Uses of the Reactivity Series: Metal Extraction, Corrosion, etc.

1. CKS3: Yr8 Chemistry Unit 4 – The chemical patterns that make my world Lesson number: 3Lesson Title: Uses of the reactivity series of the metals - metal extraction, corrosion etc. Connector: (Level 4) Can you remember the general equation for when an acid reacts with metal 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: Why is the reactivity series important? • How is this lesson relevant to every day life? Where does this lesson fit in to the rest of the topic? Lesson 3 • Quick Discussion: • What do you already know?

3. Keywords: 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. • Metals • Reactivity series • Corrosion • Ore • Displacement • Copper • Zinc

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

5. New Information for Task 1 Look at the list of metals below, what would you do to determine the order of metals from the most reactive to the least reactive? (Think, pair, share) Potassium Tin Iron Calcium Sodium Aluminium Gold Copper Zinc Magnesium Platinum Lead

6. New Information for Task 1 Metals order of reactivity is as follows: To remember: "Pond slime can make azoo interesting - the long crinkly sort goes purple."

7. Why are metals put in this order? Other metals may be more reactive than magnesium, or in between magnesium and platinum. If we put the metals in order of their reactivity, from most reactive down to least reactive, we get a list called the reactivity series. Learning Activities for Outcome 1

8. Why is this useful? Useful for extracting metals Helps us determine metals properties (gold good for jewellery as unreactive) Predict its behaviour (will the metal corrode?) Learning Activities for Outcome 1

9. Keywords: Create Evaluate Analyse Apply Understand Remember Demonstrate your Learning for Outcome 1 I am working at level .... because ........... Analyse (L6) Explain how rust occurs using word equations where appropriate Apply (L5)Explain why gold and silver are used for jewellery but iron isn’t Understand (L4) Describe how the reactivity series is determined and list the metals from the most reactive to the least

10. Learning Outcome 1: Review Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.

11. New Information for Learning Outcome 2 How can copper be extracted from this: This is a copper ore, which means it contains copper as well as other minerals

12. New Information for Learning Outcome 2 You are going to carry out an experiment, which involves extracting copper from its ore

13. New Information for Learning Outcome 2 Method part 1: 1: add 3g of copper carbonate into test tube 2:Heat on half open bunsen flame until it turns black 3: let it cool down

14. New Information for Learning Outcome 2 Methodpart 2: 1: add black powder to crucible with 0.5g of carbon 2: mix well and add a lid put it on a pipe clay triangle and heat it strongly for at least 5 minutes. 3: let it cool. 4: tip contents into a beaker and add water, mix and let the solid settle to the bottom 5: carefully pour off water 6: add some water, stir and carry out steps 4-5 until the water contains no black bits

15. Keywords: Create Evaluate Analyse Apply Understand Remember Demonstrate your Learning for Outcome 2 I am working at level .... because ........... Analyse (L6/7) draw a cartoon strip to demonstrate what you did. Write word and/or symbol equations for the reaction Apply (L5) Explain why carbon was used in the experiment Understand (L4) Describe what you observed after carrying out the experiment

16. New Information for Learning Outcome 2 Answers: Understand (L4): Should have observed orange/ brown coloured solid at the bottom of beaker Apply (L5): Carbon is more reactive therefore takes the place of copper Analyse (L6/7): Copper (ii) oxide + carbon  Carbon dioxide + Copper 2CuO + C  CO2 + 2Cu

17. Learning Outcome 2: Review Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.

18. Learning Activities for Task 3 What's happened to the bike?

19. Learning Activities for Task 3 What’s happened to this tray?

20. Learning Activities for Task 3 Why is titanium used as body implants?

21. Learning Activities for Task 3 Why is aluminium used to make coke cans?

22. Learning Activities for Task 3 Using the writing frame, shown on the next slide, answer this question: Explain how the reactivity series is important in determining uses of metals and include examples to illustrate.

23. Learning Activities for Outcome 2 Write basic sentences to answer the question. They do not need to be in order Write any key words, phrases or question that come to mind Link your sentences using connectives . Draw diagrams to help with the question.

24. Learning Activities for Task 3 Carry out peer/ self assessment using this level ladder: Level 4: stated the uses of metals and described what the reactivity series Is in relation to this Level 6: given an in-depth Explanation of how the Reactivity series relates to Metals uses giving 3 Examples or more Level 5: explained the uses of metals in relation to their reactivity series and given at least 2 examples to illustrate

25. Learning Outcome 3: Review Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.

26. Review for Remembering Around the room are different names of elements, you need to go to the one which corresponds with question (iron, gold, potassium, copper, carbon)

27. Experiment - The extraction of copper from its ore. per group 250 cm3 beaker Bunsen burner Crucible and lid Heatproof mat Pipeclay triangle Two spatulas Splints Stirring rod Boiling tube Test tube holder Test tube rack Tripod 3g Powdered copper carbonate(Harmful.) 0.5g Powdered carbon Science Department Lesson plan Teacher information Provision: 1) EAL: 2) SEN: Role of TA: 1) 2) 3)