Sample Stage 6 Chemistry Program
8.3 METALS
30 Indicative Hours
The following sample stage 6 preliminary Biology program for the module, Metals was written by Trish Stockbridge from Kincoppal, Gaye
Deck from Ravenswood and peter Newcombe an independent consultant. This module is an example of how the knowledge and
understanding, Prescribed Focus Area and skills content for the unit can be taught in an integrated manner.
Whereas all care has been taken in constructing the program for this module, teachers using this program must take responsibility for
ensuring that the outcomes addressed in this module together with the outcomes addressed in the other modules for the preliminary course
fulfill the Chemistry preliminary course requirements.
We sincerely thank the writers for their time and commitment in writing this program and for sharing with teachers their expertise in
Chemistry and pedagogy for teaching stage 6 students.
Contextual Outline:
The cultural development of humans has been closely connected with their discovery of materials and invention of tools to the point where major
advances in cultural achievement have been described in terms of the materials they learned to use. This has included their use of metals and
discoveries of increasingly sophisticated methods of extraction of metals from their ores.
Because metals make up the majority of elements, an examination of the physical and chemical properties of metals is also an appropriate context in
which to consider the organisation of the common Periodic Table. The development of a Periodic Table represented a breakthrough in the systematic
organisation and study of chemistry and enabled scientists to predict the discovery of further elements.
This module increases students’ understanding of the history, applications and use of chemistry and current issues, research and developments in
chemistry.
Contextual Focus Activity:
Teacher introduces the task which is due for completion by the end of this module. Each student will be responsible for writing up their own practical
report and research.
The task will integrate the contextual framework of the module and assist students to make meaning of the Prescribed Focus Areas – the application and
use of chemistry and the history of chemistry.
“You are a geochemist working for a major mining company and have just discovered a large deposit of a metal bearing ore in an isolated area of
Australia. Your task is to research each of the following aspects related to this metal: - Methods which have been used throughout history to extract a variety of metals from their ores. You should also consider possible environmental
aspects to all extraction processes.
- Relate various methods of extraction to the relative reactivity of metals.
- Describe how the reactivity of metals is also related to their use and their location in the Periodic Table
- Quantitatively describe the mass changes in samples of metals when they undergo reactions
Module Overview:
8.5.1 Metals have been extracted and used for
many thousands of years
8.5.2 Metals differ in their reactivity with other
chemicals and this influences their uses
P1 Outlines the historical development of
major principles, concepts and ideas in
chemistry
P3 Assesses the impact of particular
technological advances on understanding in
chemistry
8.5.5 The relative abundance and ease of
extraction of metals influences their value and
breadth of use in the community
8.5.3 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
8.5.4 For efficient resource use industrial
chemical reactions must use measured amounts
of each reactant
Target Outcomes:
A student: P1
P3
P6
P10
P12
P14
outlines the historical development of major principles, concepts and ideas in chemistry
assesses the impact of particular technological advances on understanding in chemistry
explains trends and relationships between elements in terms of atomic structure and bonding
applies simple stoichiometric relationships
discusses validity and reliability of data gathered from first-hand investigations and secondary sources
draws valid conclusions from gathered data and information
P16
demonstrates positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a
desire for critical evaluation of the consequences of the applications of science
Resources:
Conquering Chemistry – Preliminary Course – R. Smith (2002)
Spotlight Chemistry – Preliminary – R. Alliband et al (2004)
Chemistry 1 – Preliminary Course – G. Thickett (2007)
Pathways to Chemistry – G. Thickett (1996)
Deretic, G – FOSChem Practical Manual (1982)
8.3.1. Metals have been extracted and used for many thousands of years
Module Content (column 2 and 3)
Reg
8.1 Skills Content
Suggested Teaching and Learning Strategies
Introductory Activity:
Class discussion about the properties of metals;
differences between metals, minerals, alloys and ores and
how some metals are found in nature and possibly
extracted from their ores.
Also consider how chemists classify metals and nonmetals, using the Periodic Table as a basis.
Review some reactions of metals – eg: metals + acids;
metals corroding and the uses of metals in society today.
(Smith p107)
Contextual Focus Activity:
Teacher introduces the task which is due for completion
by the end of this module. Each student will be
responsible for writing up their own practical reports and
research.
The task will integrate the contextual framework of the
module and assist students to make meaning of the
Prescribed Focus Areas – the application and use of
chemistry and the history of chemistry.
“You are a geochemist working for a major mining
company and have just discovered a large deposit of a
metal bearing ore in an isolated area of Australia. Your
task is to research each of the following aspects related to
this metal: - Methods which have been used throughout
history to extract a variety of metals from their
ores. You should also consider possible
environmental aspects to all extraction processes.
- Relate various methods of extraction to the
relative reactivity of metals.
- Describe how the reactivity of metals is also
related to their use and their location in the
Periodic Table
- Quantitatively describe the mass changes in
samples of metals when they undergo reactions
A suitable assessment task is given at the end of this
module
Module Content (column 2 and 3)
Students learn to:
-
outline and examine some uses
of different metals through
history, including contemporary
uses, as uncombined metals or
as alloys
-
analyse information to relate the
chronology of the Bronze Age,
the Iron Age and the modern era
and possible future
developments
-
identify why there are more
metals available for people to
use now than there were 200
years ago
-
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
-
describe the use of common
alloys including steel, brass and
solder and explain how these
relate to their properties
Reg
8.1 Skills Content
Students:
P12.3 gather information from
secondary sources by: a) accessing information from a range of
resources including popular scientific
journals, digital technologies and the
Internet
b) practising efficient data collection
techniques to identify useful
information in secondary sources
d) summarising and collating information
from a range of resources
P11.1 identify data sources to: e) recommend the use of an appropriate
technology or strategy for data collection
or gathering information that will assist
efficient future analysis
P 14.1 analyse information to: a) identify trends, patterns and
relationships as well as contradictions in
data and information.
Suggested Teaching and Learning Strategies
.
 Students develop a class timeline for the discovery of
metals throughout history. Individual students research
one or two metals and combine their results. The
timeline could combine dates with the methods used to
extract the metal. In addition, students could also
research types and uses of various alloys and tabulate
their findings on alloys such as steel, brass and solder
 Data analysis and accessing information - Thickett,
p124 – 125
8.3.2 Metals differ in their reactivity with other chemicals and this influences their uses
Module Content (column 2 and 3)

