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F
M

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ET ET
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Patterns of reactivity

Unit guide

Where this unit fits in

Prior learning

This unit builds on:


unit 8E Atoms and elements, unit 8F Compounds and mixtures and unit 9E Reactions of metals and
metal compounds.
Ideas in this unit are developed further in 9G Environmental chemistry and 9H Using chemistry.

To make good progress, pupils starting


this unit need to:
be able to explain the differences
between elements and compounds
have represented elements and
compounds by symbols and formulae
have represented chemical reactions by
word questions
know that many metals react with
oxygen to form oxides
be able to make generalisations about
the reaction of metals with acids.

The concepts in this unit are:


different metals show similar reactions but the rate of reaction varies; metals can be arranged in
order of reactivity the reactivity series is a very useful tool for understanding and predicting
metal reactions.
This unit leads onto: work in key stage 4 on metals and their compounds.
This unit relates to: unit 9E Reactions of metals and metal compounds.

Framework yearly teaching objectives Particles


Identify evidence which indicates that a chemical reaction has taken place, such as the association of energy transfer with chemical change.
Recognise that chemical reactions can be modelled by assuming that atoms can rearrange themselves, and that this can happen in only a limited
number of ways, for example: A + B AB, AB + CD AD + CB.
Use the particle rearrangement model to: predict the names and formulae for products that might be formed from given reactants; write word and
symbol equations for some simple reactions.
Identify differences in reactivity of metals to construct a reactivity series; use this to explain uses of metals and make predictions about the
reactions of metals.

Expectations from the QCA Scheme of Work


At the end of this unit
some pupils will not have made so
much progress and will

most pupils will

some pupils will have progressed


further and will

in terms of scientific enquiry NC Programme of Study Sc1 2b, c, d, e, f, g, h, i, j, m, o


select and make effective use of secondary sources
about the origins and uses of metals
identify relevant observations and describe patterns
in these
suggest a workable approach to investigating the
reaction of metals with acids, identifying variables
to be controlled
explain results using scientific knowledge and
understanding.

select information from secondary sources


about the origins and uses of metals
describe observations and identify where
there are similarities
suggest how reaction with acids might be
investigated, controlling variables
identified for them
relate results to scientific knowledge and
understanding.

synthesise information from secondary


sources
point out where reactions do not fit the
pattern expected.

in terms of materials and their properties NC Programme of Study Sc3 1d, 3a, b, c, d, h
identify and describe similarities in chemical
describe how some metals react with water, use the reactivity series to make predictions
reactions
acids and oxygen
about the reactions of metals
identify differences in the reactivity of different
give some uses of metals, relating these to relate the reactivity of a metal to its uses,
metals and use these to explain some everyday uses
the reactivity of the metal.
how it occurs and when it was first
and occurrence of metals
extracted and used
represent chemical reactions by word equations.
represent some reactions by symbol equations.

Suggested lesson allocation (see individual lesson planning guides)


Direct route
F1
Losing that
shine

F2
Corrosive liquids

F3
Changing places

F4
F5
Whos top of the Reactivity
league?
in action

F6
Variables together Think
about variables that interact

Booster 4
Focus on particles 2
Chemical changes

Extra lessons (not in Pupil book)


Review and assess
progress (distributed
appropriately)
Misconceptions
Pupils often think that a faster reaction produces more product rather than simply getting to the same end point sooner.
Additional information
The anomalous position of aluminium has not been introduced in this unit.
Health and safety (see activity notes to inform risk assessment)
Risk assessments are required for any hazardous activity. In this unit pupils observe reactions of alkali metals, use metals, acids and solutions of
salts which may be hazardous and also use flammable metals and observe what happens when they burn. They observe the thermit reaction, work
with coarse mesh filings of metals and plan and carry out their own investigation into the reaction of metals with acids.
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Losing that shine

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UG

Lesson planning
guide

Learning objectives
i
Find out what happens when metal reacts with oxygen.
ii
Metals react with oxygen at different rates and release different amounts of energy.
iii Be able to write word equations for the reaction of metals with oxygen.
iv Atoms contain electrons and protons. (extension only)
Scientific enquiry
v
Use information about the corrosion of metal objects to suggest patterns. (Framework YTO Sc1 9f)

Suggested alternative starter activities (510 minutes)


Introduce the unit

Share learning
objectives

Brainstorming

Capture interest (1)

Capture interest (2)

Unit map for Patterns of


reactivity.

Describe what happens


when metals corrode.
Explain patterns in the
way metal objects corrode.
(Sc1)

Pupils consider the life


of an iron bridge.
Catalyst Interactive
Presentations 3

Show pupils fake gold


jewellery and discuss
whether it will corrode.

Show photos of different


metals and discuss how
they change over time.
Catalyst Interactive
Presentations 3

Suggested alternative main activities


Activity

Learning
objectives
see above

Description

Approx.
timing

Textbook F1

i, ii and iii

Teacher-led explanation and questioning OR Pupils work individually,


in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.

Activity F1a Practical

i, ii and iii

Reactive metals and oxygen Demonstration of reactions of more


reactive metals with oxygen.

Activity F1b Paper


Activity F1c Paper

Target group
C

20 min

R/G

10 min

i, ii, iii and v Tarnished metal Pupils answer questions about gold, iron and
chromium corroding under different conditions.

20 min

iv

15 min

Inside the atom The most able pupils are introduced to the concept
of atomic structure.

Suggested alternative plenary activities (510 minutes)


Review learning

Sharing responses

Group feedback

Word game

Looking ahead

Pupils make key fact cards


and use them to test each
other.

Whole-class discussion
summarising ideas about
what causes metals to
corrode at different rates.

Pupils combine into larger


groups to compare their
responses to Activity F1b.

Pupils complete sentences


with missing words to show
key points of lesson.

Pupils think about other


substances that react with
metals using the context of
an iron bridge.
Catalyst Interactive
Presentations 3

Learning outcomes
Most pupils will ...

Some pupils, making less progress


will ...

Some pupils, making more progress


will ...

appreciate that different metals react with oxygen


at different rates
link rate of reaction to reactivity
appreciate that more reactive metals release more
energy.

recall the basic metal/oxygen reaction.

understand and apply the concept of


reactivity in a wider range of situations.

Key words
oxide, reactive, unreactive, reactivity

Out-of-lesson learning
Homework F1
Textbook F1 end-of-spread questions
Activity F1b
Activity F1c

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Corrosive liquids

F2
M

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UG

Lesson planning
guide

Learning objectives
i
Find out what happens when metal reacts with acid.
ii
Find out what happens when metal reacts with water.
iii Metals react with acid and water at different rates.
iv Electrons are arranged in shells round the nucleus of an atom. (extension only)
Scientific enquiry
v
Describe patterns in the reactivity of metals using experimental data. (Framework YTO Sc1 9f)
vi Present observations using tables. (Framework YTO Sc1 9e)

Suggested alternative starter activities (510 minutes)


Recap last lesson

Share learning
objectives

Problem solving

Quick quiz in groups about


metals reacting with air.

Describe what happens


Chemical changes in a
when metals react with
blacksmiths.
water and acids.
Predict how reactive a
metal is from experimental
observations. (Sc1)

Brainstorming

Capture interest

Corrosion of coins in
treasure chests.

Show a video clip of


reaction of group I metals,
including rubidium and
caesium, with water.
Catalyst Interactive
Presentations 3

Suggested alternative main activities


Activity

Learning
objectives
see above

Description

Approx.
timing

Textbook F2

i and ii

Teacher-led explanation and questioning OR Pupils work individually,


in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.

Activity F2a Practical

i, ii, iii, v
and vi

Activity F2b Practical

Target group
C

20 min

R/G

Reacting metals with water Pupils watch a demonstration and


answer questions.

10 min

i, iii and v

Reacting metals with acids Pupils carry out an experiment to react


metals with dilute hydrochloric acid.

15 min

()

Activity F2c ICT

i and ii

Relatively reactive Pupils use a database to classify metals in order


of reactivity.

15 min

Activity F2d Paper

iv

Electrons in atoms The most able pupils are encouraged to make the 15 min
link between the periodic table and the arrangement of electrons in
atoms.

Suggested alternative plenary activities (510 minutes)


Review learning

Sharing responses

Group feedback

Word game

Looking ahead

True/false quiz.

Pupils work in groups to


discuss the outcomes of
Activity F2b.

Whole group discussion


relating to safety
precautions when working
with metals and acids.

Play What am I? to guess


the metal.

Class discussion about


trends in reactivity.

Learning outcomes
Most pupils will ...

Some pupils, making less progress


will ...

understand the basic metal/acid reaction


recall the basic metal/acid reaction
appreciate that more reactive metals produce the
recall that some metals react with water.
same amount of hydrogen faster rather than
producing more hydrogen (all else being equal)
understand that some metals react with water, but
that this is a slower reaction than that with acid.
Key words
corrosive, acid, salt, red only: base, alkali

Some pupils, making more progress


will ...
appreciate the emergent pattern of
reactivity.

Out-of-lesson learning
Homework F2
Textbook F2 end-of-spread questions
Activity F2d

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Changing places

F3
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UG

Lesson planning
guide

Learning objectives
i
A simple model for displacement reactions.
ii
How relative reactivity controls displacement.
iii Atoms can gain or lose electrons during a reaction. (extension only)
Scientific enquiry
iv Observe patterns in data. (Framework YTO Sc1 9f)
v
Use data to make interpretations and recognise the importance of negative results.

Suggested alternative starter activities (510 minutes)


Recap last lesson

Share learning objectives

Problem solving

Word game

Capture interest

Whole group discussion


focusing on how the
reactivity of metals
varies.

Describe what happens in


metal displacement reactions.
Use a simple model to explain
how reactivity affects
displacement reactions. (Sc1)

Pupils use their knowledge


of metal reactions to
suggest tests to identify
five different metals.

Matching exercise to match


substances with their
descriptions.

Demo of copper-plating iron


objects.

Suggested alternative main activities


Activity

Learning
objectives
see above

Description

Approx.
timing

Textbook F3

i and ii

Teacher-led explanation and questioning OR Pupils work individually,


in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.

Activity F3a Practical

Target group
C

20 min

R/G

i, ii, iv and v Displacement reactions Pupils investigate displacement reactions of


three metals.

20 min

Activity F3b Practical

i, ii, iv and v Displacement in action Pupils carry out displacement reactions to


plate metals.

15 min

Activity F3c Paper

iii

15 min

Atoms and ions The most able pupils look at what happens in terms
of electrons during displacement reactions.

Suggested alternative plenary activities (510 minutes)


Review learning

Sharing responses

Group feedback

Word game

Game to predict if a reaction


will happen between named
pairs of metals and metal
compounds.

Pupils feed back their


outcomes of Activity F3a and
discuss why negative results
are important in experiments.

Groups make short


Anagram game.
presentations to show their
ideas about displacement
from Activity F3b.

Looking ahead
Pupils are asked to suggest one
metal that would displace all
the metals used today, and one
that would not.

Learning outcomes
Most pupils will ...

Some pupils, making less progress


will ...

understand qualitatively what happens in a


appreciate that some metals can push others
displacement model using the reaction race analogy
out of their compound
understand that a more reactive metal will
know that displacement reactions can release
displace a less reactive metal from its compound
a lot of energy
know that displacement reactions can release a lot be able to use patterns of reactivity to
of energy
explain displacement reactions.
appreciate that the reactions race idea can be
used to stop iron rusting.
Key words
displace, displacement reaction

Some pupils, making more progress


will ...
use the particle model to understand what
is happening in a displacement reaction
appreciate what is shown by a balanced
chemical equation
recognise that negative results are useful
to prove a pattern.

Out-of-lesson learning
Homework F3
Textbook F3 end-of-spread questions
Activity F3c

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Whos top of the league?

F4
M

Lesson planning
guide

Learning objectives
i
Know about the reactivity series.
ii
Know that a more reactive metal can displace a less reactive metal from its compounds.
Scientific enquiry
iii Draw conclusions from data, interpreting patterns and using them to make predictions. (Framework YTO Sc1 9f)
iv Present and interpret observations using charts. (Framework YTO Sc1 9e)

^ _

Suggested alternative starter activities (510 minutes)

UG

Recap last lesson Share learning objectives

Problem solving

Brainstorming

Quick quiz about


displacement
reactions.

Pupils work out the relative


reactivity of lead and zinc
from a demonstration of
displacement.

In groups, pupils
Making an initial badge by
discuss how to find
displacement.
out the reactivities of
different metals.

State the reactivity series for some


metals.
Predict what displacement reactions will
work using the reactivity series. (Sc1)

Capture interest

Suggested alternative main activities


Activity

Learning
objectives
see above

Description

Approx.
timing

Textbook F4

i and ii

Teacher-led explanation and questioning OR Pupils work individually,


in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.

Activity F4a Paper

i, ii, iii and


iv

Using reactivity data Pupils use data from two experiments, one
involving temperature change, to rank metals in order of reactivity.

Target group
C

20 min

R/G

30 min

()

Advance warning Tell pupils which metal they will be researching in


Activity F5a. Ask them to carry out web searches to find information
on its properties, uses and extraction.

Suggested alternative plenary activities (510 minutes)


Review learning

Sharing responses

Group feedback

Word game

Looking ahead

The class produces a list of


key facts about metal
reactivity.

Pupils compare the


outcomes of Activity F4a.

Group work to make


reactivity series display.

Play React or not? card


game.

Pupils discuss how to


choose the right metal for
the job.

Learning outcomes
Most pupils will ...

Some pupils, making less progress will ...

Some pupils, making more progress will ...

use the data given to arrange the ten


metals into a correct reactivity series
use this reactivity series to make
predictions.

appreciate that metals can be arranged in order


according to their reactivity.

appreciate the wider significance of the


reactivity series and how it may be applied
be able to suggest experiments to deduce the
reactivity of different metals.

Key words
reactivity series

Out-of-lesson learning
Homework F4
Textbook F4 end-of-spread questions
Activity F4a

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Reactivity in action

F5
M

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UG

Lesson planning
guide

Learning objectives
i
How the reactivity series can be used.
ii
How reactivity and metal properties affect the way metals are used.
Scientific enquiry
iii Apply recognised patterns to understand/predict metal usage. (Framework YTO Sc1 9f)
iv Search for and choose secondary data to explain the uses of metals. (Framework YTO Sc1 8d)

Suggested alternative starter activities (510 minutes)


Recap last lesson

Share learning objectives

Problem solving (1)

In groups pupils write Explain why different metals are


How can copper be
definitions of key
chosen for different jobs.
reclaimed from spoil
words.
Select relevant information about
heaps?
metals using different sources. (Sc1)
Select a suitable method of
presentation to communicate
information. (Sc1)

Capture interest (1)

Capture interest (2)

Show photos of the range,


uses and extraction of
metals.
Catalyst Interactive
Presentations 3

Demonstration of thermit
reaction.
Catalyst Interactive
Presentations 3

Suggested alternative main activities


Activity

Learning
objectives
see above

Description

Approx.
timing

Textbook F5

i and ii

Teacher-led explanation and questioning OR Pupils work individually,


in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.

Activity F5a Discussion

i, ii, iii and


iv

Uses of metals Pupils research the extraction and uses of metals and 30 min
make a presentation.

20 min

Target group
C

R/G

Suggested alternative plenary activities (510 minutes)


Review learning

Sharing responses

Group feedback

Word game

Looking back

Brainstorm of how metals


are used.

Presentations of outcomes
of Activity F5a.

Groups combine to discuss


how they carried out their
research in Activity F5a.

Pupils match metals to their Pupils revise and


uses.
consolidate knowledge from
the unit.

Learning outcomes
Most pupils will ...

Some pupils, making less progress will ...

Some pupils, making more progress will ...

understand how metal reactivity affects


the uses to which metals may be put
understand how the reactivity series can
be used to get metals from their
compounds
be able to carry out focused research.

appreciate why some metals are used for


particular purposes
be able to find out facts about a metal.

understand how metal discovery was closely


linked to the reactivity series
research complex ideas and be selective about
which information to use
be able to use the reactivity series to make
predictions.

Key words
None

Out-of-lesson learning
Homework F5
Textbook F5 end-of-spread questions
Read fiction and poems, e.g. Charcoal Burners, about the search for
metals

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Variables together Think about


variables that interact

F6
M

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UG

Lesson planning
guide

Learning objectives
i
Know how iron rusts and that the two variables interact.
ii
Know that some conditions make iron rust faster.
iii Know some techniques for rust prevention.
The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from the
concrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, to
negotiate a method to commit to paper and express their ideas verbally to the rest of the class.
Scientific enquiry
iv Consider strategies used when planning experiments. (Framework YTO Sc1 9b)
v
Draw conclusions from data and appreciate the limitations of the data. (red only) (Framework YTO Sc1 9g)

Suggested alternative starter activities (510 minutes)


Bridging to the unit

Setting the context

Concrete preparation

Display of corroded objects to link to


previous lessons.

Show car adverts and discuss why it is important to


understand rusting.

Using a bike as an example, pupils make a list of


factors that may affect whether or not iron rusts.

Suggested alternative main activities


Activity

Learning
objectives
see above

Description

Approx.
timing

Textbook F6

i, ii and v

Teacher-led explanation and questioning OR Pupils work individually,


in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.

Activity F6a
Practical

i, ii, iii, iv
and v

Variables in rusting Pupils analyse the results of an experiment set


up to investigate rusting.

Target group
C

30 min

R/G

20 min

Suggested alternative plenary activities (510 minutes)


Group feedback

Bridging to other topics

Groups feed back to the whole group on the outcomes of their


investigations.

Focus on variables that interact in rusting and in other examples in


science.

Learning outcomes
Most pupils will ...

Some pupils, making less progress will ...

interpret the data so that they understand


how it shows that both oxygen and water
are needed to make iron rust
be able to suggest some strategies for
investigating rust prevention.

know that both oxygen and water are needed to appreciate the limitations of given data and
make iron rust
suggest ways to improve the investigation
know that using a barrier to oxygen and water
be able to develop a complex strategy for
stops iron rusting.
investigating multiple variables that affect the
rusting of iron
be able to interpret their results to evaluate
rust prevention techniques and identify factors
that increase rate of rusting.

Key words
variable, interact, red only: independent, dependent

Some pupils, making more progress will ...

Out-of-lesson learning
Textbook F6 end-of-spread questions

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Patterns of reactivity

Unit map

M
p

^ _ Metals reacting
UG

Preventing rusting

with air

Patterns of
reactivity
Reactivity series and
uses of metals

Metals reacting
with water and
acids
Metals displacing metals

Copy the unit map and use these words to help you complete it.
You may add words of your own too.
copper
corrosion
displacement
energy
extraction
gold
hydrogen
iron
less reactive
metal hydroxide

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metal oxide
more reactive
ore
oxygen
potassium
rusting
salts
temperature
thermit reaction

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Losing that shine

F1
M

Starters

Suggested alternative starter activities (510 minutes)

Introduce the unit

Share learning objectives

Brainstorming

Capture interest (1)

Capture interest (2)

Unit map for Patterns of


reactivity.

Describe what happens when


metals corrode.
Explain patterns in the way
metal objects corrode. (Sc1)

Pupils consider the life


of an iron bridge.
Catalyst Interactive
Presentations 3

Show pupils fake gold


jewellery and discuss
whether it will corrode.

Show photos of different


metals and discuss how
they change over time.
Catalyst Interactive
Presentations 3

^ _
UG LP

Introduce the unit

Either draw the outline of the unit map on the board then ask pupils
to give you words to add, saying where to add them. Suggest some
words yourself when necessary to keep pupils on the right track.
Or give out the unit map and ask pupils to work in groups deciding
how to add the listed words to the diagram. Then go through it on
the board as each group gives suggestions.

Unit map

Share learning objectives

Write learning objectives on the board and illustrate why it is


important that we know about these ideas.
Tell pupils that iron is used in far greater amounts than any other
metal, e.g. in cars, electrical appliances, bridges, machinery in
factories, buildings etc. However, it has to be replaced because it rusts
away so that the products or machinery are unsafe or stop working.
Understanding why metals corrode has helped scientists and
engineers develop methods of preventing corrosion, e.g. most cars
have a 5 year anti-corrosion warranty because the iron undercarriage
is now sealed in plastic, oil protects the engine and the bodywork is
sealed in zinc and paint to stop corrosion.

Brainstorming

Show pupils the photograph of the iron bridge. A local alternative


could be used.
Write the suggested questions on the board. Ask pupils to work in
groups to brainstorm their ideas and then feed back to the class.
Focus discussion on the idea that iron reacts to form rust and that
this can be prevented by coating the iron in an airtight coating (most
modern bridges are alloyed).

Capture interest (1)

Show pupils a display of gold cheap jewellery and compare prices to


real gold in a catalogue.
Discuss the cost of real versus fake and what will happen to the cheap gold.
Discuss the idea that cheap jewellery often contains cheaper metals
like iron that react with substances in the air (and people, which
causes allergic reactions). Gold does not react.

Capture interest (2)

Show pupils photos of metal objects of different ages.

