CKS3: Yr7 Chemistry Unit 1 – Me The Scientist!
Lesson number: 7.
Lesson Title: Acid and Metal Reactions
Lesson Outcomes
Learning Outcome 1:
Explain what happens during the
reaction, using a word equation to state
the products
Level 5
How I did
Connector: (Level 4)
What things can you
look out for to see
whether a reaction has
happened or not ?
Learning Outcome 2:
Suggest factors that may make the
reaction happen faster
Level 6
Learning Outcome 3:
Explain the reaction in terms of elements
and compounds.
Level 7
Targets
TJ
BIG picture
Key Question: What is the difference
between an element and a compound?
• What skills will you be developing this
lesson?
• HSW- by planning and carrying out an
investigation/ Interpreting data/ evaluating
an experiment
•How is this
lesson relevant
to every day
life? Chemicals
and reactions
used to work
machines for
example, for
fireworks
• Literacy- by writing explanations using
correctly spelt keywords and good
grammar.
Where does this lesson
fit in to the rest of the
topic? Lesson 2
• Team work- during a practical investigation
•Quick Discussion:
•What do you
already know?
• Participation- during a practical activity
• Reflection- through self and peer
Keywords:
Create sentences using the keywords to show that you know what they mean.
Put your hand up if there is any key word from the list that you don’t understand.
•
•
•
•
•
•
•
Element
Compound
Chemical Reaction
Hydrogen
Concentration
Surface Area
Temperature
•Odour
•Acid
• Density
• Splint
• Air Odour
• Pop
• Density
• Lighted
• Air
• Salt
• Metal
New Information for Learning
Outcome 1
• Visual: Demonstration
• Audio: Demonstration
• Kinaesthetic: Class experiment
New Information for Learning
Outcome 1
(i) Ice cube melting
(iii) Boiling water to make steam
What happens when a physical
change occurs?
When a physical change happens, no new
substance is made. A physical change can
be easily reversed (undone).
New Information for Learning
Outcome 1
(i) Boiling an egg
(ii) Burning a match
What happens when a chemical change
occurs?
When a chemical change happens, a new
substance is made. A chemical change
cannot be easily reversed (undone).
Adding acid to
alkali
Fireworks

Ice cream
melting
x

Driving a car

Boiling the kettle
x
frying an egg

Discuss in pairs which of
The changes that are not

these arex chemical reactions
x
chemical changes are called
Lighting a matchphysical changes
Burning a candle

Printing
x
Melting
candle wax
Dissolving sugar
in tea
Making
ice cubes
Ironing
clothes
x
x
Baking a cake
Launching
a space
rocket