describe observable changes when
metals react with dilute acid, water and
oxygen

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

perform a first-hand investigation
incorporating information from secondary
sources to determine the metal activity
series

construct word and balanced formulae
equations for the reaction of metals with
water, oxygen, dilute acid

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

identify the reaction of metals with acids
as requiring the transfer of electrons

construct half-equations to represent the
electron transfer reactions occurring
when metals react with dilute
hydrochloric and dilute sulfuric acids

outline the relationship between the
relative activities of metals and their
positions on the Periodic Table

identify the importance of first ionisation
energy in determining the relative
reactivity of metals
Reg
8.1 Skills Content
Suggested Teaching and Learning Strategies
11.2 plan first-hand investigations
to:
a) demonstrate the use of the terms
‘dependent’ and ‘independent’ to
describe variables involved in the
investigation
b) identify variables that need to be
kept constant, develop strategies to
ensure that these variables are kept
constant, and demonstrate the use
of a control
c) design investigations that allow
valid and reliable data and
information to be collected
Practical investigation: - To develop a metal activity
series using the reactions of metals with dilute acid,
water and oxygen.
Students: - plan the investigation selecting the appropriate
equipment and reagents, including a range of
common metals and dilute HCl, water and
oxidation in air
- carry out a risk assessment and identify hazards
- identify variables
- carry out the planned procedure and record
results
- carry out repeat trials
- justify inferences and conclusions
- construct word and balanced formula and word
equations for the reactions observed
14.1 analyse information to: b) justify inferences and conclusions
14.1 analyse information to: f) use models, including mathematical
ones, to explain phenomena and/or
make predictions
Discuss the relationship between uses of metals and
their reactivity.
In small groups, students present a model to represent
the changes occurring when a metal is involved in an
electron transfer reaction. Students may then construct
half equations to represent electron-transfer reactions.
8.3.3 As metals and other elements were discovered, scientists recognized that patterns in their physical and chemical properties could be
used to organized the elements into a Periodic Table
Module Content (column 2 and 3)