Ask them why they think metal objects corrode at different rates.

Focus on the idea that different metals corrode at different rates, and
the conditions they are under can affect the rate of change.

Harcourt Education Ltd 2004 Catalyst 3


This worksheet may have been altered from the original on the CD-ROM.

Catalyst Interactive
Presentations 3

Questions
1 Why is iron a good material
for building bridges?
2 What changes happen as
the bridge gets older? Why
do they happen?
3 How long will the bridge last?
4 What can be done to make
a bridge last longer?
Equipment
cheap gold jewellery (it does
not matter if it is already
tarnished); pictures of real
gold jewellery in a catalogue
showing prices

Catalyst Interactive
Presentations 3

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Corrosive liquids

F2
M

Starters

Suggested alternative starter activities (510 minutes)

Recap last lesson

Share learning objectives

Quick quiz in groups about


metals reacting with air.

Describe what happens when Chemical changes in a


metals react with water and blacksmiths.
acids.
Predict how reactive a metal
is from experimental
observations. (Sc1)

^ _
UG LP

Problem solving

Brainstorming

Capture interest

Corrosion of coins in
treasure chests.

Show a video clip of


reaction of group I metals,
including rubidium and
caesium, with water.
Catalyst Interactive
Presentations 3

Recap last lesson

Write the questions on the board.

Pupils work in pairs to answer the questions.

Pairs combine into a group of four to compare answers.

A spokesperson feeds back any areas of uncertainty to whole


class as a short plenary.

Share learning objectives

Ask pupils to write a list of FAQs they would put on a


website telling people about acids. Collect suggestions as a
whole-class activity, steering pupils towards those related to
the objectives. Conclude by highlighting the questions you
want them to be able to answer at the end of the lesson.

Questions
1 Why does gold stay shiny but iron
goes rusty very quickly?
2 Why are sodium and potassium
stored in dark jars full of oil?
3 What is used up in the air when
shiny zinc goes dull?
4 Magnesium is used to make blue
flashes in fireworks. It reacts with
oxygen. What does magnesium
make when it reacts with oxygen?
Answers
1 Gold is unreactive; iron is much more
reactive; 2 The jars keep light, water
and oxygen away from the very reactive
metals; 3 oxygen; 4 Magnesium oxide.

Problem solving

Remind pupils of the differences between physical (e.g. no


new substances made, can be easily reversed, for example,
state changes) and chemical (e.g. new substances made, not
easily reversed) changes.

Pupils look at the contexts described on the pupil sheet.


They decide which is a chemical and which is a physical
change and give evidence for their ideas.

They should realise that the re-shaping of iron is a physical


change, but rusting is a chemical change.

Pupil sheet

Brainstorming

Tell pupils that two treasure chests of ancient gold and metal
coins have been found one on land, one in the sea. Ask
them what they expect to see when they open the chests.

Make a list of their ideas on the board. Focus discussion on


the idea that most metals corrode much faster in water (after
100 years, very few metal objects are left on the Titanic, for
example) than in air, but very unreactive metals, such as
gold, do not corrode at all.

Capture interest

Pupils watch video clips of very reactive metals reacting


with water. Compare this to the much slower processes of
more common metals corroding in wet conditions.

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Catalyst Interactive Presentations 3

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XX
F2

Corrosive liquids

Starters

Problem solving

M
p

Joe is a blacksmith. He makes iron shoes for horses.

^ _
UG LP
TN

Joe heats iron until it is so hot that it can easily be bent to fit the horse's foot.
When it cools down it looks grey and shiny.

Joe has some old shoes in his shop. They used to be grey and shiny but are now
covered in lumps of red rust.

Questions
1 Which change in Joes shop is a physical change? Which is
a chemical change?
2 Use ideas from the diagrams to explain how you can tell.

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Changing places

F3
M

Starters

Suggested alternative starter activities (510 minutes)

Recap last lesson

Share learning objectives

Problem solving

Word game

Capture interest

Whole group discussion


focusing on how the
reactivity of metals varies.

Describe what happens in


metal displacement
reactions
Use a simple model to
explain how reactivity
affects displacement
reactions. (Sc1)

Pupils use their


knowledge of metal
reactions to suggest
tests to identify five
different metals.

Matching exercise to match


substances with their
descriptions.

Demonstration of copperplating iron objects

^ _
UG LP

Recap last lesson

Ask pupils to suggest ways that different metals behave


differently.

Use pupil responses to make a list on the board.

Encourage pupils to think in terms of the differences in


reactions of more reactive and less reactive metals.

Focus on the difference in reactivity of metals with


oxygen, water and acids.

Share learning objectives

Write learning objectives on board and illustrate why it


is important that we know about these ideas.

Tell pupils that when metals are taken from the ground
they are usually in the form of compounds in rocks.
Engineers and scientists use data about the reactivity of
the metals to decide how to extract the useful metal and
what metals are suitable to use for different purposes.

Word game

Pupils link each substance to the correct description on


the pupil sheet.

Pupil sheet
Answers
copper: 4; hydrogen: 3; iron: 2; oxygen: 1;
sodium: 5; sulphuric acid: 6

Problem solving

Tell pupils to think about five grey metals: sodium,


silver, calcium, magnesium and iron.

Ask them to work in small groups to make a list of tests


they could do, with the results they would expect, to
prove which is which.

Answers
Suggestions should include testing with
water or acid, or leaving for a week or so
in air.

Capture interest

Put an iron object, such as a key, into a petri dish


containing dilute copper sulphate (it is best to use one
I made earlier as this takes a few minutes to work).

Show pupils that the key has become plated with


copper.

Tell them that this has happened because iron and


copper have different reactivities.

Harcourt Education Ltd 2004 Catalyst 3


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

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Changing places

F3

Starters

Word game

M
p

Match these words to the correct descriptions.

copper

^ _

hydrogen

iron

oxygen

sodium

sulphuric acid

UG LP
TN

1
I react with metals to make
them look dull.

2
I react slowly with acids.

3
I am a gas that fizzes
when metals react with
acids.

4
I am a lazy metal that does
not react with acids.

5
I am a metal but dont
touch me! I am so reactive
I will burn your fingers!

6
I make metal sulphates
when I react with metals.

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F3

Sheet 1 of 1

Changing places

Starters

Word game
Match these words to the correct descriptions.

copper

hydrogen

iron

oxygen

sodium

sulphuric acid

1
I react with metals to make
them look dull.

2
I react slowly with acids.

3
I am a gas that fizzes
when metals react with
acids.

4
I am a lazy metal that does
not react with acids.

5
I am a metal but dont
touch me! I am so reactive
I will burn your fingers!

6
I make metal sulphates
when I react with metals.

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Whos top of the league?

F4
M

Starters

Suggested alternative starter activities (510 minutes)

Recap last lesson

Share learning objectives

Problem solving

Brainstorming

Capture interest

Quick quiz about


displacement reactions.

State the reactivity series for


some metals.
Predict what displacement
reactions will work using the
reactivity series. (Sc1)

Pupils work out the


relative reactivity of lead
and zinc from a
demonstration of
displacement.

In groups, pupils discuss


how to find out the
reactivities of different
metals.

Making an initial badge by


displacement.

^ _
UG LP

Recap last lesson

Pupils write down their answers to verbal questions.

Ask pupils to mark each others answers. Groups feed


back by a spokesperson raising a hand to identify which
questions more than one person in their group answered
wrongly.

Share learning objectives

Ask pupils to write a list of FAQs they would put on a


website telling people about displacement. Collect
suggestions as a whole-class activity, steering pupils
towards those related to the objectives. Conclude by
highlighting the questions you want them to be able to
answer at the end of the lesson.

Questions
1 What is the word for when zinc pushes
copper out of copper sulphate solution?
2 What metal is made when zinc reacts
with copper sulphate solution?
3 We use this piece of equipment to show
that energy is given out when zinc
reacts with copper sulphate solution.
4 Name one metal that will not react
with copper sulphate solution.
5 Magnesium is very reactive. Does
magnesium react with copper sulphate?
Answers
1 displacement; 2 copper; 3 thermometer/
temperature probe; 4 gold/silver/copper;
5 yes

Problem solving

Demonstrate the displacement of lead by dipping a


cleaned zinc strip in a solution of lead nitrate in a boiling
tube.

Ask pupils to work in groups to decide which is the most


reactive metal, lead or zinc.

Ask pupils to suggest some other experiments to prove


this.

Teacher and technician sheet

Brainstorming

Allow pupils time in their groups to think of some ideas


to answer the question. Ask a spokesperson from each
group to feed back ideas and make a whole class
summary on the board.

Look for several methods, e.g. rates of tarnishing,


reaction with oxygen, water, acids and displacement
reactions, measuring energy changes during reactions.

For less able pupils, it may be simpler to give actual


examples of metals for them to think about, e.g. How
can you tell that sodium is more reactive than iron?.

Question
1 How can you find out the reactivities of
different metals?

Capture interest

Show pupils how an initial badge can be made by


displacement.

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Teacher and technician sheet


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Whos top of the league?

F4

Problem solving

M
p

Wear eye
protection.

Teacher and technician sheet

zinc strip

^ _

Starters

Lead
nitrate is
toxic,
avoid contact with
skin.

UG LP
TN

boiling tube

lead nitrate
Equipment

lead nitrate (0.4 mol/dm3)

zinc strip cleaned as described in Activity F3b

boiling tube and rack

(optional) digital microscope and light projector

1 Show pupils the displacement of lead by zinc (it is best to set this up in
advance to get larger crystals forming). A digital microscope can be used
to show the crystals of lead forming on the zinc strip.
2 Write the equation for the reaction on the board (more able pupils can be
asked to deduce the right hand side).
zinc + lead nitrate lead + zinc nitrate
3 Ask them to consider the answers to these questions in their groups.
Which is more reactive, lead or zinc? [zinc]
What other experiments could you do to prove it?
[add lead to zinc nitrate no reaction; add both metals to dilute acid,
zinc reacts faster; watch tarnishing reaction in air, zinc reacts faster]

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Whos top of the league?

F4

Starters

Capture interest

M
p

Teacher and technician sheet

^ _

zinc strip

zinc strip

UG LP
TN
clear
nail varnish

copper sulphate
solution
initial

boiling tube

Equipment

copper sulphate (1 mol/dm3)

zinc strip cleaned as described in Activity F3b

boiling tube and rack

clear nail varnish

1 Write an initial on the zinc strip using clear nail varnish.


2 Ask pupils to predict what will happen when the strip is left in copper
sulphate solution.
3 Carry out the demonstration after a few minutes the zinc will be copper
plated, but the protected area will stay silver coloured.

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Reactivity in action

F5
M

Starters

Suggested alternative starter activities (510 minutes)

Recap last lesson

Share learning objectives

Problem solving

Capture interest (1)

Capture interest (2)

In groups pupils write


definitions of key words.

Explain why different metals


are chosen for different jobs.
Select relevant information
about metals using different
sources. (Sc1)
Select a suitable method of
presentation to communicate
information. (Sc1)

How can copper be


reclaimed from spoil
heaps?

Show photos of the range,


uses and extraction of
metals.
Catalyst Interactive
Presentations 3

Demonstration of thermit
reaction.
Catalyst Interactive
Presentations 3

^ _
UG LP

Recap last lesson

Write the key words that the pupils have met so far in the topic on the board.

Pupils work in small groups to write down what they think each term means.

Ask a spokesperson to feed back and summarise an acceptable explanation for


each term on the board.

Pupils copy the whole-class summaries to keep for revision.

Key words
displacement, metal
reactivity, corrosive,
corrosion, salt

Share learning objectives

Write learning objectives on board.

Ask pupils to brainstorm what metal objects they have used so far in their
day.

Highlight that for each purpose the right metal needs to be chosen or these
various objects would not work or would have too short a lifespan. This
illustrates that it is important to know how metals react.

Problem solving

Pupils look at the description of reclaiming copper from waste spoil heaps on
the pupil sheet (this can be shown as an OHT) and work through the task.

Possible ideas include, concentrating by evaporation (cheap in hot countries,


no fuel needed), add iron (cheap metal more reactive than copper). More able
pupils may take this further by suggesting filtration to remove the copper
formed. Excess iron in the copper can be removed by reacting it with dilute
acid. (This process is already in use it involves bacterial leaching.)

Pupil sheet

Capture interest (1)

Show pupils the photographs. Highlight the huge scale of the uses of metals
and how important they are to our lives, work and wealth.

Explain that most examples use alloys that are mixtures of metals: this alters
the properties of the material.

Focus on the huge range of uses for metals in industry and the importance of
choosing the right metal for each use to ensure that the products function
properly and have an appropriate lifespan.

Catalyst Interactive
Presentations 3

Capture interest (2)

Demonstration of the thermit reaction to illustrate the ideas covered in the


book.

Teacher and

Show pupils photo of the thermit reaction being used.

Catalyst Interactive

technician sheet
Presentations 3

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Reactivity in action

F5

Problem solving

M
p
t

Starters

Copper is very expensive. Supplies of copper in the ground are


u running out. Scientists are working to devise a way of reclaiming
copper from waste heaps.

^ _

UG LP

This diagram shows the first stage of the process. The process
needs to work on a very big scale so needs to be cheap.

TN
spray with
dilute sulphuric
acid
waste heap
containing tiny
amounts of
copper compounds
water running off
contains very dilute
copper sulphate
solution

Your task is to work out how copper can be made from the very
dilute copper sulphate solution.
Work as a group to think about the problem.
You need to consider...

The solution is very dilute and needs to be made more


concentrated. How can you do this cheaply?

What can you add to copper sulphate that will react to form
copper? (Hint think displacement!) Think about cost in your
answer.

How could you get clean copper solids after the reaction has
finished?

Choose a spokesperson to feed back your ideas to the whole


class.

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Reactivity in action

F5

Starters

Capture interest (2)

M
p

Wear eye
protection.

Teacher and technician sheet

magnesium
ribbon

^ _
UG LP

iron oxide and


aluminium powder

Carry out the


reaction
behind tall
safety screens.

clay pot

TN

sand
bucket

Equipment

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

Note: the iron oxide and aluminium powder must be very well mixed. The fuse needs to be long enough to
give the teacher the opportunity to stand well back.
1 Set up the apparatus behind tall safety screens. It is wise to practise carrying out the reaction
beforehand.
2 Alternatively, the reaction can be carried out outside with all the pupils standing well back (34 metres)
and wearing eye protection.
3 To initiate the reaction make a hole in the thermit mixture, gently pour in the starter and insert the
magnesium ribbon fuse.
4 Light the magnesium fuse using a spill. Alternatively, the magnesium fuse can be lit using a hand-held
Bunsen burner (great care!) or a butane blowlamp.
5 Stand well back! The reaction is very spectacular with lots of flames and sparks.
6 Show pupils the photograph of the reaction in use on the railways.
7 Draw attention to the word equation. The iron produced is molten at the very high temperature of the
reaction and seals the two rails together
Equation
iron oxide + aluminium aluminium oxide + iron
8 Highlight the importance of this reaction to the development of the railways.
Safety note
All present need eye protection. If done outside a calm windless day is essential. Staff who have not done
this before require practice in the procedure under the supervision of an experienced member of the
science department. The procedure must be very closely followed. Tried and tested variations appear in a
number of ASE and CLEAPSS publications. No others should be used.

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Variables together Think about

F6
M

Starters

Suggested alternative starter activities (510 minutes)

Bridging to the unit

Setting the context

Concrete preparation

Display of corroded objects to link to previous


lessons.

Show car adverts and discuss why it is


important to understand rusting.

Using a bike as an example, pupils make a list of


factors that may affect whether or not iron rusts.

^ _ Bridging to the unit


UG LP

Show pupils a display of heavily corroded objects.

Ask them questions to check their understanding of


corrosion.

Write the word equation for rusting on the board.

Equipment
heavily corroded objects, e.g. old nails,
bolts, etc.
Questions
1 What is needed for iron to go rusty?
2 What does the iron react with?
3 What is the chemical name for rust?
4 What conditions make iron rust faster?

Setting the context

Show car adverts either from magazines or as recorded


clips from TV. Stress that car manufacturing is a huge
business and that rusting causes car bodywork to be less
safe and engines to break down. Stress that no other
metal can replace iron due to costs.

Understanding the rusting process has enabled better


corrosion prevention techniques to be used. Car
manufacturers now give 5 year anti-corrosion
warranties.

Ask pupils to suggest ways that cars are protected from


rusting (e.g. painting, oiling, sealing undercarriages, use
of plastics and alloys for smaller components).

Answers
1 oxygen and water; 2 oxygen;
3 iron oxide; 4 acidic, salt, etc.

Concrete preparation

Either look at a bike and ask pupils to think about why


bike parts go rusty and to list how iron is prevented
from rusting.

Or ask pupils to think about cars and bikes and make a


list of ways that iron is prevented from rusting.

Focus on conditions of rusting, e.g. wet bikes, and how


bike parts are protected, e.g. plastic coatings, greased
chains, alloys, paint/varnish.

List pupils ideas on the board and use them to decide


what factors affect iron rusting.

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Reactive metals and oxygen

F1a
M
p

^ _
UG LP

Teacher
activity notes

Type

Purpose

Differentiation

Practical

Demonstration to show pupils that metals react at different rates with oxygen in the air
to form metal oxides.

Core
No pupil sheets

Running the activity


Show pupils jars containing sodium and either lithium or potassium stored under oil. Point
out that these metals are so reactive that they are stored in dark bottles under oil to exclude
air and light.

TC Demonstrate the reaction of each metal with air as follows.


1 Remove a piece of the metal from the oil using forceps and place on a ceramic tile. The
oil can be removed, if necessary, using a tissue.
2 Cut the metal using a scalpel to reveal a shiny surface.
3 Ask pupils to watch as the surface quickly becomes dull as the metal tarnishes. This can
be seen more clearly using a digital microscope linked to a light projector, if available.
4 Discuss the reaction between the metal and oxygen and write a word equation on the
board to show a metal oxide is formed.
Tell pupils that many (but not all) other metals react with oxygen but the reactions are
much slower. More able pupils may notice that the rate of tarnishing varies between the
metals they see.
Show pupils samples of shiny and heavily corroded iron. Draw attention to the fact that the
reaction is similar, but too slow to be seen happening.
For your information:
lithium + oxygen lithium oxide
4Li + O2 2Li2O
sodium + oxygen sodium oxide
4Na + O2 2Na2O
potassium + oxygen potassium oxide
4K + O2 2K2O
iron + oxygen iron oxide
2Fe + 3O2 2FeO3

Expected outcomes
All metals tarnish very quickly in air. Potassium reacts fastest, then sodium and lithium
slowest of all (there is no need to show pupils all three). This is related to the relative
reactivity of the metals, which increases down group I of the periodic table.

Safety notes
Eye protection should be worn.
The reactive metals should be stored in a secure place out of the reach of the pupils until
needed, and returned to safe storage immediately after the demonstration.

ICT opportunities
Use of a digital microscope and light projector.
Pupils search the Internet for reactions of metals with oxygen.
Relevant sites include:
WebElements Periodic Table
RSCs chemical science network: visual interpretation of the Table of Elements

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Reactive metals and oxygen

F1a
M
p

^ _

Technician
activity notes

Type

Purpose

Differentiation

Practical

Demonstration to show pupils that metals react at different rates with oxygen
in the air to form metal oxides.

Core
No pupil sheets

Equipment needed
For the teacher:

UG LP

TN

small piece of sodium and either lithium or


potassium stored under oil
samples of heavily corroded iron e.g. nails and bolts

white tile, scalpel, forceps

(optional) digital microscope and light projector

For your information


Running the activity
Show pupils jars containing sodium and either lithium or potassium stored under oil. Point out that these
metals are so reactive that they are stored in dark bottles under oil to exclude air and light.
Demonstrate the reaction of each metal with air as follows.
1 Remove a piece of the metal from the oil using forceps and place on a ceramic tile. The oil can be
removed, if necessary, using a tissue.
2 Cut the metal using a scalpel to reveal a shiny surface.
3 Ask pupils to watch as the surface quickly becomes dull as the metal tarnishes. This can be seen more
clearly using a digital microscope linked to a light projector, if available.
4 Discuss the reaction between the metal and oxygen and write a word equation on the board to show a
metal oxide is formed.
Tell pupils that many (but not all) other metals react with oxygen but the reactions are much slower. More
able pupils may notice that the rate of tarnishing varies between the metals they see.
Show pupils samples of shiny and heavily corroded iron. Draw attention to the fact that the reaction is
similar, but too slow to be seen happening.
For your information:
lithium + oxygen lithium oxide
4Li + O2 2Li2O
sodium + oxygen sodium oxide
4Na + O2 2Na2O
potassium + oxygen potassium oxide
4K + O2 2K2O
iron + oxygen iron oxide
2Fe + 3O2 2FeO3
Expected outcomes
All metals tarnish very quickly in air. Potassium reacts fastest, then sodium and lithium slowest of all (there
is no need to show pupils all three). This is related to the relative reactivity of the metals, which increases
down group I of the periodic table.
Safety notes
Eye protection should be worn.
The reactive metals should be stored in a secure place out of the reach of the pupils until needed, and
returned to safe storage immediately after the demonstration.
ICT opportunities
Use of a digital microscope and light projector.
Pupils search the Internet for reactions of metals with oxygen.
Relevant sites include:
WebElements Periodic Table
RSCs chemical science network: visual interpretation of the Table of Elements
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F1b
M
p

^ _
UG LP

Tarnished metal

Teacher
activity notes

Type

Purpose

Differentiation

Paper

Pupils answer questions about gold, iron and chromium corroding under different
conditions.

