Metals topic activities

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0 height="100%"><tr> <td valign="top" width=200 BGCOLOR="#003333" TEXT="#F7F7FF" background="03fd4c00dduajq.png"> <div> <TABLE BORDER="0" CELLPADDING="2" CELLSPACING="0" WIDTH="95" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 46 WIDTH="91"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="46" ALIGN="bottom" WIDTH="91" HSPACE="0" VSPACE="0"></tD> </tR> </TABLE></div> <div> <A HREF="index.htm" TARGET="_top" TITLE="Science For All"><U>home</U></A>  </div> <div> <A HREF="site_map_and_site_search_engine.htm" TARGET="_top" TITLE="Science for all site map"><U>Site map + site search engine</U></A></div> <bR> <div>  <A HREF="id47.htm" TARGET="_top" TITLE="KS4 Switchboard"><U><IMG SRC="14a32320.gif" border=0 width="50" height="50" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></U></A><A HREF="id47.htm" TARGET="_top" TITLE="KS4 Switchboard"><U>KS4    switchboard</U></A></div> <bR> <div> <A HREF="id48.htm" TARGET="_top" TITLE="Chlorine chemistry"><U>Chlorine chemistry</U></A></div> <div> <A HREF="id59.htm" TARGET="_top" TITLE="Earth Materials"><U>Earth Materials</U></A></div> <div> <B><IMG BORDER="0" SRC="Symb075c00b700c8ffffff00.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Metals topic activities</B></div> <div> <A HREF="p__table_development.htm" TARGET="_top" TITLE="Development of the Periodic table"><U>Development of the Periodic table</U></A></div> <bR> </td> <td valign="top" BGCOLOR="#FFFFFF" TEXT="#080000" bgproperties="fixed" background="05379803.png"> <div> Metals module activities</div> <bR> <div> You are visiting the Science For All site</div> <bR> <div> <IMG SRC="0613d050.png" border=0 width="573" height="5" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> The following is a short research activity that I use to teach the uses of the elements iron, aluminium and copper. It also covers the properties of the non-metals that are required by the syllabus. The activity is differentiated by choice of outcome. I generally give several ideas e.g. use spider diagrams, tables and so on to help students make their decisions about how to record the information.</div> <bR> <div> Text for student worksheet:</div> <bR> <div> On the next fresh page of your exercise book, put the title "metals and non-metals". Copy this introduction (or preferably write it in your own words):</div> <bR> <div> <I><B>There are about 103 elements, 92 of which are naturally occurring. Over ¾ of the elements are metals. Less than ¼ are non-metals which generally have low melting and boiling points. At room temperature, over half of the non-metals are gases and one (bromine) is a liquid.</B></I></div> <bR> <div> Make appropriate notes to suit yourself for the following tasks:</div> <bR> <div> <IMG SRC="1aa87850.png" border=0 width="135" height="133" ALIGN="LEFT" HSPACE="5" VSPACE="5"><FONT SIZE="2" COLOR="#000000" FACE="Comic Sans MS" >Use the available science books and your own knowledge to find out the main uses of copper, iron and aluminium. Give reasons as to why these metals are used in these applications. </FONT></div> <div> Next, look up some details about bromine, carbon (in the forms of graphite and diamond), oxygen, sulphur and mercury. You are expected to recognise these chemicals from a variety of clues about their physical properties such as state or whether they conduct electricity. </div> <bR> <bR> <bR> <div> <IMG SRC="0613d050.png" border=0 width="573" height="5" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div>  <a href="HTMLobj-742/The_Blast_Furnace.doc"><u>Blast Furnace FAQ's</u> </a>  </div> <bR> <div> <IMG SRC="0613d050.png" border=0 width="573" height="5" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> The following activity is one that I use to teach the production of aluminium. Students research the meanings of basic words relevant to electrolysis, such as cathode, cation and so on. They are then shown a video. That is the first lesson. Next lesson, they are given the following worksheet:</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>ALUMINIUM</B></div> <div> <IMG BORDER="0" SRC="Symb075c00b700dc00000000.png" HEIGHT="15" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Write the title 'Aluminium' on the next fresh page of your science book. Cut out the diagram and stick it on the page sideways leave room for the labels.