual Focus Activity:

Teacher introduces the task which is due for completion by the end of this module. Each student will be responsible for writing up their own practical report and research. The task will integrate the contextual framework of the module and assist students to make meaning of the Prescribed Focus Areas – the application and use of chemistry and the history of chemistry. “You are a geochemist working for a major mining company and have just discovered a large deposit of a metal bearing ore in an isolated area of Australia. Your task is to research each of the following aspects related to this metal: - - Methods which have been used throughout history to extract a variety of metals from their ores. You should also consider possible environmental aspects to all extraction processes. - Relate various methods of extraction to the relative reactivity of metals. - Describe how the reactivity of metals is also related to their use and their location in the Periodic Table - Quantitatively describe the mass changes in samples of metals when they undergo reactions Module Overview:

8.5.1 Metals have been extracted and used for 8.5.2 Metals differ in their reactivity with other many thousands of years chemicals and this influences their uses P1 Outlines the historical development of major principles, concepts and ideas in chemistry

P3 Assesses the impact of particular technological advances on understanding in chemistry 8.5.5 The relative abundance and ease of 8.5.3 As metals and other elements were extraction of metals influences their value and discovered scientists recognised that patterns in breadth of use in the community their physical and chemical properties could be used to organise the elements into a Periodic Table 8.5.4 For efficient resource use industrial chemical reactions must use measured amounts of each reactant

Target Outcomes:

A student: -

P1 outlines the historical development of major principles, concepts and ideas in chemistry P3 assesses the impact of particular technological advances on understanding in chemistry P6 explains trends and relationships between elements in terms of atomic structure and bonding P10 applies simple stoichiometric relationships P12 discusses validity and reliability of data gathered from first-hand investigations and secondary sources P14 draws valid conclusions from gathered data and information P16 demonstrates positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

Resources:

Conquering Chemistry – Preliminary Course – R. Smith (2002) Spotlight Chemistry – Preliminary – R. Alliband et al (2004) Chemistry 1 – Preliminary Course – G. Thickett (2007) Pathways to Chemistry – G. Thickett (1996) Deretic, G – FOSChem Practical Manual (1982) 8.3.1. Metals have been extracted and used for many thousands of years

Module Content (column 2 and 3) Reg 8.1 Skills Content Suggested Teaching and Learning Strategies

Introductory Activity: Class discussion about the properties of metals; differences between metals, minerals, alloys and ores and how some metals are found in nature and possibly extracted from their ores. Also consider how chemists classify metals and non- metals, using the Periodic Table as a basis. Review some reactions of metals – eg: metals + acids; metals corroding and the uses of metals in society today. (Smith p107)

Contextual Focus Activity: Teacher introduces the task which is due for completion by the end of this module. Each student will be responsible for writing up their own practical reports and research. The task will integrate the contextual framework of the module and assist students to make meaning of the Prescribed Focus Areas – the application and use of chemistry and the history of chemistry.

“You are a geochemist working for a major mining company and have just discovered a large deposit of a metal bearing ore in an isolated area of Australia. Your task is to research each of the following aspects related to this metal: - - Methods which have been used throughout history to extract a variety of metals from their ores. You should also consider possible environmental aspects to all extraction processes. - Relate various methods of extraction to the relative reactivity of metals. - Describe how the reactivity of metals is also related to their use and their location in the Periodic Table - Quantitatively describe the mass changes in samples of metals when they undergo reactions

A suitable assessment task is given at the end of this module Module Content (column 2 and 3) Reg 8.1 Skills Content Suggested Teaching and Learning Strategies Students learn to: Students: . - outline and examine some uses P12.3 gather information from  Students develop a class timeline for the discovery of of different metals through secondary sources by: - metals throughout history. Individual students research history, including contemporary a) accessing information from a range of one or two metals and combine their results. The uses, as uncombined metals or resources including popular scientific timeline could combine dates with the methods used to as alloys journals, digital technologies and the extract the metal. In addition, students could also Internet research types and uses of various alloys and tabulate - analyse information to relate the b) practising efficient data collection their findings on alloys such as steel, brass and solder chronology of the Bronze Age, techniques to identify useful the Iron Age and the modern era information in secondary sources  Data analysis and accessing information - Thickett, and possible future d) summarising and collating information p124 – 125 developments from a range of resources - identify why there are more metals available for people to P11.1 identify data sources to: - use now than there were 200 e) recommend the use of an appropriate years ago technology or strategy for data collection or gathering information that will assist - gather, process, analyse and efficient future analysis present information from secondary sources on the range P 14.1 analyse information to: - of alloys produced and the a) identify trends, patterns and reasons for the production and relationships as well as contradictions in use of these alloys data and information.