Core

Running the activity


Pupils work independently or in small groups to answer the questions on the
worksheets. Less able pupils may need support to help them think about what
conditions apply to each diagram, e.g. wet dry no air etc.

ICT opportunities
Pupils could search the Internet for Stainless steel composition. Stainless steel
is made from chromium added to iron. The chromium stops the iron from
rusting so that it can be used for surgical instruments, hypoallergenic
jewellery and cutlery. Alloying is more efficient than plating because the
plating is prone to flaking off.

Answers
1 1 Dry, plenty of air, hot. 2 Cold, no air, wet. 3 Warm, wet, plenty of air.
4 Warm, wet, plenty of air. 5 Cold, wet, plenty of air.
2 Box 5 shows that chromium does not corrode when it is wet. Box 3 shows
that iron corrodes quickly when it is wet. (Note that both pieces of
information are needed.)
3 Iron does not rust in diagram 1 because there is no water. In diagram 2
there is no air. Iron rusts quickly in diagram 3 because there is air and water
(and it is warm).

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F1b

Tarnished metal

W Metals tarnish when they react with oxygen in the air.

^ _
UG LP
TN

Activity
Core

These diagrams show how different metals tarnish (go dull)


and corrode under different conditions.
1 Archaeologists have found gold and iron
objects buried in the dry sands of the
Egyptian desert. They look new even
though they are thousands of years old.

2 A Viking knife made of iron was found


buried under wet, airtight clay. It was
only a little rusty after being buried for
over a thousand years.

3 Iron door hinges in a warm, wet


bathroom go very rusty after only a
few weeks.

4 Gold rings stay shiny for years, even


though people wear them all the time.

5 Old car bumpers used to be plated with


chromium. This metal stays shiny even
when it keeps getting wet.

1 Describe the conditions in each diagram, for example, very

wet with lots of air.


2 What information shows that iron is more reactive than
chromium?
3 Explain why the iron objects have corroded at different rates.

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Inside the atom

F1c
M
p

^ _
UG LP

Teacher
activity notes

Type

Purpose

Differentiation

Paper

To stretch the most able pupils, by dealing with the concept of atomic structure.

Extension

Running the activity


A pupil capable of dealing with the concept of atomic structure should be capable of
working through this sheet alone. However, with a very able class, the teacher may wish
to talk about atomic structure and then give pupils the sheet to complete in class or for
homework.

Expected outcomes
Completed questions showing understanding of the concept.

Pitfalls
Atomic structure is a KS4 topic and should only be broached with pupils who are
comfortable with using scientific models and with formal scientific thinking. Each school
should consider whether they wish to broach this KS4 concept during the KS3 course.

Answers
1 11 protons
2 11 electrons
3 a 2 electrons
b 8 electrons
c 1 electron
4 (Possible answer) In a cell.
They are both in the middle.
5 11 + +11 = 0
6 a 6 protons
b 6 electrons
c

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F1c
M
p
t

Inside the atom

Activity
Extension

W You are going to learn about a model that scientists use to


describe what is inside the atom.
?
Atoms have a central part called the nucleus. The nucleus contains
u
the protons. Whizzing around the nucleus are the electrons.

^ _ The electrons are grouped together. The group closest to the nucleus
UG LP is said to make up the inner shell, and the second closest group makes
up the second shell. An atom can have up to seven shells.
TN

The sodium atom in the diagram has three shells,


represented by the three circles around the central nucleus.

proton

1 How many protons are in the sodium atom?


2 How many electrons are in the sodium atom?
3 How many electrons are in:

electron

a the inner shell


b the next shell
c the outer shell?
4 Where else have you heard the word nucleus?

What is similar about the atoms nucleus and the other nucleus?
The shells are filled up in order from the inside. The inner shell can
take two electrons and the second shell takes eight electrons. Sodium
has one more electron, which is in the outer shell.
You may remember electrons from when you studied electricity.
Electrons move along the wires, carrying the energy. If you made a wire
out of sodium (difficult and dangerous, but not impossible) it would be
the electron from the outer shell that moved between atoms, carrying the energy.
Protons and electrons are charged and charge comes in both negative and positive
amounts. Electrons have a charge of 1 each. Protons have a charge of +1 each.
5 Add up all the charges in the sodium atom.

Atoms in an element contain the same number of protons as electrons. This means that
the overall charge of an atom in an element is zero.
The number of protons in an atom is called the atomic number.
For the atoms in an element, the atomic number also gives the number of
electrons, because the number of protons equals the number of electrons.
6 Carbon has atomic number 6.

a How many protons does it have?


b How many electrons does it have?
c Look at the diagram for the sodium atom. Draw a similar
diagram for a carbon atom.
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Reacting metals with water

F2a
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^ _
UG LP

Teacher
activity notes

Type

Purpose

Differentiation

Practical

Demonstration to show pupils that very reactive metals react very quickly with water to
produce a metal hydroxide and hydrogen.

Core

Running the activity


Before carrying out the demonstration, ask pupils to copy the results table so that they can complete it
during the demonstration. The table could be enlarged and photocopied for less able pupils.

TC

forceps
small piece of metal

water and universal


indicator
Demonstrate the reaction of sodium with water as shown in the diagram. The sodium can be cut using
forceps and a scalpel, on a ceramic tile. The piece should be wiped with a tissue to remove any oil. Add
enough universal indicator solution to give a distinct green colour to the water before starting.
Draw pupils attention to the observations that the sodium floats and fizzes (implying a gas is made) and
that the universal indicator goes blue due to the formation of an alkali (sodium hydroxide). Write a word
equation on the board.
Sodium + water sodium hydroxide + hydrogen

lighted spill

bung

calcium
water

Repeat the demonstration using potassium and then calcium (it is easiest to use three separate troughs).
Carry out the calcium experiment again, this time using a rice-grain sized piece in a test tube. Let the gas
build up using a bung, and show pupils that the gas pops when a lighted splint is brought near, proving
that the gas is hydrogen. This can be used as a demonstration to remind pupils how to test for hydrogen in
preparation for Activity F2b.
Ask a pupil to feel the test tube after the reaction has finished it feels warm due to energy being given out
during the reaction.
If not already shown as a starter, Catalyst Interactive Presentations 3 shows the reaction of more reactive
metals, rubidium and caesium, with water. These reactions can be shown and pupils make further
observations to add to their tables.

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F2a

Reacting metals with water (continued)

Teacher
activity notes

Other relevant material

M
p

Skill sheet 15: Word equations

Expected outcomes

^ _
UG LP

Potassium reacts most vigorously, producing a flame of burning hydrogen. The


universal indicator goes blue as the hydroxide is formed. Sodium reacts
similarly, but not as vigorously, calcium slowest of all.

TC Safety notes
Always use a large trough of cold water. Never try to contain the sodium or
potassium on the surface of the water let it run free. All present should wear
eye protection, and use a safety screen. Do not allow reactive metals to come
into contact with skin.

ICT opportunities
Pupils can see the reactions by going to the following website:
RSCs chemical science network: visual interpretation of the Table of Elements

Answers
1 a Potassium (or caesium if video is shown).
b (Caesium, rubidium), potassium, sodium, calcium.
2 1 Reaction is faster than with sodium.
2 Universal indicator goes blue.
3 Fizzing seen, lighted spill goes pop.
4 Flames seen for potassium, calcium makes the test-tube warm.
5 Sodium floats.
3 sodium + water sodium hydroxide + hydrogen
calcium + water calcium hydroxide + hydrogen
potassium + water potassium hydroxide + hydrogen

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Reacting metals with water

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^ _

Technician
activity notes

Type

Purpose

Differentiation

Practical

Demonstration to show pupils that very reactive metals react very quickly with water to
produce a metal hydroxide and hydrogen

Core

Equipment
For demonstration:

UG LP

TN

troughs of water (3 if possible)


sodium, potassium and calcium pieces
forceps, scalpel, white tile, tissues

universal indicator solution


Bunsen burner and spills
test tube, rack and bung

Other relevant material


Skill sheet 15: Word equations

For your information


Running the activity
Before carrying out the demonstration, ask pupils to copy the results table so that they can complete it
during the demonstration. The table could be enlarged and photocopied for less able pupils.
Demonstrate the reaction of sodium with water as
shown in the diagram. The sodium can be cut
using forceps and a scalpel, on a ceramic tile. The
piece should be wiped with a tissue to remove any
oil. Add enough universal indicator solution to give
a distinct green colour to the water before starting.
Draw pupils attention to the observations that the
sodium floats and fizzes (implying a gas is made)
and that the universal indicator goes blue due to
the formation of an alkali (sodium hydroxide).
Write a word equation on the board.

forceps
small piece of metal

water and universal


indicator

sodium + water sodium hydroxide + hydrogen


Repeat the demonstration using potassium and then calcium (it is easiest to
use three separate troughs). Carry out the calcium experiment again, this
time using a rice-grain sized piece in a test tube. Let the gas build up using
a bung, and show pupils that the gas pops when a lighted splint is brought
near, proving that the gas is hydrogen. This can be used as a demonstration
to remind pupils how to test for hydrogen in preparation for Activity F2b.
Ask a pupil to feel the test tube after the reaction has finished it feels
warm due to energy being given out during the reaction.
If not already shown as a starter, Catalyst Interactive Presentations 3 shows
the reaction of more reactive metals, rubidium and caesium, with water.
These reactions can be shown and pupils make further observations.

lighted spill

bung

calcium
water

Expected outcomes
Potassium reacts most vigorously, producing a flame of burning hydrogen. The universal indicator goes
blue as the hydroxide is formed. Sodium reacts similarly, but not as vigorously, calcium slowest of all.
Safety notes
Always use a large trough of cold water. Never try to contain the sodium or potassium on the surface of the
water let it run free. All present should wear eye protection, and use a safety screen. Do not allow reactive
metals to come into contact with skin.
ICT opportunities
Pupils can see the reactions by going to the following website: RSCs chemical science network: visual
interpretation of the Table of Elements
Harcourt Education Ltd 2004 Catalyst 3
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Reacting metals with water

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t

Activity
Core

W Many metals react with water. Some, like iron, react too slowly
to see any change happen. Others react so quickly that the
?
change can be seen in a few seconds. You are going to watch
u your teacher demonstrate how some reactive metals react with
water. You need to write down what you see happening.

^ _

UG LP

Wear eye
protection.
Watch the
reactions
through the
safety screen.

forceps

TN TC

small piece of metal

water and universal


indicator

Obtaining evidence
1 Make a larger copy of this table.
Metal

Observations

sodium
potassium
calcium
2 Write down your observations as your teacher carries out the demonstration.

Considering the evidence


1 a

Decide which metal is most reactive.


b Make a list of the metals in order, most reactive to least reactive.

2 Eve watched the demonstration and wrote down these conclusions

in her exercise book:


1.
2.
3.
4.
5.

Potassium is a more reactive metal than sodium.


An alkali is made when the metals react with water.
When metals react with water, hydrogen gas is made.
Energy is given out during the reactions.
Sodium is less dense than water.

What evidence did you see to support each of Eves statements?


3 The general equation for the reaction is

metal + water metal hydroxide + hydrogen


Write word equations to show what happens for each reaction you saw.
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F2b
M
p

^ _

Reacting metals with acids

Teacher
activity notes

Type

Purpose

Differentiation

Practical

Pupils carry out an experiment to react metals with dilute hydrochloric acid.

Core (Extension), Help

Running the activity


Show pupils the technique of testing for hydrogen. This can be done by emphasising the technique during
the demonstration of the reaction between calcium and water in Activity F2a.

UG LP Ask pupils to design their tables for recording observations before starting the practical.

TC

Emphasise the outcome that copper does not react with dilute acids.
Core: Follow instructions on Activity sheet F2b.
Help: This has a table to record observations and simplified questions.
Extension: Additional questions are available at the bottom of the core sheet.

Other relevant material


Skill sheet 33: More word equations

Expected outcomes
Core: Magnesium reacts quickly with dilute acid and produces enough hydrogen to give a definite pop.
Zinc fizzes less vigorously, iron produces bubbles slowly.
Help: As core, with less emphasis on Sc1.
Extension: Pupils have the opportunity of practising planning and predicting skills for Sc1.

Pitfalls
The QCA Scheme of Work recommends that the acids used are at concentrations of 0.4 mol/dm3. This is
lower than was traditionally used for these experiments.
The reactions of iron and zinc are slow at this concentration. The hydrogen pop test is unlikely to work
satisfactorily because only small quantities of hydrogen are evolved. Pupils need to look carefully to
compare the rate of bubbles of hydrogen evolved.

Safety notes
Wear eye protection. Wash any acid splashes off skin immediately.

Answers
Core:
1 Magnesium, zinc, iron, copper.
2 Potassium, sodium, calcium, magnesium, zinc, iron, copper, gold.
3 zinc + hydrochloric acid zinc chloride + hydrogen
iron + hydrochloric acid iron chloride + hydrogen
Help:
1 Sodium, magnesium, zinc, iron, copper, gold.
2 zinc + hydrochloric acid zinc chloride + hydrogen
iron + hydrochloric acid iron chloride + hydrogen
Extension:
4 zinc + sulphuric acid zinc sulphate + hydrogen
iron + sulphuric acid iron sulphate + hydrogen
5 a magnesium
b Same volume of dilute acid; weighed samples of all four metals; measure temperature change during
reactions; magnesium should be greatest.

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Reacting metals with acids

F2b
M

Type

Purpose

Differentiation

Practical

Pupils carry out an experiment to react metals with dilute hydrochloric acid.

Core (Extension), Help

Equipment

^ _

For each group:

UG LP
TN

Technician
activity notes

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

Other relevant material


Skill sheet 33: More word equations

For your information


Running the activity
Show pupils the technique of testing for hydrogen. This can be done by
emphasising the technique during the demonstration of the reaction between
calcium and water in Activity F2a.
Ask pupils to design their tables for recording observations before starting the
practical.
Emphasise the outcome that copper does not react with dilute acids.
Core: Follow instructions on Activity sheet F2b.
Help: This has a table to record observations and simplified questions.
Extension: Additional questions are available at the bottom of the core sheet.
Expected outcomes
Core: Magnesium reacts quickly with dilute acid and produces enough
hydrogen to give a definite pop. Zinc fizzes less vigorously, iron produces
bubbles slowly.
Help: As core, with less emphasis on Sc1.
Extension: Pupils have the opportunity of practising planning and predicting
skills for Sc1.
Pitfalls
The QCA Scheme of Work recommends that the acids used are at
concentrations of 0.4 mol/dm3. This is lower than was traditionally used for
these experiments.
The reactions of iron and zinc are slow at this concentration. The hydrogen
pop test is unlikely to work satisfactorily because only small quantities of
hydrogen are evolved. Pupils need to look carefully to compare the rate of
bubbles of hydrogen evolved.
Safety notes
Wear eye protection. Wash any acid splashes off skin immediately.

Harcourt Education Ltd 2004 Catalyst 3


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Reacting metals with acids

F2b
M
p
t

Activity
Core

W Many metals react with acids. In this experiment you are


going to look at how quickly four different metals react
?
with dilute hydrochloric acid.
u

^ _

Wear eye
protection.
Take care
when handling
acid. Wash
any acid splashes with
lots of water.

Obtaining evidence

UG LP 1 Design a table to present your


observations.
TN TC 2 Add 2 cm depth of acid to four test
tubes in a test tube rack.
3 Set up a lighted Bunsen burner and
have a bung and spill ready to test
for hydrogen.
4 Add a small piece of magnesium to
the first test tube.
5 Record the observations you see.
Test the gas to see if it is hydrogen.
6 Investigate zinc, iron and copper in
the same way.

Hydrogen pops when lit.

bung
lighted spill

hydrochloric acid
magnesium

Considering the evidence


1 Put the four metals in order from most reactive to least reactive.
2 Write a full list of reactivity to include these metals: sodium, gold,

calcium, magnesium, potassium, iron, copper and zinc.


3 The general equation for reacting metals with hydrochloric acid is
metal + hydrochloric acid metal chloride + hydrogen
Write word equations for the reactions of zinc and iron with hydrochloric acid.

Extension
4 Sulphuric acid reacts with metals to make a metal sulphate and hydrogen.

Write word equations for zinc and iron reacting with sulphuric acid.
5 a

Predict which of the four metals (magnesium, zinc, iron, copper) gives out most
energy when it reacts with acid. Explain your reasoning.
b Give an outline of an experiment that would show whether your prediction is right.

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Activity
Help

Reacting metals with acids

F2b
M

W Use this sheet to record your observations.

Obtaining evidence
Use this table to record what you see.

^ _
UG LP
TN TC

Metal

Observations

Did the gas go pop?

magnesium
copper
zinc
iron

Considering the evidence


1 Put these metals in order most reactive to least reactive.

copper

magnesium

iron

zinc

gold

sodium

2 This is the equation for magnesium reacting with hydrochloric acid.

magnesium + hydrochloric acid magnesium chloride + hydrogen


Complete the equations for zinc and iron.
zinc + hydrochloric acid

iron + hydrochloric acid

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Relatively reactive

F2c
M
p

^ _
UG LP

Teacher
activity notes

Type

Purpose

Differentiation

ICT

Pupils use a database to work out a reactivity series of metals.

Core, Help, Extension

Running the activity


Pupils allocate a reactivity rating for the 24 common metals in the database,
according to the questions in the database that relate to reactivity (see Activity
sheets). The teacher can modify the database as required (e.g. the last column hidden
for Core and Help, or use the sort function to hide the non-metals for Help).
Core: There are three questions to apply to the database, giving a rating of 1 (most
reactive) to 4 (least reactive). Pupils should use the Sort function to organise the
metals into the categories.
Help: Pupils fill in their answers on the sheet, which shows them how many metals
belong in each category.
Extension: There are four questions to apply to the database, the extra question
introduces the idea that carbon has its place in the reactivity series. Pupils rate the
common metals on a scale of 15, deciding for themselves what combination of
answers defines each category.
This PC-based activity uses a Microsoft Excel spreadsheet available on the CD-ROM
that accompanies this pack.

Other relevant material


Skill sheet 26: Designing a spreadsheet

Expected outcomes
Pupils use data stored in the database to categorise metals according to their
reactivity.

Pitfalls
Make sure the pupils have selected the most common metals. You may like to show
them how to split the screen, or how to hide columns, so that they can see which
metal goes with which combination of answers. With less IT literate pupils, you could
hide the irrelevant columns in advance, or adapt the spreadsheet to show only
metals.

Answers
Core:
1 1: Lithium, sodium, potassium, rubidium, caesium, strontium, barium.
2: Beryllium, magnesium, calcium.
3: Aluminium, tin, lead, chromium, manganese, iron, nickel, cobalt, zinc.
4: Copper, silver, platinum, gold, mercury.
Help:
1 See Core 1 above.
Extension:
1 1 = lithium, sodium, potassium, rubidium, caesium, strontium, barium.
2 = beryllium, magnesium, calcium.
3 = aluminium.
4 = tin, lead, chromium, manganese, iron, nickel, cobalt, zinc.
5 = copper, silver, platinum, gold, mercury.
2 The more reactive metals are in group I and group II.
Harcourt Education Ltd 2004 Catalyst 3
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Activity
Core

Relatively reactive

F2c

W You are going to give 24 common metals a reactivity rating


on a 1 to 4 scale, where 1 is most reactive and 4 is least reactive.
p ?
You are going to use a database. You are only to work on common metals,
t u
so use a filter to select the common metals. There are three questions that relate
^ _ to reactivity. The answers to these questions are used to decide the rating.
M

UG LP
TN

Reactivity
rating

Does it have to be
stored under oil or
in an inert gas?

Does it react in
cold water within
five minutes?

Does it react with


dilute hydrochloric acid
within five minutes?

yes

yes

yes

no

yes

yes

no

no

yes

no

no

no

1 Put each of the 24 common metals into one of the four categories.
Harcourt Education Ltd 2004 Catalyst 3
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Sheet 1 of 1

Activity
Core

Relatively reactive

F2c

You are going to give 24 common metals a reactivity rating


on a 1 to 4 scale, where 1 is most reactive and 4 is least reactive.
You are going to use a database. You are only to work on common metals,
so use a filter to select the common metals. There are three questions that relate
to reactivity. The answers to these questions are used to decide the rating.
Reactivity
rating

Does it have to be
stored under oil or
in an inert gas?

Does it react in
cold water within
five minutes?