Outcome 1
• A chemical reaction is when one or more NEW chemical
substances are formed from the starting material
The starting substances used in a reaction are reactants.
The new substances formed in a reaction are products.
New Information for Learning Outcome 1
•
Observations that can help you see if a chemical
reaction has taken place are:
1.
2.
3.
4.
Colour change
Gas coming off (you see fizzing or bubbling in a
liquid)
A change in temperature
A solid may be formed when two liquids mixed
5.
6.
Some also make noise (fireworks)
Some even make electricity (in batteries)
Learning Activities for
Outcome 1
• Your task is going to be to carry out a
particular chemical reaction. The reaction
between an acid and a metal.
• You will also carry out a test for the
reaction to show that it has taken place.
Learning Activities for
Outcome 1
What do you need to do to be
safe when conducting this
experiment?
Learning Activites for Outcome 1
To investigate which metal is the most reactive metal
Write the independent variable, dependent variable and the
control variable
Metal
Bubbles
Colour Temperature
change of acid
Temperature Rise in
of acid after temperature
before
adding metal (C)
adding metal (C)
(C)
Zinc (Zn)
Iron (Fe)
Copper
(Cu)
Magnesium
(Mg)
Extension: Write a conclusion for your observations Draw the
picture of the chemical reaction in each test tube.
Do all metals react with acids in the same way?
sodium
magnesium
iron
lead
copper
iron
magnesium
lead
copper
- -the
the
metal
no
metal
-metal
bubbles,
the
reacts
reacts
metal
slowly,
no
very
reacts
reaction
slowly,
producing
quickly
with
producing
acid
a few
thestrong
very
bubbles
acid,few
producing
bubbleslots of
sodium
--the
bursts
into
flames,
awith
very
reaction
bubbles
Learning Activities for
Outcome 1
• You will be testing 4 metals
• You will be looking to see if bubbles are
produced, if there is a change in colour
and a change in temperature
• Draw a table that you would use to collect
your results
Keywords:
Demonstrate your
Learning for Outcome 1
I am working at level ....
because ...........
Create (L8)
Evaluate (L7)
Judge Justify Defend
Decide Agree Value Prove
Check Criticise
Recommend Support Test
Create
Evaluate
Combine construct Develop
Imagine Design Change
Improve Discuss Create Invent
Suppose Put together Make up
Synthesise
Analyse (L6)
Apply (L5)
Use Build Execute
Develop Construct
Identify Plan Select Solve
Organise Apply Model
Analyse
Apply
Remember (L3)
Understand
Who What When Where
Why Which How Match
Define List Choose Name
Spell Tell Describe
Remember
07:38
Take apart Compare Classify
Examine List Distinguish
Simplify Theme Conclude
Motive Discover
Understand (L4)
Explain what when where how
Rephrase Demonstrate
Summarise Contrast Show
Predict Compare Clarify
Illustrate Categorise
Learning Outcome 1: Review
Go back to your Learning Outcome grid and fill out
the ‘How I did’ and the ‘Targets’ column.
Learning Outcome
Explain what happens during
the reaction, using a word
equation to state the products
Level 5
How I did
Met?
Partly met?
Not met?
Targets
How can I improve
on Learning
Outcome 1?
New Information for Learning
Outcome 2
• When a metal reacts with an acid, the
products are a salt and hydrogen:
metal
acid
salt
hydrogen
• Hydrogen is colourless, odourless gas
• Hydrogen is less dense than air
• Hydrogen forms an explosive mixture
with air
Learning Activites for
Outcome 2
Place a burning splint next
to the mouth of test tube.
A ‘squeaky pop’ as the gas
ignites shows that hydrogen
is the gas produced in this
reaction.
hydrogen
burning
splint
magnesium
+ acid
Learning Activites for Outcome 2
Using the keywords opposite
to explain the properties
of hydrogen
Keywords for Task 2:
• Odour
• Density
• Air
• Salt
Explain how you would test
for hydrogen gas
• Metal
• Acid
• Splint
• Pop
• Lighted
Learning Activites for Outcome 2
• If an acid is added to a (fairly reactive) metal what
will happen to the metal?
• How can we tell a reaction is happening?
• Are all metals reactive? Can you give an example of an
unreactive metal?
Keywords:
Demonstrate your
Learning for Outcome 2
I am working at level ....
because ...........
Create (L8)
Evaluate (L7)
Judge Justify Defend
Decide Agree Value Prove
Check Criticise
Recommend Support Test
Create
Evaluate
Combine construct Develop
Imagine Design Change
Improve Discuss Create Invent
Suppose Put together Make up
Synthesise
Analyse (L6)
Apply (L5)
Use Build Execute
Develop Construct
Identify Plan Select Solve
Organise Apply Model
Analyse
Apply
Remember (L3)
Understand
Who What When Where
Why Which How Match
Define List Choose Name
Spell Tell Describe
Remember
07:38
Take apart Compare Classify
Examine List Distinguish
Simplify Theme Conclude
Motive Discover
Understand (L4)
Explain what when where how
Rephrase Demonstrate
Summarise Contrast Show
Predict Compare Clarify
Illustrate Categorise
Learning Outcome 2: Review
Go back to your Learning Outcome grid and fill out
the ‘How I did’ and the ‘Targets’ column.