identify an appropriate model
that has been developed to
describe atomic structure

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

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
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
Reg
8.1 Skills Content
14.1 analyse information to:
h) identify examples of the
interconnectedness of ideas or scientific
principles
14.1 analyse information to: f) use models, including mathematical
ones, to explain phenomena and/or make
predictions
Suggested Teaching and Learning Strategies
Students use a concept map to recall relationships
between elements using the Periodic Table. This will
include atomic structure, structure of elements in terms
of protons, neutrons and electrons and electron shells.
Students research: 1) Various models of atomic structure, including those
of Dalton, Thomson, Rutherford and Bohr.
Emphasis should be on the scientific process to
explain how theories and models are modified in
the light of new observations and phenomena.
2) The history of development of the Periodic Table,
considering the work of Dobereiner, Newlands,
Moseley and Mendeleev
12.4 process information to: c) best illustrate trends and patterns by
selecting and using appropriate models
including computer-assisted analysis
Students process information to construct a Periodic
Table.
12.3 gather information from
secondary sources by: c) extracting information from numerical
data in graphs and tables as well as from
written and spoken material in all its forms
Students conduct a group activity in which each group is
to choose one physical property, as listed in the
syllabus, and research that property for one period or
one group of the Periodic Table. Use a computer to
summarise this information. Findings are to be
presented to the class, with discussion to explain the
relationships between the position of the element in the
Periodic Table and the property.
Module Content (column 2 and 3)
Reg
8.1 Skills Content
Suggested Teaching and Learning Strategies
 use computer-based technologies to
produce a table and a graph of
changes in one physical property
across a period and down a group
8.3.4 For efficient resource use, industrial chemical reactions must use measured amounts of each reactant:

Module Content (column 2 and 3)
define the mole as the number of
atoms in exactly 12g of carbon-12
(Avogadro’s number)
Reg
8.1 Skills Content
12.4 process information to: b) identify an appropriate mathematical
formulae and concepts
Suggested Teaching and Learning Strategies
Students examine examples of a mole of different types
of substances, both elements and compounds.
Students carry out a procedure to estimate Avogadro’s
Number
13.1 present information by:
d) using symbols and formulae to express
relationships and using appropriate units
for physical quantities
Using a teacher generated worksheet or similar,
students practice writing word and balanced chemical
equations for a variety of reactions
compare mass changes in samples
of metals when they combine with
oxygen
f) selecting and drawing appropriate
graphs to convey information and
relationships clearly and accurately
Students analyse teacher provided data in a table and
construct a line graph on the mass of a metal produced
from reacting various masses of a metal with a fixed
mass of non-metal. Teacher initiates discussion on the
graph and students are asked to consider why the
amount of produce reaches a constant level regardless
of the amount of metal used. Discussion leads to the
conclusion that in chemical reactions, a chemical
engineer or geochemist needs to know the correct mass
ratios of reactants to give the highest yield of product
without wasting any reactant.
perform a first-hand investigation to
measure and identify the mass ratios
of metal to non-metal(s) in a
common compound and calculate its
empirical formula
11.2 plan first-hand investigations to: d) design and trial procedures to
undertake investigations and explain why
a procedure, a sequence of procedures or
repetition of procedures is appropriate
Students to carry out practical on combustion of
magnesium to calculate the empirical formula of
magnesium oxide.
-
process information from secondary
sources to interpret balanced
chemical equations in terms of mole
ratios