Does it react with


dilute hydrochloric acid
within five minutes?

yes

yes

yes

no

yes

yes

no

no

yes

no

no

no

1 Put each of the 24 common metals into one of the four categories.
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Relatively reactive

F2c
M
p
t

Activity
Help

W You are going to give 24 common metals a score to show


how reactive they are.
?
A score of 1 is the most reactive.
u

^ _ A score of 4 is the least reactive.


UG LP You are going to use a database. You are only to work on common metals.
TN

There are three questions that relate to reactivity. The answers to these questions
are used to decide the score.
Score

Does it have to be
stored under oil or
in an inert gas?

Does it react in
cold water within
five minutes?

Does it react with


dilute hydrochloric acid
within five minutes?

yes

yes

yes

no

yes

yes

no

no

yes

no

no

no

1 Select the metals which have yes in the Is it a common metal? column.
2 Use the filters to pick out the metals with each score. Use the table above
to help you.
1 Record your answers by writing the names of the metals in this score chart:

Score

Metals with
this score

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F2c

6
Activity
Extension

Relatively reactive

W You are going to decide on the relative reactivity of


24 common metals.
p ?
You are going to use a database. You are only to work on
t u
common metals. The database contains the answers to four
^ _ questions about reactivity.
M

UG LP One of the questions mentions carbon. Even though carbon is not


a metal, it is useful to place it in the reactivity series. Metals below
TN
carbon in the series can be extracted from their compounds by
reaction with carbon.

Some metals cannot be extracted from their compounds by


carbon. These metals are above carbon in the reactivity series.
Question

Relatively
more reactive

Relatively
less reactive

Does it have to be stored under oil or in an inert gas?

yes

no

Does it react in cold water within five minutes?

yes

no

Does it react with dilute hydrochloric acid within


five minutes?

yes

no

Could it be made from its compounds using carbon?

no

yes

1 Use the database to allocate each of the common metals to

one of five categories, where category 1 contains the most


reactive metals and category 5 contains the least reactive
metals.
2 Look at a periodic table while thinking about your five
categories. Do you see any pattern?

Harcourt Education Ltd 2004 Catalyst 3


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Electrons in atoms

F2d
M
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Teacher
activity notes

Type

Purpose

Differentiation

Paper

To cater for the interest in atoms that some, usually more able, pupils express in Year 9.
This activity encourages the pupil to make the link between the periodic table and the
arrangement of electrons in atoms.

Extension

^ _ Running the activity


Although the link between the periodic table and the arrangement of electrons in atoms is

UG LP considered a KS4 topic, it (along with Activities F1c and F3c ) will allow access to part of
the attainment target for EP in Sc3: Recognising that differences in the properties of
materials relate to the nature of the particles within them.

The activity is designed to be done by a pupil or a pair of pupils working alone, so more
assistance is provided than is usual for an Extension activity. Pupils can either work on the
sheet itself or on an enlarged photocopy of the diagram. Alternatively they can draw the
atoms on a separate piece of paper. Full answers are provided below, so that pupils can
mark their own work.

Expected outcomes
Pupils should be able to recognise the patterns in electron arrangement and use this
insight to answer questions 4 and 5.

Pitfalls
Atomic structure is a not a suitable topic for the great majority of Year 9 pupils, who need
to concentrate on the KS3 curriculum.

Answers
1, 2

1
2
H
I

II

III

IV

VI

VII

He
10

Li
11

B
12

Be
13

C
14

N
15

O
16

F
17

Ne
18

Al

Si

Cl

Ar

Na

Mg

19

20

Ca

3 The number of electrons in the outer shell equals the group number for groups IVII.
4 All their electron shells are full, even the outer one.
5 a Hydrogen has one electron in its outer shell and therefore belongs in group I.
b Hydrogen has one electron missing in its outer shell, and therefore belongs in
group VII with the other elements that have one electron missing in their outer
shells.
Harcourt Education Ltd 2004 Catalyst 3
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Electrons in atoms

F2d
M
p
t

W You are going to work out the electron arrangement of the first
20 elements in the periodic table.
?
The rules for arranging electrons are as follows:
u

^ _
UG LP
TN

Activity
Extension

The atomic number gives the number of protons and therefore the number of electrons.
Fill the shells from the inside outwards.
The inner shell can take up to two electrons.
The second and third shells take up to eight electrons.

Remember: In any element, the number of protons equals the number of electrons.
1 Fill in the electrons for the first 10 elements. Two are done for you,

so that you can check you are doing it correctly.


1
2
H
Group I
3

He
10

Li
11

Be
12

B
13

C
14

N
15

O
16

F
17

Ne
18

Na
19

Mg
20

Al

Si

Cl

Ar

Ca

2 Group I has been labelled on the diagram above. Label the other

groups: II, III, IV, V, VI, VII and 0.


3 Look at groups I to VII. Describe the relationship between the
number of electrons in the outer shell and the group number.
4 Look at group 0. What do the atoms of the three elements in group 0
(helium, neon and argon) have in common?
5 In this version of the periodic table, hydrogen has been put in group I.
However, some versions of the periodic table put hydrogen in group VII.
a Give one reason, based on its arrangement of electrons, why hydrogen
should be in group I.
b Give one reason, based on its arrangement of electrons, why hydrogen
should be in group VII.
Harcourt Education Ltd 2004 Catalyst 3
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Displacement reactions

F3a
M
p

^ _

Teacher
activity notes

Type

Purpose

Differentiation

Practical

Pupils use test tube displacement reactions to investigate reactivity of three metals

Core, Help

Running the activity


Pupils follow the Activity sheet. They establish whether copper or zinc is more reactive,
before comparing magnesium to copper and zinc to copper.

UG LP Core: Pupils follow the instructions on the sheet and draw up their own table of results.

TC Help: The teacher shows pupils what to do, then they record their results and complete
the equations on the Activity sheet.

Other relevant material


Skill sheet 15: Word equations

Expected outcomes
Zinc displaces copper from copper sulphate solution. Brown copper will be seen;
the blue solution of copper sulphate will get paler and the test tube will become warm.
There is no reaction between copper and zinc sulphate solution.
Magnesium displaces copper from copper sulphate solution. Brown copper will be seen,
the blue solution of copper sulphate will get paler and the test tube will become warm.
There is no reaction between copper and magnesium sulphate solution.
Magnesium displaces zinc from zinc sulphate solution. There are no colour changes
to be seen, but the test tube will become warm. There is no reaction between zinc and
magnesium sulphate solution.

Pitfalls
Pupils find displacement reactions very confusing and will need support to understand what they see.

Safety notes
Eye protection should be worn at all times. Any splashes should be immediately rinsed.

Answers
Core:

1 Zinc + copper sulphate, magnesium + copper sulphate, magnesium + zinc sulphate.


Colour changes and/or warming show this.
2 no
3 yes
4 zinc
5 Zinc + copper sulphate copper + zinc sulphate
6 magnesium
7 Magnesium + copper sulphate magnesium sulphate + copper
8 magnesium
9 Magnesium + zinc sulphate magnesium sulphate + zinc

Help:

1
2
3
4
5
6

zinc
Zinc + copper sulphate copper + zinc sulphate
Magnesium
Magnesium + copper sulphate magnesium sulphate + copper
magnesium
Magnesium + zinc sulphate magnesium sulphate + zinc

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Displacement reactions

F3a
M

Type

Purpose

Differentiation

Practical

Pupils use test tube displacement reactions to investigate reactivity of three metals.

Core, Help

Equipment

^ _

For each group:

UG LP
TN

Technician
activity notes

6 test tubes
test tube rack

For the class:

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

Other relevant material


Skill sheet 15: Word equations

For your information


Running the activity
Pupils follow the Activity sheet. They establish whether copper or zinc is more
reactive, before comparing magnesium to copper and zinc to copper.
Core: Pupils follow the instructions on the sheet and draw up their own table of
results.
Help: The teacher shows pupils what to do, then they record their results and complete
the equations on the Activity sheet.
Expected outcomes
Zinc displaces copper from copper sulphate solution. Brown copper will be seen; the
blue solution of copper sulphate will get paler and the test tube will become warm.
There is no reaction between copper and zinc sulphate solution.
Magnesium displaces copper from copper sulphate solution. Brown copper will be
seen, the blue solution of copper sulphate will get paler and the test tube will become
warm. There is no reaction between copper and magnesium sulphate solution.
Magnesium displaces zinc from zinc sulphate solution. There are no colour changes to
be seen, but the test tube will become warm. There is no reaction between zinc and
magnesium sulphate solution.
Pitfalls
Pupils find displacement reactions very confusing and will need support to
understand what they see.
Safety notes
Eye protection should be worn at all times. Any splashes should be immediately
rinsed.
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Displacement reactions

F3a

W You are going to carry out some displacement reactions to


decide which metal is more reactive. You are going to use
p ?
turnings, which are small, curved pieces of metal.
t u
Remember In a displacement reaction, the more reactive metal
^ _ displaces the less reactive metal from its compound.
M

UG LP
TN TC

Activity
Core

Wear eye
protection.
Wash any
splashes of
solutions off
your skin immediately.

Obtaining evidence
You are going to try reacting zinc with copper sulphate
solution, then copper with zinc sulphate solution.
1 Draw up a table to record your observations.
2 Put about 2 cm3 of copper sulphate solution in
a test tube.
3 Add 1 small spatula of zinc turnings.
4 Write down your observations in your table.
5 Put about 2 cm3 of zinc sulphate solution in another test tube.
6 Add 1 small spatula of copper turnings.
7 Write down your observations in your table.
Now you are going to try reacting magnesium with copper
sulphate solution, then copper with magnesium sulphate
solution.
8 Draw up a table to record your results.
9 Carry out the tests as you did in steps 2 to 7 above.
Finally you are going to try reacting first zinc with magnesium
sulphate solution, then magnesium with zinc sulphate solution.
10 Draw up a table to record your results.
11 Carry out the tests as you did in steps 2 to 7 above.

copper sulphate
zinc turnings

Considering the evidence


1 In which test tubes did a chemical reaction take place? How
2
3
4
5
6
7
8
9

did you know?


Did copper displace zinc from the zinc sulphate?
Did zinc displace copper from the copper sulphate?
Which is the more reactive metal, zinc or copper?
Write a word equation for the reaction that happened.
Which is the more reactive metal, copper or magnesium?
Write a word equation for the reaction that showed this.
Which is the more reactive metal, zinc or magnesium?
Write a word equation for the reaction that showed this.

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F3a
M
p
t

^
UG
TN

Activity
Help

Displacement reactions

W You are going to carry out some displacement reactions to


decide which metal is more reactive. You are going to use
?
turnings, which are small, curved pieces of metal.
u
Your teacher will show you what to do. Record your observations
_ and fill in the answers below.
LP Remember In a displacement reaction, the more reactive metal
displaces the less reactive metal from its compound.
TC

Reactants

Observations

Which metal displaced


which?

zinc and copper


zinc
copper sulphate solution
copper
zinc sulphate solution
magnesium and copper
magnesium
copper sulphate solution
copper
magnesium sulphate solution
zinc and magnesium
zinc
magnesium sulphate solution
magnesium
zinc sulphate solution
1 Which is the more reactive metal, zinc or copper?
2 Complete this word equation: zinc + copper sulphate

3 Which is the more reactive metal, magnesium or copper?


4 Complete this word equation: magnesium + copper sulphate

5 Which is the more reactive metal, zinc or magnesium?


6 Complete this word equation: magnesium + zinc sulphate

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F3b
M
p

^ _

Displacement in action

Teacher
activity notes

Type

Purpose

Differentiation

Practical

Pupils look at zinc displacing copper and consider other applications of displacement.

Core

Running the activity


Pupils set up the experiment as shown on Activity sheet F3b.
Pupils work in groups to explain their ideas about what is happening. They need to link

UG LP their observations of copper plating the zinc strip to the idea that zinc is more reactive

than copper. More able pupils may be encouraged to think about what would happen to

TC the colour of the copper sulphate solution over time.

Pupils should then consider the two descriptions in the boxes and discuss the questions as
a group.

Expected outcomes
The zinc strip becomes coated with copper. If left for longer, the copper may start
to form clumps and sink to the bottom of the tube. Over time, the colour of the
solution may fade.

Safety notes
Wear eye protection and wash any splashes off skin immediately.

Answers
1 Zinc cannot be plated onto iron by displacement. Zinc is more reactive than iron.
2 Silver can be plated onto iron by displacement. Silver is less reactive than iron.

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Displacement in action

F3b
M

Type

Purpose

Differentiation

Practical

Pupils look at zinc displacing copper and consider other applications of displacement.

Core

Equipment

^ _

For each group:

UG LP
TN

Technician
activity notes

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

Zinc strip should be cleaned shortly before use by dipping into dilute hydrochloric acid, then
dilute sodium hydroxide and then rinsing.
Strips can be reused by washing and treating with dilute acid as above.

For your information


Running the activity
Pupils set up the experiment as shown on Activity sheet F3b.
Pupils work in groups to explain their ideas about what is happening. They need to link their
observations of copper plating the zinc strip to the idea that zinc is more reactive than
copper. More able pupils may be encouraged to think about what would happen to the colour
of the copper sulphate solution over time.
Pupils should then consider the two descriptions in the boxes and discuss the questions as a
group.
Expected outcomes
The zinc strip becomes coated with copper. If left for longer, the copper may start to form
clumps and sink to the bottom of the tube. Over time, the colour of the solution may fade.
Safety notes
Wear eye protection and wash any splashes off skin immediately.

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Displacement in action

F3b
M
p
t

^
UG
TN

W Displacement reactions can be used to put a thin coating of


one metal on another. You are going to see how this works.
?
1 Fill a boiling tube about half full with copper sulphate solution.
u
2 Stand a zinc strip in the tube.
_ 3 Look at the strip after a few minutes.
LP 4 Work as a group to think about what you see.
Make a large coloured diagram of your
TC
observations. Write explanations in bubbles
around your diagram to explain the changes.
Your explanation should include:

a word equation
ideas about reactivity of metals
ideas about displacement.

Activity
Core

Wear eye
protection.
Wash any
splashes
of copper
sulphate solution off
your skin immediately.

strip of zinc

copper sulphate

5 Look at the boxes below. Work as a group to


answer the questions.
Galvanised iron is used to make barriers and fences. It is
made by putting a thin coating of zinc on iron. Putting a
thin layer of one metal on another metal is called plating.
1 Can iron be plated with zinc by dipping iron into

zinc sulphate solution?


Explain your reasoning.

Silver plated jewellery is made by putting a thin plating of


silver on another metal, such as iron.
2 Can iron be plated with silver by dipping iron into

a solution of a silver salt?


Explain your reasoning.

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Atoms and ions

F3c
M
p

Teacher
activity notes

Type

Purpose

Differentiation

Paper

To give the most able of able pupils extension work which will help satisfy their
curiosity about what is happening during reactions, using the example of a
displacement reaction

Extension

^ _ Running the activity


It is assumed that these rare pupils will be working alone. However, the activity

UG LP may generate more questions than it answers!

Expected outcomes
The pupil understands the sheet and can manage the questions without further
help. If they need more help, they are probably not working at the necessary
level.

Answers
1 a A positive ion is an atom that has lost electrons.
b Na+ is an atom of sodium that has lost one electron and is now a positive
ion.
c Al3+ is an atom of aluminium that has lost three electrons and is now a
positive ion.
2 Lithium + beryllium ions lithium ions + beryllium
2Li + Be2+ 2Li+ + Be

+3

+3

2 electrons from lithium

+4

beryllium ion

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F3c
M
p
t

Activity
Extension

Atoms and ions

W You are going to learn about atoms losing or gaining electrons


during reactions.
?
Read the following information carefully, then answer the questions.
u

^ _ Atoms and ions

Displacement reactions

UG LP In sodium metal, each atom


TN

+11

of sodium has 11 electrons.


An atom of sodium in a compound
like sodium chloride or sodium oxide has lost an
electron. It still has 11 protons in its nucleus, but
it now has only 10 electrons.
Each proton has a charge of +1, so the nucleus
has a charge of +11. Each electron has a charge
of 1, so the electrons have a charge of 10.
Overall the atom has a charge of
+1. We call a charged atom an ion.
Sodium atoms in compounds are
+1 ions. These are written as Na+.

If you put a sodium compound with aluminium


metal, nothing happens. Aluminium is less
reactive than sodium, so aluminium cannot
displace sodium from its compound.
If you put an aluminium compound with sodium,
a reaction occurs. Energy is given out, a sodium
compound is made and the aluminium ends up
as the metal.
sodium + aluminium ions sodium + aluminium
3Na+ +
Al
3Na +
Al3+

+11

1 electron 'lost'

Reactive metals, like sodium, are


not found in nature. All the sodium atoms are
found as sodium ions in compounds. Sodium
atoms always react to lose their outer electrons
and form sodium ions.
In aluminium metal, the atoms
+13
have 13 electrons each. In
aluminium compounds, all 3 outer
3 electrons 'lost'
electrons have been lost. This
means the aluminium compound
contains +3 ions.

3 electrons from sodium aluminium


You can think of displacement reactions as a
competition between metals to become ions, by
getting rid of unwanted outer electrons. The
more reactive a metal, the more effective it is at
getting rid of these outer electrons.
In the example above, sodium is more reactive
than aluminium, so aluminium ends up with the
unwanted electrons.

1 Explain, in your own words, what these scientific terms mean:

a positive ion

b Na+

c Al3+

2 Lithium (Li) has atomic number 3, so it has one electron in its outer shell. Lithium

loses its one outer electron when it becomes a compound.


Beryllium (Be) has atomic number 4, so it has two electrons in its outer shell. It loses
its two outer electrons when it becomes a compound.
Lithium is more reactive than beryllium. What will happen when lithium metal is
mixed with a beryllium compound?
Represent this reaction using a word equation, a balanced symbol equation and a
diagram.
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F4a
M
p

^ _
UG LP

Using reactivity data

Teacher
activity notes

Type

Purpose

Differentiation

Paper

Pupils use data from two experiments, one involving temperature change, to rank metals Core (Extension)
in order of reactivity.

Running the activity


Pupils need experience of the types of data handling question they may encounter in the SAT
for KS3 Science. This question leads pupils through an analysis of two sets of data.
Pupils use data from two experiments to work out a reactivity series.
Core: The Activity sheet leads pupils through the argument.
Extension: This extends the task to include asking pupils to think about ideas of energy
changes in the reaction.

Other relevant material


Skill sheet 33: More word equations

Expected outcomes
Pupils realise that Justins data cannot give a full reactivity series, but that Vishals can.
They deduce a reactivity series based on Vishals data.

Pitfalls
There is a problem in that the larger the temperature rise, the less reactive the metal
(as compared to magnesium). This will confuse many pupils, and the teacher
should be able to give guidance.

ICT opportunities
It would be possible to set up a spreadsheet for the results and ask pupils to produce
bar charts to display them.

Answers
Core:
1 B (with zinc) and C (with magnesium). There is a new substance being made
because bubbles are observed.
2 a More bubbles/faster bubbles (of hydrogen).
b Zinc is less reactive than magnesium. The other three are less reactive than zinc.
3 A temperature change happens when a chemical reaction occurs (due to energy being
given out).
4 a Magnesium produces the largest temperature change.
b Magnesium, zinc, iron, lead, copper.
Extension:
5 magnesium + hydrochloric acid magnesium chloride + hydrogen
zinc + hydrochloric acid zinc chloride + hydrogen
6 magnesium + zinc nitrate zinc + magnesium nitrate
Mg + Zn(NO3)2 Zn + Mg(NO3)2
7 More reactive metals give out more energy when they react, leading to bigger temperature
changes. Very able pupils may appreciate that it is the difference in reactivity between the
two metals that determines the amount of energy given out.
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Activity
Core

Using reactivity data

F4a
p

W You are going to use secondary data from two experiments


to work out a reactivity series.
?

Considering the evidence

^ _ Experiment 1

Justin added a spatula of metal


UG LP filings to 2 cm3 of dilute
hydrochloric acid. He observed
TN
that bubbles were produced
immediately. The diagram shows
what Justin observed.
Experiment 2
Vishal added a spatula of
magnesium powder to five
different salt solutions and
measured the temperature rise.
1 Study Justins results. Explain

how you know that there is


a chemical reaction occurring
in some of the test tubes but
not others.

iron

zinc

magnesium

lead

copper

Test tube Type of salt

Temperature (C)

iron nitrate

36

zinc nitrate

15

magnesium nitrate

lead nitrate

0
41

2 a

How do Justins results


E
copper nitrate
46
show that magnesium is
the most reactive metal?
b What can you conclude about the reactivity of the other metals from Justins results?

3 Study Vishals results. Explain how you know that there is a chemical reaction

occurring in some of the test tubes but not others.


4 a

How do Vishals results show that magnesium is the most reactive metal?
b Use Vishals results to put the five metals in order most reactive to least reactive.

Extension
5 Write a word equation for one of the reactions in Justins experiment.
6 Write a word and symbol equation for the reaction between

Mg(NO3)2

magnesium and zinc nitrate in Vishals experiment. Use the


Zn(NO3)2
symbols in the box to help you.
7 Explain, using ideas about chemical change and metal reactivity, why different metals
gave different temperature changes in Vishals experiment.
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F5a
M
p

^ _
UG LP

Uses of metals

Teacher
activity notes

Type

Purpose

Differentiation

Discussion

Pupils carry out research about a metal. They present their findings to the whole class
as part of a presentation activity.

