PICNIC POINT HIGH SCHOOL
2014
CHEMISTRY
Weekly Outline
Syllabus Outcomes
8.3 METALS
8.3
Metals
Contextual Outline
The cultural development of humans has been closely connected with their discovery of
materials and invention of tools to the point where major advances in cultural achievement have
been described in terms of the materials they learned to use. This has included their use of metals
and discoveries of increasingly sophisticated methods of extraction of metals from their ores.
Because metals make up the majority of elements, an examination of the physical and chemical
properties of metals is also an appropriate context in which to consider the organisation of the
common Periodic Table. The development of a Periodic Table represented a breakthrough in the
systematic organisation and study of chemistry and enabled scientists to predict the discovery of
further elements.
This module increases students’ understanding of the history, applications and use of chemistry
and current issues, research and developments in chemistry.
Assumed Knowledge
Domain: knowledge and understanding
Refer to the Science Years 7–10 Syllabus for the following:
5.7.1b) distinguish between elements, using information about the numbers of protons, neutrons
and electrons
5.7.1c) describe an appropriate model that has been developed to describe atomic structure
5.7.2b) describe some relationships between elements using the Periodic Table
5.7.3c) construct word equations from observations and written descriptions of a range of
chemical reactions
5.7.3e) qualitatively describe reactants and products in the following chemical reactions:
ii) corrosion
iv) acids on metals and acids on carbonates
v) neutralisation
1. Metals have been
extracted and used
for many
thousands of years
Students learn to:
Students:

1.2a. outline and examine some
uses of different metals through
history, including contemporary
uses, as uncombined metals or as
alloys

1.3a. gather, process, analyse and
present information from secondary
sources on the range of alloys
produced and the reasons for the
production and use of these alloys

1.2b. describe the use of common
alloys including steel, brass and
solder and explain how these relate
to their properties

1.3b. analyse information to relate
the chronology of the Bronze Age,
the Iron Age and the modern era
and possible future developments

1.2c. explain why energy input is
necessary to extract a metal from its
ore

1.2d. identify why there are more
metals available for people to use
now than there were 200 years ago
2. Metals differ in
their reactivity
with other
chemicals and this
influences their
uses

2.2a. describe observable changes
when metals react with dilute acid,
water and oxygen

2.2b. describe and justify the
criteria used to place metals into an
order of activity based on their ease
of reaction with oxygen, water and
dilute acids

2.2c. identify the reaction of metals
with acids as requiring the transfer
of electrons

2.2d. outline examples of the
selection of metals for different
purposes based on their reactivity,
with a particular emphasis on
current developments in the use of
metals

2.2e. outline the relationship
between the relative activities of
metals and their positions on the
Periodic Table

2.2f. identify the importance
of first ionisation energy in
determining the relative reactivity
of metals

2.3a. perform a first-hand
investigation incorporating
information from secondary sources
to determine the metal activity
series

2.3b. construct word and balanced
formulae equations for the reaction
of metals with water, oxygen, dilute
acid

2.3c. construct half-equations to
represent the electron transfer
reactions occurring when metals
react with dilute hydrochloric and
dilute sulfuric acids
3. As metals and
other elements
were discovered,
scientists
recognised that
patterns in their
physical and
chemical
properties could be
used to organise
the elements into a
Periodic Table
Students learn to:
Students:

3.2a. identify an appropriate model
that has been developed to describe
atomic structure


3.2b. outline the history of the
development of the Periodic Table
including its origins, the original
data used to construct it and the
predictions made after its
construction
3.3a. process information from
secondary sources to develop a
Periodic Table by recognising
patterns and trends in the properties
of elements and use available
evidence to predict the
characteristics of unknown
elements both in groups and across
periods

3.3b. use computer-based
technologies to produce a table and
a graph of changes in one physical
property across a period and down a
group

3.2c. explain the relationship
between the position of elements in
the Periodic Table, and:
- electrical conductivity
- ionisation energy
- atomic radius
- melting point
- boiling point
- combining power (valency)
- electronegativity
- reactivity
4. For efficient
resource use,
industrial chemical
reactions must use
measured amounts
of each reactant

Students learn to:
Students:

4.2a. define the mole as the number
of atoms in exactly 12g of carbon12 (Avogadro’s number)


