ASN write on this booklet. Name:

Size: px

Start display at page:

Download "ASN write on this booklet. Name:"

Donald McLaughlin
5 years ago
Views:

1 ASN write on this booklet. Name: 1

Chemical Elements KWL Grid Copy and complete the first two columns of the grid below What I know about elements, compounds and chemical reactions

2 Chemical Elements KWL Grid Copy and complete the first two columns of the grid below What I know about elements, compounds and chemical reactions What I Would Like to Know about elements, compounds and chemical reactions What I have Learned about elements, compounds and chemical reactions 2

1: Learning Intention By the end of the lesson we will know what elements are and how some of them are used.

the building bricks. Discuss the number of structures you were able to make from these bricks.

If you think back to the Matter topic you will remember that these tiny particles are called atoms.

In this topic you will find out that there are about 100 different types of these atoms.

3 1: Learning Intention By the end of the lesson we will know what elements are and how some of them are used. We will learn how to classify elements Activity 1 Work with your partner to see how many different structures you can make using the building bricks. Discuss the number of structures you were able to make from these bricks. All substances everything around us and us as well are made up of tiny particles. If you think back to the Matter topic you will remember that these tiny particles are called atoms. You should remember about the arrangement of these atoms in solids, liquids and gases. In this topic you will find out that there are about 100 different types of these atoms. An element is a substance made of one type of Each is made of its own unique type of atoms Since there are about 100 elements, there is the same number of types of atoms since each element is made of its own type of atoms. Information about atoms is found in the Periodic Table of Elements. You have a periodic table of elements in your diary planner. 3

The Periodic Table of Elements Each box represents an element with is own unique type of

Element A Element B Element C Discuss with your group What do the circles in the above

Which element could represent a liquid element how do you know?

4 The Periodic Table of Elements Each box represents an element with is own unique type of atoms Some elements are solids, some are liquids and some are gases. Element A Element B Element C Discuss with your group What do the circles in the above diagram represent? Why are the circles different sizes and colours? Which element could represent a liquid element how do you know? (think about the Matter and Heat topic) Which element could be helium? Which element could be iron? All substances are built up from the elements in the Periodic Table 4

names of 2 elements named after places Interesting Facts about the Origin and Meaning of the Element Lead Lead has the symbol Pb. This Symbol comes from the Latin word plumbum meaning 'lead'.

5 Interesting Facts about the Origin and Meaning of the Element Strontium This element was named after the Scottish town of Strontian. Find out the names for the elements with the symbols:- C, O, Hg, Au, Ag, Cu, H & He Find the names of 2 elements named after famous scientists Find the name of an element named after planets Find the names of 2 elements named after places Interesting Facts about the Origin and Meaning of the Element Lead Lead has the symbol Pb. This Symbol comes from the Latin word plumbum meaning 'lead'. Plumbism is the medical term for lead poisoning. The chemical symbol for oxygen is O Oxygen is essential to human life, it is found in the air we breathe making up about 21% of the air around us Around 1% of the sun s mass is oxygen. The chemical symbol of hydrogen is H. Hydrogen is the lightest, simplest and most commonly found chemical element in the Universe. The word hydrogen comes from the Greek word hydro (meaning water) and genes (meaning creator). Activity 2 You have been given a set of elements cards. Look at these with your group. Look at the set of cards Uses of Elements ; see if you can match the element to the correct use. Discuss your reasons for the matches you make. 5

Classifying Elements Activity 1 In the library on my i pod in the

Discuss in your group and feedback to the class discussion Activity

6 Classifying Elements Activity 1 In the library on my i pod in the supermarket What do they have in common? Discuss in your group and feedback to the class discussion Activity 2 In your group read the information on the elements data cards you have been given. Group the elements giving reasons for each group you make. Is there any other way you can group or classify the elements? WRITE YOUR NOTES BELOW 6

7 2: Learning Intention Today I will find out about the properties of some of the metal and non metal elements in the Periodic Table. Activity 1 In your group, look at the apparatus you have been given. Discuss with your group how to set up the apparatus to test the materials you have been given. Test the materials and arrange then into 2 groups based on the results you got. Conductor Insulator Activity 2 Your teacher will show you a power point presentation on metals. Use this information and with your group try to work out what other properties of metals are. Write your summary note on the properties of metals here: 7

8 3: Learning Intention By the end of the lesson we will know how elements in the Periodic Table are arranged. Activity : Jigsaw task on the Periodic Table. Write short notes by answering the questions in the spaces below. All groups need to find out: 1. What other name is given to a column in the Periodic Table? Then you must all work to find out. Team 1 2. Give two names for the first column? and 3. List the elements in this column. 4. Are they reactive? 5. Give a use for some of the elements in this column? Team 2 2. Give two names for the last column? and 3. List the elements in this column. 4. Are they reactive? 5. Give a use for some of the elements in this column? Team 3 2. Give two names for the second last column? and 3. List the elements in this column. 4. Are they reactive? 5. Give a use for some of the elements in this column? Team 4 1. What name is given to the block of elements in the middle of the periodic table? 2. List six of the elements in this block that you have heard of. 3. Give a use for one of the elements you have chosen? 8