Lesson Outcomes
Lesson Outcome 2
Suggest factors that may make
the reaction happen faster
Level 6
How I did
Met?
Partly met?
Not met?
Targets
How can I improve
on task 2?
New Information for Learning
Outcome 3a
• What is the difference between elements and compounds?
If a solid, liquid or gas is made up of only one type of
atom we say it is an element. For example, consider a
tripod made up of iron:
These atoms are
ALL iron – there’s
nothing else in
here
New Information for Learning
Outcome 3a
Compounds
are different
to elements.
They contain
different
atoms. Here
are some
examples:
Glucose
Sodium
chloride
(salt)
Methane
Learning Activites for
Outcome 3a
In this chemical reaction, which substances are the
reactants and which substances are products?
magnesium
copper
oxide
magnesium
oxide
copper
Substance
Reactant or Product?
magnesium oxide
magnesium
copper oxide
product
reactant
copper
reactant
product
Outcome 3a
METAL + ACID
e.g. Sodium + hydrochloric acid
SALT + HYDROGEN
Sodium chloride + hydrogen
Copy and complete the following reactions:
1) Iron + hydrochloric acid
Iron chloride + hydrogen
2) Zinc + hydrochloric acid
Zinc chloride + hydrogen
3) Copper + hydrochloric acid
No reaction
4) Magnesium + hydrochloric acid
magnesium chloride + hydrogen
Extension: Write a word equation for the following metals with
hydrochloric acid: Lead, aluminium, tin and
Outcome 3b
• Anything that increases the chance of effective
collision increases the rate (speed) of reaction.
Factors include:
• Increased surface Area
• Increased concentration
• Increased temperature
Outcome 3b
• Task 3:
• Using the keywords on the right
to help you, write in your own
words what changes could
have been done to the reaction
to make it go faster
Keywords for Task 3:
• particles
• space
• liquid
• solid
• diffuse
• Use diagrams to help you
• collision
• energy
Keywords:
Demonstrate your
Learning for Outcome 3
I am working at level ....
because ...........
Create (L8)
Evaluate (L7)
Judge Justify Defend
Decide Agree Value Prove
Check Criticise
Recommend Support Test
Create
Evaluate
Combine construct Develop
Imagine Design Change
Improve Discuss Create Invent
Suppose Put together Make up
Synthesise
Analyse (L6)
Apply (L5)
Use Build Execute
Develop Construct
Identify Plan Select Solve
Organise Apply Model
Analyse
Apply
Remember (L3)
Understand
Who What When Where
Why Which How Match
Define List Choose Name
Spell Tell Describe
Remember
07:38
Take apart Compare Classify
Examine List Distinguish
Simplify Theme Conclude
Motive Discover
Understand (L4)
Explain what when where how
Rephrase Demonstrate
Summarise Contrast Show
Predict Compare Clarify
Illustrate Categorise
Task 3: Review
Go back to your lesson outcome grid and fill out
the ‘How I did’ and the ‘Targets’ column.
Lesson Outcomes
Lesson Outcome 3:
Explain the reaction in terms of
elements and compounds.
Level 7
How I did
Met?
Partly met?
Not met?
Targets
How can I improve
on task 3?
Review of lesson
Review for Remembering
• Stand up if you have met the lesson outcomes?
• If not what do you need to do next in order to
meet the outcome? Record this in your diary as
part of your homework.
• Is there any part of the lesson you think you
need to go over again next lesson?
• Tell the person next to you three things you have
learnt this lesson.
• How will you remember this for your exam?
If time at the end...King Kongs Hand!
EYe
protection must be worn.
Work over a sink - this is messy!
1 Work in pairs. You can draw ‘hairs’ on the glove to make it look like the hairy and of King Kong.
2 Use the balance to weigh out 10 g of sodium bicarbonate. One person should hold open the glove. The other
person can then pour the sodium bicarbonate into the thumb section of the glove.
3 Measure out 50 cm3 of colourless vinegar using the measuring cylinder.
4 One person now holds open the glove, containing the sodium bicarbonate. Then the other person pours the
vinegar via the funnel into the three fingers of
the glove furthest from the thumb.
5Then one of you must VERY CAREFULLY pull together the top of the glove and hold it firmly to make an
airtight seal, making sure the vinegar and sodium bicarbonate do not mix until you are ready.
6 Shake the glove so that the sodium bicarbonate and vinegar mix. Hold it for several minutes.
7 Watch what happens!
Extended Learning
Extended Learning task:
Write a conclusion for your observations Draw the picture of the
chemical reaction in each test tube of the experiment we will be
conducting
• Due date: next lesson
• Criteria for Level 5:
Write a conlusion of what happened.
• Criteria for level 6:
Finish a detailed conclusion and include diagrams
• Criteria for level 7:
Finish a detailed conclusion, include diagrams and include a detailed report of
how the experiement was conducted
Science Department
Lesson plan
Teacher information
Technicians list:
A variety of metals Zinc, Iron, Copper, Magnsium
HCL
Test tubes
Splint
Provision:
1) EAL:
2) SEN:
Role of TA:
1)
2)
3)