Technicians’ lists of equipment
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Catalyst 3, Unit F:
Patterns of reactivity
Lesson F1: Losing that shine
Starter activities
Capture interest (1)
 cheap ‘gold’ jewellery (it does not matter if it is already tarnished)
 pictures of real gold jewellery in a catalogue showing prices
Main activities
F1a Reactive metals and oxygen
For the Teacher:
 small piece of sodium and either lithium or potassium stored under oil
 white tile, scalpel, forceps
 samples of heavily corroded iron e.g. nails and bolts
 (optional) digital microscope and light projector
Plenary activities
Review learning
 approximately 4 pieces of paper or card made by cutting A4 into 6 or 8 pieces.
Lesson F2: Corrosive liquids
Main activities
F2a Reacting metals with water
For demonstration:
 troughs of water (3 if possible)
 universal indicator solution
 sodium, potassium and calcium pieces
 Bunsen burner and spills
 forceps, scalpel, white tile, tissues
 test tube, rack and bung
F2b Reacting metals with acids
For each group:
 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
This list is in Microsoft Word, so it can be customised to fit each school’s requirements.
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Technicians’ lists of equipment
Downloaded from www.catalystscience.co.uk
Catalyst 3, Unit F:
Patterns of reactivity
Plenary activities
Group feedback
bottles of the following, clearly showing hazard warning label: sodium, calcium,
zinc (powder has flammable label), dil. sulphuric acid, dil. hydrochloric acid
Lesson F3: Changing places
Starter Activities
Capture interest
 petri dish containing dilute (approx 1 mol/dm3 will work) copper sulphate;
 iron object such as a key
Main activities
F3a Displacement reactions
 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
F3b Displacement in action
For each group:
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
Lesson F4: Who’s top of the league?
Starter activities
Problem solving
 lead nitrate (0.4 mol/dm3)
 zinc strip cleaned as described in Activity F3b
 boiling tube and rack
 (optional) digital microscope and light projector
This list is in Microsoft Word, so it can be customised to fit each school’s requirements.
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Technicians’ lists of equipment
Downloaded from www.catalystscience.co.uk
Catalyst 3, Unit F:
Patterns of reactivity
Capture interest
 copper sulphate (1 mol/dm3)
 zinc strip cleaned as described in Activity F3b
 boiling tube and rack
 clear nail varnish
Plenary activities
Group feedback
 A4 coloured paper or card
 marker pens
 Blu-tack
Lesson F5: Reactivity in action
Starter activities
Capture interest (2)
 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
Lesson F6: Variables together
Starter activities
Bridging to the unit
heavily corroded objects, e.g. old nails, bolts, etc.
Main activities
F6a Variables in rusting
For each group
Test tubes set up and labelled as in the diagram. This will need to be set up one week before it is
needed to allow it time to work. If necessary, cheat by using clean nails in tubes 1, 2, 4 and 6 and
rusty nails in tubes 3 and 5. The nail in the salty water should be much rustier.
This list is in Microsoft Word, so it can be customised to fit each school’s requirements.
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