9 4: Learning Intention By the end of the lesson we will know how to recognise an element from its symbol and atomic number. Activity 1: Complete tasks your teacher will show you in the powerpoint Helium (He), atomic number two, makes up less than.0005 percent of the Earth's atmosphere with much of it lost to space because of its light weight Group Periods In the Periodic Table the elements are organised in a particular way. Elements with similar properties are grouped together. What is the black zig zag line for? Groups are organised from top to bottom and each group has a number. Within each group the properties of the elements are similar. Name the elements present in: Copper bromide Lead iodide Sodium chloride 9

10 Activity 2 You can use chemical symbols to write simple chemical formulae Look at the Periodic Table in your planner. Find the symbols for: Oxygen Scandium Iron Xenon Cobalt What is a chemical symbol? Are the symbols shown below true chemical symbols for elements? USE A TICK OR CROSS TO SHOW IF THEY ARE REAL Fg I Im Hg You can use symbols to show a chemical formula for a compound. Which elements are in. CO 2 CaO NaCl Can you name these compounds? 10

11 5: Learning Intention Today we will learn the difference between an element and a compound Activity 1 Your teacher will show you how to use lime water. Then watch your teacher demonstrate the following experiment. A small amount of a clear chemical called lime water is added to a jar of oxygen. Note the result. A small amount of carbon is burned in a fresh jar of oxygen. Then lime water is added as before. Discuss the results of the experiment with your class. What do these results show? Activity 2 Carefully hold a piece of copper metal in the Bunsen flame. Make sure you carry out this experiment on a safety mat and DO NOT TOUCH THE END OF THE TONGS WHEN THE COPPER IS HOT. What did the copper look like before it was burned? What did it look like after? Discuss what has happened with your group and then your class 11

12 6: Learning Intention Today we will learn the difference between an element, a compound and a mixture Activity 1 Watch the following experiment + A gas jar containing Chlorine gas your teacher will carefully add a sheet of thin copper foil What happens? What is left in the jar at the end of the experiment? Discuss with your group what the diagram represents. + Describe the appearance and properties of chlorine. Describe the appearance and properties of copper. Describe the appearance and properties of the product of the reaction. Are they similar? Can you suggest why this might happen? Can you suggest a name for the new substance you have made? 12

What is the black substance on the outside of the toast?

13 Activity 2 Use magnets to investigate how a mixture of iron and sulphur behaves. How could you join them together permanently? What happens when you toast bread. What is the black substance on the outside of the toast? How many types of atoms are in this black substance? Do you have any jewellery on? Look at gold and silver. All things are made of tiny particles called. 13

14 Elements are made of only one type of and are found in the. Compounds are formed when the atoms are by bonds. Mixtures are when the atoms are not. Label the above boxes. Which ones show: Elements Compounds Mixtures 14

7: Learning Intention Today we will find out how elements have different properties from compounds.

Activity 1 Your group have been given the task of writing an article for a science journal. In this article you must outline the differences between elements and compounds.

Record what happens. THE TEST FOR HYDROGEN GAS IS Activity 2 Collect a test tube of oxygen gas.

15 7: Learning Intention Today we will find out how elements have different properties from compounds. Today we will find out how to test for the elements oxygen and hydrogen and what compound is formed when the two elements react. Activity 1 Your group have been given the task of writing an article for a science journal. In this article you must outline the differences between elements and compounds. To help you understand the differences firstly carry out the experiments below. Activity 1 Collect a test tube of hydrogen gas. Carefully remove the stopper and put a lit taper into the tube. Record what happens. THE TEST FOR HYDROGEN GAS IS Activity 2 Collect a test tube of oxygen gas. Carefully remove the stopper and put a glowing taper (one where you have lit the taper but then blew the flame out so it is just glowing red) into the tube. Record what happens. THE TEST FOR OXYGEN GAS IS What is the name of the gas is used in balloons for children? Why would you not use hydrogen or oxygen? Now complete your task using the knowledge you have learned from carrying out the experiments. Make sure your report includes diagrams as well as explanations. 15

16 8: Learning Intention Today we will find out if it is possible to break a compound up into the elements which make it. Activity 1 Discuss with your group the experiment where you teacher added copper foil to chlorine gas. Discuss whether or not you think it might be possible to get the elements back. If so how this could be done? Watch the experiment your teacher will now demonstrate then carry out the experiment detailed in activity 2 Activity 2 Electrolysis of Copper chloride Ever Ready 9V Copper chloride solution + You can use electricity to break a compound up into its elements 16