Core
Resource (C, H, E)

Running the activity


Finding relevant information is very time consuming. Give pupils the briefing cards at the
end of lesson F4 and ask them to carry our web searches for homework. Alternatively, provide
packs for each group containing relevant printouts of suitable websites. Properties and
processes can be found in standard textbooks. See below for suggested websites.
Tell pupils that more than one group is carrying out research into the same metal so it is
important that they stick to the questions they are asked to look at.
Pupils can present their information in a number of ways. They can be given OHTs to use as
visual aids to a short talk, or they can make posters, leaflets or magazines. If time allows they
can produce their presentation electronically.
Ask each group to make a short, timed presentation to the rest of the class. If pupils are
confident, you can formalise this by having an orange and red card system, as is used in
formal public speaking contests. When the speaker strays from the point, other pupils hold
up an orange card and a red card means out of time.

Other relevant material


Skill sheet 4: Web searches
F5a Resource

Pitfalls
Warn pupils not to copy out large amounts of information they do not understand. They do
not need, for example to understand the processes in the Blast furnace or electrolysis of
aluminium. They need to know in outline how the metals are extracted.

ICT opportunities
It would be possible to set up a database to present properties of metals. Pupils may also like
to present the properties in electronically produced tables.
Useful websites
Gold:

Nine carat gold website


Cambrian GoldFields Ltd: gold authentication
(this site includes information about hallmarking)

Iron:

Steel Recycling Institute

Copper: Schoolscience
Element properties: WebElements Periodic Table

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F5a
M
p
t

Uses of metals

Activity
Core

W You are going to work in a group to research and present


information about a metal.
?
1 Look at the briefing card your teacher gives you. It will guide
u
your research on a particular metal.

^ _

UG LP
TN

Think about ...

How will you divide up the tasks in your group?


How will you research your metal? You can use books or carry out web searches.
You need to make sure not to copy out information you do not understand some of
the information you will find will be too technical. Use only the interesting aspects that
will appeal to other people in your class. You might be able to find out some Fun
facts about your metal that you can use.
How will you present the information to make it as interesting as possible for the rest
of the class? You might decide to use charts, graphs, tables, posters, OHTs or write
your presentation using a computer. You might consider putting your research
together to make a booklet.

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F5a

Uses of metals

Sheet 1 of 1

Activity
Core

You are going to work in a group to research and present


information about a metal.
1 Look at the briefing card your teacher gives you. It will guide
your research on a particular metal.
Think about ...

How will you divide up the tasks in your group?


How will you research your metal? You can use books or carry out web searches.
You need to make sure not to copy out information you do not understand some of
the information you will find will be too technical. Use only the interesting aspects that
will appeal to other people in your class. You might be able to find out some Fun
facts about your metal that you can use.
How will you present the information to make it as interesting as possible for the rest
of the class? You might decide to use charts, graphs, tables, posters, OHTs or write
your presentation using a computer. You might consider putting your research
together to make a booklet.

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F5a

Activity
Resource

Metals in action

Help

Help

GOLD

IRON

Things to find out

Things to find out

1 What is gold used for apart from


jewellery?
2 What are the properties of gold?
3 Try to find out about hallmarking
gold.

1 What is iron used for?


2 What are the properties of iron?
3 How is the iron in old cars
collected and re-used?

Core

Core

ALUMINIUM

IRON

1 Research the properties and uses


of aluminium.
2 Find out why aluminium does not
corrode, even though it is a very
reactive metal.

1 Find out what raw materials are


used to make iron and what the
process is called.
2 What is the difference between
iron and steel? Why is steel better
than iron for most uses?

Extension

Extension

ALUMINIUM

COPPER

1 Find out why the extraction of


aluminium uses a great deal of
fuel and so is very expensive.
2 Find out how aluminium is
recycled.

1 Find out about the properties and


uses of copper.
2 Find out why copper for electrical
cables needs to be very pure, and
how copper is purified (you do not
need to go into a lot of detail).

^ _
UG LP
TN

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Variables in rusting

F6a
M
p

^ _
UG LP

Teacher
activity notes

Type

Purpose

Differentiation

Practical

Pupils analyse the results of an experiment set up to investigate rusting.

Core

Running the activity


Pupils look at the experiment and answer the questions on the sheet for Activity F6a. They
consider whether the results of the experiments support the stated conclusions.

Expected outcomes

TC Both air and water are needed for iron to rust, so they are interacting variables. Iron in
contact with air or water alone does not rust. Salty water speeds up rusting. Greasing the iron
or wrapping it in zinc stops rusting.
Pupils may be interested to note that the zinc does not need to coat the iron as long as the
iron is touching the zinc, rust prevention will work. This principle is used to protect
expensive engineered structures, e.g. oil rigs and ships, which have replaceable blocks of zinc
bolted onto them. The zinc corrodes away instead of the iron. This is called sacrificial
protection.

Pitfalls
After some time the nails in all tubes will rust. Water and air will penetrate the grease.
Answers
1 Both water and air are needed. Iron in test tubes with air or water alone does not rust, but
in test tube 3 it goes rusty when it is in contact with both.
2 Grease prevents air or water getting to the iron so it cannot go rusty.
3 Iron in salty water is more rusty than in just water. The iron nail in test tube 6 has not
gone rusty.
4 Put iron nails wrapped in different metals in water and see how much they rust. Metals
tested should include at least two more reactive metals (e.g. magnesium, zinc) and one
less reactive (copper). The control should be iron in water with no metal.
5
Test tube

Number of variables

Independent
variables

water

salt, air and water

zinc, air and water

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F6a
M

Technician
activity notes

Variables in rusting

Type

Purpose

Differentiation

Practical

Pupils analyse the results of an experiment set up to investigate rusting.

Core

Equipment

^ _

For each group:


Test tubes set up and labelled as in the diagram. This will need to be set up one week

UG LP before it is needed to allow it time to work. If necessary, cheat by using clean nails in
TN

tubes 1, 2, 4 and 6 and rusty nails in tubes 3 and 5. The nail in the salty water should
be much rustier.

oil
iron
nail

boiled
water

drying
agent
dry
air

water
+
no air

greased
nail
air
+
water

greased
nail

salty
water
salty
water

zinc
zinc

The drying agent in tube 1 can be either dried silica gel or calcium oxide. The water
in tube 2 must be deoxygenated by simmering for 1520. Add oil to exclude air from
the upper surface.
Use a thick coat of vaseline for grease. The nails in tubes 36 should be half in and
half out of the water.
New iron nails should be used. The nails should be soaked in ethanol/methylated
spirits to cut any grease on the surface (which is added to prevent rusting while
stored), then dried on the day of the experiment.
Labels: label each tube with numbers 16.

For your information


Running the activity
Pupils look at the experiment and answer the questions on the sheet for Activity F6a.
They consider whether the results of the experiments support the stated conclusions.
Expected outcomes
Both air and water are needed for iron to rust, so they are interacting variables. Iron
in contact with air or water alone does not rust. Salty water speeds up rusting.
Greasing the iron or wrapping it in zinc stops rusting.
Pupils may be interested to note that the zinc does not need to coat the iron as long
as the iron is touching the zinc, rust prevention will work. This principle is used to
protect expensive engineered structures, e.g. oil rigs and ships, which have
replaceable blocks of zinc bolted onto them. The zinc corrodes away instead of the
iron. This is called sacrificial protection.
Pitfalls
After some time the nails in all tubes will rust. Water and air will penetrate the grease.
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Activity
Core

Variables in rusting

F6a
p

W You are going to look at the results of a rusting experiment


that has been set up for you.
?

^ _
UG LP
oil

TN TC
iron
nail

boiled
water

drying
agent
dry
air

water
+
no air

greased
nail
air
+
water

1 Ashak carried out this experiment and


wrote this conclusion.
1 Do you agree with Ashak? What evidence

does he have for his conclusion?


2 Petra wrote these conclusions in her book.

greased
nail

salty
water
salty
water

zinc
zinc

Conclusion 1
From looking at test tubes 1, 2
and 3 I can tell that iron needs
both air and water to make it rust.

Test tube 4 proves that using grease stops iron rusting. I think this is because ...

Test tube 5 proves that salty water makes iron rust faster.
Test tube 6 proves that zinc stops iron rusting. Zinc is more reactive than iron.
I think that all more reactive metals must stop iron going rusty.
2 Petra has not finished explaining why grease stops rusting in

test tube 4. Finish the explanation for her.


3 What evidence supports Petras conclusions for test tubes 5 and 6?
4 Outline how you would go about proving that metals more reactive
than iron stop iron rusting but less reactive metals do not.
5 Copy and complete the table

to show which independent


variables are interacting in each
test tube.

Test tube Number of


variables

Independent
variables

air

air and water

2
3

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Losing that shine

F1
M

Plenaries

Suggested alternative plenary activities (510 minutes)

Review learning

Sharing responses

Group feedback

Pupils make key fact


cards and use them to
test each other.

Whole-class discussion
summarising ideas about
what causes metals to
corrode at different rates.

Pupils combine into larger Pupils complete


groups to compare their
sentences with missing
responses to Activity F1b. words to show key points
of lesson.

^ _

Word game

Looking ahead
Pupils think about other substances
that react with metals using the
context of an iron bridge.
Catalyst Interactive Presentations 3

UG LP Review learning

Pupils make four or five key fact cards about key facts they have learned
during the lesson.

Less able pupils can copy the facts from the For your notes section of
the textbook page.

More able pupils should write their own fact cards based on their own
ideas of which facts are important. Encourage them to include word
equations.

Pupils work in pairs and test each other to see how many key facts they
can remember from their cards.

Equipment: approximately 4 pieces of paper or card made by cutting A4


into 6 or 8 pieces.

Sharing responses

Write the question on the right on the board. Invite pupils from
different working groups to suggest ideas.

Make notes to summarise their ideas. They should think about both how
the reactivity of the metal is important as well as essential conditions,
e.g. air and water. More able pupils should consider what conditions
cause more rapid corrosion, e.g. salt on roads, and how metals are
treated to slow corrosion, e.g. painting, oiling, alloying etc.

Question
Why do metals corrode at
different rates?

Group feedback

Pupils combine into larger working groups to compare their answers to


Activity F1b.

A spokesperson refers any differences in opinion that are not resolved


within the group to the whole class for discussion.

Word game

This plenary is particularly suitable for use with less able pupils.

Pupil sheet

Pupils complete the pupil sheet by filling in missing words. This covers
the main teaching points from the Green book.

Answers to word game


oxygen; faster, energy; iron
oxide, air/water (either
order)

Looking ahead

Show pupils the photograph of the iron bridge. Ask them to think about
other ways that the iron is attacked, apart from its reaction with oxygen.
Ask them to work in groups to jot down their ideas to feed into a class
plenary.

Catalyst Interactive
Presentations 3

Pupils may have ideas about physical weathering from geography, and
may suggest that salt (from winter spreading) and acid (from the rain)
attack the iron. This leads into ideas about metals reacting with acids
next lesson.

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Losing that shine

F1

Plenaries

Word game

M
p

Use information you have learned in this lesson to fill in the missing words.

Choose from these words:

^ _ air
UG LP
TN

energy

faster

iron oxide

oxygen

Metals lose their shine when they react with


to make metal oxides.
More reactive metals react

water
in the air

than less reactive metals.

Very reactive metals give out a lot of

when they react.

Iron rusts when it reacts with oxygen. The chemical name for rust is
Iron needs

and

to make it rust.
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Sheet 1 of 1

Losing that shine

F1

Plenaries

Word game
Use information you have learned in this lesson to fill in the missing words.
Choose from these words:
air

energy

faster

iron oxide

oxygen

Metals lose their shine when they react with


to make metal oxides.
More reactive metals react

water
in the air

than less reactive metals.

Very reactive metals give out a lot of

when they react.

Iron rusts when it reacts with oxygen. The chemical name for rust is
Iron needs

and

to make it rust.
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Corrosive liquids

F2
M

Plenaries

Suggested alternative plenary activities (510 minutes)

Review learning

Sharing responses

Group feedback

Word game

Looking ahead

True/false quiz.

Pupils work in groups to


discuss the outcomes of
Activity F2b.

Whole group discussion


relating to safety
precautions when working
with metals and acids.

Play What am I? to guess


the metal.

Class discussion about


trends in reactivity.

^ _
UG LP Review learning

Pupils work in pairs to decide whether the statements on


the pupil sheet are true or false.

Pupils combine with another pair to make a larger group


and compare responses.

Check agreement with the whole class by plenary or by


holding up true/false cards to teacher.

Pupil sheet
Answers
1 true; 2 true; 3 false; 4 false; 5 true

Sharing responses

Pupils combine into groups to compare their


observations and answers to the questions from
Activity F2b.

Each group chooses a spokesperson who raises any issues


to a short, whole-class plenary.

Group feedback

Show pupils the bottles of some of the metals and acids


they have used during the lesson. (NB pupils should not
touch the bottles.)

Ask different groups to produce instructions on how to


store and handle each substance safely.

A spokesperson feeds back and summarises their points


on the board.

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

Word game

Pupils work out the answers to the clues on the


Pupil sheet.

They then make up descriptions of different metals.

They read their description to their partner who has to


try to guess the metal.

Pupil sheet
Answers
Iron; potassium

Looking ahead

Write on the board the list of metals in order of reactivity


from Activity F2b.

As a whole-class discussion, ask pupils to identify metals


with particular properties, e.g. which metals corrode
fastest, do not react with acids, react slowly with acids,
react with water etc.

Develop the idea that the reactivity of metal can be used


to make predictions about how the metals behave in new
situations that the pupils have not yet tested.

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F2

Corrosive liquids

Plenaries

Review learning

M
p

Decide whether the following statements are true or false.

1 All metals react with acids.

^ _ 2 When metals react with acids they make a salt and hydrogen.
UG LP
TN

3 Calcium will react with hydrochloric acid to make calcium


sulphate and hydrogen.
4 Shiny copper will go dull faster than shiny iron will go dull.
5 Goggles must always be worn when we handle acids.

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F2

Corrosive liquids

Sheet 1 of 1

Plenaries

Review learning
Decide whether the following statements are true or false.
1 All metals react with acids.
2 When metals react with acids they make a salt and hydrogen.
3 Calcium will react with hydrochloric acid to make calcium
sulphate and hydrogen.
4 Shiny copper will go dull faster than shiny iron will go dull.
5 Goggles must always be worn when we handle acids.

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F2

Corrosive liquids

Plenaries

Word game

M
p

^ _
UG LP
TN

1 Work in pairs. Which metal are these descriptions about?


I am a shiny grey metal. I go red-brown when I react
slowly with oxygen in the air. I also react slowly with acids
to make bubbles of hydrogen. What am I?
I am a soft metal and I am more reactive than sodium. I
react very quickly with water and oxygen. What am I?
2 Make up your own descriptions of some other metals and
see if your partner can guess what they are.

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F2

Corrosive liquids

Sheet 1 of 1

Plenaries

Word game
1 Work in pairs. Which metal are these descriptions about?
I am a shiny grey metal. I go red-brown when I react
slowly with oxygen in the air. I also react slowly with acids
to make bubbles of hydrogen. What am I?
I am a soft metal and I am more reactive than sodium. I
react very quickly with water and oxygen. What am I?
2 Make up your own descriptions of some other metals and
see if your partner can guess what they are.

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Changing places

F3
M

Plenaries

Suggested alternative plenary activities (510 minutes)

^ _
UG LP

Review learning

Sharing responses

Group feedback

Word game

Looking ahead

Game to predict if a
reaction will happen
between named pairs of
metals and metal
compounds.

Pupils feed back their


outcomes of Activity F3a
and discuss why negative
results are important in
experiments.

Groups make short


presentations to show their
ideas about displacement
from Activity F3b.

Anagram game.

Pupils are asked to suggest


one metal that would
displace all the metals
used today, and one that
would not.

Review learning

Pupils use yes and no cards and hold them up to the


teacher in response to questions.

Write the order of reactivity on the board and shout out


pairs of metals and solutions, e.g. copper and zinc
sulphate.

Pupils hold up cards to say yes a reaction will happen,


or no it will not.

Order of reactivity
magnesium; zinc; iron; copper

Sharing responses

Pupils combine into groups to discuss the outcomes of


Activity F3a.

Ask pupils to think about why experiments with negative


results, i.e. where reactions do not happen, are important
when we draw conclusions.

Ask a spokesperson to feed back ideas to the rest of the


class.

Group feedback

Pupils make short presentations to show their ideas


about the zinc plating reaction in Activity F3b.

This can either be run with a spokesperson talking to the


class, or two groups combining to show their ideas to
each other.

Word game

Pupils work out the anagrams on the Pupil sheet.

Pupil sheet

Pupils make an anagram and a clue to try on each other.

Answers
displacement; magnesium; gold; zinc;
sulphate; zinc sulphate

Looking ahead

Ask pupils to work in groups to suggest one metal that


would displace all the metals that they have used today
and one that would not.

Make a list on the board of the pupils suggestions. Ask


other groups if they agree.

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F3

Changing places

Plenaries

Word game

M
p

^ _
UG LP
TN

1 Rearrange the letters to find the correct words.


ICDANTSPEMLE happens when metals react with metal salts.
MESNMIUAG is a metal that can displace iron but not calcium.
OLGD is a metal that cannot displace any other metal.
INCZ + iron UHELTASP INCZ UHELTASP + iron
2 Make up some other clues and see if your friends can work
them out.

Harcourt Education Ltd 2004 Catalyst 3


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F3

Changing places

Sheet 1 of 1

Plenaries

Word game
1 Rearrange the letters to find the correct words.
ICDANTSPEMLE happens when metals react with metal salts.
MESNMIUAG is a metal that can displace iron but not calcium.
OLGD is a metal that cannot displace any other metal.
INCZ + iron UHELTASP INCZ UHELTASP + iron
2 Make up some other clues and see if your friends can work
them out.

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Whos top of the league?

F4
M

Plenaries

Suggested alternative plenary activities (510 minutes)

Review learning

Sharing responses

Group feedback

Word game

Looking ahead

The class produces a list of


key facts about metal
reactivity.

Pupils compare the


outcomes of Activity F4a.

Group work to make


reactivity series display.

Play 'react or not' word


game.

Pupils discuss how to choose


the right metal for the job.

^ _
UG LP

Review learning

Class brainstorming to make a list of key facts about


metal reactivity on the board.

Pupils should consider that more reactive metals react


faster with oxygen, water and acids, produce more
energy when they react, and can displace less reactive
metals from their salts.

Pupils can record the list to act as Key facts for revision.

Share responses

Pupils combine into larger groups to compare their


responses to questions from Activity F4a.

A spokesperson from each group feeds back issues for


whole-class discussion in a short plenary.

Group feedback

Pupils work in groups on a single metal, e.g. sodium,


potassium, calcium, magnesium, zinc, iron, lead, copper,
gold.

Ask each group to record key information from their


notes about their metal on a piece of A4 card. Write the
information they need to include on the board.

Pupils stick their cards in order of reactivity in a list on


the wall.

Key information
Name of metal, symbol.
How quickly does it react with oxygen?
water? acid?
Equipment
A4 coloured paper or card; marker pens;
Blu-tack

Word game

Pupils choose two cards, one from each pile, and predict
whether or not a reaction will happen. Their partner
decides whether or not they are right.

Pupil sheet

Looking ahead

Write the reactivity series on the board: sodium,


potassium, calcium, magnesium, zinc, iron, lead, copper,
gold.

Ask pupils to make predictions about which metal would


be best suited to different uses and explain why.

Emphasise the importance of understanding metal


reactivity when engineers, designers and scientists select
metals for use.

Harcourt Education Ltd 2004 Catalyst 3


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Teacher sheet

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Whos top of the league?

F4

Word game

M
p
t

Plenaries

Cut out the cards. Put all the number 1 cards face down in one pile, and all the number
u 2 cards face down in another pile.
Your partner holds the answer table so that you cannot see it.

^ _

UG LP

Take one card from each pile and decide if the two substances on the cards will react
when they are mixed together. See how many you get right, then swap.

TN

1
gold

1
magnesium

2
hydrochloric
acid

2
copper sulphate
solution

1
copper

1
sodium

2
oxygen

2
sodium sulphate
solution

1
iron

1
calcium

2
water

2
sulphuric
acid

1
zinc

1
lead

2
zinc sulphate
solution

2
iron sulphate
solution

Answer table
Metal

Oxygen

Water

Acid

Metals higher in the


table will react with
these compounds

sodium

all these
metals react
with oxygen

these metals
react quickly

these metals
react quickly

sodium sulphate

these metals
react slowly

zinc sulphate

do not react

copper sulphate

calcium
magnesium

these metals
react slowly

zinc
iron

iron sulphate

lead
do not react

copper
gold

does not react

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F4

Whos top of the league?