Module Content (column 2 and 3)

distinguish between empirical
formulae and molecular formulae
Reg
8.1 Skills Content
Suggested Teaching and Learning Strategies
12.4 process information to: b) identify an appropriate mathematical
formulae and concepts
Students perform exercises in calculation of empirical
and molecular formulae
14.1 analyse information to: c) identify and explain how data supports
or refutes an hypothesis, a prediction or a
proposed solution to a problem
Students research the work of Gay-Lussac and
Avogadro and describe how their work led to the
determination of molecular formulae and the mole
concept


describe the contribution of
Gay-Lussac to the understanding of
gaseous reactions and apply this to
an understanding of the mole
concept

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

recount Avogadro’s law and describe
its importance in developing the mole
concept

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: n=m
M
14.3 use available evidence to : c) apply critical thinking in the
consideration of predictions, hypotheses
and the results of investigations
12.4 process information to: b) identify an appropriate mathematical
formulae and concepts
Students perform exercises in calculations involving
Avogadros’ Number and its application to reacting
amounts in chemical equations
8.3.5 The relative abundance and ease of extraction of metals influences their value and breadth of use in the community:
Module Content (column 2 and 3)
 define the terms mineral and ore
with reference to economic and
non-economic deposits of natural
resources




describe the relationship
between the commercial prices
of common metals, their actual
abundances and relative costs of
production
discuss the importance of
predicting yield in the
identification, mining and
extraction of commercial ore
deposits
explain why ores are nonrenewable resources
describe the separation
processes, chemical reactions
and energy considerations
involved in the extraction of
copper from one of its ores
Reg
8.1 Skills Content
12.3 gather information from
secondary sources by: a) accessing information from a range of
resources including popular scientific
journals, digital technologies and the
Internet
b) practising efficient data collection
techniques to identify useful
information in secondary sources
c) extracting information from numerical
data in graphs and tables as well as
from written and spoken material in all
its forms
d) summarising and collating information
from a range of resources
14.1 analyse information to: c) identify and explain how data supports
or refutes an hypothesis, a prediction or a
proposed solution to a problem
e) make and justify generalisations
13.1 present information by:
e) using a variety of pictorial
representation to show relationships and
presenting information clearly and
succinctly
Suggested Teaching and Learning Strategies
Students to research the terms mineral and ore and
suggest reasons for the location of major mining areas
in Australia eg: Broken Hill and areas of Western
Australia
Students to analyse information on: - commercial prices of metals
- abundance of metals in the Earth’s crust
- relative costs of production, using tables and
graphs
Spotlight p66
Revise renewable and non-renewable resource
Students to complete exercises on extraction of copper
from its ore to: - draw a flowchart of processes involved
- distinguish between physical and chemical
processes
- write equations for the chemical processes
- discuss economic issues involved
Thickett p 186; CC p 111
Module Content (column 2 and 3)
 justify the increased recycling of
metals in our society and across
the world
 recount the steps taken to
recycle aluminium

analyse information to compare
the cost and energy expenditure
involved in the extraction of
aluminium from its ore and the
recycling of aluminium
Reg
8.1 Skills Content
14.1 analyse information to: b) justify inferences and conclusions
12.3 gather information from
secondary sources by: c) extracting information from numerical
data in graphs and tables as well as
from written and spoken material in all
its forms
Suggested Teaching and Learning Strategies
Discuss the need to recycle metals after considering
tables showing relative abundances of metals
Spotlight p 75
Data analysis on recycling aluminum and steel
Thickett p 196
Suggested Summative Assessment Task:
A written report with oral presentation (PowerPoint; multimedia; OHP) considering each of the aspects given in the Contextual Focus Activity, for the
extraction of a metal from its ore. Students may either be given a specific metal/ore or may choose one themselves, with teacher guidance.