17 9: Learning Intention Today we will find out how to identify chemical reactions and describe them using word equations Today we will learn how to tell what is in a substance by looking at its name, and how to predict the chemical name for some simple compounds. Chemical reaction involve these two terms: PRODUCTS REACTANTS Which side of the arrow do you think they go on for a chemical reaction????????????????? This is called a CHEMICAL EQUATION and can use words or chemical symbols. Activity 1 Your teacher will show you how to burn magnesium in oxygen Can you write a word equation for what happened? + Try writing word equations for these examples carbon reacts with oxygen producing carbon dioxide iron reacts with oxygen producing iron oxide iron sulphide is formed when iron reacts with sulphur 17

18 10: Learning Intention Today we will learn what happens during a chemical reaction. We will learn to identify signs of chemical reaction. Activity 1 Add magnesium ribbon to 5cm 3 of hydrochloric acid. Your teacher may let you test the gas with a lit taper. What signs of a chemical reaction have you observed? Activity 3 Mix the solutions together and watch what happens. + Lead Nitrate Sodium iodide Describe what happened when you mixed the two solutions. Discuss with your group wither or not this was a chemical reaction Explain your decisions. 18

19 Now put a piece of filter paper into a filter funnel and filter the mixture as shown in the diagram below. Open the filter paper and examine it. What do you see on the filter paper Where has this come from? The solid formed when 2 liquids react is called a precipitate. The following things indicate that a chemical reaction is taking place:- 1. A change of 2. The formation of a solid a 3. Fizzing and bubbling - 4. Release of (Heat, light or sound) 5. During a chemical reaction a new substance is always produced. 19

20 11: Learning Intention Today we will learn what happens during a chemical reaction. We will learn to identify signs of chemical reactions and be able to tell a chemical reaction apart from a physical change. After discussing with your class, mark each example below to show if it is a chemical reaction or a physical change? 20

21 21

22 Chemical or Physical Reactions When a chemical reaction takes place a new substance is always formed. Sometimes physical changes can be confused with chemical reactions. e.g. Explain why boiling a beaker of water is not a chemical reaction e.g. Explain why someone might think it is a chemical reaction. Use all of the words in the word bank below in your answer. Gas No State Steam New products When a chemical reaction takes place a new substance is always formed. When burning magnesium the new substance is a white powder called magnesium oxide. Reactants React to make New substance made Magnesium + oxygen Magnesium oxide Chemical reactions can be represented in word equations. These word equations show us the things that are involved in the chemical reaction (the reactants), and the new substance(s) made (the products) 22

23 12: Learning Intention Today we will learn about factors which can alter the speed or rate of a reaction. Add some chalk to some acid. Can you observe a chemical reaction? Explain your answer. Challenge: Your teacher will demonstrate how temperature effects the speed of a reaction. Work in groups to design experiments to find out what else you can change to speed up or slow down the reaction. 3 things you could change to speed up a reaction are: Can you think of real life examples of how we alter the speed of a reaction. Hints: fridges and ovens.blowing on embers to light a campfire.chopping up potatoes when cooking 23

24 13: Learning Intention Today we will investigate how temperature affects the rate of the reaction to cook food. Elements and Chemical Reactions AVU: You are going to investigate the importance of an everyday chemical reaction. Cooking food is an everyday chemical reaction. Think about why it is important that you know how to cook food properly. What could happen if you didn t cook food for long enough? Why is this important to society? Your teacher will guide you. Look at the two sources of information below and complete the information poster you have been given. Tell the person reading your poster about why this type of chemical reaction is important. What can happen if you don t cook food properly? Can you convert the table of results from source 2 into a graph? What type should it be line graph or bar chart? Think about your scale and labels 24

25 14: Learning Intention Today we will learn about CATALYSTS and what they do to the speed or rate of a reaction. Presence Catalyst does not Catalyst Some chemical reactions can be speeded up by the addition of a substance called a. The does not in the chemical reaction but its speeds up the reaction. Hydrogen peroxide is a chemical which breaks down slowly into and Hydrogen Peroxide + Bubbles of The break down of can be speeded up by adding the chemical. This acts as a and speeds up the reaction. We have catalysts in our bodies. Every single cell in your body contains special BIOLOGICAL CATALYSTS These BIOLOGICAL CATALYSTS are known as ENZYMES 25

26 15: Learning Intention Today we will use our scientific problem solving skills to solve a murder mystery Who killed Mrs Rocket? Suspect Chemical to be tested Colour Does it match Mrs Rocket s sample? The Murderer is 16: Learning Intention Today we will use our scientific problem solving skills to write a secret message You have your murder suspect, but they are on to you.. You need to write a secret message to the police using invisible writing. You must present your message to the class at the end of the exercise. To succeed, your message must be invisible to others until you reveal it to them. Your teacher will demonstrate an example to you. 26

Year 8 Science. Atoms Elements and compounds. Name: Teacher:

Year 8 Science. Atoms Elements and compounds. Name: Teacher: Year 8 Science Atoms Elements and compounds Name: Teacher: 1 2 Atoms and Elements and Compounds What I need to know. I know there are a small number of elements from which all substances are made I know