Plenaries

Looking ahead

M
p

^ _

Teacher sheet
Samples of questions to use.
1 Which metal would be good to use for fillings in teeth? [Gold because it is
unreactive, non-toxic, hard.]

UG LP

2 Which metals are useful to make fireworks? [Calcium and magnesium,


ignite to give out lots of energy/ very reactive.]

TN

3 Which metals are useful in rocket fuels? [Sodium, one of the most reactive
metals, gives out most energy when it burns.]
4 Which metals are useful for large-scale use for water pipes and machinery?
[Copper and iron, balance between relatively less reactive/non toxic and
available in large quantities. Make the point that cost plays a large part
here.]
5 Which metal is used for drinks cans? [Aluminium, has unreactive oxide
coating and so is non-toxic, light, does not corrode.]
6 Which metal, other than gold and silver, is used for expensive jewellery?
[Platinum is very unreactive and has similar properties to gold.]
Pupils should realise that other properties, e.g. toxicity, density, electrical
conductivity etc., are equally as important as reactivity when deciding how to
use metals.

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Reactivity in action

F5
M

Plenaries

Suggested alternative plenary activities (510 minutes)

^ _
UG LP

Review learning

Sharing responses

Group feedback

Word game

Looking back

Brainstorm of how metals


are used.

Presentations of outcomes
of Activity F5a.

Groups combine to discuss


how they carried out their
research in Activity F5a.

Pupils match metals to their Pupils revise and


uses.
consolidate knowledge from
the unit.

Review learning

Ask pupils to suggest names of metals and how they are


used. Write notes on the board.

Ask the whole group to suggest which properties are


important for each use, e.g. copper electrical wiring
good electrical conductivity etc.

Encourage pupils to focus on which properties are most


important and which are of lesser importance for each
metal use.

Share responses

Each group makes a two-minute presentation to the rest


of the class to show the outcomes of their research from
Activity F5a.

Group feedback

Pupils mix groups (i.e. combine with pupils from


different working groups) to discuss how they went
about their research for Activity F5a.

Pupils devise a bulleted list of Guidelines for carrying


out research.

A spokesperson from each group feeds back to the


whole class.

Word game

Pupils carry out the matching exercise about metals and


their uses.

Pupil sheet
Answers
1 copper
2 steel
3 aluminium, iron oxide
4 iron
5 lead

Looking back

Pupils revise and consolidate knowledge for the unit.


They can use the Unit map, Pupil checklist or the Test
yourself questions.

Harcourt Education Ltd 2004 Catalyst 3


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Unit map
Pupil checklist
Test yourself

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F5

Draw lines to match the substances in the boxes to


u the correct descriptions.

^ _
UG LP
TN

Plenaries

Word game

M
p

Reactivity in action

Descriptions
1 This metal does not react with
water. It is used in water tanks.
2 This substance is a mixture of iron
with other elements.

Substances
steel

iron

lead
3 These two substances are used to
weld railway lines together.
aluminium
4 This metal is the most widely used
metal in the world.
5 This metal is a poisonous metal and
is used to make roofing.

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iron oxide

copper

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F6
M

Variables together Think about

Plenaries

Suggested alternative plenary activities (510 minutes)

Group feedback

Bridging to other topics

Groups feed back to the whole group on


the outcomes of their investigations

Focus on variables that interact in rusting


and in other examples in science.

^ _ Group feedback
UG LP Ask pupils to use the outcomes of the lesson activities to

make a list of what variables affect rusting. A summary of


findings can be made on the board. Identify the two
main variables that are needed for iron to rust (air and
water) and make sure it is clear that both are needed.
Discuss how other variables (e.g. salt) can also interact to
affect the rate of rusting.

Lead a whole-class discussion to relate the list of variables


to the methods of rust prevention used on cars and bikes.
Focus on how many techniques rely on making a barrier
to water and air. Discuss why different techniques are
used in different areas, e.g. paint on bodywork and oil on
engine parts.

Bridging to other topics


Highlight how two key variables interact to cause rusting,
i.e. air and water. Other variables, such as salt, can affect
the rate of rusting.
Link this idea to other examples, such as:
1 Yeast needs sugar and water to start working. Other
variables, such as temperature, also affect the rate at
which it works.
2 Combustion needs an air supply and heat to start the
reaction.
3 In industry, engineers often have to make decisions to
control several variables that interact to get reactions to
work as cheaply and quickly as possible. For example, in
making ammonia for fertilisers, the temperature and
pressure both affect how much ammonia is made.
Engineers juggle the two variables because it uses a lot
of fuel and is very expensive to heat up huge amounts of
chemicals or to keep them under very high pressure.

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F1
M

^ _
UG LP

Losing that shine

Specials

1 Write true or false for each sentence.


a Gold doesnt lose its shine. It is very reactive.
b Iron rusts. Iron is more reactive than gold.
c Paint stops iron rusting.
2 Complete these sentences using the words below.

reactive

oxides

energy

oxyg
en

a When metals burn in air, they react with

gas.

b Metals form compounds called metal


they react with oxygen gas.
c The more

when

a metal is, the faster it reacts.

d The more reactive a metal is, the more


releases when it reacts.

it

3 a Cut out the jigsaw pieces. Then match them up to


make word equations for metals reacting with oxygen.
When you are sure, stick them down.
b For each word equation, colour the reactants in red
and the product in blue.
i tin + oxygen

iron oxide

ii potassium + oxygen

tin oxide

iii zinc + oxygen

copper oxide

iv iron + oxygen

potassium oxide

v copper + oxygen

zinc oxide

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F2
M

Corrosive liquids
1 Use these words to fill in the gaps.

hydrogen

stronge
r

metals

corro
sive

salt

hydrox
ide

batteries

corro
de

^ _
UG LP

Specials

a The acid used in car

is very strong and is

. This means it will

many metals.

When an acid reacts with a metal,

gas and a

are made.
b Some
react with water. A metal
and hydrogen gas are made.
c Metals have a

reaction with acids than with water.

2 Cut out the jigsaw pieces, then match them up to make


word equations for metals reacting with acids and water.
When you are sure, stick them down.
i zinc +

hydrochloric

acid

potassium
hydroxide + hydrogen

sulphuric

acid

magnesium
chloride + hydrogen

ii iron +

iii potassium + water

zinc
chloride + hydrogen

iv sodium + water

sodium
hydroxide + hydrogen

v magnesium +

hydrochloric

acid

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iron
sulphate + hydrogen
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F2
M

^ _
UG LP

Specials

Corrosive liquids (continued)


3 Write true or false for each sentence.
a Very unreactive metals like copper react with water.

b Metals react with water to make a metal hydroxide and hydrogen


gas.
c It would be safe to add sodium, a very reactive metal, to acid.

4 Look at these test tubes. Each test tube has some


hydrochloric acid in it and a metal.

iron

zinc

copper

magnesium

a Which metal is the most reactive?


b Which metal is the least reactive?
c Put the metals into order of reactivity, most reactive first.

most reactive

least reactive

d When metals react with acids, heat is given out


and the temperature rises.
i

Which metal will have the highest temperature rise?

ii Which metal will have the lowest temperature rise?

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F3
M

Changing places

Specials

1 This diagram shows lead winning nitrate from silver.


lead
crystals of
silver
lead nitrate
solution

^ _
UG LP

silver nitrate
solution

a This type of reaction is called:

Tick the
correct
answer.

displacement
neutralisation

burning

b Use the diagram to help you complete this word equation:


lead + silver nitrate

c This reaction works because lead is:

Tick the
correct
answer.

more reactive than silver


as reactive as silver

less reactive than silver

2 Look at this cartoon.


a Which metal is the most reactive,
iron or zinc?
b Complete this word equation for
the reaction.
zinc + iron

zinc

3 Write true or false for each sentence.


a Less reactive metals push more reactive metals out of their
compounds.
b A displacement reaction happens when a more reactive metal
pushes a less reactive metal out of its compound.
c A lot of energy can be released during displacement reactions.
d Displacement reactions can be used to stop iron rusting.
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F4
M

Whos top of the league?

Specials

1 Use these words to fill in the gaps.

least

reactio
ns

reactivity

most

series

^ _
UG LP

a The

is a list of metals.

It has the

reactive at the top. The


reactive metal is at the bottom.

b You need to look at chemical

to put

metals in order of their reactivity.


2 Look at these beakers. Each beaker contains water and
a different metal.

calcium

magnesium

zinc

lithium

a Which metal reacted the fastest?


How can you tell?

b Which metal reacted the least?


How can you tell?

c Put the metals in order of their reactivity, most reactive first.

most reactive

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F4
M

^ _
UG LP

Whos top of the league? (continued)

Specials

3 Sanjay did some displacement experiments with metals and solutions.


These are the results of his experiments.

Cobalt didnt
react
with zinc solu
tion.

d with
Cobalt reacte
lead solution.

Lead did not react


with any of the solutio
ns.

lt solution
a
b
o
c
h
it
w
d
Zinc reacte
solution.
and with lead

a Which metal reacted the most?


b Which metal reacted the least?
c Write down the metals in order of their reactivity.

most reactive

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F5
M

^ _
UG LP

Reactivity in action

Specials

1 A mixture of aluminium powder and iron oxide powder can be used to


fix cracked railway track. This cartoon shows how.
1
A mixture of
aluminium and
iron oxide is
put in the
hopper.

It needs some heat


energy to kick-start the
reaction.
3

REACTION!
A lot of heat energy is made!

Liquid iron is poured into the crack.

a The reactants are

and

b The products are hot, liquid

.
and white

.
c The metal

has pushed the metal

out

of its compound.
d This kind of reaction is called:
replacement

Tick the
correct
answer.

placement
displacement
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F5
M

Specials

Reactivity in action (continued)


2 Use some of these words to fill the gaps.

easy

hard

compounds

tight
ly

elements

^ _
UG LP

a Reactive metals join

in their compounds. It is

to break them up and get the metal.


b It is

to break up less reactive metal compounds and

get the metal back.


3 Write true or false for each sentence.
a Gold and silver stay shiny because they are very reactive.

b Copper roofs last longer than iron roofs. This is because copper is
less reactive than iron.
c Rocks that contain a metal oxide are called ores.
d Titanium is used to make hip joints because it is unreactive.

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F6

Variables together

Specials

1 Natalie set up an
experiment to find out
p ?
what makes iron rust.
t u
Here is her drawing of
^ _
her experiment.

UG LP

rusty
nail

3
nail

Fill in this table using ticks


() and crosses ().

oil

cotton wool

nail

silica gel

oxygen
water

no oxygen
water

oxygen
no water

Test tube

Oxygen?

Water?

Rust?

1
2
3

2 Sumas car has been scratched. The iron


under the scratch has gone rusty.
Use some of these words to fill in the gaps.

oxygen
wax

acid
paint

water

carbon dioxid
e

a Which two chemicals are needed for iron to rust?


For iron to rust

and

are needed.

b Explain to Suma why paint stops iron from rusting.


It stops

and

getting to the iron.

c Suma was surprised to learn that old cars rust less in hot, dry
deserts than they do in Britain. Explain to Suma why this is.
This is because

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Patterns of reactivity

F1 Losing that shine

M
p

^ _
UG

1 a
b
c
2 a
b
c
d
3 a

false
true
true
oxygen
oxides
reactive
energy
i tin + oxygen tin oxide
ii potassium + oxygen potassium oxide
iii zinc + oxygen zinc oxide
iv copper + oxygen copper oxide
b Reactants coloured red metals and oxygen.
Products coloured blue metal oxides.

F2 Corrosive liquids
1 a
b
c
2 i

Specials answers
2 a
b
3 a
b
c
d

zinc
zinc + iron oxide zinc oxide + iron
false
true
true
true

F4 Whos top of the league?


1 a
b
2 a
b
c
3 a
b
c

reactivity series, most, least


reactions
lithium, most bubbles
zinc, no bubbles
lithium, calcium, magnesium, zinc
zinc
lead
zinc, cobalt, lead

batteries, corrosive, corrode, hydrogen, salt


metals, hydroxide
stronger
zinc + hydrochloric acid zinc chloride +
hydrogen
ii iron + sulphuric acid iron sulphate +
hydrogen
iii potassium + water potassium hydroxide +
hydrogen
iv sodium + water sodium hydroxide +
hydrogen
v magnesium + hydrochloric acid
magnesium chloride + hydrogen
3 a false
b true
c false
4 a magnesium
b copper
c magnesium, zinc, iron, copper
d i magnesium
ii iron (not copper as copper doesnt react).

F5 Reactivity in action

F3 Changing places

2 a oxygen, water
b oxygen, water
c There is no water.

1 a displacement
b silver, lead nitrate
c more reactive than silver

1 a
b
c
d
2 a
b
3 a
b
c
d

aluminium, iron oxide


iron, aluminium oxide
aluminium, iron
displacement
tightly, hard
easy
false
true
true
true

F6 Variables together
1

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Test tube

Oxygen?

Water?

Rust?

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Losing that shine

F1
M

W HELP

Homework

1 Read the information below.


Laura heats up some magnesium in a Bunsen flame. The shiny grey metal
catches fire and burns with a brilliant, white flame. When it has all burned,
Laura is left with a white powder.

^ _
UG LP

a Write down two things that tell Laura a chemical reaction has taken
place.
b Which element, other than magnesium, takes part in the burning
reaction?
c

What is the name of the white powder left at the end?

d Write a word equation for the reaction that happens when Laura
burns magnesium.
e

Laura also tried to burn some silver in the same Bunsen flame. It did
not burn. What does that tell Laura about the reactivity of silver,
compared with magnesium?

Suggest one other metal that would burn even more fiercely than
magnesium.

CORE
2 Gold is found in rocks as a pure metal, which means that it is not
combined with any other element. Iron can be found in the mineral
haematite, which is a form of iron oxide. It is not found as pure iron.
a i

What does the information tell you about how gold and iron
react with oxygen?

ii Why is gold used more than iron in jewellery?


iii Which of the two metals is the more reactive?
b Both iron and sodium react with oxygen. Sodium releases much
more energy, when it reacts, than does iron. Which of the two is
the more reactive?
c

Silver jewellery tarnishes in air but gold does not. What does this
tell you about the reactivity of silver?

d Write a word equation for the reaction when iron forms haematite
in the earth. You should use the chemical names, not the names of
the minerals, in your equation.
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F1
M

Losing that shine (continued)


e

Copy and complete the following sentences:


i

Sodium is kept under oil in a tightly sealed container because


.

^ _

ii Platinum used for jewellery does not tarnish because

UG LP

Homework

EXTENSION
3 Mrs Archer showed her class some magnesium powder. She sprinkled
it into a Bunsen flame to show them how it burned. A spark from the
burning powder fell into the stock bottle containing the magnesium
powder. The whole bottleful caught fire. The teacher poured some water
over the fire. It did not go out, it exploded. The whole class were
covered with a white powder. Miss Chaudry knew what to do. She
covered the burning beaker with sand. The fire went out but a large
hole had been burned in the top of the workbench.
a What mistake did Mrs Archer make during the experiment?
b What does the story tell you about the amount of energy transferred
when magnesium burns?
c

If the teacher had been demonstrating the burning of powdered


iron instead, how would the outcome have probably been
different?

ii Why would it have been different?


d Why did the water cause an explosion? (Hint: think about the
amount of heat energy in the burning magnesium.)
e

Why did the flames go out when Miss Chaudry covered the burning
magnesium powder with sand?

4 Look at the two equations about burning, written below.


zinc + oxygen zinc oxide
and
sodium + oxygen sodium oxide
a What type of reaction is shown by both equations?
b Luke did both reactions. What was probably the most obvious
indication that a chemical change had happened in his experiments?
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Corrosive liquids

F2
M

W HELP

Homework

1 Match the sentence beginnings with the endings to make sentences


about corrosive liquids. Write out each sentence.

^ _

Beginnings

Endings

UG LP

A When potassium reacts with water

1 calcium chloride and hydrogen are


formed.

B When calcium reacts with hydrochloric


acid

2 acids are corrosive.

C It is dangerous to react potassium with


acid because

3 it forms hydrogen gas, which catches


fire.

D Acids can be used to mark decorations


onto glass because

4 acids give stronger reactions with metals


than water.

2 a Samantha drops a piece of sodium into a bowl of water. Write


down three things she would see.
b Copy and complete the following word equation:
magnesium + sulphuric acid

+ hydrogen

CORE
3 Jonathan sets up the test tubes shown below. There is dilute acid in
each tube. He adds lots of the named metal to each tube.
A

20 cm3
10 cm3

10 cm3

10 cm3
5 cm3

add
calcium

add
magnesium

add
magnesium

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add
magnesium

add
gold

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F2
M

a i

In which tube will there be no reaction?

ii Explain your answer.


b i

^ _
UG LP

Homework

Corrosive liquids (continued)

In which tubes will the volume of hydrogen produced be the same?

ii Why will it be the same?


c

In which tube will the greatest volume of hydrogen be given off?

d i

Which tube will have the metal bubbling fastest?

ii Why will the metal in this tube bubble faster than the others?
e

What would you need to change, in tube D, for it to give the same volume of
hydrogen as tube A?

All the tubes contain hydrochloric acid. Write a word equation to represent the
reaction that is happening in tube C.

EXTENSION
4 The following list contains some metals in decreasing order of reactivity, with the
most reactive on the left.

potassium
a i

sodium

magnesium

zinc

iron

copper

gold

Which metal, other than potassium, is likely to react with cold water?

ii Write a word equation to represent the reaction between potassium and water.
The symbol equation for the reaction between potassium and water is given
below.
2K + 2H2O 2KOH + H2
iii How many atoms are there on the left-hand side of the equation?
iv How many atoms are there on the right-hand side of the equation?
b Look back at the diagrams for question 3. All the tubes contain the same acid
from the same bottle. Sanjay collected the hydrogen from each of the tubes
where there was a reaction. He collected 30 cm3 of gas from tube B.
i

What volume of gas did he collect from tube A?

ii What volume of gas did he collect from tube D?


ii It took Sanjay 2 minutes to collect the gas in tube A. How would the time
taken to collect the gas in tube B compare with the time taken in tube A?
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Changing places

F3
M

W HELP

Homework

1 The first list below shows three metals. The most reactive metal is at
the top and the least reactive metal is at the bottom. The second list
u
shows some displacement reactions.

^ _

List of displacement reactions

UG LP

List of
metals
zinc
iron
copper

A This metal displaces copper from copper


sulphate solution.
B This metal displaces iron from iron chloride
solution.
C This metal does not displace iron from iron
sulphate solution.
D This metal displaces the other two in the list
from their solutions.

a Match each metal in the first list to a correct statement about it from
the second list. You can use each metal once, more than once or not at all.
b Explain why magnesium would displace all three of the metals in the list of
metals from their solutions.
2 Powdered magnesium reacts with lead oxide.
a Copy and complete the word equation shown below.
magnesium + lead oxide +

b This reaction gets very hot. Copy and complete the sentence below:
The reaction between magnesium and lead oxide gets very hot
because .

CORE
3 Daves dustbin is made from galvanised iron. This means that it is made
from iron that has been coated with a thin layer of zinc.
a Why is Daves dustbin unlikely to go rusty, even if it is scratched
and some of the iron is exposed to air and water?
b Write a word equation to represent what would happen to Daves
bin if it was scratched and attacked by damp air. (Hint: Remember
why zinc blocks are attached to ships.)
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F3
M

Changing places (continued)


c

Homework

Explain why coating the bin with a thin layer of copper would not
be successful, if the bin was scratched?

d i

^ _

Copper sulphate solution is blue. Iron sulphate solution is pale


green. Copper metal is pinkish-brown. Iron metal is shiny silver.
Describe what you would see happening, to the iron and to the
solution, if a lot of powdered iron was added to a small amount of
copper sulphate solution.

UG LP

ii Explain why these changes would happen.

EXTENSION
4 Sand contains silicon dioxide in a fairly pure form. The silicon needed
for computer chips is made by reacting silicon dioxide with aluminium.
a i

Which is more reactive, the silicon or the aluminium?

ii Explain your answer.


b Explain why the temperature of the silicon that is made in this
reaction is more than 500 C.
c

Suggest a reason why the fairly high cost of the silicon made by
this reaction is not related to the cost of the silicon dioxide.

5 A similar reaction is used, in a blast furnace, to extract iron from iron


ore. One type of iron ore is haematite, which contains iron oxide. It is
reacted with carbon. One of the products of the reaction turns
limewater milky.
a Which is the more reactive, the iron or the carbon?
b The iron is produced as a liquid but its melting point is 1539 C.
What does this tell you about the energy changes during the
reaction?
c

What type of reaction is taking place in the blast furnace to


extract the iron from the iron ore?

d What is the gas that is also produced?

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Whos top of the league?