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700dc00000000.png" HEIGHT="15" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Cut out the labels. work out where they should go. Cheek they are correct by using the available textbooks.<I> </I>Stick<I> </I>them down when you know they are in the right places. NB the word evolved means 'given out'<FONT SIZE="2" COLOR="#000000" FACE="Arial" >.</FONT></div> <div> <IMG BORDER="0" SRC="Symb075c00b700dc00000000.png" HEIGHT="15" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Colour the anode green; the steel vessel blue; the melt of bauxite and cryolite yellow and the molten aluminium red.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700dc00000000.png" HEIGHT="15" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Underline the keywords of the process on the labels. To help you decide which to underline, look at the electrolysis definitions you recently wrote down.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700dc00000000.png" HEIGHT="15" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Answer the following questions in full sentences on the next page (the textbooks may be of use): </div> <div> a) Why is aluminium extracted using electricity rather than<I> </I>by using carbon to displace it? </div> <div> b) What is the name of aluminium ore and why is it mixed with the material called cryolite? </div> <div> c) In what year was aluminium discovered and why was it not discovered earlier? </div> <div> d) Why is carbon dioxide given off from the anode and to which environmental issue is it thought to contribute? </div> <bR> <bR> <div> e) Extension work for higher paper: Explain, in your own words, how aluminium and oxygen ions are discharged (key words electrons, gain, loss, reduced, oxidised, ion, atom).</div> <bR> <div> <IMG SRC="1f1ddc50.png" border=0 width="477" height="197" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> <IMG SRC="20ed6450.png" border=0 width="470" height="325" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> <IMG SRC="0613d050.png" border=0 width="573" height="5" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div>  <A NAME="transition_metals_lesson_"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A>Transition Metals lesson.</div> <bR> <div> Aims:</div> <div> Be able to recognise transition metal compounds, know the differences between Group I metals and transition metals and to organise researched material into a logical /coherent form.</div> <bR> <div> Outcomes:</div> <div> Piece of written work that shows pupils understanding and knowledge , able to identify if a metal is a transition metal from simple clues.</div> <bR> <div> Needs:</div> <div> Glazed pot, sample or picture of verdigris, big glass trough, Fe, Ni, Zn, Cu samples, variety of coloured compounds sealed in specimen jars, solid copper sulphate 2 conical flasks, hydrogen peroxide spatula, Group I chlorides (powders) sealed in sample jars.</div> <bR> <div> Assessment:</div> <div> Summative – through marking and formative through checking progress in the lesson and via comments on the returned work.  </div> <bR> <div> Links:</div> <div> From previous work on Group I metals and uses of common metals and forward to reactivity.</div> <bR> <div> Intro (5 min)     </div> <div> State aims of lesson and introduce the transition metals using glazed pottery and a demo of the catalytic action of transition metal compounds with hydrogen peroxide and Zn/acid using copper sulphate as a catalyst (OK I know it is not really catalysis but it serves the purpose) . Set tasks (worksheet - Publisher file)</div> <bR> <div>  <a href="HTMLobj-734/Transition_metals_lesson_task_sheet.pub"><u>Worksheet</u> </a>  </div> <bR> <div> Task 1 (5 min   or less)   </div> <div> Short demo session of TMs with water to establish that the reactions are nothing like the reactionsof group 1 metals.</div> <div>       </div> <div> Task 2 (25 – 30 min)     </div> <div> Research data from various sources on rough paper     </div> <bR> <div> Extension work is to find out what an ion is and the charges on the metals dealt with in the table. What do you notice about a) the Grp I metals and b) the TMs?</div> <bR> <div> Task 3 (10 min)    </div> <div> Answer the questions, again on rough paper.</div> <div>      </div> <div> Plenary (5 min)    </div> <div> Cover the answers to the questions by class discussion.     </div> <bR> </td> </tr></table></body>