4.3a. process information from
secondary sources to interpret
balanced chemical equations in
terms of mole ratios
4.2b. compare mass changes in
samples of metals when they
combine with oxygen


4.2c. describe the contribution of
Gay-Lussac to the understanding of
gaseous reactions and apply this to
an understanding of the mole
concept
4.3b. perform a first-hand
investigation to measure and
identify the mass ratios of metal to
non-metal(s) in a common
compound and calculate its
empirical formula

4.3c. solve problems and analyse
information from secondary sources
to perform calculations involving
Avogadro’s number and the
equation for calculating the number
of moles of a substance:

4.2d. recount Avogadro’s law and
describe its importance in
developing the mole concept

4.2e. distinguish between empirical
formulae and molecular formulae
n

m
M
4.3d. process information from
secondary sources to investigate the
relationship between the volumes of
gases involved in reactions
involving a metal and relate this to
an understanding of the mole
5. The relative
abundance and
ease of extraction
of metals
influences their
value and breadth
of use in the
community
Students learn to:
Students:

5.2a. define the terms mineral and
ore with reference to economic and
non-economic deposits of natural
resources


5.3a. discuss the importance of
predicting yield in the
identification, mining and
extraction of commercial ore
deposits
5.2b. describe the relationship
between the commercial prices of
common metals, their actual
abundances and relative costs of
production

5.3b. justify the increased recycling
of metals in our society and across
the world

5.3c. analyse information to
compare the cost and energy
expenditure involved in the
extraction of aluminium from its
ore and the recycling of aluminium

5.2c. explain why ores are nonrenewable resources

5.2d. describe the separation
processes, chemical reactions and
energy considerations involved in
the extraction of copper from one of
its ores

5.2e. recount the steps taken to
recycle aluminium
8.3 Metals Weekly Outline
Fortnight
Prereading
Topic
Homework
Syllabus
1.1
1.2
1.3
1.4
1.5
6.1, 6.2
6.3
7.1 -7.3
7.4
6.1, 6.2
6.3
7.1-7.3
7.4
Write report
1.2a, 1.2d, 1.2c, 1.3b
1.2b, 1.3a
2.2a, 2.2b, 2.2c, 2.3b, 2.3c
2.3a, 2.3b, 2.3.3c
1.6
2.1
2.2
6.6, 7.6
8.1 - 8.2
History of Metal Use
Range of Alloys
Reactions of Metals
8.3.1 Practical: Metal Activity Series
8.3.1 finish practical - conclusions
Homework questions
Uses of Metals based on Reactivity
History of the Periodic Table and Atomic Structure
8.3.2 Practical: Computer Graphing of Physical
Properties
8.3.2 Practical – complete and draw conclusions
Revision – Homework Questions
Catch Up
8.3.3 Practical: Constructing a Periodic Table
Trends in the Periodic Table
Ionisation Energy and the Periodic Table
6.6, 7.6
8.1 – 8.2
2.2d
3.2a, 3.2b
3.3b
2.3
2.4
2.5
2.6
2.7
8.3
3.1
3.2
3.3
3.4
3.5
3.6
9.1-9.3
9.4 – 9.6
9.7
3.7
4.1
4.2
4.3
4.4
9.8
4.5
4.6
4.7
6.5
6.7
The Mole and Mole Ratios
Mass Ratios
Empirical and Molecular formulae
8.3.4 Practical: Mass Ratios
Continue mole calculations
Revision – Homework Questions
Catch Up
Gay-Lussac
Assessment Task
Mining and Predicting Yield
Extraction of Copper
8.3.5 Practical: Extraction and recycling of
Aluminium
Revision – Catch up
Homework questions
Topic Test
Go over topic test
Complete report
Key Points & Application &
Investigation p138 – 141
8.3
Key Points & Application &
investigation p157 - 161
9.1-9.3
9.4 – 9.6
9.7
3.3a
2.2e, 3.2c
2.2f
4.2a, 4.2d, 4.3a, 4.3c
4.2b, 4.2e
4.2e
4..3b
Key Points & Application &
investigation p186-190
4.2c, 4.3d
6.5
6.7
Key Points & Application &
investigation p123-125
1.2c, 5.2a, 5.2b, 5.2c, 5.3a
5.2d
5.2e, 5.3b, 5.3c
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