- describe the use of common alloys including steel, brass and solder and explain how these relate to their properties 8.3.2 Metals differ in their reactivity with other chemicals and this influences their uses

Module Content (column 2 and 3) Reg 8.1 Skills Content Suggested Teaching and Learning Strategies  describe observable changes when Practical investigation: - To develop a metal activity metals react with dilute acid, water and 11.2 plan first-hand investigations series using the reactions of metals with dilute acid, oxygen to: water and oxygen. a) demonstrate the use of the terms  describe and justify the criteria used to Students: - ‘dependent’ and ‘independent’ to place metals into an order of activity - plan the investigation selecting the appropriate describe variables involved in the based on their ease of reaction with equipment and reagents, including a range of investigation oxygen, water and dilute acids common metals and dilute HCl, water and b) identify variables that need to be oxidation in air  perform a first-hand investigation kept constant, develop strategies to - carry out a risk assessment and identify hazards incorporating information from secondary ensure that these variables are kept - identify variables sources to determine the metal activity constant, and demonstrate the use - carry out the planned procedure and record series of a control results c) design investigations that allow valid - carry out repeat trials  construct word and balanced formulae and reliable data and information to - justify inferences and conclusions equations for the reaction of metals with be collected - construct word and balanced formula and word water, oxygen, dilute acid equations for the reactions observed  outline examples of the selection of 14.1 analyse information to: - metals for different purposes based on b) justify inferences and conclusions Discuss the relationship between uses of metals and their reactivity, with a particular their reactivity. emphasis on current developments in In small groups, students present a model to represent the use of metals the changes occurring when a metal is involved in an 14.1 analyse information to: - electron transfer reaction. Students may then construct  identify the reaction of metals with acids f) use models, including mathematical half equations to represent electron-transfer reactions. as requiring the transfer of electrons ones, to explain phenomena and/or make predictions  construct half-equations to represent the electron transfer reactions occurring when metals react with dilute hydrochloric and dilute sulfuric acids  outline the relationship between the relative activities of metals and their positions on the Periodic Table  identify the importance of first ionisation energy in determining the relative reactivity of metals 8.3.3 As metals and other elements were discovered, scientists recognized that patterns in their physical and chemical properties could be used to organized the elements into a Periodic Table

Module Content (column 2 and 3) Reg 8.1 Skills Content Suggested Teaching and Learning Strategies 14.1 analyse information to: Students use a concept map to recall relationships h) identify examples of the between elements using the Periodic Table. This will interconnectedness of ideas or scientific include atomic structure, structure of elements in terms principles of protons, neutrons and electrons and electron shells.

Students research: -  identify an appropriate model 14.1 analyse information to: - 1) Various models of atomic structure, including those that has been developed to f) use models, including mathematical of Dalton, Thomson, Rutherford and Bohr. describe atomic structure ones, to explain phenomena and/or make Emphasis should be on the scientific process to predictions explain how theories and models are modified in the light of new observations and phenomena.  outline the history of the 2) The history of development of the Periodic Table, development of the Periodic considering the work of Dobereiner, Newlands, Table including its origins, the Moseley and Mendeleev original data used to construct it and the predictions made after its construction

 process information from 12.4 process information to: - Students process information to construct a Periodic secondary sources to develop a c) best illustrate trends and patterns by Table. Periodic Table by recognising selecting and using appropriate models patterns and trends in the including computer-assisted analysis properties of elements and use available evidence to predict the characteristics of unknown elements both in groups and across periods

 explain the relationship between the 12.3 gather information from Students conduct a group activity in which each group is position of elements in the Periodic secondary sources by: - to choose one physical property, as listed in the Table, and: c) extracting information from numerical syllabus, and research that property for one period or - electrical conductivity data in graphs and tables as well as from one group of the Periodic Table. Use a computer to - ionisation energy written and spoken material in all its forms summarise this information. Findings are to be - atomic radius presented to the class, with discussion to explain the - melting point relationships between the position of the element in the - boiling point Periodic Table and the property. - combining power (valency) - electronegativity - reactivity Module Content (column 2 and 3) Reg 8.1 Skills Content Suggested Teaching and Learning Strategies  use computer-based technologies to produce a table and a graph of changes in one physical property across a period and down a group

8.3.4 For efficient resource use, industrial chemical reactions must use measured amounts of each reactant:

Module Content (column 2 and 3) Reg 8.1 Skills Content Suggested Teaching and Learning Strategies  define the mole as the number of Students examine examples of a mole of different types atoms in exactly 12g of carbon-12 12.4 process information to: - of substances, both elements and compounds. (Avogadro’s number) b) identify an appropriate mathematical formulae and concepts Students carry out a procedure to estimate Avogadro’s Number