F4
M

W HELP

^ _

Homework

1 The list below shows some elements in order of their reactivity. The
most reactive is on the left.

magnesium

iron

copper

silver

gold

UG LP

Choose metals from the list to answer the following questions.


a This metal will displace all the other metals from solutions of their salts.
b This metal cannot be displaced from solution by any of the others.
c

This metal will only displace gold from a solution.

d This metal displaces silver but is displaced from its solution by iron.
2 a Copy and complete the following sentences:
i

Gold is used for jewellery because .

ii Copper can be used for making water pipes because .


b Copper sulphate solution is blue. Zinc sulphate solution is colourless.
Sarah adds a lot of zinc powder to some copper sulphate solution. How
does she know that a displacement reaction has happened?

CORE
3 Read the information about some chemical reactions and use it to
answer the questions.
Magnesium reacts quickly with dilute acids but not with water. Sodium
reacts with water but rubidium reacts much faster. Gold does not react with
water or acids and it does not tarnish in air. Neither zinc nor iron react
quickly with water but zinc reacts with acids faster than iron. Copper does
not react with water or acid but it tarnishes in air. So does silver, which is
displaced from solution by copper.

a i

Which is the most reactive metal?

ii Explain your answer.


b i

Which two metals will displace iron from a solution of iron sulphate,
without reacting quickly with the water itself?

ii Write a word equation for the reaction between one of these


metals and iron sulphate.
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F4
M

Whos top of the league? (continued)


c

Write down all the metals described in order of their reactivity,


starting with the most reactive.

d i

^ _
UG LP

Homework

Manganese reacts fairly quickly with dilute acids, though not


with water. It will displace zinc from a solution of its salts. Suggest
where manganese would best fit into the reactivity series you have
drawn up.

ii Explain your answer.

EXTENSION
4 Read the information about some chemical reactions and use it to answer
the questions. It is the same as the information given for question 3.
Magnesium reacts quickly with dilute acids but not with water. Sodium
reacts with water but rubidium reacts much faster. Gold does not react with
water or acids and it does not tarnish in air. Neither zinc nor iron react
quickly with water but zinc reacts with acids faster than iron. Copper does
not react with water or acid but it tarnishes in air. So does silver, which is
displaced from solution by copper.

a Write a word equation for the reaction between copper and silver
nitrate solution.
b The symbol equation below shows the reaction between magnesium
and hydrochloric acid. What is the total number of atoms shown on
both sides of the equation?
Mg + 2HCl MgCl2 + H2
c

Use the reactivity series below to answer the following questions.


The most reactive metal is on the left.

zinc
i

nickel

copper

platinum

Write a word equation to show the reaction when powdered


nickel is heated with platinum oxide.

ii The formula of zinc oxide is ZnO and the formula of copper oxide
is CuO. Use these to write a formula equation to represent the
reaction between zinc and copper oxide.
iii Describe what you would do to show that nickel really is above
copper in the reactivity series shown above.
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Reactivity in action

F5
M

W HELP

Homework

1 The list shows a reactivity series for some metals. The most reactive
is on the left.

^ _

aluminium

magnesium

zinc

iron

copper

silver

UG LP

Use the metals in the list to answer the following questions:


a i

Which of the reactions shown below would actually happen?


Write down the letters.
A copper + magnesium oxide magnesium + copper oxide
B zinc + silver oxide silver + zinc oxide
C magnesium + copper oxide copper + magnesium oxide
D aluminium + iron oxide iron + aluminium oxide
E

iron + zinc oxide zinc + iron oxide

ii Which of the lettered reactions would be useful for mending a


broken railway line?
b i

Give one property of silver that explains why it is used in earrings.

ii Copy and complete the sentence:


Silver has this property because .
c

Aluminium oxide is sometimes called a metal ore. What are ores?

ii Suggest one metal, from the reactivity series above, that you
could use to extract magnesium from magnesium oxide.

CORE
2 Information about some metals is given below. Use the information
to answer the questions about the metals.
Metal

Information

Copper

Fairly unreactive but will dissolve in acidic water.

Lead

More reactive than copper and toxic to humans.

Aluminium

Quickly forms a protective oxide coating all over its surface.

Platinum

Unreactive and silver in colour.

Magnesium

Burns fiercely in air.

Iron

Reacts with air and water.

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F5
M

Reactivity in action (continued)

a Metal pencil sharpeners are often made from magnesium because


it is light but strong. Why is it very dangerous to put them into a flame?
b Explain why aluminium is used for bottle tops, even though it is a reactive metal.

^ _

UG LP

d Why is it necessary to oil a bicycle chain made from steel?

Homework

Why do water companies make sure that tap water is always neutral?

Pauls granny lives in a house with lead water pipes. She says
she needs to run the tap for a minute before she uses the water for
drinking. Why is this a good idea?

ii What advice would you give to Pauls granny, so that she would
not need to run off water every time she wants a drink?
f

Explain why platinum can be used to make jewellery.

ii Suggest another metal, not in the table, that could be confused


with platinum used in this way.

EXTENSION
3 a Some metals have been known for thousands of years but others
have only been discovered in the last couple of centuries. Use your
knowledge of the reactivity series to explain the statements below.
i

Sodium was discovered in 1807.

ii Gold was one of the earliest metals to be discovered.


iii Copper was known before iron.
iv The Romans used lead to line water tanks.
v

Aluminium has only been used on a large scale for about 150 years.

b Carbon can be used to extract copper from copper ore (copper oxide).
It is mixed with the ore and heated to start the reaction. Carbon dioxide
is also produced.
i

What does this suggest about the position of carbon in the reactivity series?

ii Write a word equation to represent the reaction between carbon


and copper ore.
iii How many atoms are there on each side of the equation shown below?
C + 2CuO 2Cu + CO2

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Losing that shine

F1
M

W HELP

^ _
UG LP

Homework
mark scheme

Question

Answer

1 a

It burned/gave out heat/gave out light/caught fire.


It formed a white powder.

1
1

Oxygen

Magnesium oxide

Magnesium + oxygen magnesium oxide


Award 1 mark for the reactants and 1 mark for the product.

Silver is less reactive than magnesium.

Any correct choice, e.g. potassium/sodium, etc.

HM

Mark

Total for Help

CORE
Question

Answer

2 a i

Gold does not react with oxygen.


Iron reacts with oxygen.

1
1

ii

It keeps its shine for longer/it does not tarnish/corrode.

iii

Iron

Sodium

It is more reactive than gold.

Iron + oxygen iron oxide


Award 1 mark for the reactants and 1 mark for the products.

e i

Sodium is kept under oil in a tightly sealed container because this stops it
from reacting with oxygen in the air.
Underscore is pupil response. Accept equivalent responses.

Platinum used for jewellery does not tarnish because it is unreactive/it does
not react with oxygen.
Underscore is pupil response. Accept equivalent responses.

ii

Mark

Total for Core

10

EXTENSION
Question

Answer

3 a

She left the lid off the container.

It transfers lots of energy.

c i

The iron in the bottle might not have caught fire/there might not have been
a flying spark.
Accept other sensible responses.

Iron is less reactive than magnesium.

The water boiled instantly making lots of vapour.

The sand prevented oxygen from getting to the fire.

Oxidation Accept combustion/burning.

They both produced heat/both burned/both produced a new substance.

ii

4 a
b

Mark

Total for Extension


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Corrosive liquids

F2
M

W HELP

^ _

Question

Answer

Correct sentence matches are:


A 3; B 1; C 4; D 2

Three from:
floats; fizzes/bubbles; dissolves; makes steam not smoke; moves over water
surface; becomes a sphere.

Missing substance is magnesium sulphate.

2 a

UG LP

HM

Homework
mark scheme

Mark

Total for Help

CORE
Question

Answer

3 a i

Tube E

Gold is very unreactive/does not react with acids.

Tubes A and B. Both tubes needed for the mark.

They both contain the same amount of acid.

Tube C

d i

Tube A

ii
b i
ii

ii

Mark

Calcium reacts faster/is a more reactive metal than the others.


cm3

Add another 5

of acid/double the volume of acid.

Magnesium + hydrochloric acid magnesium chloride + hydrogen


Award 1 mark for the reactants and 1 mark for the products.

Total for Core

10

EXTENSION
Question

Answer

Mark

4 a i

Sodium

ii

Potassium + water potassium hydroxide + hydrogen


Award 1 mark for potassium and 1 mark for hydrogen.

iii

iv

30 cm3

ii

15 cm3

iii

It would be slower/it would take longer.

b i

Total for Extension

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W HELP

Question

Answer

1 a

Statement matches are:


A zinc or iron
B zinc
C copper
D zinc

1
1
1
1

It is more reactive than they are.

Lead + magnesium oxide


Products can be written either way round. 1 mark for each product.

^ _
HM

Homework
mark scheme

Changing places

F3

UG LP

b
2 a
b

Mark

The reaction between magnesium and lead oxide gets very hot because it
gives out/produces/releases heat energy.
Underscore is pupil response.

Total for Help

CORE
Question

Answer

3 a

It is protected by the zinc/the zinc will corrode instead of the iron.

Zinc + oxygen zinc oxide Award 1 mark for each correct substance, if it is
on the correct side of the arrow.

Copper is less reactive than iron


so the iron would rust/corrode instead of the copper.

1
1

d i

The solution would turn from blue to pale green.


The surface of the iron would change from silver to pinkish brown.

1
1

The iron is more reactive than the copper


so it has displaced it from the blue solution.

1
1

ii

Mark

Total for Core

10

EXTENSION
Question

Answer

4 a i

The aluminium.

It displaced the silicon from silicon dioxide.

The reaction gives out heat energy/is exothermic.

Sand is very common/very cheap to buy.


Accept other equivalent responses.

The carbon.

Energy is given out/released/produced during the reaction.

A displacement reaction.

Carbon dioxide

ii

5 a

Mark

Total for Extension

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Whos top of the league?

F4
M

W HELP

Homework
mark scheme

Question

Answer

1 a

Magnesium

Magnesium

^ _

Silver

UG LP

Copper

Gold is used for jewellery because it does not tarnish/it keeps its shine.
Underscore is pupil response. Accept equivalent responses.

Copper can be used for making water pipes because it does not react with water.
Underscore is pupil response.

The solution loses its colour/changes from blue to colourless. First option scores
both marks. Second option gains one mark for each specified colour.

HM

2 a i
ii
b

Mark

Total for Help

CORE
Question

Answer

Mark

3 a i

Rubidium

It reacts faster than sodium


which is the only other metal to react with water.

Magnesium and zinc.

Zinc/magnesium + iron sulphate iron + zinc/magnesium sulphate


Award 1 mark for reactants and 1 for products.

Order is:
Rubidium, sodium, magnesium, zinc, iron, copper, silver.
All correct = 2 marks; one error = 1 mark.

Between magnesium and zinc.

It reacts more slowly with acids than magnesium with acids, so is less reactive
than magnesium
but displaces zinc, so is more reactive than zinc.

1
1

ii
b i
ii
c

d i
ii

Total for Core

10

EXTENSION
Question

Answer

Mark

4 a

Copper + silver nitrate silver + copper nitrate


Award mark for correct products.

10

c i

Nickel + platinum oxide platinum + nickel oxide


Award mark for correct products.

ii

Zn + CuO Cu + ZnO
1 mark for correct reactants; 1 mark for correct products.

iii

Mix some powdered nickel with some copper oxide.


Heat it using a Bunsen burner.
Look for evidence of an exothermic reaction/a reaction producing heat.
Accept equivalent response to third point.

1
1
1

Total for Extension


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Homework
mark scheme

Reactivity in action

F5
M

W HELP

Question

Answer

1 a i

B, C and D.
One mark off for each omission.

It is shiny/it is unreactive.

Silver has this property because it does not react quickly with oxygen.
Accept alternative equivalent responses.

Compounds of metals found in rocks.


Must mention compounds ... in rocks for the mark.

Aluminium

ii

^ _
UG LP

b i
ii

HM
c i
ii

Mark

Total for Help

CORE
Question

Answer

2 a

They would burn fiercely.

It has already reacted with oxygen to form a protective coating,


so does not react further.

1
1

So that it does not react with the copper pipes.

Iron reacts with water and oxygen/air.

e i

Running water off removes the water standing in the lead pipes
so that the drinking water does not contain lead.

1
1

Have the pipes replaced with copper ones.

It is shiny and unreactive. Needs both points for the mark.

Silver/nickel/gold

ii
f i
ii

Mark

Total for Core

10

EXTENSION
Question

Answer

3 a i

Sodium is a very reactive metal.

ii

Gold is found unreacted/as the pure element.

iii

Copper is less reactive than iron.

iv

Lead can be easily obtained from its ore/is low in the reactivity series.

Aluminium is a reactive metal/is high in the reactivity series.

Carbon is above iron in the reactivity series.

ii

Carbon + copper oxide copper + carbon dioxide

iii

5 on each side. Accept 5.

b i

Mark

Total for Extension

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Patterns of reactivity

Test yourself

1 a When a metal tarnishes, it reacts with a gas in the air.

M
p

i What is the name of this gas?

ii What sort of metal compound is formed in this reaction?

^ _
UG

b When iron tarnishes in air, it also reacts with water and forms a brown
solid on the surface of the metal. What is the name of this brown solid?

c Name a metal that does not tarnish when exposed to air.


2 Small pieces of three very reactive metals are dropped into water.
The water is then tested with Universal Indicator.
The table shows the results from this experiment.
Very reactive
metal

Observation when metal is


dropped into water

Result of test with


Universal Indicator

lithium

steady bubbling, metal moves around


surface of water

purple

potassium

violent bubbling, gas ignites, metal


shoots around surface

purple

sodium

fast bubbling, metal moves quickly on


surface

purple

a Name (a) the gas and (b) the metal compound produced in these reactions.
a

b Use information in the table to write these alkali metals in order of reactivity, starting
with the most reactive.

c What does the Universal Indicator colour show you about the water?

d Complete this word equation for the reaction of sodium with water.
sodium + water

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Patterns of reactivity (continued)

Test yourself

3 a This table shows how some metals react with dilute hydrochloric acid.

M
p

Metal

Observation in cold hydrochloric acid

copper

no reaction

^ _

iron

a few bubbles

UG

magnesium

vigorous bubbling

zinc

steady bubbling

Use the information in the table to write the four metals in order
of reactivity, starting with the most reactive.

b Describe a test to prove that hydrogen is the gas given off.

4 Small pieces of zinc are added to solutions containing the nitrates of


four other metals. The results of this displacement experiment are shown
in the table.
Metal nitrate in solution

Observation of piece of zinc

copper

turns brown

iron

turns black

magnesium

no change

silver

turns black

a i From the results in the table, which metal is more reactive than zinc?

ii Explain how the results show this.

b Complete this word equation for the reaction of zinc with iron nitrate.
zinc + iron nitrate

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F
p

^ _
A

Patterns of reactivity (continued)

Test yourself

5 Complete the following passage by crossing out the words that are wrong.

UG

The reactivity sequence/series is a list of metals with the most/least


reactive at the top and the most/least reactive at the bottom. Silver
corrodes easily so it is above/below gold.
6 In the Thermit reaction, aluminium powder is mixed with iron oxide. The reaction
is violent, giving off sparks and clouds of smoke. Molten iron is produced.
a What does this reaction tell you about the positions of aluminium and
iron in the reactivity series?

b Write a word equation for the reaction.

c Which two observations tell you that this reaction releases a lot of energy?

d Give one use of the Thermit reaction.

7 In a piece of gold ore, small pieces of the yellow metal can be seen. In a
piece of iron ore, no iron metal can be seen. The iron ore contains iron oxide.
Explain this difference.

8 Use ideas about the properties of metals to explain each of the following statements.
a Copper is used instead of iron to make water pipes.

b Gold is used instead of calcium to make jewellery.

c Aluminium is used instead of iron to make aeroplane bodies.

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Test yourself
Answers

Patterns of reactivity
1 a When a metal tarnishes, it reacts with a gas in the air.

oxygen

i What is the name of this gas?

ii What sort of metal compound is formed in this reaction?


oxide

^ _
UG

TY

b When iron tarnishes in air, it also reacts with water and forms a brown
solid on the surface of the metal. What is the name of this brown solid?
rust
c Name a metal that does not tarnish when exposed to air. platinum, gold or silver
2 Small pieces of three very reactive metals are dropped into water.
The water is then tested with Universal Indicator.
The table shows the results from this experiment.
Very reactive
metal

Observation when metal is


dropped into water

Result of test with


Universal Indicator

lithium

steady bubbling, metal moves around


surface of water

purple

potassium

violent bubbling, gas ignites, metal


shoots around surface

purple

sodium

fast bubbling, metal moves quickly on


surface

purple

a Name (a) the gas and (b) the metal compound produced in these reactions.
a

hydrogen

metal hydroxide

b Use information in the table to write these alkali metals in order of reactivity, starting
with the most reactive.
potassium

sodium

lithium

c What does the Universal Indicator colour show you about the water?
It is alkaline/contains a metal hydroxide.
d Complete this word equation for the reaction of sodium with water.
sodium + water

sodium
hydroxide

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hydrogen

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Test yourself
Answers

Patterns of reactivity (continued)

3 a This table shows how some metals react with dilute hydrochloric acid.

M
p

Metal

Observation in cold hydrochloric acid

copper

no reaction

^ _

iron

a few bubbles

UG

magnesium

vigorous bubbling

zinc

steady bubbling

TY

Use the information in the table to write the four metals in order
of reactivity, starting with the most reactive.
magnesium

zinc

iron

copper

b Describe a test to prove that hydrogen is the gas given off.


Put a lighted splint at the mouth of a test tube of the gas.
Hydrogen explodes with a squeaky pop.
4 Small pieces of zinc are added to solutions containing the nitrates of
four other metals. The results of this displacement experiment are shown
in the table.
Metal nitrate in solution

Observation of piece of zinc

copper

turns brown

iron

turns black

magnesium

no change

silver

turns black

a i From the results in the table, which metal is more reactive than zinc?
magnesium
ii Explain how the results show this.
Zinc did not displace magnesium from a solution of its salt, so zinc is less
reactive than magnesium.
b Complete this word equation for the reaction of zinc with iron nitrate.
zinc + iron nitrate

iron

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zinc

nitrate

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F
p

^ _
TY

Patterns of reactivity (continued)

Test yourself
Answers

5 Complete the following passage by crossing out the words that are wrong.

UG

The reactivity sequence/series is a list of metals with the most/least


reactive at the top and the most/least reactive at the bottom. Silver
corrodes easily so it is above/below gold.
6 In the Thermit reaction, aluminium powder is mixed with iron oxide. The reaction
is violent, giving off sparks and clouds of smoke. Molten iron is produced.
a What does this reaction tell you about the positions of aluminium and
iron in the reactivity series?
Aluminium is above iron.
b Write a word equation for the reaction.
aluminium + iron oxide iron + aluminium oxide
c Which two observations tell you that this reaction releases a lot of energy?
Any two of: sparks given off; smoke given off; molten iron produced.

d Give one use of the Thermit reaction.


welding railway lines
7 In a piece of gold ore, small pieces of the yellow metal can be seen. In a
piece of iron ore, no iron metal can be seen. The iron ore contains iron oxide.
Explain this difference.
Gold is unreactive and so has not joined to another element to form a compound.
Iron is reactive and has reacted with oxygen to form iron oxide.

8 Use ideas about the properties of metals to explain each of the following statements.
a Copper is used instead of iron to make water pipes.
Copper does not react with water and air.
Iron reacts with water and air to form rust.
b Gold is used instead of calcium to make jewellery.
Gold does not react with acid in sweat or with air.
Calcium is much more reactive and would harm skin.
c Aluminium is used instead of iron to make aeroplane bodies.
Aluminium is less dense than iron and does not corrode.
Iron is heavier and would rust.
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End of unit test


Green

Patterns of reactivity
1 Look at this reactivity series.

M
p

^ _
UG SS

MS ET

potassium

more reactive

lithium
magnesium
copper
silver

less reactive

a Which metal is more reactive than lithium?

1 mark

b Is copper less reactive than magnesium?

1 mark

2 a The table below shows what is seen when some metals are added
to dilute sulphuric acid. Use the observations in the table below
to rank the four metals in order of reactivity, from most reactive
to least reactive.
Metals

Observations in dilute sulphuric acid

copper

no reaction

zinc

bubbles given off steadily

calcium

bubbles given off very quickly

lead

bubbles given off very slowly

b Copy and complete this word equation for the reaction of zinc
with sulphuric acid.
zinc +

acid zinc

3 marks

2 marks
+ hydrogen

3 a When iron is added to lead sulphate a reaction takes place. Is iron


more or less reactive than lead?

1 mark

b When copper is added to lead sulphate no reaction takes place.


Is copper more or less reactive than lead?

1 mark

c Copy and complete this word equation for the reaction when
iron is added to lead nitrate solution.

1 mark

iron + lead nitrate

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+ iron nitrate

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F
M
p

End of unit test


Green

Patterns of reactivity (continued)

4 Small pieces of the metals lithium, potassium and sodium were


cut from larger pieces. The time taken for the exposed shiny surface
of each metal to go dull was noted.

^ _

Each of the small pieces of metal was placed in a trough of water,


and the reaction observed.

UG SS

Results of this experiment are shown in the table.