13.1 present information by: Using a teacher generated worksheet or similar, - process information from secondary d) using symbols and formulae to express students practice writing word and balanced chemical sources to interpret balanced relationships and using appropriate units equations for a variety of reactions chemical equations in terms of mole for physical quantities ratios  compare mass changes in samples f) selecting and drawing appropriate Students analyse teacher provided data in a table and of metals when they combine with graphs to convey information and construct a line graph on the mass of a metal produced oxygen relationships clearly and accurately from reacting various masses of a metal with a fixed mass of non-metal. Teacher initiates discussion on the graph and students are asked to consider why the amount of produce reaches a constant level regardless of the amount of metal used. Discussion leads to the conclusion that in chemical reactions, a chemical engineer or geochemist needs to know the correct mass ratios of reactants to give the highest yield of product without wasting any reactant.

 perform a first-hand investigation to 11.2 plan first-hand investigations to: - Students to carry out practical on combustion of measure and identify the mass ratios d) design and trial procedures to magnesium to calculate the empirical formula of of metal to non-metal(s) in a common undertake investigations and explain why magnesium oxide. compound and calculate its empirical a procedure, a sequence of procedures or formula repetition of procedures is appropriate Module Content (column 2 and 3) Reg 8.1 Skills Content Suggested Teaching and Learning Strategies

12.4 process information to: - Students perform exercises in calculation of empirical  distinguish between empirical b) identify an appropriate mathematical and molecular formulae formulae and molecular formulae formulae and concepts  describe the contribution of Gay-Lussac to the understanding of 14.1 analyse information to: - Students research the work of Gay-Lussac and gaseous reactions and apply this to c) identify and explain how data supports Avogadro and describe how their work led to the an understanding of the mole or refutes an hypothesis, a prediction or a determination of molecular formulae and the mole concept proposed solution to a problem concept  process information from secondary sources to investigate the 14.3 use available evidence to : - relationship between the volumes of c) apply critical thinking in the gases involved in reactions involving consideration of predictions, hypotheses a metal and relate this to an and the results of investigations understanding of the mole

 recount Avogadro’s law and describe its importance in developing the mole concept  solve problems and analyse information from secondary sources Students perform exercises in calculations involving to perform calculations involving 12.4 process information to: - Avogadros’ Number and its application to reacting Avogadro’s Number and the b) identify an appropriate mathematical amounts in chemical equations equation for calculating the number formulae and concepts of moles of a substance: - n = m M 8.3.5 The relative abundance and ease of extraction of metals influences their value and breadth of use in the community:

Module Content (column 2 and 3) Reg 8.1 Skills Content Suggested Teaching and Learning Strategies  define the terms mineral and ore 12.3 gather information from Students to research the terms mineral and ore and with reference to economic and secondary sources by: - suggest reasons for the location of major mining areas non-economic deposits of natural a) accessing information from a range of in Australia eg: Broken Hill and areas of Western resources resources including popular scientific Australia journals, digital technologies and the Internet b) practising efficient data collection  describe the relationship techniques to identify useful Students to analyse information on: - between the commercial prices information in secondary sources - commercial prices of metals of common metals, their actual c) extracting information from numerical - abundance of metals in the Earth’s crust abundances and relative costs of data in graphs and tables as well as - relative costs of production, using tables and production from written and spoken material in all graphs  discuss the importance of its forms Spotlight p66 predicting yield in the d) summarising and collating information identification, mining and from a range of resources extraction of commercial ore deposits

 explain why ores are non- 14.1 analyse information to: - renewable resources c) identify and explain how data supports Revise renewable and non-renewable resource  describe the separation or refutes an hypothesis, a prediction or a processes, chemical reactions proposed solution to a problem and energy considerations e) make and justify generalisations involved in the extraction of copper from one of its ores 13.1 present information by: e) using a variety of pictorial Students to complete exercises on extraction of copper representation to show relationships and from its ore to: - presenting information clearly and - draw a flowchart of processes involved succinctly - distinguish between physical and chemical processes - write equations for the chemical processes - discuss economic issues involved Thickett p 186; CC p 111

 justify the increased recycling of Discuss the need to recycle metals after considering Module Content (column 2 and 3) Reg 8.1 Skills Content Suggested Teaching and Learning Strategies metals in our society and across 14.1 analyse information to: - tables showing relative abundances of metals the world b) justify inferences and conclusions Spotlight p 75  recount the steps taken to Data analysis on recycling aluminum and steel recycle aluminium 12.3 gather information from Thickett p 196 secondary sources by: - c) extracting information from numerical  analyse information to compare data in graphs and tables as well as the cost and energy expenditure from written and spoken material in all involved in the extraction of its forms aluminium from its ore and the recycling of aluminium

Suggested Summative Assessment Task:

A written report with oral presentation (PowerPoint; multimedia; OHP) considering each of the aspects given in the Contextual Focus Activity, for the extraction of a metal from its ore. Students may either be given a specific metal/ore or may choose one themselves, with teacher guidance.