MS ET

Metal

Time taken to go dull


(seconds)

lithium

37

potassium
sodium

Observations of reaction
in water
steady bubbling, metal moves
slowly over surface of water

violent bubbling, gas burns, metal


shoots around on surface of water

18

fast bubbling, metal moves quickly


over surface of water

a From the information in the table, choose two things that


show that potassium is the most reactive of the three
metals.

2 marks

b Use the information in the table to write the three metals in order
of reactivity, starting with the most reactive.

1 mark

c What is the name of the compound formed when the shiny


surface of potassium goes dull as it is exposed to the air?

1 mark

d Copy and complete this word equation for the reaction of


lithium with water.
lithium + water lithium

2 marks

5 Use ideas about reactivity to explain the following facts.


a In samples of their ores, gold is found as gold metal but aluminium
is found as aluminium oxide.

2 marks

b Copper is used to make water pipes but iron is not.

2 marks

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F
M
p

^ _
UG SS

MS ET

End of unit test


Green

Patterns of reactivity (continued)


6 David is investigating the corrosion of iron.
He predicts that oxygen is needed for
iron to rust.
The diagram shows the two test tubes
he has set up.
Boiling the tap water removes any gases
that are dissolved in the water.
a What factor is being controlled in
this experiment? Choose one from:
water, oxygen, temperature,
mass of the nail.
1 mark
Davids results after three days are
shown in this table:
Asif says that this does not prove that David
was right. He says water is needed to make
iron rust. David and Asif do the experiment
again with fresh test tubes A and B, and a
new test tube C.

Test tube A: iron


nail in distilled water

Test tube B: iron


nail in boiled tap water

Test tube

Result

slight rust on nail

no rust on nail

These are the results of the second experiment


after three days:
Test tube

Result

slight rust on nail

no rust on nail

no rust on nail

Test tube C: iron


nail and a chemical
to absorb water

b i How many factors are being controlled in the second experiment?


ii Suggest why Asif put a rubber bung into the top of test tube C.

1 mark
1 mark

Their conclusion is that both oxygen and water are needed for iron to rust.
c i Which tubes support this conclusion for oxygen?
ii Which tubes support this conclusion for water?

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1 mark
1 mark

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M
p

^ _
UG SS
MS ET

End of unit test


Red

Patterns of reactivity

1 Small pieces of the metals lithium, potassium and sodium were cut
from larger pieces. The time taken for the exposed shiny surface of
each metal to go dull was noted.
Each piece of metal was placed in a trough of water, and the reaction observed.
Results of this experiment are shown in the table.
Metal

Time taken to go dull


(seconds)

lithium

37

potassium
sodium

Observations of reaction
in water
steady bubbling, metal moves
slowly over surface of water

violent bubbling, gas burns, metal


shoots around on surface of water

18

fast bubbling, metal moves quickly


over surface of water

a From the information in the table, choose two things that show
that potassium is the most reactive of the three metals.

2 marks

b Use the information in the table to write the three metals in


order of reactivity, starting with the most reactive.

1 mark

c What is the name of the compound formed when the shiny


surface of potassium goes dull as it is exposed to the air?

1 mark

b Copy and complete this word equation for the reaction of


lithium with water.
lithium + water lithium
2 Use ideas about reactivity to explain
the following facts.

sodium

a In samples of their ores, gold


is found as gold metal but
aluminium is found as
aluminium oxide.
2 marks

calcium

b Copper is used to make


water pipes but iron is not.

iron

2 marks

3 Part of the reactivity series of


metals is shown here.

2 marks

more reactive

carbon
zinc

lead
gold

less reactive

Carbon is also included.


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End of unit test


Red

Patterns of reactivity (continued)


Use this list to help you answer the following questions.

M
p

^ _

a The table gives observations of some reactions of copper, iron,


lead and zinc with hot and cold hydrochloric acid.
Metal

Observations in cold
hydrochloric acid

Observations in hot
hydrochloric acid

copper

no reaction

no reaction

iron

a few bubbles

steady bubbling

lead

no reaction

a few bubbles

zinc

steady bubbling

vigorous bubbling

UG SS
MS ET

A piece of tin was tested with cold and then hot hydrochloric acid.
In the cold acid no reaction was seen, but in the hot acid a slow
bubbling was observed
i Where should tin be placed in the reactivity series?
ii Write a word equation for the reaction of tin with dilute
hydrochloric acid.

1 mark
2 marks

b Gold was discovered thousands of years ago, but metals like


sodium were not discovered until much later. Explain this difference.

2 marks

c Iron is extracted from an ore containing iron oxide by heating


it with carbon. Explain why this is.

2 marks

4 A piece of iron is placed in a solution of lead nitrate, Pb(NO3)2,


and left for a few minutes. Like lead, one iron atom combines
with two nitrates.
a What would you see during this experiment?

1 mark

b The symbol equation for the reaction between iron and lead nitrate is:
Fe + Pb(NO3)2 Pb + Fe(NO3)2
Number of atoms

Number of atoms
Fe

Pb

Fe

Pb

Complete both tables to show the number of atoms in each


side of the equation.

Harcourt Education Ltd 2004 Catalyst 3


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2 marks

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F
M
p

^ _
UG SS
MS ET

End of unit test


Red

Patterns of reactivity (continued)


5 David is investigating the corrosion of iron. He
predicts that oxygen is needed for iron to rust.
The diagram shows the two test tubes he has
set up. Boiling the tap water removes any
gases that are dissolved in the water.
Davids results after three days are shown in
this table:
Test tube

Result

slight rust on nail

no rust on nail

Test tube A: iron


nail in distilled water

Test tube B: iron


nail in boiled tap water

Asif says that this does not prove that David was right. He says water
is needed to make iron rust. David and Asif do the experiment again
with fresh test tubes A and B, and a new test tube C.
These are results of the second experiment after three days:
Test tube

Result

slight rust on nail

no rust on nail

no rust on nail

Test tube C: iron


nail and a chemical
to absorb water

Their conclusion is that both oxygen and water are needed for iron
to rust.
a i Which tubes support this conclusion for oxygen?
ii Which tubes support this conclusion for water?

1 mark
1 mark

Asif says that iron rusts more quickly at the seaside. He prepares a
fourth test tube, test tube D. He carefully weighs the nail before
putting it into the test tube. After three days, the nail is very rusty.
Asif weighs the nail again.
b What should Asif do before weighing the nail again?
Give a reason for your answer.
Compare the mass of the rusty nail with its mass before the
experiment.
ii Suggest a reason for your answer.

Test tube D: iron


nail and salt water
solution

1 mark

c i

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1 mark
1 mark

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End of unit test


mark scheme

Patterns of reactivity

Green (NC Tier 36)

M
p

Question

Answer

1 a

^ _
UG SS

MS ET

Mark

Level

Potassium

Yes

Calcium; Zinc; Lead; Copper. Three marks for four correct;


two marks for three correct; one mark for two correct.

Zinc + sulphuric acid zinc sulphate + hydrogen


L4 mark for sulphuric in correct space, L5 mark for sulphate
in correct space.

1
1

4
5

More

Less

Iron + lead nitrate lead + iron nitrate


One mark for product lead.

Two from: Goes dull most quickly; Gives off bubbles most quickly;
Moves around on surface most quickly; Gas burns.

Potassium, sodium, lithium.

Potassium oxide.

Lithium + water lithium hydroxide + hydrogen


One mark for hydroxide in correct space, one mark for hydrogen
in correct space.

Iron is more reactive than copper or copper is less reactive than iron.
Iron would rust or copper does not react with air and water.

1
1

5
6

Oxygen/gases from the air.

Two
To stop any water vapour from the air outside the test tube from
getting to the nail.

A and B.
C and B.

1
1

6
6

b
2 a
b

3 a

4 a

5 a

b
6 a
b i
ii
c i
ii

Aluminium is more reactive than gold or gold is less reactive


than aluminium.
Aluminium has reacted with oxygen or gold has not reacted
with oxygen.

Scores in the range of:

NC Level

46

711

1216

1725

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End of unit test


mark scheme

Patterns of reactivity

Red (NC Tier 57*)

M
p

Question

Answer

1 a

^ _
UG SS
MS ET

Mark

Level

Two from: Goes dull most quickly; Gives off bubbles most quickly;
Moves around on surface most quickly; Gas burns.

Potassium, sodium, lithium.

Potassium oxide.

Lithium + water lithium hydroxide + hydrogen


One mark for hydroxide in correct space, one mark for hydrogen
in correct space.

2 a

Aluminium is more reactive than gold or gold is less reactive than


aluminium.
Aluminium has reacted with oxygen or gold has not reacted
with oxygen.

Iron is more reactive than copper or copper is less reactive than iron.
Iron would rust or copper does not react with air and water.

1
1

5
6

Between iron and lead.


Tin + hydrochloric acid tin chloride + hydrogen
Deduct one mark for each error up to two marks.

Carbon is above iron in the reactivity series.


Carbon displaces iron from the iron oxide.

1
1

7
7*

The iron goes black or bubbles appear.

Left-hand side: Fe = 1; Pb = 1; N = 2; O = 6.
Right-hand side: Fe = 1; Pb = 1; N = 2; O = 6.

7*

A and B.
C and B.

1
1

6
6

Dry it carefully, because any water would increase the mass.

c i
ii

The rusty nail would be heavier.


Iron has combined with oxygen to make a new compound.

1
1

7
7

b
3 a i
ii
b

c
4 a
b
5 a i
ii

Gold (in gold ore) does not react to form compounds


(but sodium does react).
Gold does not have to be separated from other elements
(but sodium does have to be separated). Accept the reverse arguments.

Scores in the range of:

NC Level

510

1114

1518

1925

7*

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Pupil-Checklist.qxd

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F
M

Learning outcomes

^ _
UG

Patterns of reactivity

Pupil checklist

I can do
this very
well

I can do
this quite
well

I need to
do more
work on this

I can describe how some metals react


with oxygen.
I can describe how some metals react with
water and acids.
I can name metals that do not react with
oxygen, water or acids.
I can use the reactivity series to predict
how a metal will react with oxygen,
water or acids.
I can write word equations for the reactions
in this unit.
I can describe what happens in metal
displacement reactions.
I can work out an order of reactivity of
metals using information about
displacement.
I can use the reactivity series to make
predictions about displacement reactions.
I can name some uses of different metals.
I can explain why different metals are
chosen for different jobs.
I can identify when a chemical change
has taken place.
I can safely carry out reactions using
metals, acids and solutions.
I can discuss how variables interact
when iron rusts.

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Glossary.qxd

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Patterns of reactivity

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Glossary

Word

Definition

dependent variable R

A compound formed when a substance burns and joins with


oxygen in the air.

displacement
reaction
independent
variable R
interact
ore
oxide

An unreactive substance does not take part in chemical


reactions, or does so only slowly.
A reactive substance takes part in chemical reactions, usually
quickly and releasing lots of energy.
A chemical reaction in which an element is removed from its
compound by a more reactive element.

reactive

A list of metals arranged in order of reactivity, with the most


reactive at the top.

reactivity series

A rock containing a metal or a metal compound.

unreactive

When two or more things have an effect on each other.


A variable (something that can be measured) whose value
does not depend on anything else. Usually the x-axis on
a graph. R
A variable (something that can be measured) whose value
depends on that of something else. Usually the y-axis on
a graph. R

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Keywords.qxd

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Patterns of reactivity

F
M

dependent variable R

oxide

displacement reaction

reactive

independent variable R

reactivity series

^ _ interact
UG

Key words

unreactive

ore

Harcourt Education Ltd 2004 Catalyst 3


This worksheet may have been altered from the original on the CD-ROM.

Patterns of reactivity

dependent variable R

oxide

displacement reaction

reactive

independent variable R

reactivity series

interact

unreactive

Sheet 1 of 1

Key words

ore

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F1 Losing that shine

M
p

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UG

Patterns of reactivity
Green
a The air.
b Water or moisture.
c The layer of paint on the iron keeps the oxygen
in the air from reacting with the iron.
d To keep oxygen from reaching and reacting with
the potassium.
e A new substance, potassium oxide, is formed.
f Zinc oxide.
1 Gold stays shiny because it is a very unreactive
metal. Potassium has to be stored away from air
because it is a very reactive metal.
2 Potassium, zinc, copper, gold.
3 a Tin oxide.
b tin + oxygen tin oxide
c Heating potassium in the air is dangerous
because it would burst into flames.
Red
a Potassium loses its shine when cut in air. The new
substance is the dull coating of potassium oxide.
Heat is given off as the oxide coating forms.
b i rust
ii oxygen
c The mass would have gone up. The copper had
gained oxygen so the mass of the oxide would
be greater than the copper at the start.
d i Hydrogen sulphide.
ii silver + hydrogen sulphide
silver sulphide + hydrogen
iii Where the air is clean, as in the country, no
silver sulphide is formed.
iv Volcanoes and swamps naturally contain
hydrogen sulphide gas.
1 Potassium, zinc, iron, copper, gold.
2 a tin + oxygen tin oxide
b Heating potassium in the air is dangerous
because it would burst into flames.
c It melted. Platinum is an unreactive metal
and would not form an oxide. It has a
melting point below the temperature of the
Bunsen flame.
3 The magnesium in the battleship burned in the
air giving off heat and magnesium oxide.

F2 Corrosive liquids
Green
a magnesium + hydrochloric acid magnesium
chloride + hydrogen
b i magnesium
ii copper
c You would have to compare the volumes of gas
collected after the reactions have completely
finished. The reactions have finished when all
of the bubbles have stopped coming off from
the solutions.

Book answers
d sodium + water sodium hydroxide +
hydrogen
e Any unreactive metal, such as copper, gold,
silver, platinum, mercury, tin, etc.
1 iron + sulphuric acid iron sulphate + hydrogen
magnesium + sulphuric acid magnesium
sulphate + hydrogen
calcium + hydrochloric acid calcium chloride +
hydrogen
2 a sodium
b i Magnesium and zinc.
ii magnesium
3 Potassium reacts violently with water.
Red
a The temperature rise will be greatest with the
magnesium, less with zinc and no temperature
rise at all with copper.
b hydrogen
c sodium + water sodium hydroxide +
hydrogen
1 a sodium
b magnesium + sulphuric acid magnesium
sulphate + hydrogen
c i Magnesium and zinc.
ii magnesium
2 Potassium reacts violently with water.
3 It took 120 seconds or twice as long.

F3 Changing places
Green
a Heat was given out by the chemical reaction.
b i Iron is more reactive than copper. Iron
replaces the copper and joins with sulphate.
The copper was pushed out of its compound
to remain on its own.
ii copper sulphate + iron iron sulphate +
copper
c No. Zinc is more reactive than copper. The
copper cannot push the zinc back out of the
compound.
d Zinc. Zinc is more reactive than iron. The zinc
reacts with the oxygen instead of the iron.
1 A more reactive metal can displace a less
reactive metal from its compound.
2 a magnesium + nickel chloride magnesium
chloride + nickel
b The colour of the solution would gradually
change from green to colourless.
3 a Aluminium is more reactive. Aluminium
displaces iron from its compound.
b aluminium + iron oxide iron + aluminium
oxide
c A lot of heat is given out during the reaction
and the iron melts.

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F
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Patterns of reactivity (continued)


Red
a Heat was given out by the chemical reaction.
b Iron is more reactive than copper. Iron replaces the
copper and joins with sulphate. The copper was
pushed out of its compound to remain on its own.
copper sulphate + iron iron sulphate + copper
c No. Zinc is more reactive than copper. The
copper cannot push the zinc back out of the
compound.
d The tin coating must have been scratched. Then
with tin and iron exposed together, the more
reactive iron would oxidise first.
e Zinc is more reactive than iron, so the zinc will
oxidise instead of the iron.
1 a magnesium + nickel chloride magnesium
chloride + nickel
b The colour of the solution would gradually
change from green to colourless.
2 a zinc
b hydrogen
3 a Aluminium is more reactive because it
displaced the iron from its compound.
b aluminium + iron oxide iron +
aluminium oxide
c A lot of heat is given out during the reaction
and the iron melts.
d Powdered aluminium reacts quicker. More
heat is made more quickly from the reaction.

F4 Whos top of the league?


Green
a reactive
b Calcium, lithium and magnesium.
c Lithium, calcium, magnesium, zinc, and then in
any order, iron, nickel, copper and gold.
d iron
e Nickel and iron.
f i iron
ii copper
g Potassium, sodium, lithium, calcium,
magnesium, zinc, iron, nickel, copper, gold.
1 a Lithium is very reactive.
b If a test tube was used, the hydrogen given
off could have shot the liquid out of the
tube. In the large beaker the gas could escape
easily and cause no harm.
c Wear safety glasses, keep any flammable
materials away, any other suitable answer.
2 a Silver is below copper. The copper pushed the
silver from its compound. The solution
became green-blue because of the copper
nitrate compound in the solution.
b above
c No. Gold is below silver in the reactivity
series. It cannot displace silver from its
compound of silver nitrate.

Book answers

Red
a reactive
b Potassium, sodium, lithium, calcium,
magnesium.
c Potassium, sodium, lithium, calcium,
magnesium, zinc.
d i Iron displaces nickel and copper from their
compounds.
ii Copper is pushed out of its compound by the
other metals.
e i iron
ii copper
f Less reactive. It did not push any of the other
three metals out of their compounds.
g Iron, nickel, copper, gold.
h Potassium, sodium, lithium, calcium,
magnesium, zinc, iron, nickel, copper, gold.
i i Magnesium will displace zinc from its
compound. Zinc metal will appear alone.
ii No reaction.
1 a Silver is below copper. The copper pushed the
silver from its compound. The solution
became green-blue because of the copper
nitrate compound in the solution.
b copper + silver nitrate silver +
copper nitrate.
c above
d No. Gold is below silver in the reactivity
series. It cannot displace silver from its
compound of silver nitrate.
2 a silver oxide + magnesium
magnesium oxide + silver
b No reaction.
c No reaction.
d zinc + silver oxide zinc oxide + silver
3 Put pieces of silver in solutions of sodium
nitrate, scandium nitrate and strontium nitrate.
If silver is above sodium, scandium or
strontium, then reactions will occur. Where no
reaction occurs, silver is below the metal in that
solution. Do the same for each of the other
metals in solutions of the other metals. In the
case of sodium use only a very small piece of the
metal to put into the other solutions.

F5 Reactivity in action
Green
a Yes. Magnesium is above iron in the reactivity
list so it will displace iron from iron oxide.
b bottom
1 Magnesium is not used for roofing because it is
too reactive. Iron is not used for jewellery
because it is too reactive.
2 Water contains dissolved salts of different
metals. If the solutions contained metals below
lead in the reactivity series, the lead would push

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Patterns of reactivity (continued)


the other metals out of their compounds and
travel through the water as dissolved lead
compounds. Solutions of lead are poisonous.
3 unreactive
Red
a It would be a very expensive way to make iron.
b Yes. Magnesium is above iron in the reactivity
list so it will displace iron from iron oxide.
c It would give out more energy as it is above
aluminium in the reactivity series.
d Silver was discovered long before iron and
aluminium. Because it is unreactive it was easier
to find this metal uncombined with any other
substance. Iron and aluminium, however, are
quite reactive and are never found as pure
metals.
1 a Lead is low in the reactivity series, so it does
not corrode easily. It can be pressed into
thin, watertight sheets that can be moulded
into shape easily, so it is useful as a roofing
material.
b Lead will dissolve in slightly acidic water.
Lead solutions are poisonous.
2 a non-metal
b Carbon is above iron, copper, zinc and lead
in the reactivity series.
c Carbon dioxide.
d carbon + lead oxide lead + carbon dioxide
e Carbon is below aluminium.
f Aluminium is a reactive metal. It is therefore
never found as the pure metal but always in
the compound form and not easily identified.

F6 Variables together
Green
a Iron is much cheaper to produce than
aluminium. It is also much stronger and
has a greater number of uses than aluminium.
b Oxygen and water.

Book answers

c There was no oxygen or water in contact with


the nails.
1 Iron in dry air will not rust. Iron in water that
is oxygen free will not rust. Iron in water with
oxygen will rust.
2 a There is no water in the desert.
b There is no oxygen in swamp water.
Red
a i

Paint keeps water and oxygen from reaching


the surface of the iron.
ii Oil on the surface keeps oxygen and water
from reaching the surface of the iron.
iii Aluminium in contact with the air forms a
thin hard coating of aluminium oxide. This
prevents any further reaction.
iv As aluminium is higher in the reactivity
series than iron, the aluminium will oxidise
in preference to the iron.
v There is no water in the desert so iron will
not rust.
vi The rusting of iron will occur very slowly
because of the low temperature.
vii Rusting will occur very quickly because there
is a lot of water, oxygen and warmth.
b i Yes. Rusting is quicker at higher
temperatures.
ii The samples were not observed over the
weekend.
iii Individual answers with appropriate reason.
iv Check the samples more frequently, have
more water baths at different temperatures,
etc.
v If the test tube did not break Terry would see
that there was no rusting during the period
of the experiment.
1 a Washing the underside would clean the salt
away and slow down the rusting.
b Individual answers.
2 Individual answers.
3 Individual answers.

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